Giao An Tieng Anh 11

Lesson plan of English 11
Writing date:
Period 1 UNIT 1 FRIENDSHIP
READING
Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm,
suspicion.
Skills: Reading, Speaking
Teaching aids: textbook, pictures
PROCEDURE
Teacher 's activities Students activities
I. PRE-READING
*Warm-up (5)
Brainstorming
-Ask Ss to give the adjectives describing
features of a good friend.
Generous
sincere
friend
*Lead-in: I know that we have a lot of

friends in our lives. Today, well know more
about friendship through reading the text.
*Teaching vocabulary(12) Ex: He always helps people without

1. unselfishness (n) -> (example) thinking of his own benefit.
2. constancy (n.) -> (translation): su kien What characteristics can you say about
dinh him?
3. be loyal to = be faithful to
4. sympathy (n.) -> (definition): the feeling
Ex: The news is greeted with
of being sorry for sb, showing that you care
enthusiasm.
about sbs problems.
What does enthusiasm mean in
5. enthusiasm (n.) -> (example)
Vietnamese?
6. suspicion (n.)
->Whats the noun of suspicious?
A: friendly
*Checking vocabulary: What & Where
(3)
B: happy C: suspicious
II. WHILE-READING: (15) Read the passage quickly & tick the
Task 1: (3aTask 2: (4) Finding the main words in Warmer appearing in the
1
idea of the whole passage. (Task 2, p.14) passage

+Ask Ss to work in groups of 4 or 5. + Expected answer: B. Conditions of
Task 3: (8) Answering the questions. (Task the true friendship.
3, p.15)
+Divide class into 2 groups A & B *Expected answer:
+Group A answer the first questions, group 1. 2. .. 3. .. 4. .5. ..
B answers the rest. (Pair work)
+Closed pairs- Open pairs.
+ Ts feedback.
III. POST-READING (8) *Discussing the question Why do we
need to have friends?
+ In groups of 4, ask Ss to tell what a
friend can do for you:
+ in your studies
+ when you are in need.
IV. HOME WORK (2) -Do Task 1, p.14.
-Prepare Period 3 Speaking.
PERIOD 2 UNIT 1: FRIENDSHIP

SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics,
using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher s activities Students activities
I. PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the
parts of the body they can be used to describe.
Short Broad straight tallish sleek
Pointed Oval tall shortish round snub
Crooked Short large wide shoulder-
length
Wrinkled Glossy flat wavy long
2
Dyed
Parts of the body Adjectives
Face
Nose
Hair
Forehead
Height
Call Ss to fill in the words on the

charts
Ts feedback
* Teaching vocabulary
1. crooked (adj.): (picture)
2. hospitable (adj.): welcoming gueSs/
visitors friendly
3. generous (adj.): (translation)
4. quick-witted (adj.): intelligent
II. WHILE-SPEAKING: In groups of 4, ask students to describe
Task 1: (Using the chart in the warm-up some people in the picture given by the
activity ) teacher, using the words in the chart.
Task 2: In groups of 4, Ss discuss and choose
the characteristics they think the most
Call some groups to report their results to
important, and give their reasons
the class
III. POST-SPEAKING: Interview Pair work:

Make role cards and deliver to students Ss can use suggestions given to ask
(see textbook) and answer, using the following cue
Before students start, ask them to agree cards
upon the basic profile of the friend. - why he/ she is interested in Math
- his/ her name - how much time he/ she spends on
- date of birth Math
- his/ her physical characteristics - what makes him/ her a good friend
- his/ her hobbies - what made him/ her successful
- his/ her personalities - what he/ she does in his/ her free time
IV. HOMEWORK (2)
3
PERIOD 3 UNIT 1 FRIENDSHIP

LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson
and be able to decide on true or false statements & listen and take notes.
* Lexical items: sense of humor
* Skills: listening, writing & speaking
* Teaching aids: tape scripts, handouts & cassette player.
PROCEDURE
I. PRE-LISTENING:(12) -A Student in group A will describe
*Warm-up: some physical characteristics of a
student in his/her group.
-Divide class into 2 groups A & B.
-Group B has to guess who the student
*Teaching vocabulary:
is.
- sense of humor: -> (photo of Mr. Bean)
->He has good sense of humor.
- In pairs, Ss predict if the following
*True/ False prediction: sentences are true or false (See Task 1,
-Deliver handouts p.18)
II. WHILE- LISTENING (20)
Task 1: True/False statements. (8) -Keys:
-Ask Ss to listen to the tape twice & check *Lans talk: 1.F 2.F 3.T 4.F
their exercises in prediction activity. 5.T 6.F
-Ts feedback. -*Longs talk: 1.F 2.F 3.T
Task 2: Fill in the table. (12) 4.T 5.T 6.T
-Deliver handouts (See textbook, p.18) Ss to listen the tape again to find out the
information & fill in the table.
-Ts feedback.
How and where they met What they like about their friends
Lan - They used to live in the - Has very friendly and helpful.
same residential area in - Has sociable. Shes got many
Hanoi. friends in Do Son and she
- Lan went on a holiday to introduced Lan around.
Do Son and Ha went
there to visit her.
Long - They met in college. - Minh has a sense of humor.
- Minh played the guitar, - Minh likes to go to plays and
Long was a singer. movies.
- They worked together. - Minh is a good listener.
- Minh is friendly and helpful.
IV. POST-LISTENING.(11) Ss talk to each other about their best
4
friends
+ how & where they met.
+ what they like about their friends.
V. HOMEWORK.(2) - Write a short passage about your best
friend.
Teaching date:.../09/2007
WRITING
*Objectives: By the end of the lesson, Ss will be able to:
+ make an outline of the ideas to describe a friend
+ write a paragraph describing a friends characters with supporting details
for each character.
*Skills: Writing
*Teaching aids: textbook, posters.
PROCEDURE
5
I. WARM-UP: (6) 1 2 3 In 2 groups, Ss in turn choose
Noughts & crosses. numbersLesson plan
& match theof English 11
adjective
4 5 6 under the number with a suitable
7 8 9 example (on a chart) describing
emotions and actions as ideas
1. friendly 2. cheerful development for that adj.
3. pleasant 4. modest a. My mother gets up at 6 every day
5. active 6. hardworking and never stops working until
7. studious 8. responsible dinner-time.
9. selfish b. Minh never wants to share
anything with us. Whenever I ask
him for help, the only answer I get
is Why do I have to do it for you?
c. Its nice to be around with Tam
for his polite and friendly manner.
d. Hes very close to us. Though
hes our teacher, he treats us almost
like his friends.
e. I like working with Lan. She
Key: always tries her best to finish her
1-d 2-g 3-c 4-i 5-f part of the work.
6-a 7-h 8-e 9-b f. She is a lively person who
engages in almost all the
community activities.
g. I love spending time with Linh
and seeing her broad smiles.
h. My friend spends a lot of time
learning. She is one of the best
students in our class.
i. Trust him. He doesnt say more
than what he has thought or done.
II. PRE-WRITING (6) -Ss work in pairs
*Brainstorming: -For column one, think of the
possible places and situations in
Where/ Physical Personalities which you may have met your best
When first characteristics friend. Write down as many of them
met as possible.
-in school -high - good-natured -For column 2, think of the most
extra- forehead -quick-witted outstanding physical characteristics
activities -very tall of your friend and write them down
-at a in this column.
football -For column 3, think of the
match personalities of your friend that you
like most about him/her.
III. WHILE-WRITING
-Ss to make an outline of a
1. Making outline. (10)
paragraph describing a friend, use
-While Ss are writing, T. goes around the class the information theyve just
to see how well Ss work and whether they need discussed in brainstorming activity.
some help. 6
-Ss work in groups of 4
-Ask 2 groups to write their outlines on the
board.
LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
+ pronounce the two sounds /dz/ & /t/ correctly.
+know how to use to-infinitive or bare infinitive.
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook.
PROCEDURE
I. PRONUNCIATION (12) -SS write on the board as many words
*Warm-up: having the sounds /d/ & /t/ as possible
in 3 minutes.
-Divide class into 2 groups A & B.
Group A Group B
Im happy /d/ /t/ /d/ /t/

you.
Jam Children church
chair orange
*Practice:
-T. reads the words & Ss repeat them in
chorus.
-Call some Ss to pronounce the words.
-T. reads sentence S (See textbook) & Ss
underline the words containing the
sounds /t/ & /d/. - Ss to give the form:
-Ts feedback. Noun/pron. + to-infinitive
-T. reads sentence by sentence & Ss Adjective
repeat. - Ss to match the words in column A with
-T corrects if therere some mistakes. those in B to make meaningful sentences.
II. GRAMMAR. A B
1. Infinitive with to. (10) 1. I saw a dog a. sing a
-T. shows some books and ask: romantic song
-> What do you read books for? 2. I heard you b. bite
the crying boy
->Expected answer:
3. They made me c. clean
* We read books to get information.
their ten bicycles
-Use pictures of two happy faces & ask
- Ss to give the form of the sentences
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Ss to complete the sentence. above.

T: Who can complete the boys sentence? Verb + Object + bare-infinitive
S: Im happy to meet you. - Ss to give some other verbs which can be
* Practice: used the same way as see, hear, and
make
- Ask Ss to put the words in the correct
order to make complete sentences with - Expected answers: watch, let, feel, notice
infinitive with to
- Ss work individually. -Ss. To rewrite sentences, using the words
- Have some Ss write their sentences on in brackets.(textbook, p.21)
the board. - Ss to exchange the exercise and correct
- The other Ss correct the mistakes. them.
2. Infinitive without to: (10) -In pairs, each student tells his/her partner
the first time she/he met his/her closet
friend.
Ex: - I was glad to meet her.
*Practice:
- I thought she was a very
-Ts feedback. interesting person to make friend with.
3. Free-practice: (10)
V. HOMEWORK (3) -Ss to write some sentences about their

friends, using infinitive with/ without to.
PERIOD 6: UNIT 2: PERSONAL EXPERIENCES
READING
Objectives: By the end of the lesson, Ss will be able to:
- learn some vocabulary about personal experiences
- understand the passage
- to use the vocabulary to tell about their own personal
experiences
Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)
Skills: reading, speaking, listening, writing
Teaching aids: pictures, handouts, textbook.
PROCEDURE
I. PRE-READING: Ss to discuss whats happening in each
1. Warm up: (pair work) (5) picture and then asks Ss to predict the
- T: prepares /sticks 6 pictures on the B.B order of 6 pictures
- lead-in: Have you involved in the
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situation in which you dont know what to

do?
2. Teaching voc: (10)
- idol (n): (example): thn tng
Ex: Whos your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): lic mt
- sneaky (a) (situation): ln lt
What would you do if you couldnt do
your test?
Copy
Whats your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) =
confusing (adj): bi ri
- make a fuss (exp) (over/about) Gap- filling (Task 1 / p.24)
(explanation): lm m . (individuals)
S.o complains noisily about s.t Key: 1. glanced 2. making a fuss
she/he doesnt like. 3. embarrassing
3. Checking voc: (handout) (3) 4. idol -5.sneaky
II. WHILE-READING: -Ss read the passage silently in 3 mins.

1. Activity 1 (5) (group work) Put the Keys: 1.d 2.b 3.f 4. e 5.a - 6.c
pictures of the events (on the board) in
the order that they happen in the story.
(correct the prediction in warmer )
Activity 2 Multiple choice (5). Individuals
1. The writers most embarrassing
experience happened when she was....
A. a teacher
B. a junior high school
student
C. a senior school
student.
2. She wished to have a... like the
one of her pop idol.
A. a red dress
B. a red floppy cotton
hat
C. a pair of red shoes
3. She bought it with the money...
A. her father gave her
B she picked on the street Keys:
C. She took from a school boys bag 1. So that she could buy the hat for
3. Activity 3 (Task 3/ p. 24) herself
Comprehension questions (pair work ) 2. A wad of dollar notes exactly like the
-Ss read the passage again and answer the ones her father had given her before.
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following questions 3. Because she didnt like to make a

1. Why did her father give her some money fuss.
on her birthday?
2. What did she see in the boys bag?
3. Why did she decide to take the money
from the boys bag without saying anything
about it?
III. POST-READING: (7) (Group work )
Discuss the question: What would you do if Expected answers: - say nothing / keep
you were the writer? as a secret.
-try meet the boy and give the money
IV. RESERVED-ACTIVITY: back
Ss tell about their embarrassing
experiences.
V. HOMEWORK: (3) - Prepare for speaking
-Write about their own experiences.
Period 7: UNIT 2 PERSONAL EXPERIENCES
Speaking
*Objectives: By the end of the lesson, Students will be able to talk about past experiences
and how they affected ones life.
*Lexical items: native speaker; affect (v); turtle (n)
*Skills: speaking; listening; writing; reading.
*Teaching aids: textbooks; pictures; handouts.
PROCEDURE

I. PRE-SPEAKING
1. Warm-up: (5ms) Hangman
Teacher asks Ss to think of a word Key words: EXPERIENCE
containing 10 letters, you can guess 2
letters first: __ __ __ __ __ __ __ __ __ __
2. Lead-in: (2ms)
_ asks Teacher Ss: .Have you ever had an
interesting experience?
3. Teaching vocabulary: (2ms)
- native speaker (n) (situation) ngi bn
x
Ex: Mary comes from England.
She speaks English as a native speaker
- (to) affect (v) (example) nh hng
Ex: Smoking is harmful to our health. It
means smoking .badly our health.
affects
- turtle (n) (picture) con ra
10
4. Checking vocabulary: (3ms) R.O.R

II. WHILE-SPEAKING: (15 ms) Key answers:
1. Activity 1: (5 ms) (Task 1, textbook, 1_d; 2_c; 3_ a; 4_ b; 5_ e
P.25) Ss put the conversation in the correct
2. Activity 2: (10 ms) order by numbering the expressions
Teacher asks Ss to practice the dialogue in (Task 2, textbook, P.26 )
pairs Key answers: 1_b; 2_ d; 3_ h; 4_ a;
Teacher calls some pairs to perform the 5_ e; 6_ g; 7_ c; 8_ f
dialogue in front of the class. Ss to pay attention to the questions:
Teacher sticks a poster with the completed Have you ever ..?
dialogue How did it happen?
Teacher asks Ss to pay attention to the tense When did it happen?
of the verb <Simple past > How did the experience affect you?
III. POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1 Write down your own dialogue in the
IV. HOMEWORK: (2ms) exercise
PERIOD 8 UNIT 2: PERSONAL EXPERIENCES
LISTENING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.
* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),
replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts...
PROCEDURE
I. PRE - LISTENING: Ss look at the picture and say what is
Warm - up: (5) (group work): happening in it.
Describing the picture (p27 - textbook).
Lead - in (2)
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
Vocabulary (10): Checking vocabulary (5) (individual)
- memorable (a) = unforgettable (a) Gap - filling
(synonym): ng ghi nh 1. A good pair of shoes will . your
- Terrified (a) s hi (example) feet while jogging.
Most people feel terrified when they see 2. The child .her mother tightly
snakes because of fear.
11
- Scream (v): (explanation) la tht thanh, 3. April 30th 1975 is a .day of

la ht. Vietnamese people.
What do people often do when they see 4. I feel whenever I stay at home alone
something terrible? 5. The fans .with excitement when
- Replace (v) (mining): thay th they saw their idols.
- Gas stove (n) (drawing) 6. Robots can .people in some work
- Embrace (v) (picture): m 7. Remember to turn off the right
- Escape (v) (example): thot ra ngoi after cooking.
The prisoner ran away after escaping from 8. They were trying to .from a
the prison. burning house.
- Protect (v): (explanation)
What do we wear a helmet for? to 1. Activity 1 (5) (Pair work) (task 1 P27)
protect our head 1. Christina is a businesswoman
Keys: True
1. protect 2. embraced 3. memorable 4. False
terrified 5. screamed 6. replace 2. The fire happened three years ago
7. gas stove 8. escape
True
II. WHILE LISTENING
Keys: False
1. T 2.F 3. F 4. F 5.T 3. The fire started in the bedroom
True
False
4. When the fire started, Christina was
Ask Ss to put the sentences in right reading a book
order to make a completer story. True
False
5. Her mother came and rescued her
Keys: True
1. b 2. d 3. a False
4. c 5.f 6.e 2. Activity 2 (5) (Group work) Teacher
prepares 6 piece of paper on which there
Keys:
are 6 sentences as follow.
1. small 2. everything 3. family
-b. Her most unforgettable experience
4. replaced 5. took 6. appreciate
happened 13 years ago.
-d. Her house burned down
-a. The fire started in the kitchen because
she forgot to turn off the gas stove.
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-c. She heard her mothers voice calling

her name
-f. She rushed to her mother and her
mother carried her out.
-e. She got away without even a minor
burn.
3. Activity 3 (5) Individual (Task 3
textbook P28)
III. POST - LISTENING (5) (textbook
P28) Discussion
Christina says that family is more
important than things. Do you agree or
disagree with her? Why? Exchange your
ideas with a partner.
IV. HOME - WORK (3) Write down your idea (Post - listening) in
the notebook
WRITING
A. OBJECTIVES
A1 Aims: - To help Ss know the way to write a personal letter about a

past experience.
A2. Lexical items: - Words/Phrases used to write about a past experience:
embarrassing/embarrassed, frightening /frightened, funny,
unforgettable, memorable; appreciate; outlook on life
A3. Structures: Im writing to tell you about my most memorable ; This
made me more careful; This changes my outlook on life;
etc.
A4. Method: Integrated, Communicative approach
A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,
whiteboard markers, overhead projector
B. PROCEDURE
13
WARM-UP (3 mn) Ss: Observe the pictures on board
Look at the pictures or listen to the situations and or listen
Lessonto theplan
situations given 11
of English
answer the questions Ss answers:
T. either shows 2 pictures of a man attacked by 1. He was attacked/bitten by a dog.
a dog and of a man slipped & fallen in the 2. This made him frightened.
street or gives 2 situations and asks some 3. He was slipped.
questions: 4. He felt embarrassed.
1. Whats the matter with the man in the 1 st
picture?
2. How did this affect him? Group work (groups of 4)
3. How about the 2nd picture? Ss: Observe the pictures of the task
4. According to you, how did he feel when there provided and make group
were a lot of people in the street? discussion before listening.
PRE-WRITING (15 mn)
Act.(7mn). Listen to the teachers past experience
and do a multiple-choice task.
T. tells Ss her/his past experience.
Ive had a lot of experiences in my life. My
unforgettable experience was just 2 months ago,
when my family spent a summer holiday in Hue
city.
We stayed at a big hotel with 7 floors for three Ss answers:
days. My son, a quick and naughty boy likes 1. b
taking the lift so we decided to choose a room on
the top floor. On the last afternoon of our stay, 2. d
while I and my husband were both talking to
each other and stepping into the lift, my son was 3. c
putting his left hand into one of the two slots of
4. c
the lift. I really lost my temper then. Immediately,
I grabbed his hand and tried to draw it out of the 5. b
slot, but I couldnt. The boy was more and more
crying, and I began crying. My husband, who
prevented me from doing like that, was very
calm. He managed to draw his hand out of the
slot. At that time, I felt relieved and hugged my
son because I had thought of the worst thing that
would happen to him. Luckily, he wasnt
seriously injured.
This experience made me frightened and pay
more attention to my naughty son. Especially, I
find that we should be calm when solving any Ss. Look at the poster and answer
problems. the questions
TASK: Listen to my past experience and then
tick the right pictures related to the story.
1. 1. Where
a thebexperience
c happened:
d at a hotel,
2. When it happened: 2 months ago, when I was on
holiday,
Individual work
Ss give as many kinds as possible
2. 3. How
a it happened:
b (various
c details)
d
Pair work
4. Who was involved: Ss write outline in pairs
5. How it affected you: It made me
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embarrassed/frightened; It changes my outlook on
3. life
a b c d
Individual work
LANGUAGE FOCUS (1)
Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - //
and use present simple indicating past time correctly
Lexical items:
Skill: speaking, listening, writing, reading
Teaching aids: textbooks, handouts, poster
PROCEDURE
15
WARM - UP AND LEAD - IN: (5) /m/ /n/ //

Game: T prepares 15 cards containing 15
words and asks Ss to put into correct may nose Wrong
columns
running make nine
- T gives feedback
- T leads in the new lesson
A. PRONUNCIATION (15)
I. PRESENTATION (5) - Ss repeat
- T introduces and modals 3 consonants
/m/; /n/; //
II. PRACTICE (5)
T asks Ss to underline the words Game: Noughts and Crosses
containing 3 consonants above and read
1 2 3
the sentences loudly (individual)
1. Good morning. I want an apartment in 4 5 6
central London.
2. We have an inexpensive apartment in 7 8 9
Northern Avenue.
3. I remember meeting him on a nice - Ss close the books and gives Ss
summer afternoon. handouts
4. Mr. King is singing next door. Handouts:
5. Hes holding a string in his fingers. The story is about a girl called Little Red
Riding Hood who (0. live) lives with her
6. He loves spending his holidays in his mother. Little Red Riding Hoods
small summer house. grandmother (1. invite) _________ her to
III. PRODUCTION (5) her cottage, so one fine day she (2. set)
T divides class into 2 groups ands asks Ss _________ off to visit her. The little girl
to choose the number and give the word (3. get) __________ready, (4. wave)
containing the consonant _________ goodbye to her mother and (5.
B. GRAMMAR (23): Present simple promise) __________to be careful. On her
indicating past time arm she (6. carry) _________ a basket
which (7. contain)_________a cake her
I. PRESENTATION (7) mother (8. bake) __________specially. It
T feedbacks and explains: Present Simple (9. be) _________ a lovely spring
also indicates past time morning, the sun (10. shine) _________
Keys: and the birds (11. sing) __________,
happy that the winter (12. be) _________
1. invites 2 sets 3. gets
over.
4. waves 5. promises 6. carries
1.a. to decide b. decides
7. contains 8. has baked 9. is c. deciding d. decide
10. is shining 11. are singing 12. is 2.a. have started b. had started
II. PRACTICE: (8) c. start d. was starting
Multiple Choice 3.a. leave b. leaves
One fine day, we (1. decide) _______ to c. leaving d. to leave
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go into a jungle. We (2. start) _______ 4.a. wears b. wear

preparing for the trip at six in the morning, c. wearing d. weared
and (3. leave) _______ with two elephants 5.a. is trying b. try
carrying our luggage. Its a hot day but all c. has tried d. was trying
of us (4. wear) ______ shoes and trousers
6.a. to climb b. climbing
to protect us from snakes. In the jungle,
c. climb d. climbs
there is a lot of wildlife but we (5. try)
________ to find big cats, especially 7.a. sleep b. have slept
tigers. We (6. climb) _______ into the c. had slept d. was
elephants backs to get better view, but its sleeping
unusual to find tigers in the afternoon 8.a. see b. seen c. seeing
because they (7. sleep) ________ in the d. to see
heat of the day. Then, in the distance, we 9.a. has kept b. is keeping
(8. see) ________ a tiger and everyone of c. are keeping d. keep
us (9. keep) ________ quiet. We (10.
creep) ________ nearer and (11. find) 10.a to creep b. creped
________ a dead dear, still breathing. This c. creep d. creeping
is the tiger lunch! Suddenly we (12. start) 11.a. have found b. find
_______ to feel very frightened. c. had found d. will find
12.a. starting b. starts
c. to start d. start
III. PRODUCTION: (8) T asks Ss to tell a story that they know

(using present simple)
IV. HOMEWORK (2) Write down the story into your notebook
-Find 5 words for each consonants /m/;
/n/; / /
LANGUAGE FOCUS (2)
Objectives: By the end of the lesson, Ss will be able to use the past simple, past
progressive and past perfect correctly.
17
Skills: writing, speaking, listening, reading.

Teaching aids: textbook, handouts, chart, pictures, etc.
PROCEDURE
I/ WARMER: 5
T gives an exercise: RIGHT (R) or
WRONG (w)
1/ I was making a cake when the light
goes out.
2/ Last night, while I watched T. V, my
mother was reading a newspaper.
3/ When I arrived, the lecture had
already started.
4/ He went out with his friends after he
finished his homework.
- T gives feedback.
- T leads in the new lesson.
II/ PRESENTATION: 10 (1) Past progressive + WHEN + Past
From the above sentences, T elicits from Ss simple
3 structures: WHEN + past simple + past
WHEN .. progressive
WHILE , *Expressing an action happening
WHEN / BEFORE / AFTER .., when another action happened in the
II/ PRACTICE: past.
1/ Activity 1: 8 (2) WHILE + Past progressive +
Exercise 2 / p.30. Textbook. Past progressive
Keys: 1/ broke - was playing Past progressive + WHILE + Past
2/ wrote - was progressive
3/ was working - broke *Expressing two actions
4/ started - were walking happening at the same time in the
5/ told - were having past.
6/ didnt listen - was thinking (3) WHEN / BEFORE + Past
7/ phoned - didnt answer - were (you) simple + Past perfect
doing Past simple + AFTER + Past
8/ had looked - asked - cost. perfect
*Expressing an action happened
2/ Activity 2: 8 before another in the past.
Exercise 3 / p.31 textbook
Keys: 1/ had eaten - arrived pair work
2/ found - had taken
3/ got - had closed
4/ got - had left
5/ got - had arrived
6/ paid - had phoned
7/ went - said - hadnt arrived Individual
8/ had looked - asked - cost
III/ PRODUCTION: 12
18
Sentence building
- T uses pictures or cards:
1/ Play football - do homework
2/ Cook the meal - watch T.V Group work
3/ Go shopping - do housework
4/ Have dinner - go to the cinema
- Ss to make sentences, using the three
structures above.
IV/ HOMEWORK: 2 T asks Ss to make 6 sentences, using the
three structures above.
PERIOD 13 UNIT 3: A PARTY

READING

Read for gist.
Study some new words relating to the topic: Party.
Skills: reading.
Teaching aids: text books, hand-outs.
PROCEDURE
I. Warmer: (5 minutes) Expected answer:
Chatting:
T elicits some information relating to a
party from the Ss
- Have you ever been to a party?
Expected answer: Yes.
- Do you enjoy going to a party?
Expected answer: Yes.
- Could you tell me some kinds of party you
have been invited to?
Lead in:
T introduces the lesson:
Today we will learn about some
kinds of parties that people are
celebrating
I. Pre-reading: (10 minutes)
Pre-teaching vocabulary:
1. blow out (v) thi tt
(Miming: T asks the Ss to look at him or
her. T does the action of blowing out the
candles then asks the Ss: Ss to work in pairs and read the text
What I have done? Expected answer: again.
blow out the candles) Ss ask and answer then tick ()
19
2. couple (n) in the right box.

3. anniversary (n)
+ golden anniversary
+ silver anniversary
+ wedding anniversary
4. gift (n)
5. milestone (n):
Checking vocabulary:
RUB OUT AND REMEMBER.
I. While reading: (20 minutes)
Activity 1: Task 1: T delivers the hand-outs (taken
from the textbook, p.34).
T checks and gives feedbacks.
PAIR WORK
o Answer keys:
Activity 2: Task 2: 1. birthday party
T asks Ss to read the text again 2. both
individually. 3. both
T asks Ss to work in pairs and do the 4. wedding anniversary party
exercise. 5. wedding anniversary party
T reminds the Ss that there is only 6. wedding anniversary party
ONE wrong word. 7. birthday party
T calls some Ss to stand up and give PAIR WORK
their answers. o Answer keys:
T checks and gives feedbacks. o 1. Lisas family and friends are at her
seventh birthday party.
2. Everyone eats cake and ice cream at
the birthday party.
3. Lisa opens birthday cards and presents
from her family and friends.
4. Many Americans over the age of 30
dont like to talk about their age.
5. Fifty years ago, Rosa and Luis got
married.
6. People call the 50th wedding
anniversary the golden
anniversary
7. Rosa and Luis are happy to be
together for their golden anniversary.
20
III. Post-reading (9 minutes)

PREPARE YOUR BIRTHDAY PARTY
Time to start
Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee
shop
Number of gueSs coke, cake, candies, milk,
Foods and drinks Playing games, singing, dancing, taking
photos,
Interesting activities
DISCUSSION
- T asks Ss to work in groups of 5.
- T asks Ss to discuss the reasons why
they prefer to celebrate their birthday party at
home / in the restaurant.
T checks and gives feedbacks.
II. Homework (1 minutes) Write a short paragraph (about 70
100 words) about the preparation for
Write-it-up: your birthday party. Using the
information given in the chart above.
SPEAKING
Objectives: By the end of the lesson, Students will be able to:
+ Talk about the party they have been to
+ Tell how they organize a party
Skills: speaking, writing
Teaching aids: Textbooks, hand-outs
PROCEDURE

I. Warmer: (5 mins)
Brainstorming: Ss to clap their hands
T divides the class into 2 groups:
Tom and Jerry
Ss read the list of questions on p. 35
T asks each group to choose a
Ss choose from the list 5 or 6 questions to
representative to come to the board
answer
T asks Ss to find some words related to
the topic PARTY then write their words
21
on the board
Ss to work in pairs
T checks the Ss' answers
The group that has more correct words will
be the winner
Lead-in:
T introduces the lesson: "
Today, you will learn to talk about the
parties you've been to and how to
organize a party."
II. Pre-speaking: (10 mins)
Activity: Task 1
T asks them to write their answers on
a piece of paper
T reminds them to use The Past Tense
T calls some Ss to stand up and talk
about their answers
III. While-speaking: (20 mins)
Activity 1: Task 2
T asks them to tell their friends about the
party they've been to
T asks them to use the information in the
previous activities
T goes around to check and offers help if
necessary
T calls some Ss to stand up and tell about
the party they have been to
T gives feedbacks
Activity 2: Task 3
PARTY-ORGANIZER'S COMPETITION
II. Post-speaking: (10 mins)

- T asks the Ss to work in pairs
T gives some cues
22
Game: Hide and Seek, Beauty Contest, etc
GueSs: Interesting friends and famous

BIRTHDAY PARTY singers
Foods and Drinks: coke, fruit juice,

cake, biscuits, etc.
- T asks Ss to plan an interesting party - Ss to discuss in their groups

(using the cues) then tell their friends to
invite them to come to that party.
- T calls some Ss to stand up and talk
about their parties
- T checks and gives feedbacks.
IV/ HOMEWORK: 2 T asks Ss to make 6 sentences, using the
three structures above.
LISTENING
Objectives: By the end of the lesson, Students will be able to:
+ Listen for gist.
+ Listen to get some specific information to answer the questions.
Lexical items: words related to a party / parties.
Skills: listening.
Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects.
PROCEDURE

I. Warmer: (5 mins) - Ss work individually to read
through the hand-outs.
T elicits some information related to
parties from the Ss by asking the - Ss listen to the tape once and try
following questions: to decide if the statements are True (T) or
False (F).
- When do you like to organize your
birthday party, during the day or in the - Ss to work in pairs and discuss
23
evening? their answers.

- What foods and drinks are often served at - Answer keys:
your birthday party? What act 1 2 3 4 5
II. Pre-listening: (10 mins) F F F T F
Teaching vocabulary:
+ gather (v) (picture )
+ decorate (v) (explanation)
+ slice (n) (realia)
+ clap (v) (miming)
+ icing (n) (picture)
Checking vocabulary: WHAT AND
WHERE
III. While _listening: (20 mins)
Activity 1: Task 1
T delivers handouts (taken
from the textbook, p.37) T call
some Ss to stand up and give their
answers.
T plays the tape again to
check with the whole class.
T gives feedbacks.
Activity 2: Task 2
MULTIPLE CHOICES
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didnt she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
C. noisy and cheap D. quiet and comfortable
3. What did Mais mother serve the gueSs at the beginning of the party?
A. ice-cream and biscuits B. soft drinks and biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30 p.m
5. It was beautifully decorated with
24
A. pink and white icing B. brown and yellow icing

C. green and white icing D. black and yellow icing
6. What did all the gueSs do while Mai was cutting the cake?
A. they danced and sang B. they played the Bingo game
C. they took photos D. they clapped their hands and sang
7. What time did the birthday party finish?
A. 6.30 a.m 6.00 p.m C. 6.30 p.m D. 6.00 a.m
IV. Post listening: (9 mins) - Ss to work in group of 6.

T asks them to talk about Mais - Ss choose a secretary and a presenter.
birthday party.
Write a short paragraph about Mais birthday
T asks the secretary to take notes. party (5070 words).
Homework: (1 min)

WRITING
Write a letter of invitation.
Lexical items: Words / phrases used in letters of invitation.
Structures: Would you like to?
Skills: Writing.
Teaching aids: Hand-outs, posters.
PROCEDURE
T devides the class into 2 groups: Apple and Ss do the exercise in the hand-out
Orange.
T asks each group to choose a representative to Answer keys:
come to the board. 1. refreshments
T asks Ss to find words related to LETTER. 2. would you like - - served
I . Lead in: 3. took place
-T introduces the lesson: Answer keys:
One of the kinds of letter we will study today 1. at my house
is letter of invitation 2. to come
II. Pre-writing: (10 mins) 3. refreshments
Vocabulary teaching: 4. to cook
-refreshments (n) -serve (v) -take place 5. winners
-T elicits some information from the Ss: 6. by Monday
25
Would you like to go to the cinema with me? Ss work in group of 5

-Structure: o Suggested answer:
Would you like to
Form 1. I am going to organize a birthday
1. I often bring a lot of .when I go on a picnic. party.
2. What . to be . at the party? 2. I intend to organize the party in the
3. The 2002 World Cup . in Korea and Japan. park on July 25th.
III. While writing: (20 minutes) 3. I will invite about 50 friends /
Activity 1: Task 2 classmates.
-T asks the Ss to work in pairs 4. I will organize some interesting
-T asks them to complete the letter in the games such as hide and seek,
textbook. Bingo, ect...
-T calls Ss to give their answers. 5. Fast food and fruits will be served.
-T checks and gives feedbacks.
Activity 2: Task 3
T asks the Ss to find the answers for the
questions in the textbook.
Activity 3:
-T asks Ss to work in groups again
III. Post-writing (9 minutes)
T calls the Ss to stick their poster on the board.
V. Home work (1 minutes) T asks Ss to rewrite the letter of

invitation in their notebooks.

E. LANGUAGE FOCUS
A. Aims: After the lesson, students will be able to:
- distinguish the sounds /l/ - /r/ - /h/
- know about infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
- Pictures of a plate of salad, a restaurant, and a house
C. Procedure:
A. Class stabilization:
B. New lesson:
I. Warm-up:
- T uses pictures of a plate of salad, a restaurant, and a
house to lead to pronunciation - T asks Ss to repeat the
II. Pronunciation: words.
1. Activity 1: Listen and repeat
2. Activity 2: Practise reading aloud these sentences
1. Hello, Mr. Allen. Youre early for lunch. Its only
26
eleven oclock.
2. Id like a plate of salad, a glass of lemonade, a slice
of melon and some jelly, please. - T asks Ss to read the
3. Laura is a really pretty librarian in the public library. sentences
4. Her parents own a restaurant in a country in central
Europe.
5. Hello, Harry. Have you heard the news? Theres
been a horrible accident. A helicopter has hit Helens
house.
6. Helen and her husband will have to spend their
holiday in hospital.
III. Grammar:
A. INFINITIVE AND GERUND
I. Examples:
List what people often do at a birthday party - T gives a situation and asks
give presents Ss some questions to lead to
sing birthday the grammar point.
song
Birthday Party
get l
eat and drink

blow out the candles
- I hope to receive many presents on my birthday.
- We enjoy singing birthday song.
II. Verbs followed by V-ing and To-inf
Verb + (O) + V-ing
+ V (To-inf)
1. Verbs followed by To-inf
V + (O) + To-inf - T presents
- decide, expect, try, attempt, tend, ask, want, refuse,
desire, wish, order, require, demand, fail, advise,
hesitate
- would like / love, agree, be willing, hope, tend
- intend
Ex: - I expect to meet him tomorrow.
- She fails to solve this problem.
- Dont hesitate to contact me when you re here.
Other structures: - It + (be) + adj + to-inf
- S + V + too + to-inf
- S + V + enough + to-inf
2. Verbs followed by V-ing
V + (O) + V-ing
- avoid - mind - appreciate
- deny - delay / postpone - miss
- consider - dislike/ hate / detest - finish
27
- keep - enjoy - practise

* Expressions:
- look forward to - be worth
- There s no point in - be busy
- It s no good / use - be / get used to
- cant help / bear / stand - be accustomed to
Ex: - I deny having stolen money
- The book s worth reading
* Adj phrase with preposition + V-ing
III. Exercise 1:
1. Most passengers dislike ___________ to sit in
small, uncomfortable seats on long flights.(have)
2. I must drive more carefully. I cant risk ________
another speeding ticket. (get)
3. Did Dick mean ___________ Sue about the party,
or did it slip out accidentally?(tell)
4. You must keep __________ on the computer until
you understand how to use all of the programs. - T has Ss do the exercise.
(practise) - T gives correction and
5. The judge demanded _________ the original comments.
document, not the photocopy. (see) Key:
IV. Homework: 1. having, 2. getting, 3. to tell,
- Prepare Language Focus (cont) 4. practising, 5. to see
E. LANGUAGE FOCUS (cont)
A. Aims: After the lesson, students will be able to:
- know about passive infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
C. Procedure:

A. Class stabilization:
B. New lesson:
B. PASSIVE INFINITIVE AND GERUND
Usage:
- used in passive meaning
I. Passive Infinitive - T presents the usage of
Exercise 2: passive infinitive or gerund
1. Ms. Thompson is always willing to help, but she
doesnt want....... at home unless there is an emergency. - T has Ss do the exercise.
A. to call B. to be called - T gives correction and
2. The children agreed....... the candy equally. comments.
28
A. to divide B. to be divided Key:

3. I expected....... to the party, but I wasnt. 1. B, 2. A, 3. B, 4. B, 5. A
A. to invite B. to be invited
4. I expect.......at the airport by my uncle.
A. to meet B. to be met
5. Mr. Steinberg offered....... us to the train station.
A. to drive B. to be driven
II. Passive Infinitive and Gerund

Exercise 3:
1. The new students hope....... in many of the schools
social activities.
A. including B. being included C. to include D. to be - T asks Ss to do the
included exercise
2. Jack got into trouble when he refused....... his briefcase - T gives correction and
for the customs officer. comments
A. opening B. being opened C. to open D. to be opened Key:
3. Barbara didnt mention....... about her progress report 1. D, 2. C, 3. B, 4.B, 5. C
at work, but Im sure she is.
A. concerning B. being concerned C. to concern D. to be
concerned
4. Youd better save some money for a rainy day. You
cant count on....... by your parents every time you get
into financial difficulty.
A. rescuing B. being rescued C. to rescue D. to be
rescued
5. Please forgive me. I didnt mean....... you.
A. upsetting B. being upset C. to upset D. to be upset
C. MORE EXERCISES
I. Choose the best word / phrase/ sentence
1. Would you mind....... the door? (open)
2. You should give up....... or youll die of cancer.
(smoke)
3. The teacher told his pupils.......in class. (not talk)
4. The driver stopped.......a coffee because he felt - T asks Ss to do the
sleepy. (have) exercise.
5. Have you ever considered.......a pharmacist? - T gives comments and
(become) correction.
6. Peter advised me.......again. (try) Key:
7. Avoid.......such a mistake again. (make) 1. opening, 2. smoking, 3.
8. My father wanted me.......a pilot. (be) not to talk, 4. to have, 5.
9. Mr. Thomas doesnt allow.......while he is explaining becoming, 6. to try, 7.
the lesson. (talk) making, 8. to be, 9. talking,
10. Do you have any money.......for this book? (pay) 10. to pay, 11. meeting, 12.
11. I dont know why he avoided.......me. (meet) having
12. He enjoyed.......breakfast with us. (have)
29
II. Write each pair sentences using the words in - T asks Ss to do the
brackets exercise.
- T gives comments and
1. Yes, I did drive too fast through the town, she said. correction.
(admitted) Key:
1. She admitted driving too
2. Ill lend you some money, if you like, he said to me. fast through the town, 2. He
(offered) offered to lend me some
money, 3. She stopped
3. Ill havent smoked for three years, she said. smoking three years ago, 4.I
(stopped) suggest taking the train, 5.
4. I think it would be a good idea to take the train. My neighbor threatened call
(suggest) the police.
5. My neighbor said he would call the police.
(threatened)
III. Complete the second sentences so that they mean the - T asks Ss to do the
same as the first ones. exercise.
1. They didnt allow me to park here. - T gives comments and
They didnt let correction.
2. Its not a good idea to travel during the rush hour. Key:
Its better to avoid 1 me park here,
2.traveling during the
3. I cant force you to do this if you dont want to.
rush hour,
I cant make
3.you do this if you dont
4. My father said I could use his car.
want to,
My father allow
4.. me to use his car,
5. Tell me tomorrow that I have to pay them
5..me to pay them
Will you remind.......................................
tomorrow.
Homework:
- Prepare Test Yourself A
Period 19. Unit 4: VOLUNTEER WORK
Reading
Objectives: By the end of the lesson, students will be able to
- Scan read for specific information
- Skin read for general ideas
- Work in pairs/groups effectively
- Get to know about volunteer work
Lexical items: Voluntary/volunteer/mow/ handicapped/ remote
Skills: Reading (main), speaking
Teaching aids: Handouts, picture
PROCEDURE
30
I. WARMER: (5) Questions:

- Divide the class into 2 groups 1.What do you call the person who cures
- Each group will take turns to answer diseases for animals? (vet)
the questions prepared before hand by 2.Tell me the name of the fruit which is
the teacher round, sweet, rather big? (orange)
- If they give the correct answer they 3.Which animal lives in the forest and
will get 1 mark. The group with more eats the carrots? (rabbit)
marks wins the game. 4.Fill in the missing words
a. .......or West, home is best
5.What is the antonym of full? (empty)
Leading: Can you tell me some volunteer
6.What do you call the money we give to
work in our school?
the children on Tet Holidays? (lucky
II. NEW LESSON money)
Teacher says: In our lesson today, well read 7.What is a popular kind of drink in
about the volunteer work PRE-READING Japan, China and Vietnam? (tea)
Teaching vocabulary 8.What is up when it rains? (umbrella)
1. Volunteer (n) (v) (picture + What do you call the home of the birds
explanation) (nest)
These people are doing Expected answers:
volunteer work. They are volunteers
- Help the disabled
Teacher: Can volunteer be a
- Help the people suffering badly in
verb?
wars or natural disasters
Students: Yes
2. Voluntary (adj) (context situation:
Synonym)
In her spare time, she does the work without Show a picture of the handicapped and
being paid for it? elicit the word.
In her spare time, she does....... work Checking vocabulary: Gap fill
(voluntary)
1. When she retired, she did a lot
3. Remote (adj) (synonym) of.......service for the Red Cross
What is the synonym of far away? 2. He continued to.......the lawn and
4. Wow (v) (picture +example) did routine chores
Show the picture of a mower and ask 3. She needs some.......to clean up
students to fill in the gap with one word in the kitchen
the following sentence: 4. We have visited many villages
This machine is used to....... in.......areas
lawn/ 5. Im going to work two days a
5. Handicapped (adj ) (picture + week teaching.......kids to fish
translation) KEYS: 1. Voluntary 2. mow 3.
III. WHILE READING (17) volunteers 4. remote 5. handicapped
Activity 1: Multiple choice (task 2, P.48)
31
- Put students into pairs

- In pairs, ask them to choose the best
answer from A, B, C or D for each of the
sentence
Expected answers: 1.A, 2.D. 3.B. 4.D,
- Call on some Students to give the
5.B
answers
- Make corrections
Activity 2: Questions and answers (task 3,
P49)
Have students work in pairs to ask and Expected answers:
answer the questions.
1. They read books to the people
Call some students to give the answer and there, play games with them and
write on the board listen to their problem.
IV. POST READING: Discussion 2. They give care and comfort to
- Have students work in groups of for them and help them to overcome
or five, discussing the following their difficulties
questions: 3. During summer vacations, they
1. What kind of volunteer work do you volunteer to work in remote or
usually do at school? mountainous areas to provide
What do you usually do in each kind of education for children
volunteer work?
IV. HOMEWORK: Write a short paragraph about
volunteer work at your
school/hometown.
Period 20 UNIT 4 VOLUNTEER WORK
SPEAKING
Objectives: By the end of the lesson, Students will be able to
-Identify types of volunteer work
-talk about volunteer work
-work in groups /pairs effectively
Lexical items: invalid/ martyr/ intersection
Skills: Speaking
Teaching aids: Handouts, charts
PROCEDURE
I. WARMER:(5') Game: Word Grid R What animal do cats eat? (rat)
-Hang on a chart with all the words in their
rows and cover each row with a piece of E What planet are we living on?
32
paper (Earth)
-Divide the class into 2 groups
D What do you call a person who
-Ask each group to choose the numbered
takes care of the teeth?
row in turns, read the explanation for the
(Dentist)
word in that row and say what the word is
-Uncover the piece of paper of each row C What do we use to drink tea?
when Ss have the correct answer (Cup)
-One point for one correct answer. If they R What is the antonym of
can guess the word in vertical column, they wrong? (Right)
will get 3 points and the game stops
O What is Iraq famous for? (Oil)
RED CROSS
Lead in: -Have you ever worked for the Red S What do we wash our hair
Cross Association? with? (Shampoo)
- What kind of volunteer work do people
S What is the most popular sport
work in the Red Cross Association?
in the world? (Soccer)
In our lesson today, we are going to speak
about such volunteer work.
Expected answers: -Yes/ No
II. PRE- SPEAKING: (8)
They help the poor, or those suffering
1. *Teaching vocabulary: Invalid(n) (picture from natural disasters.
+ Situation man. He has to be confined to a
wheel- chair and he needs other people to
take care of him. He is an....
2. Martyr (n). (Situation + Translation)
3. Ex: Do you know Nguyen Van Troi? He
devoted himself to the revolutionary cause
and he was killed by the enemy. He is
considered as a....
4. Intersection (n) (picture ).
III. WHILE _SPEAKING:
*Activity 1(task 1, p.49)
Teacher: Hang this chart.
- Taking part in an excursion
Teacher gives feedback.
- Helping people in remote or
Answer: 1
mountainous areas
2
- Giving care and comfort to the
3 poor and the sick.
4 - Participating in an English
5 speaking club.
6 - Providing education for
Teacher shows the chart of the conversation disadvantaged children.
on page 50 on the board. Teacher reads the Joining the Green Saturday Movement.
conversation aloud.
Students go to the board to stick the
- Teacher gives feedback. smiling faces next to volunteer work and
33
IV. POST- SPEAKING sad faces to the activities which are not
Teacher divides the class into groups of four volunteer work.
or five, asking them to discuss volunteer
work that they usually do to help people. Pairs
- Teacher collects the Substitution:
mistakes made by student/
Instruction: You are going to walk in
Teacher gives feedback. pairs to make similar conversation, using
the activities from the table.
Group discussion.
V Homework: 1. We/ usually/ take part/ social activity.

2. Classmates/ interested/ help/
handicapped children/ neighborhood.

3. Father/ used/ help/ people/
mountainous areas.

Period 21: UNIT 4: VOLUNTEER WORK
LISTENING
Objectives: By the end of the lesson, the students will be able to:
- listen for specific information
- know more about volunteer work
- work in pairs/ groups actively
- discuss
Lexical items: co-operate, fundraising, sponsor, annually
Skills: listening (main), speaking
Teaching aids: CD player, poster, handouts
PROCEDURE
I. Warm-up: (5 mins) Game: Finding ones - Ss in each team combine pieces of
other half paper to form meaning full phrases
- Divide the class into 2 teams A and B -The team who finishes first wins
- Hang on 2 posters on the board
-Stick pieces of paper on each poster
34
*Lead-in: (point at the posters) These *Key: supporting charities/ raising

activities are volunteer work money/ helping the poor/ helping the
In todays listening section, you listen to a elderly/ making donations
passage to know more about volunteer work.
II. Pre- listening:
*pre-teaching vocabulary:
1, co-operate (v) (example)
Ex: I work with him and help him for a
particular purpose. I.. with him.
2, fundraising (n)(definition+ translation):
the activity of collecting money to support a
charity or an organization: hoat dong gay
quy
3, sponsor (n) (situation)
+ Hue Brewery Company paid all the
expenses for the Festival held in 2006
This company was the.. of the
Festival.
4, annually (adv) (synonym)
What is the synonym of yearly?
*Checking vocabulary: Slap the board Expected answers:
III. WHILE- LISTENING: (20 mins) 1. informal 2. 30 street children 3. 250
*Activity 1: Gap- fill (task 1,p. 51) children 4. 1998 5. volunteers/
- Ply the tape and ask Ss to listen and fill in February
the missing information
- Let Ss listen again if necessary
- Call some Ss to give the answers
*Activity 2: Error Recognition
- Deliver handouts Key:
- Have Ss listen and underline an error in 1. to 2. were 3. to help 4. which
each sentence and correct it 5. found
- Call some Ss to give the answers
1. Spring School provides classes for
disadvantaged children in Ho Chi Minh
City.
2. Dance, theatre, singing and circus
classes was set up a year later.
3. Spring School requires volunteers
helping organize their fundraising
35
dinner. Expected answers:

4. This is an exciting night in where 1. IT provides classes to
children perform circus, theatre, dance disadvantages children in Ho Chi
and singing. Minh City.
5. More schools like Spring School will soon 2. 2. Dance, theatre, singing and
be finding in other city in Vietnam. circus were set up in 1999.
*Activity 3: Questions and Answers (task 2. 3. Because they need money to
p. 51) continue their English and
- Have the Ss listen to the passage again and Performance Arts classes.
find the answers to the questions 4. At one of the largest hotels in Ho
- Ask them to compare the answers in pairs Chi Minh City.
- Give the feedback 5. To contact sponsors and help to
IV. POST-LISTENING: (14 mins) expand the school activities.
Speaking
- Ask Ss to work in pairs to talk about
Spring School, using the following
suggestions:
+ The aim of Spring School
+ The number of children living and
studying at the school or the classes
+ The activities the children at the school
take part in
+ The kinds of volunteers that Spring
School requires
- Go round to give help where necessary
- Call on some Ss to report in front of the
class
V. HOMEWORK: - Ask Ss to summarize the story about
Spring School
Period 22: Unit 4: VOLUNTEER WORK
WRITING
Objectives: By the end of the lesson, Ss will be able to write a formal letter expressing
gratitude.
Lexical items: amount, .
Skills: writing (main), reading
Teaching aids: charts, reality
PROCEDURE
I. WARM-UP: (3 mins) Game (Jumbled Ss work out the anagram the following
word) word: STANHK
Lead- in: (2mins) Key: THANKS
Elicit the answers from Ss: -When do you Expected answers:
say thanks? + When someone gives you a present.
In todays lesson, youll learn how to write a +When someone does you a favor.
formal letter to express gratitude or thanks. +When someone helps you with
36
PRE-TEACHING VOCABULARY: something.

Amount (n): (Synonym) Suggested answers:
+What is the synonym of a sum of money The opening of the letter: Dear Sir or
1. Donation (n): (translation) Madam
2. Ask Ss: What do you call a person The amount that is donated: I am verry
who donates something? (donor) happy to receive a donation of $500
3. Issue (v): (realia + situation) from your company some days ago.
*Activity 1: Read and Underline (5 mins) How the money is used: the money
- Have Ss work in pairs to read the letter will help us to repair the old school
and underline the sentence that express the building and build a new block of flats
points given (task 1, p.52) for the handicapped students.
- Call on some Ss to read aloud the How the receipt is issued: We will
sentences certainly issue a receipt as soon as
- Give feedback possible.
*Activity 2: Identifying ideas(5 mins) The gratitude to the donor: I would like
- Hang on a chart with parts of a thank- you to express our thanks for the donation
letter arranged in the wrong order from your company.
a. An offer to pay and a renewal of thanks The closing of the letter: I look forward
b. A personal remark about the usefulness to hearing from you soon.
of the gift or present Yours faithfully,
c. An acknowledgement and thanks Expected answers:
d. Closing 1. An acknowledgement and thanks
e. A fuller expression of gratitude 2. A fuller expression of gratitude
- Call some SS to give the answers 3. A personal remark about the
- Check with the class usefulness of the gift or present
Activity 3: Write a thank-you letter (15 4. An offer to pay and a renewal of
mins) (Task 2, page 53) thanks
- Elicit some useful expressions used to 5. Closing
express gratitude or thanks from Ss Expected answers:
II. POST-WRITING: (8 mins) - Thank you very much indeed for
- Choose one writing and ask a student to - Many thanks to you for
write it on the board - It is kind / good of you to help
- Ask the whole class to correct the - On behalf of Im writing to thank
mistakes you for
- Give comments - I would like to express my thanks to
you for
III. HOMEWORK: (2 mins) - I would like to offer my sincerest
PERIOD 23 UNIT 4 VOLUNTEER WORK
LANGUAGE FOCUS (1)
Objectives: By the end of the lesson, SS will be able to
- know how to use gerund / present participle of the verbs.
- do all the tasks in the course book / set by teacher correctly.
- work in pairs/groups effectively.
37
Lexical items:
- furious (adj) diary (n), modernize (v), be ashamed of (exp)
Skills: Reading and writing
Teaching aids: Handouts, chart.
PROCEDURE
I. PRESENTATION Key word: Soccer
Warm-up (5)
Hangman game
Lead in and presentation (8)
Do you like playing soccer, boys?
(Yes)
Why?
(Because it's interesting).
T writes: They find that playing football
is interesting.
T asks: Pay attention to the word
playing. Is it an infinitive or a gerund?
(gerund).
T revises some cases in which gerund is
used: Preposition + gerund
- after preposition (of, with, about, in...) V* + gerund
- After some verbs (V*: mind, enjoy,
admit...) Checking: Decide if the following
T hangs the picture of a boy seeing some underlined words are gerund or
boys playing football present participle.
What did the boy do? 1. He is interested in playing
football.(gerund)
(He saw some boys playing football.)
2. She wasted a lot of time
T writes: He saw some boys playing
collecting old books.(pp)
football.
3.I have no intention of moving to
T explains: Playing is present participle of
York.(gerund)
the verb.
Lan is going fishing this afternoon.(pp)
Run through the words
To help you do the following exercises,
I'll help you with some new words.
- toe (n):
(picture)furious (adj)
(synonym)
What's another word for "very angry"?
prevent s.o from doing st: (translation)
diary (n) (gap-fill)
I am very interested in seeing the
38
program "Vang Anh's........"

* Checking vocabulary: Rub out and Suggested answers:
remember 1.listening 2.bending 3.
II. PRACTICE behaving 4.meeting 5. spending
1. Task 1(page 54) (9m) 6. waiting 7. starting
2. Task 2: (9m)
III. POST-PRACTICE (13) Suggested answers:
LUCKY NUMBER (12) 1. burning / rising 2. reading 3.
T: prepare 7 pictures beforehand. lying 4. shopping 5. preparing 6.
trying 7. modernizing
picture of a boy preparing his lessons
Each group takes turns to choose a
picture of a woman going shopping
number and make a sentence about the
lucky number picture they see. The Gerund group has
picture of of a man collecting old books. to use a gerund in their sentence and the
picture of some boys playing badminton. PP group has to use a present participle
in their sentence. They earn one mark for
.picture of a girl looking forward to a letter each correct sentence. If they choose the
from her friend. lucky number, they have one mark
picture of a woman asking a man not to without answering any questions. The
smoke. group with more marks wins the game.
picture of a girl seeing a boy running past * Expected answers:
her house. 1. The boy is absorbed in preparing his
lesson / I saw the boy preparing his
Divide the class into 2 groups: gerund lesson
group and PP group. 2. The woman went shopping this
T: Declare the winner morning / The woman enjoys going
shopping every weekend. 3...........
Write 6 daily activities of your own,
IV. HOMEWORK: (2) using gerund and PP. Ex: I enjoy
reading every night.
PERIOD 23 UNIT 4 VOLUNTEER WORK
LANGUAGE FOCUS (2)
* Objectives: By the end of the lesson, Ss will be able to known the following points.
-pronunciation: /w/ -/ j/.
-perfect gerund and perfect participle
*Skills: speaking, writing.
* Teaching aids: handouts, charts
PROCEDURE
I. WARMER: Game Lucky number Ss: play the game

39
T: Divide the class into two groups 1. The sun sets in the .
Each group will take turns to choose 2. Can you tell me the antonym of
any number on the chart. dry?
If they give the correct answer, they 3. Lucky number.
will get one mark 4. Which word do you use to agree with
If they give the wrong answer, ones idea? The word has 3 letters.
another group will have chance to 5. A has 12 months.
answer it and continue 6. What is the biggest animal that lives
to choose another number. The group in the sea.
with more marks wins the game. 7. Lucky number.
What is the day before today?
Key: 1. west 2. wet 6. whale
4. yes 5. year 8. yesterday
T: Can you pronounce these words?
Ss: Yes/ No
T: Call some Ss to pronounce them.
Today We study how to pronounce /w/ -
/j/.
II. NEW LESSON:
A. Pronunciation: Ss: Repeat after T
*Activity 1:
T: Read aloud the words in the
textbook.
T: Call some Ss to read the words again. Ss: Repeat after T.
Make correction if necessary.
*Activity 2:
T: Read aloud the sentences in the
textbook. Ss: Make their own sentences with the
T: Call some student to read again. sounds /w/ - /j/
Make correction if necessary.
*Activity 3: Group work Expected answer:
T: Go around and help if necessary. a. He was blamed for breaking the window
gerund
He was blamed for having broken the
B. Grammar: perfect gerund and perfect window.
participle. Perfect gerund
1. Presentation: b. Having already read the book several
* Example: Rewrite the following times, I didnt borrow it.
sentences, beginning with the given Perfect participle
words
a. He was blamed. He broke the window.
He was blamed for
b. Because I had already read the book
several time, I didnt borrow it.
Having. Ss: Do the exercise 3 page 55
Explanation: Key:
_Perfect gerund is the perfect form of 1. having made 2. Having been
the gerund. It is used to refer to a part 3. having been 4. Having tied
40
action. 5. Having read 6. having taken

_Perfect participle is the perfect form of
the present participle. It is used when
one action happens before another
action.
2. Practice: (Task 3 p. 55)
T: Call Ss to give the answer. Make Key:
correction if necessary a. Taking two these pills, my daughter felt
3. Production: Sentence building better.
a. Take/ two/ these pills/ my daughter/ b. He admitted having stolen my bike.
felt/ better. c. Having finished her work, she went
b. He/ admit / steal/ my bike. home.
c. Finished/ her work/ she/go/ home.
IV. HOMEWORK: (2) Write 6

daily activities of your own, using
gerund and PP.
Ex: I enjoy reading every night.
PERIOD 26 UNIT 5: ILLITERACY
Reading
Objectives: Improve the Ss' vocabulary, skim for main content and scan for specific
details.
Method: Communicative Approach
Teaching aids: textbook, objects, pictures
Procedure:
* Warm up: Guessing Game: - T divides Ss into 4 groups and chooses
- T prepares a bag/ box with some objects: a leader.
pen, book, ruler, notebook, - The leader touches the thing in the bag
blackboard, chair, table (without seeing) and uses some words,
phrases to describe it so that the others
can guess what it is.
- The winner is the group which has
more answers than the others.
- T shows real objects and makes
questions.
PRE - READING - Ss answer individually.
1/Task 1: Question answering:
- What is it? + It's a pen / a ruler / a
blackboard..
- What is it used for? + It's used for
writing/ drawing
- Do you have them?
- Why do you need them? + I'm a student. I
41
used them for studying.

2/Task 2: Picture describing: -T leads Ss to task 2
* Suggested questions: + Textbook
- Where do you think the class is? - T shows the picture and asks Ss to
- What do you think of the people in the describe in groups of 4.
class? - Ss can ask and answer to get more
- Are they at the same age? information about the picture.
- What do you think of the teacher? - T calls some Ss to present their ideas in
- Is this class different from your class? front of the class.
* Suggested words/ phrases to answers:
- remote, mountainous areas
- ethnic minority - T reads through the text once.
- soldier - T calls some Ss to read the text
WHILE - READING paragraph by paragraph.
1/ Task 1: Vocabulary: - Ss read the text in silent to do task 1 in
- Find the Vietnamese equivalent to the textbook in pairs
following expressions:
* Feedback: - T asks Ss read the text again to do task
1. Ph cp gio dc tiu hc 4. K thut 2.
canh tc - Ss can discuss in groups of 4.
2. Hi khuyn hc Vit Nam 5. K hoch - T calls some students to talk about their
ha gia nh choice.
3. Xa m ch - Ss do this task in pairs.
2/ Task 2: Scanning for main content: - T plays the tape and asks Ss to pass the
* Suggested answer: envelop around the class. When T pauses
D. The fight again illiteracy the tape, st holding the envelop will open
3/ Task 3: Answering the questions: it and pick a question to answer.
* Answer:
1. 94% of the population.
2. The campaign for illiteracy eradication - T divides Ss into 2 big groups to
3. 600 students in 2000 and 800 students in answer 2 questions in textbook.
2001 - Ss in each big groups work in groups of
4. They willingly/ voluntarily spent their 4.
vocations teach - After 5 minutes, T asks Ss to write their
ethnic minority illiterate people to read ideas on poster and tick them on the
and write. board.
5. Illiterate will be soon eradicated. - T calls 2 group's leaders to present in
POST - READING front of the class
Discussion: Discussing the two questions
below:
1. Are there any illiterate people in your
neighborhood?
2. What do you think we should do to help
them read and
write?
* Suggested ideas:
- prepare books, notebooks, pen, pencil
- teach them how to write / read at night,
42
every Sunday, on
summer vocation
- ..
* Homework
- Read the text again and translate into
Vietnamese
- Comment:
Speaking
A/ AIMS: - To enable students to talk about literacy problem and offer solutions.
- To improve the students speaking skill
B/ TEACHING-AIDS: posters, pictures, textbooks
C/ METHOD: Communicative approach
D/ PROCEDURE:
I. Lead-in: T has Ss answer the questions to
1. Are there still illiterate people in the introduce the lesson.
highland?
2. What do you think we should do to
help them read and write?
1. asking about literacy problem.
2. asking for solutions
II. New lesson: Pair work

1. Pre speaking: Matching T delivers handouts and asks Ss to do the
Ac.1: Vocabulary matching in pairs. He may give them
Match a verb in A with a phrase in B some Vietnamese meanings if needed.
A B Suggested answers:
1. Cheat a. old clothes 1.c 2.e 3.b 4.a 5.d
2. Enforce b. a club
3. Set up c. in a game
4. Collect d. education for children Pair work
5. Provide e. traffic regulations T has Ss read the table given in the
Ac.2: Match each problem with its textbook (p.59) carefully and do the
solutions (Textbook p59) matching.
Suggested answers Some Ss are asked to read the answers.
1.b-g 2.a-e 3.d-f 4.c 5.h-i-j Others listen and give comments.
T shows Ss ways to ask for and offer

solutions.
Ac. 3: Useful expressions Group work
* Asking for solutions: What do you T and 2 Ss act out the model then has st
think we should do to..... work in groups of three to talk about the
* Offering solutions: I think we problems and offer solutions.
should....... T has Ss think of some problems their
43
class have besides the ones given in the

2. While speaking: Talking about school textbook.
problems and offering solutions
3. Post speaking: Talking about class

problems
Ac.1: Brainstorming
Make too much noise ?

? Group work
? Problems carve on the Ss talk about the problems their class
tables/walls often have and try to think of some
effective solutions to these problems.
play truant ? fights between A&B T goes round and offer some help.
Ac. 2: Talking about

A: Talk about class problems
B: Offering solutions
Example:
A: Some students in our class are
always go to school late, which affects
our study. What do you think we should
do to put an end to this?
B: I think we should tell this to our form
teacher so that he can have ways to deal
with this.
III. Homework:
Write about the problems in studying
English that high school students have
and suggest an effective way to solve
them.
LISTENING
A. Objective: Help students improve their listening skill and listening for gist.
B. Method: Communicative approach
C. Teaching aids: Textbooks, poster, tape.
D. Procedure:
44
I. Check-up: Group work

II. Warm-up: .T asks Ss to answer the question:
Game: Crossword puzzle What does this means?
. Students answer.
* Across.
1. Park
2. Breakfast
3. Farm
4. Toy
5. House
* Down: PERTH
1.A public garden or an area in a town where
people go to walk, play, relax.
2. The first meal of the day.
3. An area of land and the buildings on it used
for growing crops of keeping animals.
4.A thing to play with: especially for a child
5.A building made for people to live in,
usually for one family. -Teacher and students activities
III. Pre-listening: -T asks students some questions to lead
Task 1. Asks and answer the questions. students to new content.
1. Do you know where Perth is?
2. Have you ever done a survey?
-T and students activities
Task 2: Listen and repeat. -T reads and asks students to repeat.
Effective Maturity Weaknesses
Performance Self-respect Academic
Perth Western Australia
Pair work
IV. While-listening: -Teacher asks students to read the
Task 1: Multiple choice sentences and guess the answer.
-Teacher introduces the situation: Listen and -Students listen to the tape and work in
choose the best option to complete the pairs.
following sentences. -Students listen again to correct their
-Teacher opens the tape twice. answer.
-Teacher lets students listen again with some -Ts feedback
pauses and help them correct their answer.
* Tfeedback: 1D 2B 3B 4B -T asks Ss to read the questions
-Ss listen to the tape twice.
Task 2: Answer the questions: -Ss compare their answer with the
Suggested answers: others.
1. In Perth -Ss listen again to correct their answer.
2. 80% of the students.
3. They think that they should be allowed to
give some in put into school decision making.
Group work
V. Post-listening: Discussion -T divides class into 4 groups and asks
-T asks students to discuss the question: Ss to discuss in group, using the cues.
45
Which do you think is more essential for -T goes around the to help Ss if
better leaning good teachers or good necessary.
textbooks? -T has the representative of each group
* The cues: present their talk in front of the class.
- Method of learning The others listen and give comment.
- Timetable
- Guidance
- Exercise
VI. Homework:
PERIOD 29 UNIT 5: Illiteracy
Writing
A. Aims: - Helping Ss know how to describe trends from a table.
B. Teaching aids: Textbooks, table, posters.
C. Procedure:
I. Check-up: T: Checks one or two Ss
What do you think your school should do to Ss: gives answers
help you learn better?
What do you expect from your teacher?
II. New lesson: Writing: Describing trends. Possible answers:
1. Before writing: - Provide modern facilities
* T: Introducing some kinds of charts: - Give Ss more practical lessons
- Table / Bar chart / Circle (Pie) chart / - Encourage Ss' creative ability.
Graph - Make Ss more active.
* Task 1: Filling in the blank with a suitable - Make the lessons more interesting.
word from the box:
- Suggested answers: T: Shows the pictures to illustrate
1. varied 2. rise 3. who 4. number 5. rate Ss: Name kinds of charts if possible
6. different 7. dramatically
Regions Lowlands Midlands Highlands
Males
Read the passage and do task 1 as
Females
required
2. While writing: T: Asks Ss read the complete passage
A suggested outline: again.
A B (1)Introduction a. Ss: One reads, the others correct the
Trends at different times mistakes if necessary.
(2)Body b. Overall trend T: has Ss draw a table for the reading
(3) Conclusion c. A general statement passage.
(Title)
Some useful words and T: From the model, has Ss underline
expressions to describe trends: the words or phrases
* Intro.: - The table shows / describes/ describing trends.
illustrates.......
46
* Body: - As can be seen from the table/

chart / graph.......
- As shown in the bar chart............... Ss: Read the model and identify the
- It can be seen from the chart outline of this kind of writing.
that.............. T: Elicits some useful languages.
- There was a ADJ + NOUN
slight rise
gradual increase
steady decrease(in the number of..)
sharp decline
dramatic fall/drop
-.....................VERB + ADV
rise slightly
increase gradually from...to....
decrease steadily by...%
decline sharply
fall /drop dramatically
- on the increase / decrease
- fluctuate (v)
- remain unchanged
* Conclusion: -In conclusion / In
summary / T: has Ss write in groups,
Task 2: Writing a paragraph of about 120
words, describing the information in the table:
Suggested answers:
The table describes the trend of literacy
rates in different parts of Sunshine country
from 1994 to 2003.
As can be seen from the data in the table,
there was a gradual rise in the number of T goes round to observe and give help
literate people in both the East and the West. if possible.
In 1994 the literacy rate was 50% in the East
and 70% in the West but in 2003 it increased
by 95 % and 85 % respectively. This shows
that the number of literate people in the East
went up more sharply than that in the West.
On the contrary, in the South this rate
declined steadily from 50% in 1994 to 30% in
2003. T: has the representative of two groups
These data suggest that more plans for write their writing on the chalkboard
education development should be made in for the others to remark.
these areas of the country, especially in the
South.
III. Homework: do exercises in Workbook
47
Language Focus
Objectives: Help Ss pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly.
Help Ss know reported speech with infinitives.
Method: Communicative Approach
Teaching aids: textbook, objects, handouts, cassette tape.
Procedure:
* Warm up: Whispering Game: - T divides Ss into 2 groups and each
- Black brown blouse and jeans. group chooses 7 Ss to play the game.
- Please give me a precious ring. - T whispers the sentences to the first
PRONUNCIATION st. then he / she whisper them to the
1/ Presentation: next st. and does the same to the last
- black brown please precious one.
/bl/ /br/ /pl/ /pr/ - The last student writes what he/ she
2/Activity 1: Listen and repeat: heard from his / her friends.
/ pl/ /bl/ /pr/ /br/ The group having less mistakes will
please black pride brown win.
pleasure blouse pretty bread
play blue precious brother - T underlines the 4 words to introduce
plenty blow practice the lesson.
3/ Activity 2: Practice reading aloud the - T pronounces these sounds first, Ss
dialogue: observe T's mouth.
A: Brian, what is Bretty presenting on
Sunday? - Textbook - page 63
B: She 'll teach us how to play English - T plays the cassette recorder, Ss listen
pronunciation games. to the tape then repeat.
A: Are you going to prepare for it?
B: Yes. My brother is going to play the guitar - Ss listen to the tape first, then
and I'll sing the blues. practice in pairs.
4/ Activity 3: Listen to the sentences and - T asks some pairs to present in front
check the sounds: of the class.
1. The boys played football all day long. - T reads the sentences.
2. His presence frightened the children. - Ss listen to the sentences. Stand up
3. The table was broken yesterday. when you hear the consonant
4. She won a special prize. /pl/, clap your hand when you hear the
GRAMMAR consonant/bl/
1/Presentation: stamp your feet when you hear /pr/ and
Nam was ill. You are his classmate. What will raise your hand when you hear?br/.
you say to advise him? - Ss work individually.
Ex: You should see the doctor.(direct speech) - T sets situation, Ss listen and do the
I advise him to see the doctor. (indirect task in pairs.
speech) - T has Ss look at the reported speech
* Structure: Reported Speech with Infinitive. and give the structure.
- Reported orders, requeSs, offers and - T asks Ss to give some more verbs
suggestions: having the same structure.
tell/ ask / advise - Textbook - page 64.
S +V remind/ offer/ order + O +(not) TO - T asks Ss to complete the second
Infinitive sentence so that it has a similar
48
request/ beg / want meaning to the first one.

- Ss work in pairs.
2/ Practice: - T's feedback.
* Exercise 1: Sentence completing: - Textbook - page 65.
Feedback: - T asks Ss to write the following
1. They promised to come back again. sentences in reported speech, using the
2. The lifeguard advised us not to swim too right form of the words given in the
far from the shore. brackets.
3. John asked Peter to close the window. - Ss work individually, then share their
4. The teacher encouraged Eric to join the answer in the groups of 4.
football team. - T calls some Ss go to the board and
5. John promised to give it to him the next write.
day. - Ss work in groups of 4.
6. My mum wanted Lan to become a doctor. - First, Ss write in the slip of paper one
7. My sister reminded me to lock the door verb that can be used in reported
before going to speech with infinitive.
school. - then, T exchanges their paper and
8. His boss advised him to go home and rest asks them to make a full sentence with
for a while. the verb they had.
* Exercise 2: Sentence rewriting: - Ss take turn to read aloud their
Feedback: groups' sentences.
1. He advised me not to drink too much beer. - The most interesting, correct sentence
2. She invited me to come and see her will be the winner.
whenever I
wanted.
3. He asked me not to smoke in his car.
4. He told Sue to give him her phone number.
5. He reminded me to give it to Joe.
6. He promised never/ not to do it again.
7. He agreed to wait for me.
8. He asked me to lend him some money.
3/ Production:
Slip of paper
- T prepares for each group a slip of paper.
* Homework
- Do exercise 2, page 36 in exercise book.
- Comments:
PERIOD 31 UNIT 6: COMPETITION
READING
I. Aims: -To introduce some vocabulary about competition
-After the lesson students can get more knowledge about competition, the rules,
main activities.
II. Teacher and students preparation:
Textbooks, pictures, handouts, pictures, video clips, power point
III. Procedure:
49

*Warm up: (pictures ) Students watch some video clips
Watching some video clips: SaoMai Television about SaoMai Television Singing
Singing Contest Contest and answer the question.
Questions: 1. What event is it?

2. Do you like taking part in it?
3. What do you think the rules were?
4. Can you make a guess about the sponsor of the
competition?
5. What do you think the main activities?
I. Pre-reading:
Task 1:*Look at the pictures and match with
these words
- Sao Mai Television Singing Contest - 2 Ss go to the board and match
- Quiz: Road to Mount Olympia
- Olympic Games
- London Marathon
*Work with a partner. Answer the following
questions
1. Do you like taking part in competitions like -Ss work with a partner
these? why or why not? discussing the answer to the
2. Do you hope to win a competition? If so, questions in the books.
which competition do you like to win? -pair work
3. Is winning the most important thing in a -feedback
competition? Why/ why not?
II. While-reading
Task 1: Match the words or phrases on the left
with their definitions on the right.
-Handouts
-Ss work in pairs, read the text
and do task 1
Answer: 1d 2f 3e 4c 5b 6a
50
1. representative a. without problems or - Read new words after the

difficulties teacher.
2. annual b. enthusiasm and
energy
3. stimulate c. altogether or as a total
d. a person chosen or
4. in all appointed on behalf of
another person or a
5. spirit group
e. encourage or make
6. smoothly something more active
f. happening or done
once every year
Task 2: Answer the questions
Game: lucky color
1. Who took part in the annual final English
Competition last Saturday?
2. What was the aim of the competition?
3. Who sponsored the competition?
4. What did each group of students have to do
during the contest? Ss work in pairs, answer the
5. What did the judges have to do to choose the questions in the textbook
winner of the competition? - closed pair first
6. What would be awarded to the winner? - Open pair
Feedback: - Ss play the game
1. The representatives of three classes of the Lucky color.
writers school took part in the annual final English Each pair takes turn to choose
Competition last Saturday. their color, having a question at
2. Its aim was to stimulate the spirit of learning the back. Then answer the
English among students question
3. The students Parents Society sponsored the
competition. Each correct answer will get ten
6. The winner would be awarded a set of CDs for marks. If any pair gets the color
studying English and an Oxford Advanced with the word lucky , they will
Learners Dictionary. receive the present
Task 3: Read paragraph 3 again and complete the -Teachers correction
sentences. - deciding the winner
Feedback:
1. In activity 5, Hung was unable to complete the
poem. - individuals
2. .. Group B became the winner of the - Compare the answers with their
competition. friends
3. Group C lost the game because they just got 60
points.
4. Nga encouraged her group by saying For me
the most important thing was our participation in
the competition and the enjoyment we had from it
III. Post-reading: Group work
51
- Read and translate the poem into Vietnamese.

- Collect the information about the annual final
English Competition
Home work: - Practise talking about the passage.
PERIOD 32 UNIT 6: COMPETITIONS
Speaking
A. Aims:
- Helping students practice asking information about types of competitions.
B. Method: Communicative Approach
C. Teaching aids: Textbook, Pictures, Hand-outs
D. Procedure:
I. Check-up: The Reading of Unit 6 - T calls one student to check the old
II. Warm-up: Answer the questions: lesson
- What is this competition?
- Who is this competition for? - T shows a picture of the Road to
- Where does it take place? Olympia Quiz and elicits questions,
- Do you like this game? Why/Why not? Ss listen and answer the questions.
III. New Lesson:
1. Task 1: Which competition/contest do you
like or dislike? Compare your answers with a - T explains some new words.
partners. - Ss work in pairs to ask about their
2. Task 2: Ask your partner how she feels about choices.
each type of the competitions/conteSs in task 1
basing on the useful language. - Pair work.
Useful Language - T gives instruction and practises
-entertaining, -encourages self- conversation with a good student as a
exciting, fascinating study model.
- dangerous, -promote - T calls some pairs to do the task.
-simple-minded, teamwork spirit - Ss take notes
monotonous,
- too noisy
For example:
A: What do you think of the General
Knowledge Quiz?
B: Oh, its great. Its an opportunity to test your
general knowledge.
3. Task 3:
Talk about a competition or contest you have - Groups of 4.
52
recently joined or seen. Use the suggestions in - T gives instruction and goes around
the textbook. to give help when needed.
IV. Homework:
- Write a short paragraph (50- 60 words) about - Ss take notes
the competition or contest you have discussed
in Task 3.
PERIOD 33 UNIT 6 competitions
LISTENING
AIMS: - Listen and number the pictures in their correct order
- Decide True or False statements
TEACHING AIDS: Books, posters, handouts, pictures.
METHOD: Communicative approach
PROCEDURE:
A. Check up: - T puts some questions.
B. Warm up: Talking about the pictures - Ss have a look at the pictures and answer
in the text book. the questions to give the key word.
1. What are they doing?

2. What kind of competitions are they
participating in?
Boston marathon
C. New lesson - Pair-work
Activity 1: Asking and Answering: - T asks questions. Students gives the
1. What is the Boston Marathon? answers
2. Who do you think can take part in the
Boston race? - Poster and cards
Activity 2: Vocabulary: - T sticks the poster of definitions and
1- Matching cards of word on the board.
1. officially - Ss choose and stick words next to the
2. organization
53
3. to achieve or register (the started corresponding definitions

time, distance or speed) - Group-work
4. a 26 mile distance
clock race formally female athletic - Ss listen to the tape and repeat the word
association Kuscsik McDermott they hear after they say Stop the bus. (1
2- Listen and Repeat: Stop the bus time)
Activity 3: Remembering - Group-work
1- The Boston marathon is held every
year in the USA. - cards/ group-work
2- It began in 1897. - T shows some cards of sentence quickly.
3- Women were officially allowed to - Ss skim and read loud these sentences
participate in the races in 1957. - The group having more correct sentences
4- In 1984, 34 countries took part in the will win.
marathon.
Activity 4: Task 1: True - False - Pair- work
- T asks Ss to listen to the dialogue about
the Boston Marathon and to decide
whether the statements are T or F. (2
times)
- Ss correct the false sentences
Activity 5: Task 2: Answer the questions - T gives the feedback
- Group-work.
- Ss discuss the questions in the group of 4.
- T asks Ss to listen again and answer the
questions. (2 times)
Activity 6: - T gives feedback
1- Talking about the lesson, using
numbers - Pair work
1897 - Ss exchange their ideas with each other
1967 - Three Ss write their answers on the board
1972 - Ss listen to the tape again
34 - T gives feedback
2 hours 50 minutes and 10 seconds
42
13
2- Name some famous runners in Viet - Group work
Nam and say what is special about them.
. 1- Truong Thanh Hang got Asia Golden
medal (800m)
2- Vu Thi Huong got Asia Golden medal
(1000m)
3- Pham Dinh Khanh Doan got Asia
Golden medal (800m)
D. Homework: - Write a short paragraph
about Boston Marathon.
54
PERIOD 34 UNIT 6: COMPETITIONS
Writing
A. Aims: Helping students know how to write a letter of reply.
B. Method: Communicative approach.
C. Teaching aids: Textbook, cards, poster, cassette player, handouts.
D. Procedure:
I. Warm-up: Reordering (Group work)
- Card 1: Yours faithfully - Ss play the game in 2 teams.
-Card 2: - T divides the letter on the text
I am interested in practicing English with native book into many parts and then
speakers and writes the content of its on 9 cards.
- Card 3: Dear Sir/ Madam - T sticks the cards on the board and
- Card 4: I read the information about the asks Ss to reorder them in right
English Speaking Competition on your positions as a complete letter on a
Language Centre s website blank poster.
- Card 5: 140 Kham Thien st, Dong Da District - T plays a cassette player and the
Hanoi, Vietnam game will end when the music
th
17 October, 2006 stops.
- Card 6: - The winner will be the one who
I want to get some information about the has more cards put in the right
competition positions.
- Card 7:
Please provide me with your phone number
and e-mail.
I look forward to hearing from you soon
- Card 8: Thu Trang
Card 9:
- T asks Ss to look at the letter on
Could you please send me details of the the board(book closed)
competition, the number of participants, entry - T gives out some questions and
procedures, venue, date and time? asks Ss to discuss them in pair work
II. New lesson: Writing a letter of reply
Activity 1: Discussion(Pair work)
1. What kind of letter is it? - T gives some details and asks Ss
2. In what case do we write this kind of to read the letter again and find out
letter? the information required and share
3. Which expressions do we use when asking the answers with another.
for information? - Ss work in pair work
Activity 2: Read the letter and find out the
information required for the English Speaking
Competition.
55
a. Where to get information of the competition:

on language Centre s website
b. Why to take part in the competition
to practice English with native speakers
to get some information about the
competition
c. What information the writer wants to know
about - T explains some new words
number of participants
entry procedures
venue
date - T asks Ss to write down some
time expressions commonly used in
Vocabulary: writing a letter of reply on posters
- participant: a person who participate in in group work.
sth.
- Procedure: order or way of doing - The winner will be the one has
something more correct answers.
- Venue: place where people agree to meet
- Competition: contest - T gives feedback
Activity 3:
Expressions used in writing a letter of reply
1. Thank you for ../ Thanks for./
Thank you so very much.
2. Im very grateful to/ about
3. Im sorry - T divides the class into 4 group
4. It is with deep regret that and gives them posters.
5. Im afraid.
6. Im very happy to know that. - T asks Ss to look at the details
7. I really appreciate your . given in the textbook to write a
8. We would like to thank you for. letter of reply to Thu Trang.
9. I/we receive your.. and feel that it is.
10. We would like to request that. - T gives instructions, Ss listen and
11. In response for your request for follow.
Activity 4: Imagine you are Kate Johnson,
secretary of the English Speaking
Competition. Write a letter to respond to Thu - T goes around to give help when
Trang, using the details below. needed.
- number of participants: 25 - Ss write the letter.
- Venue: 106 Tran Hung Dao Street, Hoan - Ss. exchange their writings to
Kiem District, Hanoi correct the mistakes.
- date: 25th November - T. asks a student to go to the board
56
- arrival time: 7: 00 p.m; starting time: 8: 00 and write down his or her writing.
p.m - T. corrects mistakes and asks Ss.
- Phone number: (04) 9838188 to copy down in their notebook.
- e-mail: Englishclub06@yahoo.com
Key: 28th October, 2007
Dear Thu Trang,
Thank you for your letter and welcome to our
English Speaking Competition. Here are some
details about the competition. _ T gives handout to Ss and asks
The number of participants is limited just 25. them to do at home.
The competition is held on 25 November, 2007,
at 106 Tran Hung Dao Street, Hoan Kiem
district, Hanoi. It starts at 8.00 pm. Contestants
should be present one hour before the
competition for registration.
For more information please contact me on the
phone number: (04) 9838188 and e-mail:
Englishclub06@yahoo.com.
Best wishes,
Kate Johnson
Secretary.
III. Homework: Write a complete body of the
letter with the words given (handout)
Dear Sir/ Madam,
I/ten year/ student/ High Ridge School. I /
involved/ Technology Project/ design/ make 3 D
calendar/ I /be/ grateful/ if/ send/ me
information/ samples/ concern/ 3D calendars.
Thank you/ help/ attention
Yours faithfully,
PERIOD 35 UNIT 6 competitions
LANGUAGE FOCUS
AIMS: - Help students to pronounce sounds / tr /, /dr/ and /tw/
TEACHING AIDS: Books, posters, handouts, pictures
METHOD: Communicative approach
PROCEDURE:
A. Check up: - Teacher shows a picture.
B. Warm up: Describing a picture - Teacher puts questions and students
Questions: answer.
1- What does he do? - Teacher write the answers on the
57
A taxi driver. board.

2- How long has he worked as a taxi driver? - T introduces three sounds / tr /, /dr/
For twenty years. and /tw/
3- What is he wearing? - T reads these sounds (chorus )
Trousers, sweater and shirt - T has three Ss repeat them
C. New lesson:
Activity 1: Introduce three sounds / tr /, /dr/ - Textbook, cassette
and /tw/ - Students read loud these sentences
Driver twenty trousers -A game: Listen and perform
/ dr / / tw/ /tr/ - Teacher read loud the words.
Activity 2: Listen and repeat - Students listen and perform as
Activity 3: Practise reading aloud these directed.
sentences /tr/: clapping their hands
1- John always enjoys traveling by train. /dr/: stamping their feet
2- Janes teeth are troubling her. /tw/: keeping silent
3- George is driving dangerously. - If anyone does wrong, he or she will
4- Her new dress is an absolute dream. have to do as teachers requeSs.
5- She has an amused twinkle in her eyes. - T gives a situation.
6- Think twice before doing something. - T gives the student a present and the
Activity 4: Listen and perform student says: Thank you
Troops- dreadful-twin- dream- traffic- trip - T reports the saying and write the
Activity 5: Reported speech with gerund sentence on the board.
Ex: Lan thanked me for giving her a present. - T introduces Reported speech with
Note: gerund.
V + preposition + gerund - T explains and students take notes
V + O + preposition + gerund - Pair-work
V + gerund - T asks students to match a verb with a
Activity 6: Do matching suitable preposition.
Verbs Preposition - Feedback
congratulate of Congratulate on
apologize to Apologize for
accuse from Accuse of
insist against Insist on
dream about Dream of
warn for Warn against/ about
thank on Thank for
confess Confess to
forbade Forbade from
Activity 7: Exercise 1/page 74 - T asks Ss Vietnamese meaning of
Activity 8: Exercise 2/page 75 these words.
Activity 9: Talking about some pictures - T asks students change direct speech
into reported speech
D- Homework: - Pair work
1- Use the verb from the box to rewrite each - Group-work of 3
sentence in reported speech, beginning as - Ss rewrite the dialogues in reported
shown. Do not change the meaning. speed, using gerund.
58
PERIOD 39 UNIT 7 WORLD POPULATION
Reading
A. AIMS : - Helping Ss improve speaking, listening and writing skills, mainly
reading skill for gist and detailed information about world population.
- Helping Ss guess the meaning of some words in context.
B. TEACHING AIDS: Books, pictures, poster, handouts.
C. METHOD : Communicative approach
D. PROCEDURE :
I/ Warm - up - T asks Ss some questions:
1/ Tell some countries which have big
population?
2/ What problems may happen if the
population of the word increases faster
and faster?
Suggested answers:
1/ China, India...
2/Social problems, shortage of water, food
and other resources...
- T introduces the new lesson
II/ New lesson - T asks Ss to look at the 2 pictures in
textbook and answer the questions
A. Pre- reading - Pair work
Act. 1: Answer the question -T can go round the class to help if
necessary.
Suggested answer:
Act 2: Vocabulary and structure: 1/ In the countryside
- Find the words or phrases from 2/ They word hard, have too many
children. Their life is difficult. They are
poor...
the text that means: 3/ Ss opinion.
- T sticks the poster on the board and
asks Ss to find.
- T gives handouts to Ss
1/number (n) -Pair work
2/ to provide for Feedback:
3/ way to limit the number of children 1/ figure
born.
4/ water, iron, gold, silver... 2/ support
5/# decrease (v) 3/ birth- control method
Structure: 4/ resource
It (take) sb (time) to do sth 5/ to increase
Ex: It took 1,750 years for the world - T writers the right answers on the board
population to reach 625 million.
B. While- reading - T gives Ss 3 mins to read the passage
Task 1 /p.82 Individually.
59
- T asks Ss to work in pairs and fill each

blank with a suitable word.
- T goes round the class to help if
necessary.
- T s feedback after asking Ss to read
aloud the sentences.
Task 2/p.82 - Ss ask and answer the questions.
- Pair work
-T checks whether their answers are right.
Task 3: True or False statements &
correct the false ones: -T asks Ss to close their books.
1/In 2000, the world s population was -T reads aloud the sentences, Ss listen and
about 6 billion. decide T or F, then correct the false ones.
2/ By 2015, the world s population is - T s feedback.
expected to be nearly 7 million.
3/ The world s population has been Feedback:
decreasing faster and faster.
4/ 50 percent of the earth s land can be 1/F (6.6 million)
used for raising animals.
5/We can use water as much as we want. 2/F (over 7 billion)
6/ Most third world women want to have a 3/F (increasing)
lot of children.
7/Third world women know of no safe 4/ F (20%)
way to have fewer children.
5/ F (There is a limit to the water we can
use)
6/ F (They dont want...)
7/ T
C. Post- reading
Discuss with a partner and find out - Pair work.
5 world largest countries in - T goes rounds the class to help where
necessary.
population. Say where they are and - T calls some Ss to give answer.
which is the richest and which - T s feedback.
is the poorest country.
III/ Homework:
1/ Write a 100- word paragraph - T writes on the board while saying.
about world population.
2/ Prepare for Speaking.
PERIOD 40 UNIT 7: WORLD POPULATION
SPEAKING
A. AIMS: - To help students practice speaking about the problems of overpopulation and
their solutions.
B. TEACHING AIDS: books, handouts and poster.
C. METHOD: Communicative approach
60
D. PROCEDURE:
I. Checking up -T asks ss to answer some questions
II. Warm up and then introducing the new lesson
-Please tell some causes of population and having ss open their books to do
explosion? task 1.
-Can you give some solutions to those causes?
III. New lesson
Unit seven: WORLD POPULATION
B. SPEAKING -T introduces the situation and asks
A. Pre-speaking: ss to work in pairs in 3.
Activity 1: Put the causes of population -T goes around and offers help if
explosion in order of importance and explain necessary.
why. -Ss answers may vary.
Fewer children die at birth.
People are not aware of the problem of
overpopulation.
People are not properly educated.
People believe that having many children
means happiness.
Religion doesnt encourage people to have
fewer children.
Many people believe that having a large family
is a form of insurance. -Then T asks some students present
Activity 2: Present the task to the class. their ideas to the class.
Ex: We/ I think the first cause is the most -T can ask them the following
important because there are a lot of modern question:
medical techniques nowadays. Which cause do you think it is the
B. While-speaking most important? Why?
Activity 1: List the problems facing poor and -T gives an example orally.
overpopulated countries.
Useful language: -Ss are asked to work in pairs in 4
poor living conditions to do task 2 in the textbook.
low living standards -T asks them to use useful
not enough food language in task 2 to be able to
lack/ shortage of school/ hospital/ teacher/ match them into phrases and find
doctor/ nurse some more other problems.
Activity 2: Report the results to the class. *For example:
Ex: - The problems facing poor and +poor living conditions
overpopulated countries are poor living +unhealthy living conditions
conditions, . +not enough food/ expensive food
- They are .. +illiteracy/ unemployment
- First . +a lot of diseases
- Second -T goes around and offers help if
- Third necessary.
Activity 3: Work out the solutions to the
problems of overpopulation. -Ss are asked to report the results to
Useful language: the class.
61
raise an awareness of the problems -T can ask ss the following question

of overpopulation before they report the results in front
living standards of the class.
exercise/ implement reward and punishment What are the problems facing poor
policies and overpopulated countries?
carry out population education -The answers may vary.
program
family planning programs -T asks ss to work in groups of 8 in
use birth control methods 4
Activity 4: Report the results to the class. , using useful language in task 3.
*Suggested results: -T goes around and helps them if
-People should raise an awareness of the necessary.
problems of overpopulation and living
standards.
-The government should exercise reward and -3 representatives of the fastest 3
punishment policies. groups will be asked to report the
-Population education programs and family results in front the class.
planning programs should be carried out to high -T will take down some good ideas
school students. on the board and praise them.
-Safe birth control methods should be used.
C. post-speaking
Activity 1: Talk about the problems of -T asks students to work in groups of
overpopulation and offer solutions, using the 8 in 5, asking them to write down
results of tasks 1, 2& 3. their ideas on a poster.
-T walks around and offers ideas and
Activity 2: Present the results to the class. comments when students need help.
-T has 3 representatives of the three
IV. Homework fastest groups to go to the board and
-Write a paragraph about 100 words about the present their results.
problems of overpopulation and offer solutions. -T and other groups correct the
mistakes and T will give good marks
to the best group.
-Ss are asked to write a complete
passage from the models on the
board.
LISTENING
Aims : To help Ss listen for gist & for specific information
Materials: Cassette player, poster, hand outs
Method : Communicative Approach
Stages Teacher s activities Students activities

Warm up Look at the picture (of a family with many T ask Ss to answer the
children) and answer the questions. questions as the lead in
62
New lesson 1) Discuss there questions in pairs. of the new lesson.

Pre-Listening a) Do you think that our world is over - Pair work. Ask and
populated. answer
b) What continent has the largest - T checks & gives
population? feedback
2) Vocabulary:
- population exploration (n) - punishment
- death rate - shortage (n) - T explains these
- living condition (n) - generation (n) words meanings.
- improvement (n) - inexpensive (a) - T asks Ss to listen
- particularly (adv) - rank (v) and repeat these words.
- T emphasizes these
Task 1: youll hear Dr Brown, a world words appearance in
population expert, talk about the world the text.
While population. Listen to the interview and - T introduces: youll
listening choose the best answer: hear an interview of
1) The expert says that there are world population.
people in the world today. - T plays the cassette.
a) over 6,7 million c) about 6,7
million - Ss listen & do this
b) 6,7 billion d) 6,6 billion task
2) According to the expert, the population of
the world increases by . a
year. - Ss listen & do this
a) 66 million c) 76 billion task
b) about 66 million d) about 76
billion
3) According to the expert, the area has the T observes & gives
highest population growth rate is feedback:
a) Africa c) Latin America 1.c
b) Asia d) The Middle East 2.d
4) ScientiSs say that the main reason for 3.c
population explosion is .. 4.d
a) death rates c) an increase in death rate 5.a
b) birth rates d) a decrease in death rates
5) Which of the following problems is not
mentioned by the speaker? Poster
a) literacy c) shortage of ford - T asks Ss to read the
b) lacks of hospitals d) poor living questions carefully on
& schools condition the poster.
Task 2: - T checks Ss
Activity 1: Listen again and answer these understanding of these
questions questions.
1) According to the expert, what will the - T plays the cassette
world population be by 2015? player.
2) What did the expert say about the - Ss listen and do this
population growth rates in some parts? task.
3) What is the reason for a fall in the death - T asks some Ss to
63
rates? answer these questions

4) What problems does population explosion orally.
cause to the world? Pair work
5) How many solutions did the expert offer
and what are they? Group work: Ss can
use the words in
Activity 2: ask and answer the questions vocabulary part
(on poster) T asks Ss to do it at
Work in groups of five to summarize the home
Post-Listening main ideas of the passage.
Write a paragraph about the solutions to the

Homework problems of overpopulation.
WRITING
Aims : To help Ss practise describing the information in a chart
Materials : Chart, poster, hand outs
Method : Communicative Approach
Stages Teacher s activities Students activities

Warm up 1) Do you know any continents in our - T asks Ss to discuss these
world? List them as quickly as you can. questions.
2) Which continent has the largest - T checks & corrects.
population?
New lesson
Pre-Writing Answer the questions - T asks Ss to work in pairs
1) What does this chart tell you? to find out the answers for
2) Whats the percentage of the population these questions.
of Oceania? - Chart (Books opened)
3) Let make a comparison between the - Hand-outs (Questions)
percentage of the population of Europe and
that of South Asia?
4) Which continent ranks first and which
ranks last in population?
5) What can you conclude from this charts?
While - After Ss have discussed
Writing Task 1: Recognize useful language: the questions. T asks them
1) It shows the distribution of world to give the answers. From
population by region. the answer T corrects &
2) It accounts for 2 percent. introduces the useful
3) The population of South Asia in more language for writing.
than double that of Europe. - T can stop & check Ss
OR: The population of Europe is nearly half understanding by asking
of that of South Asia (half as much as) them to translate these
4) The population of South Asia ranks first expressions underlined
64
& Oceania ranks last. into Vietnamese.

5) The population of the world is distributed - T asks Ss to write does
unevenly by region. the underlined parts &
makes sure they
understand there useful
expressions.
Task 2: Describe the chart using the - T ask Ss look at the chart
Post- useful language from Task 1. & use expressions from
Writing You may begin with: Task 1 & the beginning
The chart shows the distribution of world like this to write a
population by region paragraph of 100-12-
words describing the
information in the chart.
- T emphasizes the
1. Correction beginning and the
2. Evaluation conclusion of the
paragraph.
- T asks two Ss to go to the
board and write their
paragraph on the board.
- T and other Ss look at the
board and correct the
Homework mistakes if necessary.
- T comments & gives the
model.
PERIOD 43 UNIT 7 WORLD POPULATION
LANGUAGE FOCUS
A. Aims:
-To help st(s) know how to pronounce consonants/kl/, /gl/, /kr/,/kw/ correctly.
- To help st(s) revise Conditional sentences as well as conditional in reported speech.
B. Teaching aids: Pictures
C. Method: Communicative approach
D. Procedures:
65
Look at the pictures. What/ Whos this? Group work

-T asks st(s) to look at the pictures for 1
minute, then write out the names of the
things on the board.
- The group having more correct
answers will be winners.
-T asks st(s) to pay attention to the
consonants underlined and introduces
new lesson:
/kl/,/kr/,/gl/ /gr/, /kr/
-T pronounces the consonants first.
A. pRONUNCIATION - St(s) repeat in chorus.
Activity 1: Listen and repeat - T asks st(s) to listen and put the words
/kl/ /gl/ /kr/ /gr/ /kw/ in correct numbered rows:
Listen and put the words in correct rows: * Key:
Glean, crash, class, creature, grouping, 1./kl/: class, claim, clown
quarrel, ugly, claim, green, glad, crowed, 2./gl/: glean, glad, ugly
quarter, clown, creep, ground 3./kr/: crash, creature, crowed, creep
1./kl/:. 4./gr/: grouping, ground, green
2./gl/: 5./kw/: quarrel, quarter
3./kr/:
4. gr/:.. (Pair work)
5. kw/: Activity -St(s) practise the dialogue in pairs.
2: Practise reading aloud this dialogue -T corrects the pronunciation mistakes if
B. GRAMMAR nesses sary.
I. REVISION OF CONDITIONAL
SENTENCES
Ex: 1. (Well go camping tomorrow but it
depends on the weather.) - Use poster
If it rains heavily, well stay at home. - (pair work)
2. (I dont have a bike so I have to walk to
school)
=> If I had a bike, I didnt have to - St(s) work in pairs to find out the
walk to go to school. structures of each kind of Conditional
3. (Betty didnt study hard so she sentences.
didnt pass the last examination.)
If Betty had studied hard, she would -St(s) work individually, then compare
have passed the last examination. with their partners answers.
Structures: - T corrects the answers if necessary.
If clause Main clause Feedback:
Type 1: Present Exercise 1:
Will/Shall + Bare. inf
simple 1. would drive 2. could 3. is 4. will
Type 2: Past take 5. closed 6. will come
simple (To Would + Bare inf.
be: WERE) Exercise 2:
Type 3: Past 1. were told
Would + Have+ P.P
perfect 2. had realized
Exercise 1: Put the verbs in brackets into 3. wouldnt have been
66
the correct form. Add ll or d/ would if 4. would have bought

necessary. 5. had studied
Exercise 2: Put the verbs in the brackets
into the correct form:
II. CONDITIONAL IN REPORTED
SPEECH -T gives St(s) examples and asks them to
Ex: 1. If I have a lot of money, Ill build pay attention to some important points
houses for the poor., John said. when the report conditional sentences.
John said if he had a lot of money, he - St(s) work individually.
would build houses for the poor. - T corrects the mistakes if necessary.
2. If today were Sunday, we wouldnt go to Feedback:
school they said to me. 1. The man told her that he would
=> They told me if that day were Sunday, come to see her if he had time.
they wouldnt go to school. 2. He asked her what she would say if
Note: someone stepped on her feet.
Conditional sentences type 2 and 3 can be 3. They told me that if it didnt rain,
the same in tenses in reported speech. they would go out with me.
Exercise 3: Change the following conditional 4. The man asked the woman what she
sentences into reported speech. would do if she were a millionaire.
Put the sentences into reported speech: 5. The man told me that If I had asked
1. If the weather is fine, Ill go on a picnic him he would have lent me his
with my friends, Lan said to her brother. motorbike.
2. Im sure she will help you if you ask her, 6. The man said to his daughter that
Jim, said Mary. they would be very disappointed if she
3. If I were you, I would give up smoking, didnt come.
the woman said to her husband. 7. The boy told the girl that he was
4.I would have come to see you if I had sure they would understand if she
known you were ill, Kate said to Susan. explained the situation to them.
5. You will be disappointed if you meet - Handouts
him, Betty said to me. - T gives st(s) homework
Homework
PERIOD 44 UNIT 8: CELEBRATIONS
READING
I. Aims: By the end of the lesson, Ss will be able to master general and specific
information.
Ss 4 skills are improved
II. Method of teaching: Communicative approach
III. Teaching aids: power point, textbook, chalk, board, handouts, posters
IV. Procedure:
I. Warm-up: Tet holiday, Christmas, Hallowen, T shows on the screen 4 pictures and
Den Hungs festival 4 names of celebrations then divides
the class into groups of 8. Within 3
minutes, they have to match each
67
picture with the right name

T takes the first two groups to give
comments
T gives presents / good marks to the
best group
T shows the picture on the screen
II. Pre-reading: and asks Ss what some figures mean
Look at the picture and discuss the questions (in Ex: chung cake, kumquat tree, fruit,
Textbook) mai tree, Mut, ect
Individual work / Pair work
Tell your partner which of these activities you T goes round the class to help if
enjoy doing most at Tet. necessary (explanations of words:
decorate, fireworks, pagoda)
T asks Ss to present in front of the
class
III. While-reading: T shows words /phrases in two
1. Vocabulary: separate sides of the screen but they
- grand(a): large / important are not in order in each side and gets
-agrarian(a): connected with farming Ss to match with each other
-banner(n):a.long piece of cloth with a message Individually
on which is hung in a public place Feedback (T can give good marks to
-pray(v):speak to God to give thanks or ask for the student)
help Repetition drills: chorus-individuals
-sugared apples: tao dam Checking vocabulary: T rubs out
-excitement(n)the state of feeling excited words in one side and asks the class
then 1-2 Ss to say words in the rest
side again
2. Reading comprehension:
Activity 1: task 2 (textbook)
There are some incorrect words in these Group work of 6(books closed,
sentences in comparison with the content of the handouts)
text but not all. Tick beside the correct T takes the first two groups to
sentences and underline the incorrect words then correct
correct them Gives good marks/ presents to the
a. Kumquat trees are popular both in the North best
and the South of Vietnam a.
b. Tet is always on 20th February on the Western b. always sometimes
calendar. c.
c. People try to be nice and polite to each other d. anywhere in the world agrarian
because they want to have good luck on New people
Years day e.
d. According to the text, for people anywhere in f. everyone children
the world, the beginning of spring is the start of a
new year
e. Tet used to be longer than it is nowadays
f. According to the text, Lucky Money is given
to everyone at tet group work / pair work
Activity 2: Task 3(in textbook) group work. T divides the class into
68
Questions (nought and cross) 2 big groups. Each takes turns to put
questions numbered and the rest
answers. If one group can answer 3
questions in the straight line, they
win the game
Group work of 10.T hands out
posters to groups presenting in front
of the class later
IV. Post-reading: Discussion T can go round the class to give
offers of help if necessary or
observe
T gives goods marks /presents to the
V. Homework best after correction
Rewrite information you applied after the
discussion (100-150 words)
Comments:
SPEAKING
A. Objectives: Talking about the celebration of Tet and other festival activities.
C. Teaching Aids: book, picture, posters.
D. Procedures:
I. WARM UP: T shows pictures and asks questions to
elicit the lesson.
Moon festival
Tet holidays
What celebrates do you think of when
seeing these pictures? What do people
do during Tet holidays?
What do you say to foreigners about it?
II. NEW LESSON
1. Presentation
TASK 1
*Practice reading the dialogue
Useful language
- Did you know ..
- Its the time when
- What do you often do ?
*Practice the dialogue again, using the Ss play the roles.
cues below: T explains these structures.
- Did / know / next month / Tet holiday?
- What / Tet?
69
- It / time / when / celebrate / spring

- When / it / exactly? Pair works
- This year / it / 9 February Closed books
- What / often / do / Tet? T hangs the poster on the board
- Eat / special foods / dress up / friends / Ss practice the dialogue again
relatives / play / traditional games T asks 2 pairs to present their work in front
- That / sound / interesting of the class.
2. Practice
TASK 2
*Explanation:
thanksgiving (n) T explains the meaning of some words.
Translation
mask (n) parade (n) Realia
Picture
Translation
roast turkey (n) b
There are some popular holidays Ss do task 2 individually, then work in
and celebrations in Vietnam and in the groups of 3.
world. Match the holidays with its St1: reads the name of a holiday
meaning and activities. St2: reads its meaning
St3: reads its activities
3. Post- speaking Pair works

TASK 3: Ask and answer about the Closed pairs Open pairs
holidays, using the dialogue in Task 1 as T corrects the mistakes.
the model.
III. HOMEWORK Write a short paragraph about the holidays
above
Prepare Listening
Tiet: 46 UNIT 8: CELEBRATIONS
LISTENING
A. Objectives: - Students listen to the tape carefully and complete the teSs well.
B. Method Communicative approach
C. Teaching Aids: - books, posters, handouts.
D. Procedures:

I. CHECK-UP
II. WARM-UP Game Hear and do
III. NEW LESSON T lets Ss play a game to warm
A. Before you listen the class up.
Activity 1: Discuss the following questions
a. Guess which of the following activities the Pair works
Japanese often do on their New Year days? T asks Ss to do this task in pairs.
70
* exchanging gifts and cards
* decorating the house with peach flowers
* wearing kimonos or special dress
* giving / receiving lucky money
* going to the pagoda T introduces the new words of

the lesson
* visiting friends
b. What other things do you think the Japanese

also do at the New Year? T asks Ss to read the sentences
Activity 2: Vocabulary before listening to the dialogue.
First: Individually then both can
exchange their ideas and do this
Similarities housewives longevity task.
Feed back
constancy
T has Ss listen to the tape again
Kimonos shrine pine trees represent and answer the questions.
Activity 3: Listen and repeat

B. While you listen
TASK 1
You will hear two people talking about how the
New Year is celebrated in Japan. Listen and check
the things you hear. Group works
TASK 2
Answer the following questions.
1. Why do the Japanese do a big clean up before
the New Year comes?
2. Where do the Japanese hear the bells from?
3. What do the Japanese often wear when they go
to visit their shrines?
4. Do the Japanese often celebrate the New Year
with their friends?
C. After you listen
Compare the following aspects of the Vietnamese
New Year with those of the Japanese one.
* preparations * foods and clothes
* activities on New Years Eve * people to
celebrate with
71
IV. HOMEWORK
- Write a short paragraph about the differences
between Vietnamese New Year and Japanese New
Year.
- Prepare Writing
Teaching date:...
Tiet: 47 UNIT 8: CELEBRATIONS
WRITING
A. Objectives: - Students describe a celebrations activities.
B. Method : Communicative approach
C. Teaching Aids: - books, posters, blackboard.
D. Procedures:
I. CHECK UP
II. NEW LESSON -Group work
1. Pre-writing: 1. Match a word in A with one in B to - Suggested answers:
have a complete phrase: 1. to crowd the street
A B 2. to decorate the home
- To crowd - the colorful parade 3. to celebrate the festival
- to decorate - special food 4. to visit friends and relatives
- to celebrate - the greeting cards 5. to express the emotion
- to visit - the home 6. to watch the colorful
- to express - friends and relatives parade
- to watch - family traditions 7. to receive the greeting
- to receive - the emotion cards
- to enhance - the street 8. to enhance family
- to enjoy - a hug traditions
- to give - the festival 9. to enjoy special foods
10. to give a hug
2. Complete the table: T has Ss complete the missing
information:
Celebratio When Purposes Activities
n - Ss discuss in their groups
Womens - Women and then write their answers
Day are honored on the board.
15th of - People - wear marks

the celebrate - have parties
8th the largest with special
lunar full moon cakes and lots of
month in the year fruits.
- parade in the
72
street with
lanterns
- watch lion
dance
- People
express
their
feelings,
memories
and love for
their
teachers
- watching
fireworks
-visiting
relatives and
friends
- going to the
pagoda
- eating special
foods
- receiving - Ss write this paragraph
lucky money individually and can
- going to the exchange their ideas in pairs.
pagoda - T goes around and collects
-decorating the mistakes and errors.
house - T writes Ss typical errors on
-going to the the board and elicits self and
flower market peer correction. T provides
corrections only when Ss are
3. While-writing not able to correct the errors.
T has Ss write a description of one of the popular
celebrations in Vietnam. Their description should - T asks 2 students to present
include the following main points: their writings on the board.
name and time of festival -T gives general comments
purpose / meaning of festival - T summarizes the main
activities points
whether you like it or not and the reasons
4. Post - writing:
-T has two Ss present a description of one of the
popular celebrations in Vietnam
III. HOMEWORK
Rewrite the paragraph in the book.
Prepare Language Focus
73
LANGUAGE FOCUS
A. Objectives: - Pronunciation: /fl/, /fr/, /r/.
- Grammar: Pronouns one(s), someone, anyone, no one, everyone.
B. Method Communication approach
C. Teaching Aids: - book, posters.
Procedures:
I. CHECK UP
II. Warm up (5') Game: Tongue twister Group work
T has Ss write down a sentence
E.g. Fan, a farmer who was born on Friday,
by answering the following
February 15th in France, is living on the first
questions
floor in a five- storey building.
1. What is your name?
III. NEW LESSON 2. When/where were you born?
A. PRONUNCIATION(5') 3. Where are you living?
Activity 1. Introducing sounds 4. What is your job?
/fl/ /fr/ /r/ 5. What is your favourite food?
floor France The content of their answers
Friday must begin with letter "f". The
Fruit winner is the one who can write
Activity 2. Listen and repeat (Bingo)(8') the longest sentence with a lot of
threaten fly fruit letters "f"
thrive overflow through e.g.: Fan, a farmer who was born
fry flu flower on Friday, February 15th in
frozen afraid overthrow France, is living on the first floor
in a five- storey building.
After the game T can lead to the
overthrow frozen fruit
new lesson by asking some
flu overflow a afraid
questions:
fry thrive flower
Is it difficult for you to
fly through threaten pronounce the whole sentence?
Why/ Why not?
threaten a afraid fry
thrive overthrow through
fruit flu frozen T underlines some words in
flower fly overflow sentences written down by Ss
* Activity 3. Practise reading aloud this dialogue and pronounces them as
B. GRAMMAR example. Then T asks Ss to
1. Presentation(10') arrange these words in the right
A. Complete the conversation below with the column
words in the box
Someone, anyone, everyone, no one Work in groups of 8
- Give out the prepared cards
74
A. Is there....................at the door? - Read out each of the words

B............... is at the door from one of the cards in random
A. Where is.........................? order.
I need.............. to help me -Tick off the words as you read
Notes. them to avoid reading them
Someone, anyone, twice. -Ask students to cross out
everyone, no one, the words on their cards as they
hear them
- When a player completes a
horizontal or vertical line on their
indefinite Followed Refer back card, he or she should shout
pronouns by a to them in a Bingo!
(refer to singular sentence - Teacher asks this player to read
people verb with they/ back the words in the line to see
without them/their if these words are among the
saying ones you have already read out.
exactly The winner is the one who can
who) - used in positive sentences
Someone. read back the words correctly
- has the idea of a definite idea
Anyone: - Used in negatives and questions
- has the meaning of no limit
Everyone: - All the people in a group
Everybody used in positive sentences, questions
No one: - No people
- used in positive sentences
* One - used to avoid repeating a
singular noun
ones - used to avoid repeating a
plural noun Pair work
- A/An + adj + one T has Ss discuss and then present
- one/ ones cant combine with some, any, my...... their conversation in front of the
2. Practice(15') class
+ Control. T's correction
+ less control Key:
a. Complete the sentences with suitable words anyone, no one, everyone,
1. Quick! Let's go. There is...........coming and I someone
don't want..........to see us
2. There was hardly..........on the beach. It was
almost deserted
3. Who shall I invite to the party?
I don't mind............you like
4. I'd like some shoes like the...........in the window
5. There are 2 pens on the table. The green.......is
mine
b. Correct the mistakes in each sentence below Look at the conversation again
1. Are anyone coming to collect you? and answer teacher's guiding
2. Everybody is ok, isn't he? questions. Ss can elicit the rule of
3. What sort of cake would you like? using Someone, anyone,
75
A one with cream everyone, no one, one, ones

4. Could you lend me some stamps?
I haven't got any ones
5. No one doesn't know how to operate this
machine
+ free- practice
Ask and answer using Someone, anyone, everyone,
no one, one, ones
Ex.
A: Is there anyone in the class room?
B: Everyone is outside now
A. Is the green pen is yours?
B. The green one is mine
C. Vocabulary(7') drill. Textbook
+ Exercise 3 (text book)
Use the words from the box to complete the
following passage.
Traditional, excitement, polite, good individual work
luck, celebrating, grand, agrarian, gifts
+. What are the following pictures about?

individual work
The player mustnt answer "yes"/

"No" and in their answers
Someone, anyone, everyone, no
one, one, ones must be used. T
gives each player some money. If
they say "yes, no", they will lose
their money. The winner is the
one who gets (the) most money
- drill. Text book
Ss can say a phrase/or a sentence

ex. Traditional food
People usually cook traditional
HOMEWORK(1') food on Tet holiday
Prepare UNIT 9 - READING
Write 5 sentences in which Someone, anyone,
everyone, no one, one, ones are used respectively
PERIOD 55 UNIT 9: THE POST OFFICE
READING
A. Aims: By the end of the lesson, Ss can learn new words choosing the opposite
meaning. And can scan for specific information of the reading, especially know many
services of post office.
76
B. Teaching aids: cassette, tape, posters, handouts

C. Procedure:
* Warm up:
T gives some pictures and asks Ss " What's it?" Work individually
Stamp, phonecard, envelope, telephone T gives some pictures and asks
Then asks some questions: Ss to give the names, then
- Where can we buy it? answer some questions.
- How often do you go to the post office? What for?
- How far is it from your house to the nearest post
office?
- How do you go to the post office?
- What services do you think the post office offers?
I. Pre-reading:
* Teaching vocabulary: Work in pairs.
- Elicit meanings from Ss or give explanations T asks Ss to read the words,
yourself and then has Ss match these words: explanations and then match
Words Explanations them.
1. spacious a. to hand over sth to sb Feedback
2. courteous b. having a lot of space 1-b 2-d 3-e
3. surface mail c. a person who receives sth 4-a 5-c 6-f
4. transfer from sb 7-g
5. recipient d. having good manner or
6 subscribe polite
7. original e. mail by car, by train,....
f. to agree to buy newspaper
and magazines regularly
over a period of time
g.not copied
- Give Ss some practise on pronunciation

* Checking vocabulary: Rub out and remember
II. While-reading:
1. Task 1: Circle the letter (A, B, C or D) before the
word that has the opposite meaning to the italicised Work in pairs.
word. T asks Ss to choose and give
a. Thanh Ba Post office has a spacious and pleasant feedback
from office. T corrects the mistakes if
A. large B. beautiful C. cramped D. open neccesary.
b. Our well-trained staff are always courteous to
customers. Feedback
A. helpful B. rude C. friendly D. open a-C b-B
c. This speedy and secure service of transferring c-D d-C
money can be useful.
A. rapid B. hurried C. careful D. slow
d. If you want to send a document and do not want to
lose its original shape, send it by a fax machine. Work in groups of 4.
77
A. unique B. outdated C. change D. imaginative Feedback

2. Task 2: Read the text again and then answer the a. Thanh Ba Post office is
questions: equipped with advanced
a. What is Thanh Ba Post office equipped with? technology and has a spacious
b. What services are offered at Thanh Ba Post and pleasant front office.
Office? b. Mail and Parcel Service,
c. According to the text, what are three different Express Money Transfer, Phone
ways of sending a letter? Calls and Faxes, Press
d. What is the Messenger Call Service used for? Distribution
e. What will you have to do if you want to get your c.They are mail, surface amil
newspapers and magazines delivered to your house? and the Express Mail Service
3. Task 3: Find the evidence in the text to support (EMS)
these statements: d. It's used for notifying the
a. You cannot make a pone call at Thanh Ba Post recipient of the time and place
Office at 10 p.m. to receive the call.
b. You can save some money if you send a parcel e. You will have to subcribe to
which is under 15 kg. your favourite newspaper and
c. The post office offers a special mail service which magazines
is particularly fast.
d. Your relatives do mot have to wait till tomorrow Work in pairs.
to get the money you send them today. Feedback
III. After you read a. The post office opens daily
Work in groups. Answer the following questions. from 7 a.m to 9 p.m.
1. Which services provided by Thanh Ba Post Office b. We offer a very competitive
do you think is the most important and why? rate for parcels under 15 kg.
2. What services do you think Thanh Ba Post Office c. We also have the Express
should have in the future? Mail Service and your EMS
IV. Homework mail will be delivered in the
shortest possible time.
d. We offer a speedy and secure
service of transferring money in
less than 24 hours.
Learn new words and questions
by heart
Teaching date:...
SPEAKING
* Aim : have Ss know how to register services provided by post offices
* Lexical items: words related to the process of registering a service provided by the
post office.
* Structures : sentences used to describe a process of registering a service
provided by the post office.
* Teaching aids: posters, pictures, handouts
* Teaching method: Integrated, mainly communicative
78
PROCEDURES
I. Warm-up - Describe the picture T questions - ss answer
Pair work
Key:
- What can I do it for you?
- Could you help me to send this
document...........?
- Do you often use the services provided by the - How much is that?
post office? - What's the fax number?
- Are the services provided by the post office - You can see the rates on the table.
very helpful?
II. New lesson: T. questions - ss answer
Task 1 _ textbook/103 Key:
1.1 Match the 2 parts of the sentences The customer is using the fax service
A B Pair work
T has 2 pairs to speak out in front of
What can I is that?
the class.
Could you help me do it for you?
Ss work in pairs. T. walks around the
How much on the table
class to make sure that all ss are
to send this document
What's working.
to my office by fax
T. selects some pairs and has them
You can see the demonstrate their conversation in
the fax number?
rates front of the class.
1.2 Questions: Key:
+ Which things does the customer says? A: Good morning. Can I help you?
+ Which thing does the clerk says? B: I want to have a telephone line
+ What service is the customer using? installed at home
1.3 Read the dialogue A: Ok. Where do you live?
Task 2 _ textbook/104 B: I live at 123 Le Loi street. When
Work with your partner, make a conversation does the installation take place?
from the suggestion below: A: The installation takes place one
Student A (clerk) Student B (customer) week after your registration.
B: Can you come on Friday?
Great B and ask if say that you want to A: Yes. Do you have a telephone yet?
he can help have a telephone line B: Yes, I have. How much is the
installed at home installation fee and monthly fee?
A: You can see the rates on the table
ask where B live give your address Ss work in pairs, complete their
and ask when the paper. Then they may exchange their
installation will paper to other pairs to check their
take place answer.
say that the installation ask if A can come T has 2 pairs to demonstrate their
will take place one on Friday conversation
week after registration T. comments
Key:
agree and ask if B has say that you already a, can I help you?
a telephone have a telephone b, I would like
79
and ask about the c, for a year

installation fee and d, where would you like to get the
monthly fee. newspaper?
tell B about the fees and e, can I get the newspaper every
ask B to fill in a form morning before 6:00?
Task 3 _ textbook/104 f, how about 6:30?
3.1 Complete the conversation below
A: Good morning..........a.........................? Pair work
B:.......b........ to subscribe to Lao Dong daily Ss work in pairs. T. walks around the
newspaper. class to make sure that all ss are
A: yes. How long would you like to subscribe working and offers ideas when ss
it? need help.
B:.........c....................... T. selects some pairs and has them
A:..........d.....................................................? demonstrate their conversation in
B: At home, please. I live at 67 Ngoc HA front of the class.
Street.
A: Ok.
B:...........e....................................................?
A: Before 6:00? Well, it might be a little bit
early.........f......................................?
B: Ok, 6:30
A: Can you fill in this form?
3.2 Make a conversation for the 2nd situation in
textbook/104.
IV. Homework:
Your uncle's wedding is on 20th March. You
want to use Mail and Parcel Service provided
by the post office to send him a present. Make a
dialogue follow the situation above.
PERIOD 57 Unit 9 THE POST OFFICE
Listening
I. Objective: By the end of the lesson, students will be able to listen and answer the
development of Vietnamese network; summarize the listening by writing and speaking.
II. Teaching aids: a cassette player and tape, pictures, posters, hand - outs

Warm - up: (Group work)
Game: Stop the bus! T divides the class into four
a. Find 6 things that you use to contact with your groups.
friends. Each group tries to find words as
b. Find 5 things that belong to a cell phone. quickly as possible after Ts
c. Find 4 things that you can buy at a post office. questions.
d. Find 3 names of call phone that are popular in The group that finish firstly will
80
Vietnam. shout: Stop the bus! and go to

Pre-listening: the board to write down the
1. Activity 1: Ask and answer the following answers.
questions. If the group give the right answer,
a. Do you like talking on the phone? they will get one mark.
b. Is your family on the phone? What is your The group that get the best marks
phone number? will be the winner.
c. Does any member of your family have a cell
phone? What make is it? (Pair work)
d. What do you think are the advantages and (Poster/ Extra board)
disadvantages of cell phone? Ss work in pairs, ask and answer
* Suggestions: the questions.
(d) - Advantages: When you have a mobile phone,
you can:
+ contact other people easily.
+ be reached at almost anytime anywhere.
+ not miss any important information. T can gives some suggestions
+ feel close to your family when you live far
away from home, go on business
- Disadvantages:
+ Dont have much privacy
+ Its irritating to get a call when you are sleeping
or in a meeting.
+ Cost amount of money for paying every week/
month....
2. Activity 2: Listen and repeat. T explains new words that appear
Commune (n) communal growth in the listening.
Digit subscriber rural network Ss listen and repeat in chorus and
Upgrade (n) capacity (n) individually
While-listening:
1. Activity 1: (Task 1) Listen to information about (Pair work)
the development of Vietnams telephone system (Hand-outs)
over the past few years and do the tasks. T asks some questions and
* Guiding questions: encourages Ss to try answering
How many subscribers were there in Vietnam in the based on their general knowledge
early 1990? How many ones now? before they listen to the listening.
How many percent of communes in Vietnam have T introduces the listening and
telephone services? asks Ss to scan the task.
* Feedback of task 1: Ss work in pairs and underline
1. B 2. D 3. C 4. D 5.C key words.
2. Activity 2 (Task 2): Listen again and answer the Ss listen to the first time to
following questions: choose the right answers and the
According to the passage, which country has the second time to check their
biggest growth in the number of telephone answers.
subscribers? T corrects after the second time of
How many telephone subscribers does Vietnam listening.
have now?
How many telephones were there in Vietnam in the (Pair work)
81
early 1990? (Poster)

How were the fixed telephone numbers changed in Ss read the Qs and try answering
1996? by their memory.
When did the change of mobile telephone numbers Ss listen to the listening for the
take place? first time to write down the
According to the passage, how many communal answers, the second time to
post offices are there in Vietnam? complete their answers.
* Feedback: Ss work in pairs, practice asking
China has the highest growth in the number of and answering the questions.
telephone subscribers. T asks Ss to go to the board and
More than six million telephone subscribers write down their answers.
There were only 140,000 telephone subscribers.
The fixed telephone numbers were changed from
six to seven digits in Hanoi and HCM City as well
as six digits in other provinces.
In 2001. T corrects.
There are 6,014 communal post offices in Vietnam.
Post listening:
1. Activity 1: Lucky number
1 2 3
4 5 6
1) China ranks second to Vietnam for growth in the (Group work)
number of telephone subscribers. (F) (Poster)
2) At present Vietnam has two million subscribers. T divides the class into 2 groups.
(F) Each group chooses any number
3) Nowadays, 93 percent of communes across in the poster and answers the
Vietnam have the telephone services. (T) questions.
4) Lucky number For each right answer, the group
5) Since 2000, Vietnam has increased the price of will get one mark.
several services. (F) If the group choose the lucky
6) Vietnam has set up a network of 6,014 communal number, they will get 2 marks
post offices. (T) without answering the question.
2. Activity 2: Summarize the main ideas of the
listening passage with following points.
1. Vietnams rapid growth in telephone numbers. (Group work)
2. The addition of digits to existing telephone Ss work in groups of four or six
numbers to meet the increasing demands. to retell the main information of
3. The reduction in monthly telephone fees. the listening based on Task 1 and
4. The expansion of the telephone networks to Task 2
Vietnams rural areas. T asks 2 or 3 Ss to present in front
* Home work: of the class.
Writing
Aims: Help ss know how to write a letter to express satisfaction/ dissatisfaction.
82
Practice writing a letter to express satisfaction/ dissatisfaction

Teaching aids: Picture, posters.
Procedure:
A. Warm-up:
Lucky star -T gives instructions
- Ss work in 2 groups. Each
group will take turns to
choose the number and
answer the questions to get
marks.
Use a Picture of Danang central post office covered

with pieces of paper, on which there are numbers from
1 to 4. Ss choose the number and answer the question to
uncover the picture. For each correct answer ss get 2
marks and the piece of paper with the number they
choose will be taken out. If they have the number with
a lucky star, they will get 4 marks for their correct
answer. Then the group which can guess the picture
will have 2 marks. The one with more marks will win
the game.
Questions:
1. Which service do you use if you want to send a
parcel to your friend?
2. Which service do you use if you want to make a Feedback:
call? 1. Mail and parcel
3. Which service do you use if you want to have service.
your newspapers delivered to your house? 2. Phone call and faxes
4. Which service do you use if you want to send service
your brother some money? 3. Press distribution
Picture: Danang (central) post office 4. Express money
Questions to lead in: transfer
1) Have you ever been to a post office?
2) What do you do there?
3) Are you satisfied with everything there?
B. Writing:
Pre-writing: -T asks questions to elicit
Act 1: Discuss some matters of the post office. -Ss answer individually.
Group 1 +2:
1. The opening hours of the post office.
2. The quality of the equipment.
Group 3+ 4: -Poster
83
3. The security conditions of the post office. -SS work in 6 groups

4. The attitude of the staff. discussing the matters given.
Group 5 +6: -T goes to some groups and
5. The prices of the services. gives help if necessary.
6. The punctuality of delivery of letters and -the representatives of the
newspapers. group presents their opinions.
-T writes the
words/expressions ss use to
talk about the matters and
adds some more.
Feedback:
1. too late/ early
2. good/bad/ poor quality/
needs repairing
3. good/ poor security
condition/ no one to keep
motorbikes or bikes/
Act 2: Give model sentences: pickpockets
Ex: 1)The staff here are very helpful and polite. They 4. polite/ helpful/ rude/
are willing to help you when you need. arrogant
2) The equipment there needs upgrading. Sometimes I 5. low/ high/ reasonable
needed to fax an urgent document but it was impossible 6. always/ never punctual/
because the fax machine was out of order. sometimes late/ letters and
newspapers are lost.
Act 3: Prepare for writing the letter:
3.1. Read the requirements of task 2. -T asks some ss to express
3.2 Give useful language their ideas in full sentences
Sentence connectors: and writes them on the board.
First, Second, Third, . Finally.
Moreover,
Furthermore,
However,.. -T asks ss to read the task
Note: If you express both satisfaction and carefully and translate it into
dissatisfaction, you should show your satisfaction first. Vietnamese.
-T asks ss some sentence
While-writing: Task 2 connectors they may use in
After a year in the job, the director of Thanh Ba Post the letter.
Office has invited residents in the neighborhood to
write letters to him describing the quality of the
services they have received. Write such a letter, using
the ideas you discussed in Task 1.
Post writing -SS work in groups of 4

- Correct some writings. writing the letter on the
- Model writing. poster.
-Ss may use the models
(address) sentences in Act 2 in their
Dear Sir, writing.
84
I have lived here for five years and during this time I
have used most of the services of Thanh Ba post office.
Now I am writing to show you my opinions of these -Peer check
services. The staff here are very helpful and polite. They -T corrects some writings
are willing to help when we need. The prices of the -T gives ss model writing.
services here are quite reasonable, so most people in
our neighborhood use the services here. However, there
are still some matters. The equipment in the post office
needs upgrading. Sometimes I needed to fax an urgent
document but it was impossible because the fax machine
was out of order. Moreover, the delivery of newspapers
is never punctual. One more thing I want to mention is
that the security conditions of the post office are not
very good. There used to be property loss here.
I am writing in the hope that these matters will be
improved. If so, I believe more and more people will go
to Thanh Ba post office.
Yours faithfully,
C. Homework:
- write a letter to show your satisfaction/
dissatisfaction with the services of the railroad
company.
PERIOD 59 Unit: 9 THE POST OFFICE
LANGUAGE FOCUS
Aim(s): Show Ss how to pronounce the sounds /sp/, /st/, /sk/, and helps Ss practise
reading correctly these sounds in the sentences. T also helps Ss to review kinds of
relative clauses.
Lexical items: words contain sounds /sp/, /st/, /sk/, and revision
Structures: Defining relative clauses and Non-defining relative clauses
Teachings aids: Pictures, handouts, posters.
PROCEDURE:
1. Warm up: Name the pictures T shows Ss some
pictures and asks them
to give the English
names of the pictures.
Zygomatic
Medulla
oblongata
Atlas
Axis
Mandible
3rd Cervical vertebrae
T corrects if necessary.
T introduces the new
Star Spider Skull lesson.
85
/star/ /spaid/ /skl^l/

2. Pronunciation: T has Ss to listen to the
/sp/ /st/ /sk/: voiceless unaspirated tape and then repeat
/sp/ /st/ /sk/ several times
speak Stanley ask T calls Ss attention to
speech stand disk these sounds in the
speedy stop dusk sentences
crisp best skill Ss have to recognize
spacious text school these sounds in the
Practise reading aloud this dialogue: (page 108) dialogue.
3. Grammar: Defining relative clauses and Non-defining

relative clauses T asks Ss to identify
Presentation what kind of relative
Ex 1: Elephants who marry mice are very unusual. clause the examples are.
Ex 2: My friend John, who went to the same school as me, (ex1,3: defining; Ex 2,4:
has just written a best-selling novel. Non-defining)
Ex 3: Let's go to a country where the sun always shines. T asks Ss to recall how
Ex 4: Elephants, which are large and grey, can sometimes to use relative clauses. T
be found in zoos can give Ss some more
Defining relative clauses give essential information to notes.
define or identify the person or thing we are talking about
Non-defining relative clauses are always separated from
the rest of the sentence by commas.
Notes:
1. In non-defining clauses, you cannot use that instead of
who, whom or which.
2. You cannot leave out the relative pronoun, even when it is
the object of the verb in the relative clause.
3. Non-defining clauses can be introduced by expressions
like all of, many of + relative pronoun:
Examples: There were a lot of people at the party, many of
whom I had known for years.
Practice: Pairwork
Exercise 1: Explain what the words below T has Ss to read the
mean, using the phrases from the box (Textbooks page 109): phrases and match the
Key: 1. A burglar is someone breaks into a house to steal words with them. Then
things read loudly the
2. A customer is someone buys something from a shop. sentences.
3. A shoplifter is someone who steals from a shop. T asks Ss to give
4. A coward is someone who is not brave. Vietnamese meanings.
5. A tenant is someone who pays rent to live in a house or
flat. Pairwork
Exercise 2: Complete each sentence, using T can ask Ss to recall
who, whom, or whose:(Textbook page 109) where to put who,
Key: 1. who/that 2. whose 3. whom/who/that whom, or whose before
4.whose 5. whom/who/that doing the task.
Exercise 3: Join the sentences, using who, Pairwork
86
that, or which: (Textbook page 109) After doing the task in

Key: 1. The man who answer the phone told me you were pairwork, T calls Ss to
away. choose the square he/she
2. The waitress served us who was very impolite and likes, and he/she has to
impatient do the sentence with
3. The building which was destroyed in the fire has now number behind the
been rebuilt. square. (LN: Lucky)
4. The people who were arrested have now been rebuilt. 2 5 4
5. The bus which goes to the airport runs every half an 3 1 LN
hour. Pair work
Applying steps like Ex3.
T remembers to ask Ss
Exercise 4: Join the sentences below, using to pay attention to the
who, whose or which: (Textbook page 110) difference between non-
Key: 1. Peter, who has never been abroad, is studying defining relative and
French and German. defining relative clause.
2. Youve all met Michael Wood, who is visiting us for a
couple of days.
3. We are moving to Manchester, which is in the North-
west.
4. Ill be staying with Adrian, whose brother is one of my
closest friends. Handouts
5. John Bridge, has just gone to live in Canada, is one of Pair work
my oldest friends.
Production: Combine the sentences using a
relative clause. Use relative pronouns only where necessary.
Note that you have to use commas in some of the sentences.
A holiday in Scotland
1. We spent our holiday in Scotland last year. Scotland is in
the north of Great Britain.(We............)
2. People live in Scotland. They are called Scots. (The
people...)
3. We first went to Edinburgh. Edinburgh is the capital of
Scotland.(We first ...)
4. Arthur Conan Doyle was born in Edinburgh. He wrote the
Sherlock Holmes stories.(Arthur Conan Doyle ...)
5. Then we visited a lake. It is in the Highlands. (The
lake ...)
6. Loch Ness is 37 km long. People know it for its friendly
monster. (Loch Ness ...)
7. There we met an old man. He told us that he had seen
Nessie. (An old man ...)
8. We then traveled to a mountain. The mountain is near the
town of Fort William. (We then ...)
9. The mountain is the highest mountain in Great Britain. It
is called Ben Nevis. (The mountain ...)
10. I sent you a postcard. It was written on the summit of
Ben Nevis. (The postcard ...)
87
Teaching date:
PERIOD 61 Unit 10 NATURE IN DANGER

Reading
A. Aims:
- Helping Ss know the importance of natural environment.
- Improving Ss reading skill.
B. Method: communicative Approach.
C. Teaching - Aids:
Posters, textbook, blackboard.
D. Procedures of teaching.
Time Teacher s activities Students activities

3 I. Warm - up:
List some natural and environmental problems - Ss do what T asks
Key:
floods + pollution
+ drought
+ forest fires
+ the extinction of plants
and animals.
Natural & environmental + earthquake
problems
destruction
5 II. New - lesson - Ss answer:

1/ Before you read: Key:
Answer the questions. 1. The facts above show that
1. What do you understand from the facts above? the numbers of rare animals
become extinct.
2. Can you explain why the numbers of these 2. Because they are killed
animals have become small? for food, fur, skin...
13 2/ While you read:
Task 1: - pair work
- Vocabulary: Match the words in column A with - Ss match
their definitions in column B. Key:
A B 1-c 5-g
88
1. decrease a/ similar with human 2-f 6-d

beings/people 3-h 7-b
2. extinct b/ thing makes nature pollute 4-a 8-e
3. endangered c/ make sth smaller
4. human-race d/ young of animals
5. interference e/ keep sb/sth safe
6. off-spring f/ no longer existing
7. pollutant g/ not of interfering
8. protect h/ be threatened
- Gap- filling - Ss read the text silently
and carefully then fill in the
gaps.
Key:
1. extinct 4. pollutants
2. protect 5. endangered
3. decreasing 6.
interferences
5 Task 2: Circle A, B, C or D that best sums up - pair work
each paragraph - Ss do task 2
Key:
1-C 2-B 3-A 4-C
10 Task 3: Answer the questions - group work
(play the game ) - Ss scan the text again and
T gives 4 posters and asks Ss to scan the text answer the questions.
again. Then call the representative of each group
go to the board and write down their answers.
The winner will be a person having the best
answers.
T gives feedback
7 3/ After you read
Find out why some animals have become - group work
extinct. - The representative of each
group reports before the
class.
Suggested answers:
+ hunting and killing
animals
+ Keep animals as pets.
2 III. Homework
- Study words
-Write a short passage about our natural
environment.
- Prepare Speaking.
89
PERIOD 62 Unit 10: Nature In Danger

speaking
A. Aims after the lesson Ss will be able to talk about endangered nature and measures for
protecting endangered nature
C. Teaching Aids: English Textbook 11, pictures, poster
D. Procedure
90
I. Warm up Ss: play the game in 2 teams

Game: Yes (^_ ^) or No (..) T: give the rules:
Information: T: read some information. Ss listen
1. People kill animals for food and fur. and say Yes if the information is
taken from the text Nature In
2. Some people keep animals as pets
Danger. And say NO if it is not. The
3. We can destroy the air by adding pollutants to team has the most right answers will
it. be the winner.
4. We are changing the environment by cutting Answers:
down trees. 1. Yes
5. Pandas live in China 2. No
6. People are affecting the water supply by using 3. Yes
4. Yes
water for industry and agriculture.
5. No
7. There are a lot of rare animals in American 6. Yes
zoos and national parks. 7. No
II. New lesson T: introduce the new lesson
1. Task 1: Matching
Human beings have a great
Ordering* Killing endangered animals for fur,
influence on the environment of the
world. Below are some reasons why
nature is being threatened.
skin an d food
91
* keeping animals as pets Pair work
T: display some pictures and ask ss to

match the pictures with the information
in Task 1(poster)
* hunting or capturing animals for T: after matching, T reads the

recreation or entertainment information /reasons in Task 1.
T: have 1 or 2 students read the

information again and correct the
mistakes if needed.
Ss: order the reasons why nature

* burning foreSs
becomes endangered in the order of
importance (pair work).
T: call some ss to present their answers

* discharging chemical pollutants into the
environment Option:
T can ask ss to give reasons for their

choice
* cutting down trees for wood
* using fertilizers and pesticides for

cultivation
2. Task 2: Matching Pair work

3.Task 3: Discussion
* Usage language: S + should + be + PP Ss: match the reason in Task 1 with
III. Homework possible measures for protecting the
- Write a paragraph about 80 words with environment in Task 2.
the topic What should people do to T: go around to give help
protect the environment?. T: give the feedback
- Prepare Listening Pair work
92
T: give a sample:
A: People are killing endangered

animals for fur, skin and food.
B: Killing endangered animals for fur,
skin and food should be banned.
Ss: use the information in task 1 and

task 2, state the negative impacts made
by people on the environment and
suggest measures to protect it.
T: go around to give help.
T: have some pairs present their answers
T: correct the mistakes on the
pronunciation if necessary.
PERIOD 63 UNIT 10: NATURE IN DANGER
Listening
A. Aims:
- Provide Ss with information about national parks in the world.
- Helping students practice their listening skills: deciding on True or False statements;
answering comprehension questions.
B. Teaching aids: Text book, Cassette and tape, Cards, Poster.
C. Procedure:
93
I. Warm-up:
- What national park should I go to? - 4 teams. T is in the role of a foreigner
+ Im in Hue. What national park should I go in Vietnam. The foreigner wants to visit
to? (Bach Ma national park) the national park where he/she is
+ We are moving to Hai Phong. (Cat Ba staying. Ss in the role of local people
national park) have to clap their hands to get the
+ We are staying in Thanh Hoa. (Cuc priority to show her/him. Ss will get 10
Phuong national park) points for each correct instruction.
+ We are now on the way to the south of - T then gives feedback and leads to the
Vietnam. Im in Dong Nai now. (Cat Tien new lesson.
National park)
+ And here is Vo Thi Saus hometown- Ba
Ria-Vung Tau. (Con Dao national park)
II. New Lesson:
1. Pre-Listening:
- Name some other national parks in Viet - Ss work in pairs to name some
Nam (Ba Vi, Ba Be, Phu Quoc, Mui Ca Mau, national parks in Vietnam and their
U Minh Thuong national parks, etc.) location if possible.
1. Listen and
repeat: - T. says out the words, Ss. listen and
- scenic features repeat in chorus and individually.
- devastating - T. explains the meaning of some new
- maintenance words through pictures and
- approximately examples.
- vehicles
completely - T. introduces the topic of the tape.
2. While-Listening:
Topic introduction - Ss read the statements in silence and
Task 1: guess what information could be false.
- Silence reading for information. - T plays the tape once without
stopping, Ss listen and do the task
- True/ False statement. individually.
- T divides the class into 2 groups and
asks Ss in each group to count their
number. There will be 2 Ss having the
same number. When T reads aloud the
statement in task 1 and says a number
Task 2: in random, the Ss having that number
- Listen again and answer the questions. have to raise their hands to get the
priority to decide the statement.
* Feed back: (Ts book)
- T plays the tape again, Ss listen and
94
play the game Lucky star in 2 teams.
Each team in turn chooses a star and
answers the question under the star.
There is one lucky star which gives
bonus points without any questions.
3. Post-Listening: - Ss work in pairs to asks and answer

- Make true sentences about the national the questions without looking at the
parks in the US, using the cues: textbook.
Preserve * Feed back: (Ts book)
Scenic features
52 - T writes down the cues on the board
3% in turn. Ss work in groups of 4 to make
Millions of visitors sentences using the prompts. Then they
Danger use the sentences made to summarize
Killed or hunted the passage.
Cut down
Fires
Pollution from vehicles
immediately
III. Homework:
1. Write a summary of the passage.
Prepare the Writing of Unit 10.
Teaching date:.../0../2008
PERIOD 64 Unit 10 NATURE IN DANGER

Writing
A. Aims:
- Helping Ss know some information about Cat Ba National Park.
- Helping Ss write a description of Cat Ba. National Park.
B. Method: communicative Approach.

C. Teaching - Aids: - Pictures, cards, textbook.
Procedure
95
I. Warm - up:
* Game: Look at the pictures and slap the board. - Ss play the game in 2 teams,
each team chooses 4 students
to stand in front of the board. T
Suggested answers: raises the pictures of the
- Cuc Phuong National Park National Parks. Ss look at the
- Bach Ma pictures and slap the board
- Con Dao with their names. The winner
- Nam Cat Tien is the team who has the most
- Cat Ba right answers.
II. New - lesson
1/ Pre - writing:
Activity 1: read some facts and figures about Cat Ba - T reads and explains the
National Park. asking of writing then gives
some questions.
Activity 2: Ask some questions - Ss answer the questions.
- Where is Cat Ba National Park?
- What are the special features of Cat Ba?
- How large is it? - Individual work
- What do you know about the animals and plants in
Cat Ba?
- What are some of the historic features of the park?
2/ While - writing -T gives some new-words and
Activity 1: New - words pronounces them
+ declare (v) /d kle (r)/ = announce (v) - groupwork
+ situate (v) /sitju, eit / = locate (v) - Ss write a description of Cat
+ reveal (v) /rvi:l/ allow to appear Ba National Park.
+ inhabit (v) /inhbit/ = occupy (v) - T pronounces new-words
+ preserve (v) / prz3:v/= keep safe - T walks around the class,
Activity 2: write a description of Cat Ba observes and helps Ss when
necessary.
3/ Post - writing
Activity 1: Correcting Writings. - T calls the representative of
some groups write down then
corrects mistakes if necessary.
Activity 2: Cat Ba National Park was declared as a - T gives a sample if having

National Park in 1986. It is located on Cat Ba Island, time.
120 km from Ha Noi and 20 km east of Hai Phong. - Ss notice and write down.
Cat Ba National Park is in Vietnam. It has both
tropical foreSs and coastal waters with white sand
beaches, abundant natural resources, beautiful
landscapes and many kinds of rare animals and
plants. Its surface is 15,200 ha.
Cat Ba National Park preserves about 300 species of
fish, 40 kinds of animals, 150 different birds and 620
species of plants.
The stone tools and human bones found in the caves
96
of the Island reveal that people inhabited there at

least 6,000 years ago.
III. Homework
- Write a short paragraph about Cuc Phuong National
Park.
- review Relative Clauses.
PERIOD 65 UNIT 10: NATURE IN DANGER
LANGUAGE FOCUS
A. Aims:
to help Ss. practice pronouncing some consonant clusters: /sl/ /sm/ /sn/ & /sw/
to have Ss. learn about relative pronouns with prepositions
B. Materials: English textbook 11
C. Teaching aids- pictures (4/Warm-up)
Procedure
Pronunciation
1 Warm-up
Game: What is the word?
Group work (4 groups)
2 Lead- in & Presentation
Class work
What can you see in the picture?
3 Practice
snow
Class work
In the summer, he often has a ______.
Grammar & Vocabulary swim
- introduce: /sl/ /sm/ /sn/ & /sw/
1. Elicitation & presentation
- have Ss. listen to the word list in the
Class work
textbook/p.121
- tell them to practice pronouncing the word
list/p.121
- have Ss. listen to the sentence list in the
textbook/p.121
- tell them to practice pronouncing the
2 Practice
sentence list/p.121
Exercise 1: Multiple-choice questions
- give feedback
Pair work
- write two sentences on the board:
Is that the man?
You arrived with him.
Exercise 2: Sentence combining - ask Ss. to combine the two sentences into
- give feedback one, using a suitable relative pronoun
1. whom 2. which 3. whom Possible answers:
4. who 5. which 6. which Is that the man whom you arrived with?
Is that the man with whom you arrived?
- ask Ss. which one of the two sentences is
97
correct
- give feedback
Pair work Exercise 3: Blank filling + introduce relative pronouns with
Pair work- give feedback prepositions:
1. that There are often prepositions in relative
2. which clauses, and the relative pronoun is the object
3. who of the preposition. This means that the
4. whom preposition can sometimes be omitted.
5. which
6. which + formal English: preposition + relative
7. who pronoun (Note that when the relative pronoun
8. whom is placed immediately after the preposition we
can't use who instead of whom, and we can't
use that or zero pronoun either)
+ spoken (daily) English: the preposition is

often moved to the end of the sentence and
3. Consolidation can be omitted
Class work - give some more examples:
a. The woman was quite friendly
b. I gave my book to her.
The woman to whom I give my book was
quite friendly.
a. This is the house.
b. I used to live in it.
This is the house in which I used to live.
- have Ss. choose the suitable italicized words
to complete the sentences given
- observe and give help if necessary
- tell Ss. to combine the sentences, using
preposition + whom or which
- observe and give help if necessary
- give feedback
1. The man to whom I talked yesterday was
very kind.
2. The man about whom I told you works in
the hospital.
3. The woman about whom I am telling you
teaches me English.
4. The movie about which they are talking is
fantastic.
5. The picture at which she was looking at
was beautiful.
Homework 6. Ill give you the address to which you
- do exercises of Language should write.
focus (Unit 10) in Workbook - tell Ss. to complete the sentences, using
prepare new words and do tasks for A. who, whom, which, or that
Reading/Unit 11 - observe and give help if necessary
98
- go over relative pronouns with prepositions

- ask if Ss. have any questions about this
grammar point
PERIOD 66 UNIT 11 SOURCES OF ENERGY
READING
A. Teaching Aims:
- Helping students understand about the alternative sources of energy in our lives.
- Helping students understand about the advantages and disadvantages of each alternative
source of energy.
- Helping students practice reading skills.
B. Method: Communicative Approach.
C. Teaching Aids: cassette player, pictures
D. Procedures:
I. Class stabilization Greeting
II. New lesson
1. Warm up: T gives Ss five pictures about five
Look at the pictures and match them with names of the source of energy such as:
of the source of energy. nuclear power station,
Feedback: hydroelectricity, biogas, solar
A. windmills picture 3 energy, windmills
B. nuclear power station picture 1 T asks Ss to match the pictures with
C. hydroelectricity picture 5 names of the source of energy.
D. biogas picture 4 Ss work individually
E. solar energy picture 2
Teacher says today we will learn about the
alternative sources of energy in our lives.
2. Pre- reading Ss look at the pictures in the
Activity 1:Answer the questions textbook and answer the questions.
Look at the pictures in the textbook and answer
the questions. Work in pairs
1. What source of energy does each picture
above refer to? T corrects and gives feedback.
2. What do you need energy for?
Feedback:
1. - The first picture refers to the windmill.
- The second picture refers to the solar T asks Ss to work in pairs to find
energy. out in the text the words which
- The third picture refers to the means:
hydroelectricity. T gives feedback.
2. We need energy to live and work, to cook
meals, to light, heat or cool the house, to run
machines...
Activity 2: Vocabulary.
99
Find out in the text the words which means:

1. energy obtained from the power of the sun, T asks Ss to listen to the tape.
wind, water:
2. to give out: T writes these words on the board.
3. existing or available in large quantities: T asks Ss to read through the
4. relate to the sun: passage silently.
5. use until it is completely finished: T has Ss read the sentences one
Feedback: time to identify the part of speech
1. alternative energy, of the word that will be filled in
2. to release each blank. For example, in
3. plentiful sentence 1 the word to fill in should
4. solar be a verb, in sentence 2 an
5. exhausted adjective...
3. While reading T asks Ss to work individually to do
Activity 1: Reading the task.
Activity 2: Task 1. The words in the box all T asks Ss to change their answers
appear in the passage. Fill each blank with a and tells them to explain their
suitable word. choices.
1. Six hundred balloons were ___ at the T corrects and gives feedback.
ceremony.
2. They are looking for ___ methods of
making it. T asks Ss to scan the passage and
3. People use ___to run machines, heat and find out the information of each
cool their homes. alternative source of energy.
4. The foot in the restaurant is cheap, but the Work in group
choice is rather ___. T asks Ss in each group to present
5. Fuel supplies are nearly ___. the advantages and disadvantages
Feedback: of each alternative source of energy.
1. released T goes around to observe Ss
2. alternative working.
3. energy T corrects and gives feedback.
4. limited
5. exhausted
Activity 3: Task 2. Scan the passage and write
down the advantages and disadvantages of
each alternative source of energy. Feedback:
Sources of Advantages Disadvantages
energy T asks Ss to read the passage
Nuclear Its unlimited It can be very silently and answer the questions.
power dangerous. T has Ss do the task 3 in pairs.
Geothermal Its available Its only T corrects and gives feedback.
possible in few
places
Solar Its not only Its only
energy plentiful and possible during
infinite but also the day time.
clean and safe
100
Wind Its clean and Theres no T asks Ss to read the words in the
power unlimited wind energy box and give the meaning.
when there is T can explain the meanings of some
no wind. words if students find them
Water Its clean and Its expensive. difficult.
power unlimited. T asks Ss to read the summary and
Activity 4: Task 3. Answer the questions identify the part of speech of the
1. What is our major source of energy? word to fill in each blank.
2. How many sources of energy are T asks Ss to read the passage again
mentioned in the text, and which one do for the main ideas and complete the
you think has the most potential? summary.
Feedback: T asks Ss to check their summary
1. Our major source of energy comes from with a partner.
fossil fuels. T checks with the whole class.
2. Five sources of energy are mentioned in
the text. I think solar energy is the most
potential.
Post reading: Complete the summary of the
reading passage by filling each blank with a
word given in the box.
Feedback.
energy, one, fuels, limited, alternative
sources, unlimited, environment
III. Homework: Prepare speaking

E. Self Evaluation
PERIOD 67 UNIT 11: SOURCES OF ENERGY
SPEAKING
A. Aims: Help Ss know about some sources of energy & how it helpful to our life.
B. Method: Communicative Approach.
C. Teaching aids: pictures, handouts.
Procedures:
101
- Class work
I. Warm-up (5) 1. Hydroelectric
Lesson planpower of English 11
T asks Ss to match some sources of energy with 2. Solar energy
their definitions. 3. Geothermal energy
Wood / Solar energy / Hydroelectric power / 4. Wood
Geothermal energy.
1 is used to produce electricity. - T ask Ss to work in group and
2 is used to dry crops or lighting answer the question.
homes. Suggested answer:
3.is produced from the heat stored We need energy to live and work;
in the earths score. cook meals; heat, light, cool our
4. .. is the first source of energy used houses; make electricity, run
by early man. engines
II. New Lesson: - Ss do the task.

Keys: 1D 2D 3D 4A 5D 6A 7D
A. Pre-speaking: (10)
What do we need energy for?
B. While- speaking:(18)
Task 1
Read and tick the appropriate box A (for the
advantages) or D (for disadvantage)
1. Fossil fuels will be exhausted within a
relatively short time.
2. Geothermal heat is available only in a few
places in the world.
3. If the wind is not blow, there is no wind.
4. Water power provide energy without
pollution.
5.A nuclear reaction releases radiation which is
dangerous to our environment.
6. Solar energy is not only plentiful and
unlimited but also clean and safe.
7. Its expensive to build a dam for
hydroelectric.
Task 2
Talk with your friend about the advantages and
disadvantages of using each alternative sources
of energy, using the suggestions from Task 1
Example: - T asks Ss to work in pairs,.
A: I think / I believe that wind power can be an - T walks around the class and
alternative source of energy. offers comment if necessary.
B: Why do you think / believe so? - T calls some pairs to practice
A: Because our major sources of energy are speaking before class.
running out while the wind is abundant and - T asks each group to present and
unlimited. give feedback.
B: I know it is also clean and safe to the
environment. However, it is not available when
there is no wind.
Useful language:
Nuclear power / Solar energy / Water power /
Gas / Petroleum / Oil / Coal / Geothermal heat
FOR 102
Enormous, plentiful, available
Not spend a lot of money for treating it
PERIOD 68 UNIT 11: SOURcES OF ENERGY
Listening
A. Aims: - Extensive listening to the passage to get information doing multiple-choice
questions
- Listening to the passage for specific information.
B. Method: integrated, mainly communicative
C. Teaching aids: textbooks, tape, cassette, pictures.
Procedure:

a) List some of the things you use energy T. shows Ss the pictures of the
for in your house. electric fan and the gas cooker
Feedback: petroleum, gas, coal, electricity,
Then, T. has Ss answer some
solar, panel questions as a lead-in to the new
b) Phonetic: lesson.
ecologist resources renewable - What can you see in these pictures?
fossil fuels unlimited fertilized - Do you use them in your house?
-What sources of energy do these
Task 1(15):MULTIPLE CHOICE pictures refer to?
QUESTIONS
(on page 129 in the textbook) T. has Ss sit in pairs and do this task.
(Ss answers may vary.)
Feedback: 1.D 2.C 3.D T. selects some pairs at random to
4.A 5.B provide the answers in front of the
class.
Task 2(11):GAP-FILLING First, T. reads aloud these words.
(on page 129 in the textbook) T. has Ss listen and repeat them.
T. can explain the meanings of some
Feedback: new words if necessary.
1. unlimited 2. atmosphere Then, T. has Ss guess the theme of
3. may 4. gases the listening passage.
5. amount T. introduces the theme of the
listening lesson:
Which group do these sources of energy In this lesson youll listen to the
belong to? Put a tick () in the right column. monologue about natural resources
for specific information.
T. has Ss read the questions in 2 or 3

minutes and checks quickly the Ss
understanding about the words and
ideas of these questions. T. can help
Ss if necessary.
Sources of Nonrenewable Renewable Then, T. plays the recording once and
energy has Ss grasp the main idea of the
103
Coal whole passage.

Geothermal T. plays the recording twice.
heat Ss listen and do the task.
Petroleum T. plays the recording for the third.
Solar Ss listen again to check the answers
energy and compare them with the partners
Oil answers, discuss if the keys are
Wind different.
energy T. selects some Ss at random to
Gas provide the answers in front of the
class.
T. conducts the correction. Ss correct
their work.
T. has Ss read the passage carefully

and guess the parts of speech that can
be used to fill in the blanks.
T. plays the recording two times.
Ss listen and write in the missing
words. Then Ss compare the answers
in pairs.
T. selects some Ss at random to
provide the answers in front of the
class.
T. plays the recording for the third
and conducts the correction. (T. may
stop the recording when necessary.)
Ss sit in groups of four, use the

knowledge from the listening above
to do this task.
T. walks around the class to observe
and help Ss if necessary.
T. selects some groups to provide
their answers in front of the class.
(For good students, T. can ask them
to talk about the influences of using
energy to the natural environment)
Homework (2): Do it at home

Write a short paragraph (about 50 words) to
talk about the influences of using energy to
the natural environment
104
PERIOD 69 UNIT: 11 SOURCES OF ENERGY
Writing
Objectives:
- Aims: students learn how to base on a chart to write a paragraph.
- Lexical items: words/phrase used in the chart and words about the
- Teaching aids: charts, a model of the description.
- Skills: writing a paragraph based on a chart.
Teaching Aids: pictures, computer, chart.
Procedure:
I.Warm up: (4 minutes)
Give pictures of charts and asks students what are -look at the pictures and answer.
these.
million tones the energy consumptionin Highland

140
120 Coal
Nuclear &Hydroelectricity
100 Petroleum
80 75
60
57 50
40 45
40
20 20
2000 2005
billion
7
3 World other parts of china
2 China ML Yangtze River

1
Have you learnt about these charts?

Look at these charts. What do you know?
II. Pre -writing(15 minutes)
1 ask questions for elicitation.
Base on the chart how do you know the energy
consumption in High Land?
-What sources of energy are mentioned in the
chart?
milliontones the energy consumptionin Highland

- Anwers the questions
140 - know about the figure and they
120 Coal can compare the information.
Nuclear & Hydroelectricity
100
Petroleum
80 75
60
57 50
40 45
40
20 20
2000 2005
How much total energy consumption was in 2000?
2. Ask students to study the chart about energy
consumption in Highland in 2000
*what is the unit of the energy consumption? -look at the color of the colum.
* what is the length wise column about? -The numbers showed on the year
105
*What is the horizontal line about? 2000 and 2005

- Ask students to answer true or false
- 1)The red column refers to coal
- 2)The blue column refers to petrolium - they are: Coal, nuclear power
- 3)The dark green refers to hydroelectricity and hydroelectricity.
- and fill in gaps with the information - petroleum.
- 117 million fons
- Ask students to compare the answer with
other pairs.
3. Ask students to work in group of 4 students.

-look at the energy consumption in the year 2005 in Work in pairs
High Land. Listen to the question & answer
compare the figures and complete second paragraph - Million tons
like task. _the energy consumption
T gives some model structures _ the year
+ according to the chart we know that the energy
.. Work in pairs to answer true or
+ the chart shows the energy consumption in High false
Land. 1.F (nuclear &hydroelectricity)
III. while _writing: 18ms 2.F (coal)
T has students write a paragraph to describe the 3.F (petroleum)
chart using the information from task 1 + 117
Ask students to work in group + coal
Using poster to write the paragraph + smallest.
T goes around the class and gives help if it is - read the answers and
needed write them on the board
IV. post _writing: - group work
-have students share the paragraph with their - write a paragraph base on task
friends 1. using similar structures.
-ask Ss to correct their friends mistakes
- correct some mistakes if necessary + write a paragraph base on the
- give some good writings to present. chart, using the details, numbers
and the models that the teacher
gives.
- students should compare
the energy consumption in
2000 and 2005.
Home work: look at the model writing
- gives another chart, - give some other ideas if they
- Asks students to describe the chart at home think it necessary
PERIOD 70 UNIT 11: SOURCES OF ENERGY
Language focus
106
A. Aims:
*Pronunciation:
-Helping students know how to pronounce compound consonants: / r/, /spl/, /spr/
* Grammar:
-Helping students review the relative clauses replaced by infinitive phrases.
B. Teaching aids:
Pictures, posters, handouts, chalk, board
C. Method:
Communicative approach
Procedure:
I. Check-up: -T asks Ss to look at the pictures and
II. Warm-up: answer the questions.
Look at the pictures and answer the -T asks Ss to look at the underlined
questions: parts and asks Ss:
1. What place is it? + Are these words pronounced
Its a shrine differently or the same?
2. What season is it? -T introduces the new lesson.
Its spring -T divides the class into 3 groups
3. What are the children doing? Group A: red cards
They are splashing over each other. Group B: yellow cards
III. New lesson: Group C: blue cards
Unit 11: SOURCES OF ENERGY E. -The representatives of each group will
Language focus go to the board and stick the given cards
A. Pronunciation: in the right column.
Activity 1: Arrange the following words into -T reads word by word, Ss listen and
3 groups / r/, /spl/ or /spr/ repeat in chorus and individually.
spring splash spray shred -T asks Ss to listen and say number 1,
split shrimp spleen spread shrill number 2 or number 3 for the words
/ r/ /spl/ /spr/ they hear. Say 1 for / r/.Say 2 for
shred splash spring /spl/.Say 3 for /spr/
shrill split spray -T asks two Ss to say aloud the answers
shrimp spleen spread - Tasks Ss to listen and repeat in chorus
shrine splutter sprightly and individually.
Activity 2: Listen and repeat: -T asks Ss to look at the pictures and
Activity 3: Practise these sentences: introduces herself.
1. They were all shrieking with laughter. This is my neighbor..Shes very kind
2. He shrugged(his shoulders), saying he +Who can talk about the girl, using a
didnt know and didnt care. complex sentence?
3. My dad hates shrimp paste. -T asks Ss to look at the underlined
4. What a splendid spring day! parts and asks Ss:
5. The stream splits into three smaller +What do you call it?
streams at this point. Relative clause
6. The house has a narrow front, but it splays +Who can reduce this clause into a
out at the back. phrase?
B.Grammar: -T asks Ss to work individually and then
1.Present participial phrase: exchange their answers with their
The girl who lives next door is very kind. partners.
107
Relative clause - Some Ss go to the board and write

The girl living next door is very kind. their answers.
*Feedback:
Participle phrase 1. The boy playing the piano is Bend.
Exercise 1: Rewrite the following sentences, 2. Do you know the woman coming
using a present participial phrase. toward us?
3. The people waiting for the bus in the
2. Past participle phrase: rain are getting wet.
*Look at the sentence and rewrite in another 4. The scientiSs researching the causes
way: of cancer are making progress.
The homework which is given by Mrs White 5. The fence surrounding our house is
is very difficult. made of wood.
The homework given by Mrs White is 6. We have an apartment overlooking
very difficult. Past participle phrase the park.
-T asks Ss to do as directed.
Exercise 2: Rewrite the following sentences, -Tasks Ss to work individually and then
using a past participial phrase. exchange their answers with their
partners.
3. Infinitive phrase: *Feedback:
Ex: The language that we should master is 1. The ideas presented in that book are
English. interesting.
The language to master is English. 2.I come from a city located in the
Infinitive southern part of the country.
Exercise 3:Rewrite the following sentences, 3. They live in a house built in 1890.
using an infinitive phrase 4. The photographs published in the
IV.Homework: newspaper were extraordinary.
Reduce the following relative clauses into 5. The experiment conducted at the
phrases: University of Chicago was successful.
1. The girls who are playing in the school 6. They work in a hospital sponsored by
yard are in our class. the government.
2. There are many exercises that I have to
finish before school. -T asks Ss to answer the question:
3. The person who lives next to my door has +What language should we master?
bought a new house. English
4. The mistakes which you have to correct -T asks to work in group of six, doing as
are very important. requested.
5. They are good friends whom you can play
with.
V. Self-evaluation:
PERIOD 74 UNIT: 12 THE ASIAN GAMES
reading
A. Aims: By the end of this lesson, Ss will be able to:

- Develop such reading skills as skimming and scanning for specific information
and details.
108
- Know the history of The Asian Games.

- Use some vocabulary relating to sport and sports events to read and talk about the
topic.
B.Teaching aids: Textbook, pictures, posters and handouts.
Procedure:
I. Stabilization: -Greeting
II. Check-up: No - Checking attendances
III. New lesson:
*Warm-up: (Pictures on the textbook )
Tennis Karatedo Bodybuilding -Stick the pictures of sports
events on the board and have
Ss work in two groups.
Men, s football Fencing
- Give each group 5 cards of
1. Before you read: words(having different colors)
Activity 1: Choose the correct answer: - Have them discuss in 3
1. How often are The Asian Games held? minutes and ask two leaders
A. every year B. every 2 years C. every 4 years of the groups to go to the
2. How many countries take part in the 14th Asian board and stick the cards
Games? beside the right pictures.
A. 37 B. 44 C. 42 - Check and give good marks
3. What sport did the Vietnamese athletes win gold to the group who have more
medals at the 14th Asian Games? right answers.
A. Bodybuilding B. football C. tennis
4. Which country took part at the 14th Asian Games? - Give handouts
A. Afghanistant B. VietNam C. Dong Timor -Have Ss read the questions
5. Where was the 15th Asian Games held? quickly and find the answers
A. In New Delhi B. In Doha C. In Beijing Answers: 1C 2B 3A 4C 5B
Activity 2: Match a word in column A with its
definition in column B - have Ss match the words in
A B column A with the definitions
1. a)a strong feeling of excitement in B
intercultural(adj) b)the ability to learn or do - Give feedback
2. solidarity(n) things easily.
3. enthusiasm(n) c)unity
4. facility(n) d) growing or living in water
5. aquatic(adj) e)understanding between - Stick the poster on the board
countries and ask Ss to look at the board
and do the task.
Answers: 1e 2c 3a 4b 5d - Call on some Ss to go to the
II. While you read: board to write the answers.
Task 1: The words in the box all appear in the passage. - Check the answers by
Fill each blank with a suitable word. opening the hidden words on
1. The hotel has special facilities for disabled athletes. the poster.
2. Swimming and water skiing are both aquatic sports.
3. He never lost his enthusiasm for training athletes.
4. I will make every effort to arrive on time. -Give handouts
5. Our sports performances have been advancing -Have Ss work in groups of
109
considerably over recent years. four.

6. Your help was greatly appreciated -Ask them to read the text
again then complete the table.
Task 2: Scan the passage and complete the following -Take 5 first quickest answers
table. to correct in front of the class
and give marks.
Year Events
st
(1). The 1 Asian Games began in
New Delhi, India.
1954 Boxing, shooting and wrestling
were added at (2) -Stick the poster on the
(3).. Tennis, volleyball, table tennis board.
and hockey were added at the 3rd -Have Ss work in pairs and
Asian Games held in Tokyo, ask them to read the text
Japan. again to find the answers
1998 (4) . were for these questions.
introduced at the 13th Asian - Ask some pairs of Ss to
Games in Bangkok, Thailand. practice asking and
(5) The 14th Asian Games were held answering in front of the
in Busan, Korea. class.
- Call on some Ss to go to
Task 3: Answer the questions the board and write the
1. What is the purpose of the Asian Games? answers.
-The purpose of the Asian Games is to develop - Open the answers on the
intercultural knowledge and friendship within Asia. poster to check.(T does
2. How many participants took part in the 14th Asian question by question).
Games?
-9919 participants took part in the 14th Asian Games.
3. In which sports events did the Vietnamese athletes
win gold medals at the Busan Games? - Have Ss read the text
-They won the gold medals in bodybuilding, billards again to answer this
and women, karatedo at the Games in Busan, Korea. question (Ss work
III. After you read: individually])
Activity]1: Name the sports in which Vietnamese - Give feedback
athletes have won gold medals at the Asian Games.
-Ss work in pairs to ask
Activity 2: Ask and answer about The Asian Games, and answer.
using the cues below. -Call on some pairs to
practice in front of the
Where? When? How many? How often? class.
Sport events Gold medals

- Call one or two good Ss
Activity 3: Talk about The Asian Games, using the to present in front of the
information in Activity 1. class
*Homework: Write a summary about The Asian

Games
110
speaking
A. Aim: - Give Ss a chance to practise asking and answering about the history of the
Asian Games and the medal standing of Vietnam at 14th Asian Games.
B. Teaching aids: Textbooks, cards.
Procedure:
I. Class stabilization - Greetings
II. Check up: - T calls one Student to go to the board and
Check vocabulary and comprehension answer Ts questions.
questions of Reading of Unit 14. - T gives marks.
III. Warm up
Play game: Guessing the names of Sports - T prepares 10 cards including the names
through actions. of 10 sports.
10 kinds of Sports:
1. body building 6. volleyball - T divides the class into 2 teams.
2. swimming 7. billiards - Each team chooses a person to do the
3. cycling 8. shooting actions for other members to guess the
4. football 9. wrestling name.
5. boxing 10. running - The group with higher marks is the
IV. New lesson winner.
Task 1: Ask and answer questions about
the Asian Games, using the information - T sets the situation
from the table. - T sets an example for Ss to follow.
Ex:
A: When and where were the first Asian - Pair work: Ss play the roles of A and B
Game held? and do task 1.
B: In 1951 in India. - T goes round and helps.
A: How many countries took part in the - Game: Picking flowers
Games? T shows Ss a box in which there are 15
B: 11 flowers, each with the Asian games from 1
A: How many sports were competed at the to 15
Games? Ss in pairs pick up 1 flower asking and
B: 6 answering questions about the Asian
Task 2: Talk about the results of the games
th
Vietnamese athletes at the 14 Asian
Games, using the information from the - T sets an example for Ss to follow.
table. - Pair work: one is A and one is B and
Ex: A: How many medals did the follow the example given.
th
Vietnamese athletes win at the 14 Asian - T calls some pairs to practice in front of
Games in bodybuilding? the class.
B: In body building, the Vietnamese - Feedback.
111
athletes won 1 gold medal and 1 bronze - T can give marks to these who do well.
medal.
Task 3:Making prediction about the 16 th - group work
Asian games asks some questions about the next Asian
V. Homework: games
- Prepare vocabulary for C. Listening Ss in group of 4 make sentences.
Listening
A. Objectives:
1.Aim(s): Listening to the Asian Games report to get some information about
some athletes and the sports events.
Helping Ss understand information given and do some Tasks
2. Lexical items: Words related to sports.
3. Teaching aids: Pictures of some athletes / Cards / Posters.
Procedure:
I. Class stabilization: T divides the class into 2 groups
II. Check up: T asks representatives of two groups to go
III. Warm-up: to the board and gives them some cards
with names of sports on it.
Names of Sports
These two Ss have to give the suitable
action to express the name of sports
The other Ss in each group guess the
words and write them on the board
Group writes more words correctly and
quickly
-> winner
T and the whole class use pictures to check
words written
T has Ss answer some questions in
textbook
IV. Pre listening: T helps Ss know how to pronounce
1) Answer the questions difficult words in the tape as well as their
meaning
2) Listen and repeat
T has Ss read Task 1 and give some
- coming live - gymnasium guiding questions:
- freestyle - gymnast . What are you going to do in Task 1?
3) Guess information
112
V. While listening: . Which programme is the information on?

Task 1: Choose the best answer A, B, C or . Can you tell me the sports and athletes
D for the following sentences that may be mentioned in the tape?
Task 2: Answer the following questions T plays the cassette
VI. Post - listening: Ss listen, then exchange their answers with
Talk about a famous athlete you know their partners.
T gets feedback
medal year T has Ss listen again to check and find the

information to support their answers
Feedback: 1C 2A 3B 4B 5D
name of sport appearance
T has Ss read all questions in Task 2
Ss listen to the tape again, then answer
nationality male / female these questions
age T has Ss work in groups of 4 Ss, exchange
ideas, write their answers on posters.
T collects 3 posters and sticks them on the
board
T and Ss check the answers
Ss listen to the tape again
Feedback
1) (It was at ) 10.15 p.m.
2) (They have won ) 6 gold medals.
3) (He has competed in the long jump) 2
times.
4) High jump (was the last sports event
mentioned in the report).
5) He was very disappointed
VII. Homework: T has Ss work in groups of 6 Ss, discuss
. Write a short paragraph about the athlete and talk about a famous athlete they know.
you like best T gives some cues
. Prepare for Writing Some representatives talk about the athlete
they know in front of the class
The other groups have to guess the
athletes name
113
PERIOD 77 Unit 12: The ASIAN GAMES
WRITING
A. Teaching aims:
Helping students write about the preparations for the Games
Improving students' writing skill
B. Methods: Communicative approach.
C. Teaching aids: poster. textbooks
Procedure:
I. Class stabilization: - Greetings
m1.Pre readinII. Check- up - T checks the previous lesson.
Picture A: The III. New lesson:
* Warm-up & Lead-in: -T gives some questions and asks Ss to
Questions: discuss, and then Ss give the answers.
-Do you think Vietnam may hold the - T. helps Ss to find the meanings of
Asian Games in the future? some words by matching.
-If yes. What will we do to prepare for - T has Ss work in pairs to do this
the Games? task.
1. Pre- writing: - Ss discuss with their partners to
Task 1: Matching the words in column A give the answers
with their explanations in column B. - T gives feedback
A B
a. to engage a new member Feedback: 1d 2c 3a 4b
1.
for a society, group,
upgrade - T lets Ss work in group of six.
organizations..ect...
2. equip b. to attempt to popularize - Each group chooses one topic and
c. to supply with material think of the things to do.
3. recruit - T goes around to control and gives
necessities
4. d. to raise a higher grade or help if necessary.
promote standard.
Task 2: Brainstorming - Use poster.
Listing many things to do to prepare for the -T asks Ss to work in pairs to complete
coming Asian Games. these sentences.
Things need building - Ss go to the board and write the
Things need upgrading answers
Things need widening - T corrects and gives comments
Things need equiping
Things need promoting
People need recruiting -T divides the class into 4 groups and
2. While writing gives each group a poster and a felt-tip
pen.
Task 1: Write the correct sentences, using - Ss discuss with the members of each
the cues below. group and write the paragraph on the
a. We/ build/ National Stadium/ sports poster
building/ car park.
114
b. National Sports Centre and local - T goes around to control and gives
stadiums/ need/ be/ upgraded/ immediately. help if necessary.
c. We/ widen/ training areas and roads/
to the sports buildings/ and/ have/ equip/ - Ask two representatives from 4 groups
hotel and guest houses/ modern facilities/ to stick the poster on the board
welcome/ foreign athletes/ visitor. - Tell class to read the paragraph
d. It/ necessary/ promote and advertise/ together and give correction &
preparations/ Asian games/ radio and TV comments
e. We/ recruit/ volunteers/ serve the - T gives the suggested answer:
Games/ and/ they/ be/ university teachers To prepare for the coming Asian Games,
and students with good English. we have a lot of things to do. First of
f. The/ important thing/ that/ we/ hold/ all, we will build one more National
competition/ choose/ an official song/ Asian Stadium and some sports buildings and
Games. car parks. The National sports Centre
Task 2: Suppose Vietnam is going to host and local stadiums are not in good
the coming Asian Games. Write a paragraph condition, so they need to be
of 120 words to describe the preparations immediately upgraded. And we will
for the Games, using the sentences in task 1 widen the training areas and the roads to
and the following chronological order: first the sports buildings. Then we have to
of all, second, then, next, after that, finally. equip all the hotels and guest houses
You may begin with: with modern facilities to welcome
To prepare for the coming Asian Games, we foreign athletes and visitors. These
have a lot of things to do. hotels should also have special services
First of all, we build one more National for disable athletes. It is necessary to
Stadium and...... promote and advertise all the
3. Post- writing: preparations for the Asian Games on the
Activity 1: Peer correction radio and TV. Finally, we need to recruit
volunteers to serve the Games- These
people should be university teachers
and students with good English. One
more important thing is that we have to
Activity 2: Chain Game hold a competition to choose an official
song for welcoming the Asian Games.
Ex: S1: I will build some hotels.
S2: I will build some hotel and some -T explains how to play this game
sports buildings. - T calls one student to say one sentence
S3:...................................................... about the thing you will prepare for
IV. Homework: coming Asian Games. Another student
Imagine you are going to establish a private repeats that sentence and add new
company. Write a paragraph (about 100-120 information to make a new sentence. Ss
words) about your plan in the class take turn to continue the
game.
PERIOD 78 Unit 12: THE ASIAN GAMES
115
Language Focus
A. Aims: By the end of the lesson, the students will be able to:
- distinguish the sounds /str/, /skr/, and /skw/
- pronounce the words and sentences containing the sounds correctly
- make relative clauses without relative pronouns
B. Teaching aids: posters, handouts
C. Procedure:

Warm-up: Noughts and crosses game T divides the class into two
Choose the word whose underlined part is team: Noughts (o) and
Crosses(x),draws a grid of
pronounced differently from that of the other words: nine squares on the board. The
teams take it in turns to put a
1.A. population B. probably C. among D. solve O or X in the square of their
2. A. world B. resource C. support D.floor choice. the first team to
3.A. thrive B. those C. throw D. think complete a horizontal, vertical
4.A.afraid B. offer C. fruit D. frozen or diagonal line is the winner.
5. A. clarinet B. clarify C. clarion D. clasp Key:
6.A. clothes B. both C. breath D. strenth 1. C 6.A
7. A. cricket B. crowd C. cede D. crash 2.A 7.C
8.A. service B. reserve C. conserve D. consider 3. B 8.D
9.A. shoulder B. shout C. should D. shower 4. B 9.C
5.C
(1)O (2)X (3)X
(4)O (5)X (6)O
(7)X (8)O (9)X
-T writes 3 words containing
the three sounds:/str/,/ skr/,
Pronunciation
/skw/ on the board.
a) Listen and repeat:
- T models the three sounds
e.g street screw square
for a few times and explains
/ str/ /skr/ /skw/
how to make each sound and
the differences when
strong scream squeeze
introducing them.
strange scratch squeal
-T asks ss to give some more
strength screen squeak
words containing the three
b) Practise reading aloud these sentences:
sounds.
1. There are a strong man on the street at night.
- T plays the tape once for ss
2. The strong man looked very strange.
to hear the words containing
3. He was holding an ice-cream on one hand, and a
the three sounds then T plays
rubber doll in the other hand.
the tape again and asks ss to
4. The man was eating he ice-cream, squeezing the
repeat after the tape.
doll and it was squeaking.
-T calls some ss to read th
5. The man was screaming while walking to the
word out loud.
square.
6. Nobody knew why he was doing the strange
things.
116
-T asks ss to work in pair and

Grammar: RELATIVE CLAUSE take turn to read aloud the
Presentation given sentence.
e.g. 1. I like the composition which you wrote. - T goes around to listen and
Defining RC takes notes of the typical
I like the composition you wrote. errors.
e.g.2. Tim, who I have know for ten years, is one of -T calls some ss to read the
my closest friend. sentences again and provides
Non defining RC corrective feedback
e.g. 3. The table that was broken has now been
repaired
Notes:
- We can omit the relative pronoun in a - T sets the situations and give
defining RC and when the relative pronoun plays as some examples.
an objects in the clause. - T asks ss to underline the RC
Practice in the examples
Exercise 1: Complete each of the following sentences, -T asks ss to tell the way to
using suitable sentence in the box to make a RC make RC
without a Relative Pronoun - T explains when to omit the
relative pronouns.
Key:
1. Have you find the bike you lost.
2. Most of the classmates he invited to the party
couldnt come. -T asks ss to work in pairs
3. the short stories John told was very funny. -ss read the whole sentences
4. the dictionary I bought yesterday is expensive, and do the tasks as requested.
but very interesting. -T calls some ss to go to the
5. I didnt like the man we met this morning. board and write the sentences.
6. The beef we had for lunch was really delicious. -T feedbacks
Exercise 2: Complete each of the following sentences,
using suitable sentence in the box to make a RC with
a preposition
Key:
1. I enjoy my job because I like the people I work
with.
2. The dinner party we went to wasnt very -T explains the ways to makes
enjoyable. RCs with prepositions.
3. the house we are living in is not in good -T asks ss to work in pairs and
condition. do the exercises.
4. I wasnt interested in the things they was -T calls some ss to go to the
talking about. board and write their
5. he didnt get the job he applied for sentences.
6. the bed I slept in was very modern. -T feedbacks.
Exercise 3: Tick the sentences in which the relative
pronoun can be omitted. -T asks ss to work in groups of
Key: four.
Sentence 1, 3,5,6 - the group which gives the
117
quickest and most correct

Homework: answer will get good marks
Make five sentences using Relative Clause without -T calls some ss from each
relative pronouns group to give the answer and
th explanation of their choices.
-T feedbacks.
PERIOD 79 Unit: 13 Hobbies
Reading
A. Aims: -Students talk about their hobbies and writers hobbies.
-Helping students understand more clearly about the meaning of some new words
and use them.
- After reading the text, students can find the answers to task.
B. Method: communicative approach
C. Teaching aids: pictures, poster, board
D. Procedure:
Activities
Contents and requirement
Teachers Students
I. Class stabilization: T asks students to Answer the
II. Check up: answer the question questions
III. New lesson: Ex: - Watching TV
1. Warm up: - drawing
What do you often do in your free time? - reading book
Do you like these things? T asks student to work Students
2. Pre-reading: in pairs and look at the work in pairs
Activity 1: Look at the pictures on page pictures on page 146 and look at the
145 and say which you like to do in your and say which you like pictures and say
free time. to do in your free time. which you like
(playing guitar, playing chess, keeping T asks students to read to do in your
fish, collecting stamps. the text in silence. free time.
Activity 2: Discussion T asks students to work
- What is your hobby? in groups of 4 and Students work
- Which topic do you learn today? matching the following in group of 4
3. While reading words, phrases in and do the
Tasks 1: Work in groups of 4 matching the column A with their matching task.
following words, phrases in column A definition or synonyms
with their definitions or synonyms in in column B.
column B.
A B
1. accomplished a. eager
2. accompanying b. allow oneself
3. modest the pleasure of c.
4. avid well trained,
5. discarded skilled
6. indulge in d. going with a
118
7. keep me singer or using a

occupied musical
instrument
e. thrown away
f. humble,
unasuming
g. keep me busy
Suggested answers:
1.c 2.d 3.f 4.a 5.e 6.b 7.g
Task 2: Teacher has students
Work in pair and answer the questions read the text again and
Suggested answers: give answer (pair work) Students read
1. His first hobby is playing his guitar. the text and
2. No, he isnt give answer.
3. Because hes an accomplished guitarist Students sit in
and he is a good at accompanying people group and talk
singing by his guitar. about their
4. His second hobby is keeping fish. hobbies.
5. He bought some from the shop and
collected some from the rice field near his
house.
6. He is an avid stamp collector.
7. He collects them from discarded
envelopes his relatives and friends give
him.
8. Local stamp.
9. He keeps the less common ones inside a
small album. The common ones he usually
give away to others or if no one wants
them he simply throws them away.
Post-reading
Work in group and talk about your hobby Teacher has students
talk about their hobby
One representative of
each group presents
Teacher gives a presents
for the best
representative
IV. Homework:
Speaking
A. Aims: - To help students practise speaking about their hobbies.

119
- Helping students make their dialogue.

B. Teaching aids: Poster, pictures, hand outs, cassette players.
C. Method: Communicative approach.
D. Procedure:
Activities
Time Contents and requirement
Teachers Students
New lesson:
5 1. Warm up:
Look at 5 pictures and answer the
question: T asks students to Look at the pictures
What do you often do in your free look at the pictures and answer the
time? and answer the question.
Ex: - I often read book in his free question.
time.
- I often chat with a friend in
internet.
2. Before speaking: T asks students to - Look at the
3 Work in pairs. Look at the pictures Look at the pictures pictures and choose
and choose the right names of the and choose the right the right name of
picture. names of the the pictures.
3. While speaking: pictures - Discussion about
5 Task 1 their hobbies.
. Say which of the following you T asks students to Listen the dialogue
would like/not like to do and why. discuss about what and fill.
you like /not like to .
10 Task 2: do and why
Activity 1: Fill in a blank with a
suitable word that you hear:
Huong: What is your hobby, Lan?
Lan: Wel, I like . T asks students to
Huong: Could you tell me how you listen the dialogue
you collect you books? and fill in a blank
Lan: Wel, this must be done with a suitable word
regularly. Whenever I find a book that you hear
which is interesting I buy it (handouts)
immediately.
Huong: Where do you.your
books?
Lan: I buy some from the near
my house and some others from
..book stalls. Sometimes my
friends, my mum and dad give me
some.
Huong: How do you organize your
collection?
Lan: I .them into different
categories and put each category in
into one corner of my bookshelf
120
with a name tag on it.

Huong: What do you plan to do
next, Lan?
Lan: I think Ill continue to make Make questions and
my collection richer and richer. answer
Activity 2. Practise reading the

dialogue;
10 Tasks students to
practise reading the
Task 3: dialogue
Work with a partner use the T asks students to
suggestion below. work with a partner Make a dialogue.
Activity 1. Make question and and use the
answers. suggestion and
Ex: - Whats your hobby? make questions and
+ Collecting stamps. answer Work in groups of
- Where do you keep stamp? 4 and talk about
- Could you tell me how.? what you dont like
Activity 2. Rearrange sentences Rearrange to do
into a dialogue. sentences into a
dialogue.
10
4. Post speaking: T asks students to

Work in groups of four and talk work in groups of 4
2 about what you dont like to do and then talk about
what you dont like
to do
HOMEWORK
LISTENING
OBJECTIVES:
Aims: Listening to a talk to get information about his hobby and some advantages of
reading books.
Method: Communicative approach
Teaching aids: Real objects such as books, magazines, newspapers, discs, rod, swimming
hat, cassette player.
PROCEDURES:
121
I/ Warm up:
Write on the board some activities related to T: divides the class into two teams
things youve just seen on the desk. The team and gives the instructions
which write more right activities first will be the Ss: listen and do as directed
winner.
Suggested answers:
-Reading books, newspapers, magazines
-Listening to music
-Going swimming
-Going fishing T: asks some guiding questions
Guiding questions: S: answer
Among these activities what do you like to do in
your free time most?
Suggested answers:
-Listening to music T: leads to the new lesson
-Reading books,...
Do you know some advantages of reading
books?
Now we will listen to a students talk about his T: asks Ss to work in pairs, then asks
hobby. some Ss to present their ideas.
II/ New lesson Ss: Write down and present
1. Pre-reading T: corrects
Write down there benefits of reading
books and share your pairs ideas
with the class.
Suggested answers: T: reads the words and asks Ss to
- Get information, facts repeat
- Learn about many things Ss: listen and repeat
- Relax,... T: explain some difficult words
Listen and repeat:
Magazines continually otherwise
profitably available bygone gigantic Ss: read the statements carefully
ignorantly T: plays the tape twice
2. While-listening Ss: listen and do as requested
Task1: Listen to a students talk about T: asks some Ss to give their and the
his hobby and decide whether the reasons
statements are true or false T: corrects
-Read the statements carefully and guess the
answers
-Listen and do the task Ss: read the statements carefully
-Exchange your answer with a partner and T: plays the tape twice
find out the reasons Ss: listen and do as requested
Key: 1T, 2 F, 3 F, 4 F, 5 T, 6 T, 7 T, 8 F. T: asks some Ss to answer, explain
Task 2: Listen again and write the and write on the board, then corrects
missing words. T: asks Ss to work in groups of 4
- Read the summary and guess the missing Ss: do as suggested
words. T: goes around and helps them if
- Listen to the tape and do it necessary. Then asks some Ss to
122
- Key: 1. wonderful, 2. disease, 3. jungle, present their ideas and corrects

4. certainly, 5. ignorantly. Ss: present their ideas
3. Post-listening
Talk about the disadvantages of over reading
-Discuss in groups to find out the disadvantages
basing on these phrases and more:
-Tired
-Can not do anything
-Be harmful for eyes
-Neglect studying
-Get confused...
III/ Home work
Summarize his hobby, the advantages of reading
books and the disadvantages of over reading.
WRITING
OBJECTIVES:
Aims: Student learn how to write about ones collection
Teaching method: Communicative approach
Teaching aids: Collections of stamp, coin, poster, board
PROCEDURES:
I. Warm up T: divides the class into
Look at the poster and write quickly names of these two teams, shows a poster
things with some pictures of
Answer: stamp collection, coin collection, shell collections quickly and ask
collection, car collection, doll collection. Ss of each team to write the
-Do you like to have a collection? names of these collections
Answer: Yes/ No on the board.
-If you have a collection and you want to introduce it to The team which writes
you friend by writing, How can you do? more correct names first
Answer: I will write about my collection will be the winner.
II/ New lesson Ss: do as suggested
1. Pre-writing T: asks guiding questions
Activity 1: Read the paragraph:
My hobby is collection stamps. My stamp collection T: sticks a poster with a
began when I was an 11-year-old boy. At that time I chart on it and asks Ss to
just collected the stamps from discarded envelops read a paragraph and
that my relative and my friends gave me. I love the complete it in pairs.
pictures and the information in these stamps. I often T: asks some St to
keep the less common inside a small album and give complete the chart on the
the common ones to others. I keep the collection for poster
myself and show it to my friends who are also Ss: do as suggested
interested in collecting stamps. T: corrects
123
Activity 2: Complete the chart below

Content Information
Name of his collection
How he collect them
How he keep them
When he started his collection
How he classify them

Why he collect them
His plan for the future
2. While-writing T: asks Ss write about their
Write about your collection, real or imaginary basing collection, then exchange
on the content above. with their friends to
3. Post- writing correct.
Correction
III/ Home work T: takes some writings to
Write about your collection, real or imaginary on correct
your notebook
LANGUAGE FOCUS
A. Aims:- Helping students know how to pronounce the 4 sounds /pt/-/bd/-/ps/-/bz/.
- Helping students use cleft sentences to express the subject, the adverbial modifier
of the sentence and the object of the verb.
- Doing exercises in textbooks.
C. Teaching aids: Pictures, posters, board.
Procedure
124
I/Check up - Ss look at the pictures and

II/Warm up answer Ts question.
T gives out 2 pictures of shops and clubs and
asks what they are. Then T leads to the -Ss guess gestures.
pronunciation of the 2 sounds /ps/ and /bz/
T gives 2 gestures of jumped and robbed and
asks Ss guess them. Then T leads to the
pronunciation of the 2 sounds /pt/ and/bd/.
III/New lesson -T says out the words, Ss listen and
1/Pronunciation:/pt/-/bd/-/ps/-/bz/ repeat in chorus and individually.
- Listen and repeat the words on page 151 -Pairwork
- Practice reading the sentences on page
152
2/ Grammar: Cleft sentences
a/Lead in -Use a poster.
1/The man gave her the book. -Ss look at the examples and
2/The boy hit the dog in the garden. rewrite the following sentences for
3/She bought him a present at the shop. the underlined parts.
*Feedback -T has some Ss do the task and
1/It was the man who gave her the book. corrects.
2/It was the dog that the boy hit in the garden.
3/It was at the shop that she bought him a -Ss look at feedback and find out
present. the uses and models of cleft
b/Uses sentences.
-To express the subject, the abverbial modifier -T gives feedback, Ss listen and
of the sentence and the object of the verb, we take notes.
use It was .
c/Models
It was + subject + clause -T explains the uses and gives the
models of cleft sentences.
It was +object + clause
-Ss listen and take notes.
It was +adverbial phrase + clause -Use poster.
D/Practice: exercises in textbook.
- Do exercise on page 152,153.
IV/Homework: in pairs and do exercises in textbook.
- Make five sentences using cleft sentences. -Give feedback.
125
PERIOD 84 Unit: 14 RECREATION
READING
OBJECTIVES
AIMS: + Helping students develop reading skill
+ Helping students know some activities British people do in their free
time.
LEXICAL ITEMS: Words/phrases related to leisure activities
SKILLS: reading for gist and specific information
METHOD: Integrated, mainly communicative
TEACHING AIDS: Pictures, handouts
PROCEDURE
1. Greeting and checking attendance (1)
Checking-up (4):
New lesson:
WARM-UP (4)
*T: What do you do in your free time? * Students answer may vary
* Answer:
watching T.V reading... gardening Indoor activities Outdoor
activities
- watching TV - meeting friends
- gardening - shopping
Leisure
- reading books,.. - playing sports
activities - listening to
music
- cooking
walking listening to music cooking

*T: asks Ss to write these activities in the right Meeting friends
column shopping
*T: What do people do these activities for?
Pre-Reading (10 mn ) * Ss: to entertain

Activity 1:
a> T: Now, look at the pictures on page 155
and
answer the questions: * Students work in pairs and answer the
a / Whats she doing? questions
b/ What are they doing? Suggested answers
- Shes playing the guitar
- They are singing karaoke
- They are playing football
b>T: Which of the following leisure activities - They are watching T.V
do you think British people often do in their - They are swimming
spare time?
reading books/newspapers * Students work in pairs and tick in the
126
watching TV/videos left column.

playing sports
singing
meeting friends
listening to music
watching sports
spending time outdoors
playing a musical instrument
T: What do British people do these
things for?
Activity 2:
T: Match the following words/ phrases with
their definitions or synonyms * Students do the matching task
Words/phrases Synonyms / Definitions Suggested answers
1. bricklaying A the art of cutting or 1d
2. stock carving designs on glass 2b
market b. stock exchange 3a
3. Glass c. a game in which darts 4c
engraving are thrown at a target 5e
4. dart market with number for
5. sophisticated scoring
d. building
e. complicated
* Students listen to the T
* Students work in groups and write
While reading (17 mn ) their answers on their papers
T reads the passage aloud Answers:
Activity 1: T asks students to read the passage 1. making ones stock market decision
quickly and list courses British people take 2. painting or drawing
part at weekends or during summer holidays 3. Shoe making
Teacher divides the class into 8 groups and 4. glass engraving
gives each group a piece of paper 5. living with more meaning
6. karaoke singing
Activity 2: Teacher has students do task 1
Teacher conducts the correction of task * Students read the text and give
1 answers to task
1-A / 2-B / 3-B / 4-A / 5-B / 6-A //
Activity 3:
Teacher has students do task 2: Answer * Students read the text again and give
the questions answers
1/ Why are recreation and entertainment 1/ Because without them people will
important to people? become bored
2/ What sports do the British like watching? 2/ Football and rugby in winter and
3/ What sports to they like taking part in? cricket and athletics in summer.
4/ Why do many British people take weekend 3/ Walking and swimming
courses? 4/ Because this is a new kind of
entertainment which gives them
127
Activity 4: pleasure.
Teacher gives students handouts of the
exercises: Complete the following
sentences with the missing information * Students read the text one more time
1/ British people often spend _____ a week quickly
watching TV. * Students discuss in pairs and
2/ ____, ____ and ____ are some sports complete these sentences
undertaken by British men.
3/ British people like watching ____ and ___ Suggested answers:
in winter and ____ and ___ in summer. 1/ 25 hours
4/ People get practical skills from courses like 2/ snooker, pool and dart
___ or ________. 3/ football and rugby/cricket and
5/ In order to take these courses learners must athletics
pay ________. 4/ shoemaking or glass engraving
5/ high fees
Post reading (8mn)
T: Which of the British leisure
activities mentioned in the passage are * Students discuss in pairs
also popular in Vietnam? * Students opinions may vary
T calls some students report before the
class
* Students copy into notebooks
Homework (1mn)
1/ Write the short paragraph about the British
leisure activities.
2/ Prepare speaking
SPEAKING
Expressing agreement and disagreement
OBJECTIVES
_ Aims: Students learn how to express agreement and disagreement about
entertainment activities and to state the reasons.
_ Lexical items: Words /phrases related to expressing agreement and disagreement
about entertainment activities and stating the reasons.
_Teaching aids: Pictures, hand-outs, poster, textbook.
METHOD: Integrated, mainly communicative
PROCEDURE:
128
I/ Class stabilization: _ Group work
II/ Check-up: + Ss lookLesson
at the picture,
plandiscuss and 11
of English
III/ New lesson: answer the questions.
1. Warm-up:
T: puts a picture showing an entertainment
activity on the board and asks some
questions.
a. How many people are there in this +Ss work in groups of two or four.
picture? Suggested answers:
b. What are they doing? _Making suggestions: 2, 5, 7, 9
c. Guess their gestures and their attitude _ Expressing agreement: 1,4,6,10,11
2. Task 1: Work in groups. The following _ Expressing disagreement: 3,8,12
are some phrases that can be used to
make suggestions and to express
agreement or disagreement.
Rearrange them into the right columns
1.I quite agree with you
2. Lets
3. Thats a good idea, but.
4. Great!
5. What about ?
6. I cant agree with you more.
7. Why dont we?
8. I dont think thats a good idea.
9. Shall we ?
10. Yes, lets do that.
11. Thats a good idea.
12. Yes, but
Making Expressing Expressing
Suggestions agreement disagreement
3. Task 2: The Ss of class 11A2 will have a_ Pair work

two-day holiday. They are discussing + Ss look at their books read and practise
whether they should go on a camping the conversation, then close their books and
holiday. practise the conversation.
Read and practise the conversation (in the
text book).
Language notes:
a. Modal verb: CAN _Group work
b. Conditional sentence (type I) + Ss practise more free.
If clause Main clause + Ss work in groups of two or four.
Simple present Simple future + Ss make similar conversations to
task 2.
3. Task 3: Work in groups. Imagine you
are the students of class 11A2. Continue _Pair work
the discussion. Express agreement or + The representatives of each group
disagreement, using the reasons in the report their discussion.
text book. Teacher walks around the
class and
offers ideas and comments when Ss need
help. And then correct the mistakes.
4. Task 4: Report your discussion to
the class. 129
T has Ss report their discussion and
asks questions:
LISTENING
A. Aim(s): Helping SS develop listening skill.
have a general idea of ways of spending their summer
holiday.
B. Teaching aids: Textbook, color chalk, handout, flipchart and marker.
Procedure:

I. Stabilization: One Ss sits with back to the board, tries
II. Check up:
III. New lesson: to guess the words written on the
Warm up:
Hot seat game blackboard through other Ss support.
- Summer
- City
- Camping
- Forest
- National park
Before listening:
Activity 1: Answer the questions. Having Ss worth freely in pairs.
-Which words would go with picture N 1
and 2 in your book?
-What can you see in the 2 pictures?
-What are they caring / doing?
Activity 2: Listen and repeat.
- campgrounds Having Ss repeat the words, explain the
- wilderness meaning of those with Ts help in
- waterfalls necessary.
- dirt bike
- trash
- giant trees Introducing
- depressed Having Ss read through the statements
- solitude before listening to the tape and do the
While listening: task in pairs then exchange their
You are going to listen to Anna, Terry and answers.
Mary. They are talking about how they Giving feedback:
would like to spend their holiday. 1.T, 2.T, 3.F, 4.T, 5.F, 6.T
Task 1: Listen and decide whether the Having Ss answer some questions to
statements are true (T) or false(F). justify their answers.
1. Anna doesnt like summer weather.
2. Anna usually spends 2 weeks in a Having Ss read through the sentences
national park every summer. before listening to the tape and filling the
3. Terry has never been to the blanks individually.
mountains or the desert in summer. Checking and giving the feedback:
4. Terry is attracted to the beauty of 1. depressed - hot
nature. 2. waterfalls
130
5. Mary likes the solitude of the 3. used to

wilderness. 4. foreSs
6. Mary enjoys the comfortable life in 5. nature
the cities. 6. camping
Task 2: Complete the sentences.Anna often Stopping the tape after each question.
Having Ss work in groups of 6, write
feels ___ in summer because it is ___ and the answer on the flipchart, raise it up
when finished and read it.
humid in New York then. Collecting the right answer to stick on
the board.
1. Anna enjoys taking showers in ___. Feedback:
2. Terry ___go to the mountains. 1. Riding their dirt bike in the
3. According to Terry, many people desert, taking showers in waterfalls and
leave trash in the ___. swimming in lake and rivers.
4. Mary doesnt want to live in ___ and 2. In sleeping bags or tents.
enjoys it. 3. Because more and more people
5. Mary hates ___. are coming to these places and leave
trash in the foreSs and take rocks and
plants with them.
4. He thinks nature is also important
Task 3: Answer the questions. in the world.
1. What activities do Anna and her friends 5. In cities.
enjoy doing most in the national park? 6. Because she cant put up an
2. Where can they sleep? umbrella tent in the wind or make a fire
3. According to Terry, why arent the natural in the rain or carry a heavy backpack.
places as beautiful as they used to be? Having Ss practise asking and answering
4. What does Terry think is also very in pairs.
important to the world? Having Ss list in pairs.
5. Where does Mary spend most of her Having some Ss present their ideas in
summer holiday? front of class.
6. Why doesnt Mary like camping? Having Ss list the advantages of a
camping holiday in their notebook.
After listening:
Discussion: List three advantages of a
camping holiday.
IV. Homework:
Write it out
WRITING
Aims : Students learn how to write a passage about camping holiday.
Lexical items: Words and phrases used in camping holiday.
Grammar : Past tenses.
Teaching aids : Pictures, handouts, posters.
Procedure
Teacher's activities Students' activities
131
Warm up: (2ms)

T uses 2 pictures about camping holiday and asks Ss answer the questions
Ss some questions: (Picture b, g in the book)
- What are they doing?
- Where are they?
- Have you ever gone camping?
Pre - writing:
Activity 1: (2ms)
T asks Ss to tell some activities in camping holiday Ss close their books and tell some
activities in camping holiday
Activities in camping holiday
Activity 2:
Task 1: (7ms)
- T has Ss match activities with the correct pictures
- T helps Ss if they have any difficulties with words - Ss work in pairs, match the
or phrases activities with the correct pictures.
- T sticks 9 pictures on the board and asks some Ss - 9 Ss are asked to write 9
to write the activities below them. (9 pictures in the activities for the pictures.
book) - Ss correct mistakes.
Feedback:
1-g; 2-a; 3-b; 4-c; 5-f; 6-d; 7-h; 8-i; 9-e
* Words and phrases used in writing a passage:
First, then, later, after that, because,...
In the morning, in the afternoon, in the evening,
* Tense: Past tenses.
While - writing:
Task 2 Ss work in pairs and write the
T asks Ss to write the whole passage using the whole sentence for each picture.
sentences above. They can add some more
sentences if necessary. Ss work in groups (8 groups)
T gives each group a poster.
T gives Ss some outlines:
- When...?
- What time...?
- What happened...?
- How...?
Post - writing: (10ms)
- T asks Ss to exchange their posters to correct
mistakes.
- T gives comments.
Homework: (1m) Handouts The groups exchange their posters
- Rewrite the passage in your notebook. to correct mistakes.
- Write a passage with the cues:
Last weekend / go for a picnic / at BaiBut / friends /
gather / school gate / at 5 a.m / by bicycles / arrive
at 7 a.m / watch / the sea / ships / swimming /
fishing / playing games / happily / tired / never
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gorget / interesting experience / leave / at 4 p.m./.
LANGUAGE FOCUS
A. Aim: -By the end of the lesson SS can distinguish and pronounce the sounds
/ts/- /dz/ - /t~t/- /d2d/ in a single word and texts.
-By the end of the lesson SS are able to understand and use the paired conjunctions and
cleft sentences in the passive.
B. Teaching aids: textbook, handouts, cassette, cards
PROCEDURE
Teachers activities Students activities
1.Warm up: (give out handouts)(5) SS divided into many small groups.
Tick(V) the correct sound for the words below: Read and tick the correct sound.
/ts/ /dz/ /t~t/ /d2d/
1. needs
2. changed
3. reached
4. watched
5. foreSs
6. friends
7. matched
8. rents
9. managed
10. arranged
-introduce and instruct Ss how to pronounce
these sounds. Listen to
2. Pronunciation: Repeat in chorus and individuals
Activity 1: Listen and Repeat (7) Recognize and read aloud (1) or (2),
(in the textbook) (3),(4).
T reads two or three times and asks SS repeat
clearly.
Numbers (1) with sound/ts/ , (2) with sound /dz/
and...
Reads these sounds in not order.
Activity 2: (5)
T asks SS to practice reading the sentences in Practise in pairs
the textbook then pick out the words containing Expected answers:
sounds /ts/- /dz/ -/ /t~t/- /d2d/ /ts/ sits, lots, tickets
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Calls on SS to write the answers on the board. /dz/friends

3. Grammar and Vocabulary: /t~t/ watched, pitched
The paired conjunctions both and, either.or, /d2d/ managed, bridged.
neither nor, not only.but also SS work in group of 4.
Activity 1:(10) Write the answers on the board.
T gives cues with my parents/my sister/ be here Expected answers
to make sentences using the paired conjunctions -both my parents and my sister are
above. here.
T makes questions about agreement of verbs -Not only my parents but also my
following these paired conjunctions. sister is here.
*Notice the parallel structure in the examples. (n)either my parents (n)or my sister is
Activity 2: Combine the sentences using the here
conjunctions above (task 1, p.161)(10) or: either my sister or my parents are
-have SS do exercise 1 in the textbook, p.161 here
-call on SS representative of any group to write Draw some remarks.
the answer on the board. -both...and: Take a plural verb.
- Invite class opinions and give feedback. -when two subjects are connected by
Activity 3: Cleft sentence not only....but also, either.or,
T helps SS understand the definition of the cleft neither nor the subject that is closer
sentence by comparing these sentences. to the verb determines whether the
A: I notice her eyes first verb is singular or plural.
B: It is her eyes that are noticed first.
A: The boy hit the dog in the garden. SS divided 3 groups to do task
B: It was the dog that was hit in the garden. Group 1 will do sentences 1,2,3
T explains: Group 2 will do sentences 4,5,6
The B statements are cleft sentences in the Group 3 will do the rest
passive. SS work in groups
And makes questions;
What do you think their purpose is?
-Ask SS do exercise 2 in the textbook
Homework: (5) -Redo the exercises in the Practice the structure of cleft sentence
textbook. by changing the sentences into cleft
-Rewrite the sentences using sentence in the passive (Exercise 2,
conjunctions (give out handouts) textbook)
-Prepare unit 15
PERIOD 92 UNIT 15: SPACE CONQUEST
READING
A. AIMS: - After reading the passage, Ss can learn the meaning of the words,
summarize the main idea of the paragraph and answer the questions
B. TEACHING METHOD: - Communicative approach
C. TEACHING AIDS: - Textbook, pictures, cards and handouts
PROCEDURE:
134

I. Stabilization and check up: -Ss close the books
- T sticks pictures and cards on the
II. Warm up: board and divides the class into 4
* Match the pictures with the appropriate cards groups
Pictures Cards -Group works
-Picture 1 Rocket - The group which gives many
-Picture 2 The first man to step food on the correct answers quickly will be the
moon winner
-Picture 3 Space craft -T leads to the new lesson: Space
-Picture 4 The moons surface conquest
-Picture 5 The first Vietnamese to fly into
space - Pair works
** Questions: What topic we are learning today? - T asks Ss
III. New lesson: READING - Ss listen and answer
Before reading: Answer the questions
1. Would you like to travel into space?
2. Who is the first human to fly into space?
3. Can you tell me something about him?
4. What made him a hero?
** While reading: Listen and repeat
Activity 1: Pronunciation
- approximately(adv)
- cosmonaut (n)
- temperature (n)
- psychological (a)
- congratulate (v) - T asks good Ss to read
Activity 2: Reading text - Pair works
-New words: Match the words in A with their -T gives handouts to Ss
definitions in B - Ss work in pairs to the words in A
A B with their definitions in B
1. lift off a. very big - T gives feedback
2. tragic b. solve the problem 1.e 2.g 3.f 4.a
3. congratulate c. change or behave 5.b 6.d 7.c
differently
due to influence
4. enormous d. worry about something
5. deal with e. take off
6. psychological f. express pleasure at the
tension happiness
7. react g. disastrous or greatly
Distressing - T asks Ss to answer the question:
What is the heading of a
Activity 3:(task 1 page 168 ) Match the paragraph?
headings to the paragraphs - Ss work in pairs
Para graph 1 A. The tragic accident - T checks and gives feedback
Paragraph 2 B. The lift-off P.1-B P.2-D P.3-E P.4- C P.5-A
Paragraph 3 C. Congratulation
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Paragraph 4 D. A view on earth

Paragraph 5 E. Uncertainties - Pair works
- T asks Ss to read all the questions
Activity 4: Answer the questions (textbook page and underline the key words
168) - T calls some pairs to practice
1. How old was Gagarin when he became the before the class
first human being in space? - Then Ss write their answers on the
2. How long was he in space? board
3. What questions were raised before Gagarins - T checks and gives feedback
space flight?
4. What was the speed of his spacecraft in orbit
around the Earth?
5. Why couldnt Gagarin make a new space
flight? - Closing books
6. What was done after Gagarins death to honor - T hangs poster on the board and
this national hero? has Ss guess the missing words
- Ss work in pairs
** Post reading: Complete the summary of the - T calls Ss and gives good mark to
reading by putting the words / phrases in the box encourage them.
into the blanks (textbook page 169 )
- Answer key:
1. cosmonaut 2. in space 3. lasted Ss do the task at home.
4. success 5. gravity 6. view
7. impossible 8. named after
IV. Home work:

Translate the passage into Vietnamese.
Prepare B. Speaking
SPEAKING
OBJECTIVE
Aim(s): speaking about the important events in the space conquest.
Lexical items: words / phrases related to space
Teaching aids: textbook, pictures
PROCEDURE
Warm-up: Close the book
T: gives out six pictures of famous astronauts in the
world. Pairwork
T: asks Ss to look at the pictures and to answer Ss: answer
1) Who are they? Picture 1- Hes Pham Tuan
2) What are their nationalities? Vietnamese astronaut.
Call on some pairs to ask and answer in front of the Picture 2- Hes Yuri Gararin
class. Russian cosmonaut.
Comment and give suggested answers: Picture 3- Hes Amstrong-
136
T: introduces the new lesson. American astronaut.

Activity1 Picture 4- Hes Buzz Aldrin-
Have Ss work in pair and do task 1 American astronaut.
T: suggeSs Ss to make questions with Picture 5- Shes Valentina
- When........? Tareshkova Russian
- What..........? cosmonaut.
- How old........? Picture 6- Hes Liwei-
- How important.........? Chinese astronaut.
- How many...............?
-
Setting model
A: When did China launch its first maned spacecraft Open the book
into space? Pairwork
B: On october 15, 2003 Example:
T: goes around the class and provides help if A: What is the name of
necessary chinas first maned
T: Calls on some pairs to ask and answer aloud in spacecraft?
front of the class. B: Its names Shenzhou 5
A: What is the name of the
astronaut?
B: His names Yang Liwei
A: How old was he when he
flew into space?
B: He was 38 years old
A: How important was the
successful flight to China?
B: The successful flight
Activity 2 marked a milestone in
T has Ss practise making questions and answering Chinas space protect.
about the important events in space conquest.(Task 2) A: How many countries in
T: explains and gives an example the world have been able to
(1) A: When did Russian launch its first artificial carry out independently
satellite? maned space activities? What
B: On October 4, 1957 are they?
C: What is the name of Russias first artificial B: There have been three.
satellite? They are: Russia, The United
D: Sputnik. States and China
A: How important was the artificial satellite to
Russia?
B: The first artificial satellite marked the
beginning of Space Age. Groupwork
(2) A: Who is the first woman to fly into space?
B: Thats Valentina Tereshkova, a russian
cosmanaut.
C: When did she fly into space?
D: On June 16, 1963.
(3) A: Who are the first humans to set foot on the
moon?
137
B: They are Neil Amstrong and Buzz Aldrin

American astronauts.
C: When did they set foot on the moon?
D: On July 20, 1969.
(4) A: Who is the first Vietnamese to fly into space?
B: Thats Pham Tuan
C: With whom did he go along into space?
D: He went with V.V. Gorbotko a Russian
cosmonaut.
A: How long did he stay in the orbit?
B: He stayed 8 days in the orbit.
T: asks Ss to work in groups, goes around the class and
provides help when necessary.
Call on some groups to ask and answer aloud in front
of the class
Comment and have necessary corrections
Homework:
Write a short paragraph about the one important event Do at home
in space conquest.
LISTENING
A. AIMS: - Help Ss to decide true or false sentences and answer the questions
B. TEACHING METHOD: - Communicative approach
C. TEACHING AIDS: - Textbook, pictures, cards and handouts
PROCEDURE:
138
I. Stabilization and check up: - Work in groups

II. Warm up: - T devides the class into 4
Matching cards with the pictures groups
Pictures Cards - Ss close the books and
-Picture 1 Orbiting representative of each group
- Picture 2 The Apollo crew write the answer on the board
- Picture 3 Walking on the moon - Group which gives the correct
- Picture 4 The Moon landing answers quickly will be the
- Picture 5 The first foot print on the Moon winner
Question: From the pictures can you guess what ** T leads to new lesson:
topic we are listening today?
III. New lesson: LISTENING
** Before listening:
Activity 1: Pronunciation: -Class work
-Challenge (v) // - T has Ss open the book and
- Experiment (n)/./ look at the words carefully
-Achievement (n)// - T plays the recorder and Ss say
Activity 2: Listen and repeat: Say STOP if you hear STOP
one of these words from the listening passage - T stops the recorder to check
** While listening:
Activity 1: Circling the words, phrases or number in
the listening passage you hear Congress, 11,
suitcase, later, press, the first, carry, marry, oxygen, - Using handouts
chicken, 7, step, spacesuit, Apollo, cosmonaut, -Ss work in groups
temperature, ect - T gives Ss handouts and has
Activity 2: (Task 1 page 173 ): Decide true /false them work in groups
statements. - Ss do the task
** Answer key: - T plays the recorder and then
1.F (In a speech to the Congress ) feedback
2.F(There are three astronauts: Neil Amstrong, Buzz - T asks Ss to read all the
Aldrin, and Michale Collins ) statement carefully and then
3. F (Neil Amstrong became the first man on the guess the statement is true or
moon ) false
4. F (The Oxygen, temperature, and pressure inside - T plays the recorder for the
the spacesuit ) first
5. T - Ss listen and take notes to
Activity 3: (textbook ) Answer the questions by gives the evidence for their
circling the letter A, B, C or D answer
1. Which program was developed to meet president - T calls Ss to answer and plays
Kennedy s challenge? recorder again to check
A. NASAs Apollo program B. ASIAN
C. NATO D. VOA - Using handouts
2. When was the Apollo 11 launched? - Pair work
A. July 16, 1969 B. July 16, 1996 - T gives Ss handouts, then
C. June 16, 1996 C. June 16, 1969 explains some difficult if
3. What was the portable life support system for? necessary
A. Controlling the Oxygen B. Temperature - Ss listen and do
C. Temperature and pressure - T calls Ss to answer and plays
139
D. Controlling the oxygen, temperature and pressure recorder again to feedback

4. How long did the astronauts stay on the surface of **Feedback:
the moon? 1.A 2.A 3.D
A. two and a half hours B. Half an hour 4.A 5.D 6.B
C. an hour D. three and a half hours.
5. What did they do while they were staying on the
surface of the moon?
A. Collect soils and rock samples
B. Collect soil and perform experiments
C. Perform the variety of experiments and collect
soil
D. Perform the variety of experiments, collect soil
and rock samples to return the Earth
6. When did the astronauts return to the Earth? - Using handouts
A. July 24, 1968 B. July 24, 1969 - Ss work in groups of four.
C. June 24, 1996 D. June 24, 1969 - T explains some difficult
** Post listening: Discuss the reason for the human words if necessary
interest in Mars and other planets in the solar - T reads the passage
system. - Ss listen and do the task
Fill in the blanks with the missing words - T calls some group and
There are many reasons for human interest in Mars checks. If any group gives many
and other planets in the solar system. Firstly, Man correct words, T can gives good
likes (1).and wants to find out (2) mards
outside the World. One day, we may (3) ** Feedback:
people to Mars and other planets in case the Earth is (1) adventur (2) Possibilities of
overpopulated. We may also conduct (4) life
on Mars and other planets for the (5)..of (3) send (4) researches
people on Earth. We may find (6)minerals (5) benefits (6) precious
there and have trips to other planets for tourist
purposes. Ss do the task at home.
IV. Home work: - Rewrite the above
exercise on your
notebooks
Write a paragraph talking 3
things with you if you have a
chance of going to the moon.
WRITING
I. Objectives:
1. Aim: By the end of the lesson, the Ss will be able to write a biography based on
prompts provided.
2. Materials: Textbook, handouts, poster.
3. Lexical items: Words/ phrases used in a biography.
4. Structures: He is a..., He was born in..., In..., he did something, From... to...
Procedure:
Teachers Activities Students Activities
140
Warm up (3) Books closed.

- Introduces the lesson by using the Work in pairs.
picture of the astronaut Neil Amstrong and Answer:
put questions: 1. He is Neil Amstrong.
2. He is an American astronaut.
3. He set foot on the moon with Buzz
1. Look at the pictureAldrin.
and say who he is.
2. Is he a Russian or
an American
astronaut?
3. Who did he set foot
on the moon with?
Pre-writing: (5)
- Asks Ss to read through Task 1 on page Biography is the written history of a
174 and asks Ss what a biography is and person's life
what to be included in a biography.
- Introduces the lesson. Date of birth Place of birth
Task 1: (5)
- Explains new words if necessary Biography Career
appoint vice chairman, committee,
investigate, challenger shuttle disaster
- Asks Ss to do the task Quote Known as (famous for)
Task 2: (12)
Instruction: You are required to write a Work individually.
biography of Neil Amstrong from the Open the books.
information Do the task
given in Task 1. 1. Date of birth 2. Place of birth
- Asks Ss what tense of verbs they should 3. Known as 4. Career 5.
use in this task. Quote
- Reminds Ss that the simple past tense
should be - Work in groups.
used here but the introduction and
conclusion should be used simple present
tense, and prepositions should be used - Group members share their sentence with
exactly (at, on, in, from... to, with,...); the one another to get comments and
articles (a, an, the) and the words/ phrases necessary correction. Next, combine all
are used in writing a biography (be known the sentences into a biography.
as, work as, receive... from, resign... from) - Each group member will write 2
- Divides Ss into groups of 6. sentences on the board.
- Goes around to check and help Ss if
necessary. Suggested answer:
- Elicits self and peer correction and gives Neil Amstrong is an American astronaut.
141
correction when Ss are not able to correct He is known as the first person to walk on
the errors. the moon. He was born on August 5th,
FEEDBACK ON SS WRITING (8) 1930 in Wapokoneta in Ohio. From 1949
- Goes around and collects mistakes and to 1952, he worked as a pilot in the United
errors. States Navy. Amstrong received his B.S
- Collects some writings for quick from Purdue University in 1955. He joined
feedback. the NASA astronaut program in 1962. Neil
- Writes Ss typical errors on the board and
Amstrong became the first human to step
elicits self and peer correction and on the moons surface on July 20th, 1969.
provides correction only when Ss are not He was joined by Buzz Aldrin forty
able to correct the errors. minutes later. Amstrong and Aldrin spent
- Provides general comments on the two and a half hours on the moons
biography. surface. Amstrong received his M.S from
- Gives suggested answer. the University of Southern California. He
resigned from NASA a year later and from
WRAPPING UP (2) 1971 to 1979, he taught at the University
- Summarizes the main points. of Cincinnati. In 1986 Amstrong was
- For homework, asks Ss to write the appointed vice chairman of the committee
biography again, taking into consideration that investigated the Challenger shuttle
their friends and Ts suggestions and disaster. He is also well-known for what
corrections and do the extra exercise. he said when he stepped on the moons
surface: Thats one small step for man,
one giant leap for mankind.
Write a profile of David Beckham from the information below:

1. David Robert Joseph Beckham/ born/ Leytonstone, England/ 2 nd May 1975, 1989/ join/
Manchester United s schoolboy squad.
2. Two years later/member/ full squad/ January 1993/ professional footballer/ with one/
most famous football clubs/ world.
3. Summer of 2002/ Beckham/ lead/ England/ World Cup Finals/ Japan and South Korea/
not only/ captain/ most impressive player.
4. This/ contract/ his position/ after 1998 World Cup/ France/ send off/ match against
Argentina. He/ responsible/ most supporters/ Englands subsequent dismissal/
competition.
Suggested answers:
1. David Robert Joseph Beckham was born in Leytonstone, England on 2nd May 1975,
and in 1989, he joined Manchester United s schoolboy squad.
2. Two years later, he became a member of the full squad, and in January 1993, he
became a professional footballer with one of the most famous football clubs in the world.
3. In the Summer of 2002, Beckham led England out in the World Cup Finals in Japan
and South Korea not only as his countrys captain, but as the most impressive player in
the UK.
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4. This was in complete contract to his position after 1998 World Cup in France, when he
was sent off during the match against Argentina. He was held responsible by most
supporters for Englands subsequent dismissal from the competition.
LANGUAGE FOCUS
OBJECTIVE:
Aim(s): Ss will be able to use: could / be able to and question tags.
Pronounce the sounds /nt/, /nd/ /n/, /ns/, /nz/
Teaching aids: textbook, pictures, handouts.
PROCEDURE:

PRONUNCIATION(7')
Warmer: Close the book
Ask Ss pick out the word which has the Individual work, group work to discuss
underlined part pronounced differently
from the rest.
1. didnt tenant end rent
2. went month tenth seventh
3. phones tonnes learns tense
4. glance Barnes chance Florence
5. remind thirteenth friend warned Answer: 1. end, 2. went, 3. tense, 4.
Go around to check that Ss work and offer Barnes
help if necessary. 5. thirteenth
Check with the whole class.
Call on some Ss to read aloud in front of
the class , listen and correct the mistakes Individual
Ask Ss to listen the sounds and repeat.
Introduce the lesson. Whole class
Pronouncing the four sounds separately:
Model the sounds twice or three times. Open the book
Pronounce the sounds and ask Ss to repeat.
Call on some Ss to read in front of the Repeat: whole class, individual work
class
Correct the mistakes.
Pronouncing words containing the sounds
Read the words in each column all at one. Listen
Read the words once again, each time with
a word in each column to help Ss
distinguish the differences between the
sounds in the words.
Read the words and ask Ss to repeat them Repeat
Go around to provide help Practise in pairs
Give correction if necessary. Some Ss pronounce the words
Reading the dialogue with words
143
containing the sounds

Read the dialogue and ask Ss underline the Pairwork
words with the sounds /nt/, /nd/,
/ns/,/nz/,/n/from the dialogue.
Go around to check and provide help.
Give feedback.
GRAMMAR
Could / be able to(15')
a. Presentation:
Write on the board examples containing
both could and were able to
Eg: My sister could play the piano well
when she was a girl. Compare
They were able to win the game
yesterday
Ask Ss to compare the difference
between could and were able to of
two sentences.
Check and explain
1. Could is used to express an ability
in the past.
2. were able to is used to express any Pairwork
complete success in the past. Answer:
b.Practice: 1. couldnt / wasnt able to/
Exercise 1: complete the sentences 2. was able to
using could, couldnt or was /were (not) 3. was able to / could
able to. 4. was able to
Check and explain 5. could / was able to
c. Production: 6. couldnt / wasnt able to
Ask Ss to ask and answer about their
ability in the past groupwork
Example:
A: what could they do when you were
seven years old.
B: I could ride a bicycle.
Go around to check and offer hepl if
necessary.
Exercise2
Tag questions(10') Answer
a.Presentation
Setting situation
Ask questions
T: You dont like meat, do you?
S: No, I dont.
T: Is the sentence a question?
S: Yes, it is. It contains a tag question.
T: Introduce the new lesson Pairwork
Today we do exercise with tag Answer:
144
questions. 1. Its (very ) expensive, isnt it?

b. Practice 2. The film was great, wasnt it?
Get Ss to do Exercise 2 individually 3. She has (has got ) a lovely voice,
and then find a partner to check their doesnt she?
answers with. 4. It doesnt look very good, isnt it?
Call on some Ss to read out their 5. Youve had your hair cut, havent you?
answers and give feedback.
T: explains
-After negative statements we use the
ordinary interrogative:
You didnt see him, did you?
- After affirmative statements we use
the negative interrogative:
Mary was there, wasnt she?
c. Production(10')
Get Ss to do Exercise 3 individually
and then check their answers with a
partner.
Call on some Ss to read out their
answers and give feedback.
WRAPPING UP(3')
-Summarizes the main points of the lesson. handouts
-For homework, ask Ss to do these
exercises
I. Complete the sentences with could,
couldnt or (be) able to.
1. The fire spread quickly but
everyone................escape.
2.I cant sing now but I......sing very well
when I was young.
3. This room was so dark that we....see
anything.
II. Put a question tag at the end of each
sentence:
1. Tom wont be able to go to school,.......?
2. There are a lot of people here, .....?
3. They had to go home early, .......?
4. Sue doesnt like onions, .....?
PERIOD 97 UNIT 16: THE WONDERS OF THE WORLD
READING
A. Aims: Ss can read and comprehend about the wonders of the world such as The Great
Pyramid of Giza.
B. Teaching aids: Textbook, pictures
145
C. Procedure
I. Check up
II. Warm up
Teachers activities Students activities
Give Ss to see a about film about Egypt.
- Which countries have you seen?.
- Which famous landscapes have you see?
*T Introduces new lesson.
III/ Pre - reading.
* Activity 1. Ask and answer the questions.
- T ask Ss to observe the picture carefully and answer - work in pair
the questions on page 179.
- T walks around the class and Ss.
* Activity 2: Vocabulary
tomb
locks
wonder
construction
?
- work in pair
spiral ramp - individual work
- T explains new words by the pictures, or definition..
IV. While reading.
Task 1. Fill each blank with a suitable word.
Suggest answers.
1. tomb
2. wonder
3. ramp
4. chamber
5. mysterious
6. spiral
- Task 2
Answer the following questions.
1. In Agypt & the year 2560 BC. - group work
2.147 metres & 230 metres square.
3. The purpose of this huge stone Pyramid was to
serve as a tomb when Pharash KhuFu died and to protect the - individual work
burial champer from the weather and from the thieves who
might try to steal the treasures and belonging there.
4. The Great Pyramid is believed to have been built
over 20 year period. Fist the site was prepared and then the
huge blocks of stone were stransported and put in their
places. - pair work
5. The boat is believed to have been uesd to carry the
body of KhuFu in his last journey on earth before eing
146
buried in side the Pyramid

- Task 3.
Scan the Text and say what the following words refer - group work
to.
who (line 4 ): Thieves - individual work
it (line 8 ): The Great Pyramid
It (line 9 ): The Great Pyramid.
Each (line 12 ): block of stone
- Teacher corrects, them if necessary
V. Post reading.
Work in pair
Discuss the question: Which of the wonders of The
world do you prefer and why?
VI. Homework.
- Learn vocabulary by heart.
- Write a short paragraph (about 100 words) The Great
Pyramid.
SPEAKING
Objectivies: By the end of the lesson, Ss will be able to distinguish and express
facts and opinions.
Lexical items: The words Ss have learnt from the reading text.
Skills: speaking
Teaching aids: pictures, flipcharts
PROCEDURE
I. PRE SPEAKING Ss write down 3 words with 5 letters each.
The words are taken from the text they
have learnt.
Warm-up: WHO IS THE FASTEST?
The Student who has three among the
- Instruct the topic and time limit: write
words above will win the game.
10/15 famous world places within 3
minutes. 1.The Great Pyramid is believed to have
been built over a 20 year period.
- Deliver posters to Ss.

- Tell Ss to put their posters on the board.
2.The Great Pyramid was 147 metreshigh
- Give feedback and correct.
Vocabulary Recycling: game: Bingo!
3.The Great Pyramid ranked as the tallest
T reads these words aloud: block, build, structure on earth for more than
earth, stone, raise, carry, burial, steal, place, 43 centuries.
south
147

WHILE - SPEAKING
Activity 1: 4.The structure consisted of approximately
- Ask Ss to read the sentences below: 2 million blocks of stone
- The sentences below all appear in the
reading passage. Work in pairs. Which 5.One theory involves the constrution of a
sentences express facts (F) and which ones, straght or spiral ramp that
opinions (O)? Put a tick ( ) in the right was raised as the construction proceeded.
column.

F O 6.A second theory suggeSs that the blocks
were lifted and placed
using thousands of huge weight arms.

7.The boat is believed to have been used
to carry the body of Khufu in
his last journey on earth before being
buried inside the Pyramid.
- T gives feedback (whole class)
Answer Key Work in pairs. Tell your partner about
1. O 2. F 3. F 4. F 5. O 6. O 7. O some facts and opinions of the Great
Pyramid of Giza, using the information in
Task 1:
- T elicits the difference between a fact Examples:
statement and an opinion one.
Fact: The Great Pyramid of Giza was 147
Activity 2: metres high
Opinion: The Great Pyramid is believed to
have been built over a 20 year period.
- Call on Ss in difference groups to report
Activity 3: Work in groups. Discuss possible in front of the class.
answers to the following question, using the
suggestions below. All the answers must be - Give feedback and correct
done as opinion. Ss should use the
prompts in the textbook.
1. Who built the Great
Pyramid of Giza?
2. How long did it take to
build it?
3. Where did the builders
find the stones? Each student writes out a fact that he
4. How did they transport knows the answer for sure, without letting
them? his partner see the statement. Ask his
148
5. How could they build partner a question to the statement. If the

the Pyramid so high? partner knows the answer, he will use a
Have Ss work in pairs. fact statement to answer. If he doesnt
know, he has to guess by saying an
Call on Ss to report in front of the class.
opinion statement.
Give feedback and correct.
Activity 4:
Ex: S1: How old is our teacher?
S2: Probably hes 30.
S1: No, Hes 28.
I. POST SPEAKING
Write what you know and what your think
how the graduation examination will be
organized.
II. HOMEWORK: Prepare for the next period.
PERIOD 99 UNIT 16. THE WONDERS OF THE WORLD
Listening
.
A. Objectives:
- Aims:
+ Listening to some information about The Great Wall of China.
+ Developing Ss listening skills of filling in missing information and
answering the questions.
- Teaching aids: Pictures, cards, cassette.
- Method: Communicative approach.
B. Procedure.
I. Checking up: 3 mn. Classwork.
II. Pre- listening: 8 mn. Teacher shows the pictures of 7
Activity 1: Warm up.(3mn). Look at the pictures of 7 new wonders of the world for the
new wonders of the world and call the names of students to recognize them.
them. (1). Machu Picchu in Peru.
(2). The Great Wall of China.
(3). Jesus statue in Rio de
Janeiro- Brazil.
(4). Mayan Ruins in Mexico.
(5). Roman Colosseum in Italy.
(6). Taj- Mahal in India.
149
(7). Petra, the ancient capital of

the Jordan.
(1) (2) (3) (4)
1. The Great Wall.

(5) (6) (7) 2. Yes, I have.
No, I havent.
Questions: T leads in: Some of you have
1. Which wonder among these belongs to China? been there. Today, you will get
2. Have you ever been there? more information about The
Activity 2. (3 mn). Great Wall in China.
Pairwork.
Ss look at the picture and answer
the questions.
Answer the questions: Classwork.

1. What can you see in the picture? 2. Where do T asks Ss to give the meaning of
you think it is? the words.
3. When do you think it was built? T explains some difficult words.
Activity 3. (2 mn). Listen and repeat. Ss listen and repeat.
man- made wonder Ming Dynasty
magnificence and significance. ancient Pairwork: Handouts. (One pair
World Heritage stone roadway has a handout).
UNESCO Beijing T: - asks Ss to read the sentences
III. While- listening: in Task 1 carefully.
Task 1: Listen to the passage about The Great Wall - has Ss listen the tape 2 times.
of China and fill in the missing information: (10 - has Ss check themselves.
mn). - corrects.
Attraction of - It is said to be visible from . * Key:
the wall (1) 1. the moon. 2. 1987. 3. The
- It was listed as a World Heritage Ming Dynasty.
by UNESCO in (2) 4. 200 5. 200 BC. 6. 6000
km
Construction - It was mostly built during (3).
7. 11 metres. 8. stones
of the wall - It took (4) years to complete
the wall.
150
- Some of its parts were built

around (5).
Special - The length of the wall is (6).
features of the - The average height of the wall is Pairwork.
wall (7). T:
- The ancient people used (8) - asks Ss to read the questions in
to built the roadway. Task 2 carefully.
Task 2: Listen to the passage again and answer the - has Ss listen to the tape 2 times.
following questions.(10 mn). - has Ss answer the questions,
1. When did the ancient Chinese start building the check themselves.
Great Wall? * Key:
2. How many provinces does the wall cover? 1. in 1368.
3. Why is it considered one of the greatest man- 2. Five provinces.
made wonders in the world? 3. Because it can be seen from
4. Which part of the wall is the best choice for visit? the moon.
Why? 4. The part in the northwest of
Beijing is the best choice for visit
IV. Post- listening. because it is still in its original
Task 3. Choose a card on which there is a word or a state.
number. Ask and answer about The Great Wall of
China, use that word or number.(5mn).
- 1987. - 200 BC. - stones. - 11 Groupwork. (Choose a card on
metres. - The Ming Dynasty. - 1368. - which there is a word or a
6000 km. - 5 provinces. number. Ask and answer about
The Great Wall of China, use
Task 4. Tell your partners why The Great Wall is that word or number).
considered one of the greatest wonders in the world
and how it was built.(5 mn).
Pairwork. (use the cues in Task 1
and Task 2).
V. Homework. (1 mn). T calls some of pairs tell in front
- Write a short paragraph about The Great Wall of of class.
China. T corrects if necessary.
WRITING
- Write a report on his/her visit to some place.
- Talk about his/her visit.
- Improve writing as well as speaking skills.
- Develop the love of places of interest in Vietnam as well as in the world.
Lexical items: marble, God, Buddha s throne, dedicate.
Skills: writing, speaking.
Teaching aids: pictures, books.
151
PROCEDURE
I. PRE-WRITING ke y: a. Ha Long Bay b. An
1. Warm-up: COMPETITION GAME Egyptian Pyramid
c. The great Wall of China
T. divides the class into two groups.
d. Phong Nha cave
T. shows the pictures. Each group calls its name. The e. Ponagar Cham Towers.
winner will be the group which has more correct
answers. a b c
e
2. Teaching vocabulary:
- marble (n) < Picture or realia >
- God (n) <explanation>
- Buddhas throne <picture>
- dedicate (v) <example>
Ex: Uncle Ho dedicated his life to the cause of
national liberation.
Checking vocabulary: R.O.R
3. Reading the brief introduction:
- T. asks Ss to read the brief introduction and then
work in pairs to discuss it.
4. Questions and answers:
- T. asks some questions to check Ss
understanding.
a. Where did he/she visit? Ss write a short paragraph about a
brief tour to the Ponagar
b. Where is the Ponagar Cham Towers?
Cham Tower by using his/her
c. What are they like? notes.
d. Do they consist of six towers?
e. Where are they located?
152
g. When were they built?

II. WHILE-WRITING: Write-it-up
III. POST- WRITING:
1. Activity 1: Correction.
- S - T gives marks for valuable answers. S write the answers on their
2. Activity 2: Swapping the writing. posters.
- SS exchange the writings to peer-correct. - T SS to stick the posters on the
board (3 posters)
- T stops peer correction and asks these questions:
- T corrects by eliciting from the
+ Where did you go last summer vacation? ( I whole class (correct the most
went to Ha Long Bay...) important points such as tenses,
+.... forms of verbs, prepositions...),
3. Activity 3: In about 100-120 words, write a report using a red pen or colored chalk.
on your visit last summer vacation. (If SS didnt
go, they could imagine any place)
- T goes around to help SS.
- Ss exchange their writings to correct.
4. Activity 4: Talk about your visit last summer
vacation. - Ss prepare and then talk about
- Feedback. T gets Ss to choose the best performer their visit in front of the class.
to get a small gift. - Write a report on your visit last
IV. HOMEWORK: summer vacation.
- Prepare for language focus
PERIOD 101 UNIT 16. THE WONDERS OF THE WORLD
LANGUAGE FOCUS
A. Aims:
- Pronunciation: /ft/ - /vd/ - /fs - /vz/
-Grammar and vocabulary:
+It is said that
+People say that
B. Teaching aids:
Text books, pictures, posters
C. Skills:
Speaking and writing
D. Method: Communicative approach
E. Procedure:
153
I. Class stabilization
II. Check up:(4)
III. New lesson:
A. Warm up:(4) Guessing game (Guess Teacher speaks out the sentences.
the names of these four wonders of the Ss work in groups of 5 and guess the
world) names. The quickest group with correct
a) Its in Egypt. It was built over a 20-year answer will win.
period. It was 147 meters high on a base of T shows pictures of these places on the
230 meters square. board and gives marks for these Ss.
b) Its in China. Its the longest structures in Feed back:
the world (over 6000 km) a) The Great Pyramid of Giza
c) Its in Quang Ninh, Viet Nam.It was b) The Great wall
recognized as a wonder of the world by c) Ha Long Bay
UNESCO in 1994. Its famous for beautiful d) Taj Mahal in India
caves and beaches.
d) Its in India. Its a great mausoleum. It
was commissioned by the Mughal Emperor
Shah Jahan. It was built over a 23-year
period.
B. Presentation:
1. Pronunciation:(10)
* Lead-in:
/ft/ - /vd/ - /fs - /vz/
coughs, gift, behaves, arrived, soft, moved,
* T writes these words and these
knives, roofs.
compound consonants on the board then
* Activity 1:
pronounces these words twice.
/ft/: gift, soft, lift.
Ss work in pairs to put them in the right
/vd/: arrived, moved, loved.
column of compound consonants.
/fs/: coughs, roofs, laughs.
T gives correction when Ss are wrong.
/vz/: behaves, knives, loves.
Feed back:
/ft/: gift, soft
/vd/: arrived, moved
* Activity 2:
/fs/: coughs, roofs
Sentences given in the book, page 185.
/vz/: behaves, knives
* T adds some more words: lift, loved,
laughs, loves into the right columns
(poster on the board)
154
T plays the tape of these consonants and

words twice.
Ss listen and practice: first in chorus,
then in chain (one by one).
T calls some Ss to repeat and corrects if
necessary.
* T plays the tape, Ss listen to the tape
and repeat.
T asks Ss to pay attention to the sentence
stress and pick out the words having the
sounds /ft/ - /vd/ - /fs - /vz/ after listening
to the tape twice.
Ss work in groups of five and practice
pronouncing these sentences.
T goes round and helps Ss if necessary.
155
2. Grammar and vocabulary: * T asks Ss some questions, calls some to

* Questions:(1) 1) Where is the Taj answer then T writes them on the board.
Mahal mausoleum?
2) How long was it built? * T says these sentences in another way and
* Answers:(2) 1) The Taj Mahal writes them on the board as an example for
mausoleum is in India. the grammar point.
2) The Taj Mahal in India was built over T asks some good Ss for the 2nd to rewrite
a 23-year period. these sentences. T can help to says out them
* Example:(5) and writes on the board if Ss dont know.
+ The 1st way:1) People say that The Taj T changes the sentences 1.1 and 2.1 into
Mahal mausoleum is in India. passive voice.
2) People say that The Taj Mahal in India Ss pay attention to the way T rewrites these
was built over a 23-year period. sentences (the underlined words)
+ The 2nd way: T asks Ss to do the example in their text
1.1) It is said that The Taj Mahal books, page 185 (pair work).
mausoleum is in India. T introduces some more verbs used in this
2.1) It is said that The Taj Mahal in India grammar point: think, believe, report,
was built over a 23-year period. expect, know, suppose, consider,
+ Change into passive: understand, feel, find or so on
1.1) The Taj Mahal mausoleum is said to
be in India.
2.1) The Taj Mahal in India is said to have
been built over a 23-year period.
* Note:(2)After some passive verbs: say,
think, believe, report, expect, know,
suppose, consider, understand, feel, find
we use infinitive constructions. Ss do the exercise in pairs, T goes around
* Practice(15) Activity 1(exercise 1 in and helps Ss correct.
text book, sentences 1-> 4, page 185,186). (Correction on poster)
Activity 2(exercise 2 in textbook, Ss work in group of 4 then exchange their
sentences 1->4, page 186) answer with other group. T corrects after
peer exchanging (Correction on poster)
IV. Homework(2)
156

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Lesson plan of English 11

*Lead-in: I know that we have a lot of

*Teaching vocabulary(12) Ex: He always helps people without

idea of the whole passage. (Task 2, p.14) passage

PERIOD 2 UNIT 1: FRIENDSHIP

Call Ss to fill in the words on the

III. POST-SPEAKING: Interview Pair work:

IV. HOMEWORK (2)

PERIOD 3 UNIT 1 FRIENDSHIP

Im happy /d/ /t/ /d/ /t/

Ss to complete the sentence. above.

V. HOMEWORK (3) -Ss to write some sentences about their

situation in which you dont know what to

II. WHILE-READING: -Ss read the passage silently in 3 mins.

following questions 3. Because she didnt like to make a

Teacher s activities Students activities

4. Checking vocabulary: (3ms) R.O.R

- Scream (v): (explanation) la tht thanh, 3. April 30th 1975 is a .day of

-c. She heard her mothers voice calling

A1 Aims: - To help Ss know the way to write a personal letter about a

WARM - UP AND LEAD - IN: (5) /m/ /n/ //

go into a jungle. We (2. start) _______ 4.a. wears b. wear

III. PRODUCTION: (8) T asks Ss to tell a story that they know

Skills: writing, speaking, listening, reading.

PERIOD 13 UNIT 3: A PARTY

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

2. couple (n) in the right box.

III. Post-reading (9 minutes)

Teacher s activities Students activities

II. Post-speaking: (10 mins)

Game: Hide and Seek, Beauty Contest, etc

GueSs: Interesting friends and famous

Foods and Drinks: coke, fruit juice,

- T asks Ss to plan an interesting party - Ss to discuss in their groups

Teacher s activities Students activities

evening? their answers.

A. pink and white icing B. brown and yellow icing

IV. Post listening: (9 mins) - Ss to work in group of 6.

PERIOD 16 UNIT 3: A PARTY

Would you like to go to the cinema with me? Ss work in group of 5

V. Home work (1 minutes) T asks Ss to rewrite the letter of

PERIOD 17 UNIT 3: A PARTY

eat and drink

- keep - enjoy - practise

Teacher s activities Students activities

A. to divide B. to be divided Key:

II. Passive Infinitive and Gerund

I. WARMER: (5) Questions:

- Put students into pairs

V Homework: 1. We/ usually/ take part/ social activity.

*Lead-in: (point at the posters) These *Key: supporting charities/ raising

dinner. Expected answers:

PRE-TEACHING VOCABULARY: something.

program "Vang Anh's........"

I. WARMER: Game Lucky number Ss: play the game

action. 5. Having read 6. having taken

IV. HOMEWORK: (2) Write 6

used them for studying.

II. New lesson: Pair work

T shows Ss ways to ask for and offer

class have besides the ones given in the

3. Post speaking: Talking about class

Make too much noise ?

Lead-in: (point at the posters) These Key: supporting charities/ raising