GIAO AN TIENG ANH 9 CA NAM TIN CAY

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Period: 1 Date of planning:……….
Date of teaching:……….

REVIEW AND TEST

I. Change these sentence into active voice
1. These exercises were done well.

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2. No mistakes have been made in his composition.

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3. This dress is being made for me by my mother.

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4. I am taught English by my mother everyday.

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5. A lot of English songs can be sung very well by the girls.

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6. Our clothes are washed by her everyday.

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7. The room is being decorated by my father.

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8. A big house is being built near my house.

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9. The story was told by my grandmother two years ago.

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10.English is taught in every school in the city.

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11.My motorbike is being washed now.

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12.This poem has been written by a very famous poet.

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13.My sister’s car was made in Japan.

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14.This purse was found a few days ago by a woman.

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15.This job has to be done at once.

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16.How are candle made?

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17.All the arrangements have been made.

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18. The operation is going to be performed by French doctors.

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19.This house was built 100 years ago.

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20.The lessons are being written by the students no

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Date of teaching:………

UNIT 1 AVISIT FROM A PENPAL

LESSON 1: GETTING STARTED – LISTEN AND READ
1. Aims: At the end of the lesson, students will be able to

- Make and respond to introduction.

- Talk about activities’ Lan and Razali Maryam would do during the visit.
- Educate students how to greet people when meeting each other.

- Develop reading and listening skills.
2. Language contents

a. Grammar: Past simple tense; used to; past simple tense with ‘wish’.

b. Vocabulary: Mosque(n); correspond(v); to be impressed by; pray (v); depend (v); have a trip 
aboard.

3. Techniques: Eliciting; guessing; scan; pair work.

4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:

Contents methods
I. Warm - up

1. Getting started. 
What would you do if your foreign friend
comes to visit your country?

Suggestions:

A B C D

II. Presentation

Questions.

What do you know about Maryam/ Lan’s
penpal?

Where did Lan take Maryam to?
Places: Lan take Maryam to
HoChi Minh’s mousoleum
History Museum

The literature temple.
Vocabulary:

- Mosque(n) nhà thờ hồi giáo
- correspond(v) trao đổi thư

- to be impressed by - ấn tượng về…
- pray (v) cầu nguyện, cúng, khấn vái
- depend on (v) phụ thuộc vào……
- have a trip aboard.1 chuyến du lịch
nước ngoài

Introducing the topic.

Students look at the pictures and realize
the places.

Students practice with their partners.

Then give answers.

Teacher correct errors if necessary.
Teacher introduces the situation of the
text about Lan’s penpal, Maryam visited
her.

Students give answers.

Teacher elicits how to answer the
questions.

Students listen to the text again. Then
find out some new words.

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Grammar:

Past simple tense:

Ex: Lan took Maryam to…

Used to: used for the past habit so “ used
to” means usually or often did sth in the
past and no longer now.

Ex: Lan used to walk past the Mosque on
her way to primary school.

did sth in the past and no longer now.
Questions:

- What did Lan use to do when she was a
primary school girl?

->Yes, she often walk past the mosque on
her way to primary school.

- What about now? Does she often walk
past the mosque?

-> No, she does’t this any more III.
III. Practice

1. C Two weeks.

2. B Ha Noi people were friendly.
3. C All the above.

Teacher explains how to use “ used to”.
Students notice teacher’s explaination.

Students ask and answer these questions.
Teacher asks students these questions.
Students practice with their partners.
Then give answers.

Teacher correct errors if necessary.
Students read the txt in silence. Then
practice with their partners.

Teacher asks students these questions.
Students give answers.

Teacher correct errors if necessary.

IV. Consolidation

Saying the content of the text.

Educate students how to greet people when meeting each other.
V. Homework:

- Read the passage.

- complete the exercise 1 on page 5 in the exercise book.
- prepare ‘ speak’.

VI. Marks/ Remarks

- Students were weak in reading.
VII. Self – evaluation:

………...
Period: 3 Date of planning:…………..
Date of teaching:…………..

UNIT 1 AVISIT FROM A PENPAL

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1. Aims: At the end of the lesson, students will be able to
- Make and respond to introduction.

- Educate students how to greet people when meeting each other.
- Develop reading and listening.

2. Language contents

a. Grammar: Pleased to meet you; let me introduce; have you been…
b. Vocabulary: to be different from; to be the same.

3. Techniques: Dialogue building; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.

5. Time: 45 minutes
6. Procedures:

Contents methods
I. Pre- speaking

Nga is talking to Maryam:
* Guessing:

What do you talk about?
- Places where you live.
- People in their country.

* Make and respond to introduction.
- Pleased to meet you!

- Let me introduce…
- Have you been…

II. While – speaking:

a. Nga is talking to Maryam:
Star like this

A. Hello! You must be Maryam.
B. That’s right. I am

Answer:

1-C 2- E 3 –E

4- D 5- B 6

-> 1-C; 5- B; 4- D; 2- E; 3-E; 6
b. Now you are talking to Maryam’s
friends. Introduce yourself. Make similar
dialogues. Take turns to be one of

Maryam’s friends.
Example:

A. Hi!...Yoko.
B. That’s right. I am…
A. Pleased to meet you!
B……….

A. Are you enjoying….?

Teacher explains the task and introduce

the situation.

Students give answers.

Teacher elicits some key phrases.
Students notice them carefully.

Teacher explains the task.

Students practice with their partner.
Teacher correct errors if necessary.
Students read the dialogue in the silence
in pair and match. Then put it in the
correct order.

Students read the dialogue aloud.
Teacher corrects errors if necessary.
Teacher explain the task and suggests the
outline of dialogue.

Students complete the dialogue and
practice with their partners.

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B. …………

A. Do you live in…..?

B. ………Is it very different from?
III. Post – speaking

Make dialogue introduce their discussion.

Students make their free dialogues.
Teacher corrects errors if necessary.
IV. Consolidation

Remind languages to introduction.

Pleased to meet you; let me introduce; have you been…
V. Homework:

- Complete the dialogues in exercises 3b.

- Learn new languages to introduction by heart.
- prepare ‘ listen’.

- Do exercises 2 on page 6 in the exercise book.
VI. Marks/ Remarks

- Students were weak in speaking.
VII. Self – evaluation:

...
...

Period: 4 Date of planning:..
Date of teaching:…

UNIT 1 AVISIT FROM A PENPAL

LESSON 4: LISTEN

1. Aims: At the end of the lesson, students will be able to
- Listen to Tim Jones’ Mexican pen pal.

- Educate students how to greet people when meeting each other.
- Develop reading and listening.

2. Language contents

a. Grammar: Pleased to meet you! let me introduce… ; have you been…
b. Vocabulary: to be different from; to be the same.

3. Techniques: Dialogue building; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.

5. Time: 45 minutes
6. Procedures:

Contents methods

I. Pre- Listening:
* Questions:

What do pictures in ‘a’ mean?

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Can you find some differrences between
picture a & picture b?

Where is it?

*Grammar:

- Let’s go to a restaurant downtown.
- I rather eat hamburgers.

* Vocabulary:
- to catch(v): bắt
- to kill(v):giết chết
- to eat(v): ăn

II. While – Listening
True or false statements:
a. Carlos didn’t see the sign.

b. The sign a means: keeping the grass of.
c. They want to catch the bus numbered
130.

d. They don’t eat hamburgers.
III. Post – listening

Answer:

a-A; b-B; c-C

Game to consolidation:

Matching the words relate to each other.
Keep off bus

Catch hamburgers
Eat the grass
.

Students give answers for the questions
by looking at the pictures in the textbook.
Teacher elicits some key vocabulary and
grammar.

Students guess the meaning of some key
vocabulary and how to use grammar.
Students practice vocabulary in chorus
and in individual.

Students listen to the conversation.
Students practice with their partner.
Students give answers for the questions.
Teacher corrects errors if necessary.
Students listen to the conversation and
circle the letters corrected.

Students listen to the conversation again
and check the answers.

Teacher corrects errors if necessary.
Teacher explains the task.

Students match the words in pairs and
crosscheck their answers.

Teacher corrects errors if necessary.

IV. Consolidation

Saying language content.

Educate students how to greet people when meeting each other.
V. Homework:

- Make sentences each other.

- Learn new language content by heart.
- prepare ‘ read’.

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VI. Marks/ Remarks

- Students were weak in listening skill.
VII. Self – evaluation:

...
...

Period: 5 Date of planning:..
Date of teaching:…

UNIT 1 AVISIT FROM A PENPAL

LESSON 5 READ

1. Aims: At the end of the lesson, students will be able to

- Scan the information about Maryam’s country, Malaysia. Then fill in the table that follows.
- Educate students to know about Malaysia and more all over the world.

- Develop reading and reading.
2. Language contents

a. Grammar: Simple tense…

b. Vocabulary: separated(a); comprise(v); federation(n); ethnic group(n); official(a); 
optional(a); language to instruction.

3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; colorful chalk.

5. Time: 45 minutes
6.

Pr ocedures:

Contents methods
I. Pre- reading

* Questions:

What do you know about Malaysia?
Do you know any information on the
table?

II. While – Reading

a. Scan the information about Maryam’s
country, Malaysia. Then fill in the table
that’s follows.

New words:

- separated(a) tách ra, chia ra

- language instruction.(n) tiếng phổ thông
* Fill in the table:

Malaysia

1. Area: 329758 sq km

2. Population: Over 22 million.
3. Climate: Tropical climate.

Students look at the map and the picture about
Malaysia.

Teacher sets situation by asking students
some guiding questions.

Teacher explains the task.

Students scan the passage and find out some
new words.

Teacher elicits some key vocabulary.
Students guess the meaning of some key
vocabulary.

Students practice vocabulary in chorus and in
individual.

Teacher corrects errors if necessary.

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4. Unit of currency: Ringgit.
5. Capital city: Kuala Lumpur.
6. Official region: Islam.

7. National language: Bahasa Malaysia.
8. Compulsory second language: English.
b. Read the passage again and answer the
questions.

Keys:

1. Bumiputera, ethnic chinese, ethnic
Indians.

2. Bahasa Malaysia, English, Chinese and
Tamil.

3. Bahasa Malaysia.
4. Up to 16.

III. Post – Reading

Tell some key information about
Malaysia.

Begin with:

Malaysia is one of the countries of
Asian. It has an area of 329758 sq km…..

Students practice with their partners.
Students give answers for the table.
Teacher corrects errors if necessary.

Students read the passage again in silence and
find out the information to answer the

questions.

Students practice with their partners.

Students give the answer for the questions.
Teacher corrects errors if necessary.

Teacher explains the task of the exercise.
Students summarize the passage based on the
information about Malaysia.

Teacher corrects errors if necessary.
IV. Consolidation

Remind language contents.

Educate students to know about Malaysia and more all over the world.
V. Homework:

- Read the passage and do the exercises again.

- Write a passage about your local based on the passage about Malaysia.
- Learn new languages by heart.

- prepare ‘ Write’.

- Do exercise 4 0n page 7 in the exercise book.
VI. Marks/ Remarks

- Students were weak in pronouncing some key different words..
VII. Self – evaluation:

………...
...

Period: 6 Date of planning:...
Date of teaching:…....

UNIT 1 AVISIT FROM A PENPAL

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1. Aims: At the end of the lesson, students will be able to

- Imagine we are visiting our relatives or friends in another parts of Viet nam or in a different
countries.

- Write a personal letters.

- Educate students know how to write a personal letter.
- Develop language using skill.

- At the end of the lesson, students will be able to
- Use some grammar points in the right English.
- Educate students to use language correctly.
- Develop language using skill.

2. Language contents

a. Grammar: Past simple tense.

b. Vocabulary: I arrived at < place> …..at < time>… on < date>; I’ve visited places…
I feel so happy…; I will leave….

3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; colorful chalk.

5. Time: 45 minutes
6.

Pr ocedures:

Contents methods
I. Pre- Writing:

* Questions:

- How many parts are there in a personal
letter?

- What do you write in each part?
Outline of a personal letter
- First paragraph: Say when you arrived
who met you met at where.

- Second paragraph: Talk about what you
have done.

- Third paragraph: Tell how you feel,
mention when you would return home <
people, food, sights>.

II/ While – writing:

Suggested ideas
First paragraph:

- I arrived at KonTum bus station at <
Time> in the afternoon/ evening etc…
Uncle/ Aunt met me at the bus station.
Then he/she took me home by motorbike/
bicycle.

Teacher sets situation by asking students
to some questions.

Students practice with their partners
Teacher explains the task.

Students read the out line of a personal
letter.

Teacher corrects errors if necessary.
Students elicits how to use each
paragraph.

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- Second paragraph:

I’ve visited/ been to many places like
wood church, museum etc.

I’ve eaten different foods.
I’ll visit hanging Bridge.
Third paragraph:

I feel so happy and enjoy myself so
much. Then people here are so nice and
friendly. The food are so delicious and
are so beautiful.

I will leave in KonTum at…..on and I
will arrive home at… . Please pick me
up…

III/ Post – Writing

Tell the main parts of the personal letter.
Students’ letter.

Teacher corrects errors if necessary.
Students read the complete writing aloud.
Teacher elicits how to use simple past.
Students copy them down.

Teacher explains the task of the exercise.
Students tell them and write a letter that
they like.

Teacher corrects errors if necessary.
Students read them aloud.

Contents methods

I. Warm up:

1. Match the words in column A with
column B.

A B
Do bought
Go saw
Buy went
See did

-> The words in the column B are used
by the past simple tense of infinitive of

verbs in column.

2. Before: I always cried.
Now: I don’t cry.
-> Used to

3. I am poor. So I wish I were ……
II. Activities:

1. Activity 1

Work with a partner. Ask and answer
questions about each person did on the
weekend.

Example dialogue:

A: What does Ba do on the weekend?

Teacher sets situation by asking students
to do the exercise.

Students practice with their partners
Teacher elicits some key verbs.

Students comment the words in column
B.

Teacher corrects errors if necessary.
Students elicits how to use “ Used to” and

“wish”. Then give some examples.

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B: He went to see a movie called “ Ghost
and Monster”.

A: When did you see it?

B: He saw it on Saturday afternoon at 2
o’clock.

* The past simple tense.
Form S + V( past.s.t) + O
Inf. Verbs S. past
Go went
See saw
Do did
2. Activity 2

Complete the table. Write the things you
use to do and the things you do now.
Before: I usually went to class 8.
Now: I go to class 9.

3. Activity 3:

Talk about 10 dearest wishes.
- I wish I were older.

- She wishes She could fly.
Note: Things being not true now.

-> Form: S + wish(es) + S + V( s.p)

Teacher corrects errors if necessary.
Students read activities of Ba, Na, Lan,
Nam and Hoa.

Teacher elicits how to use simple past.
Students practice with their partners.
Students give the key.

Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give the answer.

Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give their wishes.

Teacher corrects errors if necessary.
VI. Homework:

- Complete the letter.

- Write one more letters to a friend or relatives.
- Learn new languages by heart.

- prepare ‘ language focus’.

- Do exercise 5 on the pages 7 & 8 in the exercise book.
V. Marks/ Remarks

- Students had some troubles when writing a letter.
VI. Self – evaluation:

…...
...

Period: 7 Date of planning:..
Date of teaching:…

UNIT 2 CLOTHING

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1. Aims: At the end of the lesson, students will be able to

- know people in the world wear the national dress of their countries.
- read information about the traditional dress of Vietnamese women.

- Educate students how to be proud of the traditional dress of Vietnamese women..
- Develop reading and listening skills.

2. Language contents

a. Grammar: Present perfect tense; passive form.

b. Vocabulary: long silk tunic (n); loose pants(n); slit(n); occasion(n); inspiration(n); 
traditional(a); modern (n); minority(n); unique(n).

3. Techniques: Eliciting; guessing; scan; pair work; brainstorming.

4. Teaching aids: Pictures; textbook; chalk; tape; cassette.

5. Time: 45 minutes
6. Procedures:

Contents methods

I. Warm - up

1. Getting started 
- What do you know about the Vietnamese
traditional dress ?

- Where does it come ?
- Why do you know ?
Vocabulary:

- a kimono (n): áo Kimônô.

- a sari (n): Xari ( v¶i quÊn quanh ngêi thay
quần áo).

- a veil (n): mạng che mặt.
Key:

She/he comes from

a. Japan b. Vietnam c. Scotland
d. India d. The USA

f. Saudi Arabia
II. Presentation

Can you tell me some more about Vietnamese
traditional dress?

a.Vocabulary:

- long silk tunic (n)tấm vải lụa dài
- loose pants(n) quần dài

- slit(v) xẻ dọc
- occasion(n) dịp

- inspiration(n) cảm hứng
- traditional(adj) truền thống
- modern (adj) hiện đại
-ethnic minority(n) dân tộc thiểu số
- unique(adj) độc nhất

b.Grammar:

Teacher sets the situation by asking some
questions.

Students guess and give answers.

Students look at the pictures and answer
where people come from…..

Teacher elicits some key words.

Students practice with their partners. Then
give answers.

Teacher corrects errors if necessary.

Teacher introduces the content of the lesson
by asking the questions.

Students give answers.

Students listen to the text. Then find out
some new words.

Students repeat vocabulary after the teacher
in individual and chorus.

Teacher corrects errors if necessary.
Students find out some sentences used by
the present perfect tense and passive form.
Teacher explains how to use “the present
perfect tense and passive form ”.

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- Present perfect tense:

Ex: Musicians haves mentioned the ao dai.
- Passive form:

Ex: It was frequently worn by men …

c. Checking comprehension:

- What does traditional ao dai look like?
-> Long silk tunic, slit on the sides, loose
pants.

- Has Ao dai been changed today?
-> Yes, it is.

III. Practice:

1. Complete the sentences:
a. Poems, novels and novels.

b. Long silk tunic, slit on the sides.
2. Answer the questions:

a. Men and women………

b. Because it is more convenient.
c. They have printed….

Teacher asks students these questions.
Students answer the questions.

Students practice with their partners. Then
give answers.

Teacher explains the task.

Students read the text in silence. Then
practice with their partners.

Teacher asks students these questions.
Students practice with their partners.
give answers.

Teacher corrects errors if necessary.

IV. Consolidation

Talk about national dress of some countries.

- Educate students how to be proud of the traditional dress of VietNamese wonmen.
V. Homework:

- Read the passage.

- complete the exercises; prepare ‘ speak’.
- Learn vocabulary by heat.

VI. Marks/ Remarks

- Students were weak in reading and did the tasks.
VII. Self – evaluation:

...
...

Period: 8 Date of planning:..

Date of teaching:…

UNIT 2: CLOTHING

LESSON 2: SPEAK

1. Aims: At the end of the lesson, students will be able to
- Talk about clothing people wear.

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- Educate students how to know the traditional dress.
- Develop reading and listening skills.

2. Language contents

a. Grammar: What do you usually wear?; Why do you were?

b. Vocabulary: sleeved(a); sleeveless(a); baggy(a); faded(a); plaid(a); plain(a). Techniques: 
Guessing; matching; brainstorming; eliciting.

4. Teaching aids: Pictures; textbook; chalk.
5. Time: 45 minutes

6. Procedures:

Contents methods
I. Pre- speaking

Questions:

- What do you call these clothes’ names.

- What kind of clothes do you wear
everyday?

New words:

- sleeved(adj) ngắn tay, cộc tay
- baggy(adj) rộng thùng thình
- faded(adj) bạc màu

- plaid(n) : KỴ caro.
- plain(adj): Tr¬n.

II. While – speaking:

1.Match the phrases with each picture.
Key:

a-1 b-5 c-6

d-3 e-8 f-4
g-7 h-2 I-g
2. Write two more sentences:
Vocabulary:

- Casual (a):
-Favorite(a):
Questions:

- Do you wear Ao dai on women?

- What do you wear on special occasions?
- What kind of clothing do you wear on
Tet( Lunar new year) holiday?

- What would you wear to a party?
3. Report the results of the survey.
Example:

- Three people said they liked their
uniform.

- Two persons said they usually wore

Teacher explains the task and introduce
the situation.

Students listen and give answers.
Teacher elicits some key phrases.
Students find out some new words and
guess the meaning of them.

Students repeat vocabulary after the
teacher in chorus and in individual.
Teacher explains the task.

Students practice with their partner. Then
give the keys.

Teacher corrects errors if necessary.
Teacher explains the task.

Students find out some new words.
Students practice with their partners.
Then interview members of another
group.

Teacher elicits if students have some
troubles.

Teacher corrects errors if necessary.
Teacher explains the task.

Students report the results of their
survey.

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colorful T- shirts on the weekend.
III. Post – speaking

Write the words in English or Vietnamese
- sleeved(a): ………..
- sleeveless(a): ………
- baggy(a) ………..
- faded(a) ………

- ………….. : KỴ caro.
- ………: Tr¬n.

* Choose any students standing while
others students discribe him/her what to
wear.

Teacher elicits if students have some
troubles and corrects errors if necessary.
Teacher explains the task.

Students rub out some words.

Teacher corrects errors if necessary.
Students practice with their partners in
front of the class.

Teacher elicits if students have some
troubles and corrects errors if necessary.
IV. Homework:

- Learn new languages by heart.
- prepare ‘ Read’.

- Do exercises

V. Marks/ Remarks

- Students were weak in listening.
VI. Self – evaluation:

...
...

Period: 9 Date of planning:..
Date of teaching:…

UNIT 2: CLOTHING

LESSON 3: LISTEN

1. Aims: At the end of the lesson, students will be able to

- Listen and write the letters of the correct picture to show what Mary is wearing.
- Educate students how to know how to wear clothing.

- Listen specific information and realize clothes.
- Develop reading and listening.

2. Language contents
a.

Grammar :

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3. Techniques: Guessing; brainstorming; eliciting.

4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:

Contents methods
I. Pre- Listening:

* Match the words with the correct 
picture.

- a long – sleeved blouse.
- Jeans.

- a plaid skirt.

* Questions:

- Are they beautiful?

- What do children usually wear?
* New words:

- miss(v) = lose(v) mất, lạc
- main entrance (n) lối chính
- car fair (n) xe đồ chơi

- information desk (n)bảng thông tin
- doll(n)búp bê đồ chơi

II. While – Listening

A/ Listen and write the correct letter of
the correct pictures to show what Mary is
wearing.

a-B She is wearing shorts.

b-A She is wearing long – sleeved blouse.
c- C She is wearing shoes.

B/ Game: Find some one who wears:
1. - shorts

- shorts – sleeved blouse.
- Shoes

2. …hat with a star.
- school uniform
- sandals.

III. Post – listening

Teacher sets situation by playing the
game : Match the words with the correct
picture.

Students play the game with a partner.
Teacher elicits students how to play.
Students give the answers.

Teacher elicits if students have some
troubles and corrects errors if necessary
Students practice the questions with their
partners.

Students give answers for the questions.
Students look at the pictures in the book
to guess the meaning of the words.

Students read new words in chorus and in
individual.

Teacher explains the task.

Students listen to the conversation again
and find the clothes and shoes that Mary
wore.

Students crosscheck their answer. Then
give the answer in front of the class.
Teacher corrects errors if necessary.
Teacher explains how to play the game.
Students practice with their partners.
Then give the answers.

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Students’ description.

Students practice with their partners.
Then give the answers.

Teacher elicits if students have some
troubles and corrects errors if necessary
IV. Consolidation

Saying language content.

Educate students how to greet people when meeting each other.
V. Homework:

- Make sentences each other.

- Learn new language content by heart.
- prepare ‘ read’.

- Do exercises in the exercise book.
VI. Marks/ Remarks

- Students were weak in listening skill.
VII. Self – evaluation:

...
...

Period: 10 Date of planning:..
Date of teaching:…

UNIT 2: CLOTHING

LESSON 4: READ

1. Aims: At the end of the lesson, students will be able to

- Scan the information and understand the content of the text about jeans development.
- Educate students to be fond of wearing jeans fashion.

- Develop reading and speaking skills.
2. Language contents

a. Grammar: Passive form( review).

b. Vocabulary: material (n); sailor (n); embroidered (a); sale (n); finally (adv) = at last.
3. Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling.

4. Teaching aids: Pictures; textbook; colorful chalk.
5. Time: 45 minutes

6.

Pr ocedures:

Contents methods
I. Pre- Reading

* Questions:

- Do you usually wear jeans ?
- Who loves wearing jeans ?

- Do you want to know about jeans ?
a. Vocabulary:

Teacher sets situation by asking students
some guiding questions.

Students listen to the questions and answer
them.

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- material (n) chất liệu
- sailor (n) thủy thủ

- embroidered (v) thêu
- sale (v) doanh số bán ra

- finally (adv) = at last. Cuối cùng
- stopped growing = ended going up(v)
ngừng phát triển

- go up and up(v) càng ngày càng tăng
b. Grammar:

Ex: Jeans clothes were made from cotton.
Form: S + be + V (p.p)

II. While – Reading

a. Fill the missing dates and words.
a. 18 century jeans clothes
b. 1960s students
c. 1970s cheaper
d. 1980s fashion
e. 1990s sale
2. Answer:

a. The word jeans comes from a kind of
material that was made in Europe.

b. The 1990s’ fashion was embroidered
jeans painted jeans and so on.

c. Because jeans become cheaper.
d. Jeans at lash become high fashion
clothing in the 1980s.

e. The sale of jeans stopped growing
because the world wide economic
situation got worse in the 1990s.
III. Post – Reading

Questions:

a. Do you like wearing jeans ? Why ?
b. Do you think jeans are fashion now ?
c. What type of jeans do you love
wearing ?

new words.

Teacher elicits some key vocabulary.
Students guess the meaning of some key
vocabulary.

Students practice vocabulary in chorus and in
individual.

Teacher corrects errors if necessary.

Students elicits how to use past simple tense in
the passive tense.

Students scan the passage and find out the
information to fill.

Students practice with their partners.
Students give answers for the table.
Teacher corrects errors if necessary.

Students read the passage again in silence and
find out the information to answer the

questions.

Students practice with their partners.

Students give the answer for the questions.
Teacher corrects errors if necessary.

Teacher explains the task of the exercise.
Students practice with their partners.
Teacher corrects errors if necessary.

IV. Consolidation

- Remind language contents.

- Educate students to be fond of jeans fashion.
V. Homework:

- Read the passage and do the exercises again.

- Write a passage about your local based on the passage about Malaysia.
- Learn new languages by heart.

- prepare ‘ Write’.

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VI. Marks/ Remarks

- Students were weak in pronouncing some key deferent words.
VII. Self – evaluation:

...
...

Period: 11 Date of planning:..
Date of teaching:…

UNIT 2: CLOTHING

LESSON 5: WRITE

1. Aims: At the end of the lesson, students will be able to

- Write an argument to persuade readers to believe or do something.
- Write an exposition of their own.

- Educate students know how to write an argument to persuade readers to believe or do
something.

- Develop language using skill.
2. Language contents

a. Grammar:

Adverbs used in argument: Firstly; secondly; finally.
Conjunction: Therefore; In conclution.

b. Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp)
3. Techniques: Scan; brainstorming; eliciting; explaination.

4. Teaching aids: Pictures; textbook; colorful chalk.
5. Time: 45 minutes

6.

Pr ocedures:

Contents methods
I. Pre- Writing:

* Questions:

- How do you write an argument ?
- What languages do you use ?
1. Languages used in an argument:

* Introduction

-My opinion is/ I think ….
Series of the argument:

- Firstly…/ secondly…/ finally…
Conclution:

Therefore/ In conclusion…
II. While – writing:

a) Read the topic and Outline A. Then
read the passage.

Teacher sets situation by asking students
to some questions.

Students practice with their partners
Students explains the ways to write an
argument.

Teacher elicits languages used to write an
argument.

Students read the language used in an
argument.

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Secondary school students should wear
uniforms.

1. New words:

- be proud of(v)tự hào về….

- bear one’s name (v) mang tên ai đó

- feel equal in (v) cảm thấy công bằng…
2. Questions:

- How many parts are there in an
argument ?

- What languages are you in an
argument?

b) Now write a paragraph of 100 –150
words. But this time you support the
argument that secondary school students
should wear casual clothes. Outline B
may help you.

III/ Post – Writing

Choose the sample argument that
secondary school students should wear
casual clothes.

Teacher elicits some key words and
phrases.

Students read the model paragraph and
answer the questions.

Students crosscheck their writing and
write them on the board.

Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students tell them and write the argument
that secondary school students should
wear casual clothes. Outline B may help
you.

Teacher corrects errors if necessary.
Students read them aloud.

VI. Homework:

- Learn new languages by heart.
- prepare ‘ write’.

- Do exercise 4 on the pages 11 & 12 in the exercisebook.
V. Marks/ Remarks

- Students had some troubles when writing an argument because they had a little vocabulary.
VI. Self – evaluation:

...
...

Period: 12 Date of planning:..
Date of teaching:…

UNIT 2: CLOTHING

LESSON 6: LANGUAGE FOCUS

1. Aims: At the end of the lesson, students will be able to
- Use some grammar points in the right English.

- Educate students to use language correctly..
- Develop language using skill.

2. Language contents

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b. Vocabulary: Language learnt.

3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; color-chalk.

5. Time: 45 minutes
6.

Pr ocedures:

Contents methods
I. Warm up:

1. Match the words in column A with
column B.

A B
Do bought
Go saw
Buy went
See did

-> The words in the column B are used
by the past simple tense of infinitive of
verbs in column.

2. Before: I always cried.
Now: I don’t cry.
-> Used to

3. I am poor. So I wish I were ……
II. Activities:

1. Activity 1

Work with a partner. Ask and answer
questions about each person did on the
weekend.

Example dialogue:

A: What does Ba do on the weekend?
B: He went to see a movie called “ Ghost
and Monster”.

A: When did you see it?

B: He saw it on Saturday afternoon at 2
o’clock.

* The past simple tense.

Form S + V( past.s.t) + O
Inf. Verbs S. past
Go went
See saw
Do did
2. Activity 2

Complete the table. Write the things you
use to do and the things you do now.
Before: I usually went to class 8.

Teacher sets situation by asking students
to do the exercise.

Students practice with their partners
Teacher elicits some key verbs.

Students comment the words in column
B.

Teacher corrects errors if necessary.
Students elicits how to use “ Used to” and
“wish”.Then give some examples.

Teacher explains the task of the exercise.
Students read the example dialogue. Then
practice with their partner.

Teacher corrects errors if necessary.
Students read activities of Ba, Na, Lan,

Nam and Hoa.

Teacher elicits how to use simple past.
Students practice with their partners.
Students give the key.

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Now: I go to class 9.
3. Activity 3:

Talk about 10 dearest wishes.
- I wish I were older.

- She wishes She could fly.
Note: Things being not true now.
-> Form: S + wish(es) + S + V( s.p)

Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give their wishes.

Teacher corrects errors if necessary.

IV. Homework:

- Do these exercises again.

- prepare ‘ Unit 2 Clothing 2; parts 1 & 2’.
- Do exercises in the exercise book.

V. Marks/ Remarks

- Students had some trouble in making the sentences.
VI. Self – evaluation:

...
...

Period: 13, 14 Date of planning:..
Date of teaching:…

TEST & CHECK

MA TRẬN ĐỀ KIỂM TRA 1 TIẾT – TIẾNG ANH 9 SỐ 1

Tên Chủ đề

(nội dung,chương) Nhận biết Thông hiểu

Vận dụng

Cộng
Cấp độ thấp Cấp độcao

PRONUNCIATION /d/; /i/;/z /; /e/
Số câu: 4
Số điểm:1

Số câu: 4
Số điểm:1

READING Trả lời câu hỏi

Reading a passage
about YOKO

Số câu : 3
Số điểm: 1,5

Số câu : 2
Số điểm: 1

Số câu: 5
Số điểm: 2,5

LANGUAGE
FOCUS

chọn đáp án
đúng

Chia động
từ

Chọn đáp án
đúng

Từ vựng và ngữ
pháp

Thì hiện tại, quá

khứ, HTHT

Số câu: 3

Số điểm :1,5 Số câu :4 Số điểm:2 Số câu :2 Số điểm:1 Số điểm: 4,5Số câu: 9

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Câu bị động, thì quá
khứ, HTHT

Số câu: 4
Số điểm: 2

Số câu: 4
Số điểm: 2
Số câu: 10

Số điểm: 4

Số câu: 8
Số điểm: 4

Số câu: 4
Số điểm: 2

Số câu: 22
Tổng điểm: 10

ĐỀ KIỂM TRA 1 TIẾT – TIẾNG ANH 9 (SỐ 1)

Name:... TEST : 45 mins:

Class: 9...

I. Chọn từ có phần gạch chân được phát âm khác với các từ còn lại:
1. A. wanted B. needed C. moved D. prevented

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3. A. walks B. begins C. helps D. cuts

4. A. evening B. key C. envelope D. depend
II. Đọc đoạn văn và trả lời câu hỏi:

Yoko was born in Japan, but her father is not Japanese. He comes from Italy. He worked in
Japan as a bussinessman and met her mother there. In 1998, her family moved to Great Britain.
When they arrived in London, she didn’t know anybody. She felt lonely. In Japan, she used to
have a lot of friends, but now she doesn’t have anyone to talk to. So she decided to look for
friends on the Internet. She was lucky to know Tim and to be one of his friends. She wishes they
lived in the same neighborhood so that they could meet and talk everyday.

1. Where was Yoko born? ...
2.Is her father Japanese? ………
3. When did her family move to London? ………..
4. Did she have a lot of friends in London? ……….
5. Why did she decide to look for friends on the Internet? ………..
……….……….
III. Chia động từ trong ngoặc cho đúng thì:

1. I wish I………(can) fly.

2. She ………..(live) here since 2000.

3. He often………(play) soccer in the afternoon.

4.They………(buy) this house last week.
IV. Chọn đáp án đúng:

1.The capital of Malaysia is………..

A. Jakarta B.Vientiane C. Kualalumpur D. Phnompenh
2. Malaysia is…...into two regions.

A. divides B. divide C. dividing D. divided
3. “Kimono” is the traditional clothing of the………

A. Chinese B. Vietnamese C. Portugese D.Japanese
4. Lan has learnt English………..four years.

A. for B. since C. in D. on

5. Nam was……… gold medal in the chess tournament last week.
A. awarded B. award C. awards D. awarding
V. Viết lại các câu sau sao cho nghĩa của câu không thay đổi:

1. I don’t have a computer.=>I wish ……….
2. We cleaned the room yesterday.=>The room ………...
3. She started learning English four years ago.=>She has ………
4. You should do your homework everyday.=>Your homework ……….
Period: 15 Date of planning:..

Date of teaching:…

UNIT 3 : A TRIP TO THE COUNTRYSIDE

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- Understand the content of the text about Liz’s trip to Ba’s village.
- descries, ask and answer about activities in the countryside.

- Educate students to love activities in the countryside.
- Develop reading and listening skills.

2. Language contents

a. Grammar: past simple tense with ‘wish’; preposition of the time and adverb clause of the 
result.

b. Vocabulary: home village (n); travel by ( exp); bamboo forest (n); banyan tree (n); shine(n); 
river bank (n).

3. Techniques: Eliciting; guessing; scan; pairwork, brainstormng
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.

5. Time: 45 minutes
6. Procedures:

Contents methods
I. Warm - up

Please, tell me some activities of a farmer
in the country.

II. Presentation
1.Getting started:

Work with a partner: Look at the pictures

and take turn to talk about activities in the
countryside.

Ex: 6. A man is plowing with his buffalo.
Key:

1. A woman is watering vegetable .
2. Three boys are swimming.

3. A woman is feeding chicken.

4. Two women are harvesting the rice.
5. A man is feeding pigs.

7. A boy on the back of a buffalo is flying
a skii.

8. Three boys are playing soccer.
2. Listen and read:

Questions:

- How do you get to school ?

- What can you see on the way to your
school ?

Vocabulary:

- home village (n) quê quán

- travel by ( exp) du lịch bằng…
- bamboo forest (n) rặng tre
- banyan tree (n) cây đa

- shine(v) chiếu sáng

Introducing the topic.

Students look at the pictures and realize
the places.

Students practice with their partners.
Then give answers.

Teacher correct errors if necessary.
Teacher introduces the situation of the
text about Lan’s penpal, Maryam visited
her.

Students give answers.

Teacher elicits how to answer the
questions.

Students listen to the text again. Then
find out some new words.

Students find down some sentences used
by the past simple tense:

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- river bank (n).bờ sông
Grammar:

a. Past simple tense with ‘ wish’:
Ex: I wish I could visit your village.
b. adverb clause of the result:

Ex: Everyone felt tired and hungry so
they sat down under the tree.

Practice

a) True or false ? Check

1. F 2. T 3. F
4. F 5. T 6. F
7.T 8. F 9. T
b) Answer:

1. It is about 60 kilometers to the north of
Ha Noi.

2. They got to the village by bus.

3. The banyan tree is at the entrance to
the village.

4. They saw the shrine of Vietnamese
hero.

Students ask and answer these questions.
Teacher asks students these questions.
Students practice with their partners.
Then give answers.

Teacher correct errors if necessary.
Students read the txt in silence. Then
practice with their partners.

Teacher asks students these questions.
Students give answers.

Teacher correct errors if necessary.

IV. Consolidation

Saying the content of the text.

Educate students to love activities in the countryside.
V. Homework:

- Read the passage.

- complete the exercise 1 on page 20 in the exercise book.
- prepare ‘ speak’.

VI. Marks/ Remarks

- Students were weak in reading.
VII. Self – evaluation:

...
...

Period: 16 Date of planning:..
Date of teaching:…

UNIT 3: A TRIP TO THE COUNTRYSIDE

LESSON 3: SPEAK
1. Aims: At the end of the lesson, students will be able to

- Talk about clothing people wear.

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2. Language contents

a. Grammar: Wh- questions; How far...?; How long…?
b. Vocabulary: To the south/ north/west/east.

3.Techniques: Guessing; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.

5. Time: 45 minutes
6. Procedures:

Contents Methods
I. Pre- speaking

Questions:

- Can you tell us about your village ?
- Are there any places to travel ?

- Does your village have rivers/lakes…?
II. While – speaking:

a. Read the questions. Then play the 
role of A and B, ask and answer about 
your partner’s village using the

information in the boxes.
Example:

A. Where is your home village ?
B. It’s to the west of the city ? And

what about you ?

A. It’s to the south of the city.
B. How far is it from the city ?
A. It’s about 30 kilometers.
B. ………

b. Now ask and answer about your real
home village. If you do not have a 
home village, make up information 
similar to the box A or B.

Suggested ideas

- To the north of Kontum town.
- 60 kilometers from the town.
- Travel by bus/ motorbike/ bicycle
- 2 hours.

- Plant rice/ corn/ maize/ vegetable.
- River.

Teacher explains the task and introduce
the situation by asking some questions.
Students listen and give answers.

Teacher explains the task.

Students find out some new words and
guess the meaning of them.

Students repeat vocabulary after the
teacher in chorus and in individual.
Teacher explains the task.

Students practice with their partner. Then
give the keys.

Teacher corrects errors if necessary.
Teacher explains the task.

Students find out some new words.
Students practice with their partners.
Teacher elicits if students have some

sggested ideas.

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III. Post – speaking
Students’s answers.

Talk about village fair, relatives,
children’s game, interesting places.

Teacher explains the task.

Students practice with their partners in
front of the class.

Teacher elicits if students have some
troubles and corrects errors if necessary.
IV. Homework:

- Learn new languages by heart.
- prepare ‘ Read’.

- Do exercises

V. Marks/ Remarks

- Students were weak in listening.
VI. Self – evaluation:

...

Period: 17 Date of planning:...

Date of teaching:…....

UNIT 3: A TRIP TO THE COUNTRYSIDE

LESSON 4: LISTEN
1. Aims: At the end of the lesson, students will be able to

- Listen to the trip to Ba’s Village. Match the places on the bus route write the letters on the map.
- Educate students how to show the way.

- Listen specific information and realize clothes.
- Develop reading and listening skills.

2. Language contents
b.

Grammar : past simple tense.

b. Vocabulary: gas station, fuel, Dragon Bridge, pond, highway, parking lot.
3. Techniques: Guessing; brainstorming; eliciting.

4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:

Contents Methods
I. Pre- Listening:

Listen to the trip to Ba’s Village.

Question:

Can you guess the places on the map ?
Vocabulary:

- Gas station
- fuel

- Dragon Brigde

Teacher sets situation by question.
Students practice with a partner.

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- Pond

- Hightway No.1
- parking lot.
II. While – Listening

Guiding questions to find places.
What makes cars work ?

Is there a store beside a pond ?

Is there a parking lot near a banyan tree.
Keys:

- C. Hightway No.1 B. airport
- D. Dragon Brigde

- H. pamboo forest
- E. Gas station
- F. store

- L. parking lot
- G. Pond
- Banyan tree

B/ Game: Find some one who wears:
1. - shorts

- shorts – sleeved blouse.
- Shoes

2. …hat with a star.
- school uniform
- sandals.

III. Post – listening
Students’ description.

Teacher elicits if students have some
troubles and corrects errors if necessary
Students practice the questions with their
partners.

Students give answers for the questions.
Students look at the pictures in the book
to guess the meaning of the words.

Students read new words in chorus and in
individual.

Teacher explains the task.

Students listen to the conversation again
and find the clothes and shoes that Mary
wore.

Teacher elicits if students have some
troubles and corrects errors if necessary
Teacher corrects errors if necessary.
Students practice with their partners.
Then give the answers.

Teacher elicits if students have some
troubles and corrects errors if necessary
IV. Homework:

- Learn new languages by heart.
- prepare ‘ Read’.

- Do exercises 2,3 on page 20

V. Marks/ Remarks

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...
...
...

Period: 18 Date of planning:...
Date of teaching:…...

UNIT 3: A TRIP TO THE COUNTRYSIDE
LESSON 5: READ

1. Aims: At the end of the lesson, students will be able to

- Scan the information and understand the content of the text about the life of an exchange
student in the USA.

- Educate students to how to be acquainted with the life of an exchange student in foreign
countries.

- Develop reading and speaking skills.
2. Language contents

a. Grammar: Passive form( review).

b. Vocabulary: exchange (n); till (prep); maize (n); hamburger (n); hot dog (n).
3. Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling.
4. Teaching aids: Pictures; textbook; colorful chalk.

5. Time: 45 minutes

6.

Pr ocedures:

Contents Methods
I. Pre- Reading

* Questions:
- Who is Van?

- Where does he live now ?
a. Vocabulary:

-exchange (n);
-till (prep);

-maize (n);
- hamburger (n);
- hot dog (n).

b. Grammar: - structures.

- Somebody is the same age as
somebody.

-Ex: Peter is the same age as Van .
II. While – Reading

Teacher sets situation by asking students
some guiding questions.

Students listen to the questions and answer
them.

Students scan the passage and find out some
new words.

Teacher elicits some key vocabulary.
Students guess the meaning of some key
vocabulary.

Students practice vocabulary in chorus and in
individual.

Teacher corrects errors if necessary.
Students find and give example.

Students scan the passage and find out the
information to fill.

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a. Match the words in column A with the
words or groups of words in column B
having the same meaning.

A B

-maize bring things together
-feed where people buy food
and small things
-grocery story give food to eat

-part-time corn

- collect shorter or less than
standard time

2. Answer:

1. Ohio 2. farmer 3. works 
past-timeat a grocery store. 4. Peter

5. Sam 6. after 7. farm

8. they watch 9.baseball 10. member
III. Post – Reading

Questions:

a. Who is going to the USA as an
exchange student ?

Students match the words in column A with
the words in column B.

Teacher corrects errors if necessary.

Students read the passage again in silence and
find out the information to answer the

questions.

Students practice with their partners.
Students give the answer and match.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners and
complete the summery.

sts listen and answer the question.
Teacher corrects errors if necessary.
IV. Consolidation.

- Remind language contents.

- Educate students to be fond of countryside.
V. Homework:

- Read the passage and do the exercises again.
- Write a passage about your countryside.
- Learn new languages by heart.

- prepare ‘ Write’.

- Do exercise on page 10 in the exercise book.
VI. Marks/ Remarks

- Students were weak in pronouncing some key deferent words.
VII. Self – evaluation:

...
...

...

Date of planning:...

Date of teaching:...
Period: 19

UNIT 3 A TRIP TO THE COUNTRYSIDE

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I. Aims: At the end of the lesson, students will be able to:

- Write an argument to persuade readers to believe or do something.
- Write an exposition of their own.

- Educate students know how to write an argument to persuade readers to believe or do
something.

- Develop language using skill.
II. Language contents

1 Grammar:

Adverbs used in argument: Firstly; secondly; finally.
Conjunction: Therefore; In conclution.

2. Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp)
III. Techniques: Scan; brainstorming; eliciting; explaination.

IV. Teaching aids: Pictures; textbook; colorful chalk.
V. Time: 45 minutes

VI. Pr ocedures:

Contents Methods
I. Pre- Writing:

* Questions:

- How do you write an argument ?
- What languages do you use ?
1. Languages used in an argument:

* Introduction

-My opinion is/ I think ….
Series of the argument:

- Firstly…/ secondly…/ finally…
Conclution:

Therefore/ In conclusion…
II. While – writing:

a) Read the topic and Outline A. Then
read the passage.

Secondary school students should wear
uniforms.

1. New words:

- be proud of(exp)
- bear one’s name (exp)
- feel equal in (exp)
2. Questions:

- How many parts are there in an
argument ?

- What languages are you in an
argument?

Teacher sets situation by asking students
to some questions.

Students practice with their partners
Students explains the ways to write an
argument.

Teacher elicits languages used to write an
argument.

Students read the language used in an
argument.

Teacher corrects errors if necessary.
Students read the outline A more
carefully.

Teacher elicits some key words and
phrases.

Students read the model paragraph and
answer the questions.

Students crosscheck their writing and
write them on the board.

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b) Now write a paragraph of 100 –150
words. But this time you support the
argument that secondary school students
should wear casual clothes. Outline B
may help you.

III/ Post – Writing

Choose the sample argument that
secondary school students should wear
casual clothes.

Teacher explains the task of the exercise.
Students tell them and write the argument
that secondary school students should
wear casual clothes. Outline B may help
you.

Teacher corrects errors if necessary.
Students read them aloud.

* Homework:

- Learn new languages by heart.
- prepare ‘ write’.

- Do exercise 4 on the pages 11 & 12 in the exercise book.
VII. Marks/ Remarks

- Students had some troubles when writing an argument because they had a little vocabulary.
...

Date of planning:...

Date of teaching:...
Period: 20

unit 4 : learning a foreign language

getting stated + listen and read

I. Aims

1. The aims

a. The aims of the whole unit :

By the end of the unit, ss will be able to:

- Read and understand a dialogue about an oral English test
- Give out advices or persuade someone do something

- Listen and choose True/ False information

- Write a letter to ask for information about a course leaning on the outline
 b. The aims of the lesson

By the end of the lesson ss will be able to: Listen and read a passage about a dialogue an 
oral English test and then check the reported questions

2. Skills :

+ Speaking : Ask for and give information about language courses
Express opinions

Talk about methods of study

+ Listening : Listen to monologues or dialogues within about 100-120 words for general or
detailed information

+ Reading : Read passages within 150-180 words for general or detailed information

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3. Knowleges:

+ Standard : Read and understand the passage for general or detailed information about an
oral English test

Check the reported questions and compare with direct questions
+ Higher : Change some direct questions into reported questions

4. Language contents:

a.Vocabulary: exam = examination, examiner, hard, aspect, attend, course, pass.

b.Structures : - “ if” with modal verbs: must, have to, should, might, ought to
- Direct and reported speech: statements and question

5. Education: Educate ss to learn hard and have a good method in learning foreign languages
II. Preparations

1. Teacher: lesson plan, English 9-book, tape, cassette, pictures, extra boards

2. Students: review the grammar points above and vocabulary about school, study, timetables,
and subjects.

III. The stages of the lesson
 1. The old lesson check-up(1’)
 Check ss’ preparations

2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(5’): Networks

Ask ss to play the game “ Networks”
What do you usually do to learn English
everyday?

Remark the game

Give the correct answers by checking part
Getting started

*Presentation(12’)

Hang the piture and set the scene: you are
going to read a dialogue about an oral
English test

Ask ss to discuss the question

- What do you have to do in an oral English
test?

Ask ss to give out their ideas
Give ss the new words

Three groups play on the stage

do homework learn new words speak
E

Observe and listen carefully
Discuss in pairs

1. New words

exam (n) = examination (n)
examiner (n)

hard (a) = difficult (a)
aspect (n)

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Ask ss to repeat the new words in chorus
Ask 2 ss to read

Remark and correct the mistake

Present the new structures of “ reported
questions”

* Practice (20’)
Play the tape ( 3times)

Ask ss to practice the dialogue in pairs
Ask 2 pairs to practice

Remark and correct the mistake

Ask ss to read the dialogue again and check
the questions that the examiner asked Lan
Ask ss to check on the board

Remark and correct the mistake then give
out the answer key

*Production(4’)

Ask ss to report some questions

attend ( v)
course (n)

pass (v)

Repeat the new words in chorus
Listen and check

Correct by themselves
Listen carefully

2. Structures : Reported questions
Eg: “ What’s your name?”

She asked me what my name was

“ Do you live with your parents?

 She asked me if I lived with my parents

Listen carefully
Pairwork

Correct by themselves

Read the dialogue again and check
Observe and correct

3.Check the boxes
Answer keys:

1. What is your name?

She asked me what my name was.

2. Where do you come from?

She asked me where I came from.

3. Do you speak any other languages?

She asked me if I spoke any other

languages.

4. Why are you learning English?

She asked me why I was learning English.

5. How did you learn English in your
country?

She asked me how I learned English in my

country.

6.How will you use English in the future?

She asked me how I would use English in

the future.

7. What aspect of learning English do you

find most difficult?

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Ask 2 ss to write on the board
Remark and correct

1. What is your address?
2. Do you live in the city?

* Feed-back(1’)

What is the main content of the lesson?

English I found most difficult.
8.Read this passage.

She asked me to read that passage.*

Write on the drafting paper
Observe, listen and correct
Copy in the book

* Key:

1. She asked me what my address was
2. She asked me if I lived in the city
Listen and answer

3. Homework (2’)

- Learn the vocabulary and grammar points by heart

- Do exercises in the work book

- Prepare for the next lesson “ Speak + Listen”
IV. Self – evaluation:

………...
...
...

Date of planning:...

Date of teaching:...
Period: 21+22

unit 4 : learning a foreign language

speak + Listen

I. Aims

1. The aims

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

- Ask for and give information about language study
- Express opinions

- Talk about method of study

- Listen to a dialogue about Nga’s English study and check the True or False

sentences

2. Skills :

+ Speaking: Ask for and give information about language study

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3. Knowleges:

+ Standard : Ask for and give information about language study in groups of 3
Listen and check 4/6 sentences

+ Higher : Write a passage about Nga
 4. Language contents:

a.Vocabulary: dormitory, campus, reputation, experience, scenery, work for, improve, skill, 
useful, native

b.Structures : Present simple, past simple, present perfect

5. Education: Educate ss to learn hard and love their mothertongue language
II. Preparations

1. Teacher: lesson plan, English 9-book, pictures, extra board

2. Students: review the grammar points and vocabulary of language study
III. The stages of the lesson

1. The old lesson check-up(1’)
Check ss’ preparations

2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(3’)

Ask ss to play the game “Hangman”
Remark the game and present the new
lesson: Today we are going to practice
speaking persuading your partners to take
part in a foreign language course abroard
*Pre- speaking(10’)

Present the new words

Ask ss to repeat the new words in chorus
Ask 3 ss to read and correct the mistake
Ask ss to play the game “Rub out and
remember “ to drill vocabulary.

Ask ss to look at the table and present the
situation: Thu, Tam and Kim have been
awarded a scholarship of US$2,000 to
attend an English language summer course
abroad. You work in group of three and play
the role of these three students to persuade
your partner to attend the school you would
like to go to.

Hang the extra board and ask ss to listen to

The whole class play together

* Hangman: You learn in a school from
2006 to 2010 . That is a ...
 _ _ _ _ _ _

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the model dialogue
Ask ss to repeat

Notice ss to use the expressions: I think, I
agree, Why don’t we ...?, Let’s ...

*While-speaking(12’)

Now you use the information and

expressions in the table to ask and answer
groups of 3 to persuade your partners to
attend the school you would like to go to
Go around the classroom to help ss practice
Ask students to practice in groups before the
class

Remark and correct the mispronunciation
* Pre- listening (5’)

Hang the picture of Nga on and present the
situation : You will listen to the dialogue
between

Nga and Kate about her studying English.
Listen and check the boxes, then correct the
false statements

* While- listening (7’)
Play the tape (3times)
Play the tape again

Ask ss to give out their answers on the
board

Ask others to remark and correct
Remark and give out the answers
* Post- listening (5’)

Ask ss to work in exchange pairs to ask and
answer the question:

- What aspects of learning English do
/don’t you like? Why? Why not?
- Which skill(s) are you good at?

- What can you do to improve your listening
/speaking...?

Ask some student to answer
Remark and correct

* Feed-back (1’)

What is the main content of the lesson?

Repeat the new words in chorus
Listen and correct by themselves
The whole class play together

Observe and listen
Repeat aloud

Groupwork of three

Observe, listen and correct
Observe and listen

Listen and check

Listen and correct the false ones
Observe and correct

Remark and correct
Correct by themselves
2. Listen

* Key:
a)True
b)True

c) False. She works for an international bank
in Ha Noi

d)True

e) False. Her listening is terrible. (This is her
biggest problem. People talk very quickly
and she can't understand them.)

Pairwork

dormitor

y campus skill

experience

reputation

useful

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Listen and remark
Listen and answer
3.Homework(1’)

- Learn the new words and the new structures by heart
- Make a dialogue about part “speak”

- Prepare for the next lesson : Part “ Read ”
IV. Self – evaluation:

...

Date of planning:...

Date of teaching:...
Period: 23

unit 4 : learning a foreign language

read

I. Aims

1. The aims

By the end of the lesson, ss will be able to read some advertisements to get specific and
detailed information about English courses.

2. Skills :

+ Reading : Drill reading comprehension skills to get specific and detailedinformation about
English courses

+ Writing : Write the passage to give reasons for their choice
3. Knowleges:

+ Standard : Read and know about English courses: classtime, language level, time to start...
+ Higher : Write a passage to give reasons for their choice

4. Language contents:

a.Vocabulary: intermediate, level, beginner, well- qualified, advanced, advertisement, tuition,
academy, council.

b.Structures : present simple

5. Education: Educate ss to learn hard and love their mothertongue language
II. Preparations

1. Teacher: lesson plan, English 9-book, pictures, extra boards, flash cards
2. Students: review the grammar points and vocabulary

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Ask 3 ss to practice giving reasons to persuade their friends to attend an Englsh coursse 
abroad

2. The new lesson

Teacher’s activities Students’ activities

* Warm-up (5’): Game: Networks 
Ask 3 groups to discuss and then write on
the board

Remark the game and present the new
lesson

* Pre-reading (12’)
Ask ss :

1.Have you ever read an advertisement?

2.What is it about ?

Present the situation: Mr. Lam is looking
for a language school to learn English, he
has some notes

Ask ss to look at the note and explain.
Present the new words

Ask ss to repeat in chorus
Ask 2 ss to read

Remark and correct the mistake
* While-reading(20’)

Ask ss to read the text silently and note
down the information about the English
classes from the advertisements

Ask ss to write on the extra board
Ask others to remark and correct
Remark and give out the answer key
Ask ss to work in pairs to choose the
suitable language school for Mr.Lam
Ask ss to give out their ideas

Ask others to remark

Remark and give out the answer key
* Post-reading (3’)

Ask ss to work in pairs to ask and
answer some questions about themselves

Three groups play on the stage
* Networks :

news movies 
music

weather
forecast

sports

Listen and answer
Listen carefully
1. New words
intermediate (n)
level (n)

beginner (n)
well- qualified (a)
advanced (a)
advertisement (n)
tuition (n)

academy (n)
council (n)

Repeat the new words in chorus
Listen and correct by themselves

Read the text silently and note down the
information about the English classes
Observe and correct

Correct by themselves
2. Practice

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Ask some pairs to practice and correct
* Feed-back (1’)

What is the main content of the lesson?

School Class time(morning/
afternoon/
evening)

Language
level
(beginner/
intermediate/

Time to
start

Academy

morning
afternoon

advanced First week
of
Foreign

language

morning
and

beginner/
Intermediate

' November
3
New

English
Institute

afternoon
evening
weekend

beginner (today)

Pairwork

Listen and remark

* Key: Mr. Lam should go to Foreign Language
Council

Pairwork
* Questions:

- Do you want to attend in beginner or
intermediate classes?

- Which class time can you attend?
- What time can you start your course
Listen and remark

Listen and answer

3. Homework(2’)

- Learn by heart all vocabulary and grammar points.
- Write a short passage about your English study
- Do exercises in the work book

- Prepare for the next period : Part “write& language focus.
IV. Self – evaluation:

...
...

Date of planning:...

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Period: 24

unit 4 : learning a foreign language

write

I. Aims

1. The aims

By the end of the lesson, ss will be able to read and understand the model letter and
underline the structures of the letter and the write a letter of inquiry ( a formal letter)
2. Skills :

+ Writing skills : guided writing skills
3. Knowleges:

+ Standard : Read and understand the model letter and underline the structures of the letter
+ Higher : Write about a letter of inquiry using the outline

4. Language contents:

a.Vocabulary: edition, detail, fee, look forward to, hear.

b.Structures : Past simple, present simple, structures of a letter
5. Education: Educate ss to learn hard and be polite to older people
II. Preparations

1. Teacher: lesson plan, English 9-book, extra boards.

2. Students: review the grammar points and vocabulary, a sheet of white paper
III. The stages of the lesson

1. The old lesson check-up(3’)
 What do you do in your free time?
Do you usually read newspapers?
Do you watch TV?

2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(5’)

Ask ss to play the game “Matching”

Remark the game and present the new
lesson Today we are going to write a formal
letter of inquiry( giving a request for

information or action)
*Pre- writing(10’)

Ask ss to retell again the structures of an

Three groups play on the stage
* Matching:

1 2 3 4

speak read listen write

5 6 7 8

reading written spoken listening
* Key: 17 ; 25 ; 38 ; 46

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informal letter

Present the structures of a formal letter: You
must include the addresses of the writer and
the recipient and end the letter politely
Ask ss to ditinguish the 2 kinds of letter
Present the structures of inquiry letter 5
parts

Explain some new words: edition, detail,
fee, look forward to, hear.

*While-writing(20’)

Ask 2 ss to work in pairs to underline the
patrs of the letter on the board. For good ss:
write the similar letterusing the

advertisements in part “ read” - foreign
language council

Ask others to underline the patrs of the letter
on the board

Remark and give out the suggested writing
* Post-writing (3’): speaking

Ask ss :

Where did you see the school’s
advertisement?

What do you want to improve?
What kind of test can you complete?
Remark and correct

* Feed-back (1’)

What is the main content of the lesson?

Listen and remember

1.Structures of an inquiry letter

Introduction: Say how you come to know the
Institution (advertisement on newspaper,
watch on TV)

Request: Say how good your English is;
exactly what kind of information you want.
Further information: Say you are ready to 
supply more information about your English
you study (record of study) if necessary.
Conclusion: End with a polite closing)
Observe and listen

Pairwork

Observe and correct
Correct by themselves
*Keys:

- Introduction: I saw your school's

advertisement in today's edition of the Viet
Nam News.

- Request: I am interested in learning

Vietnamese and I'd like some information
about your school

- Further information:

I speak little Vietnamese, but I want to learn
to read and write it. Could you please send
details of courses and fees? I can complete

a spoken Vietnamese test if necessary .
- Conclusion:

I look forward to hearing from you.
Yours faithfully

*Keys:

12
Nam Trang street

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capital city

November 11th,

2010
Dear Sir,

I saw your Institute's advertisement on
today's

TV programs.

I am very interested in learning English and I
would like some more information about
your Institute.

I can speak a little English, but I read it very
slowly and my writing is bad. So I want to
improve my reading and writing.

Could you please provide more
information

about the length of the course and fees for
beginners? I can supply my record of English
study if necessary.

I look forward to hearing from you soon
Yours sincerely

Listen and answer

Listen and answer
3.Homework(2’)

- Learn the new words by heart
- Write another letter of inquiry

- Prepare for the next lesson: “ Language focus ”: Review reported speech and “ if” sentences
IV. Self – evaluation:

...
...

Date of planning:...

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unit 4 : learning a foreign language

language focus

I. Aims

1. The aims

By the end of the lesson, ss will have a good chance to review:
Modal verbswith “ if”

Direct and reported speech: - here and now words in reported speech
- reported questions

2. Skills :

+ Speaking and writing skills
3. Knowleges:

+ Standard: Complete dialogues using the modal verbs with “ if”

Complete the table by changing here and now words in to reported speech
Report the sentences and the questions

+ Higher : Freely make up sentences using the modal verbs with “ if” and report a sentence
or a question

4. Language contents:

a.Vocabulary: review all vocabulary

b.Structures : Modals with “if”, reported speech.
5. Education: Educate ss to learn hard

II. Preparations

1. Teacher: lesson plan, English 9-book, pictures, extra boards

2. Students: review the grammar points and vocabulary, drafting paper
III. The stages of the lesson

1. The old lesson check-up(1’)
 Check ss’ preparations

2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(5’)

Ask ss to play the game “Networks” Three groups play on the stage
* Networks:

G1 G2 G3

must can

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Remark the game and present the new
lesson

*Modal verbs with “ if”(15’)- Exercise 1

Introduce the first content of the lesson
through the table and the example (a) on the
board

Present the structures to talk about “if”

Notice ss about the rules when we change
the position of the two clauses( the comma
is ommitted)

Ask ss to use the information in the box to
complete the dialogues

Ask some pairs to practice their dialogues
Remark and correct

*Direct and reported speech (15’)
( Exercise 2+3+ 4)

Ask ss to look at the table and present the
rules whaen we change the now and here
words in reported speech: we have change
the subject, verb, possesive adjectives,
objects, adverbs of place, adverbs of time...
Ask ss to work in pairs to change

Ask ss to look at exercise 3 and present the
situation: Lan’s father held a party to

have to

Observe and listen
Listen and copy
Eg:

- My grade is terrible

- If you want to get good grades, you must
study hard

Listen and remember
Pairwork

Listen and correct
1.Exercise 1

b. have to go to university.
c. should do exercise regularly
d. he might miss the train
e. you ought to stay in bed.
f. You must do your homework

Observe and listen

* Key:

Direct
sentence

Reported

sentence

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celebrate his mother’s birthday.

Unfortunately. Mrs. Thu, her grandmother,
has a hearing problem and she couldn't hear
what people were saying. After the party,
Lan reported everything to her grandmother
Ask ss to look at the examples on the board

Ask ss to do on the drafting paper to write
the sentences

Ask ss to write on the board
Ask ss to correct

Remark and give out the answers

* Feed-back (1’)

What is the main content of the lesson?

Subject

He / She /It
/They

You

He / She
He / She /
It /They
They
I / we

Possesive
adjective

His / her / its /
their

Our
Your

His / her
His / her /
its /their
Their
My / our

Verb

- Present
simple
- Present

progressive
- Will
- Can
- May

- Must / Have
to

- Past simple
- Past

progressive
- Would
- Could
- Might
- Had to
Adjective

- This

- These - That

- Those

Adverb

- Here
- Now
- Today
- Tomorrow

- There
- Then
- That day
- The next day
( The

following
day )
Observe and listen

Eg: “I'm happy to see you”. (Aunt Xuan)

 Aunt Xuan said she was happy to see you.
“Do you like pop music?”

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She asked me where I lived.
Do individually

Observe and correct
2.Exercise 3+ 4
* Keys: Exercise 3

a. Uncle Hung said that birthday cake was
delicious.

b. Miss Nga said she loved those roses
c. Cousin Mai said she was having a
wonderful time there,

d. Mr. Chi said he would go to Hue the
following day

e. Mrs. Hoa said she might have a new job.
f. Mr. Quang said he had to leave then.
* Keys: Exercise 4

a. She asked me how old I was.

b. She asked me if/whether my school was
near there,

c. She asked me what the name of my school
was.

d. She asked me if/whether I could use a
computer.

e. She asked me why I wanted that job.
f. She asked me when my school vacation
started.

Listen and answer
3.Homework(2’)

- Do the exercises again in the book

- Prepare for the next lesson: Review to prepare for 45-minute test
IV. Self – evaluation:

...
...

Date of planning:...

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test

Time : 45 minutes
I.The aims of the lesson

1. The aims

By the end of the lesson, the teacher will check ss’ vocabulary, grammar and knowledges
from

unit 3 to unit 4
2. Skills :

+ Listening, reading, writing skills and grammar
3. Language contents:

a.Vocabulary: review all vocabulary and structures from unit 3 to unit 4
b.Structures :

- Modal verbs “ could” with “ wish” . Modal verbs with “ if”
- Past simple tense with “ wish”

- Prepositions of time

- Direct and reported speech

4. Education: Educate ss to learn hard and to be truthful
II. Matrix

Chủ đề Nhận biết Thụng hiểu Vận dụng Điểm

TN TL TN TL TN TL

Listening 2( 4 c©u) 2

Reading 3(6 c©u) 3

Language Focus

Tõ vùng, NP 3(6 c©u) 3

Writing 2(4c©u) 2

Total 2( 4 c©u) 6(12c©u) 2(4c©u) (20 c©u)10

III. Preparations

1.Teacher : photo the tests : 50 sheets

2. Students: review from unit 3 to unit 4, drafting paper.
* Questions

I. Choose the most suitable word to complete the sentences(3points)
1. Nam wishes he ... my exam

a. pass b. passing c. to pass d. passed
2. I will go to Hue ...June

a. on b. for c. in d. at
3. If she wants to go out, she ...her homework first

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4. She said she ... happy to meet you

a. is b. were c. been d. was
5. He asked me where ...

a. I live b. live I c. I lived d. lived I
6. She asked me if ...milk

a. l like b. I liked c. liked I . d.like I
II. Read the adverisement and answer the questions (3 points)

School Class time Language level Time to start

Ha Noi
Language
University

Ha Noi
National

University

III. Rearrange the parts of a formal letter to make a full letter ( 2 points)
 1. I look forward to hearing from you

2. I saw your school advertisement on the Internet last night

3. I’m interested in learning Chinese and I would like to know some more information about
your school

4. I speak a little Chinese, but I want to write it. Could you please send details of courses and
fees? I can complete a spoken test if necessary.

Introduction
Request

Further information
Conclusion

IV. Listen to the passage and Tick () or () the boxes ( 2 points)

1. What is your name?
Ha Noi Language University

25 Nguyen Du street

Study English and Chinese, in the
evening

Places available in beginner
classes

Courses start on 11th November

Ha Noi National University
22 Le Dai Hanh street

Study English and French in the afternoon and
evening

Places available in beginner and intermediate
classes

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2. How old are you?
3. Where do you live?
4. Which class are you in?
* Answer keys:

I. 6x0,5= 3 points

1. d ; 2. c ; 3.a ; 4. d ; 5.c ; 6.b
 II.6x0,5 = 3 points

School Class time Language level Time to start

Ha Noi
Language

University evening beginner

11th November

Ha Noi
National
University

afternoon and
evening

beginner and

intermediate 9th December

III. 4x0,5= 2 points

Introduction 2

Request 3

Further information 4

Conclusion 1

IV. 4x0,5= 2 points. 
 Tapetranscript:

This afternoon I went to school. I met my new English teacher and she asked me some

questions. First she asked me what my name was, and how old I was. Then she asked me where I
came from and which class I was in.

1. What is your name?  
2. How old are you? 
3. Where do you live? 
4. Which class are you in? 

- Prepare for the next lesson: Review to prepare for 45-minute test

Date of planning:...

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Period: 27

correcting the test

I.Aims

1. The aims

By the end of the lesson students will be able to have their texts corrected and they can review
what they could not do and know the way to improve the knowlege in the next lessons

2. Skills :

+ Listening, reading, writing skills and grammar

3. Language contents:

a.Vocabulary: review all vocabulary and structures from unit 3 to unit 4
b.Structures :

- Modal verbs “ could” with “ wish” . Modal verbs with “ if”
- Past simple tense with “ wish”

- Prepositions of time

- Direct and reported speech

4. Education: Educate ss to learn hard and to be truthful
II.Preparations

1.Teacher: give points to the tests

2. Students: review from unit 3 to unit 4.

III. The stages of the lesson 
1.The old lesson check- up(1’)

Check ss’ preparations
2.The new lesson

Teacher’s activities Students’ activities

* Pre-correcting (10’)
Give the tests to ss

Remark the tests generally through
the main mistakes in each part of the
test

* While- correcting(30’)

Go through each part of the test, ask
ss to point out the correct answer of
each sentence, and explain why

Get and observe

Observe and listen carefully

Look at each part of the test, point out the correct
answer of each sentence, and explain why

I. Choose the most suitable word to complete the 
sentences (3points)

* Answer key

1. d ; 2. c ; 3.a ; 4. d ; 5.c ; 6.b

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* Post-correcting( 2’)

Ask ss to tell what they could and
could not do in the test and know the
way to improve the knowlege in the
next test

* Feed- back(1’)

Remind the thing that ss did well
and they did badly in the test.

points)

* Answer key

School Classtime Languagelevel Time tostart
Ha Noi

Language

University evening beginner

11th

November
Ha Noi

National
University

afternoon
and
evening

beginner

and
intermediate

9th

December
III. Rearrange the words to make meaningful 
sentences ( 2 points)

* Answer key

Introduction 2

Request 3

Further information 4

Conclusion 1

IV. Listen to the passage and check the “True” or
“False” statements ( 2 points)

Tapetranscript:

This afternoon I went to school. I met my new
English teacher and she asked me some questions. First
she asked me what my name was, and how old I was.
Then she asked me where I came from and which class I
was in.

1. What is your name?  
2. How old are you? 
3. Where do you live? 
4. Which class are you in? 

Listen and tell out

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3. Homework (1’)

- Do the test again in the book
- Prepare for the next lesson: Unit 5 : Getting started + Listen and read
IV. Self – evaluation:

...
...

Date of planning:...
Date of teaching:...
Period: 28

unit 5 : the media

getting stated + listen and read

I. Aims

1. The aims

a. The aims of the whole unit :

By the end of the unit, ss will be able to:

- Read and understand a text about the media and the use of the Internet

- Ask and answer about TV programs that they like and give out opinions about
something

- Listen and fill in the information about the history of the media
- Write about the advantages of the Internet

b. The aims of the lesson

By the end of the lesson ss will be able to: Listen and read a passage about the history 
and development of the media

2. Skills :

+ Speaking : Ask for and give opinions

Express agreement and disagreement

Talk about the development the use of the media, especially the Internet
+ Listening : Listen to monologues or dialogues within about 100-120 words for general or

detailed information

+ Reading : Read passages within 150-180 words for general or detailed information
+ Writing : Write a passage within 80-100 words expressing opinions based on a model

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+ Standard : Read and understand the passage for general or detailed information about the
media

Complete the table with the passage letters
Answer the questions about the text

+ Higher : Write a passage about the use of the media
4. Language contents:

a.Vocabulary: media, town crier, invent, shout, convenient, a variety of, channel, benefit, 
interactive.

b.Structures : - Tag questions

- Gerund after some verbs

5. Education: Educate ss to learn hard and use the media suitably in their daily life
II. Preparations

1. Teacher: lesson plan, English 9-book, tape, cassette, pictures, extra boards
2. Students: review the grammar points above and vocabulary about pastime
III. The stages of the lesson

1. The old lesson check-up(1’)
 Check ss’ preparations

2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(5’): Networks

Ask ss to play the game “ Networks”
How do you usually get information
everyday?

Remark the game

Give the correct answers by checking part
Getting started

*Presentation(12’)

Hang the piture and set the scene: you are
going to read a text about the media

Ask ss to discuss the question

- What did people do give information to
everyone in the past / and now?

Ask ss to give out their ideas
Give ss the new words

Ask ss to repeat the new words in chorus
Ask 2 ss to read

Three groups play on the stage

watch TV read books listen to the
radio

Observe and listen carefully
Discuss in pairs and answer

1. New words
Media (n)
town crier (n)
invent (v)
shout (v)

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Remark and correct the mistake
Present the new structures

* Practice (20’)
Play the tape ( 3times)

Ask ss to read the text silently

Ask ss to read the text again and complete
the table with the passage letters

Ask ss to give out their answers on the
board

Remark and correct the mistake then give

out the answer key

Ask ss to work in exchange pairs to ask and
answer the questions about the text

Ask 3 pairs to practice
Ask others to correct

Remark and give out the answer keys
*Production(4’)

Ask ss to work in exchange pairs to ask and
answer the questions:

1. What kinds of magazines and
newspapers do you read?

2. What’s your favoritw type of media?
Why?

Ask 2 pairs to practice
Remark and correct
* Feed-back(1’)

What is the main content of the lesson?

convenient (a)
channel (n)
benefit (n)
interactive (a)

a variety of

Repeat the new words in chorus
Listen and check

Correct by themselves
Listen carefully

2. Structures :

Gerund after some verbs:

Eg: In Viet Nam, people love reading
newspapers and magazines

Tag questions:

You like watching sports, don’t you?
You don’t like watching sports, do you?
Listen carefully

Read the text silently

Read the text again and complete
Observe and correct

3.Complete the table

Passage number Facts and event

1. Remote controls are used to interact with
TV.: D

2. One of the most popular maganiies : B
3. People of different ages like this
magazine.: B

4. Benefits of TV : D

5. People got the news from town criers. : C
6. Interactive TV is available now : A

Pairwork

Listen and check
Remark and correct
Keys:

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shout the latest news as he was walking.
2. The Kien Thuc Ngay Nay is one of the
most popular magazines and is widely read
by both teenagers and adults

3. People can get the latest information and
enjoy interesting and inexpensive local and
international programs in a convenient way.
Pairwork

Listen and remark
Listen and answer

3. Homework (2’)

- Learn the vocabulary and grammar points by heart
- Do exercises in the work book

- Prepare for the next lesson “ Speak + Listen”
IV. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 29 + 30

unit 5 : the media

speak + listen

I. Aims

1. The aims

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

- Ask and answer about the TV programs that they like watching and give ideas
about some thing

- Listen to a dialogue and fill in the information about the history of the media
2. Skills :

+ Speaking: Ask and answer about the TV programs that they like watching
Express agreement and disagreement

+ Listening : Listen to a dialogue between Chau and her father about the history of the
media

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+ Standard : Ask answer about TV programs that they like watching, give ideas about some 
thing

Listen and fill in the missing dates and events of the media
+ Higher : Write a passage the history of the media

4. Language contents:

a.Vocabulary: folk music, drama, documentary, gardening, safe traffic news, telegraph, 
violent, informative, foreign film, major , force, journalism, viable, newsreel
b.Structures : Tag questions in the present simple.

The past simple to talk about the history of media

5. Education: Educate ss to learn hard and love their mothertongue language
II. Preparations

1. Teacher: lesson plan, English 9-book, pictures, extra board, stereo, tape, flash cards
2. Students: review the grammar points and vocabulary of language study

III. The stages of the lesson
 1. The old lesson check-up(1’)
Check ss’ preparations

2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(3’)

Ask ss to play the game “Networks”

Remark the game and present the new
lesson: Today we are going to practice
speaking to your partners about your
hobbies of TV programs

*Pre- speaking(10’)
Present the new words

Ask ss to repeat the new words in chorus
Ask 3 ss to read and correct the mistake
Ask ss to play the game “Rub out and
remember “ to drill vocabulary.

Three groups play on the stage

G1 G2 G3

news sports movies

Observe and listen

1.New words
folk music
drama (n)

documentary (n)
gardening (n)
safe traffic news
violent (a)

informative(a)
foreign film

Places
Places

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Ask ss to look at the table and present the
situation: Lien and Trung are talking about
their TV programs that they like watching.
You work in pairs to ask and answer, give
your ideas about the TV programs using the
tag questions

Hang the extra board and present the tag
questions in the present simple, explain how
to use, make the tag and answer it,

*While-speaking(12’)

Now you use the TV programs in the box
ask and answer in exchange pairs

Go around the classroom to help ss practice
Ask students to practice in pairs before the
class

Remark and correct the mispronunciation
* Pre- listening (5’)

Hang the picture of Chau and her father on
and present the situation : You will listen to
the dialogue between

Chau and her father about the history of the
media. Listen and fill in blanks with the
dates and events

* While- listening (7’)
Play the tape (3times)
Play the tape again

Ask ss to give out their answers on the
board

Ask others to remark and correct
Remark and give out the answers

Repeat the new words in chorus

Listen and correct by themselves
The whole class play together

Observe and listen

Observe and listen carefully
2. Tag questions

You like watching news, don’t you?
Yes, I do

You don’t like watching news, do you?
No, I don’t

Pairwork

Observe, listen and correct

Observe and listen

Listen and fill

Listen and check again
Observe and correct

drama violent

documentary informative

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* Post- listening (5’)

Ask ss to write 4 sentences about the
Ihistory of the media

Eg: The first printed newspaper appeared in
the 7th or 8th century in China

Ask some student to read their answers
Remark and correct

* Feed-back (1’)

What is the main content of the lesson?

Remark and correct
Correct by themselves
3. Listen

* Key:

a) in the late 19th century

b) Radio and newsreels
c) in the 1950s

d) The Internet
Pairwork

Write on the drafting paper

Listen and remark

Listen and answer
3.Homework(1’)

- Learn the new words and the new structures by heart
- Make a dialogue about part “speak”

- Prepare for the next lesson : Part “ Read ”
IV. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 31

unit 5 : the media

read

I. Aims

1. The aims

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2. Skills :

+ Reading : Drill reading comprehension skills to get specific and detailedinformation about
the Internet

+ Writing : Write the passage about benefits of the Internet
3. Knowleges:

+ Standard : Read and know about the benefits and limitations of the Internet

+ Higher : Write a passage to give their ideas about the benefits and limitations of the
Internet

4. Language contents:

a.Vocabulary: forum, surf the web( website), communicate, communication, get access to, 
explore, purpose, commerce, limitation, time-consuming, risk, leak.
b.Structures : present simple

5. Education: Educate ss to learn hard and be alert when surfing the web
II. Preparations

1. Teacher: lesson plan, English 9-book, pictures, extra boards, flash cards
2. Students: review the grammar points and vocabulary

III. The stages of the lesson
 1. The old lesson check-up(3’)

Ask 2 ss to practice asking and answering about the TV programs that they like watching
2. The new lesson

Teacher’s activities Students’ activities

* Warm-up (5’): Game: Networks

Ask 3 groups to discuss and then write on
the board

Remark the game and present the new
lesson: Today we are going to read the
forum about the Internet

* Pre-reading (12’)
Ask ss :

1.Do you find the Internet useful?
2.What do you use the Internet for?
3. How much time do you spend surfing
the web a day?

Present the situation: Mr. Jimhello was

Three groups play on the stage
* Networks :

radio

Listen

Listen and answer ( maybe in Vietnamese)

Listen carefully

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conducting a forum about the Internet.
There were 3 people answer about this.
They were Sndra Morgan, Honghoa, and
Huansui. They mentioned the benefits
and limitations of the Internet

Present the new words

Ask ss to repeat in chorus
Ask 2 ss to read

Remark and correct the mistake
* While-reading(20’)

Ask ss to read the text silently and note
down the benefits of the Internet from the
3 people

Ask ss to write on the extra board
Ask others to remark and correct
Remark and give out the answer key

1. New words
forum (n)

surf the web( website)

communicate (v)  communication(n)
get access to (v)

explore (v)
purpose (n)
commerce (n)
limitation (n)

time-consuming (a)
risk (n; v)

leak (v) leaking(n)

Repeat the new words in chorus
Listen and correct by themselves

Read the text silently and note down the
benefits of the Internet from the 3 people
Observe and give more ideas

Correct by themselves
2. Practice

* Answer keys:

1. What does Sandra use the Internet for?
She uses the Internet to get information and to
communicate with friends and relatives.

2. Why is it uneasy for HongHoa to get access
to the Internet. Because she lives in the

countryside where the Internet is unavailable.
3. According to Huansui, why do people use the
Internet?

- People use the Internet for education,
communication, entertainment and commerce.
4. Make a list of benefits of the Internet,
according to the three responses. Benefits: fast
and convenient way to get information.

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* Post-reading (3’)

Ask ss to write about the benefits of the
Internet

Ask some ss to write on the board and
correct

* Feed-back (1’)

What is the main content of the lesson?

, entertainment commerce

5. Are there any disadvantages of the
Internet? If so. What are they?

- Yes. There are some disadvantages.
time - consuming. costly.

dangerous because of viruses and bad programs
spam / electronic junk mail.

personal information leaking

Write on their drafting papaer
Observe and remark

Listen and answer
3. Homework(2’)

- Learn by heart all vocabulary and grammar points.
- Write a short passage about the benefits of the Internet
- Do exercises in the work book

- Prepare for the next period : Part “write”
IV. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 32

unit 5 : the media

Write & language focus

I. Aims

1. The aims

By the end of the lesson, ss will be able to write a passage about the benefits of the Internet
2. Skills :

+ Writing skills : guided writing skills
3. Knowleges:

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4. Language contents:

a.Vocabulary: article, on-line school, on-line lesson, update, global, weather condition, look 
up, diversified.

b.Structures : present simple, structures of a passage

5. Education: Educate ss to learn hard, get access to the Internet, learn on line and be alert
when surfing the web

II. Preparations

1. Teacher: lesson plan, English 9-book, extra boards.

2. Students: review the grammar points and vocabulary, a sheet of white paper
III. The stages of the lesson

1. The old lesson check-up(1’)
 Check ss’ preparations
 2. The new lesson

Teacher’s activities Students’ activities

*Warm-up(5’)

Ask ss to play the game “Chatting”

Remark the game and present the new
lesson Today we are going to write a
passage about benefits of the Internet
*Pre- writing(10’)

Ask ss to look at the board and give ss some
necessary words or phrases

Notice ss about the content: you’ll write 3
benefits of the Internet

Three groups play on the stage

1.New words
 article (n)
on-line school
on-line lesson

update (a)
global (a)

weather condition (n)
look up (v)

diversified (a)

means of education

information

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*While-writing(20’)

Ask ss to write on their drafting paper
Go around the classroom to help ss write
Ask 2 ss to write on the board

Remark and give out the suggested writing

* Post-writing (3’): speaking

Ask 1 student to talk about the benefits of
the Internet before the class

Remark and correct
* Feed-back (1’)

What is the main content of the lesson?

Listen and remember

Write on the drafting paper( individual work)
Remark

* Suggested writing

The Internet has widely developed recently
and it has three main benefits. Firstly, the
Internet is a plentiful and reliable source of
information. We can get information such as
news, articles and weather forecasts very fast
and conveniently. The information is not only
diversified but also much updated. Second,
the Internet is a very good way to entertain.
We can listen to music, watch videos and
play games online. Besides, we can chat with
friends and relatives who live far away. It is a
very cheap means of communication. Lastly,
the Internet provides a rich source of
educational materials and convenient way to
study. On the Internet, we can search a lot of
websites which contain useful guidelines and
methods for study. In addition, we can do
on-line exercises and take on-on-line tests. We don't
need to go to school but we still can complete
the educational programs. In conclusion, the
Internet brings us lots of benefits which make
our life more modern and convenient.

Listen and add more ideas

Listen and answer

Teacher’s activities Students’ activities

*Warm-up(5’)

Ask ss to play the game “Networks” Three groups play on the stage
* Networks:

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Remark the game and present the new
lesson: Today we are going to use the
auxilary verbs to make the tags of the
questions

*Tag questions (15’) Exercise 1+ 2
Introduce the first content of the lesson
through the example (a) on the board
Present the structures to talk about “tag
questions”, especially the affirmative
sentences in the present and past simple

Ask ss to complete the dialogues in pairs
Ask some pairs to practice their dialogues
Remark and correct

Ask ss to look at the table and the examples
on the board

Explain the aims and make 2 other examples
on the board

do did

Observe and listen

Listen and copy

Eg:

- You have read the articles on the website,
haven’t you?

- Not yet

Listen and remember
Pairwork

Listen and correct
1.Exercise 1

b) Minh: Baird produced the first TV picture
in 1926, didn't he?

Thao: Yes, he did.

c)Thu: A daily newspaper was published in
Germany in 1550, wasn't it?

Til: No, it wasn't. It was in 1650.

d) Ha: You don't like playing computer
games, do

Thanh: Yes, I do. But I don't have much time
for it.

e) Mai: we are going to have cable
TV soon, aren’t we?

Thang: Yes, I think so
Observe and listen

a) A: Hanh likes music, doesn't he?
B: Yes, she does.

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Ask ss to make questions and answers in
exchange pairs

Ask some pairs to practice
Remark and correct

*Gerunds after some verbs(15’)- Exercise
3+4

Ask ss to look at the table and present the

liking verbs

Ask ss to look at the examples on the board
Notice ss about the verb after the liking
verbs

Ask ss to use the words in the table and
make questions and answers

Ask some pairs to practice
Remark and correct

Ask ss to write sentences about their family
members

Ask ss to do on the drafting paper to write
the sentences

Ask ss to write on the board

B: No, they don't.

c) A: Hanh doesn’t like movies, does
she?

B: No, she doesn’t.

d) A: Hanh and Mai like cartoons, don’t
they?

B: Yes, they do
Pairwork

Listen and remark

Observe and blisten

S + love(s) + V(ing) + O ...
like(s)

enjoy(s)
dislike(s)
hate(s)

Observe and remember
* Examples:

- Do you like playing soccer?
- Yes, I do ( Yes , I love it)
Pairwork

Listen and remark

2.Exercise 2 + 3: Ss’ answers
* Example:

My father likes watching news but my
mother doesn’t. She loves watching movies

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Ask ss to correct

Remark and give out the answers
* Feed-back (1’)

What is the main content of the lesson? Listen and answer
3.Homework(1’)

- Do the exercises again in the book

- Prepare for the next lesson: Review from Unit 1 to Unit 5

IV. Self – evaluation:

...
...

Date of planning:...
Date of teaching:...
Period: 33+34

review the first term

I. The aims of the lesson
1. The aims

By the end of the lesson ss will have a good chance to review:
- Past simple tense

- Present perfect tense

- Past simple tense with “ wish”
 2. Skills: Writing, and speakingskills

3. Knowleges:

Remember the grammar points well and do some exercises
4. Language contents:

a.Vocabulary: personal information and clothing vocabulary

b.Structures : Past simple tense, present perfect tense, past simple tense with “ wish”.
5. Education: Educate ss to learn hard.

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1. Teacher: lesson plan, English 9-book, extra board
2. Students: review the grammar points and vocabulary
III. The stages of the lesson

1. The old lesson check-up(1’)
 Check ss’ preparations

2. The new lesson

Teacher’s activities Students’ activities

* Warm-up (4’)

Ask ss to play game “Pelmanism” using
the adverbs of frequency

Remark the game and present the new
lesson

* Practice (35’)

Ask ss to retell the use, the forms of the
past simple tense

Ask ss to make 6 examples on the board
Ask ss to remember the forms by

underlines the words or phrases in the
sentences

Notice ss about the irregular verbs

Two teams play on the stage

1 2 3 4 5

go visit have do eat

6 7 8 9 10

had did visited went ate

* Key: 19 ; 2 8 ; 36 ; 4 7; 5 10
Listen

Listen and retell

Three ss go to the black board to write
Listen and remember

1.Past simple tense
a) Use

- to talk about the actions which happened ans
finished in the past

b) Forms
+ S + VPI + ...

- S + did + not + V(infi) + ...
? Did+ S + V(infi) + ...?
c) Examples:

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Ask ss to retell the use, the forms of the
present perfect tense

Ask ss to make 6 examples on the board
Ask ss to remember the forms by

underlines the words or phrases in the
sentences

Ask ss to retell the use, the forms of “
wish” in the simple past tense

Ask ss to make 2 examples on the board

Ask ss to remember the forms by

underlines the words or phrases in the
sentences

- Did he play soccer yesterday?
Listen and retell

Three ss go to the black board to write
Listen and remember

2. Present perfect tense
a) Use

- to talk about the actions which happened in
the past and continued to the present or future
- to talk about the actions which happened but
we don’t mention the time or the results of the
actions

b) Forms

+ S + have / has / + VPII...

- S + have / has / + not+ VPII...

? Have / Has / + S + VPII ...?

c) Examples:

- I have played soccer since 3 o’clock
- He has played soccer since 3 o’clock
- They have played soccer since 3 o’clock
- He has not played soccer since 3 o’clock
- Have they played soccer since 3 o’clock?
- Has he played soccer since 3 o’clock?
Listen and retell

Three ss go to the black board to write
Listen and remember

3.Past simple with “wish”
a) Use

- to talk about unreal wishes at the present
b) Forms

S + wish / wishes + VPI

c) Examples:

- I wish I had a lot of money

- He wishes he were a famous singer
* Note : be were

Do on the drafting paper

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Ask ss to do some exercises on the board
as

* Production (3’)

Ask ss to play the game “ Making
sentences”: One says a sentence in past
simple tense, the second one says in the
present perfect tense

* Feed-back (2’)

How many grammartical contents do we
review today? What are they?

a. did b. has done c. have done
2. I ... my homework for 2 hours

a. did b. has done c. have done
3. They ... soccer this afternoon

a. have played b. has played c. played
4. Nam wishes he ....in Hue now

a. am b. were c. was
5. We ... ....this movie since last week
a. watched b. have watched c. has
watched

6. They wish they ...English
a. knew b. known c. have known

Work in pairs
* Eg:

S1 : I watched TV

S2 : I have watched TV

Listen and answer

Teacher’s activities Students’ activities

* Warm-up (4’)

Ask ss to play game “Pelmanism” using
the adverbs of frequency

Remark the game and present the new
lesson

* Practice (35’)

Ask ss to retell the use, the forms of the

Two teams play on the stage

1 2 3 4 5

make grow build see find

6 7 8 9 10

built seen grown made found
* Key: 19 ; 2 8 ; 36 ; 4 7; 5 10

Listen

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passive

Ask ss to make 7 examples on the board
Ask ss to remember the forms by

underlines the words or phrases in the
sentences

Notice ss about the irregular verbs

Ask ss to retell the use, the forms of
modal verbs with “if”

Ask ss to make 2 examples on the board
Ask ss to remember the forms by

underlines the words or phrases in the
sentences

1.The passive
a) Use

- to talk about the actions without mentioning
the subject do it

b) Forms

Present simple S(O) + is /are +V(PII)+

Past simple S(O) + was /were
+V(PII)+ ..

Present perfect S(O) + has /have +
been +V(PII)+ ..

Future simple S(O) + will / can...+
be +V(PII)+ ..

Be going to S(O) + is /are going
to be +V(PII)+ ..

Three ss go to the black board to write
Listen and remember

c) Examples:

1. My bike was cleaned this morning
2. His hands have been washed

3. Jeans will be sold cheaply in the future
4. English is spoken all over the world
5. Games should be played less

Listen and retell

2. Modal verbs with “if”
a) Use

- to talk about the actions which may happen at
the present or in the future

b) Forms

If clause , main clause

( S + V(HTDG) ( S+ modal verbs + V(infi)
+...)

Three ss go to the black board to write
Listen and remember

c) Examples:

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Ask ss to do some exercises

* Production (3’)

Ask ss to play the game “ Making
sentences”: One says a sentence in past
simple tense, the second one says in the
present perfect tense

* Feed-back (2’)

How many grammartical contents do we
review today? What are they?

 You must study hard if you want to get good

grades

2. If you want to loose weight, you should do
morning exercise

Do on the drafting paper
3.Exercise:

a) Complete the sentences using the modal 
verbs in brackets

1. Minh ( ought to / stay in

bed)...if he wants to get well
2. They ( have to / go to

university)...if they want to
become doctors

3. If you want to go out, you ( must / do your
homework) ...first
4. Hung (should/ come soon) ...if
he doesn’t want to miss the train

b) Rewrite the sentences using the words 
given

1. I sold my bike this morning
My bike...

2. Minh has washed his clothes
His clothes....

3. They will build a new school in the next
month

A new school ...

4. They speak Russian all over the world
Russian ...

5. Hung should watch TV less.
TV...

Work in pairs
* Eg:

S1 : I watched TV

S2 : I have watched TV

Listen and answer

Teacher’s activities Students’ activities

* Warm-up (4’)

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the adverbs of frequency

Remark the game and present the new
lesson

* Practice (35’)

Ask ss to retell the use, the rules of
reported speech and reported questions

1 2 3 4 5

make grow build sell buy

6 7 8 9 10

built sold grown made bought
* Key: 19 ; 2 8 ; 36 ; 4 7; 5 10

Listen

Listen and retell
1. Use and rules
a) Use

- to report a person’s sentences or questions

b) Rules

Direct
sentence

Reported
sentence
Subject

He / She /It
/They

We
You

He / She
He / She /
It /They
They
I / we

Possesive
adjective

His / her / its /
their

Our
Your

His / her
His / her /
its /their
Their
My / our

Verb

- Present
simple
- Present
progressive
- Will
- Can
- May

- Must / Have
to

- Past simple
- Past

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Ask ss to make 3 examples on the board
Ask ss to remember the rules by

underlines the words or phrases in the

sentences

Notice ss about the irregular verbs

Ask ss to do some exercises

Adjective

- This

- These - That- Those

Adverb

- Here
- Now
- Today
- Tomorrow

- There
- Then
- That day
- The next day
( The

following
day )
Three ss go to the black board to write
Listen and remember

c) Examples:

a. “ I like chicken” ( Hoa) ( Direct sentence)



Hoa said she liked chicken (Reported
sentence)

b. “ Do you like chicken ? ” ( Hoa) ( Direct
questions)



Hoa asked me if I liked chicken (Reported
questions)

c. “ What is your name ? ” ( Lan) ( Direct
questions)



Lan asked me what my name was (Reported
questions)

Do on their drafting paper

2. Exercise: report these sentences as 
directed

1. “What is your address ?”
Lan asked me ...

2. “ Where are you going?”
Mr. Long asked me...

3. “ Where do you learn English ?”
Dung asked me...

4. “ How old are you ? ”
Lien asked me...

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Ask ss to do the board

Ask others to remark and correct
Remark and correct

* Production (3’)

Ask ss to play the game “ Making
sentences”: One says a direct sentence,
the second one report to the third one
Ask 2 groups to practice

Remark and correct

* Feed-back (2’)

How many grammartical contents do we
review today? What are they?

Lan asked me...

6. “ Do you play volley ball?” ( Mr. Long)
Mr.Long asked me...

7. “ Do you learn English at school ?” ( Dung)
Dung asked me...

8. “ Is your house in the city ? ” ( Lien)
Lien asked me...

9. “I will go to Ha Noi tomorrow”
Lan said ...

10. “ I like beef”
Phong said...
Observe and check
Remark and correct
* Keys:

1. Lan asked me what my address was
2. Mr. Long asked me where I was going
3. Dung asked me where I learnt English
4. Lien asked me how old I was

5 .Lan asked me if my name was Hoa
6. Mr. Long asked me whether I played
volleyball

7. Dung asked me if I learnt English at school
8. Lien asked me whether my house was in the
city

9. Lan said she would go to Ha Noi tomorrow
10 .Mr. Phong said he liked beef

Work in groups of 3
Listen and remark
Listen and answer

Teacher’s activities Students’ activities

* Warm-up (4’)

Ask ss to play game “Pelmanism” using

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Remark the game and present the new
lesson

* Practice (35’)

Ask ss to retell the use, the forms of the
passive

Ask ss to make 7 examples on the board

Ask ss to remember the forms by

underlines the words or phrases in the
sentences

Notice ss about the irregular verbs

Ask ss to retell the use, the forms of
modal verbs with “if”

1 2 3 4 5

make grow build see find

6 7 8 9 10

built seen grown made found
* Key: 19 ; 2 8 ; 36 ; 4 7; 5 10

Listen

Listen and retell
1.The passive
a) Use

- to talk about the actions without mentioning
the subject do it

b) Forms

Present simple S(O) + is /are +V(PII)+

Past simple S(O) + was /were
+V(PII)+ ..

Present perfect S(O) + has /have +
been +V(PII)+ ..

Future simple S(O) + will / can...+
be +V(PII)+ ..

Be going to S(O) + is /are going
to be +V(PII)+ ..

Three ss go to the black board to write
Listen and remember

c) Examples:

1. My bike was cleaned this morning
2. His hands have been washed

3. Jeans will be sold cheaply in the future
4. English is spoken all over the world
5. Games should be played less

Listen and retell

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Ask ss to make 2 examples on the board
Ask ss to remember the forms by

underlines the words or phrases in the
sentences

Ask ss to do some exercises

* Production (3’)

- to talk about the actions which may happen at
the present or in the future

b) Forms

If clause , main clause

( S + V(HTDG) ( S+ modal verbs + V(infi)
+...)

Three ss go to the black board to write
Listen and remember

c) Examples:

1. If you want to get good grades, you must
study hard

 You must study hard if you want to get good

grades

2. If you want to loose weight, you should do
morning exercise

Do on the drafting paper
3.Exercise:

a) Complete the sentences using the modal 
verbs in brackets

1. Minh ( ought to / stay in

bed)...if he wants to get well
2. They ( have to / go to

university)...if they want to
become doctors

3. If you want to go out, you ( must / do your
homework) ...first
4. Hung (should/ come soon) ...if
he doesn’t want to miss the train

b) Rewrite the sentences using the words 
given

1. I sold my bike this morning
My bike...

2. Minh has washed his clothes
His clothes....

3. They will build a new school in the next
month

A new school ...

4. They speak Russian all over the world
Russian ...

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Ask ss to play the game “ Making
sentences”: One says a sentence in past
simple tense, the second one says in the
present perfect tense

* Feed-back (2’)

How many grammartical contents do we
review today? What are they?

Work in pairs
* Eg:

S1 : I watched TV

S2 : I have watched TV

Listen and answer
3. Homework(1’)

- Review the grammar again
- Learn the vocabulary by heart

- Prepare for the next lesson : Review(cont)
IV. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 35+36

TEST FOR THE FIRST TERM
&

CORRECK THE TEST

(Phòng GD – Đt huyện Văn Yên ra đề)
 Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 37

GETTING STARTED – LISTEN AND READ

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to complete the notes.

- Educate students about the environment.
- Develop reading and listening skills.
II. Language contents

1. Grammar: Adjectives and adverbs.

2. Vocabulary: (n) deforestation; garbage dump; dynamite fishing; spaying pesticides; 
sewage; rock. (adj) disappointed.

III Techniques: Eliciting; guessing; scan; pairs work, practical. 
IV. Teaching aids: Pictures; textbook; chalk; tape; cassette.
V. Time: 45 minutes

VI. Procedures:

Methods Contents
Introducing the topic.

Students look at the pictures and match
these environmental problems to the
pictures.

Students practice with their partners.
Then give answers.

Teacher correct errors if necessary.
Sts answer about the environment in

their countryside.

Teacher introduces the situation of the
text and introduce some new words.
Students give some new words.
Teacher read words and sts repeat
Students listen to the text again. Then
reread before the class.

Students find down some sentences used
by the adjectives and adverbs.

Teacher explains the exercise a) and ask
them match the names in column A with
the tasks in column B.

Students ask and answer these
questions.

Warm - up

Please, tell me some activities of a
environment in your countryside.
 Presentation

1.Getting started:

a. air pollution b. spraying
pesticides

c. garbage dump d. water pollution
e. deforestation f. dynamite fishing
2. Listen and read:

-checking vocabulary about the
environment in their countryside
* New words

- deforestation(n) Sự tàn phá rừng
- garbage dump(n) Bãi rác
- dynamite fishing(n) mìn đánh cá
- spaying pesticides(n) phun thuốc sâu
- sewage(n)
- disappointed.(adj) thất vọng

* practice.
 *Grammar:

-Adjectives and adverbs.

* ex: Don't worry .... I'm disappointed
that people have spoiled this area.

a) Match the names in column A with 
the tasks in column B.

1-f 2-e 3-b 4-a 5-c 6-d
b) Answer:

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Teacher asks students these questions.

Students practice with their partners.
Then give answers.

Teacher correct errors if necessary.
Students read the txt in silence. Then
practice with their partners.

Teacher asks students these questions.
Students give answers.

Teacher correct errors if necessary.

3. They are on the beach.

4. They are going to clean the beach.
5. If they work hard today, they will
make the beach clean and beautiful
again soon.

6 and 7. (students’ answer)

Consolidation

Saying the content of the text.

Educate students to love protect environment activities in the countryside.
* Homework:

- Read the passage.

- Complete the exercise 1 on page 20 in the exercise book.
VII. Self – evaluation:

...
...
...

Date of planning:...
Date of teaching:...
Period: 37

SPEAK

I Aims: At the end of the lesson, students will be able to practice speaking to persuade 
People or their friends to protect the environment.

- Educate students to protect the environment in their countryside.
- Develop reading and speaking skills.

II. Language contents
1. Grammar: Structure.

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Won’t you ….

It would be better if you…. (+ V.infi…)
Can I persuade you to….

Why don’t you…..

Why not….

What / How about + V.ing
2. Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume.
III.Techniques: Guessing; matching; brainstorming; eliciting.

IV. Teaching aids: Pictures; textbook; chalk.
V. Time: 45 minutes

VI. Procedures:

Methods Contents
Teacher explains the task and introduce

the situation by asking some questions.
Students listen and give answers.

Teacher explains the task.

Students find out some new words and
guess the meaning of them.

Students repeat vocabulary after the
teacher in chorus and in individual.
Teacher explains the task.

Students practice with their partner.
Then give the keys.

Teacher corrects errors if necessary.

Teacher explains the task, and have
them the example.

Students listen and practice with their
partners.

Teacher elicits and have them the
example.

I. Pre- speaking
Questions:

- Can you tell us about your village ?
- Are there any places to travel ?

- Does your village have rivers/lakes…?
II. While – speaking:

a. Try to persuade your partner to do the
following things protect the

environment.

* checking vocabulary.

- wrap, dissolve, trash onto, harm,
instead, exhaust, fume.

* Practice:

* Ex: A- I think it would be better if we
reuse and recycle bottles and cans.
B- Why ?

A- Because bottles and can are
hard to dissolve, they will cause

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Sts listen and practice with a partner.
Teacher corrects errors if necessary.
Teacher elicits if students have some
troubles and corrects errors if necessary.
Teacher explains the task.

Students practice with their partners in
front of the class.

Teacher elicits if students have some
troubles and corrects errors if necessary.

- Recycle used paper.

c. Now discuss with a partner the best
way to protect the environment.

* Ex: +I think it would be better if we
recycle used paper.

- How can we do that ? I think only
factory cans.

+ What about writing on both sides of
the paper ? Everyone can do this.

- Good idea! Let’s do that.

III. Post – speaking
* Consolidation

Remind languages to introduction.
Teacher repeats the lesson.

*. Homework:

- Complete the exercise again.

- Learn new languages to introduction by heart.
- prepare ‘ listen’.

- Do more the exercises in work book.
VII. Self – evaluation:

...
...
...

Date of planning:...
Date of teaching:...
Period: 39+40

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I. Aims: At the end of the lesson, students will be able to understand a poem about the 
environment.

- Develop reading comprehension skills.
II. Language contents

1. Grammar: Conditional type 1. 
2. Vocabulary: (n) junk yard; treasure; hedge; nonsense; foam.
III. Techniques: matching; questions and answers; discussion; work in pair/ group. 
III Teaching aids: Cassette; textbook and colorful chalk.

V. Time: 45 minutes
VI. Pr ocedures :

Methods Contents

T: Set the scene. Two people are going on
the picnic. They are talking about the
pollution.

- Have sts practice in pairs to guess.
* Answer:

a. Who are the people in the poem?
- The mother and her son.

b. Where are they? – They are … .

T: have sts listen to the cassette, find some
new words and explain the meaning of
new words

Sts: listen and find some new words and
explaining the meaning.

T: ask them read words.
Sts: listen and repeat.

T: have sts practice guessing the meaning
of the words in column A with an

appropriate explanation in column B.
Sts practice with their partners and
answer.

T: call some sts answer before the class
and check if necessary.

Students read the poem again in silence
and find out the information to answer the
questions.

Pre- Reading

* Vocabulary : 
- junk yard (n)
- treasure(n)
- hedge(n)

- nonsense(n)
- foam(n)

While – Reading

a. Match each word in column A to an
appropriate explanation in B.

* Answer keys.

- 1.c 2.g 3.f 4.e
5.d 6.a 7. b
b. Answer:

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Students practice with their partners.
Students give the answer.

Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners and
complete.

sts listen and answer the question.
Teacher corrects errors if necessary.

environment but not her and her son.
- 3. If the boy keeps on asking such
question, his mother will take him home
right away.

- 4. No. Because he is right, if he throws 
the bottles that will be polluting the
woods.

- 5. The poet wants us to learn that
everyone is responsible for keeping the
environment from pollution / stopping
pollution.

Post – Reading
Questions:

- What could you do in your school /
house to minimize pollution.

*Consolidation.

- Remind language contents.
* Homework:

- Read the poem and do the exercises again.

- Learn new languages by heart, and do exercise 5 on page 44.
VII. Self – evaluation:

...
...

Date of planning:...
Date of teaching:...

Period: 41

WRITE & LANGUAGE FOCUS
I Aims: At the end of the lesson, students will be able to:

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- Develop writing and reading skill.
II. Language contents

1. Grammar: conditional type 1.

2. Vocabulary: (v) complain; float; prohibit.

(n) complaint; complication; resolution.
III. Techniques: elicit; practical; pair work.

IV. Teaching aids: Extra - board; picture; textbook; colorful chalk.
V. Time: 45 minutes

VI. Pr ocedures :

Methods Contents
T: Introduce the letter and have sts read.

Sts: read the letter and find some
vocabulary.

T: Pre- teach vocabulary.

T: Checking vocabulary: Rub at and
remember.

Ask sts to keep their books closed.
Provide sts five sections of a complaint
letter in random order.

Get them to put the sections in a correct
order.

Sts practice in pair.
T: have sts read the letter on page 58.
Sts: practice in pairs.

- Set the scene: Mr. Nhat wrote a letter
to the director of L & P company in Ho
Chi Minh city. The five sections of the
letter are not in the right order label each
section with the appropriate: S, C, R, A,
or P.

- Ask sts to work in pairs.

- Give feedback: Call on a sts to read
aloud the letter ( in the correct order )
T: give ideas if necessary.

Pre- Writing:
* Vocabulary.

- complain (v)

- float (v)
- prohibit (v)
- complaint (n)
- complication (n)
- resolution (n)
1. Ordering.

a. Action, talks about future action.
b. Situation states the reasons for
writing.

c. Politeness: end the letter politely.
d. Complication: mention the problem.
e. resolution: makes a suggestion.
* Answer key:

1 – b 2 – d 3 – e
4 – a 5 – c

2. Reading and matching.
* Answer key.

Dear Sir / Madam.

- R – I would suggest ……..

- S – I am writing to you about ……….

- A – I look forward ………

- C – When the struck …………
- P – Sincerely

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T: Let sts read the production 6b/ on
p.53.

Sts: Individual work.

T: Ask some questions to make sure the
sts know what they have to write.

T: Ask sts write the letter individually.
- Get sts to share with their partners and
correct if possible.

- More around the class and help sts.
- Call on some sts to read aloud their
letter.

- Give feedback, correct some letters
before the class.

-T can write the mistakes ( spelling,
grammar …) on the board.

* Questions:

a. What do people do in the lake behind

your house there days?

- They begin to catch fish.
b. What make you worried?

- They use electricity to catch fish.
c. To whom do you write the letter to?
- We write to the head of the local
authorities?

d. What suggest do you want to make?
- We suggest the local authorities should
prohibit and fine heavily anyone using
electricity to catch fish.

e. Any future plan you want to make?
We looking forward to seeing the

protection of environment from the local
authorities.

Post – Writing

Methods Contents
T: Introduce the exercise and explain the

example.

Sts: Listen to the teacher introduce and
change the adj into the adv.

T: Ask some sts answer before the class.
- Then complete the sentences.

Sts: Answer before the class and
complete the sentences

T: Correct the answer.

T: Repeat about the adverb clause of
reason

1. Change the adjectives into adverbs.
Adj Adv

- extreme - extremely
- good - well
- happy - happily
- sad - sadly
- slow - slowly
a. extremely d. happily
b. slowly e. well
c. sadly

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Sts: Listen to the teacher repeat.
T: Explain the example and ask sts
practice do the exercise.

T: Note for how to use adverb clause of
season, “ because, since or as.”

Sts: Work in pairs to do exercise and
crosscheck then give keys.

T: Correct if necessary.

- Use the words to complete the
dialogue.

- Give example:

T: Explains the task and the use of adj +
that- clause.

Sts: Work in groups and answers.
T: Check the answers and correct if
necessary.

T: Explain grammar.
- Give example.

Sts: Do exercise in pairs; cross check;
and give answers.

T: Feedback & correction.
T: Explain the exercise.
- Give example:

Sts: Listen to the teacher explain

Use because , as or since.

* Example: b. Ba is tied because/ as /
since he stayed up late watching TV.

b. I have broken leg because / as / since
I fell over while I was playing

basketball.

c. I’m going to be late for school
because/ since/ as the bus is late.
d. I broke the cup because/ as/ since I
was careless.

e. I want to go home because/ as/ since I
feel sick.

f. I’m hungry because/ since/ as I
haven’t eaten all day.

3. Complete the dialogues.

a. Mr. Ha: … That’s wonderful. I’m
pleased that you are working hard.
b. Mrs. Robinson: … excited that I can
go to Da Lat this time.

c. Lan: … sorry that I broke your
bicycle yesterday.

d. Mrs. Robinson: … disappointed that
you did not phone me about it.

e. Nga: … amazed that I could win the
first prize.

4. Match each half-sentence in column
A with a suitable one in column B.
- Conditional type 1. If + main clause,
+ subordinate clause

* Example: If we pollute the water, We
will have no fresh water to use.

1- e 2- a 3- c 4- d 5- b
5. Complete the sentences.

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T: Ask sts practice in groups and do the
exercise.

Sts: Practice in groups and complete the
exercise then answers before the class
T: Check the answers an correct if
necessary.

b. If we go on littering, the environment
will become seriously polluted.

c. If we plant more trees along the

streets, we will have more shade and
fresh air.

d. If we use much pesticide on

vegetables will become poisonous and
inedible.

e. If we keep our environment clean, we
will live a happier and healthier life.
* consolidation:

- Review how to use :

+ adj + adv, the form of adv.
+ That clause.

+ Adverb clause of reason.

+ Conditional type 1* Homework:

- Complete the exercises- Learn by heart the use of grammar points.
VII. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 42

LESSON 1: GETTING STARTED – LISTEN AND READ

1. Aims: At the end of the lesson, students will be able to: understand the dialogue and about the 
ways to save energy.

- Educate students about the saving energy.
- Develop reading and listening skills.
2. Language contents

a. Grammar: - Connectives.

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b. Vocabulary: (n) crack, plumber, pipe, faucet.
(v) drip. (adj) enormous.

3. Techniques: Eliciting; guessing; scan; pairs work, practical. 
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:

Methods Contents
T: Introducing the topic.

Sts: Listen to the teacher introduce.
T: Ask sts look at the pictures and make
a list of things the family could do to
save energy.

Sts: Look at the pictures and make a list

then answer.

T: Can ask some questions.

Sts: Listen and answer the questions.
T: Introduce the new lesson.

- Make some guiding questions.
Sts: Listen and find out answers.
T: introduces the situation of the text
and introduce some new words.

Sts: give some new words and explains
the meaning.

T: Read words and sts repeat.
Sts: Listen and read the new words
again.

T: Have sts listen to the dialogue and
practice in pairs.

Sts: Listen to the dialogue again, then
reread before the class.

T: Ask sts to read the dialogue on page
57 again and check their prediction.
Sts: Reread and check in the boxes.
T: Have them correct false statements

I. Warm - up

Please, tell me some activities of about
saving energy.

II. Presentation
1.Getting started:
* Questions:

a. Who’s watching TV?

b. Who’s listening to the radio?
c. Should we turn the TV off?

d. What should we do to save energy?
2. Listen and read:

a. Who are talking in the conversation?
b. Where are they now?

c. What are they talking about?
* New words.

- crack (n)
- plumber (n)
- pipe (n)
- faucet (n)
- suggest (v)
- drip (v)

- enormous (adj)
a)

practice the dialogue with a 
partner.

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Sts: Correct the false

Teacher correct errors if necessary.
* Consolidation

- Saying the content of the dialogue.

- Educate students to saving energy in their family.
* Homework:

- Read the dialogue again.

- Complete the exercise 1, 2 on page 47 in the exercise book.
- Prepare Unit 7 (cont’) section “speak”.

7. Self – evaluation:

………

………
………

Date of planning:...
Date of teaching:...

Period: 43

SAVING ENERGY
SPEAK

I. Aims: At the end of the lesson, students will be able to make and respond to suggestion.
- Educate students to saving energy.

- Develop reading and speaking skills.
II. Language contents

1. Grammar: Structure. + I suggest + V- ing.
- I think we should … .
 - Shall we … ?

+ How about …V- ing ?
* Response.

- Ok. - That’s a good idea!

III.Techniques: Guessing; matching; brainstorming; eliciting.
IV. Teaching aids: Pictures; textbook; chalk.

V. Time: 45 minutes
VI. Procedures:

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T: Explain the exercise.
Sts: Listen to the teacher.

T: Explain the exercise and have make

suggestions about how to save energy.
Sts: Listen to the teacher explain.
T: Have sts example and ask them
practice with a partner.

Sts: Practice.

T: Introduce sts the form and practice
make suggestions.

Sts: Practice with a partner then answer
before the class.

T: Have sts the example.
Sts: Write in the notebook.

T: Ask sts to do exercise 3.b) on page
59.

- Get sts look at the pictures on page 59
and make suggestion about how to save
energy at home.

Sts: Look at the pictures and practice
make suggestion.

T: Ask sts practice in front of the class.

While – speaking:

a. Look at the expressions in the tables
and pictures. Make Suggestions … .
* Example.

A. I think we should turn off the faucet.
I suggest fixing the faucet.

* Practice:
* Form:
+ Suggestion.

- I suggest + V-ing …
- I think we should …
- Should …

- Shall we …?
- Why don’t we …?
- How about + V-ing …?
- What about + V-ing …?
- Let’s …

+ Response.
- Ok.

- That’s a good idea.
- All right.

- No. I don’t want to.
- I prefer to …

- Let’s …

* Ex: I suggest going to the movies.
No. I don’t want to. I prefer to
To watch TV.

b. Work in a group of four. Work out an
action plan to save energy for your
class.

* Ex:

A: I think we should take a shower
instead of a bath to save energy.
B: That’s a good idea.

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Sts: Practice.

T: Correct if necessary.

school?

B: Great! Let’s do that.
 Post – speaking

*Consolidation

Remind languages to introduction.
Teacher repeat the lesson.

*Homework:

- Complete the exercise again.

- Learn new languages to introduction by heart.
- prepare “listen”.

- Do more the exercises in work book.
VII. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 44

SAVING ENERGY

LIS TEN

1. Aims: At the end of the lesson, students will be able to listen to a text for details and know 
more about solar energy.
- Educate students how to saving energy.

- Develop reading and listening skills.
2. Language contents.

a. Grammar :

b. Vocabulary : (n) resource.

(adj) solar, nuclear.

(v) install.
3. Techniques: Guessing; brainstorming; eliciting.

4. Teaching aids: Extra-board; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:
a. Warm up.

Methods + T: call some sts answer.

T: introduce the listen.

Sts: Listen to the teacher introduce.

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T: Have them listen to the cassette and
give some new words.

Sts: Listen and find some new words.
T: Have sts listen to the cassette again,
check in the boxes and correct the false
statements.

Sts: Listen and check in the boxes and
correct the false statements.

T: Ask sts write the answer on the
black-boards.

Sts: Write the answer before the class.
T: Check the answers.

T: Have sts listen again and complete.
Sts: Listen and complete.

T: ask them answer before the class.
Sts: Answer before the class.

T: Correct if necessary.

T: Ask sts listen and complete the
exercise again.

Sts: Do the exercise again.

- resource (n)
- solar (adj)
- nuclear (adj)

- install (v)
While – Listening

a/ Listen to the news on solar energy…
1. True

2. False

3. False
4. True
5. False

b/ Listen again and fill in each blank
with one word you hear.

1. effective
2. pollution
3. countries
4. store
5. roof
6. instead

Post – listening

*Consolidation.

- Have sts to make a list about the saving energy again.
*Homework:

- Learn new languages by heart.
- prepare “ Read”.

- Do exercises 3 page 48.
VII. Self – evaluation:

...
...
Date of planning:...

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SAVING ENERGY

READ

I. Aims: At the end of the lesson, students will be know more how North American and
European countries save money and natural resources.

- Develop reading comprehension skills.
II. Language contents

1. Grammar: 2. 
Vocabulary: (n) bulb, standard, label, tumble dryer.

(adj) western. (adv) effectively.
III. Techniques: matching; questions and answers; discussion; work in pair/ group. 
IV Teaching aids: Cassette; textbook and colorful chalk.

V. Time: 45 minutes
VI. Pr ocedures :

Methods Contents
T: Ask sts to look at the pictures, give

guiding questions.

Sts: Look at the pictures and guiding
questions.

T: Have sts listen to the cassette and find

some new words.

Sts: Listen and give some new words.
T: Have them read the new words.

Sts: Listen to the teacher and repeat. Then
read again before the class.

T: Let them listen to the cassette again
and practice the passages.

Sts: Listen again and practice the passage
in groups.

T: Call some sts read the passage before
the class.

Sts: Reread the passage before the class.
T: Correct if necessary.

T: Have sts choose the best summery of
the passage.

Sts: Practice and choose the best
summery.

T: Ask them answer in font of the class.

. Pre- Reading.

- How much is your family’s electricity
bill ?

- How much is electricity does your TV
use ?

* Vocabulary : 
- bulb (n)

- standard (n)
- label (n)
- tumble dryer.
- western.(adj)
- effectively.(adv)
* Practice.

While – Reading

a) Which of the following is the best 
summary of the passage?

* Answer:

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Sts: Answer in font of the class.

T: Have sts read the passage again and
answer the questions.

Sts: Practice, ask and answer the
questions in pairs or groups.

T: Call some sts practice ask and answer
before the class.

Sts: Ask and answer the questions before
the class.

T: Ask other sts in the class check and
correct.

Sts: Check and correct the answer.
T: Correct if necessary.

T: Ask sts questions about the save
money.

Sts: Listen and answer the question.

b. Answer the questions.

1. Western consumers are interested in
products that will not only work

effectively but also save money.

2. We can use energy-saving bulbs instead
of ordinary 100 watt-light bulbs to spend
less on lighting.

3. She will pay USS2 for lighting if she

uses energy-saving bulbs instead.

4. The purpose of the labeling scheme is
to help consumers to know how efficient
each model is, compared with other
appliances in the same category so that
they can save money and energy.

5. (Student’s answer)
Post – Reading
Questions:

- Why should we save money?

*Consolidation.

- Remind language contents.
*Homework:

- Read the passage and do the exercises again.

- Learn new languages by heart, and do exercise 4 on page 49
- Prepare Unit 7 ( count’) lesson “ Write ”

VII. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 46

SAVING ENERGY

WRITE &LANGUAGE FOCUS
I. Aims: At the end of the lesson, students will be able to:

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- Develop writing and reading skill.
II. Language contents

1. Grammar: ( Review)

2. Vocabulary: (Review) 
III.Techniques: elicit; practical; pair work.

IV. Teaching aids: Extra - board; picture; textbook; colorful chalk.
V. Time: 45 minutes

VI. Pr ocedures :

Methods Contents
T: Introduce the lesson by ask sts the

question.

- How many part of the passage?
Sts: Listen and try answer.

T: Explain the exercise and ask them

match each past of a speech in column
A to a suitable function in column B.
Sts: Listen to the teacher explain the
exercise and match each past of a
speech in column A to a suitable
function in column B.

T: Ask them practice and answer before
the class.

Sts: Practice and answer.
T: Corrects.

T: Have sts read the passage and
practice in pairs.

Sts: Practice in pairs and correct place to
complete a speech.

T: Ask some sts answer in font of the
class.

Sts: Answer.

T: Let them choose one of the following
topic and practice.

Sts: Practice with a partner.

Pre- Writing:

* Question.

- How many part of the passage?

While – writing:

a. Match each past of a speech in
column A to a suitable function in
column B.

1. Introduction.

B: getting people’s attention and telling
them what you are going to talk about.
2. Body.

C: giving details in easy-to-understand
language.

3. Conclusion.

A: summing up what you have said.
b. Put the following sections in the
correct place to complete a speech.
1. Introduction. – 3: Good evening,
ladies and gentlemen. I’m ...
.

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T: Ask sts practice and tell about the

saving energy in the kitchen.

classmates.

( Students practice with a partner.)
Post – Writing

* Saving energy in the kitchen.

Explain the exercise and have sts work
individually to do the exercise. They
have to complete the sentences by using
correct connectives.

Sts: Listen to the teacher explain and
complete the sentences, then answer
before the class.

T: Have sts look at the picture and
complete the sentences.

Sts: Look at the picture, use the phrasal
verbs in the box.

T: Call some sts answer in front of the
class.

Sts: Answer be fore the class.
T: Check the answers.

T: Explain the exercise and have them
the example.

Sts: Listen to the teacher and making
suggestion.

T: Give notes: - Suggest + v-ing...
Sts: Practice and answer before the
class.

T: Explain the example and ask them
practice the sentences.

* Notes: - Structure.

- Suggest (that) + s + should.

Sts: Note the structure and practice the
sentences.

T: Ask some sts answer, then check the
answer.

1. Complete the sentences. Use the 
correct connectives.

a. and b. but
c. because d. Therefore
e. or f . so

g. and h. However
2. Complete the sentences. Use the 
phrasal verbs in the box.

a. look after
b. go on
c. Turn on
d. looked for
e. turn off

3. Make suggestions.

a. Your class want to help the poor... .
* Ex: I suggest collecting some money.
- I suggest organizing a show to raise
money.

- I suggest giving lesson to poor
children.

b. your friend want to improve his/ her
English. The following... .

*Ex: I suggest (that) You should work
harder on your pronunciation.

- I suggest (that) you should write
sentences with new words.

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English in class.

* Consolidation:

- Review how to use :

+ suggest + V-ing/ suggest (that) + S + should.
* Homework:

- Complete the exercises.

- Learn by heart the use of grammar points.
- Prepare : Unit 8 – Lesson 1 + 2.

VII. Self – evaluation:

...
...
Date of planning:...

Date of teaching:...
Period: 47+48

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I/ Khoanh trịn đáp án đúng trong các câu A,B,C hc D sau đây. (5.0 đ)
1. You shouldn’t eat ... . It’s not good for your health.

A. quick B. quickly C. very quick D. too quick 1………..
2. Hoa is studying ... for her exam.

A. hard B. to hard C. hardly D. harder 2………
3. ... do you usually study before an exam?

A. What B. How C. Which D. Where 3………
4. I think we should burn trash to reduce the amount of garbage we produce to ...

the environment.

A. protecting B. protected C. protection D. protect 4……….
5. We feel very ... to day.

A. too happy B. are happy C. happy D. happily 5………
6. Solar energy ... cheap and clean.

A. can B. can be C. will D. will be 6………..
7. I ...surprised that no one stopped these people cutting down the trees.

A. be B. am C. was D. were 7………..
8. People are worried that the oil ... pollute the sea.

A. should B. will C. have D. never 8………
9. I usually ... before an exam.

A. study more B. studying C. study hard D. studying hard 9………..
10. We ... swim in this part of the river because the water is highly polluted.

A. will B. should C. can D. can not 10………..
11. If it rains, he will stay at home ... watch TV.

A. and B. so C. or D. therefore 11………..
12.If we ... oil and coal pollution will increase.

A. use B. used C. using D. use more 12………..

13.We all like sticky rice cakes which are special ...food for the New Year.

A. Viet Nam B. Vietnamese C. for Viet Nam D. for Vietnamese 13……….
14. People in Israel are going to celebration their festival which is called ... .

A. Easter B. Passover C. Christmas D. Lunar New Year. 14………
15. Today is the birthday of my friend ... used to live in my neighborhood some years ago.

A. which B. what C. who D. whom 15……….
16. ... Paul is an Australian, he enjoys Vietnamese New Years.

A. Although B. Though C. Even though D. Therefore 16……….
17. He repairs water pipes. He is a ... .

A. carpenter B. brick-layer C. worker D. plumber 17……….
18. If he ... here tomorrow, I will you.

A. will come B. come C. comes D. came 18……….
19. Remember to ... the faucet when you leave for work.

A. turn on B. turn of C. look for D. go on 19………
20. It’s very cold outside, you have to ... your coat.

A. come on B. put on C. go on D. turn on 20………

II/ Đọc và khoanh trũn đáp án đỳng A,B,C hoặc D. (5,0 đ)

Environment pollution is one of the most serious problems of mankind today. Air, water and soil are necessary to all living
things. Man operates machines and vehicles that fill the air with noise. They also dirty the air with gases and smoke. Badly polluted air
can cause illness and even death. Man destroys natural beauty by littering garbage on the land and in the water. They poison the water

with chemical and other waste materials. Polluted water kills fish and other marine life. They damage the soil with too many fertilizers
and pesticides. Pollution of soil reduces, the amount of land that is available for growing food. Government should pass laws that
require people and factory owners to stop certain polluting activities.

1. What is mankind most serious problem now a day?
A. It is environment pollution. B. It is water pollution.

C. It is air pollution. D. It is soil pollution. 1……….
2. According to the writer, who makes the earth dirty?

A. Nobody. B. People do/ Man does. C. Government do. D. National do. 2……….
3. Why do fish and other marine life die?

A. Because of polluted water. B. Because of polluted air. 3……….
C. Because of polluted environment. D. Because of polluted soil.

4. Is it good using a lot of fertilizers and pesticides?

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5. Does pollution of soil reduce the amount of land that is available for growing?

A. Yes, it does. B. No, it doesn’t. C. Yes, it is. D No, it isn’t.

III/ Hoàn thành câu dùng từ gợi ý. (2.5 đ)
* Make suggestions.

- suggest + v.ing...

+ Ex: I suggest giving lessons to poor children.
1. correct unused books.

- ... .
2. organize a show to raise money.

- ... .
3. help elderly people.

- ... .
- suggest (that) + S + should

+ Ex: I suggest (that) you should learn grammar by heart.

4. learn to English song. - ... .
5. do some reading every day. - ... .
IV. Self – evaluation:

...
...

CHECKING THE TEST
KEYS

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

6. A 7. C 8. B 9. C 10. D

11.A 12. D 13. B 14. B 15. C

16. A 17. D 18. C 19. B 20. B

II/ (2.5 ms)

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

III/ (2,5 ,ms)

1. I suggest correcting unused books.

2. I suggest organizing a show to raise money.
3. I suggest helping elderly people.

4. I suggest (that) you should learn to English song.
5. I suggest (that) you should do some reading everyday.
IV. Self – evaluation:

...
...

Date of planning:...
Date of teaching:...
Period: 49

UNIT 8: CELEBRATIONS

LESSON 1: GETTING STARTED – LISTEN AND READ

I. Aims: By the end of the lesson, students will know more about the popular celebration in the 
world.

- Educate students about the celebrations.

- Develop reading and listening skills.
II. Language contents

1. Grammar: - Relative clause.

2. Vocabulary: (n) freedom, slavery, parade.
(v) occur, decorate.

(adj) sticky, Jewish.

III. Techniques: Eliciting; guessing; scan; pairs work, practical. 
IV. Teaching aids: Pictures; textbook; chalk; tape; cassette.
V. Time: 45 minutes

VI. Procedures:

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T: Introducing the topic.

Sts: Listen to the teacher introduce.
T: Ask sts look at the pictures and
match the icons with the names of the
celebrations they represent.

Sts: Look at the pictures and match
the icons with the names of the
celebrations then answer.

T: Ask some sts answer and correct if
necessary.

Sts: Practice and answer before the
class.

T: Introduce the new lesson.

Sts: Listen to the teacher introduce.
T: Introduces the situation of the text
and introduce some new words.

Sts: Give some new words and
explains the meaning.

T: Read words and sts repeat.
Sts: Listen and read the new words
again.

T: Have sts listen to the passage and
practice in pairs.

Sts: Listen to the passage again, then
reread before the class.

T: Explain the structure of grammar.
Sts: Give the examples.

T: Ask sts to read the passage on
page 65 again and complete the table.
Sts: Reread the passage and complete
the table.

T: Ask them correct the answer.
Sts: Correct and write in their
exercise books.

Teacher correct if necessary.

Warm - up

Please, tell me some celebrations, do you know.
Presentation.

1.Getting started:

1. Easter 2. wedding
3. birthday 4. Christmas
5. Mid-Fall Festival.

6. Lunar New Year.
2. Listen and read:
* New words.
- freedom (n)
- slavery (n)
- parade (n)
- occur (v)
- decorate (v)
- sticky (adj)
- Jewish (adj)
* Practice.

* Grammar: - Relative clause.

+ Ex: Tet is a festival which occurs in late January
or early February.

+ Ex: Family members who live apart try to be
together at Tet.

* Now, complete the table.

Cele.. When Acti... Food Coun..

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April the Seder
Easter around

the same
time as
Passover

people
crowd the
streets to
watch
colorful
parades

chocolate
or sugar
eggs

many
country

* Consolidation

- Saying the content of the paragraph.
- Educate students about the celebrations.
* Homework:

- Read the passage again.

- Do exercise 1, 2 on page 52 in the exercise book.
- Prepare Unit 8 (cont’) section “speak”.

*)Evaluation:

………

………..

_________________________________________________
 Pre date:……….

Teaching date:……….
Period:50

UNIT 8: CELEBRATIONS
LESSON 2: SPEAK

I. Aims: At the end of the lesson, students will be able to give a compliment and respond to a 
compliment.

- Educate students know give a compliment and respond to a compliment with other.
- Develop reading and speaking skills.

II. Language contents

1. Grammar: Structure. - Well done. + Thanks.

- That’s a great/an excellent ... .
+ It’s nice of you to say so

- Let me congratulate you on ... .
+ That’s very kind of you.

2. Vocabulary: (n) congratulate, charity (v) nominate. 
III.Techniques: Guessing; matching; brainstorming; eliciting.

IV. Teaching aids: Pictures; textbook; chalk.
V. Time: 45 minutes

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methods Contents
T: Ask sts some questions about the

compliment.

Sts: Listen to the teacher and answer
before the class.

T: Explain the exercise and have them
read the example.

Sts: Listen to the teacher.

T: Have sts example and ask them
practice with a partner.

Sts: Practice with a partner and answer
before the class.

T: Call some sts answer.
Sts: Answer in pairs

T: Check and correct the answer.

T: Have sts practice talk about situations
they can compliment their friend and
get responses from him/ her/ them, then
make up the dialogues with a partner.
Sts: Practice with a partner and make up
dialogues.

T: Call some sts practice the dialogues
before the class.

Sts: Practice the dialogues in font of the
class in pairs.

T: Correct if necessary.

Pre- speaking.
* Questions:

a. Can you give a compliment?

b. Can you respond to a compliment?
While – speaking:

* Example.

a. Mai: Well done, Trang.
Trang: Thanks.

* Practice:

b. Mother: Well done, Huyen.
Huyen: Thanks, Mom.

c. Friends: Congratulations on your
nomination, Tuan.

Tuan: It’s nice of you to say so.
d. You: That’s an excellent drawing,
Hoa.

Hoa: That’s very kind of you to say
so.

Post – speaking

*Now think of situations in which you 
can compliment and get responses ....
A: Your memory is very good.

B: It’s very nice of you to say so.
A: This shirt looks good on you.
B: Thank you.

A: I think your dress is very beautiful.
B: I’m glad you think so.

*Consolidation

Remind languages to introduction.
Teacher repeat the lesson.

*Homework:

- Complete the exercise again.

- Learn new languages to introduction by heart.
- prepare “listen”.

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*)Evaluation:

………

………..

____________________________________

Pre date:…………
Teaching date:……..
Period: 51

UNIT 8: CELEBRATIONS.
LESSON 4: LIS TEN

1. Aims: At the end of the lesson, students will be able to fill the missing words by listening to a 
song. Students can sing a song Auld Lang Syne.
- Educate students about how to learn English song.

- Develop reading and listening skills.
2. Language contents.

a. Grammar : ( review )

b. Vocabulary : - Auld Lang Syne = The good old day.
- acquaintance (n)

3. Techniques: Guessing; brainstorming; eliciting.

4. Teaching aids: Extra-board; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:
a. Warm up.

Methods + T: call some sts answer.

T: introduce the listen.

Sts: Listen to the teacher introduce.
T: Have them listen to the cassette and
give some new words.

Sts: Listen and find some new words.
T: Have sts listen to the song Auld Lang
Syne again, then fill in the missing
words.

Sts: Listen and fill in the missing words.
T: Ask sts write the answer on the
black-boards.

Sts: Write the answer before the class.
T: Check the answers.

T: Have sts listen to the song again and

Pre- Listening:
* New words:
- Auld Lang Syne
= The good old day.
- acquaintance (n)
While – Listening
* Answers:

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ask them repeat words of the song.
Sts: Can learn the song by heart.

T: Call some sts sing the song before the
class.

Sts: Can sing “Auld Lang Syne” again.
T: Check and correct if necessary.
- Give them marks if they sing well.

Post – listening

- Listen to the song “Auld Lang Syne”
again.

IV. Consolidation.

- Have sts listen and learn the song again.
IV. Homework:

- Learn new languages by heart.
- prepare “ Read”.

- Do exercises 3,4 page 54,55.
- Prepare Unit 8 – Lesson: Read.
V. Marks/ Remarks

- Students were weak in listening.

*)Evaluation: ………..

………
………
…

_________________________________

pre date:………….
Teaching date:………
Period:52

UNIT 8 : CELEBRATIONS.
LESSON 3: READ

I. Aims: At the end of the lesson, students will know more about the opinions, feeling, and
memories of children about their father or the Father’s Day in the USA and in Australia.

- Educate students know to occasions them self to express them feeling to others.
- Develop reading comprehension skills.

II. Language contents

1. Grammar: 2. 
Vocabulary: (n) hug, priority, sense of humor.

(adj) considerate, generous, terrific.

(v) distinguish.
III. Techniques: matching; questions and answers; discussion; work in pair/ group. 
IV. Teaching aids: Cassette; textbook and colorful chalk.

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Methods Contents
T: Ask sts to look at the pictures, give

guiding questions.

Sts: Look at the pictures and guiding
questions.

T: Have sts listen to the cassette and find
some new words.

Sts: Listen and give some new words.
T: Have them read the new words.

Sts: Listen to the teacher and repeat. Then
read again before the class.

T: Let them listen to the cassette again and
practice the passages.

Sts: Listen again and practice the passage
in groups.

T: Call some sts read the passage before
the class.

Sts: Reread the passage before the class.
T: Correct if necessary.

T: Ask sts read the passage again and
answer the questions.

Sts: Reread the passage and answer.
T: Ask them answer the questions in font
of the class.

Sts: Answer in font of the class.
T: Correct the answer if necessary.

T: Ask some sts practice and answer the
question before the class.

Sts: Listen answer the questions before the
class.

T: Corrects.

. Pre- Reading.

- What do you know the Father’s Day?
- Have activities in the Father’s Day?
* Vocabulary :

- hug (n)
- priority (n)

- sense of humor (n)
- considerate (adj)
- generous (adj)

- terrific (adj)

- distinguish (v)
* Practice.

While – Reading
* Answer:

a. To her dad.

b. He is possibly dead. There ideas may
tell about that:... how much you are
missed...,... I now have children, Dad...”
c. His sense of humor.

d. A father as a teacher, a caretaker, a
friend, ... .

Post – Reading.
*Questions:

- Where is the celebration of Father’s
Day? (The Father’s Day in Australia and
the USA.)

*Consolidation.

- Remind language contents.
*Homework:

- Read the passage and do the exercises again.

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VII. Marks/Remarks: *)Evaluation:

………

………..

Pre date:…………
Teaching date:……..

Period: 53
UNIT 8 : CELEBRATIONS

LESSON 4: WRITE & LANGUAGE FOCUS
I. Aims: At the end of the lesson, students will be able to:

- Write a letter to a friend/ pen pal to share their ideas.
- Educate students know about Father’s Day and Mother’s Day.

- Develop writing and reading skill.
II. Language contents

1. Grammar: ( Review)

2. Vocabulary: (v) enhance, support. (adv) nationwide.

- have a day of.
III. Techniques: eliciting; practical; pair work.

IV. Teaching aids: Extra - board; picture; textbook; colorful chalk.
V. Time: 45 minutes

VI. Pr ocedures :

Methods Contents
T: Checking vocabulary: What and

Where.

- support - enhance
- a day of - tradition
- nationwide

T: Ask sts to keep their book close,
show the outline on the board.

- Get sts to put the parts in the correct
order.

Sts: Work in pairs.
(1)-Give details about.

(2)-State whether or not you think your
idea will be support and you hope the

Pre- Writing:
* New words:
- enhance (n)

- support (n)
- nationwide (adv)
- have a day of.

- When to celebration in, what season,
or what month (why?)

- How to celebrate: having parties,
sending cards ... ?

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day will be celebrated nationwide.
(3)-Tell your friend the season for
celebrating this day.

T: Have sts write individually to a
friend to tell him/ her about why they
want to celebrate Mother’s Day or
Father’s Day in Viet Nam and how to
celebrate it. The outline on page 70 will
help them to write

easily.

Sts: Practice use the outline on page 70.
T: Have them share their writing with
their partners and correct their partner’s
mistakes.

- Ask some sts to read aloud their
writing before the class.

- Get sts to give their opinions.
T: Correct mistakes.

* Answer keys:
- Paragraph 1: (3)
- Paragraph 2: (1)
- Paragraph 3: (2)
 While – writing:
* Suggested ideas:

In my opinion, it is essential to have a
day to celebrate for our parents.

On these occasions, children will have
a special day to express their feelings,
memories and love for their parents.
 Post – Writing

- Write about the Mother’s Day or
Father’s Day.

LANGUAGE FOCUS

I. Aims: At the end of the lesson, students will be able to make suggestion and do some 
exercises in the part of language focus.

- Develop writing and reading skill.
II. Language contents

1. Grammar: - Relative clauses.

- Adverb clauses of concession.
2. Vocabulary: (v) compose, occur, satisfy.

(n) culture, violet, jumper, lap.
III. Techniques: eliciting; explaining; practical; pair work.

IV. Teaching aids: Extra - picture; textbook; colorful chalk.
V. Time: 45 minutes

VI. Pr ocedures :

Methods Contents
T: Explain the exercise and have sts

work individually to do the exercise.
They have to complete the sentences by
using correct relative clauses. ( Who,
Which)

1. Join the sentences. Use relative 
clauses.

* Example:

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Sts: Listen to the teacher explain and
complete the sentences, then answer
before the class.

T: Ask sts practice with partner then
answer.

Sts: Practice with partner.

T: Call some sts answer in front of the
class.

Sts: Answer be fore the class.
T: Check he answers.

T: Explain the exercise and have them
the example.

Sts: Listen to the teacher and making
suggestion.

T: Let them practice and do the exercise.
Sts: Practice and answer before the
class.

T: Ask some sts answer, then check the
answer.

Sts: Answer and check.
T: Corrects.

T: Explain the exercise and ask them do
it.

Sts: Listen to the teacher and do the
exercise.

T: Ask them practice with partner.
Sts: Practice with partner and join the

+ Tet is a festival which occurs in late
January or early February.

a. Auld Lang Syne is a song which is
sung on New Year's Eve.

b. This watch is a gift which was given
to me by my aunt on my 14th birthday.
c. My friend Tom, who sings Wester
folk songs very well, can compose
songs.

d. We often go to the town cultural
house, which always opens on public
holidays.

e. I like reading books which tell about
different peoples and their cultures.
2. Describe each of the people in the 
picture. Use relative clauses.

a. Mom is the woman who is sitting in
an armchair/ receiving a gift from the
litlle girl.

b. Dad is the man whois standing behind
my sister.

c. Linda is the litlle girl who is wearing
a pink dress/ giving a gift to Mom.
d. Grandmother is the woman who is
wearing a violet blouse/ giving a gift to
the baby.

e. Uncle Jonh is the man who is wearing
a pink jumper.

f. Jack is the litlle boy who is sitting on
his mother's lap.

3. Join the sentences. Use the words in
the blackets.

a. Thu Ha is not satisfied with her

preparations for Tet even though she has
decorated her house and made plenty of
cakes

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sentences. Use the words in brackets.
T: Call some sts answer and some sts go
to the board write the sentences.

Sts: Answer before the class and some

sts rewrite the answer.

T: Correct if nacessary.

T: Introduce the pictures and exercise.
Sts: Listen to the teacher.

T: Let them do the exercise in groups.
Sts: Practice in groups.

T: Ask some sts in groups to answers
Sts: Answer and rewrite on the board.
T: Correct if necessary.

every year on the 8th of March.
c. We when to Ha Noi to watch the
parade on the National Day last year
even though we live in Nam Dinh.
d. Mary tourists enjoy festivals in Viet
Nam though they do not understand
Vietnamese culture very much.

4. Look at the picture. Complete the 
sentences.

a. Although Mrs. Thoa was tired, she
helped Tuan with his homework.
b. Even though Liz has an exam

tomorrow, she is still watching TV now.

c. It rained yesterday although the
weather bureau predicted the weather...
d. Ba ate a lot of food though he wasn't
hungry.

* Consolidation:

- Review how to use : Relative clauses and adverb clauses concession.
* Homework:

- Complete the exercises.

- Learn by heart the use of grammar points.
- Prepare : Unit 9 – Lesson 1 + 2. Page 74,75.
- Do exercise 5 on pages 57 in the exercise book.
VII.Marks/Remarks:

*)Evaluation:

………

………..

Pre date:…………..
Teaching date:……….
Period:54

UNIT 9: NATURAL DISASTERS

LESSON 1,2: GETTING STARTED – LISTEN AND READ

1. Aims: By the end of the lesson, students will able to get more information about the natural 
disasters in the world and talk about the weather forecast.

- Educate students how to know natural disasters.
- Develop reading and listening skills.

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a. Grammar: - Relative pronouns.
b. Vocabulary: (v) turn up, expect, trust.

(n) thunderstorm, delta, just in case.

3. Techniques: Eliciting; guessing; scan; pairs work, practical. 
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:

Methods Contents
T: Introducing the topic.

Sts: Listen to the teacher introduce.
T: Ask sts tell some natural disastes.
Sts: Try anwser.

T: Ask sts look at the pictures and
match the icons with the names of the
celebrations they represent.

Sts: Look at the pictures and match the
icons with the names of the celebrations
then answer.

T: Ask some sts answer and correct if
necessary.

Sts: Practice and answer before the
class.

T: Introduce the new lesson.

Sts: Listen to the teacher introduce.
T: Introduces the situation of the text
and introduce some new words.

Sts: Give some new words and explains
the meaning.

T: Read words and sts repeat.
Sts: Listen and read the new words
again.

T: Have sts listen to the dialogue in
groups of tree.

Sts: Listen to the dialogues again, then
reread before the class.

T: Explain the structure of grammar.

Sts: Give the examples.

I. Warm - up

Please, tell me some natural disaster in
Viet Nam or in the world have you
know.

II. Presentation.
1.Getting started:
1. snowstorm.
2.earthquake
3. volcano
4. typhoon

2. Listen and read:
* New words.
- turn up (v)
- expect (v)
- trust (v)

- thunderstorm (n)
- delta (n)

- just in case (n)

a. Practice the dialogue in a group of 
three.

* Struture. ( Relative pronouns)

- Ha Noi will have tenpratures between
230C and 270C.It will be raining...

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T: Ask sts to read the dialogue on page
75 again and complete the sentences.
Sts: Reread the dialogue and complete
the sentences.

T: Ask them correct the answer.

Sts: Correct and write in their exercise
books.

Teacher correct if necessary.

phrase from the dialogue.
1. turn up/ weather fotrcast.
2. rainy.

3. central highlands.
4. have temperatures.

5. weather forecasts/ watching them.
* Consolidation

- Saying the natural disasters.

- Educate students how to know the natural disasters.
* Homework:

- Read the dialogues and answer complete the sentences again.
- Do exercise 1, 2 on page 58,59 in the exercise book.

- Prepare Unit 9 (cont’) section “speak”.
* Self – evaluation:

………

………
………

Pre date:………….
Teaching date:…………
Period:55

UNIT 9: NATURAL DISASTERS

LESSON 3: SPEAK

1. Aims: At the end of the lesson, students will be able to talk about what they want to buy and 
do to prepare for a typhoon.

- Educate students how to know, what preparations their think should be made for a typhoon.
- Develop reading and speaking skills.

2. Language contents

a. Grammar: Structure. - Relative claues. (continued)
b. Vocabulary: (n) bucket, leak, latch, ladder, blanket.

(v) tie, damage.

3.Techniques: Guessing; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.

5. Time: 45 minutes
6. Procedures:

methods Contents
T: Ask sts tell the preparations for

typhoon.

I. Pre- speaking.

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Sts: Listen to the teacher and answer
before the class.

T: Explain the exercise and have them
some new words.

Sts: Listen to the teacher.

T: Ask them practice with a partner.
Sts: Practice with a partner and reread
the new words.

T: Let some sts read words again before
the class.

T: Explain the exercise and ask them
practice.

Sts: Listen to the teacher and practice.
T: Ask sts practice with a partner and
answer before the class

Sts: Answer before the class in groups.
T: Check and correct the answer.

T: Divide the sts into two the groups of
four.

Sts: Practice into groups of four.

T: Have sts talk about what they think,
they want to buy and do to prepare for a
typhoon; explain - Why?

Sts: Practice with a partner talk a bout
them and explain.

T: Call some sts answer before the class
and some of them rewrite on the board.
Sts: Practice and rewrite.

T: Correct if necessary.

should be made for atyphoon.
II. While – speaking:

* New words:
- bucket (n)
- leak (n)
- latch (n)
- ladder (n)
- blanket (n)
- tie (v)
- damage (v)
* Practice.

III. Post – speaking

a. Check (V) what preparations you
think should be made for a typhoon.
- Buying some canned food.

- Buying candles.
- Buying matches.

- Filling all buckets with water.
- Buying a ladder.

- Checking all the window and door
latchers.

b. Now work wih a partner. Talk about

what you think you want to buy ....
A: I think we sould buy some candles
and matches before a typhoon.

B: Yes, I think so too. There may by a
power cut.

A: I think we should fill all the buckets
with water before a typhoon.

B: What for?

A: Because the water pipes may be
damaged by the typhoon.

A: I think we should check all the
window and door latches.

B: Why?

A: Because it will be raining hard.
V. consolidation

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V. Homework:

- Complete the exercise again.

- Learn new languages to introduction by heart.
- Do exercises 3,4 page 60 in work book.

- prepare “listen”.
VI. Marks/ Remarks

- Students were weak in speaking.
VII. Self – evaluation:

………
………

Pre date:………
Teaching date:………….
Period:56

UNIT 9: NATURAR DISASTERS

LESSON 4: LIS TEN

1. Aims: At the end of the lesson, students will be able to get some ideal, how to live with

earthquakes by listening and futher peatice on Relative pronouns: Who - Which - That.
- Educate students how to to live with earthquakes.

- Develop reading, listening and writing skills.
2. Language contents.

a. Grammar : - Relative pronouns.

b. Vocabulary : (n) roller, snout, harricane, eruption.
(v) block, strike.

3. Techniques: Guessing; brainstorming; eliciting.

4. Teaching aids: Extra-board; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:
a. Warm up.

Methods Contents

T: introduce the listen.

Sts: Listen to the teacher introduce.
T: Have them listen to the cassette and
give some new words.

Sts: Listen and find some new words.
T: Have sts is giving a talk on how to

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live with earthquakes.

Sts: Listen to the talk, then complete the
table.

T: Have sts listen to the cassette, then
fill in the missing words.

Sts: Listen and fill in the missing words.
T: Ask sts write the answer on the

black-boards.

Sts: Write the answer before the class.
T: Check the answers.

T: Have them listen again and tell the
live with earthquakes.

Sts: Listen and retell.
T: Correct if necessary.

II. While – Listening.
* Answers:

1. ... bottom shelf of your bookshelves.
2. ... fridge...

3. ... washing machine.
4. ... mirrors.

5. ... a window.
6. ... inside.

7. ... under a strong table.
8. ... doorway.

9. ... corner of a room.
III. Post – listening

- Listen to the live with earthquakes

again.

IV. Consolidation.

- Have sts listen and learn the song again.
IV. Homework:

- Learn new languages by heart.
- prepare “ Read”.

- Do exercises 5 page 61.

- Prepare Unit 9 – Lesson: Read.
V. Marks/ Remarks

- Students were weak in listening.

VI. Self – evaluation: ………..
………
………
…

Pre date:…………..
Teaching date:………..
Period:57

UNIT 9: NATURAL DISASTERS

LESSON 5: READ

1. Aims: At the end of the lesson, students will able to get more information about the natural
disasters in the world.

- Educate students how to the nutaral disasters in the world.
- Develop reading comprehension skills.

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a. Grammar: Relative pronouns. 
b. Vocabulary: (n) tidal wave, sheft, tornado, majority.

(adj) abrupt, funnel - shaped.

(v) warn, suck up.
3. Techniques: matching; questions and answers; discussion; work in pair/ group. 
4. Teaching aids: Cassette; textbook and colorful chalk.

5. Time: 45 minutes
6.

Pr ocedures :

Methods Contents
T: Ask sts to look at the pictures, give

guiding questions.

Sts: Look at the pictures and guiding
questions.

T: Have sts listen to the cassette and find

some new words.

Sts: Listen and give some new words.
T: Have them read the new words.

Sts: Listen to the teacher and repeat. Then
read again before the class.

T: Let them listen to the cassette again and
practice the passages.

Sts: Listen again and practice the passage
in groups.

T: Call some sts read the passage before
the class.

Sts: Reread the passage before the class.
T: Correct if necessary.

T: Ask sts read the passage again and
answer true or false.

Sts: Reread the passage and answer.
T: Ask them answer in font of the class.
Sts: Answer in font of the class.

T: Correct the answer if necessary.

T: Ask sts practice again and complete the

sentences.

Sts: Read the passage again and complete

I. Pre- Reading.

- What do you know the earthquakes?
- What do you know the volcanoes?
* Vocabulary :

- tidal wave (n)
- sheft (n)
- tornado (n)
- majority (n)
- abrupt (adj)

- funnel - shaped (adj)
- warn(v)

- suck up (v)
* Practice.

* Notes: ( Structure)

- The word "typhoon" comes from
chinese: tai means "big" and feng means
"wind", so the word "typhoon" means "big
wind"

II. While – Reading

* Answer:

a. True or false.

1. True 2. True 3. False
4. True 5. False 6. True
b. Complete the sentences.

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the sentence.

T: Ask some sts answer before the class.
Sts: Answer before the class.

T: Corrects if necessary.

T: Have sts answer the question about the
natural disaster.

Sts: Try to answer and correct the answer.

3. ... there is an abrupt shift in the
underwater movement of the earth.
4. ... a cyclone.

5. ... the word "typhoon"
6. ... passes overland below a

thunderstorm and can suck up anything
that is in its path.

III. Post – Reading.
*Question.

1. What do you know the natural disaster?
IV. Consolidation.

- Remind language contents.
V. Homework:

- Read the passage and do the exercises again.

- Learn new languages by heart, and do exercise 4 page 60.
- Prepare Unit 9 ( count’) lesson “ Write ”

VI. Self-evaluation. ……….

………...
...

Pre date:………..
Teaching date:………..
Period:58

UNIT 9: NATURAL DISASTERS

LESSON 6: WRITE & LANGUAGE FOCUS.

1. Aims: At the end of the lesson, students will be able to write a story. 
- Educate students how to write the story.

- Develop writing and reading skill.
2. Language contents

a. Grammar: Past simple.
b. Vocabulary: (n) shelter.

(v) behave, all of sudden.
3. Techniques: eliciting; practical; pair work.

4. Teaching aids: Extra - board; picture; textbook; colorful chalk.
5. Time: 45 minutes

6.

Pr ocedures :

Methods Contents
T: Elicit the new words and explain the

meaning.

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Sts: Listen to the teacher.

T: Have sts repeat the new words

chorally then rup out word but leave the
cirdes.

T: Explain the exercise and show six
pictures on the board.

ts: Listen to the teacher explain the
exercise.

T: Can ask sts some questions about the
pictures.

- Examples:

+ P1 - Who is this?
- Where is she?
- What is she doing?
+ P2 - How is the dog?
+ P3 - What's on TV?

- What does Lan's mother?
+ P4 - What are they doing?

+ P5,6 - What's the weather like now?
Sts: Listen and try to answer.

T: Have them write the story then
answer.

Sts: Practice with partner then answer
before the class

T: Correct if necessary.

T: Have sts retell the typhoon have you

know.

Sts: Can answer before the class or do
the homework.

* New words:
- shelter (n)
- behave (v)
- all of sudden.
II. While – writing:

It was a beautiful day. The sun was
shining, the sky was blue, and the
weather was perfect. Lan was outside
playing with her dog, Skippy. All of a
sudden, the dog began behaving
strangely. She kipt running around in
cricles, Lan ran home with her dog to
tell her mother what skippy was doing.
Lan's mother, Mrs Quyen, told Lan that
she heard on TV that there was a

typhoon coming. Mrs.Quyen gathered
her family and told them to find shelter
in the home.

Suddenly, the sky became very dark.
The storm came with strong winds and
heavy rain. Mrs.Quyen and her family
were scared. But soon the storm finished

and everyone was glad. What a clever
dog Skippy is. She saved Lan from
being caught in the typhoon.

III/ Post – Writing

- Retell about the typhoon in the
countryside or have you know.
Methods Contents

T: Explain the exercise and have sts
work individually to do the exercise.
They have to complete the sentences by
using correct relative clauses. ( Who,
Which)

Sts: Listen to the teacher explain and
complete the sentences, then answer
before the class.

1. join the sentences. Use relative 
clauses.

* Example:

- Tet is a festival. Tet occurs in late
January or early February.

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T: Ask sts practice with partner then
answer.

Sts: Practice with partner.

T: Call some sts answer in front of the
class.

Sts: Answer be fore the class.
T: Check he answers.

T: Explain the exercise and have them
the example.

Sts: Listen to the teacher and making
suggestion.

T: Let them practice and do the exercise.
Sts: Practice and answer before the
class.

T: Ask some sts answer, then check the
answer.

Sts: Answer and check.
T: Corrects.

T: Explain the exercise and ask them do
it.

Sts: Listen to the teacher and do the
exercise.

T: Ask them practice with partner.
Sts: Practice with partner and join the
sentences. Use the words in brackets.
T: Call some sts answer and some sts go

a. Auld Lang Syne is a song which is
sung on New Year's Eve.

b. This watch is a gift which was given
to me by my aunt on my 14th birthday.
c. My friend Tom, who sings Wester
folk songs very well, can compose
songs.

d. We often go to the town cultural
house, which always opens on public
holidays.

e. I like reading books which tell about
different peoples and their cultures.
2. Describe each of the people in the 
picture. Use relative clauses.

a. Mom is the woman who is sitting in
an armchair/ receiving a gift from the
litlle girl.

b. Dad is the man whois standing behind
my sister.

c. Linda is the litlle girl who is wearing
a pink dress/ giving a gift to Mom.
d. Grandmother is the woman who is
wearing a violet blouse/ giving a gift to
the baby.

e. Uncle Jonh is the man who is wearing
a pink jumper.

f. Jack is the litlle boy who is sitting on
his mother's lap.

3. Join the sentences. Use the words in
the blackets.

a. Thu Ha is not satisfied with her

preparations for Tet even though she has
decorated her house and made plenty of
cakes

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to the board write the sentences.

Sts: Answer before the class and some
sts rewrite the answer.

T: Correct if nacessary.

T: Introduce the pictures and exercise.

Sts: Listen to the teacher.

T: Let them do the exercise in groups.
Sts: Practice in groups.

T: Ask some sts in groups to answers
Sts: Answer and rewrite on the board.
T: Correct if necessary.

even though we live in Nam Dinh.
d. Mary tourists enjoy festivals in Viet
Nam though they do not understand
Vietnamese culture very much.

4. Look at the picture. Complete the 
sentences.

a. Although Mrs. Thoa was tired, she
helped Tuan with his homework.
b. Even though Liz has an exam

tomorrow, she is still watching TV now.
c. It rained yesterday although the
weather bureau predicted the weather...
d. Ba ate a lot of food though he wasn't
hungry.

* consolidation:

- Review how to use : Relative clauses and adverb clauses concession.

* Homework:

- Complete the exercises.

- Learn by heart the use of grammar points.
- prepare : Unit 9 – Lesson 1 + 2. Page 74,75.
- Do exercise 5 on pages 57 in the exercise book.
* Self – evaluation:

……….
……….

………
….

Pre date:…………..
Teaching date:
Period:59-60

TEST AND CHECK
I/ Hoàn thành câu. Chọn A, B, C hoặc D ( 5.0 đ)

1. What do you think ... your school?

A. in B. on C. about D. at

2. What ... you ... when he came in.

A. had ... been doing B. did ... do C. are ... doing D. were ... doing
3. We saw some people ... car had broken down.

A. which B. whom C. who D. whose

4. ... everything before the visitors came?
A. Had they prepared B. Have they prepared
C. Were they preparing D. Were they prepared

5. She went to work late because of the ... this mor ning.
A. rush- hour B. traffic C. commuter D. traffic-jam
6. Although her business is thriving, she feels ...

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7. She said that she ... to London.

A. comes B. has come C. had come D. came

8. Travelling by air is not cheap. And it isn't interesting ... .
A. either B. neither C. too D. also

9. Mrs. Mary is my English teacher ...I borrowed the book.
A. who B. whom C. from whom D. from which
10. The man ... car was stolen called the police.

A. who B. whose C. which D. that

11. I ... to work when I saw an accident.

A. go B. went C. were going D. have gone
12. Tourists usually ... a bus to the countryside.

A. have B. take C. get D. give

13. It's not easy ... Japanese.

A. learn B. to learn C. for learning D. learned
14. Erica ... in this city since 1990.

A. lives B. lived C. has lived D. had lived
15. They made me ... hard.

A. work B. works C. working D. to work

16. The man who is in black uniform and blows the whistle in the football match is
the ... .

A. player B. coach C. referee D. captain
17. He said that he ...her for someone else.

A. mistakes B. has mistakeen C. has been mistaken D. had mistaken
18. Peter speaks French fluently ... he practices a lot.

A. although B. because C. so D. however

19. This is the actress ... perforemance I like so much.

A. who B. whom C. whose D. which

20. ... I didn't have time, I didn't write the novel.

A. So B. As C. Though D. Moreover

II/ Đọc và chọn câu trả lời đúng hoặc sai. ( Tick (V) True or False. (2.5 đ)

MOTHER'S DAY

The second sunday in May is Mother's Day. It is a public holiday in both Britain and America.
On that day children sends Mother's Day cards to their mothers. They give their mother flowers
or sweets as preents. Fathers and children do the cooking so that mothers can have a rest.

In the USA, Mother's Day started in 1860s. There was a small town fought again each other
during a war. After the war they hated each other. Mrs Ann Reeres Janis wanted people to make
friends with each other again. So she started "Mother's Friendship Day". On that day she visited
all the other mothers in the town and said. "Let us be friends with each other again."

* True or False.

1. Mrs. Janis started "Mother's Friend Day" in prunty town.
2. Mother met on " Mother's Friendship Day" in Prunty town.
3. "Mother's Friendship Day was born after a war.

4. Mother's Day was first named "Mother's Friendship Day".

5. They send Mother's Day cards to their mothers and give their mothers flowers or sweets as
presents.

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III/ ViÕt.Hoµn thµnh câu. (2.5 đ)

1. In/ opinion/ my/ it / is / to have/ a day/ necessary/ to/ celebrate/ for/ uor parents.
- ... .

2. On these occasion/ children/ have/ will/ a special day/ their feelings/ express/ for/ their parents.

- ...

... .
3. I/ think/ first sunday/ April/ of/ is/ suitable.

- ... .
4. The weather/ fine/ is/ at/ that time.

- ... .
5. Many/ activities/ happen/ can/ outdoors.

- ... .
ANSWER KEYS.

I/ (5,0)

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

11. C 12. B 13. B 14. C 15. A 16. C 17. D 18. B 19. C 20. B

II/ (2,5)

1.True 2. False 3. True 4. True 5. True

III/ (2,5)

1. In my opinion, it is necessary to have a day to celebrate for our parents.

2. On their occasion, children will have a special day to express their feelings for their parents.
3. I think first sunday of April is suitable.

4. The weather is fine at that time.

5. Many activities can happen outdoors.

...

Pre date:………….
Teaching date:………….
Period:61

UNIT 10. LIFE ON OTHER PLANETS

LESSON 1,2: GETTING STARTED – LISTEN AND READ

1. Aims: By the end of the lesson, students will able to get more information about the natural 
disasters in the world and talk about the weather forecast.

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- Develop reading and listening skills.
2. Language contents

a. Grammar: - Relative pronouns.
b. Vocabulary: (v) turn up, expect, trust.

(n) thunderstorm, delta, just in case.

3. Techniques: Eliciting; guessing; scan; pairs work, practical. 
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:

Methods Contents
T: Introducing the topic.

Sts: Listen to the teacher introduce.
T: Ask sts tell some natural disastes.
Sts: Try anwser.

T: Ask sts look at the pictures and
match the icons with the names of the
celebrations they represent.

Sts: Look at the pictures and match the
icons with the names of the celebrations
then answer.

T: Ask some sts answer and correct if
necessary.

Sts: Practice and answer before the
class.

T: Introduce the new lesson.

Sts: Listen to the teacher introduce.
T: Introduces the situation of the text
and introduce some new words.

Sts: Give some new words and explains

the meaning.

T: Read words and sts repeat.
Sts: Listen and read the new words
again.

T: Have sts listen to the dialogue in
groups of tree.

Sts: Listen to the dialogues again, then
reread before the class.

I. Warm - up

Please, tell me some natural disaster in
Viet Nam or in the world have you
know.

II. Presentation.
1.Getting started:
1. snowstorm.
2.earthquake
3. volcano
4. typhoon

2. Listen and read:
* New words.
- turn up (v)
- expect (v)
- trust (v)

- thunderstorm (n)
- delta (n)

- just in case (n)

a. Practice the dialogue in a group of 
three.

* Struture. ( Relative pronouns)

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T: Explain the structure of grammar.
Sts: Give the examples.

T: Ask sts to read the dialogue on page
75 again and complete the sentences.
Sts: Reread the dialogue and complete
the sentences.

T: Ask them correct the answer.

Sts: Correct and write in their exercise
books.

Teacher correct if necessary.

230C and 270C.It will be raining...

b. Fill in each blank with one word or 
phrase from the dialogue.

1. turn up/ weather fotrcast.
2. rainy.

3. central highlands.
4. have temperatures.

5. weather forecasts/ watching them.
* Consolidation

- Saying the natural disasters.

- Educate students how to know the natural disasters.
* Homework:

- Read the dialogues and answer complete the sentences again.
- Do exercise 1, 2 on page 58,59 in the exercise book.

- Prepare Unit 9 (cont’) section “speak”.
* Self – evaluation:

………
………
Pre date:06/04

Teaching date:08/04
Period:62

UNIT 10: LIFE ON OTHER PLANETS

LESSON 3: SPEAK

1. Aims: At the end of the lesson, students will be able to talk about what they want to buy and 
do to prepare for a typhoon.

- Educate students how to know, what preparations their think should be made for a typhoon.
- Develop reading and speaking skills.

2. Language contents

a. Grammar: Structure. - Relative claues. (continued)
b. Vocabulary: (n) bucket, leak, latch, ladder, blanket.

(v) tie, damage.

3.Techniques: Guessing; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.

5. Time: 45 minutes
6. Procedures:

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T: Ask sts tell the preparations for
typhoon.

Sts: Listen to the teacher and answer
before the class.

T: Explain the exercise and have them
some new words.

Sts: Listen to the teacher.

T: Ask them practice with a partner.
Sts: Practice with a partner and reread
the new words.

T: Let some sts read words again before
the class.

T: Explain the exercise and ask them
practice.

Sts: Listen to the teacher and practice.
T: Ask sts practice with a partner and
answer before the class

Sts: Answer before the class in groups.
T: Check and correct the answer.

T: Divide the sts into two the groups of
four.

Sts: Practice into groups of four.

T: Have sts talk about what they think,
they want to buy and do to prepare for a
typhoon; explain - Why?

Sts: Practice with a partner talk a bout
them and explain.

T: Call some sts answer before the class
and some of them rewrite on the board.
Sts: Practice and rewrite.

T: Correct if necessary.

I. Pre- speaking.

- Speak with a partner preparations you
should be made for atyphoon.

II. While – speaking:
* New words:

- bucket (n)
- leak (n)
- latch (n)
- ladder (n)
- blanket (n)
- tie (v)
- damage (v)
* Practice.

III. Post – speaking

a. Check (V) what preparations you
think should be made for a typhoon.
- Buying some canned food.

- Buying candles.
- Buying matches.

- Filling all buckets with water.
- Buying a ladder.

- Checking all the window and door
latchers.

b. Now work wih a partner. Talk about
what you think you want to buy ....
A: I think we sould buy some candles
and matches before a typhoon.

B: Yes, I think so too. There may by a
power cut.

A: I think we should fill all the buckets
with water before a typhoon.

B: What for?

A: Because the water pipes may be
damaged by the typhoon.

A: I think we should check all the
window and door latches.

B: Why?

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Remind languages to introduction.
Teacher repeat the lesson.

V. Homework:

- Complete the exercise again.

- Learn new languages to introduction by heart.
- Do exercises 3,4 page 60 in work book.

- prepare “listen”.
VI. Marks/ Remarks

- Students were weak in speaking.
VII. Self – evaluation:

………
Pre date:09/04

Teaching date:11/04
Period:63

UNIT 10: LIFE ON OTHER PLANETS
LESSON 4: LIS TEN

1. Aims: At the end of the lesson, students will be able to get some ideal, how to live with

earthquakes by listening and futher peatice on Relative pronouns: Who - Which - That.
- Educate students how to to live with earthquakes.

- Develop reading, listening and writing skills.
2. Language contents.

a. Grammar : - Relative pronouns.

b. Vocabulary : (n) roller, snout, harricane, eruption.
(v) block, strike.

3. Techniques: Guessing; brainstorming; eliciting.

4. Teaching aids: Extra-board; textbook; chalk; tape; cassette.
5. Time: 45 minutes

6. Procedures:
a. Warm up.

Methods Contents

T: introduce the listen.

Sts: Listen to the teacher introduce.
T: Have them listen to the cassette and
give some new words.

Sts: Listen and find some new words.
T: Have sts is giving a talk on how to
live with earthquakes.

Sts: Listen to the talk, then complete the

I. Pre- Listening:
* New words:
- roller (n)
- snout (n)
- harricane (n)
- eruption (n)
- block (v)
- strike (v)

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table.

T: Have sts listen to the cassette, then
fill in the missing words.

Sts: Listen and fill in the missing words.
T: Ask sts write the answer on the
black-boards.

Sts: Write the answer before the class.
T: Check the answers.

T: Have them listen again and tell the
live with earthquakes.

Sts: Listen and retell.
T: Correct if necessary.

* Answers:

1. ... bottom shelf of your bookshelves.

2. ... fridge...

3. ... washing machine.
4. ... mirrors.

5. ... a window.
6. ... inside.

7. ... under a strong table.
8. ... doorway.

9. ... corner of a room.
III. Post – listening

- Listen to the live with earthquakes
again.

IV. Consolidation.

- Have sts listen and learn the song again.
IV. Homework:

- Learn new languages by heart.
- prepare “ Read”.

- Do exercises 5 page 61.

- Prepare Unit 9 – Lesson: Read.
V. Marks/ Remarks

- Students were weak in listening.
VI. Self – evaluation:

Pre date:13/04
Teaching date:15/04
Period:64

UNIT 10: LIFE ON OTHER PLANETS 
LESSON 5: READ

1. Aims: At the end of the lesson, students will able to get more information about the natural
disasters in the world.

- Educate students how to the nutaral disasters in the world.
- Develop reading comprehension skills.

2. Language contents

a. Grammar: Relative pronouns. 
b. Vocabulary: (n) tidal wave, sheft, tornado, majority.

(adj) abrupt, funnel - shaped.

(v) warn, suck up.
3. Techniques: matching; questions and answers; discussion; work in pair/ group. 
4. Teaching aids: Cassette; textbook and colorful chalk.

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6.

Pr ocedures :

Methods Contents
T: Ask sts to look at the pictures, give

guiding questions.

Sts: Look at the pictures and guiding
questions.

T: Have sts listen to the cassette and find
some new words.

Sts: Listen and give some new words.
T: Have them read the new words.

Sts: Listen to the teacher and repeat. Then
read again before the class.

T: Let them listen to the cassette again and
practice the passages.

Sts: Listen again and practice the passage
in groups.

T: Call some sts read the passage before
the class.

Sts: Reread the passage before the class.
T: Correct if necessary.

T: Ask sts read the passage again and
answer true or false.

Sts: Reread the passage and answer.
T: Ask them answer in font of the class.
Sts: Answer in font of the class.

T: Correct the answer if necessary.

T: Ask sts practice again and complete the
sentences.

Sts: Read the passage again and complete
the sentence.

T: Ask some sts answer before the class.
Sts: Answer before the class.

T: Corrects if necessary.

I. Pre- Reading.

- What do you know the earthquakes?
- What do you know the volcanoes?
* Vocabulary :

- tidal wave (n)
- sheft (n)
- tornado (n)
- majority (n)

- abrupt (adj)

- funnel - shaped (adj)
- warn(v)

- suck up (v)
* Practice.

* Notes: ( Structure)

- The word "typhoon" comes from
chinese: tai means "big" and feng means
"wind", so the word "typhoon" means "big
wind"

II. While – Reading
* Answer:

a. True or false.

1. True 2. True 3. False
4. True 5. False 6. True
b. Complete the sentences.

1. ... occur around the Pacific Rim.
2. ... people were killed when homes,
office blocks and highways collapsed.
3. ... there is an abrupt shift in the
underwater movement of the earth.
4. ... a cyclone.

5. ... the word "typhoon"
6. ... passes overland below a

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T: Have sts answer the question about the
natural disaster.

Sts: Try to answer and correct the answer.

III. Post – Reading.
*Question.

1. What do you know the natural disaster?
IV. Consolidation.

- Remind language contents.
V. Homework:

- Read the passage and do the exercises again.

- Learn new languages by heart, and do exercise 4 page 60.
- Prepare Unit 9 ( count’) lesson “ Write ”

VI. Self-evaluation. ……….

………...
...

………
Pre date:16/04

Teaching date:18,22/04
Period:65,66

UNIT 10: LIFE ON OTHER PLANETS

LESSON 6: WRITE &LANGUAGE FOCUS

1. Aims: At the end of the lesson, students will be able to write a story. 
- Educate students how to write the story.

- Develop writing and reading skill.
2. Language contents

a. Grammar: Past simple.
b. Vocabulary: (n) shelter.

(v) behave, all of sudden.
3. Techniques: eliciting; practical; pair work.

4. Teaching aids: Extra - board; picture; textbook; colorful chalk.
5. Time: 45 minutes

6.

Pr ocedures :

Methods Contents
T: Elicit the new words and explain the

meaning.

Sts: Listen to the teacher.

T: Have sts repeat the new words

chorally then rup out word but leave the
cirdes.

T: Explain the exercise and show six
pictures on the board.

ts: Listen to the teacher explain the

I. Pre- Writing:
* New words:
- shelter (n)
- behave (v)
- all of sudden.
II. While – writing:

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exercise.

T: Can ask sts some questions about the
pictures.

- Examples:

+ P1 - Who is this?
- Where is she?

- What is she doing?
+ P2 - How is the dog?
+ P3 - What's on TV?

- What does Lan's mother?
+ P4 - What are they doing?

+ P5,6 - What's the weather like now?
Sts: Listen and try to answer.

T: Have them write the story then
answer.

Sts: Practice with partner then answer
before the class

T: Correct if necessary.

T: Have sts retell the typhoon have you
know.

Sts: Can answer before the class or do
the homework.

weather was perfect. Lan was outside
playing with her dog, Skippy. All of a
sudden, the dog began behaving
strangely. She kipt running around in
cricles, Lan ran home with her dog to
tell her mother what skippy was doing.

Lan's mother, Mrs Quyen, told Lan that
she heard on TV that there was a

typhoon coming. Mrs.Quyen gathered
her family and told them to find shelter
in the home.

Suddenly, the sky became very dark.
The storm came with strong winds and
heavy rain. Mrs.Quyen and her family
were scared. But soon the storm finished
and everyone was glad. What a clever
dog Skippy is. She saved Lan from
being caught in the typhoon.

III/ Post – Writing

- Retell about the typhoon in the
countryside or have you know.

Methods Contents
T: Explain the exercise and have sts

work individually to do the exercise.
They have to complete the sentences by
using correct relative clauses. ( Who,
Which)

Sts: Listen to the teacher explain and
complete the sentences, then answer

before the class.

T: Ask sts practice with partner then
answer.

Sts: Practice with partner.

T: Call some sts answer in front of the
class.

Sts: Answer be fore the class.
T: Check he answers.

1. join the sentences. Use relative 
clauses.

* Example:

- Tet is a festival. Tet occurs in late
January or early February.

+ Tet is a festival which occurs in late
January or early February.

a. Auld Lang Syne is a song which is
sung on New Year's Eve.

b. This watch is a gift which was given
to me by my aunt on my 14th birthday.
c. My friend Tom, who sings Wester

folk songs very well, can compose
songs.

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T: Explain the exercise and have them
the example.

Sts: Listen to the teacher and making
suggestion.

T: Let them practice and do the exercise.
Sts: Practice and answer before the
class.

T: Ask some sts answer, then check the
answer.

Sts: Answer and check.
T: Corrects.

T: Explain the exercise and ask them do
it.

Sts: Listen to the teacher and do the
exercise.

T: Ask them practice with partner.
Sts: Practice with partner and join the
sentences. Use the words in brackets.
T: Call some sts answer and some sts go
to the board write the sentences.

Sts: Answer before the class and some
sts rewrite the answer.

T: Correct if nacessary.

T: Introduce the pictures and exercise.
Sts: Listen to the teacher.

T: Let them do the exercise in groups.

holidays.

e. I like reading books which tell about
different peoples and their cultures.
2. Describe each of the people in the 
picture. Use relative clauses.

a. Mom is the woman who is sitting in
an armchair/ receiving a gift from the
litlle girl.

b. Dad is the man whois standing behind
my sister.

c. Linda is the litlle girl who is wearing
a pink dress/ giving a gift to Mom.
d. Grandmother is the woman who is
wearing a violet blouse/ giving a gift to
the baby.

e. Uncle Jonh is the man who is wearing
a pink jumper.

f. Jack is the litlle boy who is sitting on
his mother's lap.

3. Join the sentences. Use the words in
the blackets.

a. Thu Ha is not satisfied with her

preparations for Tet even though she has
decorated her house and made plenty of
cakes

b. Although we don't have a Mother's
Day in Viet Nam, Dad and I have
special gifts and paties for my mom
every year on the 8th of March.
c. We when to Ha Noi to watch the
parade on the National Day last year
even though we live in Nam Dinh.
d. Mary tourists enjoy festivals in Viet
Nam though they do not understand
Vietnamese culture very much.

4. Look at the picture. Complete the 
sentences.

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Sts: Practice in groups.

T: Ask some sts in groups to answers
Sts: Answer and rewrite on the board.
T: Correct if necessary.

b. Even though Liz has an exam

tomorrow, she is still watching TV now.
c. It rained yesterday although the
weather bureau predicted the weather...
d. Ba ate a lot of food though he wasn't
hungry.

* consolidation:

- Review how to use : Relative clauses and adverb clauses concession.
* Homework:

- Complete the exercises.

- Learn by heart the use of grammar points.
- prepare : Unit 9 – Lesson 1 + 2. Page 74,75.
- Do exercise 5 on pages 57 in the exercise book.
* Self – evaluation:

……….
……….

………

….

...
Pre date:23/04

Teaching date:25,29/04
Period:67,68

REVIEW

1. Aims: At the end of the lesson, students will be able to 
- Develop writing and reading skill.

2. Language contents

a. Grammar: - Relative clauses.

- Adverb clauses of concession.
b. Vocabulary: (v) compose, occur, satisfy.

(n) culture, violet, jumper, lap. 
3. Techniques: eliciting; explaining; practical; pair work.

4. Teaching aids: Extra - picture; textbook; colorful chalk.
5. Time: 45 minutes

6.

Pr ocedures :

Methods Contents
T: Explain the exercise and have sts

work individually to do the exercise.
They have to complete the sentences by
using correct relative clauses. ( Who,
Which)

1. join the sentences. Use relative 
clauses.

* Example:

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Sts: Listen to the teacher explain and
complete the sentences, then answer
before the class.

T: Ask sts practice with partner then
answer.

Sts: Practice with partner.

T: Call some sts answer in front of the
class.

Sts: Answer be fore the class.
T: Check he answers.

T: Explain the exercise and have them

the example.

Sts: Listen to the teacher and making
suggestion.

T: Let them practice and do the exercise.
Sts: Practice and answer before the
class.

T: Ask some sts answer, then check the
answer.

Sts: Answer and check.
T: Corrects.

T: Explain the exercise and ask them do
it.

Sts: Listen to the teacher and do the
exercise.

T: Ask them practice with partner.

January or early February.

+ Tet is a festival which occurs in late
January or early February.

a. Auld Lang Syne is a song which is
sung on New Year's Eve.

b. This watch is a gift which was given
to me by my aunt on my 14th birthday.
c. My friend Tom, who sings Wester
folk songs very well, can compose
songs.

d. We often go to the town cultural
house, which always opens on public
holidays.

e. I like reading books which tell about
different peoples and their cultures.
2. Describe each of the people in the 
picture. Use relative clauses.

a. Mom is the woman who is sitting in
an armchair/ receiving a gift from the
litlle girl.

b. Dad is the man whois standing behind
my sister.

c. Linda is the litlle girl who is wearing
a pink dress/ giving a gift to Mom.
d. Grandmother is the woman who is
wearing a violet blouse/ giving a gift to
the baby.

e. Uncle Jonh is the man who is wearing

a pink jumper.

f. Jack is the litlle boy who is sitting on
his mother's lap.

3. Join the sentences. Use the words in
the blackets.

a. Thu Ha is not satisfied with her

preparations for Tet even though she has
decorated her house and made plenty of
cakes

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Sts: Practice with partner and join the
sentences. Use the words in brackets.
T: Call some sts answer and some sts go
to the board write the sentences.

Sts: Answer before the class and some
sts rewrite the answer.

T: Correct if nacessary.

T: Introduce the pictures and exercise.
Sts: Listen to the teacher.

T: Let them do the exercise in groups.
Sts: Practice in groups.

T: Ask some sts in groups to answers
Sts: Answer and rewrite on the board.
T: Correct if necessary.

special gifts and paties for my mom
every year on the 8th of March.
c. We when to Ha Noi to watch the
parade on the National Day last year
even though we live in Nam Dinh.
d. Mary tourists enjoy festivals in Viet
Nam though they do not understand
Vietnamese culture very much.

4. Look at the picture. Complete the 
sentences.

a. Although Mrs. Thoa was tired, she
helped Tuan with his homework.
b. Even though Liz has an exam

tomorrow, she is still watching TV now.
c. It rained yesterday although the
weather bureau predicted the weather...
d. Ba ate a lot of food though he wasn't
hungry.

* consolidation:

- Review how to use : Relative clauses and adverb clauses concession.
* Homework:

- Complete the exercises.

- Learn by heart the use of grammar points.
- prepare : Unit 9 – Lesson 1 + 2. Page 74,75.
- Do exercise 5 on pages 57 in the exercise book.
* Self – evaluation:

……….
……….

………
….

---Period: 69

KIỂM TRA HỌC KÌ II – PGD-ĐT RA ĐỀ
Period: 70

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