GIAO AN 12

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(1)Date of planning: …../…../201…... PERIOD 1 - 2. Date of teaching: …../…../201……... REVISION. I. Aims/Objectives of the lesson: - To help Ss revise common knowledge in English - To introduce Ss the English 12 textbook - To test and access the Ss’ ability II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of test paper IV. Procedure: 1. Class organization (1 minute) 2. Check – up (omitted) 3. New lesson (40 minutes) Teacher’s activities Students’ activities 1. Verb tense - HTĐG: S + V(s/es) - Asks Ss to revise the - QKĐG: S + V(PI) structure and the use of - TLĐG: S + will/shall + V some verb tense - TLG: S + am/is/are + going to + V - HTTD: S + am/is/are + Ving - QKTD: S + was/were + Ving - HTHT: S + have/has + V(PII) - QKHT: S + had + V(PII) - HTHTTD: S + have/has + been + V(PII) - TLTD: S + will/shall + be + Ving - TLHT: S + will/shall + have + V(PII) 2. Tense combination 1. QKĐG + QKTD (when, while) - Asks Ss to revise some Hành động xen vào Hành động đang xảy ra tense combination 2. QKĐG + QKHT (after, before, when, by the time) Hành động xảy ra sau Hành động xảy ra trước 3. HTHT + since + QKĐG 4. It’s + khoảng thời gian + since + QKĐG 5. This/It is the first/second … time + HTHT 6. HTHT(never) + such/comparative = This/It is + superlative + HTHT(ever) 7. Double progressive (when, while) HTTD + HTTD QKTD + QKTD Exercise 1: Put the verbs in their correct tenses 1. When I (arrive) at the station, the train (leave) 2. What you (do) at 5 p. m yesterday? 3. It’s five years since you (move) to live in the city - Gives Ss piece of test 4. By the end of this month, we (finish) our work. paper 5. She (cook) dinner at present 6. They (go) abroad for their holiday this summer. 7. The sun (rise) in the east and (set) in the west. 8. This is the first time we (go) to England 9. I (come) back as soon as I (get) through my business. 10. Mrs. Brown (be) a teacher since she (graduate) from university. 11. We (work) with this TV for 2 hours 12. She (come) back home while her parents (watch) TV. 13. Between 6 and 9 a. m tomorrow, they (attend) the meeting 14. They (go) on holiday when summer (come).

(2) 3. Passive voice - Asks Ss to revise the structure of passive voice. - Gives Ss piece of test paper. 4. Relative clause - Asks Ss to revise the use of relative clause. 15. This is the most beautiful picture I ever (see) 1. HTĐG: S + am/is/are + VpII 2. QKĐG: S + was/were + VpII 3. TLĐG: S + will/shall + be + VpII 4. TLG: S + am/is/are + going to + be + VpII 5. HTTD: S + am/is/are + being + VpII 6. QKTD: S + was/were + being + VpII 7. HTHT: S + have/has + been + VpII 8. QKHT: S+ had + been + VpII Special passive structures: Một số cấu trúc bị động đặc biệt 1. CĐ: need + to V-infinitive BĐ: need + Ving 2. CĐ: have/get sb + V-infinitive + st : có ai đó làm gì cho mình BĐ: have/get st + VpII + (by sb): có cái gì được làm bởi ai 3. CĐ: People say/ think/ believe + that + clause BĐ: It is said/ thought/ believed + that + clause S + be said/ thought/ believed + to Vnt/ to have VpII 4. CĐ: make sb + Vnt BĐ: be made + to Vnt 5. CĐ: S + V + Oi + Od BĐ: S(Od) + be + VpII + pre + Oi Exercise 2: Turn these sentences into passive voice 1. The postman delivers letters and newspaper once a day ..................................................................................................................... 2. We will install a new telephone in the living room ..................................................................................................................... 3. Mai did all the housework last night ..................................................................................................................... 4. People are destroying the environment ..................................................................................................................... 5. You should keep these flowers in the cool place ..................................................................................................................... 6. You need to dig the garden ..................................................................................................................... 7. He often has a famous tailor make his clothes ..................................................................................................................... 8. My parents made me go to bed early last night ..................................................................................................................... 9. Our teacher gave us a lot of homework. ..................................................................................................................... ..................................................................................................................... 10. People say that he is an excellent football player ..................................................................................................................... ..................................................................................................................... - Relative pronouns and adverbs who, whom, whose, which, that, where, when, why - Cleft sentence It is/was + S + that + V who It is/was + O + that + S + V who(m).

(3) - Gives Ss piece of test paper. 5. Conditional sentence - Asks Ss to revise the structure and the use of conditional sentence - Gives Ss piece of test paper. 6. Comparison of Adj/adv - Asks Ss to revise the formation of comparison. Introducing English 12 textbook. It is/was + A + that + S + V - Omission of relative pronoun defining relative clause O - Replacement of relative clause Ving/ VpII/ to V Exercise 3: Combine these sentences using relative clause 1. The man is very friendly. He lives next door ..................................................................................................................... 2. The book is interesting. We are taking about it. ..................................................................................................................... 3. She was late this morning. Her car broke down. ..................................................................................................................... 4. The park is very famous. There are a lot of people there at weekends ..................................................................................................................... I must find a suitable time. I can tell her the truth then. ..................................................................................................................... 5. His dog bit me yesterday. ..................................................................................................................... 6. I was born on 10th January ..................................................................................................................... 7. John broke the vase ..................................................................................................................... Type I: If HTĐG, will + V Type II: If QKĐG, would + V Type III: If QKHT, would + have + VPII Exercise 4: Rewrite these sentences using conditional sentence 1. Let’s set off now or we will be late for work ..................................................................................................................... 2. She didn’t work hard, so she failed her last exam ..................................................................................................................... 3. He speaks so fast that we can’t understand him ..................................................................................................................... - Superlative the smallest the most beautiful the best/ the worst/ the happiest/ ... - Comparative smaller than more beautiful than better/worse/happier ... - Comparison with as ... as as long as as comfortable as as well as - Comparison with not as ... as not as/so good as less boring than - 16 units - 8 units in each term - 5 periods in each unit: reading, speaking, listening, writing, language focus.

(4) - 6 test yourself lessons 4. Consolidation: (3 minutes) - Relative clause - Conditional sentence - Comparison of Adj/adv 5. Homework (1 minute) - Common structures in English Date of planning: …../…../201…... PERIOD 3. UNIT 1: HOME LIFE A. READING. Date of teaching: …../…../201……... I. Aims/Objectives of the lesson: - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information - To provide Ss with new words and phrases - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of paper containing new words IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the structure and the use of – relative clause – conditional sentence – comparison of Adj/adv 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Before you read There are 4 people in the picture. They are members of a family: - Asks Ss to look at the father, mother, son and daughter. They are in the living room now. picture and describe it The father is playing with his son. The mother is helping her daughter with the housework. They are a happy family. V - Asks some Ss write work long hours down the words on the work on a night shift board. join hands take the responsibility for run the household dress in suitable clothes rush/ hurry be willing to V give a hand attempt be under pressure take out the garbage share our feelings find solution to st feel safe and secure live separately work and support the family shake hands play tricks.

(5) - Helps Ss to study new words. annoy sb N biology – biologist project special dishes eel soup household chore = housework = domestic work base confidence A caring mischievous obedient well-behaved close-knit supportive frankly men build the house and women make it home - 4 Ss read out the passage. 2. While you read - Checks pronunciation if necessary Task 1 - Work in groups, choose the correct answer - Asks Ss to do task 1 1. B 2. C 3. A 4. B 5. A 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases. PERIOD 4. Date of planning: …../…../201…... UNIT 1: HOME LIFE A. READING (Cont). Date of teaching: …../…../201……... I. Aims/Objectives of the lesson: - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information - To provide Ss with new words and phrases - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of paper containing new words IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes)- Some Ss go to the board, note down new words and phrases 3. New lesson (35 minutes) Teacher’s activities Students’ activities 2. While you read - 4 Ss read out the passage again - Checks pronunciation if necessary - Work in pairs, ask and answer the questions Task 2 1. Very busy. They have to work long hours and sometimes they have - Asks Ss to do task 2 to work at night. 2. She is always the first person to get up in the morning to prepare the breakfast and clothes for her children. She always makes dinner.

(6) ready before her husband comes home. 3. The daughter washes the dishes and takes out the garbage. She also looks after her younger brothers. The father helps clean the house. He sometimes and cooks or mends things around the house at weekends 4. She is attempting to win a place at university 5. Because they are very close-knit and supportive of one another. 3. After you read Similarity/ Difference: - Asks Ss to make a - a very close-knit family comparison - family members are very supportive of one another - parents have to work long hours/ hard to support the family - all the family members share the household chores - mother takes the responsibility to run the household - feel safe and secure in the family 4. Consolidation: (3 minutes)- Talk about the family in the reading passage 5. Homework (1 minute) - Talk about the family in the reading passage Date of planning: …../…../201…... PERIOD 5. Date of teaching: …../…../201……... UNIT 1: HOME LIFE B. SPEAKING. I. Aims/Objectives of the lesson: - To help Ss develop their speaking skills - To help Ss prepare material for speaking - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words - talk about the family in the passage 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pre - speaking V - Gives Ss some new share the household chores words the interest personal secrets with sb talk to sb make an important decision Interest: watching films/football matches on TV, listening to music, going shopping, reading books, playing badminton, chatting merrily with each other ... Housework: to clean the house, wash the clothes/dishes, take out the garbage, look after brother/sister, hang the washing out, cook the dinner 2. While- speaking - Read out task 1 and check understanding Task 1 - Work individually to talk about your own family - Asks Ss to do task 1 In my family, both my parents work and support the family All the members share the household chores.

(7) My responsibility is to clean the house and wash the dishes In my family the interest we share closely is watching TV I often share my personal secrets with my mother Before making an important decision, I often talk to my parents Task 2 + 3 - Work in groups, give the questions - Asks Ss to do task 2,3 1. Who works and supports your family? 2. Who does the household chores? 3. What’s your responsibility in the family? 4. Which interest do your family members share closely? 5. Who do you often share your personal secrets with? 6. To whom do you talk before making an important decision? - Talk about their partner’s family. Task 4 I talked to Tam . Both his parents work. But only his mother does - Asks Ss to do task 4 the household chores ... 3. Post - speaking Useful expressions: - Asks Ss to write a letter - Like many other families telling your friend about - We often help our parents with the housework your family - I try to do well at class in order to meet my parents’ expectation - I’m very proud to have such a happy family 4. Consolidation: (3 minutes) - Ask and answer about your family 5. Homework (1 minute) - Words and phrases - Talk about your family. PERIOD 6. Date of planning: …../…../201…... UNIT 1: HOME LIFE C. LISTENING. Date of teaching: …../…../201……... I. Aims/Objectives of the lesson: - To help Ss develop their listening skills for general ideas and specific information - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, radio, tape IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about their family - T checks some writings 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Before you listen These people are members of a family. It’s a crowded home. They - Asks Ss to look at the are having a small party. They all look happy. They may have a picture and describe it close-knit family. Family members often have parties when they get together on holidays or at weekends. - Asks some Ss write get together down the words on the spread out all over the place board. book a flight reserved seat leftovers a crowded home.

(8) - Helps Ss to study new words 2. While you listen Task 1 - Plays the tape twice. - Plays the tape again and checks the answer. Task 2 - Plays the tape again and check the answer. kid holiday season coach rarely - Read out task 1, check understanding and underline key words 1. can’t wait for her flight 2. very excited 3. 280 km 4. more children 5. go out for dinner - Work individually, listen to the tape, then do task 1 - Work in pairs, exchange their answer 1. F She can’t wait any more 2. F isn’t 3. F 180 4. T 5. T - Work in groups, note down the differences Paul Andrea His family members are She has a close-knit family. Her not very close. The children family members often get rarely get together because together on holidays. they spread out over the space When they get together, the When they get together, they mother cooks big meals often go out for dinner.. 3. After you listen - Asks Ss to discuss the importance of family. -Work in groups - family is very important in a person’s life - feel safe and secure in our family - family members take care of each other - we share our feelings and together find solution to problems - family members are close-knit and supportive of each other - family is a base from which we can go into the world with confidence 4. Consolidation: (3 minutes) - Talk about Paul and Andrea’s family 5. Homework (1 minute) - Words and phrases - Talk about Paul and Andrea’s family. Date of planning: …../…../201…... PERIOD 7. Date of teaching: …../…../201……... UNIT 1: HOME LIFE D. WRITING. I. Aims/Objectives of the lesson: - To help Ss develop their writing skills to write an informal letter - To provide Ss with new words and phrases - To give Ss the opportunity to master their writing II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book.

(9) IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about Paul and Andrea’s family - Some Ss talk about the importance of family 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pre - writing - allow/permit sb + to V - Gives Ss some new - be allowed/permitted + to V words - force sb + to V - be forced + to V - have to/must/ought to + V - make/let sb + V - be made + to V - want sb + to V - can + V - It is prohibited in my family that ... Task 1 - Work in groups, talking about the rules in your family - My parents don’t allow us to watch TV during the meals. Because, - Gives Ss jumbled pieces it’s not good for our health. Besides, dinner is the time when our of papers and asks them family members get together, chat and share our feelings, but not reorder the time for watching TV - I am not permitted to go out late at night. Being out late at nigh is very dangerous and this makes my parents worried. - My mother doesn’t let me chat with my friends long hours on the phone. She says that it’s time and money consuming. - We can only use the computer one hour a day, and watch TV at weekend, otherwise it will distract us from studying - We have to finish our homework before going to school. Our parents will be sad and disappointed if we don’t do well at school and get bad marks - In my family, we have to share the household chores because my parents work very hard to support the family and when they get home, they are very tired. The children have to help with the housework 2. While writing Task 2 - Some groups give the form of an informal letter - Asks some groups of Ss Dear ..., to give + the form of an informal ..... letter + the introduction of the All of love/With love/ Yours/Best wishes letter - Some groups write the introduction + the connectors Dear Lan, I’m very glad to receive your letter in which you told about your family rules. I agree with you that ... Dear Vuong, How are you? Is your study ok? I’m writing an English essay about family rules. Have your family got any rules? In my family, we have some. - Some groups list the connectors First, Firstly, First of all, The first rule is that.

(10) Task 2 - Asks Ss to write their own letter. Secondly ..., Another rule is that, Besides, Furthermore, Moreover, What’s more?, In addition, Finally, The final rule is that, Lastly, Last but not least - Some groups write the conclusion You may think that there are many rules in my family and my parents are quite strict. But in fact these rule are all necessary to help us behave well and avoid problems. That’s why we are willing to obey them. - Read out their own letters. 3. Post - writing - Asks some Ss to read out their letters. - Checks and corrects mistakes if necessary 4. Consolidation: (3 minutes) - Writing an formal letter 5. Homework (1 minute) - Finish the writing at home Date of planning: …../…../201…... PERIOD 8. Date of teaching: …../…../201……... UNIT 1: HOME LIFE E. LANGUAGE FOCUS. I. Aims/Objectives of the lesson: - To help Ss revise the use and structure of verb tenses, the pronunciation of the ending “s/es” - To provide Ss the opportunity to practise II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - T checks some writings 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pronunciation /iz/ s, S, tS, d3, 3, z - Asks Ss to revise the /s/ p, t, k, f, 0 pronunciation of the /z/ còn lại ending “s/es’ - Practise pronouncing the ending 2. Grammar - Asks Ss to revise the use and structures of verb tense Exercise 1: HTHT QKĐG. Exercise 2:. - Do exercise 1, then exchange the answer with their partner 1. Have you seen 2. did you enjoy 3. was 4. Did you give / saw 5. didn’t listened 6. Have you two met 7. Did you meet - Do exercise 2, then exchange the answer with their partner 1. B 2. C 3. A 4. A 5. B 6. B 7. B.

(11) 8. C 9. B 10. C 11. B 12. C 13. C 14. A 15. B 4. Consolidation: (3 minutes) - Verb tenses - Pronunciation of the ending “s/es” 5. Homework (1 minute) - Verb tenses - Pronunciation of the ending “s/es” Date of planning: …../…../201…... PERIOD 9. Date of teaching: …../…../201……... UNIT 2: CULTURAL DIVERSITY A. READING. I. Aims/Objectives of the lesson: - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information - To provide Ss with new words and phrases - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of paper containing new words IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the structure and the use of – verb tense the pronunciation of the ending “s/es” 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Before you read The first picture shows a wedding in India - Asks Ss to look at the The second pictures shows a wedding in Vietnam pictures and describe it They are all important factors for a happy life. Love is the most important because it brings people together. - Asks Ss to answer the Without love we are not happy and our life is meaningless. questions Money is the most important. Without money, we have nothing. So we can’t lead an happy life Good health is the most important. With good health, we can earn money and bring love to other people V follow >< precede - Asks some Ss write be supposed to V down the words on the determine board. maintain confide in reject sacrifice do the right thing be concerned with.

(12) be obliged to V trust N idea/view/opinion/thought romantic marriage >< contractual marriage bride – groom survey attitude response key value physical attractiveness partnership of equal counterpart - Helps Ss to study new majority >< minority words wise 2. While you read - 4 Ss read out the passage - Checks pronunciation if - Work in groups, explain the words necessary 1. happen / exist before Task 1 2. find out - Asks Ss to do task 1 3. tell someone about something very private or secret 4. willingly stop having something you want 5. having a duty to do something 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases Date of planning: …../…../201…... PERIOD 10. Date of teaching: …../…../201……... UNIT 2: CULTURAL DIVERSITY A. READING (Cont). I. Aims/Objectives of the lesson: - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information - To provide Ss with new words and phrases - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of paper containing new words IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Ss go to the board, note down new words and phrases 3. New lesson (35 minutes) Teacher’s activities Students’ activities 2. While you read - 4 Ss read out the passage again - Checks pronunciation if - Work in pairs, ask and answer the questions necessary 1. They are Physical attractiveness; Confiding; Partnership of Task 2 equals and Trust built on love - Asks Ss to do task 2 2. The young Americans are much more concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife or a husband. 3. The Indian students agree that a woman has to sacrifice more in.

(13) a marriage than a man 4. The American wife trusts her husband to do the right thing because he loves her not because he has to 5. The main finding of the survey is that young Asians are not as romantic as their American counterparts. 3. After you read * Traditional Vietnamese families: - Asks Ss to discuss the - 3 even 4 generations live in one home. question - Woman has to sacrifice much more than man: do all the housework, be not allowed to take part in social activities, be not permitted to have general education, don’t have the right to make any decision or have any power in the family, have no opportunity to go out and earn money * Modern Vietnamese families: - 2 generations live under the same roof - Women have legal rights to vote, enjoy the general education and have a job - Housework is shared by family members 4. Consolidation: (3 minutes) - Talk about the Americans and Asians’ attitudes toward love and marriage 5. Homework (1 minute) - Talk about the Americans and Asians’ attitudes toward love and marriage Date of planning: …../…../201…... PERIOD 11. Date of teaching: …../…../201……... UNIT 2: CULTURAL DIVERSITY B. SPEAKING. I. Aims/Objectives of the lesson: - To help Ss develop their speaking skills - To help Ss prepare material for speaking - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words - talk about the Americans and Asians’ attitudes towards love and marriage 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pre - speaking live in one home/ under the same roof - Gives Ss some new lead an independent life words greet someone be based on generations old-aged parents nursing homes groceries In America/ Vietnam.

(14) 2. While- speaking Task 1 - Asks Ss to do task 1. Task 2 - Asks Ss to do task 2. Task 3 - Asks Ss to do task 3. In American/ Vietnamese culture/ families The Americans The American/Vietnamese people But/ However/ On the contrary/ By contrast/ Whereas ... Expressing your opinion - I think/ believe that - In my opinion - From my point of view - As for me Expressing agreement - I quite/extremely agree with you - You are right - It’s true/ right - That’s a good idea Expressing disagreement - I’m afraid I disagree/ don’t quite agree with you - It’s not true - That’s wrong - That’s not a good idea - Read out task 1 and check understanding - Work in pairs, express your opinion, agreement or disagreement A: I think in Vietnam, thee or even four generations many live in a home B: I quite agree with you. C: That’s true in a traditional family. But in a modern one, there are only 2 generations A: In my opinion, a happy marriage should be based on love. B: That’s a good idea C: I don’t think so, in some Asian countries love is supposed to follow marriage not precede it. A: From my point of view, it’s common for a man and a woman to hold hands and kiss each other in public. B: That’s only true in Western countries. C: Yes, I quite agree. In Asia, it’s uncommon. - Work in groups, find out the corresponding features of Vietnamese culture: 1. 3 or even 4 generations may live under the same roof. 2. Old-aged parents live with their children and are taken care of by their children 3. It is common to ask questions about age, marriage and income 4. Vietnamese people have to greet the old in the family first 5. Groceries are bought every day 6. Tet holiday is the most important 7. Small children sleep with their parents - Work in groups, talk about similarities and differences between Vietnamese and American cultures. A: I think there are both differences and similarities between Vietnamese and American cultures. B: I quite agree with you. In both countries, family members get together on holidays or at weekend, have parties and a lot of fun. C: That’s right. And both American and Vietnamese people give.

(15) presents or gifts to their friends and relatives on special occasions such as birthday or wedding ceremony. ...... - There are both similarities and differences between Vietnamese and American cultures. For similarities ..... 3. Post - speaking - Asks Ss to write a paragraph about the similarities and differences between Vietnamese and American cultures. 4. Consolidation: (3 minutes) - Talk about the similarities and differences between Vietnamese and American cultures 5. Homework (1 minute) - Words and phrases - Talk about the similarities and differences between Vietnamese and American cultures Date of planning: …../…../201…... PERIOD 12. Date of teaching: …../…../201……... UNIT 2: CULTURAL DIVERSITY C. LISTENING. I. Aims/Objectives of the lesson: - To help Ss develop their listening skills for general ideas and specific information - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, radio, tape IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about the differences and similarities between Vietnamese and American cultures - T checks some writings 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Before you listen These pictures show the wedding ceremony in Vietnam. The bride - Asks Ss to look at the and the groom look wonderful on the wedding day. People who hold pictures and describe trays of gifts are carefully chosen and well-dressed. them wedding ceremony wedding banquet MC = master of ceremony - Asks some Ss write guest down the words on the tray board. blessing altar ancestor schedule reception pray - Helps Ss to study new exchange the wedding rings words in charge of.

(16) 2. While you listen Task 1 - Plays the tape twice - Plays the tape again and checks the answer Task 2 - Plays the tape again and check the answer. 3. After you listen - Asks Ss to discuss the question. - Read out task 1, and check understanding - Do task 1 individually, then exchange the answer with their partner 1. groom’s parents 2. red paper 3. altar 4. at the wedding banquet 5. wedding cards/ money - Work in pairs, ask and answer the questions 1. The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper. 2. They would pray, asking their ancestors’ permission to get married 3. After they pray and ask their ancestors’ permission to get married. 4. The wedding banquet is usually held at the groom and bride’s home or at a hotel or a restaurant. 5. They stop by each table to thank their guests. -Work in groups: - choose the wedding day - choose people who hold trays of gifts - send wedding invitations to friends, relatives and neighbours - buy gifts - prepare food and drink - decorate the house, the wedding banquet. 4. Consolidation: (3 minutes) - Talk about wedding ceremony in Vietnam 5. Homework (1 minute) - Words and phrases - Talk about wedding ceremony in Vietnam Date of planning: …../…../201…... PERIOD 13. Date of teaching: …../…../201……... UNIT 2: CULTURAL DIVERSITY E. LANGUAGE FOCUS. I. Aims/Objectives of the lesson: - To help Ss revise the use and structure of verb tenses, the pronunciation of the ending “ed” - To provide Ss the opportunity to practise II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - T checks some writings 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pronunciation /id/ t, d - Asks Ss to revise the /t/ p, k, f, 0, s, S, tS pronunciation of the /d/ còn lại.

(17) ending “ed”. - Practise pronouncing the ending. 2. Grammar - Asks Ss to revise the use and structures of verb tense. - Do exercise 1, then exchange the answer with their partner 1. Have ... seen/ saw/ am going to see 2. drank/ have not drunk/ drank 3. has written/ Did ... write/ wrote 4. have been cooking/ cooked/ cooked - Do exercise 2, then exchange the answer with their partner 1. C 2. A 3. C 4. A 5. C 6. A 7. C 8. A - Do exercise 3, then exchange the answer with their partner 1. moved 2. moved 3. have asked 4. have not stopped 5. study 6. will fail 7. could talk. Exercise 1:. Exercise 2:. Exercise 3:. 4. Consolidation: (3 minutes) - Verb tenses - Pronunciation of the ending “ed” 5. Homework (1 minute) - Verb tenses - Pronunciation of the ending “ed” Date of planning: …../…../201…... PERIOD 14. Date of teaching: …../…../201……... UNIT 3: WAYS OF SOCIALISING A. READING. I. Aims/Objectives of the lesson: - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information - To provide Ss with new words and phrases - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of paper containing new words IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the structure and the use of – verb tense the pronunciation of the ending “ed” 3. New lesson (35 minutes).

(18) Teacher’s activities 1. Before you read - Asks Ss to look at the pictures and describe them - Asks Ss to answer the questions. - Asks some Ss write down the words on the board.. - Helps Ss to study new words Task 1 - Asks Ss to do task 1. Students’ activities The pictures show different ways of socializing. In the first picture, two men are shaking hands. In the second one, people are waving goodbye to each other. If I want to get my teacher’s attention in class, I will raise my hand If I need to ask someone a question, but they are busy talking to someone else, I will say “excuse me” V socialize attract one’s attention wave to sb speak/talk to sb raise one’s hand jump up and down catch one’s eye nod whistle clap one’s hands point to sb/st approach walk across suppose get on >< get off N verbal communication >< non – verbal communication assistance = help instance = example informality A obvious appropriate (im)polite/ rude perfectly acceptable - Work in groups, give Vietnamese equivalents to the words 1. bằng lời 2. không bằng lời/ phi ngôn ngữ 3. thu hút sự chú ý của ai 4. bất lịch sự 5. thô lỗ 6. sự thân mật 7. tới gần, tiếp cận 8. một cái gật đầu nhẹ là đủ. 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases Date of planning: …../…../201…... PERIOD 15. UNIT 3: WAYS OF SOCIALISING A. READING (Cont). Date of teaching: …../…../201……...

(19) I. Aims/Objectives of the lesson: - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information - To provide Ss with new words and phrases - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, pieces of paper containing new words IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the structure and the use of – verb tense the pronunciation of the ending “ed” 3. New lesson (35 minutes) Teacher’s activities Students’ activities 2. While you read - 4 Ss read out the passage - Checks pronunciation if necessary - Work in groups, discuss to choose the best title of the passage Task 2 A is the best title of the passage - Asks Ss to do task 2 - Work in pairs, ask and answer the questions Task 3 1. We can use either verbal or non verbal forms of communication - Asks Ss to do task 2 2. They are strong actions that can easily be seen 3. We can wait until he passes near us, catch his eye, and nod slightly to let him know we would like him to come to our table. Or we can raise our hand slightly to show that we need assistance. 4. You can use a small friendly wave to attract his or her attention. 5. Because pointing at someone is usually considered rude 3. After you read * Whistling - Asks Ss to discuss the People often whistle to express their joy. In informal situations, they meaning of whistling and can also whistle to attract someone’s attention. hand-clapping in * hand-clapping Vietnamese culture People often clap hands to encourage someone or praise someone’s performance. In informal situations, they can also clap hands to attract someone’s attention. 4. Consolidation: (3 minutes) - Talk about non-verbal form of communication 5. Homework (1 minute) - Talk about non-verbal form of communication Date of planning: …../…../201…... PERIOD 16. Date of teaching: …../…../201……... UNIT 3: WAYS OF SOCIALISING B. SPEAKING. I. Aims/Objectives of the lesson: - To help Ss develop their speaking skills - To help Ss prepare material for speaking - To encourage Ss work in pairs and groups II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure:.

(20) 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words - talk about non verbal form of communication 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pre - speaking compliment (n) - Gives Ss some new hairstyle words blouse tune decent (adj) terrific handle (v) You’ve got to be kidding/ You must be kidding Giving compliments Task 1 - You really have a beautiful/nice/wonderful ... - Asks Ss to work in pairs, I’ve never seen such a perfect thing (on you) practice reading the - Your ... is terrific/fantastic dialogues, then draw out - I thought your ... was a lot better today. the ways of giving and Responding to compliments responding to - Thanks. That’s a nice compliment. compliments - I’m glad you like it. - Thank you. I think I’ve found ... that suits me/ looks decent and is easy to handle - You must be kidding/ You’ve got to be kidding. I thought it was terrible 2. While- speaking - Read out task 2 and check understanding Task 2 - Work in pairs give and responding to the compliments - Asks Ss to do task 1 A: You really have a nice dress, Kathy. I have never seen such a perfect thing on you. B: I’m glad you like it. A: Your motorbike looks fantastic, Hien B: Thanks Hung ... A: I thought your badminton game was a lot better today, Colin. B: You must be kidding. ... - Work in pairs give and responding to the compliments Task 3 A: You’re a great dancer. ... - Asks Ss to do task 2 B: Thanks Phil. That’s a nice compliment. A: I didn’t know you could play the guitar so well, Toan, ... B: You must be kidding. I thought it was terrible. A: Your English is better than many Americans, Hanh. ... B: You have got to be kidding. I think it is not good enough. - Work in pairs give and responding to the compliments A: You’ve got a nice pair of glasses. I have never seen such a perfect thing on you Task 4 B: Thanks. That’s a nice compliment - Asks Ss to do task 2 A: Your cellphone looks modern and quite fantastic. B: Thank you. My parents gave it to me on my last birthday. 3. Post - speaking - You dance quite gracefully - Asks Ss to work in pairs, - You have a sweet voice give and respond to the - Your modern-looking pair of shoes compliment. - Your new and expensive watch.

(21) 4. Consolidation: (3 minutes) - Give and respond to compliments 5. Homework (1 minute) - Give and respond to compliments Date of planning: …../…../201…... PERIOD 17. Date of teaching: …../…../201……... UNIT 3: WAYS OF SOCIALISING C. LISTENING. I. Aims/Objectives of the lesson: - To help Ss develop their listening skills for general ideas and specific information - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book, radio, tape IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, give and respond to compliments 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Before you listen They are talking on the phone. They may be chatting about - Asks Ss to look at the everyday life. They may talk long hours on the phone. pictures and answer the pieces of advice questions: unnecessary disagreement - argument length of time - duration - Asks some Ss write absolute maximum down the words on the the shank of the evening board. a marvelous instrument a shock object to st/sb agree to few simple regulation stick to the regulation - Helps Ss to study new wake out of a sound sleep words startling 2. While you listen - Read out task 1, check understanding and underline key words Task 1 1. arguments / members of the family 2. reasonable length of time/ main problem - Plays the tape twice 3. 10 minute/ reasonable 4. should not/ at dinner time 5. Young/often/at night - Plays the tape again and 6. can’t/at any time/ separate telephone checks the answer - Work in groups, do task 1 1. T 2. F the most obvious problem 3. T 4. F may receive the call, then ask your friend to call later 5. F sometimes 6. T - Work individually to do task 1, then exchange the answer with Task 2 their partner. - Plays the tape again and 1. agreed.

(22) check the answer. 3. After you listen - Asks Ss to summarize the listening passage. 2. to avoid 3. particular 4. adults 5. waking 6. heart 7. kindness 8. to stick -Work in groups: - Length of time for each call: - Time for calling - Calling late at night - Calling at weekend. 4. Consolidation: (3 minutes) - Talk about family regulations about making and receiving phone calls 5. Homework (1 minute) - Words and phrases - Talk about family regulations about making and receiving phone calls Date of planning: …../…../201…... PERIOD 18. Date of teaching: …../…../201……... UNIT 3: WAYS OF SOCIALISING D. WRITING. I. Aims/Objectives of the lesson: - To help Ss develop their writing skills to write a description - To provide Ss with new words and phrases - To give Ss the opportunity to master their writing II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Ss go to the board, talk about the wedding ceremony in Vietnam 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pre - writing - tell/say someone goodbye - Gives Ss some new - lead into the farewell words - hurt someone’s feeling - at hand - abruptly - departure - wrongdoing - (dis)courtesy - sorrow - interruption 2. While writing - Work individually to do task 1, then exchange the answer with Task 1 their partner - Asks Ss to do task 1 1. There are many way to tell someone goodbye, and most of them depend on the situation at hand. 2. However, there is one rule that all situation observe: we seldom say goodbye abruptly.

(23) Task 2 - Asks Ss to do task 2 description: + Introduction + Main body + Conclusion. Task 2 - Asks Ss to write their own letter 3. Post - writing - Asks groups of Ss to retell the ways to apologize and say goodbye. 3. In English it is necessary to prepare a person for our departure 4. We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoy talking to you” 5. We might also say something relating to the time like “Gosh, I can’t believe how late it is! I really must be going” - Work in groups, put the sentences in the right order Paragraph 1 C. It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how. E. If we have done something to hurt someone’s feeling, we apologize A. An apology indicates that we realize we’ve made a mistake and we’re sorry for it. B. It’s a way of expressing our regret or sorrow for something. D. When we apologize, we admit our wrongdoing or discourtesy, usually offer a reason for it and express regret. Paragraph 2 C. The simplest way to apologize is to say “I’m sorry” E. Let’s take a common situation. Tom is late for class and enters the classroom B. What does he do? The most polite action is usually to take a seat as quietly as possible and apologize later. A. But if the teacher stops and waits for him to say something, he could apologize simply “I’m sorry. I’m late” ask permission to take his seat and sit down. D. Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer. - Work in groups, retell the 3 paragraphs. 4. Consolidation: (3 minutes) - Writing about the way to apologize and say goodbye 5. Homework (1 minute) - Retell the 3 paragraph Date of planning: …../…../201…... PERIOD 19. Date of teaching: …../…../201……... UNIT 3: WAYS OF SOCIALISING E. LANGUAGE FOCUS. I. Aims/Objectives of the lesson: - To help Ss revise the use and structure of reported speech, and stress of two-syllable words - To provide Ss the opportunity to practise II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board retell the 3 paragraphs 3. New lesson (35 minutes).

(24) Teacher’s activities 1. Pronunciation - Asks Ss to revise the rules for stress of twosyllable words. 2. Grammar - Asks Ss to revise the use and structures of reported speech. Exercise 1:. Exercise 2:. Students’ activities - 90 % danh từ hai âm tiết có trọng âm rơi vào âm tiết thứ nhất - 60% động từ hai âm tiết có trọng âm rơi vào âm tiết thứ hai - nguyên âm đôi > nguyên âm đơn - nguyên âm dài > nguyên âm ngắn - âm ơ là âm yếu nhất, âm i là âm trung bình - Tiền tố, hậu tố được thêm vào không nhấn trọng âm - Từ có tận cùng là ion, trọng âm rơi vào âm ngay trước nó - Work in groups, mark the stress of words and practice reading - Lời nói gián tiếp có hai phần: lời dẫn và nội dung chính - Lời dẫn sử dụng động từ ở dạng quá khứ: asked, said, hoped, ... - Nội dung chính có các đặc điểm: + Đại từ chủ ngữ, đại từ tân ngữ, tính từ sử hữu, đại từ sở hữu biến đổi cho phù hợp + Lùi đi một thì so với lời nói trực tiếp + Trạng từ chỉ thời gian, nơi chốn biến đổi + Trật tự câu hỏi trở thành trật tự câu khẳng định + Câu hỏi yes/no phải mượn thêm if/whether NOTE: - Động từ lời dẫn ở dạng hiện tại đơn thì không phải lùi thì - Động từ lời dẫn có ý nghĩa đặc biệt như khuyên bảo (advise), gợi ý (suggest) ... phải dùng cấu trúc đi kèm đặc biệt. - Do exercise 1, then exchange the answer with their partner 1. Thuan said he was going to work in HCM City the next July. 2. Thuan said he worked for a big company 3. Thuan said he was their marketing manager 4. Thuan said the company had opened an office in HCM City. 5. Thuan said it had been very successful 6. Thuan said he had been chosen to run an office in District 5 7. Thuan asked me how long I had been learning English 8. Thuan said he didn’t have much time to enjoy himself. 9. Thuan hoped I would come and visit him in HCM City 10. Thuan hoped he would be successful in HCM City. - Do exercise 2, then exchange the answer with their partner 1. she didn’t want to talk to you 2. was upset 3. was not interested 4. had promised to go to the cinema 5. hadn’t turn up 6. didn’t want to see you 7. she didn’t believe you had tried 8. she would talk to you later 9. she had to go otherwise she would be late for school. 4. Consolidation: (3 minutes) - Reported speech - Stress of two-syllable words 5. Homework (1 minute) - Reported speech - Stress of two-syllable words Date of planning: …../…../201…... PERIOD 20. TEST YOURSELF A. Date of teaching: …../…../201……...

(25) I. Aims/Objectives of the lesson: - To help Ss revise their old lessons - To give Ss the chance to test and mark themselves - To get feedback from the students II. Teaching method: - Communicative language teaching III. Teaching aids: - Lesson plan, text book IV. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to give the use and structure of reported speech the rules for stress of two-syllable words 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Listening (8’) - Work individually, do the listening part - Asks Ss to do the 1. T listening part 2. F Families usually arranged marriages for their children - Play the tape twice 3. F joined two people and not two families 4. T - Give the answer keys 5. T 2. Reading (10’) - Work individually, do the reading part - Asks Ss to do the reading 1. We can communicate not only through words but also through part body language 2. They are our posture, facial expression and gestures 3. If your posture is slumped and your head is down, this could mean that you are sand or you lack confidence - Gives the answer keys 4. A person who doesn’t look away is expressing a challenge. A person who doesn’t look at you is expressing lack of interest or is shy. 5. Because that person might be angry at you or feel superior to you. 3. Grammar (7’) - Work individually, do the grammar part - Asks Ss to do the A. grammar part 1. have been 2. will be 3. are having 4. could have put off 5. will have finished 6. have seen B 1. Lan asked John what he had done before working for that company 2. Bill promised to come to see me the next Sunday 3. Tom apologize for not ringing me earlier 4. Miss White thanked Peter for giving her the present. 4. Writing (10’) - Work individually, write a letter telling about your family - Asks Ss to write the letter 4. Consolidation: (3 minutes) - Verb tense - Reported speech - Vocabulary in Unit 1, 2, and 3 5. Homework (1 minute) - Verb tense - Reported speech.

(26) - Vocabulary in Unit 1, 2, and 3 Date of planning: …../…../201…... PERIOD 21. Date of teaching: …../…../201……... WRITTEN TEST I. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To test and mark the students 2. Skills - To develop SS’s skill of finishing MCQ tests 3. Attitudes - To give Ss the motivation to learn hard for their exam - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: MCQ questions 2. Students: - Preparation at home for their test III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Testing contents (43minutes) - Teacher delivers the test papers - Ss work individually, finish their test papers * Vocabulary: Unit 1 – Home Life Unit 2 – Cultural Diversity Unit 3 – Ways of Socialising * Grammar: Verb tense Reported speech * Phonetics The pronuciation of “s/es” The pronuciation of “ed” The stress of two-syllable words 4. Consolidation (omitted) 5. Homework (1 minute) - Revise your old lessons 45-MINUTE TEST No 1 Choose the word whose underlined part is pronounced differently 1. A. shifts B. soups C. thinks D. joins 2. A. days B. lands C. bags D. graphs 3. A. proved B. surveyed C. rained D. discussed Choose the word whose main stress is different 4. A. suppose B. attract C. install D. happen 5. A. schoolyard B. approach C. social D. airport Choose the best answer 6. Phone me after 8 o'clock. We ... dinner by then. A. will be finishing B. will have finished C. have finished D. had finished 7. Until Alan began his married life, he ... his dirty socks on the door. A. always leaves B. had always left C. always left D. has always left 8. A: I don't have my glass. I can't read the menu B: ... A. I'm going to read it to you B. I have read it to you C. I will read it to you D. I will be reading it to you 9. He felt off his bike, and he's been in bad ... for several days now. A. condition B. development C. situation D. circumstance 10. She has learnt English for 3 years and she is good ... English now A. by B. at C. in D. for.

(27) 11. Some researchers have just _______ a survey of young people's points of view on contractual marriage. A. sent B. managed C. conducted D. directed 12. While we ... on the phone, the power ... out A. talked/was going B. talked/went C. were talking/went D. were taking/was going 13. You ______ wash those apples. They have already been washed. A. mustn't B. must C. need D. needn't 14. Later a wine reception will be followed by a concert before guests tuck into a banquet. A. a formal party B. an informal party C. an enormous breakfastD. a formal conference 15. I ... a meeting from 9.00 to 10.30 tomorrow morning. A. attend B. will be attending C. am going to attend D. will attend 16. I really enjoy being with my father. He has got a really good ______ of humour. A. feeling B. way C. sense D. mood 17. Daniel asked me if I thought _______. A. it would rain today B. it will rain that day C. it would rain that day D. it will rain today 18. He wanted to know whose car I had borrowed ... A. the last evening B. the previous night C. last night D. yesterday evening 19. Barbara asked me _______ the homework that week. A. that she must do B. if she had to do C. if did she have to do D. if she has to do 20. Expressing ______ confidence is important to those who want to succeed in ______ job interview. A. Ø / a B. the / Ø C. a / a D. a / the 21. I have known him ... I left high school A. since B. until C. during D. when 22. Every day Mary _______ on the computer, but today she _______ a typewriter because there is no power A. types / is using B. has typed / will use C. types / has used D. is tying / uses 23. It's years since I ... myself so much. A. enjoy B. enjoyed C. am enjoying D. have enjoyed 24. Janet ... to get online to go Internet shopping for an hour. A. would be trying B. is trying C. was trying D. has been trying 25. The survey was to find out the young people's attitudes ... love A. with B. towards C. on D. for READING 1 BODY LANGUAGE AND CULTURAL DIFFERENCES The body language people use often communicates more about their feelings than the words they are saying. We use body movements, hand gestures, facial expressions, and changes in our voice to communicate with each other. Although some body language is universal, many gestures are culturally specific and may mean different things in different countries. If you want to give someone the nod in Bulgaria, you have to nod your head to say no and shake it to say yes – the exact opposite of what we do! In Belgium, pointing with your index finger or snapping your fingers at someone is very rude. In France, you shouldn’t rest your feet on tables or chairs. Speaking to someone with your hands in your pockets will only make matters worse. In the Middle East, you should never show the soles of your feet or shoes to others as it will be seen as a grave insult. When eating, only use your right hand because they use their left hands when going to the bathroom. In Bangladesh, the ‘thumbs-up’ is a rude sign. In Myanmar, people greet each other by clapping, and in India, whistling in public is considered rude. In Japan, you should not blow your nose in public, but you can burp at the end of a meal to show that you have enjoyed it. The ‘OK’ sign (thumb and index finger forming a circle) means ‘everything is good’ in the West, but in China it means nothing or zero. In Japan, it means money, and in the Middle East, it is a rude gesture. Question 1: It is mentioned in the passage that many gestures ______..

(28) A. are not used to communicate our feelings B. may mean different things in different countries C. can be used to greet each other in public D. are used in greeting among men and women Question 2: People nod their head to say no in ______. A. Belgium B. France C. Bulgaria D. Japan Question 3: In the Middle East, people do not use their left hands for eating because they use their left hands ______. A. when preparing the meal B. to put in their pockets C. to clean their tables and chairs D. when going to the bathroom Question 4: Which of the following is NOT true according to the passage? A. In Belgium, snapping your fingers at someone is very rude. B. In Myanmar, people greet each other by clapping. C. In China, the ‘OK’ sign means money. D. In France, people shouldn’t rest their feet on tables. Question 5: The word “others” in paragraph 3 refers to ______. A. other feet B. other people C. other soles D. other shoes READING 2 It can be shown in facts and figures that cycling is the cheapest, most convenient, and most environmentally desirable form of transport (46)______ towns, but such cold calculations do not mean much on a frosty winter morning. The real appeal of cycling is that it is so (47)______. It has none of the difficulties and tensions of other ways of travelling so you are more cheerful after a ride, even through the rush hour. The first thing a non-cyclist says to you is: "But isn't it (48)______ dangerous?" It would be foolish to deny the danger of sharing the road with motor vehicles and it must be admitted that there are an alarming (49)______ of accidents involving cyclists. However, although police records (50)______ that the car driver is often to blame, the answer lies with the cyclist. It is possible to ride in such a way as to reduce risks to a minimum. Question 1: A. to B. at C. in D. on Question 2: A. boring B. careful C. enjoyable D. excited Question 3: A. expectedly B. strangely C. comfortably D. terribly Question 4: A. number B. deal C. size D. digit Question 5: A. point B. exhibit C. indicate D. display WRITING Câu 1: Take your money with you ______. A. if you see any good souvenirs to buy B. in case you see any good souvenirs to buy C. when you see any good souvenirs to buy D. whenever you see any good souvenirs to buy Câu 2: The road is ______. A. too slippery that we can’t drive fast B. too slippery for us to drive fast C. so slippery that we drove fast D. so slippery for us to drive fast Câu 3: Alexander Fleming, ______, received the Nobel Prize in 1945. A. that discovered penicillin B. who discovered penicillin C. which discovered penicillin D. he discovered penicillin Câu 4: The doctor advised Robert ______ to lose weight. A. to take more exercise so that he could B. to take more exercise if he wanted C. that he takes more exercise D. that he should take more exercise in order that Câu 5: When you arrived back at the hotel, ______? A. were you noticing what time it was B. did you notice what time was it C. did you notice what time it was D. were you noticing what time was it Date of planning: …../…../201…... PERIOD 22. TEST CORRECTION. I. AIMS/OBJECTIVES OF THE LESSON. Date of teaching: …../…../201……...

(29) 1. Language focus - To help Ss revise the knowledge 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, answer keys - Testing method: Communicative language teaching 2. Students: - Revise the old lessons at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Test correction (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Compare the answer keys with their performance - Explains some knowledge - Revise some knowledge - Answers Ss’s questions - Ask questions 4. Consolidation: (3 minutes) - Verb tense - Reported speech - Vocabulary in Unit 1, 2, and 3 5. Homework (1 minute) - Unit 4 - Reading Date of planning: …../…../201…... PERIOD 23. Date of teaching: …../…../201……... UNIT 4: SCHOOL EDUCATION SYSTEM A. READING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the aspects of reported speech the stress of two syllable words. 3. New lesson (35 minutes) TEACHER’S ACTIVITIES 1. Before you read - Asks Ss to look at the picture and describe it - Asks Ss to read the facts. STUDENTS’ ACTIVITIES The picture was taken in front of the “Quoc Hoc Hue” School. In the picture, we can see pretty girl students in Ao Dai. - Read the facts about schools in Vietnam 1. T 2. F from the age of 6 to 14 3. T 4. F They have to take the GCSE examination.

(30) 5. T pre-school primary education secondary education lower secondary education upper secondary education GCSE: General Certificate of Secondary Education term break category state school system independent/public school system curriculum core parallel - Helps Ss to study new academic words compulsory 2. While you read - 3 Ss read out the passage - Checks pronunciation if - Work in groups, find out the words and phrases necessary 1. state schools Task 1 2. primary education - Asks Ss to do task 1 3. secondary education 4. compulsory 5. GCSE Examination 6. curriculum 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases - Asks some Ss write down the words on the board.. Date of planning: …../…../201…... PERIOD 24. Date of teaching: …../…../201……... UNIT 4: SCHOOL EDUCATION SYSTEM A. READING (Cont). I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, note down new words and phrases 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 2. While you read - 3 Ss read out the passage again - Checks pronunciation if - Work in pairs, ask and answer the questions.

(31) necessary Task 2 - Asks Ss to do task 2. 1. From the age of 5 2. 3 terms 3. The state school system and the independent/public school system 4. Yes 5. There are 3 core subjects 6. When they finish the secondary school/ their compulsory education I find history very difficult. It’s too long to remember all the historical events. I would learn it better if the teacher could help with a short description of each event.. 3. After you read - Asks Ss to tell about the most difficult school subject 4. Consolidation: (3 minutes) 5. Homework (1 minute) - Talk about school education system in England - Read Unit 4 – speaking at home Date of planning: …../…../201…... PERIOD 25. Date of teaching: …../…../201……... UNIT 4: SCHOOL EDUCATION SYSTEM B. SPEAKING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To help Ss prepare material for speaking 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words - talk about school education system in England 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre – speaking nursery - Asks Ss to revise some kindergarten words and phrases optional - Gives Ss some new words - Work in pairs, ask and answer the questions Task 1 A: When do the children in Vietnam go to primary school? - Asks Ss to work in pairs, B: When they are 6 years old ask and answer the A: How long does the primary education last? questions B: 5 years A: When do the children in Vietnam leave their secondary school? finish their secondary education? B: At the age of 17 A: Is pre-school compulsory in Vietnam? B: No, it isn’t..

(32) 2. While - speaking Task 3 - Asks Ss to do task 3. - Work in groups, talk about the similarities and differences between the school system in Vietnam and in England * Similarities - The national curriculum is set by the government - Before leaving the secondary school, students have to take the GCSE examination - School years start in September - Preschool is optional - Primary school is compulsory - There’s a break between two terms * Differences - There are 2 terms in a school year in VN but 3 terms in a school year in England - A school year ends in May in VN but in July in England - Schooling is compulsory ... - Vietnamese students take ... 4. Consolidation: (3 minutes) - Talk about school education system in Vietnam 5. Homework (1 minute) - Talk about school education system in Vietnam and in England - Read Unit 4 – listening at home Date of planning: …../…../201…... PERIOD 26. Date of teaching: …../…../201……... UNIT 4: SCHOOL EDUCATION SYSTEM C. LISTENING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about the school education system in Vietnam and in England 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Before you listen - Work in pairs - Asks Ss to work in pairs, I enjoy math most because I like to work with numbers and I’m ask and answer the very good at counting. I often get good marks in Math. questions I enjoy English least because it’s boring/ difficult. I’m bad at speaking English. I often get bad marks in English. - Asks some Ss write methodical down the words on the well - behaved board. disruptive.

(33) - Helps Ss to study new words 2. While you listen Task 1 - Plays the tape twice - Plays the tape again and checks the answer Task 2 - Plays the tape again and check the answer. 3. After you listen - Asks Ss to work in groups. tear away actually struggle boarding school take a bit of care - Read out task 1, and check understanding Jenny Gavin 1 work very hard yes yes 2 listen carefully yes 3 behave well yes 4 pass exam easily 5 write slowly and carefully yes yes 6 the best days of your life - Work in pairs, answer the questions 1. when he enjoyed the subjects 2. he found it very difficult 3. They were long and difficult for him to do in a short time 4. Because he went away to boarding school when he was quite young and he didn’t like that. So school days weren’t the best days of his life. -Work in groups, talk about their exam results and the preparation for the next exams. * Result I got a good mark in physics but bad marks in chemistry and math. * Preparation To prepare for the next test, I will work harder, listen more carefully to our teacher and practise more.. 4. Consolidation: (3 minutes) - Talk about your school days 5. Homework (1 minute) - Words and phrases - Talk about your school days - Read Unit 4 – writing at home Date of planning: …../…../201…... PERIOD 27. Date of teaching: …../…../201……... UNIT 4: SCHOOL EDUCATION SYSTEM D. WRITING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to master their writing 2. Skills - To help Ss develop their writing skills to write a paragraph 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – writing at home III. PROCEDURE 1. Class organization (1 minute).

(34) 2. Check – up (5 minutes) - Some Ss go to the board, talk about their school days. 3. New lesson (35 minutes) TEACHER’S ACTIVITIES 1. Pre - writing - Asks Ss to revise some words and phrases. 2. While writing - Asks Ss to talk freely about the school education system in Vietnam. 3. Post - writing - Asks Ss to exchange their writing and check each other’s. STUDENTS’ ACTIVITIES - Revise some words and phrases - Study the information in text book and check understanding 3 levels of school education system: primary lower secondary upper secondary Compulsory education: 9 years The academic year: 35 weeks School term: 2 terms Time of the national examination for GCSE - Work in groups, talk about the school education system in VN - Work individually, write about the school education system in VN The formal school system in Vietnam consists of two levels of education, primary and secondary education. The children start Grade 1 at the age of 6 and they normally complete the primary education at the age of 10.They move to lower secondary school to study in Grade 6 when they are 11 years old. They will finish 9 year compulsory education when they complete Grade 9 at the age of 14. The children may go to upper secondary schools if they pass all the subjects tested at the end of Grade 9. They will stay there until they complete Grade 12 at the age of 17. If they want to sit for the entrance exam to universities or colleges they have to take the national examination for GCSE which takes place at the end of May or beginning of June. The academic year in Vietnam runs from September to may and is divided into two terms. The first term ends in January with a week holiday and the second term finishes in May before a long summer holiday comes. - Exchange their writing and check. 4. Consolidation: (3 minutes)- Writing about the school education system in VN 5. Homework (1 minute) - Finish their writing at home - Read Unit 4 – language focus at home Date of planning: …../…../201…... PERIOD 28. Date of teaching: …../…../201……... UNIT 4: SCHOOL EDUCATION SYSTEM E. LANGUAGE FOCUS. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with the rule of stress in three-syllable words - To give Ss the opportunity to revise the passive voice 2. Skills - To help Ss develop their practice skill.

(35) 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about their school days 3. New lesson (35 minutes) - Some Ss go to the board retell the 3 paragraphs 3. New lesson (35 minutes) Teacher’s activities Students’ activities 1. Pronunciation - Revise the rule for word stress - Asks Ss to revise the - Work in groups, mark the stress of words and practice reading rules for word stress - HTĐGBĐ: S + am/is/are + VpII 2. Grammar - QKĐGBĐ: S + was/were + VpII - Asks Ss to revise the - TLĐGBĐ: S + will/shall + be + VpII structure of passive voice - TLGBĐ: S + am/is/are + going to + be + VpII - HTTDBĐ: S + am/is/are + being + VpII - QKTDBĐ: S + was/were + being + VpII - HTHTBĐ: S + have/has + been + VpII - QKHTBĐ: S + had + been + VpII - Do exercise 1, then exchange the answer with their partner 1. is divided 2. is separated Exercise 1: 3. is set/must be followed 4. is made up 5. is paid 6. are selected - Do exercise 2, then exchange the answer with their partner 1. This school was built in 1997 2. This dictionary was first published in 1870 3. A surprise party is going to be organized tomorrow evening Exercise 2: 4. The kitchen is being painted now 5. Romeo and Juliet was written in 1605 6. Shakespeare’s tragedies have been translated into many languages 7. A new primary school in my village has just been built 8. The floor hasn’t been cleaned yet 9. The house will be repainted soon - Do exercise 3, then exchange the answer with their partner 1. was built 2. were sold 3. has been made Exercise 3: 4.can be bought 5. are used 6. can be used 7. is stored 8. are done 9. must be told 10. can be done.

(36) 4. Consolidation: (3 minutes) - Passive voice - Stress of three-syllable words 5. Homework (1 minute) - Passive voice - Stress of three-syllable words - Read Unit 5 – reading. Date of planning: …../…../201…... PERIOD 29. Date of teaching: …../…../201……... UNIT 5: HIGHER EDUCATION A. READING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the structure of passive voice the stress of three syllable words 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Before you read - Work in groups, name some universities - Asks Ss to look at the Hue University pictures and name the Hanoi University of Architecture universities Hanoi University of Natural Science Hanoi Open University - Asks Ss to read the facts - Work in pairs, ask and answer the question I would like to apply for Hanoi National University, College of foreign languages. Because I like English and I want to become an interpreter. - Asks some Ss write down impress – impression the words on the board. campus roommate exist – existence lonely fight back tears degree Celsius midterm daunting graduate amazing exciting.

(37) - Helps Ss to study new words 2. While you read - Checks pronunciation if necessary Task 1 - Asks Ss to do task 1. Task 2 - Asks Ss to do task 2 Task 3 - Asks Ss to do task 3. 3. After you read - Asks Ss to retell the story of the three students. scary challenging Academically - 3 Ss read out the passage - Work in pairs, fill in the missing words 1. campus 2. blamed 3. scariest 4. challenges 5. amazing - Work in groups, find out who Sarah: a, e Ellen: b, c Brenden: d, f - Work in pairs, answer the questions 1. She went out with her new friends, walking around campus 2. Because at the party everyone was busy playing some game and no one seemed to notice her 3. her roommate left the window open when it was cold outside. She went to bed early. She blamed Ellen for making her sick 4. Brenden thought the first year at college was the best and most challenging of his life. 5. If provides him plenty of opportunities to meet nonengineering students as well as other engineers and many of them have become his best friends. - Work in groups, retell the story. 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases - Retell the story of the three students - Read Unit 5 – speaking at home Date of planning: …../…../201…... PERIOD 30. Date of teaching: …../…../201……... UNIT 5: HIGHER EDUCATION B. SPEAKING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To help Ss prepare material for speaking 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – speaking at home III. PROCEDURE.

(38) 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words retell the story of three students 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre – speaking application form - Asks Ss to revise some identity card words and phrases reference letter - Gives Ss some new words entrance examination administration requirement Task 1 tertiary institution - Asks Ss to work in groups, birth certificate tick the appropriate choice originals >< copies school certificate result - Work in groups, tick the appropriate choice + an application form + an identity card + a birth certificate + a copy of reference letter + a copy of the record of your performance at school + scores of the required entrance examination 2. While- speaking - Work in pairs, ask and answer the questions Task 2 A: What do we have to do in March - Instructs Ss to read some B: We have to fill in the application form and sent it months in English and check A: When do we take the GCSE examination? understanding B: In May - Asks Ss to do task 2 A: Can we get the entrance examination results in late July? B: No, we can't. We will get them in early August 3. Post - speaking - Work in groups, talk about the process of applying to a Task 3 tertiary institution in Vietnam - Asks Ss to do task 3 A: If we want to apply to a tertiary institution, what do we have to do? Can you tell me the process of applying to a tertiary institution in VN? B: Firstly, we have to fill in the application form and sent it in March C: That's right. We have to send it on time otherwise it won't be accepted. D: Next, we will have to take the GCSE examination in May ... 4. Consolidation: (3 minutes) - Talk about the application process to tertiary study in VN 5. Homework (1 minute) - Talk about the application process to tertiary study in VN - Read Unit 5 – listening at home Date of planning: …../…../201…... PERIOD 31. UNIT 5: HIGHER EDUCATION C. LISTENING. I. AIMS/OBJECTIVES OF THE LESSON. Date of teaching: …../…../201……...

(39) 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about the application process to tertiary study in VN 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Before you listen - Work in pairs - Asks Ss to work in pairs, A: When studying in a new school, we may have a lot of difficulties. talk about he problems B: I quite agree with you. We don't have any friends at a new school you may have when A: The teaching methods are also unfamiliar. studying in a new school B: Yes, that's right tutor - Asks some Ss write tutorial down the words on the lecture board. lecturer appointment make full use of a large proportion of - Helps Ss to study new thoroughly words 2. While you listen - Read and check understanding Task 1 - Listen to the tape, choose the right answer 1. C - Plays the tape twice 2. A 3. C 4. A - Plays the tape again and 5.B checks the answer - Exchange their answer with their partner - Work in groups, take notes Task 2 Problems faced Solutions - Plays the tape again by international students 1. Too shy to raise questions Make full use of lecturers and tutors 2. Long reading list Read the most important books 3. After you listen - Answer the question - Asks Ss to work in A: I would like to attend an undergraduate course abroad because groups - the quality of teaching and learning overseas is much higher than that in our country - we will have much more chance to practice with modern and advanced facilities and equipment - If we graduate from an overseas university, we can get a better job with a high salary.

(40) B: I would like to attend a domestic undergraduate course because - It is much cheaper than an overseas course - I don't have to live far away from my family. So, I can visit them often - It's safer to study in our country 4. Consolidation: (3 minutes) - Answer the question: would you like to attend an undergraduate course abroad or in your country? 5. Homework (1 minute) - Words and phrases - Answer the question: would you like to attend an undergraduate course abroad or in your country? - Read Unit 5 – writing at home Date of planning: …../…../201…... PERIOD 32. Date of teaching: …../…../201……... UNIT 5: HIGHER EDUCATION D. WRITING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to master their writing 2. Skills - To help Ss develop their writing skills to write a formal letter 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, give the reasons why they choose an undergraduate course abroad or in their country 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre - writing - Revise some words and phrases - Asks Ss to revise some - Revise the form of a formal letter words and phrases - Study the information in text book and check understanding * Introduction: I have already read much information about tertiary education in England I am really impressed by attracted fascinated I am really interested in Now I am in my final year at high school I would like to apply for an undergraduate course on laws economics at ... marketing * Request Could you please give me some information about the course such as ....

(41) 2. While writing - Asks Ss to talk freely about the school education system in Vietnam. * Further information I'm myself interested in the course. I would be willing to send you any information about myself if it is necessary. * Conclusion I'm looking forward to hearing from you soon. - Work in groups, discuss how to write the letter - Work individually, write the letter 475 Le Thanh Tong St. District 1 Ho Chi Minh City, Vietnam March 15th, 2008 Dear Sir/Madam, I'm writing to ask for the information about the undergraduate course on economics at Birmingham University. I have already seen the advertisement of this course on your website and I'm very interested in it. I would be very grateful if you could send me further information about the admission requirements, tuition fees, accommodation and other details of the course. I am ready to supply any information about myself if necessary. I look forward to hearing form you soon Yours faithfully HOANG THANH TRANG - Exchange their writing and check. 3. Post - writing - Asks Ss to exchange their writing and check each other’s - Give feedback 4. Consolidation: (3 minutes) - Writing a formal letter 5. Homework (1 minute) - Finish their writing at home - Read Unit 5 – language focus at home Date of planning: …../…../201…... PERIOD 33. Date of teaching: …../…../201……... UNIT 5: HIGHER EDUCATION E. LANGUAGE FOCUS. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with the rule of stress in words of more than three-syllables - To give Ss the opportunity to revise the conditional sentences 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, read out their letters again. 3. New lesson (35 minutes).

(42) TEACHER’S ACTIVITIES 1. Pronunciation - Asks Ss to revise the rules for word stress - Ask Ss to identify the main stress of the words - Let Ss listen to the recording and check - Ask Ss to listen to the recording and practice reading the sentences 2. Grammar - Asks Ss to revise the structure of conditional sentences Exercise 1: - Ask Ss to do the exercise then compare the results with their partner. Exercise 2: - Ask Ss to do the exercise then compare the results with their partner Exercise 3: - Ask Ss to do the exercise then compare the results with their partner. STUDENTS’ ACTIVITIES - Revise the rule for word stress - Work in groups, mark the stress of words and practice reading eco'nomics phi'losophy soci'ology geo'graphical psy'chology engi'neering mathe'matics arche'ology - Do as appointed - Do as appointed - Type I: If HTĐ, will + V (50% HT) - Type II: If QKĐ, would + V (0% HT) - Type III: If QKHT, would + have + VpII (0% QK) - Do exercise 1, then exchange the answer with their partner 1. If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university 2. You won't be able to get into the examination room if you are 10 minutes late 3. If you don't send the application form on time, you won't be able to take the entrance exam. 4. If you don't have a reference letter, you won't be able to submit your application form 5. Unless you show your identity card, you won't be able to get into the examination room - Do exercise 2, then exchange the answer with their partner 1. If she had a car, she would go out in the evening 2. If Sarah liked school, she would study hard 3. I would do the test if it were not too difficult 4. Peter would read a lot if he found the time/ had more time 5. If I spoke Korean, I could translate this 6. If they weren't afraid of flying, they would travel far a lot - Do exercise 3, then exchange the answer with their partner 1. had passed 2. have called 3. had installed 4. would have made 5. would have given 6. had had. 4. Consolidation: (3 minutes) - Stress in words of more than three syllables Conditional sentence 5. Homework (1 minute) - Stress in words of more than three syllables - Conditional sentence - Read unit 6 – reading.

(43) Date of planning: …../…../201…... PERIOD 34. Date of teaching: …../…../201……... UNIT 6: FUTURE JOBS A. READING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 6 – reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the structure of conditional sentences the stress in words of more than three syllables 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Before you read - Work in groups, the jobs in the pictures - Asks Ss to look at the + farmer pictures and name the jobs + waiter/ waitress + teacher + mechanic - Asks Ss to tick the factors + dentist that they think would help to + giving clear and honest answer succeed in a job interview + feeling self confident + having a good sense of humor - Asks some Ss write down vacancy the words on the board. resume candidate letter of recommendation qualification = certificate sense of responsibility keenness enthusiasm technical aspect dress neatly and formally - Helps Ss to study new jot down words relate to 2. While you read - 3 Ss read out the passage - Checks pronunciation if - Work in groups, find out the meaning of the word necessary 1. B 2. C 3. A 4. B Task 1 - Asks Ss to do task 1 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases.

(44) Date of planning: …../…../201…... PERIOD 35. Date of teaching: …../…../201……... UNIT 6: FUTURE JOBS A. READING (Cont). I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 6 – reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, note down new words and phrases 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 2. While you read - 3 Ss read out the passage again Task 2 - Work in groups, decide on true or false statements - Asks Ss to do task 2 1. T 2. T 3. F 4. T 5. T 6. T 7. F 8. T 3. After you read - Work in groups - Asks Ss to work in groups * Most useful - find out as much as possible about the company and the vacancy - be polite and honest - jot down important information * Less useful - be on time - dress neatly and formally 4. Consolidation: (3 minutes) - Talk about preparation for a job interview 5. Homework (1 minute) - Talk about preparation for a job interview - Read Unit 6 – speaking at home.

(45) Date of planning: …../…../201…... PERIOD 36. Date of teaching: …../…../201……... UNIT 6: FUTURE JOB B. SPEAKING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To help Ss prepare material for speaking 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words - preparations for a job interview 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre – speaking apply = use - Asks Ss to revise some construct = build words and phrases farming technique - Gives Ss some new words irrigation system imaginary Task 1 rewarding - Asks Ss to work in pairs, waiter/ waitress match the job with the actor/ actress descriptions businessman/ businesswoman - Work in groups, match the appropriate descriptions A doctor is the person who takes care of people's health and helps save people's lives A farmer is someone who constructs irrigation systems and applies new farming techniques A tourist guide is the person who finds good and safe hotels for customers and takes people to places of interest A writer is someone who creates imaginary characters and events and tells stories through pictures 2. While- speaking - Read task 2, check understanding Task 2 - Work in pairs, share your ideas with your partner - Asks Ss to do task 2 I would like to work as a doctor. Working as a doctor would be a fascinating job because I would have a chance to take care of people's health I want to become a pilot. Being a pilot would be a dangerous job, but it's challenging. I would have an opportunity to travel all over the world and explore the sky. I like working as a hotel receptionist. It's an interesting job. I will have a chance to meet many people and develop my communicative skill..

(46) 3. Post - speaking Task 3 - Asks Ss to do task 3. I would like to be a policeman. Becoming a policeman would be a dangerous job but it's rewarding. I like driving in police car looking for law-breaker - Read task 3, check understanding - Work in groups, talk about the job you may do after you finish school I would like to work as a journalist in a big punishing house. I will have my own room with modern facilities: telephone, fax machine, copy machine, etc. I will work with a group of high qualified journalists and I will get a high salary, about 10 million Vietnamese Dong per month.. 4. Consolidation: (3 minutes) - Talk about the job you want to do in the future 5. Homework (1 minute) - Talk about the job you want to do in the future - Read Unit 6 – listening at home Date of planning: …../…../201…... PERIOD 37. Date of teaching: …../…../201……... UNIT 6: FUTURE JOBS C. LISTENING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about the job they want to do in the future 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Before you listen - Work in groups - Asks Ss to work in Popular jobs in VN: teacher, soldier, accountant, worker ... groups, look at the list of workforce popular jobs in the US, job market then find out popular jobs shift in VN category - Asks some Ss write goods down the words on the manufacturing board. service - Helps Ss to study new wholesale words retail 2. While you listen - Read and check understanding.

(47) Task 1 - Plays the tape twice - Plays the tape again and checks the answer Task 2 - Plays the tape again. - Listen to the tape, fill in the missing words 1. manufacturing 2. service 3. transportation 4. finance 5. services - Exchange their answer with their partner - Work in groups, decide on true or false statements 1. T 2. T 3. T 4. F 5. F. 3. After you listen - Asks Ss to work in groups, summarize the text. - Work in groups, summarize the text The American workforce is divided into two groups: manufacturing jobs and service jobs. Manufacturing jobs are jobs in which workers make st or produce things. Service jobs are jobs in which people provide services. There are 5 categories of service jobs: transportation companies, wholesale companies, retail companies, finance companies and personal services. In American job market there has been a shift from manufacturing jobs to service jobs. 100 years ago, 80% of American people worked in manufacturing jobs. Nowadays, this number reduces to 30%. According to economists, 90% of American people will work in service job by the year 2020. 4. Consolidation: (3 minutes) - Summarize the listening text 5. Homework (1 minute) - Words and phrases - Summarize the listening text - Read Unit 6 – writing at home Date of planning: …../…../201…... PERIOD 38. Date of teaching: …../…../201……... UNIT 6: FUTURE JOBS D. WRITING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to master their writing 2. Skills - To help Ss develop their writing skills to write a formal letter 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 4 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, give the reasons why they choose an undergraduate course abroad or in their country 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre - writing - Read the advertisement carefully and check the understanding Task 1 Type of job: local English - speaking tour guide.

(48) - Asks Ss to do task 1. 2. While writing Task 2 - Asks Ss to talk freely about the school education system in Vietnam. 3. Post - writing - Asks Ss to exchange their writing and check each other’s. * Level of education needed: a highs-school diploma * Work experience: have experience as a tour guide, speak fluent English, understand Vietnamese culture, customs and people * Character: have a good manner, a sense of humour; be polite and sociable; well enough to work long hours and go on long trip * Interest: traveling all over the country. - Revise the form of a formal letter - Study the information in text book and check understanding * Introduction: I have already read your advertisement for tour guides in the newspaper and I am really impressed by attracted fascinated I am really interested in I'm writing to apply for the position * Body I finished my secondary education two years ago with a good diploma Then I have worked as a tour guide at a local travel company for 1 year. * Conclusion I'm looking forward to hearing from you soon. - Work in groups, discuss how to write the letter - Work individually, write the application letter Flat 3, 324, Ly Thuong Kiet Street Hanoi 16, October, 2004 Hanoi Vinatour 250, Nguyen Du Street, Hanoi Dear Sir/Madam, I am writing in reply to your advertisement in the Vietnam News for experienced English-speaking local guides to accompany foreign visitors on trips throughout Vietnam I think I meet all of the qualifications that you specify. I was awarded High School Certificate two years ago. After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism. Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam and have a basic knowledge of Vietnamese culture, history and geography. I speak English fluently. In addition, I am a sociable and confident person and can work hard for long hours. I would like to work for you and would appreciate the opportunity to discuss this position with you in person. I am looking forward to hearing form you at your convenience Yours faithfully HOANG THANH TRANG - Exchange their writing and check. 4. Consolidation: (3 minutes) - Writing a formal letter.

(49) 5. Homework (1 minute) - Finish their writing at home - Read Unit 6 – language focus at home Date of planning: …../…../201…... PERIOD 39. Date of teaching: …../…../201……... UNIT 6: FUTURE JOB E. LANGUAGE FOCUS. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with the pronunciation of weak and strong forms of some prepositions and conjunctions - To give Ss the opportunity to revise relative clauses 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 5 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, read out their letters again 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pronunciation - Strong forms: in case of stress - Instructs Ss the - Weak forms: in other cases - the trend to become the weakest pronunciation of weak vowel and strong forms - Work in groups, deciding on the weak or strong forms 2. Grammar - Asks Ss to revise the use of relative clause. Exercise 1:. - Là mệnh đề phụ, bổ nghĩa cho đối tượng đứng liền trước nó - Chia làm 2 loại: mệnh đề quan hệ xác định và mệnh đề quan hệ không xác định - Bắt đầu bằng các đại từ hoặc trạng từ quan hệ: which, who, whom, whose, that, where, when, why - Ta có thể lược bỏ who, whom, which, that khi thỏa mãn hai điều kiện: O, mệnh đề quan hệ xác định - Mệnh đề quan hệ có thể được thay thế bằng Ving, VpII, to V - Chú ý Cleft sentence - Do exercise 1, then exchange the answer with their partner 1. whom 2. which 3. whoever 4. which 5. which 6. who 7. whose 8. who 9. which 10. whom - Do exercise 2, then exchange the answer with their partner 1. I read a book that was written by a friend of mine.

(50) I read a book written by a friend of mine 2. A man who was carrying a lot of money in a box got on the bus A man carrying a lot of money in a box got on the bus 3. In the street there were several people who were waiting for the shop to open In the street there were several people waiting for the shop to open 4. Britain imports many car which were made in Japan Britain imports many car made in Japan 5. In your office there are a lot of people who want to talk to you Exercise 3: In your office there are a lot of people wanting to talk to you 6. The cowboy who had been wounded by an arrow fell of his horse The cowboy wounded by an arrow fell of his horse 7. Most of the people who were injured in the crash recovered quickly Most of the people injured in the crash recovered quickly 8. John, who wished he hadn't come to the party, looked anxiously at his watch John, wishing he hadn't come to the party, looked anxiously at his watch 9. The children who were playing football in the schoolyard were my students The children playing football in the schoolyard were my students 10. Vietnam exports a lot of rice which is grown mainly in the south of the country Vietnam exports a lot of rice grown mainly in the south of the country. 4. Consolidation: (3 minutes) - Relative clauses - Weak form and strong form of some conjunctions and prepositions 5. Homework (1 minute) - Relative clauses - Weak form and strong form of some conjunctions and prepositions - Read Test yourself B at home Exercise 2:. Date of planning: …../…../201…... PERIOD 40. Date of teaching: …../…../201……... TEST YOURSELF B. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise their old lessons 2. Skills - To give Ss the chance to test and mark themselves 3. Attitudes - To motivate Ss to test themselves - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Test yourself B at home III. PROCEDURE 1. Class organization (1 minute).

(51) 2. Check – up (5 minutes) - Some Ss go to the board, revise the use of relative clauses. 3. New lesson (35 minutes) TEACHER'S ACTIVITIES 1. Listening (8’) - Asks Ss to do the listening part - Play the tape twice. STUDENTS' ACTIVITIES - Work individually, do the listening part 1. all sorts of things 2. learn at all 3. things for themselves 4. make them go - Give the answer keys 5. a certain age 2. Reading (10’) - Work individually, do the reading part - Asks Ss to do the reading 1. final part 2. requirement 3. when 4. courses 5. subjects - Gives the answer keys 6. qualification 7. graded 8. equivalent 9. count 10. who 3. Grammar (7’) - Work individually, do the grammar part - Asks Ss to do the A. grammar part 1. The windows have been cleaned 2. A supermarket is going to be built in this area 3. Lan is said to have won a special prize 4. If you listen carefully, you will know what to do 5. If I ahd a car, I could give you a lift 6. If we had brought a city map, we wouldn't have got lost B 1. The girl who answered the phone told me you were out 2. The chair that was broken tow days ago has now been repaired 3. I saw some people whose car had broken down 4. I recently went back to my hometown where I was born 4. Writing (10’) - Work individually, write an application letter - Asks Ss to write the letter 4. Consolidation: (3 minutes) - Passive voice - Conditional sentences - Relative clauses - Vocabulary in Unit 4, 5 and 6 5. Homework (1 minute) - Passive voice - Conditional sentences - Relative clauses - Vocabulary in Unit 4, 5 and 6 Date of planning: …../…../201…... PERIOD 41. WRITTEN TEST II. I. AIMS/OBJECTIVES OF THE LESSON. Date of teaching: …../…../201……...

(52) 1. Language focus - To test and mark the students 2. Skills - To develop SS’s skill of finishing MCQ tests 3. Attitudes - To give Ss the motivation to learn hard for their exam - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: MCQ questions 2. Students: - Preparation at home for their test III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Testing contents (43minutes) I. Read the following passage carefully and choose from the four given options (marked A, B, C or D) one best solution finish each of the given gaps. I had a terrible time last Saturday. It (01)____ cold, but quite sunny, so after lunch I walked into town. I wanted to buy a pullover. I was looking in the window of a clothes (02)____ when someone stole my wallet. While I was walking home, it started (03)____ and I arrived home cold and miserable. I decided to have a hot bath. I was getting ready to have my bath (04)____ the doorbell rang. It was a flower seller and it took me several minutes to make him go away. Unfortunately, all the time he was talking (05)____ me, the water was running. You can imagine how the kitchen was! 01. A. was B. is C. has been D. were 02. A. office B. bar C. shop D. café 03. A. rain B. rained C. rains D. to rain 04. A. where B. when C. if D. so 05. A. to B. out C. of D. on II. Choose the option among A, B, C, or D provided the one whose stress pattern is different from others. 06. A. defeat B. because C. handsome D. become 07. A. previously B. behavior C. believable D. developing III. Choose the option among A, B, C, or D provided the best one to complete each of the following incomplete sentences. 08. Her parents are very strict and they never _____ her go out in the evening. A. make B. ask C. allow D. let 09. His sister is _____ than his wife. A. very pretty B. prettier C. most pretty D. more prettier 10. Do you _____ who could look after the children while I am away? A. want B. wish C. think D. know 11. I don't know _______this is right or wrong. A. unless B. whenever C. whether D. that 12. I'll come to see you tomorrow _________ I am kept late at the office. A. unless B. when C. as D. because 13. I did not _____ very well as the lights in the street were not on. A. observe B. watch C. look at D. see 14. We had to drive very carefully as the road was _____ in some places. A. icy B. iced C. ice D. icing 15. The student was not very clever, but on the other _____ he was hard-working. A. side B. way C. hand D. end 16. Excuse me. How much is the _____ fee to the City Hall? A. entrance B. entry C. enter D. entering 17. I'm glad ________ you that you can have the job. A. that tell B. of telling C. of to tell D. to tell.

(53) 18. My parents think it's time I ____ married. A. got B. would get C. will get D. gets 19. I bought three books. Here are two, but where is ________one? A. the another B. other C. the other D. another 20. The football match on TV today is broadcast _____ from England. A. lively B. lived C. live D. living 21. They are _____ taking part in the final contest. A. action B. activating C. active D. actively 22. This machine has to be _____ in a cool dry place all the time. A. keeps B. keeping C. kept D. keep IV. Choose the option among A, B, C, or D provided the one whose underlined part pronounced differently from others. 23. A. cleaned B. played C. snowed D. brushed 24. A. pear B. dear C. hear D. clear 25. A. church B. cholera C. chimney D. cheek V. Choose the option among A, B, C, or D provided the best one to complete each of the following incomplete sentences. 26. Never _____ that he would become famous. A. could he have imagine B. he could have imagined C. did he have imagined D. would he have imagined 27. _____ for the bus, I try to learn a few words. A. While waiting B. During waiting C. while wait D. While I wait 28. Only when you study harder, _____. A. can you pass the exam B. you will pass the exam C. you can pass the exam D. you would pass the exam 29. No sooner had he hang up the phone, _____. A. than it rang B. when it rang C. it rang then D. then it rang 30. I wish _____ earlier. A. I see him B. did I see him C. I had seen him D. had I seen him VI. Read the following passage carefully and choose from the four given options (marked A, B, C or D) one best solution finish each of the questions that follow. I know that it is my job to make sure that everything goes well for the tourists and I feel I work hard for the company. I cannot be blamed for last week. I met the group at the airport and took them to the coach. The coach driver was a bit annoyed because the flight was late. But it wasn’t far to the hotel and everyone was looking forward to their dinner. We had used the Hotel Melia before but there was a conference in it so it was fully booked. When I announced our arrival at the reception desk of the new hotel, they said they were full. I had booked rooms for the group but the manager said they were cancelled by phone a few days before. He insisted that he recognized my voice and that I had made the phone call. We had a bit of argument but they obviously didn’t have enough rooms. In the end the manager phoned other hotels in the town and found rooms for everyone but in four different hotels. By this time the coach had gone so we had to get taxis and some of the tourists started to get very angry with me. I still don’t know who made that phone call but it definitely wasn’t me. 31. Why weren’t there any rooms available at the Hotel Melia? A. Someone had forgotten to book them. B. There were more people in the group than expected. C. A conference was taking place there. D. Someone had said they were not needed. 32. Which of the following statements was correct? A. The rooms in Hotel Melia were not good enough for the tourists. B. A problem occurred about hotel booking..

(54) C. The tourists had to wait for the coach driver. D. The coach driver took the tourist to the wrong hotel. 33. Who was the text written to? A. the writer’s employer B. one of the tourists C. the coach company D. the hotel manager 34. What happened in the end? A. The writer found other hotels with rooms. B. The tourists couldn’t stay together. C. The writer called the coach driver back. D. The tourists got angry with the hotel manager. 35. What is the writer trying to do? A. explain B. argue C. apologize D. complain VII. Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction. 36. Good scientists always cooperate with each others no matter what their nationalities are. A. their B. each others C. with D. always 37. Many species of wild animals would become extinction if people continued to cut down forests. A. cut down B. would C. extinction D. Many species of 38. Some bacteria are extremely harmful, but others are regular used in producing foods. A. producing foods B. extremely harmful C. regular used D. Some bacteria 39. It is suggested that smoking should to be banned in pubs, restaurants, and other public places. A. smoking B. other public places C. should to be D. It is suggested 40. On Saturday, I enjoy to go to the concert with my friends. A. the concert B. with C. to go D. On 4. Consolidation (omitted) 5. Homework (1 minute) - Revise your old lessons Date of planning: …../…../201…... PERIOD 42. Date of teaching: …../…../201……... TEST CORRECTION. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise the knowledge 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, answer keys - Testing method: Communicative language teaching 2. Students: - Revise the old lessons at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Test correction (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Compare the answer keys with their performance - Explains some knowledge - Revise some knowledge - Answers Ss’s questions - Ask questions.

(55) 4. Consolidation: (3 minutes) - Passive Voice - Conditional sentences - Relative clauses - Vocabulary in Unit 4, 5, and 6 5. Homework (1 minute) - Unit 8 - Reading Date of planning: …../…../201…... PERIOD 43. Date of teaching: …../…../201……... UNIT 8: LIFE IN THE FUTURE A. READING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 8– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the use of although/ in spite of 3. New lesson (35 minutes) TEACHER’S ACTIVITIES 1. Before you read - Asks Ss to look at the pictures and answer the question. - Asks some Ss write down the words on the board.. STUDENTS’ ACTIVITIES * According to two pictures, life in the future may be good or bad based on the opinions coming from optimists or pessimists * I think life will be better in the future thanks to achievements we will get in science and technology * - We may travel in speedy public transport - We will live in high scrappers - We can treat dangerous diseases … * I think life will be worse in the future because of overpopulation, pollution and diseases * - There is not enough food for everybody - We will die of many dangerous diseases - The temperature will be very hot pessimist pessimistic optimist optimistic depression corporation wipe out security terrorism terrorist on the contrary.

(56) - Helps Ss to study new words. 2. While you read - Asks Ss to read the text, check pronunciation if necessary Task 1 - Asks Ss to do task 1. burden labour saving device be bound to take st for instance/example go electronic It is likely that + TL space – shuttle methane gas progress contribute better><worse micro technology - 3 Ss read out the text - Work in groups, do task 1 1. pessimists 2. optimists 3. economic depression 4. terrorism 5. wiped out 6. space shuttle. 4. Consolidation: (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases - Life in the future - Read Unit 8 – speaking at home Date of planning: …../…../201…... PERIOD 44. Date of teaching: …../…../201……... UNIT 8: LIFE IN THE FUTURE A. READING (Cont). I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 8– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, present the use of although/ in spite of 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES While you read - Work in pairs, ask and answer the questions Task 2 1. Many large corporations will be wiped out and millions of - Asks Ss to do task 2 jobs will be lost 2. The security of the earth will be threatened by terrorism as terrorist groups will become more powerful and more dangerous.

(57) 3. People will be living in much cleaner environment, breathing fresher air and eating healthier foods. They will also be better looked after by a modern medical system. Domestic chores will be no longer a burden thanks to the inventions of labour saving devices. 4. They are developments in micro technology – computer and Task 3 telecommunication - Asks Ss to do task 3 - Work in groups, fill in the note * Work: factories will be run by robots, offices will go electronic, many people will work from home * Travel: travel by space shuttle will be very fast, at 15,000kph, cars could run on electricity or methane gas and will be fitted with computers. 3. After you read - Work in groups, discuss the advantages and disadvantages of - Asks Ss to discuss the robots advantages and * Advantages disadvantages of robots - Replace people to work in dangerous places such as nuclear stations/plants - Be much more accurate than people when working in micro technology - Help to save people’s labour * Disadvantages - Worse the unemployment problem - If robots are out of order, cause delay for the production 4. Consolidation: (3 minutes)- Words and phrases 5. Homework (1 minute) - Words and phrases - Life in the future - Read Unit 8 – speaking at home Date of planning: …../…../201…... PERIOD 45. Date of teaching: …../…../201……... UNIT 8: LIFE IN THE FUTURE B. SPEAKING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To help Ss prepare material for speaking 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 8 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board to – write down new words - talk about life in the future 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre – speaking - astronaut - Asks Ss to revise some - land.

(58) words and phrases - Gives Ss some new words - Gives Ss the use and structure of perfect future tense. - declare open - find a cure for the common cold - holiday – maker - citizen … * perfect future tense: S + will/shall + have + VpII - Give Ss the structure of * It’s likely that + TL likely Sb be likely + to V 2. While- speaking By the end of the 21st century, Chinese astronauts will have Task 1 landed on Mars. - Asks Ss to work in groups, By the year 2099, scientists will have found a cure for the say what will have happened common cold by the end of the 21st century By the end of the 21st century, the third city on the moon will have been declared open. By 2nd, July, 2087, the oldest world citizen will have celebrated her 150th birthday. … - Work in groups, talk about likely and unlikely things Task 2 I think it’s unlikely that by the end of the 21st century Chinese - Asks Ss to do task 2 astronauts will have landed on Mars because it is too far from the earth I think it’s likely that by the end of the 21st century, the oldest world citizen will have celebrated her 150th birthday because our living standards has improved much and people’s life expectancy is higher and higher. …. 3. Post – speaking - Work in groups, make more predictions Task 3 - each family will have owned a car - Asks Ss to make more - the world population will have reached 8 billion people predictions about future life - doctors and scientist will have found cures for cancers - robots will have replaced people to do all the domestic work 4. Consolidation: (3 minutes) - Talk about future life 5. Homework (1 minute) - Talk about future life - Read Unit 8 – listening at home. Date of planning: …../…../201…... PERIOD 46. Date of teaching: …../…../201……... UNIT 8: LIFE IN THE FUTURE C. LISTENING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups.

(59) II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 8 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about life in the future 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Before you listen - Work in groups - Asks Ss to work in eating healthy food groups, choose the right doing exercise factors laughing a lot – better entertainment going to bed early – better relax and rest - Asks some Ss write development in medical science – better health car down the words on the incredible board. fatal disease eternal life average life expectancy - Helps Ss to study new centenarian words predict – prediction mushroom curable bring under control science fiction 2. While you listen - Read and check understanding Task 1 - Listen to the tape, decide true or false statements 1. F many scientists can - Plays the tape twice 2. F eat healthy food 3 F 80 4. T - Plays the tape again and 5. T checks the answer - Work in pairs, ask and answer the questions 1. Eating more healthily, cutting down on things like butter, alcohol and cigarettes. 2. The development in medical science. Because nobody dies from old age, just from diseases that affect people when they get Task 2 older - Plays the tape again 3. In ten year’s time AIDS will also be brought under control. We will have been able to bring AIDS under control. 3. After you listen - Work in groups, discuss the question - Asks Ss to work in * advantages: groups, discuss the - help their children and grandchildren with their valuable advantages and expericences and advice disadvantages of having a - do many things they want to do, enjoy life more very long life - see their children and grandchildren grow up * disadvantages - too weak to do things themselves, often ill - feel lonely when children have grown up and busy with their own life, their friends are dead. 4. Consolidation: (3 minutes) - Talk about how to have a high life expectancy in the future.

(60) 5. Homework (1 minute) - Words and phrases - Talk about how to have a high life expectancy - Read Unit 8 – writing at home. Date of planning: …../…../201…... PERIOD 47. Date of teaching: …../…../201……... UNIT 8: LIFE IN THE FUTURE D. WRITING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to master their writing 2. Skills - To help Ss develop their writing skills to write about their ideal world in the year 2020 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 8 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, predict something that may happen in the future 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pre - writing - Read the paragraph and answer the questions Task 1 1. What are the student’s concerns about: - Asks Ss to do task 1 ● world peace: There are no wars or conflicts between nations ● employment: Everyone has a job to do ● the environment: A clean healthy environment with less noise and less pollution ● the people: Less materialistic, less selfish, less violent and more loving 2. Are your concerns similar to those? Yes, we are 3. Do you have other concerns? What are they? * People can live in a wealthy world. There are no starving people * All children can enjoy better schooling - Revise the form of a paragraph + Topic sentence + Supporting ideas + Concluding sentence 2. While writing - Work individually, write about the ideal world. Task 2 In the year 2020 I would like to live in a peaceful world with no - Asks Ss to write about wars, conflicts, terrorism or violence. Everyone live in harmony their ideal world in the and enjoy their lives. There is no unemployment, illiteracy, future discrimination and social evils. In my ideal world all children will be better looked after and can enjoy proper education. 3. Post - writing - Exchange their writing and check - Asks Ss to exchange.

(61) their writing and check each other’s 4. Consolidation: (3 minutes) - Writing about ideal world in the year 2020 5. Homework (1 minute) - Finish their writing at home - Read Unit 8 – language focus at home Date of planning: …../…../201…... PERIOD 48. Date of teaching: …../…../201……... UNIT 8: LIFE IN THE FUTURE E. LANGUAGE FOCUS. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with the pronunciation of contracted forms of auxiliaries - To give Ss the opportunity to revise the use of prepositions and articles 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 8 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, read out their letters again 3. New lesson (35 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 1. Pronunciation Listen to the teacher and pay attention to the pronunciation - Instructs Ss the I've I haven't pronunciation of You've You haven't contracted form of They've They haven't auxiliaries He's He hasn't She's She hasn't It's It hasn't 2. Grammar Do as appointed - Asks Ss to revise the use - Do exercise 1, then exchange the answer with their partner of prepositions and 1. in articles 2. of 3. on 4. At 5. to Exercise 1: 6. in 7. about 8. for 9. between 10. to - Do exercise 2, then exchange the answer with their partner 1. Ф Exercise 2: 2. Ф/ Ф/ Ф 3. Ф/ the/ the 4. the / Ф 5. the / Ф.

(62) 6. the / Ф 7. The / Ф 8. an/ the / the 9. Ф/ the 10. Ф/ a 4. Consolidation: (3 minutes) - Contracted forms of auxiliaries - Prepositions - Articles 5. Homework (1 minute) - Contracted forms of auxiliaries - Prepositions - Articles - Read Test yourself C at home Date of planning: …../…../201…... PERIOD 49. Date of teaching: …../…../201……... TEST YOURSELF C. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise their old lessons 2. Skills - To give Ss the chance to test and mark themselves 3. Attitudes - To motivate Ss to test themselves - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Test yourself C at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, revise the use of relative clauses 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listening (8’) - Work individually, do the listening part - Asks Ss to do the 1. B listening part 2. A - Play the tape twice 3. A 4. B - Give the answer keys 5. C 2. Reading (10’) - Work individually, do the reading part - Asks Ss to do the reading 1. F part 2. F 3. T 4. T - Gives the answer keys 5. F 3. Grammar (7’) - Work individually, do the grammar part - Asks Ss to do the A. grammar part 1. the 2. an 3. Ф 4. the 5. a 6. Ф.

(63) 4. Writing (10’) - Asks Ss to write about the changes in our future life. B 1. Although Nam worked very hard, he didn't pass the exam 2. Although I was very tired, I couldn't sleep 3. Although she had all the necessary qualifications, she didn't get the job 4. Although the traffic was bad, we arrived on time - Work individually, write about the future life. 4. Consolidation: (3 minutes) - Although, in spite of - Prepositions - Articles - Vocabulary in Unit 8 5. Homework (1 minute) - Although, in spite of - Prepositions - Articles - Vocabulary in Unit 8 Date of planning: …../…../201…... PERIOD 50 -52. Date of teaching: …../…../201……... REVISION. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - Ss revise grammar in units 1, 2, 3, 4, 5, 6 and 8 2. Skills: : Integrated skills 3. Attitudes: Ss are eager to revise for their end term examination II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, text book, exercises - Teaching method: Communicative language teaching 2. Students: - Revise Grammar in units 1, 2, 3, 4, 5, 6 and 8 III. Procedure: 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, do the exercises again 3. Revision contents (35 minutes) - Grammar Unit 1: Tense revision Unit 2: Tense revision (Cont) Unit 3: Reported speech Unit 4: Passive voice Unit 5: Conditional sentences Unit 6: Relative clauses Unit 8: Prepositions and articles END_TERM REVISION I.Chon tư (ưng vơi A hoặc B, C, D) co phân gach chân đươc phat âm khac vơi nhưng tư con lai trong môi câu Câu 1. A. cleaned B. stopped C. washed D. reached Câu 2. A. pens B. boots C. dogs D. lies Câu 3. A. see B. sort C. sure D. sing II. Chon tư (ưng vơi A hoặc B, C, D) co cach nhấn âm khac vơi nhưng tư con lai trong môi câu Câu 4. A. pollution B. quantity C. intensity D. reclaiming Câu 5. A. economic B. manufacture C. investigate D. sociology III. Chon tư/ cum tư thich hơp( ưng vơi A hoặc B, C, D) đê hoan thanh môi câu sau đây Câu 6. We try to help our mother ...............household chores..

(64) A. make B. take C. build D. do Câu 7. We would save thousands of lives if ……………the remedy for the flu. A. we had not found out B. we found C. we will found D. we find out Câu 8. She was……..........she couldn’t say anything. A. so surprised at the news that B. such surprised at the news that C. so surprised of the news that D. so that surprised for the news. Câu 9. – “Thank you very much.” ........................................ A. Not at all B. You are welcome C. That’s all right D. All are correct Câu 10. “Where have you been hiding?” she asked. She asked me where…………hiding A. I had been B. I have been C. have I been D. had I been Câu 11. Your house needs ………..before the new year. A. paint B. painting C. to paint D. painted Câu 12. The harder you learn,………… A. the more is your English B. the gooder your English will be C. the better becomes your English D. the better your English will be Câu 13. I can find my own way there. You .................. wait for me. A. should B. must C. needn't D. mustn't Câu 14. The development of wildlife habitat reserves is a good conservation measure ............ A. to prevent endangered species B. to feed endangered species C. to benefit from endangered species D. to save endangered species Câu 15. In times of war, the Red Cross is .............to reducing the sufferings of wounded soldiers, civilians, and prisoners of war. A. mounted B. excited C. dedicated D. interested Câu 16 It was quite cold .................... it was sunny . A. although B. because C. so that D. as Câu 17. I like Nha Trang, ........................ A. which has a beautiful beach B. it has a beautiful beach C. where has a beautiful beach D. that it has a beautiful beach Câu 18. Please wait here until the manager……….....in a few minutes. A. will come B. comes C. have come D. to come Câu 19. ..................! The tree is going to fall. A. Look out B. Look up C. Look on D. Look after Câu 20. He said he………………..his project by the end of this year. A. will complete B. would have completed C. will have completed D. was completing Câu 21. Doi Moi has placed man in the centre of social ............................................. A. development B. develop C. developing D. developed Câu 22. Vietnam has been....................to host the Asia Sports Games at some point between 2010 and 2015. A. agreed B. admitted C. proposed D. suggested Câu 23. Men are ...............at making decisions than women. A. better B. good C. more D. well Câu 24. I can’t speak Chinese,………… A. so can’t Peter B. Either can’t Peter C. Peter can’t, too D. Neither can Peter Câu 25. Tom:“I’m taking my driving test tomorrow” Mary:“....................................” A. Lucky! B. Best wishes ! C. Good luck! D. Good chance! Câu 26. When her....................... for the job was refused, she felt very disappointed. A. applicant B. applicable C. application D. apply Câu 27. ......................Sahara of .................... Africa is the world's largest desert. A. Ø / the B. The / Ø C. A / an D. The / an Câu 28. I’m going .......................... for a few days so don’t send me any more work..

(65) A. away B. over C. in D. after Câu 29. She didn’t want to go.....................she knew all her friends would be there. A. wherever B. therefore C. so that D. even though Câu 30. Peter has been working for 10 hours. He .....................be very tired now. A. needn't B. must C. has to D. should III. Chon câu ( ưng vơi A hoặc B, C, D) thich hơp vơi môi câu sau Câu 31.“ If I were you, I would go to the doctor”. Peter said to Mary. A. Peter told Mary to become a doctor. B. Peter told Mary that he would go to the doctor. C. Peter advised Mary to become a doctor. D. Peter advised Mary to go to the doctor. Câu 32. People say that the Chinese invented gun power. A. The Chinese is said to invent gun power. B. The Chinese are said to have invented gun power. C. The Chinese are invented gun power. D. It is said that the Chinese have invented gun power. Câu 33. He/ be/ accuse/ cheated/ his final exam/ last week.. A. He was accused for having cheated in his final exam last week. B. He was accused of having cheated in his final exam last week. C. He was accused of having cheat in his final exam last week. D. He was accused for being cheated in his final exam last week. Câu 34. The boy was too weak to run far. A. The boy was very weak and couldn’t run far. B. The boy’s weakness didn’t stop him running far. C. The boy had to run a lot because he was weak. D. The boy became weak because he ran too far. Câu 35. Because the street was crowded with people, I couldn’t drive fast. A. If the street weren’t crowded with people, I could drive fast. B. If the street hadn’t been crowded with people, I could have driven fast. C. If the street were crowded with people, I couldn’t drive fast. D. If the street had been crowded with people, I couldn’t have driven fast. IV. Chon phương an ( A hoặc B, C, D) ưng vơi tư, cum tư co g ach dươi cân ph ai sưa đ ê cac câu trơ thanh chinh xac Câu 36. Her friend lied to her, but she doesn’t trust him any more Câu 37. All the information you need can find in the employees’ manual. Câu 38. The child became angrily and stamped his feet Câu 39. We whispered so as to no one could overhear our conversation. Câu 40. Everyone want to reduce the pollution of our environment V. Đoc ky đoan văn sau va chon phương an đúng cho môi trống tư 36 đen 40 Once there were lots of pandas in the mountains of Western China. Today, they are ..... (41)......extinct. The reason is that they can not find enough food. Pandas eat .....(42)...... leaves. They do not like another food. The bamboo grows very slowly. It can take 10 years for a bamboo to grow from a seed to a big plant. Some types of bamboo have seeds only once every 60 years. Pandas .......(43)...... wait many years for their food to grow. While the bamboo is growing, pandas do not have enough leaves to eat. China and World Wildlife Fund ( WWF ) are trying to save the panda. In 1979 they began to set up special parks ..........(44)...........pandas live. Scientists come here to study the panda’s eating and mating habits . By learning more about the panda’s habits, scientists can save it from ...... (45)....... . Câu 41. A. being B. becoming C. having D. making Câu 42. A. banana B. cabbage C. grass D. bamboo Câu 43. A. must B. should C. ought D. might Câu 44. A. what B. because C. where D. when Câu 45. A. appearance B. destruction C. extinction D. damage..

(66) VI. Đoc ky đoan văn sau va chon phương an đúngcho môi câu tư 46 đên 50 There are many issues over computers and the education of today’s children. One concern that parents face now is how young is too young to start educating a child about computers? Parents and teachers alike have mixed opinions as to when it is appropriate and most beneficial to the child. Many preschool children learn to work with a mouse and play interactive games before they learn to write or lean their ABC’s. It is true that computers can be used as very effective tools for learning, but at what age do you begin? Some parents believe that computer education should be much like a young child taking piano or hockey lessons. They feel that if you start a child early enough you might find a computer genius. This will help develop the child’s knowledge quickly while they are still young. Parents who currently work using computers understand the importance of computer education and desire to give their children a head start. On the other hand, some parents are concerned that computers deprive children of their creativity and socialization skills. They argue that children become brainwashed and less socialized by being exposed to computers too early. Câu 46. Teachers and parents are not sure about _________ A. how much computer games children should play B. the time when children learn ABC C. the suitable time to teach computers to children D. the relationship between computers and children Câu 47. All of these groups of people can be the readers of this article EXCEPT: A. Parents B. linguistics C. educators D. children Câu 48. Where in the passage does the author talk about the benefits of computer education? A. Paragraph 1 B. paragraph 2 C. paragraph 1&2 D. paragraph 3 Câu 49. This article can be taken from _______ A. a textbook B. a fashion magazine C. a science fiction D. an educational magazine Câu 50. What can be the title for this article? A. Computer education for children. B. The influence of computer to children. C. How can children benefit from computers? D. Science and children. END_TERM REVISION Mark the letter A, B,C or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions 1. A fills B adds C. stirs D. lets 2. A. moaned B presented C. viewed D. robbed 3. A. position B. consider C. visit D. president 4. A. curriculum B. character C. careful D. cease 5. A. honor B hope C. follow D. promise Mark the letter A, B,C or D on your answer sheet to show the underlined part that needs corrections 6. The bomb which went out this morning caused a lot of damage A B C D 7. Sam used to living in Texas but his company had him transfer to a better position in New York A B C D 8. He is the man that his novel won the Pulitzer prize last year A B C D 9. If I had studied carefully, I wouldn't make so many mistakes A B C D 10. Most of the jobs in the manufacturing factories will take over by robots A B C D Mark the letter A, B,C or D on your answer sheet to indicate the correct answer to each of the following questions.

(67) 11. The State school system can be divided ........... two levels of education : Primary education and secondary education A. to B. into C. with D. in 12. The new president said she would dedicate herself to ........... the rights of the old , the sick and the homeless A. protect B. protection C. protecting D. protected 13. Peter :" You look nice in that red shirt ," Mary : " ............................................." A. Oh, poor me B. Am I ? Thanks C. It's nice of you to say so D. I am interesting to hear that 14. Hung : " Happy birthday! This is a small present for you ." Hoa: " ..........................................................." A. What a pity ! B. Have a good time ! C. How terrible ! D. How beautiful it is ! Thanks 15 The lower ........... in a room , the more slowly our eyes focus A. the level of lighting B. light level C. leveling of light D. lighting is level 16. John drove ................... I did A. faster than B. fastly than C. more fastly than D. more faster than 17. He was .................................the job A. experienced enough to do B. enough experienced C experienced enough doing D. experienced to do enough 18. John would like to take a lot of photos but he does not have a camera A. John would take a lot of photos, if he had had a camera B. John would take a lot of photos, if he has a camera C. John would take a lot of photos, if he has had a camera D. John would take a lot of photos ,if he had a camera 19 According to legend, coffee beans ........................ in the town of Kafka A. first discovered B. were first discovered C. discovered first D. have first discovered 20. Mai : " Do you mind if I use your bike ?" Hoa : ".................................................." A. Yes, you do B. Yes, It's my pleasure C. No, you don't D. No, you can use it 21. Everyone is aware ................. the danger of overcrowded population A. of B. to C. from D. with 22. More than 10,000 athletes ................... in Doha, the Capital of Qatar A. took after B. took over C. took in D. took part 23. " It's heavy. .......................... I carry it for you ?" A. Should B. Might C. Would D. Will 24. Any student ..................... arrives late will not be allowed to get in the exam room A. Who B. which C, whose D. where Read the following passage and mark the letter A, B,C or D on your answer sheet to indicate the correct word (s) for each of the blanks from 25 to 29 ) The Lake District is very popular holidays all year round. Roads leading into the area have been improved ...25 ... years. Inside the area itself, however, many roads are narrow and winding with steep hills and it may not be safe to drive ..26......roads like this when they are covered in ice. For the mountain walker a word of warning - every season visitors get lost or are injured and ... 27 ...to be rescued by the mountain Rescue teams. This kind of problem can be. ...28.. by following a few simple rules . When exploring the mountains wear warm clothing, sensible boots, take a map, compass and whistle and a small quantity of food. Don't go ...29... alone and always tell someone where you plan to go. 25 A. recent B. next C. last D. close.

(68) 26. A. above B. along C. by D. in 27. A. must B. should C. need D. ought 28. A. encouraged B. prevented C. arranged D. organized 29. A. for B. by C. with D. off Mark the letter A, B,C or D on your answer sheet to indicate the correct answer to each of the following questions 30. My little brother is ................ his homework tonight A. so tired as to do B. so tired to do C. too tired as to do D. too tired to do 31 The 15th Asian Games was a ........................sporting event A. successful B successfully C. succeed D. success 32 Her father smokes twenty cigarettes a day ........................does my father A. either B. too C. so D. neither 33 " Where 's the book I lent you ?" Dave asked A. Dave asked if he lent me the book B. Dave asked where was the book he had lent me C. Dave asked where was the book he lent me D. Dave asked me where the book he had lent me was 34. Since 1980, scientists the world over ............ a lot of things to fight against AIDS . A. have done B. are doing C. did D. had done 35 Our government .............a system of private schools in a near future A. was developing B. has developed C. would develop D. is going to develop 36. ...................................... he will go home A. As quickly as Long has finished his work B. As soon as Long has finished his work C. As far as Long has finished his work D. As long as Long has finished his work 37. Nowadays people in the city want to spend their weekend in the countryside because it is ................ A. peace B peaceful C. peacefully D. peacefulness 38. Your last job was a bank manager ...............................it? A. isn't B. doesn't C. didn't D. wasn't 39. It is raining outside, and Tom brought his umbrella with him ..........he wouldn't get wet A. so as to B. in order C. so that D. in order to 40 Many people ................ homeless after the earthquake in Japan a few weeks ago A. become B. will become C. are becoming D. became 41. If you just approach the job with the right attitude, things................ well A. would have turned out B. will turn out C. would turn out D. turns out 42. If the doctor had arrived sooner, the boy ................................................. A. might be saved B. have been saved C. was saved D. might have been saved 43. My mother wanted to know ......................................... A. if I am alright with my work B. if I was OK with my work or not C. whether I am alright with my work D. whether I was alright with my work or not 44. Don't forget to give the victim a cup of tea ...................................................... A. when he revives B. when he revived C. when he revive D. when he reviving 45. Wild animals are ............................... almost everywhere in over the world A. serious threatened B. serious threaten C. seriously threaten D. seriously threatened Read the following passage and mark the letter A, B,C or D on your answer sheet to indicate the correct answer to each of the questions from 46 to 50 During the 19th century, it was common to hear people in Europe and America say that the resources of the sea are unlimited. For example, a noted biologist writing in the mid- 19th century commented that none of the great sea fisheries is to be exhausted. Today though, there is evidence that the resources of the sea are as seriously endangered as those of the land and the air, and that.

(69) the endangered species include Herring Carp as well as the Africa Elephant, Indian Tiger, and the American Eagle. Furthermore, the threats to fish are more alarming in some ways than the threats to animals and birds. This is because fishes are a much needed food resources and people throughout the world depend on fish as an important part of their dish, and the decline in the fish supply could have extensive effects on hunger and population. Fishermen in the North Atlantic alone annually harvest 20 billion pounds of fish to satisfy food demands, but it is important to recognize that these practices can not continue without depleting fish storage within the next few years. Sea resources are rapidly declining in many parts of the world, and the problem can not be ignored. We can predict that food supplies in the sea can not last forever. 46. According to the author what was the attitude in the 19th century toward resources of the sea? A. Declined B. Depleted C. Limited D. Unlimited 47. What is the range of the decline in fish supply? A. Europe and Asia B. The whole world C. Asia and America D. America 48. What purpose does the author mention the endangered species for ? A. Environment protection B. The protection of African Elephant C. The protection of Indian Tigers D. None of the above 49. What does the author believe about sea resources ? A. Sea resources can last forever B. None of the great sea fisheries is to be exhausted C. Fish supply has no effects on people D. Sea resources are important to people 50 Which of the following titles best describes the purpose of the lecture? A. Unlimited Sea Resources B. Threats to Animals and Birds C. Sea Resources on the Decline D. Protection of fish END_TERM REVISION 1. A. pupil B. educate B. subject D. computer 2. When they……………..the meal, they went out for a swim in the lake. a.’ve eaten B. ‘d eaten C. ‘d been eating D. ‘ve been eating 3.It…………..the old man fifteen minutes to clean the small yard yesterday. a. made B. took C. spent D. brought 4.Why don’t you take…………….golf. It’s a good pastime. a. up B. off C. after D. in 5.The computer was the most wonderful ……in the 20th century. A. invention B. inventing C. invented D. invent 6..Different conservation efforts have been made so as to protect .............................species. a. endangered b. endanger c. danger d. dangerous 7.. .............. his illness, he managed to come to the party. A. because B. because of C. although D. in spite of 8. He came in and didn’t say anything, _____ worried all of us. A. which B. what C. whose D. that 9. They don’t know the reason……………….. A. which he was absent yesterday B. why he was absent yesterday C. where he was absent yesterday D. when he was absent yesterday 10. The thieves capturing by the police declared not to be guilty. 11.a. obliged b. proposed c. sacrificed d. followed 12. As television programs become more popular, they seem to get worse. A. The more popular be come television programs, the worse they seem. B. The popular television programs, the worse they seem. C. The more popular television programs become, the worse they seem. D. The most popular television programs become, the worst they seem..

(70) 13.a. dates b. chores c. talks d. helps 14.His salary was too small …………………………… . a. so that a large family could live on b. that such a large family could hardly live on c. for such a large family to live on d. for such a large family couldn’t live on 15.It’s ages………………..I last saw a decent comedy film on TV a.that b. ago c. since d. when 16.if you know English well, you can.............with the people from other countries easily. a. communicate b. imagine c. Entertain d. Delight 17. Jack is not old enough to see horror films. a. Jack is too young for him to see horror films .b. Jack is too young for seeing horror films. c. Jack is too old to see horror films. d. Jack is too young to see horror films. 18.While my car……………….., I walked round the city centre. a. be repaired b. was repaired c.was repairing d. was being repaired 19.a. secure b.garbage c. pressure d. household 20. He would have passed the exam ……………………………………………. A. if he had worked hard. B. if he worked hard. C. unless he worked hard. D. unless he hadn’t worked hard. 21.“ Where’s Daisy ? “ - “ She…………………………..” a. is in her room studying b. studies in her room c. in her room is studying d. has in her room studied 22.He refused to go until he………………all the paintings. a. has seen b. had seen c. would see d. will have seen 23.Hair colour is one of.................. characteristics to be used in identifying people. A. the most obviously B. most obvious C. obviously the most D. the most obvious 24.Despite the room was in bad condition, it was sold at a high price. 25.a.obedient b. biologist c. responsible d. secondary 26. When being interviewed, you should concentrate on what the interviewer is saying or asking you. A. be related to B. be interested in C. pay attention to D. express interest in 27. She didn’t succeed in her project …………………………………………. A in spite of she tried her best. B. despite she tried her best. C. though she didn’t try her best. D. in spite of the fact that she tried her best. 28.I’m sorry I missed your birthday party. a. I wish I had missed your birthday party. b. I wish I didn’t miss your birthday party. c. I wish I missed your birthday party. d. I wish I had attended your birthday party. 29. He told his children ……………… . a. don’t get up late tomorrow b. not to get up late tomorrow c. not to get up late the next day d. not getting up late the following day 30.It’s impolite to ask question about someone’s ________in many countries. A. money B. income C. private D. occupation 31. Although it was cold, we all went for a walk. A. Despite of the cold weather, we all went for a walk. B. Despite being cold, we all went for a walk. C. Despite the cold, we all went for a walk. D. Despite the cold weather, we all went for a walk. 32. He worked hard.............he could earn a lot of money. A. but B. and C. therefore D. because 33. “ What is your hobby, Hoa?” -“………………..” A. well, I like collecting stamps B. Oh, with computer C. Well, I want stamps D. Oh, on the phone 34. ………………… Mary says she doesn’t need any help, I’ll help her anyway. A. Because B. Because C. Even though D. In spite of.

(71) 35. Peter lives with his parents and two sisters .There are two.....in his family. A. generations B. members C. relatives D. families 36. Nam will apply to the..............to become a teacher of English A. university of Technology B. university of Architecture C. university of Economics D. university of Education 37.Where can we meet ? – It ’s up to you . A. I don’t want to meet you B. I don’t know C. It depends on you D. At your house All men should study. We study to widen our knowledge and develop our intelligence. Education plays an important role in our life. First of all, we have to learn how to observe accurately, to think truthfully, to speak correctly and to write clearly. Education gives us knowledge of things around us and it preserves the national noble traditions and customs from generation to generation. Education makes a person more perfect. An educated man is both talented and virtuous. In every country, the government always considers education as the most important policy. Some of us sometimes think that we "have finished" our education when we leave school or graduate from a university. Actually, real education should never finish. 38. We study to_____. A. widen our knowledge B. develop our intelligence C. make things easier D. all A and B 39. Education______________. A. plays an important role in our life B. can play role C. has a role in a play D. helps us play role 40. We learn how_____. A. to play a role in life B. to widen our knowledge C. to observe accurately, to think truthfully, to speak correctly and to write clearly D. to be talented 41.An educated man is_____________. A. talented B. perfectly C. virtuous D. A and C 42. When will education finish? A. Whenever one leaves school B. Education will never finish C. When one gets old D. At the end of the school-year 43. ………..! I have heard of your success in the new project. A. congratulate B. Congratulating C. congratulation D. congratulations O’Henry’s real name was William Sidney Porter. He was born in North California, the USA in 1862. His father was a doctor. His father died (44) _________ he was a small boy. After finishing school, he worked (45) _________ a secretary in his uncle’s chemist shop for 5 years. He became (46) _________ in literature. He married and lived happily with his wife and daughter but his happiness didn’t last long. One day, a thousand dollar was stolen at the bank (47) _________ he worked. He was put into prison (48) _________ he had not taken money. 44 A. while B. as soon as C. when D. until 45. A. to B. for C. of D. as 46. A. interest B. interesting C. interested D. interestingly 47. A. where B. when C. why D. which 48. A. despite B. although C. because D. in spite of 49. “I’m terribly step on your foot”. “…….” A. Don’t say that B. Never mind C. You’re welcome D. That’s right 50. “You look nice today. I like your new hairstyle.” -“………………..” A. It’s nice of you to say so B. Shall I, thanks C. Oh, well done D. you feel interesting to hear that Date of planning: …../…../201…... Date of teaching: …../…../201……...

(72) PERIOD 53. THE FIRST TERM TEST. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise their old lessons 2. Skills - To give Ss the chance to test and mark themselves 3. Attitudes - To motivate Ss to test themselves - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Revise their old lessons at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, revise the use of although/ in spite of 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Phonetics (10’) - Work in groups, revise their old lessons - Asks Ss to revise the * Ending “s” pronunciation of the /iz/ s, S, tS, d3, 3, z ending “s” and “ed” /s/ p, t, k, f, 0 /z/ còn lại * Ending “ed” /id/ t, d /t/ p, k, f, 0, s, S, tS - Asks Ss to revise some /d/ còn lại stress rules * Stress rules - 90 % danh từ hai âm tiết có trọng âm rơi vào âm tiết thứ nhất - 60% động từ hai âm tiết có trọng âm rơi vào âm tiết thứ hai - nguyên âm đôi > nguyên âm đơn - nguyên âm dài > nguyên âm ngắn - âm ơ là âm yếu nhất, âm i là âm trung bình - Tiền tố, hậu tố được thêm vào không nhấn trọng âm - Từ có tận cùng là ion, trọng âm rơi vào âm ngay trước nó 2. Vocabulary (10’) - Work in groups, revise the vocabulary in 7 units - Asks Ss to revise the Unit 1: Home Life vocabulary in 7 units Unit 2: Cultural Diversity Unit 3: Ways of Socialising Unit 4: School Education System Unit 5: Higher Education Unit 6: Future Jobs 3. Grammar (10’) - Work in groups, revise the grammatical parts: - Asks Ss to revise the - Verb Tense grammar in 7 units - Reported Speech - Passive Voice - Conditional sentences - Relative Clause 4. Writing (5) - Asks Ss to revise. - Work in groups revise this kind of exercise.

(73) “rewrite” exercises 4. Consolidation: (3 minutes) - Phonetics - Vocabulary - Grammar - Reading - Writing 5. Homework (1 minute) - Revise their old lessons for end term test Date of planning: …../…../201…... PERIOD 54. Date of teaching: …../…../201……... THE FIRST TERM TEST CORRECTION. I. AIMS/OBJECTIVES OF THE TEST 1. Language focus - To check understanding and access the process of teaching and learning - To get feedback from students 2. Skills - To help Ss develop their skill of doing MCQ tests 3. Attitudes - To motivate Ss to work harder for their test II. PREPARATION 1. Teacher: - Testing aids: copies of MCQ test, answer key - Testing method: Written test – multiple choice questions 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (1 minute) 2.Testing time: (44 minutes) 3. Contents: - Vocabulary: Units 1, 2, 3, 4, 5, and 6 Unit 1: Home Life Unit 2: Cultural Diversity Unit 3: Ways of Socialising Unit 4: School education System Unit 5: Higher education Unit 6: Future jobs - Grammar: Units 1, 2, 3, 4, 5, and 6 Verb Tense - Reported Speech - Passive Voice - Conditional sentences - Relative Clause - Phonetics: Pronunciation of ending "s"/ "ed" Word stress 4. Consolidation: (Omitted) 5. Homework: Do the test again.

(74) THE END OF THE TERM Prepared and teach by Đô Văn Bình Contact: www.violet.vn/quocbinh72 Tel: +84987827866. HỌC KÌ II NĂM HỌC 2015-2016 Date of planning: …../…../201…... PERIOD: 55. Date of teaching: …../…../201……... UNIT 10: ENDANGERED SPECIES A: READING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus: - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes: - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 10– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students identify some connectors: because, so, although, but, yet, therefore. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Before you read - Read out the words and phrases then check. TEACHER’S ACTIVITIES - Instructs Ss to read the words and phrases in.

(75) their meanings the glossary - Work in pairs, look at the pictures, ask and answer the questions + All these inserts and animals can be found in Vietnam + Some of them such as rhinoceros, tortoise, leopard, elephant are in danger of becoming extinction. - Introduces some new words and phrases - Pay attention to new words and phrases 2. While you read - Listen to the tape and read the passage for - Plays the tape, asks Ss to listen to the tape the first time, pick out new words and phrases while reading Task 1 - Work individually skim the passage, finish task 1 then compare the answer with their - Asks Ss to read out the words partners: - Calls some of the Ss to do task 1 1. c 2. d 3. a 4. b 4. Consolidation (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases - Translate the passage into Vietnamese - Summarize the passage Date of planning: …../…../201…... PERIOD: 56. Date of teaching: …../…../201……... UNIT 10: ENDANGERED SPECIES A: READING (Cont). I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 10– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students note down new words 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES TEACHER’S ACTIVITIES 2. While you read Task 2 - Work individually scan the passage, finish - Asks some Ss to give the answer, some of task 2 then compare the answer with their them find evidence from the passage, and partners: other translate the sentences 1. D.

(76) 2. B 3. A 4. A 5. D Task 3 - Work in pairs, scan the passage again ask and answer the questions 1. The primary causes of species extinction are ... pollution 2. Humans depend on species diversity to have food ... agriculture. 3. Different conservation efforts have been made in order to save endangered species. 3. After you read - Summarize the reading passage by one sentence for each paragraph.. - Asks some pairs of Ss to write down the answers and act out ask and answer. 4. Consolidation (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases - Translate the passage into Vietnamese - Summarize the passage. Date of planning: …../…../201…... PERIOD: 57. Date of teaching: …../…../201……... UNIT 10: ENDANGERED SPECIES B: SPEAKING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To help Ss prepare material for speaking 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 10 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students read and write down new words and phrases - Some students translate the reading passage into Vietnamese. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Work in pairs, ask and answer the questions 1. giant panda, rhino, tiger and elephant. TEACHER’S ACTIVITIES - Instructs Ss to answer the question.

(77) 2. Panda: bamboo forests Rhino: grassland Tiger: forest, grassland - Asks some pairs of Ss to talk about these Elephant: forest animals and their habitats 3,4. All of these animals 2. Task 2 - Read the information in task 2, check understanding - Look at the example, study it - Work in groups, each group takes - Calls some groups of Ss to present their ideas responsibility to talk about one type of animals + Where do ... live? + What is the population of ... in the world? + What is their height/ weight? + What kind of food do they eat? + How long does their life span last? + Why does their numbers decline each year? 3. Task 3 - Work in groups, take turns to talk about these - Instructs Ss how to do task 3 animals Pandas live in bamboo forests in the mountains in central and western China. Nowadays, they are endangered. There are - Calls some groups to present their talk only 600 pandas left in the world. Their weight is from 75 to 160 kg and they are from 1.2 to 1.5 metres high. They like eating bamboo leaves and shoots. Their life span lasts for about 20 to 30 years. They decline in their number because of habitat destruction and illegal hunting. 4. Consolidation (3 minutes) - Words and phrases - Talk about these four animals 5. Homework (1 minute) - Words and phrases - Talk about these four animals Date of planning: …../…../201…... PERIOD: 58. Date of teaching: …../…../201……... UNIT 10: ENDANGERED SPECIES C: LISTENING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases - To give Ss the opportunity to listen to native speakers 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 10 – listening at home III. PROCEDURE.

(78) 1. Class organization (1 minute) 2. Check – up (5 minutes). - Some groups of students talk about animals in their speaking lesson: panda, rhino, tiger and elephant STUDENTS’ ACTIVITIES 1. Before you listen - Work in pairs, discuss facts about gorilla. TEACHER’S ACTIVITIES - Instructs Ss to talk about gorilla. - Some pairs present their ideas - Read out the words in “listen and repeat” and check understanding 2. While you listen Task 1 - Read out the information in task 1, check understanding and guess the answer if possible. - Work individually listen to the tape and do task 1 - Compare the answer with their partners 1. A 2. B 3. D 4. C 5. D. - Instructs Ss to read the words in “listen and repeat” - Asks Ss to pay attention to key words - Plays the tape twice - Calls some Ss to give the answers - Plays the tape again, checks the answers. Task 2 - Read out the information in task 2, check - Plays the tape twice understanding and guess the answer. - Work individually, listen to the tape, fill in the - Calls some Ss to give the answers gaps then exchange their answer to their partners 1. peaceful - Plays the tape again, checks the answers 2. mainly plant eating creature 3. few females and their young 4. a variety of plants, some kinds of insects - Call some Ss to give the answers 5. in trees 6. in grasses on the ground 7. civil wars 8. farmers cutting trees for farm, fuels and houses 3. After you listen - Work in groups, summarize the listening passage 4. Consolidation (3 minutes) - Words and phrases - Summarize the listening passage 5. Homework (1 minute) - Words and phrases - Summarize the listening passage Date of planning: …../…../201…... PERIOD: 59. Date of teaching: …../…../201……... UNIT 10: ENDANGERED SPECIES.

(79) D: WRITING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their writing skills about how to give solutions to a certain problem - To provide students with the opportunity to work in groups and finish their writing 2. Skills - To help Ss develop their writing skills to write a passage 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 10 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, talk about endangered species. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Read out the information, check understanding, order the problems according to their degree of seriousness - Work in groups, give measures to the problems - One group lists out the connectors 2. Task 2 - Write the paragraph based on the information in task 1 There are a number of measures that should be taken to protect endangered animals. Firstly, People do not know much about the need to protect rare and endangered animals. So we should organize different types of activities to raise people’s awareness of the need to protect these animals. For example, competitions with the topic of protecting wildlife should be held on TV and radio, more information about nature should be provided. Besides, stricter laws need passing to have severe punishment as well as reward policy to protect endangered animals. In addition, we shouldn’t destroy the natural habitats where these animals live. Instead of cutting down forests, we must plant more trees. We can also recycle the rubbish instead of discharging it into the environment. There should be campaigns to tell people not to use fashionable wildlife products. For people who live in or. TEACHER’S ACTIVITIES - Instructs Ss to study the problems then give solutions - Divides the class into 7 groups, each group deals with one problem. - Asks different groups give their parts. - Asks some Ss to link different parts to make a complete writing.

(80) near endangered animals’ habitats, the government should invest more money to encourage them to take up other jobs. Lastly, more national parks must be set up to protect wildlife. 4. Consolidation (3 minutes) - Write a paragraph - Words and phrases 5. Homework (1 minute) - Complete the paragraph Date of planning: …../…../201…... PERIOD: 60. Date of teaching: …../…../201……... UNIT 10: ENDANGERED SPECIES E: LANGUAGE FOCUS I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with the pronunciation of weak and strong forms of some auxiliaries - To give Ss the opportunity to revise the use of although/ In spite of 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 10 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Check the writing of some students. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES Students’ activities 1. Pronunciation: a. sentence stress Tell me the time 0 o o 0 I think he wants to go tomorrow o 0 o 0 o 0 o 0 o b. Rhythm Khoảng cách tương đối bắng nhau giữa các âm tiết nhấn mạnh 2. Grammar: Modal verb - List some modal verbs: can, could, shall, should, will, would, may, might, must, need, ought to … Exercise 1 - Work individually do task 1 then compare the answer with their partners 1. might rain 2. may wake 3. may bite 4. might need 5. may slip. TEACHER’S ACTIVITIES Teacher’s activities - Instructs Ss to make sentence stress and rhythm. - Instructs Ss to distinguish some modal verbs: might: Khả năng ít xảy ra hơn Lịch sự hơn Dùng trong lời nói gián tiếp Note: may, might: có thể must: phải needn’t: không cần.

(81) 6. might break Exercise 2 - Work individually then exchange the answer with their partners. 1. needn’t leave 2. needn’t come 3. needn’t walk 4. needn’t ask 5. needn’t tell 6. needn’t explain Exercise 3 - Work individually then exchange the answer with their partners. 1. must hurry 2. needn’t hurry 3. needn’t 4 must 5. mustn’t 6. needn’t 7. needn’t 8. must/mustn’t 4. Consolidation (3 minutes) - modal verbs 5. Homework (1 minute) - modal verbs Date of planning: …../…../201…... PERIOD: 61. mustn’t: không được phép - Asks some Ss to give the answer then translate these sentences. - Asks some Ss to give the answer then translate these sentences - Asks some Ss to give the answer then translate these sentences. Date of teaching: …../…../201……... TEST YOURSELF D. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise their old lessons 2. Skills - To give Ss the chance to test and mark themselves 3. Attitudes - To motivate Ss to test themselves - To get feedback from the students II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Test yourself D at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some Ss go to the board, revise the use of some modals 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES TEACHER’S ACTIVITIES Students’ activities Teacher’s activities I. Listening - Read out the information then check - Instructs Ss how to deal with a understanding and guess the answer listening test - Work individually, listen to the tape, fill in the gaps then check the answer 1. bamboo shoots and leaves - Plays the tape twice 2. 12 3. 600 4. half - Gives the answer keys.

(82) 5. cloning - Mark themselves. II. Reading - Read for the first time to get general information and pick up the key words - Read the passage again to get specific information. 1. F 2. NM 3. T 4. T 5. F - Mark themselves.. - Instructs Ss how to deal with a reading test. - Gives the answer keys. III. Grammar - Work individually to finish the task 1. needn’t/must/mustn’t - Gives the answer keys 2. mustn’t 3. needn’t/must 4. mustn’t 5. mustn’t 6. mustn’t 7. needn’t - Mark themselves IV. Writing - Study the information and write a paragraph about - Gives general instruction and specific rhino help if necessary 4. Consolidation (3 minutes) - Modal verbs 5. Homework (1 minute) - Words and phrases - Modal verbs Date of planning: …../…../201…... PERIOD: 62. Date of teaching: …../…../201……... UNIT 11: BOOKS A: READING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 11– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students write the new words in Unit 10 - Some students revise the use of modal verbs. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES. TEACHER’S ACTIVITIES.

(83) Students’ activities Teacher’s activities 1. Before you read - Read out the words and phrases then check their - Instructs Ss to read the words and meanings phrases in the glossary - Work in pairs, ask and answer the questions + I often read books. Novels, short stories, comic books, science fiction books, craft books, thrillers and biography books are my favourite books + I often taste/swallow/chew and digest books - Introduces some new words and - Pay attention to new words and phrases phrases 2. While you read - Listen to the tape and read the passage for the - Plays the tape, asks Ss to listen to the first time tape while reading Task 1 - Work individually skim the passage, finish task 1 then compare the answer with their partners: - Asks Ss to read out the words 1. đọc ngấu nghiến 2. chìm vào - Calls some of the Ss to do task 1 3. đọc thưởng thức 4. khó mà đọc lại lần nữa 5. suy ngẫm 6. đọc kỹ 7. khó mà bỏ xuống được Task 2 - Work individually scan the passage, finish task 2 then compare the answer with their partners: - Asks some Ss to give the answer, 1. NM some of them find key words and 2. F evidence from the passage, and other 3. NM translate the sentences 4. T 5. F Task 3 - Work in pairs, scan the passage again ask and answer the questions - Asks some pairs of Ss to write down 1. There are three ways of reading … the answers and act out ask and 2. We might swallow a book when it’s a good book answer and we don’t have much time to enjoy it. 3. We should look at the first few pages to check if it’s too difficult. 4. Television can bring you all the … stories with color, picture and action 5. Books are still a cheap ways … many times 3. After you read - Find out the words in the square then fill them in - Instructs Ss to find out the words the gaps 4. Consolidation (3 minutes) - Words and phrases - Summarize the passage 5. Homework (1 minute) - Words and phrases - Translate the passage into Vietnamese - Summarize the passage.

(84) Date of planning: …../…../201…... PERIOD: 63. Date of teaching: …../…../201……... UNIT 11: BOOKS B: SPEAKING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their speaking skills on how to make small conversation - To provide students with some new more words and phrases. 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 11 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students read and write down new words and phrases - Some students translate the reading passage into Vietnamese. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Work in pairs, complete and then practice conversation 1 + What sort/kind of books do you like reading? + How do you often read books? + When do you often read books? 2. Task 2 - Work in pairs, make a similar conversation + I like reading many kinds of books: short and funny stories, picture stories, detective stories, thrillers, novel, science fiction books, love/romance stories. + I read these books carefully and slowly to get the detail + At first, I look at the first few pages of the book. If it’s a good book, then I read it carefully and slowly. + I only taste these books. I read few pages quickly + I often read books before going to bed, in my free time, during the break at school, on the way home 3. Task 3 - Work in pairs, complete and then practice conversation 2 + What are you reading at the moment? + Who is the main character? + What is he like? 4. Task 4 - Work in pairs, make a similar conversation + Robinson Crusoe in Wild Island + A sailor, Robinson, who is the only alive man after a ship sink. + He’s brave, patient, clever and optimistic. TEACHER’S ACTIVITIES - Instructs Ss to answer the question. - Asks some pairs of Ss to present. - Calls some pairs of Ss to present their conversation. - Instructs Ss to answer the question. - Asks some pairs of Ss to present. - Calls some pairs of Ss to present their conversation.

(85) 4. Consolidation (3 minutes) - Small conversations 5. Homework (1 minute) - Words and phrases - Small conversations Date of planning: …../…../201…... PERIOD: 64. Date of teaching: …../…../201……... UNIT 11: BOOKS C: LISTENING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To develop students’ listening skills for general and specific information. - To provide students with the way to report a book and some more new words and phrases 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 11 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some pairs of Ss do task 2 and task 4 (speaking) again. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Before you listen - Work in pairs, find out the questions + What’s the title of the book? + Who’s the author? + What’s the main theme of the book? + Who’s the main character? - Read out the words in “listen and repeat” and check understanding 2. While you listen Task 1 - Read out the information in task 1, check understanding and guess the answer if possible. - Work individually listen to the tape and do task 1 - Compare the answer with their partners 1. B 2. C 3. B 4. A 5. A Task 2 - Read out the information in task 2, check understanding and guess the answer. - Work individually, listen to the tape, fill in the. TEACHER’S ACTIVITIES - Instructs Ss to give questions. - Instructs Ss to read the words in “listen and repeat” - Asks Ss to pay attention to key words - Plays the tape twice - Calls some Ss to give the answers - Plays the tape again, checks the answers - Plays the tape twice - Calls some Ss to give the answers.

(86) gaps then exchange their answer to their partners 1. family 2. strength - Plays the tape again, checks the answers 3. humans 4. journey 5. pet - Call some Ss to give the answers 3. After you listen - Work in groups, summarize the listening passage 4. Consolidation (3 minutes) - Words and phrases - Summarize the listening passage 5. Homework (1 minute) - Words and phrases - Summarize the listening passage. Date of planning: …../…../201…... PERIOD: 65. Date of teaching: …../…../201……... UNIT 11: BOOKS D: WRITING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their writing skills about how to report a book - To provide students with some more new words and phrases 2. Skills - To help Ss develop their writing skills to describe a table 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 11 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students summarize the listening passage - Some students write new words 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES. 1. Task 1 - Read out the information, check understanding - Work in groups, put the questions in appropriate headings + General introduction What’s the title of the book? Who is the author? What type of book is it? Where is the book set? + Summary of the book’s content. TEACHER’S ACTIVITIES - Instructs Ss how to do task 1. - Asks some groups to present their ideas.

(87) What’s the plot of the story? What’s the main theme of the story? Who are main characters? + Conclusion What’s your opinion about the book? Would you recommend the book? 2. Task 2 + Task 3 - Choose one book to make report - Each groups talk then write for one part of the report I’ve read a lot of books but the book I like most is “Robinson Crusoe in Wild Island” by Daniel Defoe. It’s a very fascination novel The novel is about the life and struggle of a man when he lives alone in a wild island. The main character of the novel is Robinson who - Asks different groups give their parts luckily survives after a ship sink in the ocean. After some days floating in the water, he reaches a wild island where there’s not a sign of humans. Robinson was very optimistic, brave and clever to find the way how to survive alone in the island. He was also very - Asks some Ss to link different parts to patient. make a complete writing After 10 years of living alone in the wild island, Robinson could return the land and meet his family again. I would recommend the book to everyone who loves adventures and doesn’t mind facing difficulties. 4. Consolidation (3 minutes) - How to report a book - Words and phrases 5. Homework (1 minute) - Complete the report Date of planning: …../…../201…... PERIOD: 66. Date of teaching: …../…../201……... UNIT 11: BOOKS E: LANGUAGE FOCUS I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To ask Ss to revise the rhythm in pronunciation - To ask Ss to revise the use of modal verbs in passive voice 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 11 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Check the writing of some students. 3. New lesson (35 minutes).

(88) STUDENTS’ ACTIVITIES TEACHER’S ACTIVITIES 1. Pronunciation: - Revise the knowledge of rhythm and sentence - Asks Ss to make sentence stress and rhythm stress I think it will be fine o 0 o o o 0 Come and see us at our new apartment 0 o 0 o o o 0 o 0 o 2. Grammar: Modal verb in passive voice - List some modal verbs: can, could, shall, - Asks Ss to revise the use of modal verbs in should, will, would, may, might, must, need, active and passive voice ought to … + Active voice Modal + Vnt + Passive voice Modal + be + VPII Exercise 1 - Work individually do task 1 then compare the - Asks some Ss to give the answer then answer with their partners translate these sentences 1. This machine mustn’t be used … 2. This machine must be cleaned … it is used 3. The flower should be kept 4. Your bill will be paid 5. The information should be given … 6. toothpaste can be bought … 7. Children should be warned 8. The mystery can’t be solved 9. Traveller’s cheques can be exchanged 10. … shouldn’t be told to … might be killed Exercise 2 - Work individually then exchange the answer with their partners. 1. will be repaired 2. is food going to be cooked - Asks some Ss to give the answer then 3. will be pre-packaged translate these sentences 4. can be warmed 5. should food be chosen 6. has to be offered 7. could be selected 8. ought to be made 4. Consolidation (3 minutes) - modal verbs in passive voice 5. Homework (1 minute) - modal verbs in passive voice Date of planning: …../…../201…... PERIOD: 67. WRITTEN TEST 45’ I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To test and mark the students - To get feedback from the students 2. Skills. Date of teaching: …../…../201……...

(89) - To help Ss develop their skills to do MCQ tests 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (omitted) 3. Testing contents (43 minutes) * Vocabulary: + Unit 10: Endangered Species + Unit 11: Books Grammar: + Unit 10: Modal verbs + Unit 11: Modal verbs in passive voice 4. Consolidation (omitted) 5. Homework (1 minute) - Look at the test paper at home. VINH PHUC EDUCATION & TRAINING SERVICE Lien Son High School ----------------------------. WRITTEN TEST Time allowance: 45 minutes ------------------------------Nội dung đề số 231. I. Read the following passage carefully and choose from the four given options (marked A, B, C or D) one best solution finish each of the given gaps. I had a terrible time last Saturday. It (01)____ cold, but quite sunny, so after lunch I walked into town. I wanted to buy a pullover. I was looking in the window of a clothes (02)____ when someone stole my wallet. While I was walking home, it started (03)____ and I arrived home cold and miserable. I decided to have a hot bath. I was getting ready to have my bath (04)____ the doorbell rang. It was a flower seller and it took me several minutes to make him go away. Unfortunately, all the time he was talking (05)____ me, the water was running. You can imagine how the kitchen was! 01. A. was B. is C. has been D. were 02. A. office B. bar C. shop D. café 03. A. rain B. rained C. rains D. to rain 04. A. where B. when C. if D. so 05. A. to B. out C. of D. on II. Choose the option among A, B, C, or D provided the one whose stress pattern is different from others. 06. A. defeat B. because C. handsome D. become 07. A. previously B. behavior C. believable D. developing III. Choose the option among A, B, C, or D provided the best one to complete each of the following incomplete sentences. 08. Her parents are very strict and they never _____ her go out in the evening. A. make B. ask C. allow D. let 09. His sister is _____ than his wife. A. very pretty B. prettier C. most pretty D. more prettier 10. Do you _____ who could look after the children while I am away? A. want B. wish C. think D. know.

(90) 11. I don't know _______this is right or wrong. A. unless B. whenever C. whether D. that 12. I'll come to see you tomorrow _________ I am kept late at the office. A. unless B. when C. as D. because 13. I did not _____ very well as the lights in the street were not on. A. observe B. watch C. look at D. see 14. We had to drive very carefully as the road was _____ in some places. A. icy B. iced C. ice D. icing 15. The student was not very clever, but on the other _____ he was hard-working. A. side B. way C. hand D. end 16. Excuse me. How much is the _____ fee to the City Hall? A. entrance B. entry C. enter D. entering 17. I'm glad ________ you that you can have the job. A. that tell B. of telling C. of to tell D. to tell 18. My parents think it's time I ____ married. A. got B. would get C. will get D. gets 19. I bought three books. Here are two, but where is ________one? A. the another B. other C. the other D. another 20. The football match on TV today is broadcast _____ from England. A. lively B. lived C. live D. living 21. They are _____ taking part in the final contest. A. action B. activating C. active D. actively 22. This machine has to be _____ in a cool dry place all the time. A. keeps B. keeping C. kept D. keep IV. Choose the option among A, B, C, or D provided the one whose underlined part pronounced differently from others. 23. A. cleaned B. played C. snowed D. brushed 24. A. pear B. dear C. hear D. clear 25. A. church B. cholera C. chimney D. cheek V. Choose the option among A, B, C, or D provided the best one to complete each of the following incomplete sentences. 26. Never _____ that he would become famous. A. could he have imagine B. he could have imagined C. did he have imagined D. would he have imagined 27. _____ for the bus, I try to learn a few words. A. While waiting B. During waiting C. while wait D. While I wait 28. Only when you study harder, _____. A. can you pass the exam B. you will pass the exam C. you can pass the exam D. you would pass the exam 29. No sooner had he hang up the phone, _____. A. than it rang B. when it rang C. it rang then D. then it rang 30. I wish _____ earlier. A. I see him B. did I see him C. I had seen him D. had I seen him VI. Read the following passage carefully and choose from the four given options (marked A, B, C or D) one best solution finish each of the questions that follow. I know that it is my job to make sure that everything goes well for the tourists and I feel I work hard for the company. I cannot be blamed for last week. I met the group at the airport and took them to the coach. The coach driver was a bit annoyed because the flight was late. But it wasn’t far to the hotel and everyone was looking forward to their dinner. We had used the Hotel Melia before but there was a conference in it so it was fully booked. When I announced our arrival at the reception desk of the new hotel, they said they were full. I had booked rooms for the group but the manager said they were cancelled by phone a few days before. He insisted that he recognized my.

(91) voice and that I had made the phone call. We had a bit of argument but they obviously didn’t have enough rooms. In the end the manager phoned other hotels in the town and found rooms for everyone but in four different hotels. By this time the coach had gone so we had to get taxis and some of the tourists started to get very angry with me. I still don’t know who made that phone call but it definitely wasn’t me. 31. Why weren’t there any rooms available at the Hotel Melia? A. Someone had forgotten to book them. B. There were more people in the group than expected. C. A conference was taking place there. D. Someone had said they were not needed. 32. Which of the following statements was correct? A. The rooms in Hotel Melia were not good enough for the tourists. B. A problem occurred about hotel booking. C. The tourists had to wait for the coach driver. D. The coach driver took the tourist to the wrong hotel. 33. Who was the text written to? A. the writer’s employer B. one of the tourists C. the coach company D. the hotel manager 34. What happened in the end? A. The writer found other hotels with rooms. B. The tourists couldn’t stay together. C. The writer called the coach driver back. D. The tourists got angry with the hotel manager. 35. What is the writer trying to do? A. explain B. argue C. apologize D. complain VII. Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction. 36. Good scientists always cooperate with each others no matter what their nationalities are. A. their B. each others C. with D. always 37. Many species of wild animals would become extinction if people continued to cut down forests. A. cut down B. would C. extinction D. Many species of 38. Some bacteria are extremely harmful, but others are regular used in producing foods. A. producing foods B. extremely harmful C. regular used D. Some bacteria 39. It is suggested that smoking should to be banned in pubs, restaurants, and other public places. A. smoking B. other public places C. should to be D. It is suggested 40. On Saturday, I enjoy to go to the concert with my friends. A. the concert B. with C. to go D. On Date of planning: …../…../201….. PERIOD: 68. Date of teaching: …../…../201……... TEST CORRECTION. I. Aims and objectives of the lesson: - To help Ss check and mark their test paper - To explain Ss more about the knowledge - To get feedback from the students II. Teaching aids: - Chalk, board, answer key, lesson plan III. Procedure: 1. Class organization: (1 minute) 2. Test correction: (40 minutes) Câu Đap an Câu Đap an Câu Đap an Câu Đap an 1 A 9 B 17 D 25 B. Câu 33. Đap an A.

(92) 2 3 4 5 6 7 8. C D B A C A D. 10 11 12 13 14 15 16. C C A D A C A. 18 19 20 21 22 23 24. A C C D C D A. 26 27 28 29 30 31 32. A A A A C C B. 34 35 36 37 38 39 40. B A B C C C C. 4. Consolidation (3 minutes) - Modal verbs - Connectors - Passive voice 5. Homework (1 minute) - Preparation for unit 12 Date of planning: …../…../201…... PERIOD: 69. Date of teaching: …../…../201……... UNIT 12: WATER SPORTS A: READING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 12– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students revise connectors - Some students revise passive voice. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Before you read - Read out the words and phrases then check their meanings - Work in pairs, ask and answer the questions + This kind of sports is called water polo. It is often played in a pool. Players are of tow teams. They use their hands to pass the ball, throw the ball and score the goals. - Pay attention to new words and phrases 2. While you read - Listen to the tape and read the passage for the first time Task 1 - Work individually skim the passage, finish task 1 then compare the answer with their partners: 1. e 2. c 3. a. TEACHER’S ACTIVITIES - Instructs Ss to read the words and phrases in the glossary. - Introduces some new words and phrases - Plays the tape, asks Ss to listen to the tape while reading - Asks Ss to read out the words and their definitions - Calls some of the Ss to do task 1.

(93) 4. b 5. d 4. Consolidation (3 minutes) 5. Homework (1 minute). - Words and phrases - Words and phrases. Date of planning: …../…../201…... PERIOD: 70. Date of teaching: …../…../201……... UNIT 12: WATER SPORTS A: READING (Cont). I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide Ss with new words and phrases 2. Skills - To help Ss develop their reading skills: skimming for general ideas and scanning for specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 12– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students write new wores 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES TEACHER’S ACTIVITIES 2. While you read Task 2 - Asks some Ss to give the answer, some of - Work individually scan the passage, finish task them find key words and evidence from the 2 then compare the answer with their partners: passage, and other translate the sentences 1. 1.8/ 30 metres/ 20metres 2. white caps/blue caps/ red caps 3. their own goal line 4. holding or punching the ball 5. five to eight minutes Task 3 - Work in pairs, scan the passage again ask and answer the questions 1. People can play it in a pool 2. It’s in the centre of the pool - Asks some pairs of Ss to write down the 3. It can be advanced by swimming … head answers and act out ask and answer 4. Only the goalie can hold the ball with both hands 5. He will be ejected 3. After you read - Make a comparison between football and - Instructs Ss to make a comparison water polo.

(94) 4. Consolidation (3 minutes) - Make a comparison between football and water polo 5. Homework (1 minute) - Translate the passage into Vietnamese - Summarize the passage. Date of planning: …../…../201…... PERIOD: 71. Date of teaching: …../…../201……... UNIT 12: WATER SPORTS B: SPEAKING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their speaking skills work in groups, in pairs or individually to express their own ideas - To provide students with some new more words and phrases. 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 12 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students read and write down new words and phrases - Some students translate the reading passage into Vietnamese. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Work in pairs, check understanding and do task 1 + What kind of water sports do you like most? Why? + I like swimming/water polo/ scuba diving/ synchronized swimming/ wind surfing/ rowing + It’s interesting, enjoyable It has a good fun It helps me to keep fit/ relax 2. Task 2 - Work in groups, study the table and do task 2 + Rowing is played in a lake, a river or a sea. It’s played with a boat and oars. People play it individually or in a team. + Wind surfing is played in a lake or in a sea. It’s played with a board and a sail. People play it individually. 3. Task 3 - Work in pairs, list out advantages of water sports. TEACHER’S ACTIVITIES - Instructs Ss to answer the question. - Asks some pairs of Ss to present. - Calls some groups of Ss to present their conversation. - Instructs Ss to answer the question.

(95) then do task 3 + I prefer swimming to water polo because it’s easy to play + I agree with you. Swimming is also interesting - Asks some pairs of Ss to present + It helps us to keep fit and relax. - attractive/ fascinating/ wonderful/ fantastic/ terrific/ adventurous/ breathtaking - explore the world - develop solidarity and understanding between players in a team 4. Consolidation (3 minutes) - Talk about water sports 5. Homework (1 minute) - Advantages of water sports Date of planning: …../…../201…... PERIOD: 72. Date of teaching: …../…../201……... UNIT 12: WATER SPORTS C: LISTENING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To develop students’ listening skills for general and specific information. - To provide students with the way to report a book and some more new words and phrases 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 12 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some pairs of Ss do task 2 and task 4 (speaking) again 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Before you listen - Work in pairs, discuss the questions + This kind of sports is called synchronized swimming. It’s played in a pool without equipment. People play it in a team. - Read out the words in “listen and repeat” and check understanding 2. While you listen Task 1 - Read out the information in task 1, check understanding and guess the answer if possible. - Work individually listen to the tape and do task 1 - Compare the answer with their partners 1. B 2. C 3. A 4. B. TEACHER’S ACTIVITIES. - Instructs Ss to read the words in “listen and repeat”. - Asks Ss to pay attention to key words - Plays the tape twice - Calls some Ss to give the answers.

(96) 5. A Task 2 - Read out the information in task 2, check understanding and guess the answer. - Work in pairs ask and answer the questions 1. Annette Kellerman did 2. In 1923 3. Katherine Curtis did 4. In 1946 5. In 1984. - Plays the tape again, checks the answers. - Plays the tape twice - Calls some pairs of Ss to give the answers - Plays the tape again, checks the answers. 3. After you listen - Work in groups, talk about the history of synchronized swimming 4. Consolidation (3 minutes) - Words and phrases - Summarize the listening passage 5. Homework (1 minute) - Words and phrases - Talk about the history of synchronized swimming Date of planning: …../…../201…... PERIOD: 73. Date of teaching: …../…../201……... UNIT 12: WATER SPORTS D: WRITING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their writing skills for writing instructions - To provide students with some more new words and phrases 2. Skills - To help Ss develop their writing skills to describe a table 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 12 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students talk about the history of synchronized swimming 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Read out the information, check understanding - Work individually, do task 1 then compare the answer with their partners 1. c 2. a 3. d 4. b. TEACHER’S ACTIVITIES - Instructs Ss how to do task 1. - Asks some Ss to present their ideas.

(97) + Before swimming you have to take the following warm up exercise. First(ly)/ Second(ly) Next/Then/After that Finally/Lastly 2. Task 2 - Look at the picture and write instruction In order to avoid getting cramped when you play water polo, you must take the following warm up exercise - Asks different groups give their parts + Set yourself in vertical position + Stand with your feet apart, raise your hands above your head, looking above + Bend down until your fingers touch the ground + Bend down more until your fingers touch your toes - Asks some Ss to link different parts to + Raise your body to the first position make a complete writing 4. Consolidation (3 minutes) - Write instructions - Words and phrases 5. Homework (1 minute) - Complete the writing Date of planning: …../…../201…... PERIOD: 74. Date of teaching: …../…../201……... UNIT 12: WATER SPORTS E: LANGUAGE FOCUS. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To introduce “Elision” to Ss - To help Ss distinguish transitive and intransitive 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 12– language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Check the writing of some students 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Pronunciation: - Listen and take notes. TEACHER’S ACTIVITIES - Explain why and how elision takes place + after p,t,k + before m,n,l,r. - Practise reading the words with elision 2. Grammar: Transitive and intransitive - Look at the examples, distinguish I and T - Asks Ss to distinguish transitive and + S – V(I) intransitive + S – V (T) – O Exercise 1 - Work individually do task 1 then compare the.

(98) answer with their partners - Asks some Ss to give the answer then + Transitive: read, write, meet, climb, help translate these sentences + Intransitive: sleep, occur, arrive, rain, exist + Both: grow, lie Exercise 2 - Work individually then exchange the answer with their partners. 1. I 2. T 3. T 4. I - Asks some Ss to give the answer then 5. I translate these sentences 6. I 7. I 8. I Exercise 3 - Work individually then exchange the answer with their partners. 1. T The bill will be paid by Ann 2. I 3. T Towels are supplied by the hotel 4. I 5. T My mistakes were noticed by ... 6. I 7. T I wasn’t surprised by the ... 8. I - Asks some Ss to give the answer then 9. T The story was told ... translate these sentences 10. I 4. Consolidation (3 minutes) - Transitive and Intransitive - Elision 5. Homework (1 minute) - Transitive and Intransitive - Elision Date of planning: …../…../201…... PERIOD: 75. Date of teaching: …../…../201……... UNIT 13: THE 22 nd SEA GAMES A: READING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide students with some new words and expressions 2. Skills - To help students develop their reading skills: skimming for general ideas and scanning for specific ones. 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 13– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students revise elision - Some students distinguish transitive and intransitive.

(99) 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Before you read - Read out the words and phrases then check their meanings - Work in pairs, look at the picture, ask and answer the questions + The picture show the 22nd SEA Games which were held in Vietnam in 2003 - Pay attention to new words and phrases 2. While you read - Listen to the tape and read the passage for the first time Task 1 - Work individually skim the passage, finish task 1 then compare the answer with their partners: 1. Người hâm mộ thể thao 2. sự đoàn kết 3. danh hiệu 4. thể hình 5. tinh thần cao 6. đồng bào Task 2 - Work individually scan the passage, finish task 2 then compare the answer with their partners: 1. the 5th to 13th December, 2003 2. 90 golds 3. the swimming and shooting events 4. some point in the future Task 3 - Work in pairs, scan the passage again ask and answer the questions 1. It was solidarity ... development 2. 444 gold medals were won 3. The Vietnamese Women’s football team did 4. The Thai Men’s football team did 5. Because to prepare ... high spirits 3. After you read - Name some famous athletes, say why you like them Ly Duc – has won many gold medals at the SEA Games and Asian Games. - practise hard - be modest with his success 4. Consolidation (3 minutes) - Words and phrases - Summarize the passage - Talk about famous athletes 5. Homework (1 minute). TEACHER’S ACTIVITIES - Instructs Ss to read the words and phrases in the glossary. - Introduces some new words and phrases - Plays the tape, asks Ss to listen to the tape while reading - Asks Ss to read out the words and their meanings - Calls some of the Ss to do task 1. - Asks some Ss to give the answer, some of them find key words and evidence from the passage, and other translate the sentences. - Asks some pairs of Ss to write down the answers and act out ask and answer - Instructs Ss to make a comparison.

(100) - Words and phrases - Translate the passage into Vietnamese - Summarize the passage. Date of planning: …../…../201…... PERIOD: 76. Date of teaching: …../…../201……... UNIT 13: THE 22 nd SEA GAMES B: SPEAKING. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their speaking skills reporting sports results - To provide students with some new more words and phrases. 2. Skills - To help Ss develop their speaking skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: - Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 9 – speaking at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students read and write down new words and phrases - Some students translate the reading passage into Vietnamese. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Work in pairs, find out the name of the sports + football/soccer + tennis + swimming + cycling + volley ball + athletics + Which sports do you like? + I like swimming + Why? It’s interesting It has a lot of fun It helps me to relax/ keep fit/ develop my strength It’s good for our health It’s easy to play 2. Task 2 - Work in groups, talk about some records at the 22nd SEA Games + Good evening ladies and gentlemen + We are from “Sports report” program + Welcome to our program tonight + We are going to report some records at the 22nd SEA Games. TEACHER’S ACTIVITIES. - Asks some pairs of Ss to present. - Calls some groups of Ss to present their report.

(101) + Let’s start with ... in ... + He made a new SEA Games record in ... + A new record was made in ... 3. Task 3 - Work in groups, talk about the results in volley ball and football at the 22nd SEA Games + Good evening ladies and gentlemen - Asks some groups of Ss to present + We are from “Sports report” program + Welcome to our program tonight + We are going to report some results in football and volleyball at the 22nd SEA Games 4. Consolidation (3 minutes) - Report some sports results 5. Homework (1 minute) - Report some sports results Date of planning: …../…../201…... PERIOD: 77. Date of teaching: …../…../201……... UNIT 13: THE 22 nd SEA GAMES C: LISTENING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To develop students’ listening skills for general and specific information. - To provide students with the way to report a book and some more new words and phrases 2. Skills - To help Ss develop their listening skills for general ideas and specific information 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, radio, tape - Testing method: Communicative language teaching 2. Students: - Read Unit 13 – listening at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some pairs of Ss do task 2 and task 4 (speaking) again. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Before you listen - Work in pairs, look at the picture and ask and answer the questions + The sport in this picture is called pole vaulting + When women footballer retire they may work as employer of a restaurant or a cafe, or they may be jobless/unemployed - Read out the words in “listen and repeat” and check understanding 2. While you listen Task 1 - Read out the information in task 1, check understanding and guess the answer if possible. - Work in pairs listen to the tape ask and answer the questions. TEACHER’S ACTIVITIES. - Instructs Ss to read the words in “listen and repeat” - Asks Ss to pay attention to key words - Plays the tape twice.

(102) 1. one gold medal - Calls some pairs of Ss to give the 2. Thailand answers 3. 4.8 metres 4. No Task 2 - Plays the tape again, checks the answers - Read out the information in task 2, check understanding and guess the answer. - Plays the tape twice - Work individually, do task 2 then compare the answer with their partners - Calls some Ss to give the answers 1. T 2. F certainly – perhaps 3. T - Plays the tape again, checks the answers 4. T 5. F restaurant – cafe 3. After you listen - Work in groups, discuss the question 4. Consolidation (3 minutes) - Words and phrases - Summarize the listening passage 5. Homework (1 minute) - Words and phrases - Talk about the Vietnamese women’s football team Date of planning: …../…../201…... PERIOD: 78. Date of teaching: …../…../201……... UNIT 13: THE 22 nd SEA GAMES D: WRITING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students develop their writing skills for describing a football match - To provide students with some more new words and phrases 2. Skills - To help Ss develop their writing skills to describe a table 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 13 – writing at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students talk about the Vietnamese women’s football team. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Task 1 - Read out the information, check understanding - Work in groups, put the questions under correct headings + Introduction Why was the football match held? What teams took part in the match? When and where did the match take place?. TEACHER’S ACTIVITIES.

(103) + Details of the match What was the weather like on that day? - Asks some groups of Ss to present How did each team play in the first/second half? their ideas What was the spectators’ attitude? Which team played better? Who scored a goal? + Conclusion What was the result? What did you think about the game? 2. Task 2 + Task 3 - Study useful languages, check understanding - Work in groups, talk and write a description of a football match - Divides the class into different To celebrate the Vietnamese Teachers’ Day, our groups, each group answers one school’s football team recently played a friendly match question with Nguyen Thai Hoc High School’s football team. The match took place last weekend in the city stadium. It was a nice Sunday morning. The sun was shining lightly and the weather was quite pleasant. This made all the players and spectators feel eager to wait for the - Asks different groups give their beginning of the game. answers In the first half, both teams played well. They had many chances to score goals. Unfortunately, there were no goals. The first half ended with a tie. During the break, our coach encouraged his players and asked them to try their best. Our boys promised to win the game. Five minutes after the beginning of the second half, our captain had the ball, he passed the ball to the - Asks some Ss to link different attacker number 10. After a combination of passing and parts to make a complete writing dribbling, this player gave a straight shot into the goal. The opponent’s goalkeeper guessed the direction, but he failed to save a shot struck at such close range. One goal was scored. Most of the spectators jumped up and cheered. After that our boys had to work quite hard to keep the ball out off our goal. The opponents played well, they had the ball most of the time and had a lot of opportunities to make a goal. Unluckily, they were not successful. One minute before the end of the match, our captain cut the pass of an opponent’s attacker. He passed the ball through 3 opponents and gave a kick straight into the goal. The goalkeeper slipped and fell. So, he couldn’t touch the ball. One more goal was made. All the stadium burst into applause. Our school’s football team won the game with the score 2- 0. It was a wonderful and memorable match. We left the stadium for home feeling very happy and proud of our school. 4. Consolidation (3 minutes) - Write description of a football match - Words and phrases.

(104) 5. Homework (1 minute). - Complete the writing. Date of planning: …../…../201…... PERIOD: 79. Date of teaching: …../…../201……... UNIT 13: THE 22 nd SEA GAMES E: LANGUAGE FOCUS. I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To introduce “Linking” and “Double comparison” to Ss - To help Ss practise pronouncing and doing exercises 2. Skills - To help Ss develop their practice skills 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book - Testing method: Communicative language teaching 2. Students: - Read Unit 13 – language focus at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Check the writing of some students. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES 1. Pronunciation: - Listen and take notes - Practise reading the sentence with linking 2. Grammar: Double comparison - Look at the examples, form double comparison + comparison and comparison Eg: smaller and smaller, better and better, worse and worse, more and more famous + the comparison + clause, the comparison + clause Eg: The more expensive the hotel (is), the better the services (are) Exercise 1 - Work individually do task 1 then compare the answer with their partners 1. more and more difficult 2. more and more expensive 3. more and more nervous 4. bigger and bigger 5. more and more talkative 6. heavier and heavier 7. better and better Exercise 2 - Work individually then exchange the answer with their partners. 1. shorter and shorter 2. more and more expensive 3. worse and worse 4. more and more complicated 5. better and better. TEACHER’S ACTIVITIES - Explain when linking takes place + ending consonant + beginning vowel - Asks Ss to form double comparison. - Asks some Ss to give the answer then translate these sentences. - Asks some Ss to give the answer then.

(105) 6. more and more active 7. more and more difficult 8. closer and closer Exercise 3 - Work individually then exchange the answer with their partners. 1. the better I feel 2. the faster you will learn 3. the more impatient he became 4. the higher the bill will be 5. the better the service 6. the more I like him 7. the more you want 4. Consolidation (3 minutes) - Double comparison - Linking 5. Homework (1 minute) - Double comparison - Linking. translate these sentences. - Asks some Ss to give the answer then translate these sentences. Date of planning: …../…../201…... PERIOD: 80. Date of teaching: …../…../201……... TEST YOURSELF E I. Aims and objectives of the lesson: - To help students check their language skills except for speaking skills - To get feedback from the Ss, check their understanding and mark them II. Teaching aids: - Chalk, board, text books, lesson plan, radio, tape III. Procedure: 1. Class organization: (1 minute) 2. Check up: (5 minutes) - Some students revise rhythm - Some students revise modal verbs. 3. New lesson (35 minutes) STUDENTS’ ACTIVITIES I. Listening - Read out the information then check understanding and guess the answer - Work individually, listen to the tape, fill in the gaps then check the answer 1. illustration 2. preserve 3. bamboo 4. 868 5. knowledge - Mark themselves. II. Reading - Read for the first time to get general information and pick up the key words - Read the passage again to get specific information. 1. B 2. D 3. A 4. C 5. E - Mark themselves.. TEACHER’S ACTIVITIES - Instructs Ss how to deal with a listening test - Plays the tape twice - Gives the answer keys. - Instructs Ss how to deal with a reading test. - Gives the answer keys.

(106) III. Grammar - Work individually to finish the task 1. I/T - Gives the answer keys 2. T/I 3. T/I 4. I/T 5. T/I 6. I/T 7. I/T 8. I/T 9. I/T 10. T/I - Mark themselves IV. Writing - Gives general instruction and specific - Study the information and write a book report help if necessary 4. Consolidation (3 minutes) - Transitive and intransitive - Double comparison - Vocabulary in U 12, U13 5. Homework (1 minute) - Transitive and intransitive - Double comparison Date of planning: …../…../201…... PERIOD: 81. Date of teaching: …../…../201……... UNIT 14: INTERNATIONAL ORGANIZATIONS A: READING I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide students with some new words and expressions 2. Skills - To help students develop their reading skills: skimming for general ideas and scanning for specific ones. 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 14– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students revise the use of modal verbs. 3. New lesson (35 minutes) Students’ activities 1. Before you read - Read out the words and phrases then check their meanings - Work in groups, find out the name of some international organizations + UN: The united nations + UNICEF: The united nations children’s fund WHO: World Health Organization WWF: World Wildlife Fund The red cross society 2. While you read. Teacher’s activities - Instructs Ss to read the words and phrases in the glossary. - Introduces some new words and phrases.

(107) - Listen to the tape and read the passage for the - Plays the tape, asks Ss to listen to the first time tape while reading Task 1 - Work individually skim the passage, finish task 1 then compare the answer with their partners: - Asks Ss to read out the words 1. dedicated 2. appealed - Calls some of the Ss to do task 1 3. initiated 4. appalled 5. resulted 4. Consolidation (3 minutes) - Words and phrases 5. Homework (1 minute) - Words and phrases Date of planning: …../…../201…... PERIOD: 82. Date of teaching: …../…../201……... UNIT 14: INTERNATIONAL ORGANIZATION A: READING (Cont) I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide students with some new words and expressions 2. Skills - To help students develop their reading skills: skimming for general ideas and scanning for specific ones. 3. Attitudes - To encourage Ss work in pairs and groups II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, text book, pieces of paper containing new words - Testing method: Communicative language teaching 2. Students: - Read Unit 14– reading at home III. PROCEDURE 1. Class organization (1 minute) 2. Check – up (5 minutes) - Some students write the new words and phrases. 3. New lesson (35 minutes) Students’ activities 2. While you read Task 2 - Work individually scan the passage, finish task 2 then compare the answer with their partners: 1. T 2. T 3. T 4. F 5. T Task 3 - Work in pairs, scan the passage again ask and answer the questions 1. The Red Cross federation’s mission is to ... 2. 186 countries 3. People in the country can get quick help and supports when they are in difficulty 3. After you read - Work individually, fill in the gap, then exchange their answer. Teacher’s activities - Asks some Ss to give the answer, some of them find key words and evidence from the passage, and other translate the sentences. - Asks some pairs of Ss to write down the answers and act out ask and answer.

(108) 1. appalled 2. lack 3. of 4. in 4. Consolidation (3 minutes) - Summarize the passage 5. Homework (1 minute) - Translate the passage into Vietnamese - Summarize the passage Date of planning: …../…../201….. PERIOD: 83. Date of teaching: …../…../201……... UNIT 14: INTERNATIONAL ORGANIZATIONS B: SPEAKING I. Aims and objectives of the lesson: - To help students develop their speaking skills to talk about international organizations - To provide students with some new more words and phrases. II. Teaching aids: - Chalk, board, text books, lesson plan II. Procedure: 1. Class organization: (1 minute) 2. Check up: (5 minutes) - Some students read and write down new words and phrases - Some students translate the reading passage into Vietnamese 3. New lesson (35 minutes) Students’ activities Teacher’s activities 1. Task 1 - Read out the information, check understanding - Instructs Ss to answer the question - Work in pairs, ask and answer the questions 1. WHO stands for the world health organization 2. It was established on 7th April 1948 3. Its major objective is the attainment by all people of the highest possible level of health 4. Its main activities are carrying out research on medical ... - Asks some pairs of Ss to present 2. Task 2 - Work in pairs, ask and answer the questions 1. What does UNICEF stand for? It stands for ... - Calls some pairs of Ss to present 2. Where are its headquarters? They are in New York 3. What are its major aims? Its major aims are to ... 4. When was it founded? In 1948 5. What are its main activities? Its main activities are ... 3. Task 3 - Work in groups, talk about international organizations + WWF stands for the world wildlife fund. It was founded in 1961. Its head office is in New York. Its major aims are to protect endangered animals and their habitats. Its main activities are carrying out - Asks some groups of Ss to present researches on endangered species and collecting data.

(109) on rare and endangered animals and plants. 4. Consolidation (3 minutes) - Talk about international organizations 5. Homework (1 minute) - Words and phrases - Talk about international organizations Date of planning: …../…../201…... PERIOD: 84. Date of teaching: …../…../201……... UNIT 14: INTERNATIONAL ORGANIZATIONS C: LISTENING. I. Aims and objectives of the lesson: - To develop students’ listening skills for general and specific information. - To provide students with the way to report a book and some more new words and phrases II. Teaching aids: - Chalk, board, text books, lesson plan, radio, tape III. Procedure: 1. Class organization: (1 minute) 2. Check up: (5 minutes) - Some groups of Ss talk about international organization 3. New lesson (35 minutes) Students’ activities Teacher’s activities 1. Before you listen - Work in pairs, ask and answer the questions + It’s the United Nations, it was founded in 1945. Its headquarters are in New York. - Read out the words in “listen and repeat” and - Instructs Ss to read the words in “listen check understanding and repeat” 2. While you listen Task 1 - Read out the information in task 1, check - Asks Ss to pay attention to key words understanding and guess the answer if possible. - Work individually listen to the tape and do task 1 - Compare the answer with their partners - Plays the tape twice 1. C 2. D - Calls some Ss to give the answers 3. B Task 2 - Plays the tape again, checks the answers - Read out the information in task 2, check understanding and guess the answer. - Work individually, listen to the tape, fill in the - Plays the tape twice gaps then exchange their answer to their partners 1. solve international problems - Calls some Ss to give the answers 2. the UN 3. in its goal - Plays the tape again, checks the answers 4. at wars 5. independence - Call some Ss to give the answers 3. After you listen - Work in groups, list more international organizations 4. Consolidation (3 minutes) - Words and phrases - Summarize the listening passage 5. Homework (1 minute) - Words and phrases - Summarize the listening passage Date of planning: …../…../201…... Date of teaching: …../…../201……...

(110) PERIOD: 85. UNIT 14: INTERNATIONAL ORGANIZATIONS D: WRITING I. Aims and objectives of the lesson: - To help students develop their writing skills to give reasons - To provide students with some more new words and phrases II. Teaching aids: - Chalk, board, text books, lesson plan III. Procedure: 1. Class organization: (1 minute) 2. Check up: (5 minutes)- Some students summarize the listening passage 3. New lesson (35 minutes) Students’ activities Teacher’s activities. 1. Task 1 - Read out the information, check understanding - Work in groups, give reasons why they choose to work for an international organization + I’d like to work for the WWF because I like protecting endangered animals. Besides, I can do research on rare animals and plants. It’s also a high salary job. + I’d like to work for the WHO because I’d like to travel all over the world. Then I can help to improve - Asks some groups of Ss to present international health care their ideas 2. Task 2 - Study task 2, check understanding - Work in groups, talk and write a description why you choose to work for a certain international organization Tst weekend in the city stadium. It was a nice Sunday morning. The sun was shining lightly and the weather was quite pleasant. This made all the players and spectators feel eager to wait for the beginning of the game. In the first half, both teams played well. They had many chances to score goals. Unfortunately, there were no goals. The first half ended with a tie. During the break, our coach encouraged his players and asked them to try their best. Our boys promised to win the game. Five minutes after the beginning of the second half, our captain had the ball, he passed the ball to the attacker number 10. After a combination of passing and dribbling, this player gave a straight shot into the goal. The opponent’s goalkeeper guessed the direction, but he failed to save a shot struck at such close range. One goal was scored. Most of the spectators jumped up and cheered. After that our boys had to work quite hard to keep the ball out off our goal. The opponents played well, they had the ball most of the time and had a lot of opportunities to make a goal. Unluckily, they were not successful. One minute before the end of the match, our captain. - Divides the class into different groups, each group write with an international. - Asks different groups give their answers. - Asks some Ss to link different parts to make a complete writing.

(111) cut the pass of an opponent’s attacker. He passed the ball through 3 opponents and gave a kick straight into the goal. The goalkeeper slipped and fell. So, he couldn’t touch the ball. One more goal was made. All the stadium burst into applause. Our school’s football team won the game with the score 2- 0. It was a wonderful and memorable match. We left the stadium for home feeling very happy and proud of our school. 4. Consolidation (3 minutes) - Write description of a football match - Words and phrases 5. Homework (1 minute) - Complete the writing Date of planning: …../…../201…... PERIOD: 86. Date of teaching: …../…../201……... UNIT 14: INTERNATIONAL ORGANIZATIONS E: LANGUAGE FOCUS. I- Objectives: 1. Aim: Able read correctly the falling tune, use some phrasal verbs 2. Lexical items: Words/ phrases related to international organizations, expressing opinion: 3. Structures: Phrasal verbs 4. Teaching aids: Cassette player, tape … II- Procedures: Teacher's Activities Students' Activities 1.Check up: - Ask one student to write a short description of an international organization on board. - Ask Qs with the whole class. - Give remarks and marks. 2. Intonation: - Aims: to introduce the falling tune and to help students to read these sentences correctly. - Introduce the falling tune. - Read each sentences twice and then ask students to listen and repeat. - Ask students to look at the book, then listen and repeat. - Ask students to practice reading these sentences in groups. - Ask some students to read aloud and give remarks. - Ask students to look at part 2 and tell students what they are going to do. - Remind them of the intonation of the questions. - move round to help if necessary. - Ask some students to read these sentences aloud. - Give remarks. 3. Grammar: (20mins) Exercise1 - Ask students to do Ex 1 individually in 5 minutes,. One student: Write a short passage on board. - Look at the board. - Listen to the teacher and then listen and repeat - Listen and repeat.. Exercise 1: 1. gave up 2. fill in.

(112) then share their answers with their partners. - Explain any new words if necessary. - Ask some students to report and give remarks. Exercise 2: - Ask students to do Ex 2 orally in pairs in 2 minutes. - Move round to conduct the activity. - Ask 2 students to report. - Present the phrasal verbs. - Ask some students to tell the meaning of some phrasal verbs Exercise 3: - Ask students to look at Ex 3 and explain what students are going to do. - Ask students to do this exercise in 5 minutes , then share their answers with their partners. - Ask them to pay attention to the meaning of the words in brackets. - Ask 2 students to do this exercise on the board. - Move round to help students if necessary. - Check and give remarks. 4. Homework: (5mins) T guides students do homework. Study the phrasal verbs. Prepare for the next lesson.. 3. turn on 4. put off 5. wash up 6. look up 7. Turn off 8. fill in 9. go on 10. Put on Exercise 2: 1. in 6. up 2. up 7. down 3. out 8. away 4. round 9. down 5. on on Exercise 3: 1. turns up 2. look after 3. takes after 4. got over 5. held up 6. try out 7. went off Listen to teacher carefully. Take notes.. Date of planning: …../…../201…... PERIOD: 87. Date of teaching: …../…../201……... WRITTEN TEST 4. Nội dung đề số 521 I. Read the passage then choose the best option marked A, B, C, or D to answer the following questions: Of all the natural wonders of the world, few are as spectacular as Niagara Falls. Located on the Niagara River along the border between the US and Canada, Niagara Falls actually consists of two falls, the American Falls and the Horseshoe Falls. The former is on the US side of the border, in the state of New York, while the latter is on the Canadian side. About 80% of the water in Niagara River flows over the Horseshoe Falls, which is the more impressive of the two falls. About 10 million people visit the falls each year, most during the summer tourist season. Sightseers can ride steamers up close to the boiling water of the falls, or view them from parks on both sides of the river. Niagara Falls has long been a popular honeymoon destination for newlyweds. 01. Which of the following is entirely on the US side of the border with Canada? A. Niagara Falls B. American Falls C. Niagara River D. Horseshoe Falls 02. According to the passage, where can people watch the falls? A. From parks or boats B. From trains C. From airplanes D. From cars 03. In line 6, the word “them” refers to _____ . A. waterfalls B. parks C. steamers D. sightseers 04. It can be inferred from the passage that Horseshoe Falls ____. A. is the less impressive fall B. has 15% of the Niagara River flowing over its edge C. is the larger of the two falls D. is in the state of New York 05. According to the passage, Niagara Falls____ . A. can be viewed from only one side of the Niagara Falls B. is a favorite sport of newlyweds..

(113) C. generates very hot water. D. is only impressive during the summer tourist season. II. Find the word whose stress pattern is different from the others of the groups: 06. A. celestial B. basement C. powerful D. substance 07. A. mathematics B. instrumental C. accidental D. communicate 08. A. compound B. comment C. commence D. compact 09. A. souvenir B. kilometer C. bakery D. opposite 10. A. satellite B. contestant C. similar D. interview III. Choose the word which grammatically best completes each of the sentences below: 11. All his companies had been successful and he was known to be _____ rich. A. completely B. absolutely C. extremely D. thoroughly 12. Employees who have a ____ are encouraged to discus it with the management. A. disadvantage B. grievance C. hindrance D. disturbance 13. Unless my room was warmer tonight, I’m going to ____ to the hotel manager. A. argue B. complain C. regret D. sympathize 14. He always did well at school ____ having his early education disrupted by illness. A. in addition to B. even though C. in spite of D. on account of 15. He denied ___ in the hotel at 7a.m. A. himself B. to be C. it’s him D. being 16. It was not easy to understand her ____ to the situation. A. conduct B. feelings C. outlook D. reaction 17. Religions and politics interest him almost _____ . A. the same B. similarly C. equally D. alike 18. Over the past two years the ______ of living has risen considerably. A. charge B. cost C. rate D. price 19. He told his father a long and _____ story to explain his lateness. A. inconceivable B. incredulous C. unimaginable D. unconvincing 20. In this job you must ____ up to the problems and not run away from them. A. raise B. face C. play D. gaze 21. After a thorough search, the police ___ most of the missing jewels. A. retreated B. recovered C. recorded D. refreshed 22. In hot weather, fresh milk quickly turns ______ . A. rotten B. sour C. bitter D. foul 23. The cows got out of the field through a _____ in the fence. A. fault B. crack C. gap D. cut 24. After listening to all the arguments I am now of ____ that there should be no new road. A. idea B. attitude C. opinion D. thought 25. It was too late to ____ of the contract. A. back away B. back up C. back down D. back out 26. We need ____ information before we can decide. A. further B. furthest C. far D. farther 27. The government’s present policy is seen as a ____ to local democracy. A. harm B. suppression C. sneer D. threat 28. If you hear the fire ____, leave the building quickly. A. alarm B. caution C. notice D. publicity 29. One condition of this job is that you must be ____ to work at weekends. A. accessible B. capable C. available D. acceptable 30. Women workers wear hats in ____ their hair gets caught in the machinery. A. course B. case C. occasion D. event IV. Find the word whose italic part is pronounced differently from the others of the same group: 31. A. booked B. helped C. hoped D. waited 32. A. natural B. name C. native D. nation.

(114) 33. A. blood B. moon C. food D. pool 34. A. both B. sixth C. with D. myth 35. A. child B. children C. mild D. wild V. Find out the underlined word or phrase in each sentence that needs correcting: 36. I went to the United States six months ago because mine cousin is out there. A B C D 37. There is a hotel at the bottom of the canyon where we can stay there. A B C D 38. You pay about $50 per person and can having dinner and breakfast there. A B C D 39. I was such nervous that I didn’t think I would pass the exam. A B C D 40. She asked why did Mathew look so embarrassed when he saw Carole. A B C D Date of planning: …../…../201…... PERIOD: 88. Date of teaching: …../…../201……... TEST CORECTION Câu Đap an 01 B 02 A 03 A 04 C 05 B 06 A 07 D 08 C 09 B 10 B. Câu Đap an Câu Đap an 11 C 21 B 12 B 22 B 13 B 23 C 14 C 24 C 15 D 25 D 16 D 26 A 17 C 27 D 18 B 28 A 19 D 29 C 20 B 30 B. Date of planning: …../…../201…... PERIOD: 89 - 90. Câu Đap an 31 D 32 A 33 A 34 C 35 B 36 C 37 D 38 C 39 A 40 B. Date of teaching: …../…../201……... UNIT 15: WOMEN IN SOCIETY A. READING. I. Aims: Through the lesson, students can: - practice skills: skimming for gist, scanning for details and summarizing information. - get to know about a scientific field “Women in society”, the main roles of women in society. II. Aids: English textbook 12, pictures in the textbook, black board III. Procedures:.

(115) Stages Greeting ( 1 min). Teacher's activity Students' activity - Greet the class. -Greet teacher. - Check the number of students in the - Students sit down class (do the role-call). - Hand in their homework or write it on the board. - Check students' homework. - Look at the pictures and discuss women's roles with each other. Try to Before - Show students some pictures. Ask them find out as many roles as possible. you read to discuss these pictures - Listen to teacher's instruction or (10 +Look at these pictures, what can you see? suggestion to have ideas to discuss. minutes) What is the woman doing? +I think women Do you think women play an important + I agree with you. Women are also the role in life? What are their roles? ones who bring happiness and -Suggest and encourage students to cheerfulness to family. Through the third answer the questions by relating to the and the forth picture we see that the roles of their mother or sisters in their woman seem very happy with their roles home. of looking after her family. They are very +Now, think about your mother or your happy together… sisters' roles in your home. What do they usually do? Are their roles important? While TASK 1: - Let students to look up all the new you read words or try to guess all the meanings by - Look up the new words or guess the meaning of the new words by reading ( 25 minutes) reading the sentences carefully. the sentences carefully. - Ask students make sentences or give 1, Human civilization: nÒn v¨n minh nh©n lo¹i examples with these new words 2, Childbearing: viÖc sinh con 3, Involvement: sù tham gia TASK 2: 4, Age of Enlightment: - Remind students to scan the text. 5, Deep-seated cultural beliefs: - Guide students to read the text carefully and pay attention to main information in 6, Homemaking: the text through some keywords such as 7, Intellectual ability: n¨ng lùc trÝ tuÖ words: main role traditionally 8, Equal work opportunity: - Scan the text not skim. - Listen to teacher's instruction. While reading, try to find out main information through keywords. - Read the text carefully and do the exercise individually. Ask teacher if there are any unclear points. - Compare the answer with friends and correct each other. Give the proof of their choice. - Explain to teacher the reasons for their answer. - Go to the board and write down the TASK 3: answer. - Let students read the text quickly if +1.C. Taking care of the house and necessary. family. - Ask students to discuss with friend to - Ask students work individually; find the keyword or the evidence from the text. - Let students to compare their results to correct each other.- Go around the class to check students' answer and ask them to explain their choice. - Call some students go to the board to write down their answer. - Check the answer, correct mistake and give students mark..

(116) find out a suitable title.. - Call some one to give their own answer - Give the key answer. Explain the reason why it is the right answer.. After you read (10 minutes). Homework ( 1 min). -Ask students work in pair to summarize the reading passage by writing one sentence for each paragraph.. 2. D. disbelieving 3. C. to bring equality between men and women 4. B. 18th century European political philosophers 5. A. property right - Read the text quickly to get information for task 3. - Discuss with friend to choose a suitable title for the text. - Speak out their choice. +I choose C. Women's rights. I think the first title is - Work in pairs to summarize each of paragraphs of the passage into one sentence. - Go to the board and write down their summary. - Point some students to write down their answer on the board +1. In the past, women were restricted to Ask other Ss to write sentences down on the role of mothers and wives due to notebooks widespread doubt about their intellectual ability. +2. The struggle for women's right began in the 18th century, as European political philosophers believed that women Learn all the new words and make new should be treated equally. sentences with each of the new words. I +3. Women now enjoy important legal will check you next lesson. rights such as equal work and pay right, the right to vote and to gain education. - Write down these sentences and homework on their notebook.. Tiêt 91 LESSON 2: B. SPEAKING Planning date: Teaching date: I. Aims: Through the lesson, students can: - Students practice speaking skills - Students get to know about a scientific field “Women in society". - Students know the ways of expressing opinion. - Students know more vocabularies and structures. II. Aids: - English textbook 12 - Pictures in the textbook - Black board - Hand-out III. Procedures.

(117) Stages Warm up (10 minutes). Teacher's activity - Greet students - Write day, date, month and name of unit of the lesson on the board. - Check students' vocabularies by asking them playing crossword. - Deliver the handout - Call different students to complete the crossword. - Check and correct students' mistakes.. Students' activity - Greet the teacher - Do the exercise without using dictionary or the textbook. - Read the meaning and try to remember all the new words in the previous lesson and then work individually. - Receive the handout and do the exercise - Write down the answer on the board. 1. Deep-seated beliefs 2. intellectual ability 4. involvement. 3. civilization 5. childbearing. 6. Age of Enlightenment 7. equal work opportunity 8.Homemaking Task1 - Introduce to students the ways of giving - Listen to teacher's introduction. Pay (8minutes) and expressing agreement or attention to the way of expressing disagreement. opinion: language, gesture, and - Ask students to practice individually the intonation… way of giving opinion by using expression - Look at the book and try to remember the way of expressing ideas in the textbook. in different situation. - Practice speaking the expression out. First, work individually. Task 2 - Ask students to work in pairs or in - Work in pairs or in groups. Practice (12minutes) group to practice using the models of using the model of giving opinion in giving opinion. the textbook. - Call some students to read out - Talk with friends the statements in statements in the textbook. Others listen the textbook and then express and give their own opinion by using the agreement or disagreement by using expression, which they have learnt. the model. + What do you think about the statement - Give their opinion. Use expression of that men are usually stronger than agreement or disagreement. women? +In my opinion, + I completely disagree + Men are better at making decisions than with this idea. I think women are as women. good at making decisions as men. …. Task 3 - Ask students practice speaking in group - Practice speaking and giving opinion. (15minutes) about the statement" Married women Discuss the statement" Married should not go to work". Let them speak women should not go to work". Try to freer. Remind them try to use the use the model of giving opinion while expression in the textbook. speaking. - Go around the class. Help students if + From my point of view, I quite agree + necessary. Don't let them to use I'm sorry but totally disagree with you. Vietnamese. Listen to their conversation I don't think staying at home is the best and note down their typical mistakes to for married women. It is really boring correct later. to be housewives all their lives. They.

(118) - Call 1 or 2 group go to the board to seem to be slaves at home. They lose report their discussion. contact with friend, lose touch with - Choose a statement in task 2. Write an social activities, they are even looked essay to give your opinion agree or down upon by men… disagree and why - Write down the homework. Homework Tiêt 92 LESSON 3: C. LISTENING Planning date: Teaching date: I. Aims: Through the lesson, students can : - Students practice skills: listening for main ideas and for details, taking notes and summarizing information. - Students know more vocabularies and structures. - Students can understand the content of the text of and answer the questions. They can talk about topic in English. - Students have chances to broaden their knowledge of women's lives in society II. Aids: English textbook 12, pictures in the textbook, black board, chalk, cassette, and stereo. III. Procedure: Stages Teacher's activity Students' activity - Greet the class. - Greet the teacher Greeting - Check the number of students in - Hand in homework the class( do the role-call) - Look at the picture. Listen to the teacher's instruction. Discuss with friend - Check students' homework +I think life of a village woman is still +Ask Ss to hand in their writing - Show the picture to students and ask more difficult than women in a city. They have to work from early morning till late them to discuss evening. They nearly do everything by Before One lives in a city, the other lives on a hand not by machine like in the city. Their you listen farm. Look at these pictures and show work is also very hard; it takes them more (10 whose life is easier? And why? minutes) - Play the tape once or twice then energy. - Listen to the tape then repeat after. ask students repeat after. Repeat in chorus twice or third times. While Task 1 you listen - Listen to teacher's introduction of the - Introduce the main idea of the text of ( 25 tape. listening. minutes) - Read through all the questions quickly - Let students to read through all the to get the main information. questions. Help them if they need. - Get to know the requirement of the task + You should read through the clearly. questions quickly. Ask me if you have - Listen to the tape and complete all the difficulty. sentences in task 1. - Compare the answer with each other - Show students the requirement of and then correct mistake. the task clearly. - Ask teacher to check the answer or ask - Play the tape or read it aloud once or him/her if there are any unclear points. twice. - Go to the board to write down the answer. - Let students compare their answer with each other. +S1: 1B 2C 3C 4A 5B -Go around the class to check +S2:1C 2C 3C 4A 5B students' results. If there are many - Listen to teacher's instruction: read the mistakes, teacher can play the tape.

(119) once. - Call some students go to the board to write down their answer. - Check the answer on the board and give students mark. +Task 2 - Tell students to read all the questions quickly, underline the main information which they need to focus on - Play the tape once to let students time to answer all the questions, and then play again (sometimes pause the tape so that students can write down all the answers). - Ask students compare their results and discuss with each other to find out the right answer. -Play the tape once time if so many students cannot answer all the questions or have wrong ones. - Call students to write down their answer on the board. - Go around the class to check others' answer. Help them if necessary. - Check the answer on the board and give them mark. After you listen (10 minutes). - Ask students to discuss in group to compare Vietnamese women's lives with African women's lives on the farm. - Encourage students to give comment whose life is harder and why. + Now you will discuss in group to compare Vietnamese women's lives with African women's life. Whose life is harder? And Why? You can give some examples. Write a paragraph to give your opinion to the statement " Women are gradually overwhelming man in many fields.". question quickly and underline the main information, which help students focus on main ideas while listening. - Listen to the tape, first take-note the main information, and then write down all the answers when listen to the tape for the second time. - Exchange the answer with friend; discuss to find out the right answer. - Listen again (if necessary) and try to have all the answers. - Go to the board and write down the answer. +S1:1. Women hold holds 40% of all the world's job. 2. They earn nothing for doing their domestic work. 3. They produce more than half of the food. +S2: 4. African women do 80% of farm work. 5. It begins at 4.45 am . 6. It finishes at 9.30 p.m. - Check their answer again and correct if necessary.. - Discuss in group to make comparison between Vietnamese women's lives on the farm and African women's lives. - Give their opinion of the fact that whose life is harder. + I think African women + Yes I agree with you at this point. - Write down their homework in the notebook.. Tiêt 93 LESSON 4: D. WRITING Planning date: Teaching date: I. Objectives: 1. Education aims: Students write a report. 2. Knowledge: a. General knowledge: Writing a report on the economic development. b. Language: +The tenses..

(120) + Connectors (time expressions) 3. Skills: Writing a report. II. Anticipated problems: + Problems: Students may not know new words and the structure. + Solutions: Explain these words/ structures in advance. III. Teaching aids: A picture, board, chalk, textbook.. IV. Procedures: Teacher's activities 1. Warm- up:( 5 mins) Free talk about the changes in one’s home village during the renovation process. 2. Before you write:( 15 mins) - Explain as clearly as possible the requirements “The table below presents the results the Government…..”. - Give clear task to students. + Task 1: - Ask students to look at Task 1. - In pairs, ask students to ask and answer the questions. - Move around to give help. - Check and give remarks. 3. While you write:( 15 mins) + Task 2: - Explain the requirements: Writing a report + The economic situation of Tango before 1980. + The measures taken by the Government and the people of Tango overcome the problems. + The achievement ( as presented in the table) they have made as a result of the reform. - Ask students to work in groups to write report. - Walk round to give help if necessary. 4. After you write:(9 mins) - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. 5. Homework( 1min) Rewrite the task at home. Tiêt 94 Planning date: I. Aims: II. Knowledge :. Students' activities Do as required. Exchange the ideas with others. - Listen to the teacher. - Get the task. - Work in pairs to do the task. S1: What was the economic situation in Tango before 1980? S2: It was really bad. The country was underdeveloped. S1: What can you say about the economic situation in Tango from 1980 to 200? S2: Many positive changes has made. The economic situation in 2000 is much better than the one in 1980. S1: What do you think the ….? S: They have taken positive measures…. - Listen to the teacher to correct oneself. - Work in groups to do the task. The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the people of Tango ….. . After all, they have received greater and greater achievements…. - Compare the result to the other groups. - Listen to the teacher’s explanations. - Exchange the writing to other groups to check and give remarks. - Represent the task on board if being asked. - Read the writing to get others’ remarks. - Do as the teacher asked.. LESSON 5: E. LANGUAGE FOCUS Teaching date: Students practice pronouncing the rising tune. Do exercises using phrasal verbs. Students know more phrasal verbs.

(121) III. Materials: IV. Procedure:: Time. Textbook handout.. Content A. Warm- up: T gives some situations and students make questions. Situation 1: You are waiting for the letter from your friend. When you see a postman, what will you aks him? → Do I have any letters today? Situation 2: Your friend have just come back from a long journey. What will you aks them ? → Did you have a good holiday ? T calls some students to read these questions. T introduces the new lesson: The rising tune B. New lesson: * Pronunciation: Task 1: T guides students to read the rising tune at the end of the sentences. Students practice reading in pairs . Take note : The rising tune is used in Ye s- No questions. Task 2: Students read through the sentences in the textbook. T plays the tape . Students repeat after the tape. T corrects the mistakes. * Grammar and vocabulary: Phrasal verbs. T lets students discuss to list out phrasal verbs they know. T checks and writes on the board the answers. T takes note about phrasal verbs:. Work. Group work. Pair work. - Some phrasal verbs are transitive and separable: Bring up Give up Make up Think over Carry out. Turn down Clear up Put off Find out Look up. Give away Work out Pick up Try out Leave out. - Some phrasal verbs are transitive and inseparable: Join in Pick on Ask after Deal with Live on. Run into Call for Get at Look into Come across * Practice:. Look around Come into Go over Make for Stand for. Exercise 1: Students read the the verbs in the book and try to understand the meaning . Students work in pairs to do the exercise. T check students ‘ answers. Other students give comment. T give feedback.. Pair work.

(122) Keys:. 1. glanced at 2. invited to 3. listen to. 4. throw at 5. starting at 6. speaking to. 7.Wrote to 8.Point… at. Exercise 2: T gives request: You are going to fill in the blanks with appropriate prepositions if necessary. Pair and T explains sample. group work T lets students works in pairs to do the task. Students do the exercise and share their answers with their friends. T checks and gives correct answers. Keys: 1.for 6 __ 2. for 7. about 3. to 8. __ 4. for 9. for 5. about 10. for 4. Consolidation: T asks students close book./ T calls on some students to review some phrasal verbs. 5. Homework:: Do the exercises in the workbook. UNIT 16. THE ASSOCIATION OF SOUTHEAST ASEAN NATIONS Tiêt 95+96 LESSON 1: A. READING Planning date: Teaching date: A. Objectives. After finishing this lesson, students must understand clearly about ASEAN such as its members, goals, B. Teaching aids. Pictures, books, …… / Cassette, tape, lesson plan. C. Procedures. Teacher’s activities Students’ activities I.Warm up T hangs the picture on the blackboard and Students answer. ask some questions. a. Ten countries. a. How many countries are there in the b. Yes, they are. picture? c. The association of Southeast b. Are they in the Asean? Asian nations. c. What does Asean stand for? d. In 1995. d. When did Viet Nam joined this Students listen and write down. association? - accelerate ( v) thúc dẩy, làm nhanh II. Pre- reading. thêm T gives some difficult words on the board - diverse cultures: đa văn hóa T helps students to read the words. -economic integration: sự hòa nhập Call some students to read aloud kinh tế. III. While- reading -statistics: thống kê Task 1. Listen to the teacher T tells students to know what they have to do. Study carefully all the words and sentences. Ask students to study all the words in the Work in groups. box and sentences. 1. Justice Ask students to work in groups. 2. GDP Call some students to tell the answers. 3. diverse.

(123) T gives the right answers. Task 2. Ask students to read the passage again and do the task. Ask them to work in groups. ask them to tell the answers. Give the correct answers. Task 3. Ask students to read the questions carefully Work in pairs, answer the questions Ask some pairs to answer before class. T corrects the answers IV. Post- reading Ask students to work in groups summarize the passage base on the years: 1967, 1995, 1997, 1998, 1999, 2007, 2020. V. Homework Reread the passage and translate it into Vietnamese.. 4. integration 5. accelerate 6. enterprises Work in groups tell the answers 1. T 2. F 3. F. 4. T 5. F 6. F. Work in pairs answer the questions. 1. The five original member countries, namely, Indonesia, Malaysia, the Phillipines, Singapore and Thailand founded Asean. 2. The two main goals of association are to accelerate the economic growth, social progress and culture development. 3. It was about US 1405 billion. 4. It was adopted in 1998. 5. It includes trade, investment, industry, services, finance, agriculture…… Work in groups. Tiêt 97 LESSON 2: B. SPEAKING Planning date: Teaching date: I. Objectives: 1. Aims: - Students work in pairs to describe the pictures. - Students talk about measures and effects of the economic reforms in Fantasia. 2. Knowledge: - General knowledge: economic reforms. - Language: + Words related to economic reforms. + The way to make suggestions or predictions. + The tenses. II. Methods: integrated, mainly communicative. III. Anticipated problems: - Problems: Students may face difficulty using economic terms . - Solutions: teacher can give useful suggestions. IV. Teaching aids: - picture, board, chalks, textbook, handouts V. Procedures: Teacher's activities Students' activities 1. Warm-up:( 5 mins) Tell a short story to prove that the renovation Listen and give one’s own ideas or story if measures has apparently changed the social being asked. and people’s lives positively. 2. Pre-speaking:( 9 mins) + Task1: - Work in pairs to discus the three - Explain the requirements clearly in English “in questions and find the answers. your textbook, there are four pictures. Now, what A: What does each pair of picture tell you? I would like you to do is to look at them carefully B: It tells us the contrast between the.

(124) and say what they are about” present - Ask students to work in pairs to discus the and past situations. three questions and find the answers. A: What changes can you see in each pair - Correct the students’s work and give remark. of…? B: The new school and factory are much bigger 3. While-speaking:( 20 mins) and more beautiful than the old ones. + Task 2: A: What do you think …..to achieve these…? - Explain the requirements “The country of B: They must have taken some renovation Fantasia started its overall reforms…”. measures. - Divide the class into groups, asks each groups - Correct the answers oneself. to discus a section: Education Group 1: Education Health care S1: The government of Fantasia has changed Agriculture the curriculum and textbooks. - Guide the students how to speak by giving S2: They also provided schools with more them useful suggestions: equipment and facilities. + They have………… so …….. S3: They build more schools and raised the + Due to the ……… teachers’ salaries. + Thanks to the……….. S1: It is obvious that they…… + By applying………. Group 2: Health care - Walk round from group to group to give help if S1: Many hospitals have been built as well as necessary. the doctors’ and nurses’ salaries have been - Encourage students to speak out what they raised. think even a phrase or a singular word. S2: Due to the government’s policy, many 4. Post-speaking:( 10 mins) more highly qualified doctors have worked + Task 3: to improve the people’s health. - Ask students to work individually to Group 3: Agriculture summarize what they’ve discussed in their own S1: Fantasia has applied appropriate policy words. to encourage farmers to work more - Move round to check the activities and to efficiently, and they have built more dykes make sure that students are working effectively. and damps, irrigation and drainage systems. - Ask one or two students to report in front of S2: They’ve also applied new and advanced the whole class. farming techniques, more facilities and - Check and give remarks. equipment. 5. Homework: ( 1 min) S3: They use fertilizers, pesticides and Name some measures we’ve made to promote insecticides to protect their crops. our economic system.. Tiêt 98 LESSON 3: C. LISTENING Planning date: Teaching date: I. Objectives: 1. Education aims: Students know the harm of taking drug. 2. Knowledge: a. General knowledge: Listen for specific information. b. Language: - The present simple tense. - Words related to the topic. 3. Skills: Listening comprehension. II. Anticipated problems: + Problems: - Students may do not know some works in the listening text. - They do not know where to focus on the listening text. + Solutions:.

(125) - Teach new words in advance. - Guide students to guess the answers before they listen. III. Teaching aids: Tape, board, chalk, textbook. IV. Procedures: Teacher’s activities Students’ activities 1. Warm up:( 5 mins) A story about an addictor. - Work in pairs: 2. Before you listen:( 10 mins) S1: Should drug-taking be banned? - Ask students to work in pairs to ask and S2: Yes, because it brings the users many harm answer the given questions. on not only their physical but also mental - Guide the students to answer if necessary. health. - Give further information. S1: Drug-taking is totally a social evil. - Listen and repeat: - Explain the words that will appear in the Tango discourage listening text. Drug-taker rationally - Ask students to read in chorus then Ruin solution individually. Unfortunately measures islanders - Read the statement once to get the main 3. While you listen:( 20 mins) contents. + Task 1: - Listen to the tape and do the task. - Ask students to read the statement at - Find evidences to each of the answers. least once first. - Represent if being asked. - Ask them to guess the answers Keys: 1. F 2.F 3. T - Play the tape once then check how many 4. T 5. F 6. F answers can students find. 7. T 8. T 9. F - Play the tape again. Listen to the teacher’s explanation then - Check and give remarks. correct the answers oneself. - Call some students to say out their - Read the questions once to get the main answers and the evidences they get to contents. prove their answers. - Listen to the tape and do the task. + Task 2: - Find evidences to each of the answers. - Ask students to read the questions. - Represent if being asked. - Ask them to guess the answers. 1. They discovered a plant containing a - Play the tape once then check how many powerful drug. answers can students find. 2. They grew it all over the island. - Play the tape again. 3. The negative effects: people become lazy – - Check and give remarks. children did not go to school – the shortage of Call some students to say out their food. answers and the evidences they get to prove 4. Measures: introduced a law to make the drug their answers illegal – put drug-takers into prison – export the drug to other countries. 4. After you listen:( 9 mins) Listen to the teacher’s explanation then - In group, ask students to discus the guided correct the answers oneself. question, find the answer. - In groups, ask and answer the question. - Move around to help if necessary. S1: Do you think that the Government of - Give remarks or even suggestions. Tango……? 5. Homework: ( 1min) S2: I don’t agree with that solution because Imagine you are an MP of Tango what would when they export the drug to other countries the you do to solve the problem. other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs..

(126) Listen to the teacher’s guide to correct oneself. Tiêt 99 LESSON 4: D. WRITING Planning date: Teaching date: A. Objectives. After ending this lesson, students will be able to write a letter of recommendation. They can write about beautiful sights of the country. B. Teaching aids. Textbook, lesson plan./ Hand out, pictures. C. Procedure. Teacher’s acts Students’ acts 1. Warm up Show the pictures of some famous places. Look at the pictures Ask students to work in groups name out the Students work in groups, call the name of places. the pictures. Have some students give the answer. Tell the name of the pictures Give the correct answer. Halong bay/ Sword lake Ask students to look at the picture of HaLong Da Lat/ Nha Trang. Bay. Talk free about the place you know. Talk about Halong bay 2. Pre- writing. Task 1: Work in groups, filling in the gaps. Introduce the task 1 and how to do. Work out in group Give the require Students take note Work in groups and complete the letter with Give the answers” the missing sentences in the box 1. I would like to recommend a wellGo around to help students. known place in Viet Nam to you. Give some meaning of the new words. 2. It is about 170 km from HaNoi. Call students to answer the questions. 3. The beach is an ideal place for Give the correct answers. swimmers. Ask students to look at the letter, define the 4. People here are very friendly and form of recommendation letter. hospitable. T writes the outline on the board 5. I’m sure you will have a wonderful 3. While- writing. time here in HaLong Bay. Task 2: Reread the letter and give the form. Explain the require of the task: Copy the outline David, your pen pal, is going to spend his Listen to the teacher summer vacation in one of ASEAN countries. Students work in group, discuss making You want him to visit Viet nam. Write a letter outline for the letter. to him recommending a significant place you Listen and copy are familiar with. Useful expressions: Give some cues to help students to do it easier. - I’m very happy to here that….. - Date - On hearing that you are going to visit - Salution some of Asean countries this summer, I - Body: would like……. + location/ +nature feature / - is located/ is situated…. +entertainment - caves/ grottoes/ mountains/ hills…. +places to visit / + food / + people……. - island/ islet. - Closing. - spectacular/ wonderful/ attractive/ - Signature beautiful/ ideal.. Note students they can choose any place to - friendly/ warm/ hospitable/ gentle/ write but should base on the outline. polite/ charming. Go around to help students - specialty/ special food/ shrimp/ crab…. 4. Post- writing. Students write the letter individual.

(127) Ask students to swap the letter to a partner. Exchange the letter Comment the letter of each other. Call some students to present their letter before class. Correct the mistakes if any. Present the letter Give the model letter. 5. Homework. Rewrite the letter in the notebook. Do the writing task in Students’ workbook.. Tiêt 100 LESSON 5: E. LANGUAGE FOCUS Planning date: Teaching date: I. Objectives: 1. Education aims: Strong form and weak form of auxiliaries. Adverbial clauses. 2. Skills: Master the strong form and weak form of auxiliaries. Know how to use and make adverbial clauses of concession. II. Anticipated problems: + Problems: Students may have difficulty in pronunciation. + Solutions: Explain carefully the strong form and weak form of auxiliaries. III. Teaching aids: board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Pronunciation:( 15 mins) - Explain the way to use strong form - Get the teacher’s explanation. (emphasis, positive, stressed cases ), weak Can /kæn/ (str) /kәn/ (w) form (interrogative, unstressed cases) Could /kud/ - Help students to know the pronunciation. Must /mst/ (str) /mәst/ - Practice: Have /hæv/ A: Can you speak English? Has /hæs/ B: Yes, I can. Do /du/ A: Must we go now? Does /dz/ B: I think we must. Is /iz/ A: Have you met Quang? Am /æm/ B: Yes, I have Will /wil/ A: Has she gone? Shall /sæl/ B: Yes, she has. - Practice reading in chorus or individually. A: Shall we go now? Exercise1: B: I think we ought to. 1. Although it rained a lot, we enjoyed our A: Will you come tomorrow? vacation. B: Yes, I will. 2. Although we had planned everything carefully, A: Do you really have time for it? a lot of things went wrong. B: Yes, I do. 3. Even though/ Although the doctor has advised 2. Grammar and vocabulary:( 28 mins) him to quit, Bob (still)…. - Explain once again the “Clause of 4. Although it was cold and rainy, we managed concession”. to go to class in time. Though 5. Although Luong has studied English only for Although S + V, S + V six months, he can ……. Even though 6. I didn’t go to bed early although I was … - Guide the students how to do the Exercise 2: exercises. 1. Although I was very tired.

(128) 2. Although I had never seen her before 3. although it was pretty cold 4. although we don’t like them very much 5. Although I didn’t speak the language 6. Although the heat was on 7. although I’d met her twice before 8. although we have known …….. 3. Homework: (1 min) Exercise 2: At home, revise the strong form and weak 1. we forget many things form of auxiliaries, the use of clause of 2. they were very happy concession, redo all the exercises and 3. he could speak/ read the language… prepare unit 8. 4. Although he had revised everything… it is pretty cold/ there hasn’t been…. -. Divide the class into groups, ask them to do the exercises. Walk round to give help if necessary. Correct the students’ work if necessary.. Tiêt 101 TEST YOURSELF F Planning date: Teaching date: I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: Integrated, mainly communicative. II. Teaching aids: Textbook, tape, cassette-player, board, hand-outs… IV. Procedures: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Greeting - Greeting - Ask students something about the test yourself F - Answer teacher’s questions * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) Listen and dill in the blanks  Teacher asks Sts to read and find new words. with the information as you  Asks Sts to read the statements carefully and hear. underline key words UNESCO stands for the  Asks Sts to finish the exercise after listening the United Nations Educational, second. Scientific and Cultural  Asks Sts to listen to the tape (the third time)  Students read and then discuss in pairs about the final  Sts listen answer.  Goes around the class, helps Sts discuss about - Students work in pairs: the answers if necessary. reading and decide to choose  Asks some Sts to give the answers, others give the answer. feedback. Read the text then answer  Teacher gives Sts to listen once more. the questions that follow Expected answers: 1. Which countries, according 1. 16 November 1945/ 193/ 60 to the passage, have low 2. teacher-training / 5. heritage levels of females paid - Correct mistakes workers? II. Reading (2.5 points) (10 minutes) 2. In which sectors do you  Teacher explains new words/ phrases: find the majority of working Labor-intensive : (adj) cần nhiều nhân công women in Southeast Asia? Propotion (n) tỉ lệ 3. What is the percentage of.

(129) Exclude (v) ngăn chặn Reserve (v) : dành riêng  Asks Ss to read the passage and then answer the questions.  Goes around the class to get the fettle of Sts and helps them with vocabularies, the way to express if necessary.  Teacher asks a representative in some pairs to present the result in front of the class. Other pairs gives feedback  Teacher corrects in general and tells the point of marks so that Sts remark themselves. III. Grammar(2.5 points) (8 minutes) - Recall the grammar of articals. - Giude students how to do - Give them some newwords: - Do the first as an example. - Ask students to to the exercise. Use the following verbs to complete the sentences below: Catch up Cool off Fall behind Give in Grow up Keep up Speak up Stay on Wait up Watch out 1. He still behaves like a child. I wish he’d grow up. 2. Come to the party on Friday and ... for the weekend. 3. I won’t be back until late. Will you ………for me? 4. He was exhausted but he still kept going. He just wouldn’t ………… 5. Please don’t go so fast. I just can’t ……….. 6. Could you ………….a bit? I can hardly hear you. 7. ……………! Oh dear. Didn’t you see that car coming? 8. You look hot and sticky. Come and sit in the shade and ………… 9. You go on ahead and I’ll ………… 10. Wait for me. I don’t want to ………….. Teacher corrects in general and tells the point of marks so that Sts remark themselves. - Call the to to on board. - Go round the class to control the set’s activities - Correct mistakes IV. Writing(2.5 points) (7 minutes) - Giude students how to write - Give students some models and structures to writes. In about 120 words, write about the changes in women’s role in the family in comparison with that 50 years ago. The following cues might be useful to you.  Education/ Social activities / Work. women who work in the service sector in Latin America and the Caribbean? 4. On whom did women depend economically in the past? 5. According to the passage, what are the two factors that give women more freedom nowadays?  Suggested answering. 1. Arab countries 2. In textile, toy, shoe and electronic sectors 3. 70% 4. They depend on their husbands or fathers 5. The access to education and change in economic status.  Students work in pairs/ groups. Suggested answers: 1. grow up 2. stay on 3. wait up 4. give in 5. catch up 6. speak up 7. Watch out 8. cool off 9. keep up 10. fall behind  Other Sts give feedback - Listen to the teacher carefully. - Discuss in groups to get the information and write the outline. - Each person use the outline to write a short paragraph. - Peer correction. - Underline the mistakes - Assess on the content: 1 mark, use correct / exact words / sentence structure : 1 mark, coherence : 0.5 mark - Compare the results with the other groups..

(130)  Economic dependence/ Number of children Domestic chores - Ask students to write. - Call the to to on board. - Go round the class to control the students’ activities - Correct mistakes Homework (5 minutes) - Ask students: + to study all the lessons again. + to prepare to review all the knowledge of grade 12.. Tiêt 102 + 103 Planning date:. - Correct mistakes + to study all the lessons again. + to prepare to review all the knowledge of grade 12.. ÔN TẬP HỌC KÌ II. Teaching date: I-INFINITIVES:. 1. Classification: Full infinitive: With “to’ e.g. He go to Paris to learn French. Bare infinitive: Without “to’ e.g. My parent didn’t let me do what I really liked. Perfect infinitive: Form “have past participles” e.g. He was believed to have escaped from the prison. 2. Positions:. 2.1. Follow the verbs below: agree. arrang ask attempt begin mean need neglect e care cease choose claim come plan prefer pretend continue decide deserve demand determine propose refuse start desire expect fail fear forget strive tend threaten hate help hesitate hope intend offer omit Swear learn like long love manage prepare promise Seem try want wish… 2.2. Follow the idiomatic phrases: make up one’s mind/ take care/ take the trouble/ make sure/… e.g. They couldn’t make up their mind to go or not.. 2.3. Follow the adjectives below: (un)able ashamed. afraid astonished. amused boring. annoyed careful. content determined easy furious hopeless lucky. crazy difficult hard good horrified moved. curious distressed fortunate Glad impatient pleased. dangerous due free grateful safe. anxious certain. interested (im)possibl e sorry usual worthy slow useless wonderful. delighted eager frightened happy sure (un)willin g 2.4. Follow WH-words: what/ who/ whom/ which/ when/ where/ how. e.g. She didn’t know what to do next. We didn’t decided where to go.. 2.5. Follow nouns pronouns of the verbs below: advise. allow. ask. assume. beg. hate. believe. cause. challenge. comman. compe. observe. suspec t trust. keen proud sufficient thankful wrong scared surprised (un)wise. Wish persuad.

(131) conside r forbid imagine. enable. d expect. l find. guess invite. know think. order. permit. e Tempt. teach tell warn understan urge d lead like love mean want prefer 2.6. To be demonstration, purposes, results: enough / save money/… e.g. The house, to be demolished, is very old. She has nothing to eat. We haven’t got enough to have one each. They saved money to go abroad. 2.7. To form absolute phrases: To tell the truth; To cut a long short story;… e.g. To tell the truth, she was a real liar. 2.8. To form exclamation: e.g. To think she met with such a death! Oh! To be young again! Tiêt 104 Planning date:. force instruct. encourag e get intend. KIỂM TRA HỌC KÌ II. Teaching date: NỘI DUNG ĐỀ SỐ 621 I. Choose one word whose underlined part is pronounced differently. 01. A. expect B. visit C. because D. enjoy 02. A. difficult B. following C. suitable D. rearrange 03. A. interesting B. capital C. Vietnamese D. attitude 04. A. conversation B. entertainment C. information D. applicable 05. A. consider B. memory C. appearance D. behaviour II. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. 06. The politician tried to arouse the crowd, but most of them were ______ to his arguments. A. indifferent B. dead C. closed D. careless th 07. My brother lives on the 15 floor of that ______ of flats. A. block B. building C. house D. tower 08. Your argument _____ that Britain is still a great power, but this is no longer the case. A. outlines B. presupposes C. concerns D. presents 09. I don’t know the ______ price, but it costs about $50. A. true B. accurate C. exact D. proper 10. Could you possibly _____me at the next committee meeting? A. fall back on B. keep in with C. stand in for D. make up for 11. In a dream he had a ____ of the future. A. reflection B. view C. image D. vision 12. She should have been here, but she’s gone _____ flu. A. through with B. down by C. back on D. down with 13. He became a millionaire by ____ of hard work and a considerable amount of luck. A. effect B. process C. dint D. cause 14. She expressed her ____ for certain kinds of cheaply produced movies. A. distaste B. disloyalty C. dissatisfaction D. disapproval 15. You are under no obligation _____ to accept this offer. A. eventually B. whatsoever C. indeed D. apart 16. I must remember to put that dinner invitation in my ____ . A. agenda B. record C. diary D. journal 17. The crime ____ seemed to be going up and up. A. wave B. percentage C. rate D. figures 18. Don’t worry, it’s just a difficult stage. She’ll ____ it. A. grow out of B. get through to C. get on with it D. get up to.

(132) 19. If I _____ the chance, I would have trained to be a doctor. A. would have B. have had C. would had D. had had 20. You can look up the number in the phone _____ . A. dictionary B. directory C. index D. register 21. He’s been teaching music for years, but he hasn’t any _____ . A. experience B. examinations C. qualifications D. experiences 22. He’s a very difficult person to ____ with. A. get B. deal C. do D. treat 23. She’s _____ a kind person that she can never say no to anyone. A. much B. quite C. very D. so 24. I am ____ the habit of reading in bed. A. on B. of C. in D. from 25. In order not to jerk the vehicle you must release the _____ frequently. A. dashboard B. windscreen C. clutch D. indicator III. Read the following passage then answer questions by circling its corresponding letter A, B, C, or D. Thanks to the development of modern technology, the idea of an electronic house is no longer ridiculous. It will be possible to have a house run electronically by computer technology I the near future. Lights can be turned on and off on a regular schedule. Old and sick people can be taken care of at home by computers. Many modern machines contain computer chips, allowing their users to program them. For example, a microwave oven can be instructed to cook a certain dish. The housework will be done by a dishwasher, the washing machine and dryer, and so on. Most entertainment equipment will operate with computer technology, too. Some examples are radios, television sets, CD players, etc. these equipments can be set up to electronically go to certain channels or stations, or record specific programs at certain times. Indeed, cars can be started automatically so that on cold winter mornings people can get into a warm vehicle to drive to work. In short, computers will be widely used from operating the household equipments to entertaining people. 26. You can program a/an _____ to make a dish. A. oven B. washing machine C. none of the mentioned D. dryer 27. Most entertainment equipments are operated by _______. A. instructions B. certain channels C. specific records D. computers 28. What can be electronically controlled in the house? A. all B. cars & vehicles C. kitchen appliances D. entertainments 29. What did people use to think about the idea of an electronic house? A. new B. silly C. clear D. clever 30. Computers can help ______ the house automatically. A. protect B. none C. operate D. entertain IV. Choose one word whose underlined part is pronounced differently. 31. A. overeating B. disease C. death D. treatment 32. A. survival B. mankind C. cancer D. alcohol 33. A. ordinary B. alcohol C. pollution D. doctor 34. A. prevention B. psychology C. pneumonia D. psychiatrist 35. A. survival B. pollution C. successful D. surgery V. Choose one that needs correcting by circling its corresponding letter A, B, C, or D. 36. The salad tasted so well that my brother returned to the salad bar for another helping. A B C D 37. Even though she looks very young, she is twice older than my twenty-year-old sister. A B C D 38. Despite his smiling face, the second-place contestant is more sadder than the winner..

(133) A B C D We thought our cameras were the same, but his is different than the one that I bought. A B C D 40. They played so good game of tennis last night that they surprised their audience. A B C D Tiêt 105 KIỂM TRA HỌC KÌ II - KEY Planning date: Teaching date: 39.. Câu 01 02 03 04 05 06 07 08 09 10. Đap an B D C D B A A B C C. Câu 11 12 13 14 15 16 17 18 19 20. Đap an D D C A B C C A D B. Câu 21 22 23 24 25 26 27 28 29 30. Đap an C B A C C A C A B C. Câu 31 32 33 34 35 36 37 38 39 40. Đap an C A A A B A C D C B. KẾT THÚC CHƯƠNG TRÌNH TIẾNG ANH 12 Vĩnh Phúc, ngay 8 thang 4 năm 2016 Giao Viên soan va giang day Đô Văn Bình.

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