Planning date: 8/11/2017.

PERIOD 61 : UNIT 7: WORLD POPULATION

LESSON 2: SPEAKING

I. Aims and objectives :

- Students should understand the problems of overpopulation to the world and suggest the
solutions to these problems.
1. Knowledge:
- Language : words related to the topic.
- Structures : Giving suggestion
2. Skills:
Speaking.
3. Attitude : Students are eager to learn English..
4. Competence approach :
-Sts have the communicative competence.
-Sts have the linguistic competence
II. Methods and techniques :
- Integrated, mainly communicative
-Asking sts to work in pairs/ groups.
-Making questions.
III. Preparations :
- Teacher : textbook, handouts.
- Students : textbook.
IV. Procedure:
1. Class organization : 1min

Teaching date Class Attendance Absentees

11D2
11D3
2. Oral test ( 2ms) :
-Ask students to do exercise
-T give the comments and marks.
3. New lesson( 40 ms)

1.Pre- Task 1:
speaking - Before letting Ss do the task, T ask the to - Read through the causes provided on
(7mins) read through the causes provided on page 83. page 83.
T makes sure that Ss understand these
statements by explaining some vocabulary if
 necessary.
- Let Ss to work in pairs in 3 minutes to order - Work in pairs to order the causes.
the causes and reminds them to explain their
order.

- Calls on some pairs to present their order - Some students present their ideas.
and ask other pairs if they are agree of - Others give comments.
disagree. - Take notes.
- Give feedback.

Task 2:
2.While- - Ask Ss to read useful language on page 83. - Read useful language .
speaking T reminds Ss that they should match the
(25min) words /phrases on the left with the words/ .
phrases on the right.
- Let Ss to work in pairs to list the problems - Work in pairs to list the problems of
of poor and overpopulated countries. poor and overpopulated countries
- T may ask them to think of other problems
not mentioned in the book.
- T calls on some Ss report their answers and - Some of them report their answers.
ask other Ss to feedback. - Take notes
- Correct and comment:
+ poor living condition. Eg :
+ low living standard.
+ not enough/ expensive food.
+ shortage of school/ hospital/ teachers/
doctors,...
Task 3:
- Ask Ss to work in groups to do the task . - Work in groups in 5 minutes.
- Goes around to help Ss.
- Calls on some Ss to present their group’s - Some groups present their ideas.
ideas.
- T elicits feedback from the class and gives - Others give comments.
final comments. - Take notes.
Eg : People’s awareness should be
raised.
Strict policy should be implemented.
3.Post- Task 4:
speaking - Ask Ss to work in groups to talk about the - Work in groups to talk about the
(10min) problems of overpopulation and offer problems of overpopulation
solutions.
- Encourage Ss to use transition signals to
make their presentation coherent.
 - Goes around to help Ss.
- Ask some groups to present their ideas. - Some give their group’s ideas.
- Give feedback and correction. - Take notes.0

4. Consolidation ( 1 m)
- Students learn about the problems of overpopulations and suggest the solutions to these ones.
5. Homework( 1 m)
- Practise talking about the problems of overpopulation and suggesting the solutions.
Planning date: 8/11/2017.

PERIOD 62 : UNIT 7: WORLD POPULATION

LESSON 3: LISTENING

I. Aims and objectives :

- Students should understand some facts about world population
1. Knowledge:
- Language : words related to the topic.
- Structures : Giving suggestion
2. Skills:
Listening for the main idea and the specific information.
3. Attitude : Students are eager to learn English..
4. Competence approach :
-Sts have the communicative competence.
-Sts have the linguistic competence: Listening
II. Methods and techniques :
- Integrated, mainly communicative
-Asking sts to work in pairs/ groups.
-Making questions.
III. Preparations :
- Teacher : textbook, handouts.
- Students : textbook.
IV. Procedure:
1. Class organization : 1min

Teaching date Class Attendance Absentees

11D2
11D3
2. Oral test ( 2ms) :
-Ask students to do exercise
-T give the comments and marks.
3. New lesson( 40 ms)
Stages and
time Teacher's activities Students' activities

Warm up Discussing the questions:

(3 min) - Ask Ss to discuss the question on page 84 in - Pair work to ask and answer the
pairs. questions.
- Call on some Ss to give their answers and - Some pairs present their answer.
 comments on the answers. - Take notes.
- T gets Ss to guess what they are going to - Answer the questions:
listen about.
- Copy on the notebook.

Key:
1. Yes, our world is overpopulated because it
has more than 6 billion people.
1.Before 2. Asia has the largeest population with
you listen China the most populated country in the
(7min) world and India the second.
Pre- teaching vocabulary :
1. Generation :thÕ hÖ.
2. Fall: sù gi¶m.
3. Rank:thø h¹ng.
4. Developing countries: c¸c
n-íc ®ang ph¸t triÓn.
5. Rate of population : tû lÖ
2.While t¨ng d©n sè. - Practise reading aloud the new words.
you listen 6. Latin America : Ch©u Mü -Make sentences with the new words.
(20min) latinh.
- Make students practise the
new words, - Listen to the teacher, read the
statements.
Task 1: Instruction:
- Gets Ss to read the statements and questions - Listen to the recording and choose the
carefully and work out what kinds of best answer.
information they need to take focus on. - Compare their answer with friends.
- Play the recording twice.
- Some students give answer.
- Ask sts to compare their answer with their - Give comments.
partner. - Correct themselves and take notes.
- Ask some students to give answers.
- Ask others to give comments.
- Give feedback and correction by playing the
recording again if necessary.
Answer :
1. a 2. d 3. c
4. d 5. a 6.c
 2. Task two:
- Guide students the requests of the task. - Listen to the teacher.
- Ask students to read questions quickly. - Read the questions.
- Let students listen again. - Listen again.
- Ask them to answer. - 5 students present their answer.
- Ask others to give comments. - Give comments.
- Give feedback and correction by playing the - Take notes.
recording again if necessary
Key :
1.over 7 billion
2.The population growth rates in some parts of
the world are not the same.
3.the improvement of public health services
and and medical care.
4.they are shortage of foods, lack of hospital
and school…..
5.4 solutions. They are: (1) educating people
…………

3.After you - Get Ss to work in groups to orally - Group discussion in 4 minutes.

listen summarise the main ideas of the listening
(10min) passage.
- Ask some groups to present. - Groups’ presentation.
- Have other groups give comments. - Give comments.
- Give feedback and correction. - take notes.
4.Consolidation ( 1m)
- Students get to know about the problems of overpopulation, the reasons and solutions.
5. Homework (1 m)
- Learn the new words and structures by heart.
- Prepare well for the next lesson.
Planning date: 8/11/2017.

PERIOD 63 : UNIT 7: WORLD POPULATION

LESSON 4: WRITING

I. Aims and objectives :

- Students know how to describe a chart.
1. Knowledge:
- Language : population distribution.
- Structures : expressions to describe a pie chart.
2. Skills:
-Writing a chart.
3. Attitude : Students are eager to learn English..
4. Competence approach :
-Sts have the communicative competence.
-Sts have the linguistic competence: Writing
II. Methods and techniques :
- Integrated, mainly communicative
-Asking sts to work in pairs/ groups.
-Making questions.
III. Preparations :
- Teacher : textbook, handouts.
- Students : textbook.
IV. Procedure:
1. Class organization : 1min

Teaching date Class Attendance Absentees

11D2
11D3
2. Oral test ( 2ms) :
-Ask students to do exercise
-T give the comments and marks.
3. New lesson( 40 ms)
Stages and
time Teacher's activities Students' activities
Warm up
(5 min) - Ask ss some questions: - Answer the teacher’s questions.
1. Have you ever described a
pie chart?
2. How many parts are there
are there in the description?
What are they?
3. What information does the
first part give you?
4. What language items should
you pay attention to in the
second part?
5. What does the last part
tell you?
- Ask ss to work in group of
four and discuss the questions
above.
- Go round and provide
helpwhen necessary.
- Call some representatives
from each group to give their
answers.
-T gives the feedback.
Key:

1. Yes, I have.
2. There are three parts in the description of a
chart. They are introduction, body and
conclusion.
3. The information which the first part gives
me is what the chart is about and say what
overall trend you see.
4. The language items we should pay
attention to in the second part is that we
should describe the most important trends,
while all information is summarized to adoid
1.Pre- unnecessary details. Notice how many
writing distinctive features diagram has. - Listen to the teacher’s introduction.
(7min) 5. The last part tells me that we should sum
up the global trends
shown on the figure and and compare them if - Master the form and use of the phrases.
possible .

- Introduce the phrases in

part useful language to help
ss
It can be seen (from the
 chart) that…… cã thÓ thÊy
r»ng
Distributed unevently:
Account for ……… percent.
ChiÕm…… %
More than double the
population of…….. gÊp ®«I d©n
sè cña
Half as much as…… b»ng mét
nöa
Nearly half of…… GÇn mét nö
Rank first/ second/
last…………… xÕp thø nhÊt,
nh×, cuèi cïng

2.While- - Look at the pie chart on page 86, T asks

writing - Ask ss to look at the pie chart on page 86, T them to work in pairs to analyse the chart,
(20min) asks them to work in pairs to analyse the focusing on the following questions:
chart, focusing on the following questions:
+ What does the pie chart show?
+ What is the general trendsof the chart?
+ Which region has the smallest population?
+ Where does most of the world population
live? - Some students present their answer.
- T check the answer with the whole class. - Others comment.
-T gives the feedback. - take notes.
Key: - Prepare to write.
+ The pie chart shows the distribution of the
world population by region.
+ The trend of the chart is distributed .
unevenly.
+ Oceania has the smallest population.
+Most of the world population lives in South
and East Asia.
- Let Ss to write the description of the pie
chart, using the sentence given in the book to
3.Post- begin their description.
writing - Goes around to observe and offer help.
(8min) -The groups exchange their writing.
-T asks the groups to exchange their writing. - One group presents their writing.
- Ask 2 students to write on board. - Take notes.
- Have others give comments.
- Give feedback and correction.
- Provide the model writing.

Eg : The pie chart shows the distribution of

the world population by region. Overall, more
 than half of the world’s population lives in
South and East Asia. The biggest slice of the
pie chart is taken up by South Asia with 32
percent. The second largest area is East Asia
with 6 % less than South Asia.

……. Europe ranks third with 15 %. Coming

next is Africa with 11 %..
Together, Latin America and North America
have 14 % of the world population. Finally,
Oceania is the least populated region with the
smallest percentage of 2 %.
As can be seen, the greatest concentrationof
the world’s population is in Asia, with Europe
far behind.

4.Consolidation:
- Repeat the main content of the description by asking ss some questions about the pie chart to
check their understanding.
5. Homework:
- Describe the pie chart again at home.
- Prepare well for the next lesson.
Planning date: 8/11/2017.

PERIOD 66 : UNIT 7: WORLD POPULATION

LESSON 5: LANGUAGE FOCUS.

I. Aims and objectives :

- Students know how to pronounce words correctly and use the conditional sentences in
communicative situations.
1. Knowledge:
- Pronunciation : /kl/, /gl/, /kr/, /gr/, /kw/
- Grammar : The conditional sentences
2. Skills:
Integrated.
3. Attitude : Students are eager to learn English..
4. Competence approach :
-Sts have the communicative competence.
-Sts have the linguistic competence
II. Methods and techniques :
- Integrated, mainly communicative
-Asking sts to work in pairs/ groups.
-Making questions.
III. Preparations :
- Teacher : textbook, handouts.
- Students : textbook.
IV. Procedure:
1. Class organization : 1min

Teaching date Class Attendance Absentees

11D2
11D3
2. Oral test ( 2ms) :
-Ask students to do exercise
-T give the comments and marks.
3. New lesson( 40 ms)

Stages and
time Teacher's activities Students' activities

Pronunciation Distinguishing sounds. - Listen to the T.

(15 min) - T models the clusters /kl/ , /gl/, /kr/, /gr/
, /kw/ for a few times and explains how
to produce them.
- Play the tape once for Ss to hear the - Listen to the tape once.
words containing these clusters.
- Play the tape again and asks Ss to repeat - Listen to again and repeat follow.
after the tape.
- Ask Ss to read the words in each - Read the words loud in chorus.
column out loud in chorus for a few more
times.
- Call on some Ss to read again. - 4 ss read aloud the words.
- Ask others to give comments. - Give comments.
- Give feedback and correction. - Correct themselves.
Practicing the dialogue containing the
target sounds.
- Ask Ss to work in pair take turn to read - Practise in pairs.
aloud the given dialogue on page 87.
- Ask some pairs to present. - 3 pairs read the dialogue.
- Ask others to give comments. - Give comments.
- Give feedback and correction. - Correct themselves.
Grammar 1. Revision of conditional sentences(
(20min) type 1,2,3).
a. Presentation :
- T elicits the form and use of conditional - Study the examples.
sentences from Ss.
Type 1: If + simple present, will future.
Eg : If I find her adddress, I’ll send her - Revise knowledge.
an invitation.
Type 2: If + simple past, would
+infinitive.
Eg : If I were 18 again I would go on a
 round the world.
Type 3: IF + past perfect, would have
+P2.
Eg: If I had found her address last week, - 3 students answer.
I would have sent her an invitation. B.
- Ask students to give comments on the
uses and the form of each kind of the - Give comments.
conditional sentences. - Take notes and make up some more
- Have others give comments. sentences.
- Give feedback and correction.

Exercise 1 Practice:
(7min) Exercise 1:
- T asks Ss to do exercise 1 in pairs in 3 -Work in pairs.
minutes.
- Call on some Ss to write the answer on - 2 students write on board.
board.
- Encourage peer correction. - Comments.
- Give the correct answers. - Take notes.
1. would drive 4. will take
2. could 5. closed
3. is 6. will come.

4.Consolidation:
- Repeat the main content of the description by asking ss some questions about the forms and
uses of three types of conditional sentences and use conditional in reported speech
5. Homework:
- Review the forms and uses of three types of conditional sentences.
- Prepare new lesson: Unit 7: Language focus 2nd
Planning date: 8/11/2017.

PERIOD 67 : UNIT 7: WORLD POPULATION

LESSON 5: LANGUAGE FOCUS.

I. Aims and objectives :

- Students know how to use the conditional sentences in communicative situations.
1. Knowledge:
- Grammar : The conditional sentences
2. Skills:
Integrated.
3. Attitude : Students are eager to learn English..
4. Competence approach :
-Sts have the communicative competence.
-Sts have the linguistic competence
II. Methods and techniques :
- Integrated, mainly communicative
-Asking sts to work in pairs/ groups.
-Making questions.
III. Preparations :
- Teacher : textbook, handouts.
- Students : textbook.
IV. Procedure:
1. Class organization : 1min
 Teaching date Class Attendance Absentees
11D2
11D3
2. Oral test ( 2ms) :
-Ask students to do exercise
-T give the comments and marks.
3. New lesson( 40 ms)

Stages and
time Teacher's activities Students' activities

Presentation 2. Conditional sentences in reported

(7minutes) speech:
a. Presenttation :
- Give some examples and ask students to - Listen to the teacher.
work in pairs to discuss about the examples. - Work in pairs to study the examples.
Eg1 : “If it rains, we will not go out”, he said.
 He said that if it rained, they wouldn’t go
out.
Eg2 : ‘If I were you, I wouldn’t do that”, said
Mike to Mary.
 Mike said that if he were Mary, he
wouldn’t do that.
- Guide students to take focus on the changes
of verb tenses.
- Ask some students to give comments on the - 2 students report their answer.
changes in each example.
- Ask others to give comments. - Others give comments.
- Give feedback and correction. - Take notes.

- T elicits the comments from Ss and makes

clear that.
+Conditional type 1: we apply all the
necessary changes as usual( changes of verb
tenses, pronouns, adverbs of time and
place…).
+ Conditional type 2,3: we do not change the
verb tenses,but we follow the rules to change
pronouns, adverbs of time and place…

Exercise 3 b. Practice: Exercise 3:

(10min)
- Asks Ss to do exercise 3 individually in 5 - Work individually.
mintutes.
- Ask them to do peer correction in pairs. - Peer correction.
 - Ask some students to write their answers on - 3 students write on board.
board.
- Have others give comments. - Give comments.
- Correct their work. - Write onto their notebook.
KEY:
1.The man said to her…
2. He asked her…
3. They said to me…
4. The man asked the woman…
5. The man said to me …
6. The man said to his daughter…
7. The boy said to the girl …

Extra practice:
-T ask sts to work individually: Choose the
best answer for each of the following
sentences.
-Call some sts to report the answers.
-T call sts to give the comments.
-T corrects.
-Sts work individually: Choose the
best answer for each of the following
sentences.
-Sts report the answers.
-Others give the comments.
-Take down.

Exercise: Choose the best answer for each of the following sentences.
1. If the oceans _____of fresh water, there_____ plenty of water to irrigate all the deserts on
earth.
A. is / will be B.were / would be C. would be / were. D. had been / would
have been
2. _____have enough apples, she’ll bake an apple pie this afternoon.
A.Should she B. If she C. Will she D. Unless she
3. If you_____to me, you wouldn’t have got so much trouble.
A. listened B. would listen C. had listened D. Would have
listened
4. If you don’t know how to spell a word, you_____ look it up in the dictionary.
A. must B. will C. should D. ought
5. If the sun _____, we _____for a walk.
A. shines / will go B. shone / will go C. shone / would go D. had shone / would
go
6. The campfire _____ if it _____ last night.
A. wouldn’t be cancelled / hadn’t rained B. wouldn’t have been cancelled / hadn’t
rained
C. would have been cancelled / hadn’t rained D. will be cancelled / rains
7. But for our parents, we _____ successful in life.
A. will never be B. would never be C. wouldn’t have be D. would have never
been
8. If I _____ my wallet at home this morning, I _____ money for lunch now.
A. leave / will have B. didn’t leave / would have
C. hadn’t left / would have D. hadn’t left / would have had
9. It is too bad, Lam isn’t here. If he _____ here, he _____ what to do.
 A. were / would know B. is / will know
C. had been / would have known D. was / would know
10. If we _____ the plans carefully, we would not have had so many serious mistakes.
A. study B. had studied C. studied D. were studying
11. I will never talk to you again _____ you apologize me _____ your being rude.
A. if / for B. unless / for C. or / of D. whether / or
12. _____ if you work harder, you will be sacked.
A. Whether B. If C. However D. Unless
13. I think you should stop smoking.
A. If I am you, I will stop smoking. B. If I were you, I will stop smoking.
C. If I were you, I would stop smoking.D. If I had been you, I would stop smoking.
14. If you take the ice out of the fridge, it _____.
A. vaporizes B. melts C. heats D. disappears
15. We should do something to protect water from being polluted _____we will have nothing to
drink in the future.
A. if B. whether C. or D. unless
16. If / you / want / get ahead / this company / have / be prepared / work / long hours.
A. If you want to get ahead this company, you have to be prepared work long hours.
B. If you want to get ahead in this company, you have to be prepared working long hours.
C. If you want to get ahead for this company, you have to be prepared working long hours.
D. If you want to get ahead in this company, you have to be prepared to work long
hours.
17. not / forget / keep / touch / me / if / you / come / Singapore.
A. Don’t forget keeping in touch with me if you come to Singapore.
B. Don’t forget to keeping in touch with me if you come to Singapore.
C. Don’t forget to keep in touch with me if you come to Singapore.
D. Don’t forget kept in touch with me if you come to Singapore.
18. If I can’t afford something, I never buy it.
A. I never buy anything that I can’t afford.
B. I never buy something that I can’t afford.
C. I never buy anything that I can afford.
D. The thing that I can’t afford I never buy anything.
19. The police want to contact with people if they saw him.
A. The police want to talk to anyone who sees the man.
B. The police want to talk to anyone who saw the man.
C. The police wants to talk to anyone who saw the man.
D. The police who saw the man want to talk to someone.
20. How should people be punished if they start a fire?
A. What we should do with someone who starts the fire?
B. What should we do with someone starts the fire?
C. What with someone who starts the fire should we do?
D. What should we do with someone who starts the fire?

4.Consolidation( 1m)
- Repeat the main content of the description by asking ss some questions about the forms and
uses of three types of conditional sentences and use conditional in reported speech
5. Homework ( 1m)
- Review the forms and uses of three types of conditional sentences.

Planning date: 8/11/2017

PERIOD 68+ 69: REVISION-TC 27-28

A. Aims and objectives:

- Students will be able to review the unit 6,7 to develop the skills: listening, speaking, reading
and writing,
- Students have a communicative competence.
1. Knowledge:
- Students will be able to review the grammar , improve the reading skill.
2. Skills:
- Listening skill
-Writing skill
.-Reading skill
3. Attitude:
-Students are eager to learn English.
4. Competence approach:
- Good communicative competence
- Linguistic competence: grammar in writing and reading skill.
II. Methods and techniques:
- Integrated, mainly communicative
- Making questions.
- Asking students to work in pairs/ groups.
III. Preparations:
- Teacher: Text book, handouts, pictures, chalk and boards
- Students: Textbook
IV. Procedure:
 I. Class organization: (2ms)

Class Teaching date Attendance Absentees

11D2
11D3
2. Oral test .( 2ms)
- Call sts to do exercise
- Give comments and marks.
3. New lesson ( 40 ms )

Stages and Time Teacher’s activities Students’ activities

I. Warm-up -Let sts listen to the english song. -Sts listen to the english song
(5mins)
I. Structures:
II. New lesson -Ask sts to work in pairs: write down -Work in pairs: write down some
(38ms) some structures they do not know structures they do not know
1.Presentation -Call some sts to explain. -Others explain the meaning.
-Give the feedback and present the -Others give comments.
main points. -Take notes.

Exercise 1,2,3,4,5
-Ask sts to work in pairs: do exercises. -Sts work in pairs: do exercises.
II. Practice -Get them to compare their answers -Report the answer to the Teacher.
with a partner’s. -Others give comments.
-Call sts to report the answers. -Take note.
-Give the feedback and present the
main points.

I. PRONUNCIATION
Choose the word that has the underlined part pronounced differently from the others.
1. a. reciting b. spirit c. stimulate d. winner
2. a. problem b. sponsor c. wonderful d. enjoy
3. a. announce b. annual c. award d. among
4. a. competition b. completion c. question d. information
5. a. athletics b. marathon c. faithfully d. smoothly
II. LANGUAGE FOCUS
A. Choose the word or phrase - a, b, c, or d - that best completes the sentence or
substitutes for the underlined word or phrase.
6. The contest aimed to stimulate the spirit of learning English ______ students.
a. on b. for c. of d. among
7. The teacher explained the competition's rules ______ the students very carefully.
a. to b. with. c. for . d. about
8. Most students are interested ______ the annual English Speaking Contests.
a. on b. in c. with d. at
9. ______ is someone who takes part in sports competitions.
a. Judge b. Sportman c. Athletic d. Sponsor
10. They quickly read the questions and tried to find out the answers.
a. complete b. guess c. offer d. discover
11. A string of defeats has failed to break the team's ______.
a. spirits b. efforts c. works d. methods
12. There is now intense ______ between schools to attract students.
a. competence b. competition c. competitive d. competitor
13. Such questions provide a useful means of ______ students' interest.
a. expressing b. encouraging c. stimulating d. providing
14. All students can take part in the annual English-speaking Competition.
a. happening once a year b. happening once a term
b. happening once a month d. happening once every six months
15. He______ his poem in front of the whole school.
a. dedicated b. recited c. said d. delivered
16. We took part in a sponsored walk ______ to support the poor.
a. organized b. organizing c. that organized d. had organized
17. We strongly recommend ______ your luggage when you travel.
a. to insure b. you insuring. c. your insurance d. you insure
18. She asked my advice ______ subject she should study at university.
a. what b. on what. c. to what d. on to what
19. Children could be compelled to work on the farm, effectively denying ______.
a. their school b. them to school c. them schooling d. for schooling
20. Indoor heating systems have made ______ for people to live and work comfortably in
temperate climates.
a. it is possible b. possible c. it possible d. possibly
21. She phoned the police and ______ outside her home
a. reported to attack b. was reported to be attacked
c. reported being attacked d. reported to be attacked
22. The children were warned ______ in the lake without an adult present.
a. not swim b. not to swim c. not swimming d. to not swim
23. Homestead High School's fooball team ______ a championship until last season.
a. has never won b. is never winning
c. had never been winning d. had never won
24. George mentioned ______ in an accident as a child, but he never told us the details.
a. having injured b. having been injured
c. to have injured d. to have been injured
25. She' wanted to know if I ______ Paul recently.
a. saw b. have seen c. had seen d. would see

26.People are not aware ______ the problem of overpopulation.

a. for b. of c. at d. in
27.Scientists say that the main reason ______ population explosion is an increase in birth rates.
a. of b. to c. for d. in
28.The second solution is to provide safe, ______ birth-control methods.
a. expensive b. inexpensive c. expensively d. inexpensively
29.Some scientists say that there are enough resources to ______ 8 billion people.
a. provide b. distribute c. raise d. support
30.______ the flood has receded, people can move back into their homes.
a. Now that b. Due to c. Although d. So that
31.If the level of VAT is ______this year, small businesses will be affected.
a. raised b. risen c. arisen d. raising
32.The world's population is ______ to be over 7 billion by 2010.
a. claimed b. blamed c. expected d. reached
33.______ millions of women want to limit the size of their families, they know of no safe way
to have fewer children.
a. Because b. When c. Despite d. Although
34.Most of the fresh water is ______ at the North and South Poles.
a. boiled b. frozen c. run d. flowed.
35.China is one of the most ______ populated areas in the world.
a. wastefully b. perfectly c. densely d. completely
36.______ more information, please telephone our main office.
a. If you will need b. Should you need
c. You should need d. If you needed
37.It's time governments ______ something to limit population growth.
a. do b. did c. have done d. will do
38.I'd really like to do accounting. If only I ______ so poor at maths.
a. am not b. weren't c. hadn't been d. wouldn't be
39.She wouldn't have gone to university ______.
a. if her parents had insisted c. unless her parents had insisted
b. were her parents not insisted d. only if her parents hadn't insisted
40.John said if he ______ any money he me a drink.
a. has - will buy b. had - would have bought
c. has had - would buy d. had had - would have bought
41.If it ______ more humid in the desert of the Southwest, the hot temperature would be
unbearable.
a. is b. would be c. were d. had been
42.If it keeps on raining, the basketball game ought ______.
a. to postpone b. to be postponed c. postpone d. be postponed
43.Only if you get the theater early ______ a chance to get a ticket for tonight's performance.
a. you will have b. have c. you have d. will you have
44.If she ______ sick, she would have gone out with me to the party.
a. hasn't been b. wasn't c. weren't d. hadn't been
45.______ been diverted, they would have arrived early.
a. Had the plane not b. Hadn't the plane
c. The plane had not d. The plane not had

B. Identify the one underlined word or phrase - A, B, C or D- that must be changed for the
sentence to be correct.
46.The teacher said that about 10 children need special help in reading.
A B C D (with reading)
47.Every teacher I've spoken to tell me that standard of spelling are in decline
A B (to tells) C D
decline.
48.The purpose of the examination was to test the students' knowing of
A B C (knowledge)
the subject.
 D
49.Let me know if you are interested to take part in the Sculpture Competition.
A (in taking) B C D
50.If athletics are neglected in school, this will have a big impact on future
A (is) B C
national team.
D
III. READING
A. Fill in each blank space with one appropriate word from the box.
well-known associated involve professional extra whole
beats popular enthusiast end support against
For many young people, sport is a (51) popular part of school life and being in one of the
school teams and playing in matches is very important. If someone is in a team, it means a lot of
(52) extra training and often spending a Saturday or Sunday away from home since many
matches are played then. It might also (53) involve traveling to other towns to play (54) against
other school teams and then staying on after the match for a meal or a drink. Sometimes, parents,
friends or other students will travel 'with the team to (55) support their own side. When a school
team (56) beats another one, it is the (57) whole school that feels proud, not only the players. It
can also mean that a school becomes (58) well-known.for being good at certain sports and
students from that school may (59) end up playing for national and international teams so that
the school has some really famous names (60) associated with it.
B. Read the passage, then decide whether the following statements are true (T) or false (F).
I am in favor of English-speaking contests in schools. Such contests encourage students to
practice speaking English in their classes and help them improve their speaking skills. Besides,
while preparing themselves for the contests, students' have a chance to 'review their lessons
thoroughly. Contests among classes provide students' with opportunities to work with team
spirit, thus. enabling them to learn how to cooperate with other people. Some students may think
that their preparations for the speaking contests are time-consuming. However, in my opinion,
such preparations are worth spending time on. My classmates and I have found that we speak
English better after each- contest. In sum, English-speaking contests in schools are useful to
students.
61.English-speaking, contests give students opportunities to practice speaking English.
T
62.English-speaking contests make students fail in preparation for their lessons in classes.
F
63.English-speaking contests provide students with a lot of useful skills. F
64.English-speaking contests help students know how to work with other people.
T
65.English-speaking contests ask for a thoroughly review. T
66.English-speaking contests take a lot of time to prepare. T
67.The writer is an English teacher. F
IV. WRITING
Choose the answer (a, b, c or d) that is nearest in meaning to the printed before it.
68.'Why not participate in the English Speaking Contest?'
a. He asked me to take part in the English Speaking Contest.
b. He suggested taking part in the English Speaking Contest.
c. He offered us to take part in the English Speaking Contest.
d. He told me not to participate in the English Speaking Contest.
69.Please watch your steps as you get off.
a. Please look at the steps while getting off.
b. Go down the steps in order to get off.
c. Please have a look at the Steps as you get off.
d. Be careful not to tumble while getting off.
70.'Let me pay for the coffee. I really want.'
a. Jenny is asked to pay for the coffee.
b. Jenny suggested paying for the coffee.
c. Jenny insisted on paying for the coffee.
d. Jenny told me to pay for the coffee.
4.Consolidation( 1m)
- Repeat the main content of the description by asking ss some questions about the forms and
uses of three types of conditional sentences and use conditional in reported speech
5. Homework ( 1m)
- Review the forms and uses of three types of conditional sentences.
-Prepare for the new lesson.