Giao An 10 TD hk2

Date of preparation: January, 7th 2019
Period: 58
UNIT 6 GENDER EQUALITY
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about gender equality and do tasks: True false
exercise and questions and answers.
- To teach some lexical items related to the topic Gender Equality.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Gender Equality.
+ Make simple dialogues using the given expressions.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
- Ask Ss to discuss the questions:
1. Warm up 1. Why do some couples prefer a son to a girl?
8 minutes 2. Do you think so? Why? Why not? T <--> Ss
- Ask some Ss to give their opinions.
-Lead in the new lesson: Gender Equality.
2. New lesson Task 1: Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
14 minutes 1. Who do you see in the picture? Pair work
2. Where do you think they are?
3. What are they doing?
- T plays the recording.
- Ss listen and read the conversation at the same time. T <--> Ss
- Get Ss in pairs read the dialogue again/ then ask two pairs to act
out the conversation.
Task 2:
-Make sense of the sentences in the text.
- Have Ss find out the answers for the questions individually. Individually
- Go round and give help if needed.
- Check Ss by calling some Ss to read sentences aloud and decide if
the statements are true, false or not given, the other Ss give
comment.
- Ask Ss to refer back to the conversation to get necessary
information.
- Provide final feedback and correction.
* Suggested answers:
1. F 2. F 3. T 4. NG 5. T
20 minutes Task 3: Answer the questions Pair work
- Ask Ss to read the conversation again and think of the answers
to the questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
Key: T <--> Ss
1
1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the field.
3. There are slightly more boys than girls in both primary and
secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has
equal opportunities in education.
3.
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask students to write a passage about Gender Equality in their
1 minute village. (50 words) T <--> Ss
- Prepare for the next lesson.

Period: 59
Lesson 2 Language
- To teach Ss to pronounce two- syllable words with stress on the first or second syllable in
isolation and in context.
- To teach Ss to use the passive voice with modals.
+ Understand and use the passive voice with modals.
+ Pronounce two-syllable words with stress on the first or second syllable in isolation and
in context.
+ Use some lexical items related to the topic Gender Equality.
B. Preparations:
D. Procedures:
1. Warm up - T asks Ss to tell the whole class about their opinions about
Gender Equality. T <--> Ss
5 minutes - T listens and gives marks.
2. New lesson 1. Vocabulary:
Task 1: Matching
6 minutes - Ask Ss to work individually, read the words and phrases in the
box, then discuss and find the meaning for each of them
- T checks some Ss. Individually
- Check answer as a class.
* Key:
1. d 2. f 3. e 4. a 5. c 6. b T <--> Ss
Task 2:
7 minutes - Ask Ss to work individually in 5 minutes then have them compare
their answer with their partner.
2
- Check Ss' answers and give explanation if any.
- Exchange the answers with their partner.
- Make sure that Ss have the right answers by going over all the
answers in class. Allow Ss to look up the words in the glossary, if
necessary.
* Key: Pair work
1. enroll 2. force 3. eliminate
4. discrimination 5. equal 6. gender
10 minutes 2. Pronunciation
Task 1: Listen and repeat
- Play the recording and let Ss listen and repeat. Individual
- Play it again with pauses for Ss to repeat each word chorally.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Give the meaning of the words if necessary. Help Ss distinguish Ss <--> Ss
two-syllable words with stress on the first or second syllable.
- Ask Ss to work in pairs and take turns reading the words.
Task 2: Listen and mark
- Play the recording and ask Ss to put a mark (’) before the
stressed syllable in each word.
- Ask Ss to take turns reading the words. T <--> Ss
- Invite some Ss to read the sentences in front of the class. Correct
mistakes if any.
Task 3
- Have Ss work individually to put the words in the right box
according to their stress patterns. Ss <--> Ss
- Exchange the answers with their partner.
- Check as a class.
Stress on the first syllable Stress on the second syllable
Woman, gender, treatment, Enroll, perform, agree, allow,
household, equal, college promote
14 minutes 2. Grammar:
Activity 1: Individually
- Explain to Ss that modal verbs are special verbs that behave
differently from other verbs. They are used to express ability,
advice, duty, permission, possibility, prohibition or request.
Modals Functions
Can, could Ability T <--> Ss
Should, ought to Advice or duty
Must Duty
Can, could, may Permission
May, might, can, could Possibility
Can’t, mustn’t, may not Prohibition
May, will, would Request
- Ask Ss to read the sentences, check if they understand. Pair work

- Ss work individually first and pay attention to all modal verbs
used in the sentences.
- Ask Ss to work in pairs to check the answer.
3
- Go over all the answers in class.
Key:
1. shouldn’t (advice) 2. must (duty) 3. May
(permission)
4. might ( possibility) 5. Will (request)
6. mustn’t (prohibition) 7. can (ability)
Activity 2: Ss <--> Ss
- Ask Ss to read the sentences. Have them underline the passive
voice with modals. Let them work with a partner before checking
answers as a class.
* Key:
1. may be kept 2. might be forced
3. shouldn’t be allowed 4. should be eliminated
Activity 3:
- Have Ss work in pairs first, and then write down the correct
answers. Observe and offer help if necessary.
* Key:
1. Lan might be chosen (by our class) to represent us in the School
Youth Union.
2. Will Korean be taught in our school next year?
3. - Ask Ss to consolidate the main contents.
Consolidation - Give feedback. T <--> Ss
2 minutes
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. T <--> Ss

Period: 60
Lesson 2 Reading
- To teach Ss to read for general ideas and for specific information about gender equality in
employment and answer the questions and decide whether the sentences are true, false or not given.
+ Read for general ideas and for specific information about gender equality in employment
and answer the questions and decide whether the sentences are true, false or not given.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
D. Procedures:

Gender equality in employment
1. Warm up Activity 1:
8 minutes - Focus Ss’ attention on the heading of the section Gender T <--> Ss
equality in employment. Ask Ss to guess what the text about.
4
- Inform the class of the lesson objectives: Read for general ideas
and for specific information about gender equality in employment.
- T elicits the answers and leads Ss in the lesson.
Key: They are the symbols of genders, gender equality and
gender discrimination.
2. New lesson Activity 2:
- Ask Ss to match each of the words with its meaning.
14 minutes - Have Ss work individually first, and then check with a partner.
Let Ss use a dictionary, if necessary. Pair work
- Go over all the answers to make sure they have the correct
answers.
* Key: 1. c 2. e 3. d 4. b 5. a
Activity 3:
- Ask Ss to read the text quickly and find the repeated words and T <--> Ss
their collocations (e.g. firefighter, firefighter’s, female, women,
women’s, male, man’s, gender, discrimination, gender
differences)
- Explain to Ss that repeated vocabulary in the text may imply its
main idea or title.
- Have Ss skim the text to choose the best title. Individually
* Key: b. A woman Who Did a ‘Man’s Job
Activity 4:
10 minutes - Ask Ss to look back at the reading text to check if the statements
are true, false or not given.
- Ask Ss to underline the key words in the statements and relevant T <--> Ss
words/ phrases in the text.
- Check Ss' answer and give feedback.
Key: 1.F 2 .NG 3.F 4.T 5.T 6F
Activity 5:
- Ask Ss to scan the text to find answers to the questions.
10 minutes - Let them highlight the key words both in the questions and in the text. Pair work
- Have Ss take turns asking and answering in pairs.
- Check answers as a class.
Key: 1. She wanted to become a firefighter. T <--> Ss
2. She sued New York City and the FDNY for gender discrimination
and won.
3. They became the targets of laughter and anger from the co-workers
and local people. They were unwelcomed at meals, faced loneliness
and even violence.
4. They had to do exactly the same jobs as all other male firefighters.
3.
Consolidation - Summarize the main points of the lesson T <--> Ss
2 minutes
4. Homework - Ask students to learn by heart the new words.
5
Period: 61
Lesson 3 Speaking
- To teach Ss to talk about equal job opportunities.
- To teach Ss to express agreements or disagreements about equal job opportunities for men and
women.
+ Express their opinion about equal job opportunities for men and women.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
D. Procedures:
1. Warm up -Ask Ss to call out some phrases to express their point of view.
8 minutes - Lead in the new lesson. T <--> Ss
- T informs Ss of the lesson objectives: Exchanging opinions
about equal job opportunities for men and women.
2. New lesson Task 1:
- Write Equal job opportunities on the board. Give Ss time to read Pair work
7 minutes through the useful expressions.
- Let Ss work in pairs.
- Go round and help if necessary.
- Have them compare the answer with others.
Check Ss' answers.
- Call on individual Ss to read aloud these activities and the reasons
why they are important. T <--> Ss
* Key:
1. A 2.A 3.D 4. A 5.A 6. D
7. Very true, but………………; Sure, but…………… (D)
8. That’s for sure. / Exactly. / I couldn’t agree more (A)
13 minutes Task 2: Pair work
- Have Ss in pairs read the example, and then ask all Ss to share
their opinions.
- Guide Ss to prepare the ideas to support their reasons.
- Invite some students to perform their opinion in front of the class. T <--> Ss
- Give feedback.
Task 3:
14 minutes - Ask one student to read out loud the opinion Married women Group work
should not pursue a career and explain the activity to the class.
- Divide Ss into groups of three/ four Ss.
- Ask one group to model the activity using the example
conversation. Then ask all Ss to discuss and note down their Ss <--> Ss
group’s discussion.
6
- After 3-4 minutes, have some Ss from different groups report the
results of their group work back to the class.
3.
Consolidation - Summarize what they have learnt by asking Ss some questions T <--> Ss
2 minutes
4. Homework - Ask students to learn by heart the expressions.

Period: 62
Lesson 5 Listening
- To teach Ss listen for specific information about wage discrimination.
- To teach Ss about wage discrimination against women.
+ Listen and do the tasks.
+ Develop the listening skills for specific details.
+ Talk about gender equality/ inequality in wages and employment.
B. Preparations:
D. Procedures:
- Inform Ss of the lesson objectives: Listening for specific
1. Warm up information about wage discrimination.
5 minutes - Ask Ss to explain “Same work-same pay ?” T <--> Ss
- Explain “Same work-same pay ?”
- Let Ss look at the picture and elicit their answers to the Pair work
15 minutes questions. Ask them to use the caption as suggestion.
Suggested answer: The man looks happy but the woman looks
sad because she gets less pay/ money. T <--> Ss
Task 2:
- Have students tell the meaning before listening to make sure Whole class
they know the meaning of each word.
- Play the recording and ask Ss to repeat the words one by one.
Possibly play the recording again.
- Check students' answers and comments.
27 minutes Task 3:
- Tell Ss that they are going to listen to a talk on (gender)
discrimination. Pair work
- Ask Ss to read all the statements and guess if they are true (T)
or false (F).
- T explains if there are any new words to make sure Ss T <--> Ss
understand all the statements.
- Play the recording and let Ss do the activity.
- Check their answers.
7
- Play the recording again and pause at the place where they can
get correct information.
Key: 1 F 2. T 3. F 4. T 5. F 6. T T <--> Ss
Task 4:
- Ask Ss to read the instruction and the sentences 1-4. Make
sure that they understand the sentences.
- Provide help with the new vocabulary, if necessary.
- Play the recording once or twice again for Ss to fill the gaps.
- Ask Ss to work with a partner to compare their answer.
- Check students' answers and comments.
Key Ss <--> Ss
1. discrimination happens 2. paid more
3. perform 66% 4. own 1%
5. encourage women 6. like nursing
2 minutes - Summarize the main points of the lesson.
4. Homework

Period: 63
Lesson 6 Writing
- To teach Ss to write about the disadvantaged of being a working mother.
+ Learn about the disadvantaged of being a working mother.
+ Write about the disadvantaged of being a working mother.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
D. Procedures:
1. Warm up - Inform Ss of the lesson objectives: Writing a short text with
7 minutes detailed explanations as supporting ideas. T <--> Ss

- Write the phrase Working mothers on the board.
10 minutes - Focus on the pictures and the instructions. T <--> Ss
- Elicit Ss’ opinions about the pictures. Give suggestions if
necessary by asking questions like:
Who are these people in the pictures?
What are the women doing? Pair work
Are they busy?
Are they housewives?
8
Do they work?
- Ss can talk about the good sides/ advantages as well as the bad
10 minutes sides/ disadvantages of being a working mother.
Answer: 1b 2. c 3. a Ss <--> Ss
Task 2:
- Ask Ss to read the sample writing again and complete the
outline. Help Ss analyse the structure of the text.
- Call on some students to answer and give feedback.
Key: Group work
A. 2. Life is getting expensive, so women’s salaries are becoming
important.
B. 2. They discover strengths and weaknesses, become more
knowledgeable and look for good ways to educate children.
C. 1. Children see parents work hard and share domestic T <--> Ss
responsibilities, and they learn from them.
15 minutes Task 3:
- Tell students to read the letter again and discuss the words in
pairs. - Offer help if Ss cannot give the answer. Individually
- If necessary, explain to students.
Task 4:
- Focus on the instructions and the pictures. Give Ss time to read
the suggestions.
- Call on some Ss to say what they will write as the topic
sentence, supporting ideas 1, 2, 3, and concluding sentence.
- Tell Ss to write a draft first, then write a short text about the
disadvantages of being a working mother.
- Have Ss write the text in class. When they finish, ask them to
exchange it with partner for peer comments/ correction. T <--> Ss
- Walk around and offer help if necessary.
- Get students' answers and comments.
- Get some outputs to highlight and comment and correct the
possible mistakes of students.
4. Homework - Write the text again at home.

Period: 64
Lesson 7 Communication and culture
- To teach Ss about the present situation of gender equality in the United Kingdom.
- To teach Ss to talk about Viet Nam’s achievements in addressing gender equality.
+ Understand and talk about the present situation of gender equality in the United Kingdom.
+ Talk about Viet Nam’s achievements in addressing gender equality development.
B. Preparations:
9
D. Procedures:
1. Warm up
4 minutes - Inform the class of the lesson objectives: Further skill T <--> Ss
development
2. New lesson 1. Communication:
Gender equality in Viet Nam Pair work
20 minutes Activity 1:
- Focus on the instructions and pictures. Inform Ss that they will
have more chances to practice speaking.
- Give them some time to read about the achievements Viet Nam T <--> Ss
has made in addressing gender equality.
- Give Ss more freedom by allowing them to add more
achievements from reliable sources.
1. Seventy per cent of all public school teachers are women.
2. Forty-nine per cent of lecturers of two-year-colleges and
forty-three per cent of university lecturers are women.
Activity 2: Exchange your opinion
- Have students work in pairs to talk about achievements in Pair work
addressing gender equality in Viet Nam, using the information
given in Activity 1 and from other sources.
- Have two Ss model the example.
T <--> Ss
- Ss work in pairs to exchange their points of view based on the
example.
- Go around to offer helps and comments.
- Check answers with the whole class.
18 minutes 2. Culture: Gender equality in the United Kingdom
Activity 1:
- Focus on the instructions and pictures. Elicit answers from Ss
by asking the class questions like: Pair work
Who do you see in the pictures?
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
T <--> Ss
Is her job popular with women?
Activity 2:
- Tell the students to read a text and answer the questions.
- Give Ss time to read the text. Pre-teach some words that might
be new to Ss. Individually
- Walk round to monitor the class and offer help, if necessary.
- Read the text on their own, find information to answer
questions, and compare with other students.
- Take notes if necessary.
- Check students' answers and comments. T <--> Ss
10
* Key:
1. Girls perform better than boys at all levels of education in the
United Kingdom.
2. Women make up 47 per cent of the British workforce.
3. Millions of women and girls still experience domestic
violence, and the gap in full-time wage between men and
women is 10 per cent and most of the people in low-paid jobs
are women.
2 minutes
4.Homework - T asks Ss to learn the structures and vocabulary.

Period: 65
Lesson 8 Looking back and project
- To help Ss pronounce correctly two-syllable words with stress on the first or second syllable in
isolation and in context.
- To teach Ss some lexical items related to the topic Gender Equality.
- By the end of the lesson Ss are able to:
+ Pronounce correctly two-syllable words related to the topic Gender Equality .
+ Use some key words of the same topic and the passive voice with modals.
B. Preparations:
D. Procedures:

* Checking
1. Homework - Ask students to recall what they have learnt in Unit 6.
8 minutes - Speak out their ideas and opinions, knowledge that they have T <--> Ss
learnt in Unit 6.
2. New lesson Pronunciation:
14 minutes - Ask Ss to put the two-syllable words in the box in the correct
columns according to their stress patterns.
- Help Ss review the stress patterns of two-syllable words.
Key: T <--> Ss
Stress on the first syllable Stress on the second syllable
symbol, letter, healthcare, complete, infect, suggest,
challenge, income, workforce, improve, become
army
Activity 2:
- Play the recording. Ask Ss to listen and repeat the words.
11
Vocabulary:
Activity 1:
- T has Ss work in pairs, read the sentences carefully and choose Pair work
the words to complete the sentences.
- T goes around and gives helps if necessary.
- T checks with the class by saying the number
Key: 1. gender equality 2. preference 3.
eliminated T <--> Ss
4. right 5. access 6.
caretaker
7. discrimination 8. progress
20 minutes Grammar: Pair work
Activity 1: - Remind Ss to use the forms of the passive voice.
- Give time for Ss to make their own choice.
- Have them check in pairs. T <--> Ss
- Call on some Ss to read their sentences for the class to
comment.
- Correct the errors, if necessary.
Key: 1. c 2. f 3. e 4. d 5. a 6. b
Activity 2: - Remind Ss to use the forms of the passive voice. Individually
- Ask Ss to work in individually first.
- Elicit the answers and correct the answers.
- Give explanations, if necessary T <--> Ss
Key:
1. An essay on gender equality must be written (by each student)
2. This exit door can be opened in case of emergency.
3. Men and women should be given equal pay for equal work.
4. My mother might be given an award.
5. More progress will be made (by the Vietnamese government)
in gender equality.
6. Obesity may be considered as serious health problem.
Project: Group work
Students do the survey in PROJECT in groups at break time.
Teacher design the form and students hand in the results in
written form as assignment.
2 minutes
12
Period: 66
UNIT 7 CULTURAL DIVERSITY

- To teach Ss to listen and read a conversation about Vietnamese weddings and do tasks:
Questions and answers.
- To teach some lexical items related to traditions, cultural characteristics and superstitions.
+ Use some lexical items related to the topic Cultural diversity.
+ Get to know the topic: Cultural diversity
+ Master some vocabularies about wedding traditions and customs in Vietnam.
+ Get to know two grammar points.
B. Preparations:
D. Procedures:
- Ask Ss to compare the two photos of a traditional wedding and a
1. Warm up modern one.
8 minutes - Elicit more ideas from Ss’ background knowledge T <--> Ss
- Elicit any topic-related words that Ss may know: ritual, costumes,
decorations….
- Encourage and accept different comments and opinions
2. New lesson - Introduce the topic of the lesson:
Wedding in Vietnam
15 minutes Activity 1: Listen and read
- Tell Ss that they are going to listen to a conversation in the school
library between two friends: Kevin and Maria
- Have Ss predict what Kevin and Maria are talking about
- Encourage all kinds of predictions T <--> Ss
- Tell Ss not to worry about new words or grammar points because
these will be dealt with later.
- Play the recording
Activity 2: Answer the question
What is the conversation about?
- Have Ss discuss their answers in pairs. Then check their answers. Pair work
Answers:
a. The Vietnamese wedding
Activity 3: Read the conservation again, and give answers to
19 minutes the following questions. Individually
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers.
13
- Call on different Ss to answer these questions
Key:
1. Because he is preparing for his presentation about the
similarities and differences between a traditional Vietnamese
wedding and a modern one.
2. They follow the same core procedure which consists of the
proposal ceremony, the engagement ceremony and the wedding
ceremony
3. The modern weddings are less complicated
4. Yes, they get some help from their parents and the attending
guests
5.Students’ answers
Activity 4: Group work
- Ask Ss to work in small groups
- Ask Ss what they know about Vietnamese weddings, based on the
conversation and their background knowledge as well
- Encourage Ss to take notes and plan a short report
- Ask one or two groups at random to present their report to the T <--> Ss
whole class
- Give feedback on Ss’ presentations
3. - Ask Ss: What have you learnt today? What can you do now?
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to the
1 minute wedding ceremony T <--> Ss
Date of preparation: February, 10th 2019

Period: 67
Lesson 2 Language
- To teach Ss to pronounce correctly two –syllable words of different parts of speech but with the same
spelling in isolation and in context.
- To teach Ss to use comparative, superlative adjectives and articles.
+ Understand and use the passive voice with modals.
+ Pronounce correctly two –syllable words of different parts of speech but with the same spelling
in isolation and in context.
+ Use some lexical items related to the topic Cultural diversity in context.
B. Preparations:
D. Procedures:
1. Lead-in - T informs the class of the lesson objectives: Getting to know
3 minutes comparative and superlative adjectives and articles, pronounce T <--> Ss
2. New lesson A. Vocabulary:
Activity 1: Matching
14
8 minutes - Ask Ss to read the conversation again to find and underline the seven
words
- Have Ss identify the part of speech of these words (they are all nouns) Individually
- Ask Ss to study the words and phrases around these seven words and
predict their meanings
- Tell Ss to match these words with their given definitions
- Let Ss work on their own first, then compare their answers with a
partner
- Check the answer as a class
- Teacher may teach some related words or phrases depending on Ss’ T <--> Ss
level of proficiency
+ to be/ get engaged to sb +to propose to sb: to ask sb to marry
you
+to arrange / plan a wedding +to make a toast to the bride and groom
+the newly-wedded couple
* Key: 1. g 2. e 3. d 4. b 5. a 6. c 7. f
Activity 2:
7 minutes - Introduce and explain the requirement of this activity is to choose the
correct word for the context in each sentence.
- Set a time limit for completing the activity Pair work
- Encourage Ss to exchange their answers with a partner to see if they
understand the contexts and meaning of each sentence
- Elicit answers from the whole class and give more explanation to help
Ss understand correctly, if necessary
* Key: 1. wedding 2. groom 3. bride
4. reception 5. guests 6. before 7. engaged
2. Pronunciation
Activity 1: Listen and repeat
10 minutes - Tell Ss to listen and repeat sets of words with the same spelling Whole class
- Ask Ss to pay attention to the stress patterns
- Encourage Ss to say how the stress patterns are different in these
words.
- Give them the meaning of these words, if necessary.
- Ask Ss to work in pairs and take turns reading these words in columns
and in rows Individual
- Invite individuals Ss at random to read the words. Correct them, if
necessary
Activity 2:
- Ask Ss to listen to the sentences and practice saying them correctly Ss <--> Ss
- Pay attention to the stress of the underlined words consisting of two
syllables
- Have Ss listen and put a mark (’) before the stressed syllable.
- Check if Ss have marked the stress correctly and let them practice in
pairs saying these sentences
- Invite some Ss to read these sentences in front of the class and correct T <--> Ss
mistakes, if there are any.
14 minutes 2. Grammar:
Activity 1: Comparative and superlative adjectives
- Firstly ask Ss to look at the examples and revise the comparative and
superlative form of the adjectives. Ss <--> Ss
E.g: My house is smaller than your house.
My house is the smallest in this street.
Exercise 1 is more difficult than exercise 2.
Exercise 1 is the most difficult in this book.
15
- Ask Ss to tell the T the comparative and superlative form of the
adjectives.
Adjectives Comparatives Superlatives Individually
Short adjs .....- er the .....- est
long longer the longest
hot hotter the hottest
.... ..... .........
Long adjs more ..... the most .... T <--> Ss
expensive more expensive the most ex.
....... .......... ...........
- Listen to the S and give remarks.
- Notes:
Irregular adjs
good => better => the best
bad => worse => the worst
far => further/farther => the furthest/farthest
Task 1: Group work
- Explain the activity
- Ask Ss to read through the six statements
- Help them to understand the meaning of these statements. Explain any
new words that they don’t know
- Ask Ss to work in groups to discuss whether or not they agree with
these statements . Ss are encouraged to speak their minds. Tell Ss that
there are no right or wrong answers here
- Call on some groups at random to report their opinions.
- Ask Ss to study words or phrases in italics and work out the rules for
comparative and superlative adjectives
- Go through the examples in Do you know…? box and provide any
explanations
Task 2: Group work
- Explain the activity: write five sentences comparing the two weddings
- Ask Ss to work in groups. Give each group a large size piece of paper
to write down their sentences
- Set a time limit for this activity. When time is up, ask all the groups to
stick their paper on the board or around the classroom.
- Give Ss time to look at other groups’ sentences to see if they have
interpreted and presented the information from the table in the same
way
- Check all groups’ sentences and encourage Ss to come up with
sentences using other comparatives in addition to the suggested
answers.
- Give Ss time to write the correct sentences into their notebook.
Answers:
1. Mr Smith’s wedding was more crowded than Mr Long’s (wedding)
2. Mr Smith’s wedding reception was more expensive than Mr Long’s
3. Mr Smith was older than Mr Long when he got married.
4. Mr Long’s engagement period was longer than Mr Smith’s
5. The service at Mr Smith’s wedding was better than at Mr Long’s T <--> Ss
wedding
Activity 2: Articles
* Presentation:
+We use a/an with c countable noun when we first mention it and the
after that
Eg: He is planning a wedding reception
16
He has invited 100 people to the wedding reception
+ We use the when it is clear in the situation which thing or person we Individually
mean
Eg: The bride looks very happy
- Tell Ss that in this activity they are expected to choose the correct
articles from the ones given in brackets.
- Let Ss work individually first. Set a time limit for this activity and
assist Ss if they have any problems understanding the information from
the text
- Ask Ss to check with a partner to see if they have the same answers. If
they have different answers, ask them to explain their choices
- Check the answers with the whole class and ask Ss to refer to Do you
know…..? box for further explanation.
Key: 1. a 2. a 3. the 4. the 5. the
6. the 7. a 8. the 9. the
2 minutes Expected answers:
+ Talk about Vietnamese wedding
+ Use words or phrases about weddings and wedding rituals
+ Use comparative and superlative adjectives in a meaningful way
+ Distinguish the articles a/ the and use them correctly
- Complete Exercises in workbook.

Period: 68
Lesson 3 Reading
- To teach Ss to read for general ideas and for specific information about superstitions in Viet
Nam and do tasks: answer the questions and discuss.
- To teach Ss some words and phrases related to traditions, cultural characteristics and
superstitions.
+ Read for general ideas and for specific information about superstitions in Viet Nam and
answer the questions.
B. Preparations:
D. Procedures:

* Ask Ss to look at the picture and describe it
1. Warm up - Ask some guiding questions to facilitate them
8 minutes (?) Is this an altar? T <--> Ss
17
(?) How do you know that?
(?) Can you see the peach blossoms?
(?) What is it laid on the altar?
2. New lesson Activity 1: Are you superstitious?
Are the following statement true for you?
12 minutes - Ask Ss to read the statements and help them to understand the
meaning Group work
- Ask Ss to work in groups and exchange their answers
- Encourage Ss to give explanations or reason for their behaviour
- Elicit answers from the whole class. Encourage different
viewpoints and explanations
- Tell Ss that they will read a text on a topic related to the things T <--> Ss
they have just discussed.
Pre-teaching vocabulary:
+ superstition (n) sự mê tín, dị đoan
+ superstitious (a) mê tín
+ mystery (n) bí ẩn
+ legend (n) truyền thuyết
+ ritual (n) lễ nghi
+ prestigious (a) có uy tín
12 minutes + fortune (n) vận may Pair work
+ ancestor (n) tổ tiên
Activity 2:
- Ask Ss to read the questions. Help them to understand the
questions if necessary
- Get Ss to look at the options and predict the answers based on the T <--> Ss
answer options given and Ss’ background knowledge
- Set a time limit for Ss to read the text and answer the questions
- Ask Ss to exchange their answers in pairs or groups and
encourage them to discuss the reasons for their options if necessary
- Ask Ss to read the text again to see if they still find it difficult to
understand any part of the reading text and assist them if necessary
- For stronger class, ask Ss to summarize the main content of the
10 minutes reading and present their summaries to the whole class
*Key:
1.C 2.B 3.D 4.A Pair work
Activity 3:
* The aim of this activity is for Ss to reflect on their experience and
express
- Tell Ss to work in pairs
- Have Ss read the questions and practice asking and answering T <--> Ss
them
- Encourage Ss to give reason to support their opinions
- Ask several Ss to report what they learn about their partners from
their discussion in pairs
3.
2 minutes
18
Period: 69
Lesson 4 Speaking
- To teach Ss to talk about superstitions in different countries.
- To teach Ss to compare traditions and customs in two countries and discuss those in Vietnam.
- To teach Ss to practise sharing and giving responses to new information.
+ Express their opinion about superstitions in different countries.
+ Compare traditions and customs in two countries and discuss those in Vietnam.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
D. Procedures:

- Ask Ss to look at the pictures and elicit any words related to the
1. Warm up topic
8 minutes *Expected answer: T <--> Ss
+ Pic 1: Superstitions about black cats,
+ Pic 2: samovar – a traditional way of making tea.
+ Pic 3: skating – a national sport
+ Pic 4: fish and chips – a traditional food, figure
- Tell Ss that they will do a quiz about two countries: the UK and Individually
8 minutes Russia. Elicit any background knowledge about cultural aspects of
these two countries.
- Ask Ss to do the quiz individually and then check their answers
in pairs. Encourage Ss to explain their choice
*Key: 1.b 2.a 3.b 4.a T <--> Ss
Activity 2:
13 minutes - Divide the whole class into two big teams of equal number of
members: Team A and Team B
- Each team (then further divided into smaller groups) will read
about one country, either the UK or Russia. Group work
- Set a time limit for this activity and walk around the classroom
to monitor, facilitate and assist Ss when necessary.
- Have Ss note down the most interesting things about the country
that they read and then share the information with other members
of their group.
- Encourage them to use the superlative adjectives T <--> Ss
- Call several groups at random to report their viewpoints
Example:
A: I think the most interesting thing about….is that……
B: Do you? I think……..is more interesting.
C: I agree with B. I find ……the most interesting
19
13 minutes Activity 3: Group work
- Ask Ss to share information with members of other group
- Have Ss study the example carefully
- Ask them to practice in pairs as the example
- Move around to assist or listen to different pairs to detect errors Ss <--> Ss
/problems
- Call on several Ss at random and have them tell the whole class
what they learnt about the other country from the conversation
with their partners.
-Give feedback on Ss’ performance: eg. Pronunciation, ideas,
using body language, turn-taking
3. - Summarize what they have learnt by asking Ss some questions:
Consolidation What have you learnt today? What can you do now? T <--> Ss
2 minutes - Suggested answers:
+ Know more about tradition and customs of the UK and Russia
and talk about them
+Give a mini-talk about some cultural aspect of Vietnam

Period: 70
Lesson 5 Listening
- To teach Ss listen for specific information about the wedding traditions of a small community in
the USA.
- To teach Ss about the wedding traditions of a small community in the USA.
+ Talk about the wedding traditions of a small community in the USA.
B. Preparations:
D. Procedures:
- Inform Ss of the lesson objectives: Listening for specific
1. Warm up information about the wedding traditions of a small community
7 minutes in the USA. T <--> Ss
- Ask Ss to look at the photo of an Amish wedding and elicit Ss’
impression about this community.
- Ask Ss to read a number of statements about the Amish
community
- Help Ss to understand these statements if necessary
- Ask Ss to work in pairs and exchange their predictions
- Elicit Ss’ predictions about this community, accepting
different opinions
20
2. New lesson * Pre-teaching vocabulary
+ approval (n) sự đồng thuận
13 minutes + newly-wed (n) cặp vợ chồng mới cưới Pair work
+ signify (v) báo hiệu
Task 1:
- Have Ss listen to the CD for the first time and try to note down
the information that helps them to check their answers
- Ask Ss to share with their friends to see if they have the same T <--> Ss
answers or not
- Let Ss listen to the CD for the second time and try to note
down information they didn’t understand for the first time
- Elicit answers from Ss and ask them to give clues to their
answers Pair work
- Let Ss listen again and pause at certain places if necessary to
help Ss hear the information they need.
*Key: 1. F 2. F 3. T 4. T 5. T T <--> Ss
Task 2:
13 minutes - Ask Ss to skim the given text, paying attention to the context
around the gaps, and predict the information needed for each
gap: eg. parts of speech; their meaning
- Ask Ss to share their prediction in pairs
- Elicit Ss’ predictions T <--> Ss
- Let Ss listen and fill in the gaps. Let them again if necessary
- Elicit Ss’ answers and give them the correct ones.
Key:
1. December 2. two or three 3. approval Ss <--> Ss
4. wedding meal 5. visiting relatives
9 minutes Task 3:
- Have Ss work in pairs to name the things they have learnt
about the Amish wedding customs and talk about whether they
find anything unusual or interesting
- Call on some Ss at random and have them express their opinions
to the whole class.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
Expected answer:
+ Learn about the wedding customs of Amish community in the
USA
+ Practice listening skill .
4. Homework
21
Period: 71
Lesson 6 Writing
- To teach Ss to write about the typical characteristics of the Vietnamese people.
- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled
paragraphs to form a well-structured text.
+ Learn about the typical characteristics of the Vietnamese people.
+ Write about the typical characteristics of the Vietnamese people.
B. Preparations:
D. Procedures:
1. Warm up - Inform Ss of the lesson objectives: Writing about the typical
5 minutes characteristics of the Vietnamese people. T <--> Ss

- Ask Ss to rearrange the jumbled paragraphs to make a T <--> Ss
12 minutes meaningful text
- Ask Ss to do this activity individually
- Set a time limit for this activity and assist Ss if necessary
Key: 1-b 2-c 3- d 4- a Individually
Task 2:
- Draw Ss’ attention to the instructions and questions
- Get Ss to work individually to find the answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers Pair work
Key:
1. He was born in 1923
2. He was born in Hai Phong
3. It was “Tien Quan Ca”
10 minutes 4. He died in 1995 in Hanoi T <--> Ss
5. Answer vary
Task 3:
- Draw Ss’ attention to the instructions, the photos, and the fact
files. Individually
- Point out to Ss how to write a biography
- Pre teach the key words/ phrases
+ patriotic + occasional opera:
+ national assembly: + liberation movement:
+ child prodigy: thần đồng + uprising: nổi dậy
+ ballade: bài ca sử thi
+ technically demanding: yêu cầu kỹ thuật cao
22
- Have Ss pay attention to punctuation, structure elements and
liking words. T <--> Ss
- Ask Ss to write paragraphs about early years and typical works
- T goes around and gives help, collects common mistakes for
later correction.
15 minutes - Collect 5 paragraphs to mark in class so that all Ss feel the
need to do the task
- Give feedback on these papers
Task 4: Individually
- Focus on the instructions and the pictures. Give Ss time to read
the suggestions.
- Call on some Ss to say what they will write as the topic
sentence, supporting ideas 1, 2, 3, and concluding sentence.
- Tell Ss to write a draft first, then write a short text about the
disadvantages of being a working mother.
- Have Ss write the text in class. When they finish, ask them to T <--> Ss
exchange it with partner for peer comments/ correction.
- Get students' answers and comments.
- Get some outputs to highlight and comment and correct the
possible mistakes of students.
Consolidation - Focus on the form of a biography T <--> Ss
2 minutes - Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- Understand the artists’ biography such as Van Cao, Luu Huu
Phuoc and Federic Francois Chopin
- Write biographies with given information

Period: 72
- To teach Ss about the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
- To teach Ss to talk about the gift-giving in the UK and the ideas of success in the USA and Viet
Nam.
+ Understand and communicate about the gift-giving in the UK and the ideas of success in the
USA and Viet Nam.
+ Talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
B. Preparations:
23
D. Procedures:
1. Warm up - Inform the class of the lesson objectives: Further skill
5 minutes development T <--> Ss
- Show some pictures of gift-giving custom in some celebrations
and festivals
- Ask Ss on what occasions people often give and receive presents
Activity Key
a. Christmas b.Valentine c. Tet holiday
d. Teacher’s Day e. Mother’s Day f. Birthday
Activity 1:
19 minutes - Pre teach some key words
+ stocking: (n)
+ symbolise: (v) tượng trưng T <--> Ss
+ Santa Claus: (n) ông già Noen
+ Easter: (n) lễ tạ ơn
+ legally (adv) một cách hợp pháp
- Ask Ss to read the text individually and, for each occasion, Individually
highlight the similarities and differences with the customs in
Vietnam.
- Give Ss enough time to read the text
*Practice:
- Have Ss study the sample conservation, assisting them if
necessary.
- Ask Ss to work in pairs and role-play a conversation, using the Pair work
information that they have highlighted
- Call on some pairs at random to perform their conversations in
front of the whole class.
- Give feedback on their performance. Individually
Activity 2:
+ Ask Ss to work individually to put the jumped words and
phrases to make questions about giving and receiving presents
- Call some Ss to read aloud or write on the board those questions
and correct any mistakes
+Have Ss take turns asking and answering these questions in T <--> Ss
pairs.
- Walk around to facilitate Ss when they need help.
- Call on several Ss at random to report what they have learnt
about their partner, and then give feedback.
Key: 1. Who do you often buy presents for?
2. On what occasions do you buy presents?.
3. Which shop do you usually go to when you’re shopping for
presents? Pair work
4. What’s the most expensive present you’ve given?
5. On what occasions do you receive presents?
6. What presents do you normally get?
7. What is the best present you’ve ever received?
T <--> Ss
24
2. Culture:
* Pre teach the key words
+ standard of living: (n) mức sống
+ properous (a) thịnh vượng Group work
+ self-reliance (a) tự chủ
+ respect (v) tôn trọng
+ high-status (a) địa vị cao
- Divide the class into two big groups. Each group will read one
reading passage to get the main idea. T <--> Ss
- Ask one student from group A to work with one student from
group B to form a pair and exchange the information that they
have just read.
- Have each pair find out the similarities and differences of the
idea of success between these two nations.
- Ask several pairs to report their findings.
*Key:
1. For the Americans, success means providing their family with a
decent standard of living and ending their career in a higher and
more prosperous position than when they began it. Success is also
the result of hard work and self-reliance.
2. For Vietnamese, success goes along with a high-status job with
good income and respect at work.
3. Both the American and Vietnamese associate success with
earning a lot of money.
4. The Americans rely more on themselves, while the Vietnamese
expect more respect from other people.
Consolidation - Ask Ss: What have you learnt today?
Expected answer: T <--> Ss
+ Know more about gift-giving in the UK
+ Communicate about giving and receiving gifts
+ Talk about the ideas of success for the Americans and for the
Vietnamese

Period: 73
- To help Ss pronounce correctly two-syllable words of different parts of speech but the same
spelling
in isolation and in context.
- To teach Ss some lexical items related to the traditions, cultural characteristics and superstitions.
25
+ Pronounce correctly two-syllable words related to the topic Cultural diversity.
+ Use some key words of the topic Cultural diversity.
+ Do the exercises on comparative and superlative adjectives as well as articles.
B. Preparations:
D. Procedures:
* Checking
learnt in Unit 7.
17 minutes - Ask Ss to tell the differences in stress patterns of the words
that have the same spelling, but belong to different parts of
speech
- Play the CD once and ask S to put the mark before the stressed T <--> Ss
syllable in the words given.
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them to notice the stress
of the target words
*Key: 1. ex’port 2. ‘protest 3. ‘contrast
4. im’port 5. ob’ject
Vocabulary: Pair work
Activity 1:
- Ask Ss to work on their own first.
- Then ask Ss to compare answers with a partner to see if they
have the same answer
- After that, elicit answers from the whole class and correct the T <--> Ss
wrong ones
- Ask Ss to read the text again and practice retelling the story in
pairs or groups if there is enough time
*Key: 1. wife 2. get married 3. engaged
4. reception 5. honeymoon. 6. wedding
7. bridegroom 8. best man 9. bride 10.
bridesmaids
Grammar: Individually
20 minutes Activity 1: Fill in the gaps with the correct form of the
adjective in brackets. Add any other words if necessary.
- Elicit the rule of forming comparative and superlative of T <--> Ss
adjective from Ss
- Ask Ss to work individually and then exchange with others
*Key: 1. harder, easier 2. more/less dangerous
3. the most famous 4. more polluted 5. the most delicious
Activity 2 Correct the sentences, adding articles when Individually
necessary
26
- Ask Ss name the grammar point
- Ask them to do the activity to reinforce these grammar points
- Check the answers with the whole class and explain any points
if necessary
* Key: 1. We are having a great time in Hanoi
2. Let’s go to Nha Trang for a week next summer
3. Where’s the money I gave you on the first of this month?
4. For my birthday, I got a book, a DVD, and the latest CD by
my favourite band. T <--> Ss
5. On the radio, I heard a/the song that I really liked.
Project:
Expected answer:
+ Learn more about cultural aspects of Vietnam
+ Give presentation about those cultural aspects

Period: 74
45-MINUTE TEST 3
A. Aims and objectives:
- To check Ss’ understanding.
- To give marks.
+ Revise all the language skills and grammatical points which they have studied and used in
units: 6 and 7.
+ Improve their techniques of doing the simple tests
+ Improve their knowledge through the test.
B. Preparations:
- Teacher: Sheets of papers and written tests.
- Students: Pens, erasers
C. Language focus:
* Phonetics:
- Stress
* Vocabulary:
* Listening:
* Reading:
* Grammar:
- The passive voice with modals
- Comparative and superlative adjectives.
-
* Writing:
27
45-MINUTE TEST MATRIX
Language
area and Topic Recognition Understanding Application Total
skills
1. Decide whether the
statements are True (T) or
Listening False (F). 4
2. Listen and choose the best
answer 4 8
Stress in two syllable words

Phonetics
4
4
Grammar 1. The passive voice with

and modals
Vocabulary 2. Comparative and
superlative degree of 4 3 12
5
adjectives
3. Articles
4. Vocabularies
Reading 1. Cloze text
5
2. Reading Comprehension
3 2 10
1. Sentence completion
6
Writing 2. Sentence transformation 4 2 2
TOTAL
LISTENING
*Listen to 5 short recordings and choose the appropriate answer (A,B, C or D).
1. What did the boy wash?
A. cups B. glasses C. bowls
2. What did Sue buy?
A. bread and fruit B. bread and coffee C. coffee and fruit
3. What’s the baby doing?
A. read a story B. cook C. take off his shoes
4. Where’s the cheese?
A. on the table B. in the shopping bag C. under the bag
*Listen to the story about John twice and then choose the best answer (A,B, C or D).
5. After school on Monday, John had a ……………
A. Headache B. Backache C. Cold
6. John didn’t want to ………………that afternoon.
A. go to bed B. watch TV C. sleep
7. That night, John ………………..badly.
A. didn’t sleep B. doesn’t sleep C. slept
8. John ate his breakfast ……………..the next morning.
A. at school B. in bed C. at home
28
PHONETICS
*Choose the word whose underlined is pronounced differently from that of the rest in each of the
following questions.
9. A. bridesmaid B. season C. sandwich D. proposal
10.A. gender B. eliminate C. women D. equal
* Choose the word that differs from the rest in the position of the main stress in each of the following
questions
11. A. prefer B. present C. prepare D. pretend
12. A.college B. woman C. mistake D. housework
LEXICO-GRAMMAR
*Choose the correct answer to each of the following questions.
13. Unfortunately, her illness was ______ we thought
A. the seriousest B. the most serious C. more serious than D. seriouser than
14. After ______ lunch, we went for ______ walk by the sea.
A.  / a B. a /  C.  / the D. the / a
15. I believe gender _______ in education starts at home
A. discriminative B. discrimination C. discriminator D. discriminate
16. There is a wedding ________ for all guest after the wedding ceremony
A. honeymoon B. engagement C. expense D. reception
17. ______ are surprisingly widespread, including a fear of Friday the 13th and a belief in good-luck charms
A. Superstitions B. Superstitious C. Traditions D. Custom
18. “It is wrong of you not to call the doctor”.
A. You are wrong to call the doctor. B. You are right to call the doctor.
C. You should call the doctor. D. You shouldn’t call the doctor.
19. The government will soon __________ the problem of inequality in wages.
A. establish B. address C. sue D. abolish
20. His dream of becoming a reputed lawyer finally_________ true.
A. makes B. takes C. come D. goes
*Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the
underlinded word(s) in the following question.
21. Women should receive the same rights as men.
A. unequal B. equal C. different D. exact
*Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the
underlinded word(s) in the following question.
22. To an American, success is the result of hard work and self-reliance.
A. devotion B. industry C. laziness D. loyalty

*Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction.
23. More achievements in information and technology will be make by scientists.
A. more B. information C. and D. be make
24. We didn’t realize that it was the most fastest way to go to school.
A. to go to B. it C. most fastest D. realize
READING
*Choose the word or phrase ( A, B , C or D) that best fits each space in the following passage.
Do you avoid walking under ladders ? Do black cats make you (25) ______ ? Some people care very
superstitous. They carry a lucky charm such as a rabbit’s foot everywhere they go. Why is (26) _____ rabbit
lucky? Because it’s born with its eyes open, of course! Where do superstitions come from? Long ago, people
didn’t have the scientific knowledge we do today. To reduce their fear about unexplainable events, people
came up with rituals. They passed their (27) ______ down from generation to generation. Some superstitions
29
are timeless. Floors in buildings still go from the 12th to the 14th floor, even though nobody can agree (28)
______ the number 13 is unlucky.
Superstitous people think they can turn bad luck away. They “knock on wood” to avoid jinxing
themselves. For example, if you say “I’ve never broken a limb” you should immediately search for a table to
knock on to avoid a (29) ______ of luck. You may break your leg tomorrow if you don’t.
25. A. nerve B. nervous C. nervously D. nervousness
26. A. the B. an C. a D. 
27. A. beliefs B. thoughts C. ideas D. ways
28. A. when B. how C. what D. why
29. A. reverse B. reversal C. reversing D. reversed
*Read the passage then answer the questions.
You've probably heard the expression ‘Laughter is the best medicine'. Well, scientists and medical doctors
now agree that laughter can help people deal with stress and anger. Research has also shown that people
who feel happy and relaxed are healthier and have better relationships. Laughter yoga is a series of exercises
which teaches you to laugh for no reason. You don't need to have a sense of humour, or understand funny
jokes. You just have to laugh. When you do laughter yoga in a group, you laugh and do yoga breathing, so
that you increase the amount of oxygen in your body. Soon the laughter exercises turn into real laughter.
After a laughter yoga class, you feel calm and relaxed, but also happy and full of energy. Laughter yoga was
developed by a medical doctor from India, Dr Madan Kataria. He started the first laughter yoga classes in a
park in Mumbai in 1995 with just five people, and now there are over six thousand laughter clubs in sixty
different countries.
Companies who have run laughter yoga workshops find that they have advantages for both employers and
employees. People who are happy at work are more hard working and make more money for the company.
Also, people who can laugh together, communicate more successfully. In general, people do better at work
when they feel happy and relaxed.
30. What is the writer's main aim in writing the text?
A. To advise people not to laugh too much B. To investigate the feeling of people
C. To introduce laughter yoga D. To confirm that laughter is the best medicine
31. According to research, which statement below is right?
A. People who laugh cannot build relationships. B. Laughter can’t improve people's health.
C. Laughter makes people look younger. D. People will feel angry with laughter yoga.
32. What do people do in the laughter yoga class?
A. Join outdoor activities for charity B. Tell funny jokes and laugh
C. Do exercise for strictly medical purpose D. Laugh and do yoga breathing
33. According to the text, what are benefits of laughter yoga?
A. Feel calm and relaxed B. All are correct
C. Work and communicate more successfully D. Feel happy and full of energy
34. Today, laughter yoga _______
A. is popular only among young people.
B. is still popular only in India.
C. hasn’t become a favourite pastime of many company directors.
D. has spread to different countries all over the world.
WRITING *Choose the best answer:

35. Food/ broke down/ convert/ energy/ the digestive system.
A. Food is broke down and converted into energy in the digestive system.
B. Food is broken down and convert into energy in the digestive system.
C. Food are broken down and converted into energy in the digestive system.
D. Food is broken down and converted into energy in the digestive system.
36. Trung / forced / open his suitcase / the policeman
A. The policeman made Trung open his suitcase.
B. The policeman made Trung to opening his suitcase.
C. The policeman was made Trung to open his suitcase
30
D. The policeman made Trung to open his suitcase.
37. We/not allowed/watch /TV/all day
A. We are not allow to watch TV all day. B. We are not allowed watching TV all day.
C. We are not allowed to watch TV all day. D. We are not allowed to watching TV all day.
*Sentence Transformation:
38. We use 17 muscles to smile and 43 to frown.
A. 17 muscles are used to smile and 43 to frown.
B. 17 muscles are use to smile and 43 to frown.
C. 17 muscles are used to be smiling and 43 to frown.
D. 17 muscles to smile and 43 to frown be used.
39. Only humans produce emotional tears.
A. Emotional tears are produced by humans only.
B. Emotional tears is produced by humans only.
C. Emotional tears are produce by humans only.
D. Emotional tears were produced by humans only.
40. She gave him a box full of chocolate.
A. Him was given a box full of chocolate. B. Him a box full of chocolate was given.
C. A box full of chocolate was gave him. D. He was given a box full of chocolate.

Period: 75
TEST CORRECTION 3
A. Objectives:
- In this lesson, teacher evaluates Ss’ knowledge and offers a comprehensive review of Ss’
written tests. Teacher has an overview of what they can do and what they can’t do.
+ Be aware of the mistakes and know how to correct them.
B. Preparations:
- Teacher: Students’ tests.
- Students: Grammar and vocabulary.
D. Procedures:
Times Teacher’s activities Students’ activities

2 min Warm-up:
- Greeting - Greeting
- Ask students some questions on the previous test - Listen and understand the task
- Tell the aim of the period: correct the test - Get ready for the lesson
I. Listening.
10 min - Repeat the question
- Get students to read the passage again carefully - Look at their paper
- Call some students to read out their answers, and the - Compare the results with the others
others give remarks if it is correct or not. - Get the correct answers from the keys
- Finally read the keys out aloud.
3 min IV. Pronunciation. - Look at their paper

Repeat the words - Compare the results with the others
- Get student to read the test again carefully - Get the correct answers from the keys
31
- Call some students to read out their answers, and
the others give remarks if it is correct or not
- Finally read the keys out aloud
Keys:
- Look at their paper

II. Lexico-grammar - Compare the results with the others
5 min - Repeat the sentences - Get the correct answers from the keys
- Get student to read the test again carefully
- Call some students to read out their answers, and
the others give remarks if it is correct or not
Keys
- Listen to the teacher’s reading
II. Reading carefully
10 min - Repeat the question - Try to get the correct answers
- Get student to read the test again carefully - Compare with the other classmates
- Call some students to read out their answers, and the - Compare with the keys
others give remarks if it is correct or not
Keys: - Look at the writing again and
compare it with the others
10 min VI. writing - Correct the wrong sentences base on
- Repeat the sentences the key
- Get students to read the writing again carefully
- Call some students to write their answers on the
board, and the others give remarks if it is correct or not
- Finally read the keys out aloud.
Keys
Home - T asks Ss to learn the structures and vocabulary.

work - Prepare for the next lesson. T <--> Ss
1
minute
32
Date of preparation: March, 1st 2019
Period: 76
UNIT 8 NEW WAYS TO LEARN
- To teach Ss to listen and read a conversation about personal electronic devices and do tasks:
Questions & answers and true/ false exercises.
- To teach some lexical items related to:
+ Electronic devices that can help us learn
+ Using the Internet to learn English
+ Use some lexical items related to personal electronic devices.
+ Master some vocabularies about personal electronic devices.
+ Get to know one grammar point.
B. Preparations:
D. Procedures:
Ask Ss these questions:
1. Warm up 1. Have you ever owned any personal electronic devices?
8 minutes 2. What are they used for? T <--> Ss
- Leads in the new lesson
15 minutes New ways to learn
Activity 1: Listen and read
- Ask As look at the pictures and guess the topic of the
conversation.
- Have Ss predict what they are talking about
- Encourage all kinds of predictions T <--> Ss
- Tell Ss not to worry about new words or grammar points
because these will be dealt with later.
Activity 2: True/ False Individually
What is the conversation about?
- Go through the statements to make senses quickly.
- Ask Ss do it individually in 5 minutes
- Encourage Ss to compare the answers with a partner. Pair work
- Invite some Ss to give the answer and then explain their choices.
9 minutes - Give feedback to Ss’ work.
Answers:
1. F 2.F 3. NG 4. T 5. F 6. T
Activity 3:
- Have Ss work in pairs to find the adjectives which describe the devices
used as learning tool then discuss the meaning in five minutes Pair work
- Invite some Ss to give the words and the meaning.
33
- Give feedback on Ss’ presentations
* Suggested answer:
1. personal: your own
2. electronic: having many small parts that control and direct a T <--> Ss
small electric current
3. modern: relating to the present time or recent time
4. excellent: exceptionally good
5. useful: being of practical use
6. mobile: able to be moved easily
10 minutes 7. digital: showing information by using figures
8. perfect: being complete & without weaknesses
9. great: superior in quality or degree
Activity 4: Read the conservation again, and give answers to
the following questions. Pair work
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers.
- Call on different Ss to answer these questions
Key:
1. They are talking about smartphones, laptops and tablet
computers.
2. They have changed the way we learn.
3. They use them to take photos or record their work, which can be
later shared with the class.
4. because they can be used to store information, take notes, write
essays and do calculations.
5. He does his assignments and projects, and studies English.
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to the
1 minute personal electronic devices. T <--> Ss

Period: 77
Lesson 2 Language
- To teach Ss to pronounce correctly three –syllable adjectives and verbs in isolation and in context.
- To teach Ss to use relative clauses: Defining and non-defining relative clauses with “who, that and
whose”
+ Understand use relative pronouns and relative clauses.
+ Pronounce correctly three –syllable adjectives and verbs in isolation and in context.
+ Use some lexical items related to the topic New ways to learn in context.
B. Preparations:
34
D. Procedures:
1. Lead-in - T informs the class of the lesson objectives: Getting to know relative
3 minutes pronouns and relative clauses. T <--> Ss
10 minutes - Ask Ss to work individually, read the phrases(1-5) then find the
meaning for each of them (a-e) in 3 minutes
-Elicit Ss to use the context of the conversation to choose the meaning Individually
for each phrase.
* Key:
1. a 2. d 3. b 4. c 5. a
Activity 2:
- Invite some Ss to check the answer
-Ask Ss to work individually first, then check with a partner.
- Check with the whole class and ask Ss if they have ever used one of T <--> Ss
these devices and add more uses if any.
* Key: 1. A,B,C 2. A, C 3. A, C
10 minutes 4. B 5. B 6. A,B, C
2. Pronunciation
- Play the recording for Ss to listen.
- play it again with pauses for Ss to listen and repeat. T <--> Ss
- Ask some Ss to read the words again and give comment on Ss’
pronunciation
- Invite individuals Ss at random to read the words. Correct them, if
necessary
Activity 2:
- Focus on the stress patterns of three- syllable adjectives and verbs.
- Ask Ss to listen and practice saying them correctly Ss <--> Ss
- Play the tape again. Ask Ss to put a mark before the stress syllable in Whole class
each word.
- Check with the whole class to make sure that every student has done
this exercise correctly.
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
14 minutes 3. Grammar: Defining and non-defining relative clauses
Activity 1:
- Ask Ss to read the sentences taken from Getting started underlined Individual
the relative pronouns and their functions.
- Revise the uses of the relative pronouns through these sentences.
- Help Ss to distinguish defining relative clause vs non-defining
relative clause. Ss <--> Ss
- Check Ss’ work and comment.
* Key:
1. that 2. which 3. That 4. which 5. whose
- These pronouns are used to define or identify the nouns preceding
them.
+ Defining relative clauses: 1,3,5 T <--> Ss
+ Non- defining R.Cs: 2,4
35
Activity 2:
- Have Ss work in pairs to match sentence part in A with a suitable one
in B in 4 minutes. Pair work
- Check some Ss’ answer and comment.
- Ask Ss to read watch out, check for comprehension.
* Key:
1. e 2.d 3. a 4. f 5. c 6. b
Activity 3:
- Let Ss do this exercise in 4 minutes. Individually
- Call some Ss at random to give the answer and then give feedback to
Ss’ work.
Answers:
1. which/ that 2. whose 3. which T <--> Ss
4. who/ that 5. whose 6. who
2 minutes

Period: 78
Lesson 3 Reading
- To teach Ss to read for general ideas and for specific information about new ways to learn
English and do tasks: Answer the questions and discuss.
- To teach Ss some words and phrases related to new ways to learn English.
+ Read for general ideas and for specific information about new ways to learn English and
answer the questions.
B. Preparations:
D. Procedures:

- Ask two Ss to do the exercises with relative clauses and then give
1. Homework comment and marks.
8 minutes T <--> Ss
-Let Ss look at the pictures and answer the questions.
12 minutes 1. What are students doing?
2. What is the reading text about? Pair work
1. They are using smartphones, and tablets to study in the classroom.
2. We are going to read about electronic devices which help us learn
knowledge.
Activity 2:
36
- Check if Ss know the meaning of the words on the left, explain these T <--> Ss
words if necessary.
- Have Ss match each of the words with its meaning first then check
with a partner.
- Go over the answer to make sure Ss have done correctly.
* Answer:
1. c 2.d 3. a 4. e 5. f 6.b
Activity 3:
14 minutes -Make sense of the three options.
-Ask Ss to read the text silently in 5 minute.
-Have Ss choose the best title and give their explanation for their Pair work
choice.
- Call one or two Ss to check the answer
* Key: b. New ways to learn English
- Work in pairs to do this activity.
-Take turns asking and answering T <--> Ss
Activity 4:
- Ask Ss to scan the text to find the answer for the question.
- Have Ss in pairs ask and answer
- Check some pairs, give feedback to Ss’ answer.
* Key:
1. We can download them in mobile devices and study anywhere.
2. We can see words on the screen and hear them spoken.
3. We can choose to practice with native speakers of different accents
and genders.
4. We can use them to record real life English speech, lessons, songs
or English language films.
5. Because it will make learning English easier, faster, more effective
and more enjoyable. Group work
- Divide class into groups of 4 or 5 Ss and let them discuss the
question.
- Walk round to monitor the class and offer help.
- Invite two or three groups to report what they have talked.
- Give comment to Ss’ talks. T <--> Ss
Some Ss in my groups have smartphones and laptop. We use these
devices to look up new words, download and store digital lessons and
practice. These devices help us improve our pronunciation, vocabulary
and skills as well.
3.
2 minutes
Date of preparation: March, 5th2019

37
Period: 79
Lesson 4 Speaking
- To teach Ss to talk about how electronic can help us learn.
+ Express their opinion about how electronic can help us learn.
+ Give a report about how their classmates use the devices to learn school subjects.
B. Preparations:
D. Procedures:
Show several images of electronic devices on the screen, ask sts to
1. Warm up write the names and how do they help you learn at school?
8 minutes * Suggested answer: T <--> Ss
Personal computer, laptop, smartphone, tablet, speakers

- Give Ss time to read through the arguments in favour of using
8 minutes electronic devices in learning and match arguments 1-4 with Individually
explanations a-d
- Ask them to compare the answer with a partner.
- Call on some Ss to check
- Ask Ss to exchange the answer with a partner.
* Answer: T <--> Ss
1.d 2. b 3. c 4. A
Activity 2:
9 minutes - Guide Ss to understand the requirement of this activity.
- Give Ss several ways to express their ideas about the most Group work
effective ways of using electronic devices.
- Present a model
E.g: In my opinion, making learning and teaching faster, easier and
better is an effective way of using electronics because teachers can
use these devices to prepare for the lesson, and students can look
for information on electronics. T <--> Ss
- Have Ss, in groups, to express their ideas.
-Call on some Ss to check.
- Call on some Ss to check.
- Ask two Ss to model the example Pair work
- Have Ss discuss in pairs in 5 minutes.
-Walk round and offer help if necessary
- Check two pairs and comment.
8 minutes Activity 4: Ss <--> Ss
38
- Divide class into groups of 3 to 4 students, ask Ss to focus on Group work
getting answer to the questions and note down their group’s
discussion in 4 minutes.
- Ask the representatives from some groups to report the results of
their group work to the class.
+ I can talk about how electronic devices can help us learn.
+ I can give a report about how their classmates use the devices
to learn school subjects.

Period: 80
Lesson 5 Listening
- To teach Ss listen to instructions on how to access and use online English language materials for
specific information.
+ Talk about how to use electronic devices to study English online.
B. Preparations:
D. Procedures:
- Have students look at the pictures and elicit their answers to the
1. Warm up questions in the instructions.
7 minutes Ex: What are the students doing? T <--> Ss
What do you think you are going to listen about?
- Ask them to use the caption to help them guess.
Suggested answers:
The students are learning English with computers. Maybe they
are searching the Internet for information or using a webpage to
study.
We guess we are going to listen to some new ways to learn using
the Internet and electronic devices.
- After all, inform students of the lesson objective: listening for
specific information about using electronic devices to study
English.
- get tired of :
6 minutes - search engine: T <--> Ss
39
- level:
- record:
- native speaker:
- effectively:
- success:
- Teacher may give more explanation on the use of these words
9 minutes and phrases.
Task 1: True or False?
+ Ask Ss to read all the statements and guess if they are true of
false. Make sure that students understand all the statements T <--> Ss
before listening.
- Explain if there are any new words. Give the Vietnamese
equivalents if necessary.
- Play the recording and have students do the activity. Check their
answers.
- Play the recording again if many students in the class have
incorrect answers, pausing at the places where they can get the
10 minutes correct information.
*Key: 1. F 2. T 3. T 4. F 5. T
Task 2: Listen again and complete the following sentences by
writing no more than three words. T <--> Ss
- Teacher asks students to read the instructions and the sentences
1-5. Make sure that they understand the sentences. Provide help
with the new vocabulary if necessary.
- Play the recording once or twice again
- Ask students to work with a partner to compare their answers.
- Invite representatives from some pairs to report their answers to
the class. Give feedback and correct any wrong answers.
Keys: Pair work
1. easily and effectively
2. access and take
10 minutes 3. learning vocabulary
4. native speakers
5. chance of success.
Task 3: Discussion
- Inform students that this is a post-listening activity.
- Ask students to work in groups of 3 or 4 and discuss the
questions. Students note down their group members' answers and Group work
get ready to report. Have some students present their reports to
the class.
- Check and give feedback.
- Call on some Ss at random and have them express their opinions
to the whole class.
Expected answer:
+ I’ve learnt to instructions on how to access and use online English
language materials.
40
+ I can talk about how to use electronic devices to study English
online.
4. Homework

Period: 81
Lesson 6 Writing
- To teach Ss to write about the advantages and disadvantages of electronic devices as
learning tools.
- To teach Ss to talk about electronic devices used among children in the USA.
+ Write about the advantages and disadvantages of electronic devices as learning tools.
+ Talk about electronic devices used among children in the USA.
B. Preparations:
D. Procedures:
1. Warm up - Write the phrase Using electronic devices in learning on the
5 minutes board. Focus on the pictures and the instructions. T <--> Ss
- Elicit students' ideas about the pictures. Give suggestions by
asking some questions to help students think and talk about the
advantages and disadvantages of using electronic devices in
learning.
- Give students time to read the sentences about some T <--> Ss
12 minutes advantages and disadvantages of using electronic devices in
learning.
- Give the explanation and meaning of some new words and
phrases mentioned in the texts. Individually
- Have them compare their answers with a partner first, and
then ask some students to read out loud their answers to check
10 minutes as a class.
Key:
A: 2, 4, 6. D: 1,3,5 Pair work
Activity 2:
- Give students time to read the text about the disadvantages of
15 minutes using electronic devices in class.
- Elicit students' answers about the use of linking words. T <--> Ss
Linking words:
First of all, Second, Last but not least, In conclusion.
Activity 3:
Individually
41
- Ask students to read the sample writing again. Remind them
of the structure of a short text that starts with a topic sentences,
followed by supporting ideas 1,2,3 and ends with a concluding
sentence. T <--> Ss
- Tell students to write a draft first, then write a short text
about the advantages of electronic devices as learning tools.
- Students write the text in class. When they finish, ask them to
exchange it with a partner for peer comments/correction.
- Alternatively, have students write the text at home.
- Collect students' papers in the next lesson. Give feedback on
some papers in class.
Expected answer:
- I’ve learnt how to write a short text with supporting ideas
and detailed explanations.
- I can write about the advantages and disadvantages of
electronic devices as learning tools.
Date of preparation: March, 13th 2019

Period: 82
- To teach Ss to talk about the electronic devices used among children in the USA.
+ Understand and communicate about electronic devices used among children in the USA.
+ Talk about the electronic devices used among children in the USA.
+ Talk and express their ideas and opinions about the effects of personal electronic devices.
B. Preparations:
D. Procedures:
1. Warm up - Inform the class of the lesson objective. (further skill
5 minutes development, after reading some comments on electronic devices T <--> Ss
and a text about how children in the United States use electronic
devices, Students have more chances to practice speaking.)
Activity 1:
19 minutes
42
- Ask students to read the comments on personal electronic T <--> Ss
devices and decide the most reasonable comment, and to provide
reasons for their choice.
- Encourage students to express their own opinions.
Activity 2: Pair work
- Have students read the instructions carefully. Ask a pair of
students to model the example. Have all students work in pairs
(and use their own arguments if they can).
- Go around the class to offer help if necessary.
- T may provide students new words, phrases, and structures that
they may need to express their opinions.
Example:
Student A: What do you think could be the disadvantage of
electronic devices?
Student B: Some people think that electronics are bad for your
eyes, and radiation from them could harm your body.
Student A: Oh, really? I cannot believe that I think they are
harmless to users.
18 minutes 2. Culture:
Activity 1:
* Pre teach the key words T <--> Ss
- Teacher teaches students the meaning of some new words and
phrases in the text.
- modern technology: (np)
- do assignments: (vp)
- promote: (v)
- ability: (n)
- critical thinking :(np)
- bad effect (np);
- After that, teacher asks students to read the text about how
electronic devices are used among children in the United States.
- Have students read and answer the questions in pairs. Then Pair work
check students' answers as a class.
- Some students present their results to the class.
- Teacher controls the performance of correction among students.
*Key:
1. They use them to look up and store information, do T <--> Ss
assignments and projects, do calculations and play games.
2. About 2 out of 5 have.
3. They may help promote listening and speaking ability.
4. They may help improve their critical thinking, reading, writing,
and maths skills. Group work
5. They can be great educational tools, but the wrong use may
cause very bad effects.
Activity 2:
- Teacher has students in groups of 4 or 5, and talk about how
children in their area/Vietnam use mobile/ electronic devices. T <--> Ss
- Students work in groups of 4 or 5 to talk about how children in
Vietnam use mobile electronic devices.
43
Consolidation - Ask Ss: What have you learnt today?
T <--> Ss

Period: 83
- To help Ss pronounce correctly three -syllable adjectives and verbs in isolation and in context.
- To teach Ss some lexical items related to new ways to learn.
+ Pronounce correctly three -syllable adjectives and verbs related to the topic new
ways to learn.
+ Use some key words of the topic new ways to learn.
+ Do the exercises on relative clauses.
B. Preparations:
D. Procedures:
* Checking
learnt in Unit 7.
18 minutes - Teacher plays the recording. Have students listen and repeat
after the recording.
- Teacher helps students to review the stress patterns of three-
syllable adjectives and verbs.
T <--> Ss
Activity 2:
- Teacher plays the recording again. Students listen and put a
mark (') before the stressed syllable.
‘adjective, e’lectric, e’ffective, ‘wonderful, con’venient, ‘similar,
‘graduate, de;velop, con’tinue, con’sider, ‘dedicate, recom’mend
Vocabulary:
- Teacher informs students that the words in the box are among
the most commonly used in the unit. Students decide which words
best complete the sentences.
- Teacher may help to remind the meaning and use of the words T <--> Ss
given.
44
Alternatively, extend this activity by asking students to make their
19 minutes own sentences with each of the words.
*Key: 1. D 2. E 3. B 4. C 5. F 6. A
Grammar:
Activity 1:
- Teacher sets the time limit and gets students to do the activity Individually
individually, then call on some students to tell their answers and
write the correct answers on the board.
- Ask Ss to work individually and then exchange with others T <--> Ss
*Key: 1. which/ that 2. who 3. which 4. whose
5. who/ that 6. whose
Activity 2:
- Teacher asks students to pay attention to the instructions. Set a
time limit and have students do the activity individually. Individually
- Call on six students to write their answers on the board.
Underline any mistakes and ask other students to correct them.
Provide help, if necessary.
T <--> Ss
Project:
Expected answer:
+ I can pronounce correctly three -syllable adjectives and verbs.
+ I can use relative pronouns “which, that, who and whose.”
45
Period: 84
REVIEW 3
Lesson 1 Language
- To revise the language and skills Ss have learnt and practiced in unit 6-8.
+ Pronounce correctly two- syllable words and three -syllable adjectives and verbs
+ Understand and use the language and skills Ss have learnt and practiced in unit 6-8.
B. Preparations:
D. Procedures:
- Teacher may introduce the review by asking Ss if they remember
1. Warm up what they have learnt so far in terms of language. T then
summarises Ss’ answers and adds some more information, if T <--> Ss
5 minutes necessary.

Task 1:
12 minutes - Ask Ss to do this activity individually, and then compare their answers Individually
with a partner’s.
- Write the correct answers on the board. Ask students to raise hands if
their answers match.
Answers: 1. pay 2. discrimination 3. right
4. gender 5. inequality
Task 2:
- Ask Ss to do this activity individually.
- Ask a student to write his/ her answers on the board. Read each one and
ask the class if they agree or not, then confirm the correct one. T <--> Ss
Answers: 1. electronic 2. player
10 minutes 3. television shows 4. tablet 5. software
2. Pronunciation
Task 3: Sort out the words
- Ask Ss to do this activity individually, and then compare their answers
with a partner’s.
Individually
- Show the correct answers on the board.
Answer:
OO O O OOO
actor relax indicate
lovely forget organise
artist enjoy modernise
famous remove difficult
- T asks Ss to read these words.
46
2. Grammar T <--> Ss
15 minutes Task 4:
- Elicit the form and use of the passive voice, and the meaning of the
modals: must, will, should, may.
- Ask a student to write his/ her answers on the board while other Ss do
this activity individually.
Answers: 1. This door must be kept shut.
2. Refreshments will be served (by someone).
Individually
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books may be kept for two weeks.
Task 5:
- Elicit the form and use of comparative and superlative of adjectives.
Ask Ss to do this activity individually, and then compare their answers
with a partner’s.
- Ask a student to write his/ her answers on the board.
- Check answers as a class. T <--> Ss
Answers: 1. more simple (or simpler) than 2. the oldest
3. more important than 4. the most beautiful
5. heathier (or more healthy) than
Task 6: Matching
- Elicit the use of relative clauses (defining and non-defining). Ask Ss to
do this activity individually, and then compare their answers with a
partner’s.
- Write the correct answers on the board.
Answers:
1. Tom works for a company that/ which makes electronic devices.
2. Linda told me her e-mail address, which I wrote on a piece of paper. Individually
3. I don’t like people who/ that are never on time.
4. What was the name of girl whose mobile phone was stolen?
5. Mr Brown, who has worked for the same university all his life, is T <--> Ss
retiring next month.
2 minutes

Period: 85
REVIEW 3
Lesson 2 Skills
By the end of the lesson, students will be able to:
- Listen for gist and specific information
- Use the words and phrases related to words related to new ways to learn.
- Read for general ideas and specific information about an interactive white board.
- To talk about different customs in Vietnam and in the world.
- Write about what each person’s daily life is like.
B. Preparations:
47
D. Procedures:
1. Warm up - Teacher may introduce the review by asking Ss if they remember
5 minutes what they have learnt so far in terms of language. T then T <--> Ss
summarises Ss’ answers and adds some more information, if
necessary.
2. New lesson
I. Reading Individually
37 minutes - Ask Ss to do activities 1 and 2 individually, and check their
answers with a partner’s. Give correct answers and explanations if
necessary.
Keys:
1b: 1.d 2.c 3. b 4. a T <--> Ss
2: 1. It helps students learn English in a more stimulating way.
2. Because it can engage students and provide them with
interactive opportunities.
3. Because with it teachers can make grammar or vocabulary
presentations and save them for using again.
4. They can download gap-fill exercises, multiple-choice quizzes
or games.
5. They can drag and drop their answers into the gaps with their
fingers.
II. Speaking
- Ask Ss to work in groups, reading about different customs in four Group work
countries. Then ask Ss to discuss the three questions that follow.
- Ask Ss to share their opinions with their partners.
III. Listening
- Play the recording once for Ss to listen and choose their answers.
- Play the recording again for Ss to check their answers. Then give T <--> Ss
the correct answers.
- Alternatively, play one or more times for Ss to choose the correct
answers. Individually
Key: 1. F 2. T 3.F 4.F 5.T 6. F
IV. Writing
- Ask Ss to use the points given in Dos and Don’t (of their own
ideas) to write about what customs a visitor to Viet Nam should
know. Ask Ss to write the draft first in class, and then they may T <--> Ss
write their final versions at home.
4. Homework
48
Period: 86
UNIT 9 PRESERVING THE ENVIRONMENT
- To teach Ss to listen and read a conversation about environment impacts and ways to protect the
environment and do tasks: Questions & answers and matching exercises.
- To teach some lexical items related to preserve the environment.
+ Use some lexical items related to environment impacts and ways to protect the
environment.
+ Master some vocabularies about environment impacts and ways to protect the
environment.
+ Get to know one grammar point: Reported speech
B. Preparations:
D. Procedures:
Ask Ss these questions:
1. Warm up 1. Have you been aware of environmental problems?
7 minutes 2. What have you done for the environment? T <--> Ss
- Leads in the new lesson
15 minutes Preserving the environment
Activity 1: Listen and read
- Ask As look at the pictures and guess the topic of the T <--> Ss
conversation.
- Have Ss predict what they are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points Individually
because these will be dealt with later.
10 minutes - Ask Ss to work in pairs to label the photos. Pair work
- Allow 2 minutes for the pairs to look up the words and phrases in
a dictionary and confirm their meaning.
- Check Ss’ answers as a class. Have Ss note down the words in
their notebooks.
Answers: a. greenhouse effect b. pollution
c. deforestation d. polar ice melting e. fossil
fuels Individually
Activity 3: Questions and answers
10 minutes - Ask Ss to read the conversation again and think of the answers to
the questions.
T <--> Ss
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- Ask Ss to work individually. Allow enough time for them to check
the information. Remind Ss to underline the key words in the
questions, and use them to scan for the relevant information in the
conversation.
- Elicit answers from different Ss.
* Suggested answer:
1. He is writing a letter for the school newsletter.
2. The editor asked Nam to write some practical advice on
environmental preservation.
3. It means the negative influence or effect on the environment.
4. Because he thinks if we can see the impacts on the natural
environment, we will know how to protect it.
5. They are deforestation, pollution, global warning, fuel depletion,
polar ice melting and the rise of sea levels.
6. Answers will vary.
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to
1 minute environment impacts and ways to protect the environment T <--> Ss

Period: 87
UNIT 9 PRESERVING THE ENVIRONMENT
Lesson 2 Language
- To teach Ss to pronounce correctly three –syllable nouns in isolation and in context.
- To teach Ss to use reported speech to report what was said previous.
+ Use reported speech to report what was said previous
+ Pronounce correctly three –syllable nouns in isolation and in context.
+ Use some lexical items related to the topic Preserving the environment in context.
B. Preparations:
D. Procedures:
1. Lead-in - T informs the class of the lesson objectives: Getting to know indirect
3 minutes speech. T <--> Ss
Activity 1:
10 minutes - Go through the words in the box and check Ss’ understanding. Individually
- Ask Ss to complete the sentences individually. In a weaker class, get
them to work on the sentences in pairs.
* Key: 1. preserve 2. Deforestation 3. Fossil fuels T <--> Ss
4. greenhouse effect 6. Global warming 7. depletion 8. Damage
Activity 2:
Individually
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- Read the information in Do you know…? and go through the nouns and
verbs with the class.
- Elicit or explain the meaning of the words.
- Ask Ss to work individually.
- Check answer as a class. T <--> Ss
* Key: 1. protect 2. preservation 3. contaminate
4. consumption 5. deforest 6. pollute 7. deplete
Activity 3:
- Ask Ss to read the sentences first for comprehension, and then Whole class
underline the key words and phrases. These words are often used
together as collocations, and can be used to figure out the missing
words.
10 minutes - Check answers as a class or have Ss compare their completed
sentences. Ss <--> Ss
Key:
1. consumption 2. consume 3. preserve
4. preservation 5. polluted 6. pollution
7. contamination 8. contaminate
2. Pronunciation Individual
- Focus Ss’ attention on the instructions and the word box. Play the
recording and pause after each word for Ss to repeat chorally and
individually. Ss <--> Ss
- Elicit the meaning of the words and help Ss identify the syllable in each
word.
- Ask Ss to to read quickly the sentences in the VOCABULAY section
3, and underline three-syllable nouns. Ask Ss to add two of them to the Pair work
word box.
Suggested answers: energy, atmosphere
Activity 2:
- Focus Ss’ attention on the instruction. Have Ss read through Do you
know…? Check understanding of the activity.
- Play the recording once through for Ss to listen.
- Play the recording again for Ss to do the activity.
* Key: Individually
’article ’influence ’energy so’lution
’newsleter po’llution pro’tection ’atmosphere
’editor con’fusion ’scientist ’chemical
3. Grammar: Reported speech
14 minutes Activity 1: T <--> Ss
- Focus Ss’ attention on the instructions and ask them to read Do you
know…? Check understanding.
- Ask Ss to read the conversation in GETTING STARTED again and
find the speakers’ names to fill the gaps..
* Key:
1,3,5: Nam 2: the editor 4,6: Nam’s father
Activity 2:
- Read the instructions and analyse the first sentence as example. Remind
Ss of the changes to the verb form and pronoun.
* Key:
1. Nam said (that) pollution was one of the problems in his
neighbourhood.
51
2. The editor said (that) more people were aware of the preservation of
natural resources.
3. The students told their teacher (that) they were discussing the
protection of the natural environment.
4. Nam’s father told him to use the web search engine to find the
information that he need.
5. Nam said (that) air pollution was one of the causes of the
greenhouse effect.
2 minutes
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Date of preparation: March, 14th 2015 Date of signing: March, 16th
2015
Distributive period: 85 Date of teaching:
Unit 9 preserving the environment
Lesson 3 Reading
- To teach Ss to read for general ideas and for specific information about threats to natural
environment and do tasks: Matching and true/false exercise and discuss.
- To teach Ss some words and phrases related to preserving the environment.
+ Read for general ideas and for specific information about threats to natural environment
and do tasks.
B. Preparations:
D. Procedures:

1. Homework
8 minutes - Ask two Ss to do the exercises with reported speech and then give
comment and marks. T <--> Ss
2. New lesson Activity 1: Prediction

- Let Ss look at the photos and the instructions. Ask what can you see
12 minutes in the photos? What is the environmental impact in each photos? Pair work
- Elicit the answers and put and put them on the board.
- Give feedback.
Key: a. noise pollution b. water pollution
c. air pollution d. soil pollution
Activity 2: T <--> Ss
- Ask Ss to read the instruction and the options carefully, and
underline any key words that may help them predict the content of the
text.
- Allow enough time for Ss to skim the paragraphs quickly.
Encourage Ss to share their ideas with their partners.
- Check the answer.
* Answer: c
- Focus Ss attention on the instruction. Write all the highlighted words
from the reading text on the board. Pair work
- Go over the definitions with the whole class.
- Check comprehension and have Ss match the words.
- Alternatively, ask Ss to work in pairs.
Key
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1. ecosystem 2. pesticides 3. inorganic
4. vegetation 3. fertilizer 6. pollutants T <--> Ss
Activity 4:
- Ask Ss to read the instructions carefully, and underline the key
words in the sentences provided.
- Encourage Ss to underline the parts of the reading text relevant to Group work
the statements.
- Check answer as a class, and encourage Ss to justify their choices
by referring to the relevant information in the reading text.
* Key:
1. T 2. F 3. T 4. T 5. T 6. T T <--> Ss
8 minutes 1. Environmental pollution is one of the impacts of human activities.
2. The greenhouse effect is a result of air pollution.
Activity 5:
- Ask Ss some guiding questions before their discussion: What type
of pollution is there in your neighbourhood? What are the causes and Pair work
effects? How can you help reduce this type of pollution?
- Arrange Ss into group of 3 or 4 and let them discuss the question.
T <--> Ss
3.
- Ask Ss: What have you learnt today? What can you do now?
Consolidation T <--> Ss
2 minutes - Summarize the main points of the lesson
E. Experience:
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2015
Lesson 4 Speaking
- To teach Ss to talk about the environment impacts of human activities.
+ Express their opinion about the environment impacts of human activities.
+ Give a report about the environment impacts of human activities.
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B. Preparations:
D. Procedures:
- Ask Ss to write sentences using some words in context:
1. Homework Vegetation, fertilizers, pesticides, pollutants
8 minutes - Feedback T <--> Ss

- Ask Ss to label the photos with the types of pollution. Pair work
16 minutes - Check the answers and have different Ss write them on the board.
* Answer:
a. soil pollution b. water pollution
c. air pollution c. noise pollution T <--> Ss
Activity 2:
- Guide Ss to understand the requirement of this activity.
- Focus Ss’ attention on the instructions and the table.
- Ask Ss to work individually and read the text carefully before they Individually
complete the table. Remind them to refer back to the reading text to
get the necessary information.
- Encourage Ss to share their ideas with a partner. Check answers as
a class and write them on the board.
Human activity Type of T <--> Ss
Consequence
pollution
fossil fuel burning by a series of environmental
motor vehicles, factories, problems such as acid rain,
air
aircrafts and rockets greenhouse effect, globe
pollution
warming and health
problem
fertilizers and pesticide contaminated vegetation
sprays, harmful rubbish soil and the decrease of soil
and chemicals thrown in pollution fertility leading to the
the rivers negative utilization of land
loud and annoying human psychological and
sounds from factory health problems such as
noise
machinery, motor stress, the increase of
16 minutes pollution
vehicles, aircraft, and health rate and hearing
musical instruments damage
This activity focuses on speaking about environmental impacts.
- Give enough time for Ss to read the conversation individually.
Check comprehension as a class.
- Have Ss practise the conversation in pairs. Ss <--> Ss
- Monitor the activity and select some pairs to role-play the
conversation in front of the class.
Activity 4:
Focus Ss attention on the instructions. Group work
- Divide the class into groups of 3 – 4 students.
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- Allow Ss enough time to select the type of pollution and prepare
their conversation.
- Encourage Ss to write the main points or ideas expressed by each
speaker. Help Ss with any problems and remind them that they can
add their own ideas while discussing. T <--> Ss
Activity 5:
- Have Ss act out their conversations in front of the class. Discuss
their performance as a class.
- Alternatively, have Ss discuss and act out their conversations in
groups.
+ I can talk about types of pollution and negative effects on the
environment and human health.
E. Experience:
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2015
Lesson 5 Listening
- To teach Ss listen to a student’s talk on environmental impacts.
- Check comprehension and ask Ss to brainstorm ideas on what to do to preserve the natural
environment. Write their ideas on the board to avoid repeating the same information.
+ Develop the listening skills for gist and specific details.
+ Talk about environmental impacts.
B. Preparations:
D. Procedures:
- Have students look at the pictures and elicit their answers to the
1. Warm up questions in the instructions.
5 minutes Ex: What are the students doing? T <--> Ss
What do you think you are going to listen about?
- Ask them to use the caption to help them guess.
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Suggested answers:
The people are planting a tree.
- After all, inform students of the lesson objective: listening for gist
and specific information about environment impacts.
- natural disaster(n) - erosion
6 minutes -sewage - civilization T <--> Ss
- aquatic - mass media
- extinct /extinction
- Elicit, model 3 times, ask Ss to repeat in chorus then individual,
write on the board, check meaning, stress and get Ss to copy down. Whole class
- Teacher may give more explanation on the use of these words and
phrases.
19 minutes Task 2:
This activity focuses listening for gist.
- Ask them to read the instructions and the titles. Make sure that Ss
understand the task and vocabulary. T <--> Ss
- Check comprehension and explain degradation (loss or decrease of
quality).
- Play the recording twice, pausing before and after the second
listening for Ss to read and check their answers.
- Tell Ss to go through the answer opinions and select the most
appropriate one. Check answers as a class and ask Ss explain why this
is the correct choice.
Keys: c. Environmental Degradation
Task 3: Discussion
This activity focuses on listening for specific information. Individually
- Ask Ss to read the instruction and the words provided individually.
Make sure that they understand the task and the vocabulary.
- Play the recording again for Ss to do the task. Allow 2 minutes for
Ss to discuss the meaning of the words in pairs or to look them up in T <--> Ss
a dictionary.
Key
1. degraded (lower in quality); resulted (cause at outcome); erosion
(condition in which the earth’s surface in worn away by the action of
water or wind); sewage (waste matter from home, carried away in a
system of pipes); aquatic (of water or living in water); awareness
(knowledge of something) Whole class
Task 4:
This activity focuses on listening for specific information.
- Focus Ss’ attention on the instructions. Allow enough time for Ss to
read the sentences. Check comprehension.
- Ask Ss to guess the word(s) and complete the sentences. Then play
the recording again for Ss to check. T <--> Ss
- Alternatively, play the recording all the way through for Ss to listen
and complete the sentences.
12 minutes - Check answers as a class.
Key 1. affected 2. global warming 3. Ecosystem
4. health problems 5. control 6. friendly materials
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Task 5:
Allow time for Ss to read the instruction and the questions. remind
them to underline the key words and phrases in each question. Check Group work
comprehension.
- Play the recording again, pausing at times. Tell Ss to note down the
answers during the pauses.
Key
1. The natural world in which people, animals and plants live.
2. The burning of fossil fuels by factories and motor vehicles.
3. the use of harmful chemicals in agriculture.
4 The extinction of rare animals and extreme floods and land erosion.
5. We should dump harmful rubbish and chemicals at appropriate
places.
6. We should replace deforestation with forestation.
7. We should make every effort to preserve the environment for the
next generations.
4. Homework
E. Experience:
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30th 2015
Lesson 6 Writing
- To teach Ss to write about environmental problems and give some practical advice to
preserve the environment.
- To teach Ss to talk about environmental problems.
+ Write about environmental problems and give some practical advice to preserve the
environment.
+ Give some practical advice to preserve the environment.
B. Preparations:
D. Procedures:
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1. Warm up - Focus Ss’ attention on the topic of the writing. Ask different Ss T <--> Ss
5 minutes about their monthly water/ electricity bills of their homes by asking:
How much does your family pay for water/ electricity? Ask different
Ss to give some practical advice on reducing their bills, and write
the information on the board.
- Ask Ss to look at the picture and read the caption. T <--> Ss
12 minutes - Elicit answers from different Ss. Write their answers on the board.
Activity 2:
- Focus Ss’ attention on the instructions and the text. Remind them to
underline key words and phrases. Check comprehension. Individually
- Allow enough time for Ss to read through the text and do the
matching individually. Give vocabulary explanations or offer help if
necessary.
- Ask Ss to share their answers with their partners.
Notes
Natural resources: all the land, forests, minerals, etc. existing
naturally in a place that can be used by people. T <--> Ss
Key
10 minutes 1. d 2. c 3. b 4. a
Activity 3:
Ask Ss to focus on the instructions and underline the key words. Individually
Check comprehension.
- Allow Ss enough time to read the information and do the matching
individually.
15 minutes Key
a. 3 b. 1 c. 4 d.2
Activity 4:
Focus Ss’ attention on the instructions and the table. Check Group work
understanding. Explain the structure of the model to make sure Ss
can use it.
- Ask Ss to work in groups of 3 or 4 to select one of the natural
resources and discuss the information in the table. Encourage the
groups to write complete sentences using information provided. T <--> Ss
- Go round and offer help with any vocabulary or grammar question.
- Ask representatives of different groups to read their drafts to the
class. Correct the errors, if necessary.
- Ask Ss to use the group drafts and write their own texts individually.
If there is not enough time, assign the task for home work.
- Ask different Ss to write selected paragraphs on the board for the
class to give comments
Expected answer:
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- Now I know what the natural resources are and how to write
practical advice on preserving them.
E. Experience:
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2015
- To teach Ss to talk about the organisation “World Wide Fund for Nature”.
+ Understand about “World Wide Fund for Nature”.
+ Discuss environmental problems and solutions.
+ Talk and express their ideas and opinions about environmental problems and solutions.
B. Preparations:
D. Procedures:
1. Warm up - Inform the class of the lesson objective: Further develop Ss’
5 minutes communication skills and their ability to discuss environmental T <--> Ss
problems and solutions.
Activity 1:
19 minutes - Focus Ss attention on the instructions and the photos. Check Pair work
comprehension.
- Ask different Ss to describe how the action will affect the environment
in each photo. Put the information in two columns on the board. T <--> Ss
Key: Photo a: A man is spraying pesticides.
This can cause soil pollution.
Photo b: Forest trees were cut down. This is deforestation and it
will result in climate change, global warming, extreme floods and
erosion.
Activity 2: Whole class
- Tell Ss that they are going to listen to two speakers talking about one
of the photos in 1. Focus Ss’ attention to the instructions and questions,
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and remind them to underline the key words in the questions. Check
comprehension.
- Play the recording twice, pausing before the second listening for Ss to
note down the answers. T <--> Ss
Key: 1. Photo b. 2. Deforestation.
3. Climate change, global warming, and extreme floods.
4. Control deforestation and have proper forestation plans. Pair work
Activity 3:
- Ask Ss to work in pairs and read the instructions. Check understanding
of the task and allow enough time for the groups to brainstorm ideas and
prepare.
18 minutes - Call on representatives of different groups to report their ideas to the T <--> Ss
class.
2. Culture:
Activity 1:
Focus on the picture of the animal and the abbreviation. Check
comprehension.
- Have Ss make their predictions individually. Individually
- Check as a class.
Key: A panda. It comes from China. WWF is for World Wide Fund for
Nature (formerly World Wildlife Fund) Group work
Activity 2:
- Allow enough time for Ss to read the questions and underline the key
words individually. Then ask them to read the text and underline
information. Monitor the activity and offer help with vocabulary, if
necessary. T <--> Ss
- Encourage Ss to share their answers in pairs or groups.
- Call on different Ss to report their answers to the class.
E. Experience:
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2015
- To help Ss pronounce correctly three -syllable nouns in isolation and in context.
61
- To teach Ss some lexical items related to preserve the environment.
+ Pronounce correctly three -syllable nouns related to the topic the environment.
+ Use some key words of the topic the environment.
+ Do the exercises on reported speech.
B. Preparations:
D. Procedures:
* Checking
learnt in Unit 9.
Task 1:
19 minutes - Play the recording, pausing after each word for Ss to repeat chorally and Individually
individually.
Task 2:
- Play the recording again, pausing after each word for Ss to listen, and put
a stress mark (’) before the stressed syllable.
- Ask different Ss to read out the words to the rest of the class. T <--> Ss
Key:1. po’llution 2. e’rosion 3. ’energy 4. ’animal
5. con’sumption 6. a’wareness 7. ’poverty 8. de’pletion
9. so’lution 10. pro’tection
Vocabulary:
Activity 1:
- Ask Ss to focus on the instruction and the words in the box. Tell them that
these words are nouns or verbs. Encourage Ss to re-read Do you know…?on Pair work
page 40 in the student’s book to help them identify the class of the words.
Key: Verb: preserve protect consume
emit deplete erode
Noun: animal pollution energy T <--> Ss
resource threat disposal
Activity 2:
- Allow time for Ss to read the instruction and the sentences individually.
- Check comprehension and offer help with any unfamiliar vocabulary if
necessary. Individually
- Ask Ss to work individually and encourage them to share the answers
with their partners.
- Check Ss’ answers as a class.
Key: 1. preserve 2. pollution 3. Awareness 4. protect T <--> Ss
19 minutes 5. consumption 6. depletion
Grammar:
Activity 1:
- Ask Ss to read the instructions and look at the photo. Elicit some
descriptions of the photo from the class by asking: Where are the people in
the photo? What are they doing? Why are they doing it? Individually
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- Give SS time to read the text and do the task individually. Go round and
offer help with any unfamiliar vocabulary. Check comprehension.
Key: ‘All this rubbish is killing fish and other sea creature’.
‘We can clean the beach together’
‘I will ask our friends and neighbours to come and help us’
‘I’m happy to hear that, children’.
‘protect yourselves from germs’
Activity 2:
Focus Ss’ attention on the instruction and sentences. Check comprehension,
and remind Ss to reread Do you know…?on page 40.
- Ask Ss to do the task individually. Go round and offer help if necessary.
- For peer review, call on different Ss to write their sentences on the board
for the class to comment.
Key:1. Mr Jones was very sad and said that all that rubbish was killing fish
and other sea creatures.
2. Nick said that they could clean the beach together.
3. Mary told them she would ask their friends and neighbours to come and
help them.
4. Mr Jones told his children were so happy to hear that.
5. Mr Jones gave the people gloves and told them to protect themselves
from germs.
Project:
Inform the class of the lesson objectives: further explore the topic and
develop their communicative skills.
Whole class
1. Ask Ss to read the instructions and check understanding of the activity.
Point out that they should first select a typical pollution problem that they
want to discuss. Then they should brainstorm all the necessary information,
and arrange it in a logical order. Finally, they should discuss, and decide on
some practical advice. Encourage them to write a draft to share with other
groups before they write the final advice. Have more able Ss write a plan T <--> Ss
including specific action points, e.g. organise tree-planting days twice a
year.
- Encourage Ss to search for some pictures or photos to support their ideas.
2. Ask Ss to read Do you know…? on page 30 Unit 3, Tieng Anh 10,
student’s Book for the information on how to make an effective
presentation.
- Since the project is rather demanding, allow enough time for its
completion or so assign it as homework.

E. Experience:
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Date of preparation: April, 4th 2015 Date of signing: April, 6th 2015
Revision for test 5
A. Aims:
-
To practice speaking, reading, listening and writing.
-
To make Ss feel confident of their ability in order to understand and speak English by setting
tasks within their competence.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases.
* Language focuses:
- Relative clauses
- Reported speech.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:
1. Warm-up - Greeting and checking attendance.
- Teacher asks Ss to do the homework. T <--> Ss
6 minutes I. Grammar:
1. Definite Relative clauses.
2. New lesson a. Form :
- MÖnh ®Ò quan hÖ x¸c ®Þnh kh«ng ®-îc ng¨n çch víi mÖnh ®Ò chÝnh
17 minutes bëi dÊu phÈy nµo.
b. structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ x¸c ®Þnh lµ tõ ch-a x¸c ®Þnh th-êng lµ
danh tõ chung v× thÕ mÖnh ®Ò quan hÖ kh«ng thÓ l-îc bá .
Eg : This is a man who is living in Hanoi.
2 . Non – definite relative clauses.
a. Form :
-- MÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh ®-îc ng¨n çch víi mÖnh ®Ò T <--> Ss
chÝnh bëi nh÷ng dÊu phÈy.
b. Structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh lµ tõ x¸c ®Þnh th-êng
lµ danh tõ riªng , danh tõ ®-îc bæ nghÜa bëi çc tÝnh tõ chØ ®Þnh vµ
tÝnh tõ së h÷u . v× thÕ mÖnh ®Ò quan hÖ cã thÓ l-îc bá .
Eg : The Mekong River , which starts in Tibet, is the longest river in
Indonesia.
Note: That kh«ng ®-îc sö dông ë mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh.
3. Khi chuyÓn tõ c©u tr-c tiÕp sang mét c©u gi¸n tiÕp ta cÇn chó ý
nh÷ng ®iÓm sau.
a. ®¹i tõ chñ ng÷:
I : She, he, it .
You : I, we. Ss <--> Ss
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We : they
They, she, he, it : th-êng kh«ng ®æi.
b. Sù thay çc tr¹ng tõ chØ thêi gian vµ n¬i chèn.
Today : that day.
At this moment : at that moment.
Yesterday : the day before/ the previous day.
Tomorrow : the next day/ the following day.
This/ that/ these : the ( khi this / that / these : ®-îc sö dông nh- tÝnh tõ
vµ khi this / that / these : ®-îc sö dông nh- ®¹i tõ
chóng cã thÓ ®æi thµnh it, they, them )
Last week : the week before/ the previous week.
Next week : the week after/ the following week.
Ago : before.
Here : there
c. Sù thay ®æi th× cña ®éng tõ trong mÖnh ®Ò ®-îc t-êng thuËt
- Khi ®éng tõ t-êng thuËt ë çc th× hiÖn t¹i , chóng ta kh«ng
®æi th× cña ®éng tõ trong lêi nãi gi¸n tiÕp.
- Khi ®éng tõ t-êng thuËt ë çc th× qu¸ khø, chóng ta ®æi th×
cña ®éng tõ trong lêi nãi gi¸n tiÕp nh- sau :
Direct speech Indirect speech
Present simple Past simple
Present continuous Past continuous
Present perfect Past perfect
20 minutes Present perfect continuous Past perfect continuous
Past simple Past simple/ Past perfect
Individually
II. Exercises:
Exercise 1: Underline the relative clauses in the sentences. Then add
commas to separate the Non-restrictive relative clauses.
1. The man who is talking to the principal is our form teacher.
2. The boys who are sitting in the first row will receive the medals. T <--> Ss
3. The students who are in the grade 10th are going to clean the school yard.
4. The animals which are kept in iron cages will be carried back to the forest
5. Mr Tan who is our gymnast is very thin and tall.
6. The book which we borrowed from the library must be returned by
Monday
Individually
7. The little boy who is crying over there lost his way.
8. Mrs Van who lives next door to Hoa works at the television station.
9. The dog which has some black spots is Ba’s.
10. My mother bought the shoes which were made from Hong Kong.
Exercise 2: Chuyển những câu sau sang câu gián tiếp.
1. He said to her, “You are my friend.”
2. Johnny said to his mother, “I don’t know how to do this exercise.” T <--> Ss
3. “ Don’t come back before one o’clock”, advised my brother.
4. “Cook it in butter”, Mrs Brown said to her daughter.
5. The pupils said “ Teacher, give us better marks, please.”
6. My friend said, “ Are you going to leave tomorrow?”
7. “ Have you done your homework?”, said my mother.
8. I asked Bill,” What time did you go to bed last night?”
9. Paul said, “ I must go home now.”
10. “ There is an accident”, said the policeman. T <--> Ss
III. Consolidation:
3. Homework: - Ask Ss to consolidate the main contents.
2 minutes - Ask Ss: What have you learnt today?
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- Teacher asks Ss to give examples for the grammatical parts above.
E. Experience:
Test 5- 45'
- To give marks.
units: 8 and 9.
B. Preparations:
C. Language focus:
* Phonetics:
- Stress in three syllable words
* Vocabulary:
* Listening:
* Reading:
* Grammar:
- Relative clauses
- Comparison.
* Writing:
MA TRẬN ĐỀ KIỂM TRA 1 TIẾT LẦN 5
Language Topic Recognition Understanding Application Total

area and No Ms No Ms No Ms No Ms
skills
1. Listen and complete the

Listening missing information 2 1 2 1 1 0,5 5 2,5
Stress in three syllable words

Phonetics
1 0,25 1 0,25 2 0,5
Grammar 1. Relative clauses

and 2. Comparison
Vocabulary 3. Vocabularies 5 1,25 4 1 4 1 13 3,25
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Reading 1. New ways to learn
2 0,5 2 0,5 1 0,25 9 2,25
2. Preserving the environment
1 0,25 1 0,25 2 0,5
Writing 1. Sentence transformation 2 0,5 2 0,5 2 0,5 6 1,5

TOTAL 10
Unit 10 ecotourism
- To teach Ss to listen and read a conversation about ecotourism and do tasks: Questions &
answers and matching exercises.
- To teach some lexical items related to the importance, benefits and principles of ecotourism.
+ Use some lexical items related to the importance, benefits and principles of ecotourism.
+ Master some vocabularies about the importance, benefits and principles of ecotourism.
+ Get to know one grammar point: Conditional sentences
B. Preparations:
D. Procedures:
1. Warm up - Inform the class of the lesson objectives: getting to know how the
7 minutes topic, some vocabulary related to ecotourism, and the use of T <--> Ss
conditional sentences Types 1 and 2.
2. New lesson Activity 1: Listen and read
15 minutes - Ask Ss to look at the map of Australia and the pictures, and guess
what tourists can do there. Individually
- Tell Ss that they are going to listen to a conversation at a travel
agent’s. T <--> Ss
- Play the recording. Ask Ss to listen as they read silently.
Suggested answer: Tourists can go scuba-diving, ride camels in the
desert, and see kangaroos and penguins.
This activity focuses on comprehension.
- Let Ss work in pairs to practise asking and answering the questions. Pair work
Answers: 1. Because both Mr and Mrs Collin love nature.
2. Ecotourism means travel to areas of natural or ecological interest
to observe wildlife and learn about the environment.
T <--> Ss
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3. Tourists can see different kinds of animals like crocodiles, snakes,
frogs, birds, butterflies and other rare animals; go scuba-diving to see
10 minutes coral reefs; of go camping.
4. They would have to pay 6,000 dollars for two people.
5. A two per cent discount.
This activity introduces the grammar point: conditional sentences.
- Ask Ss to find the conditional sentences used in the conversation
and write them in the space provided.
* Suggested answer:
- If you also want to go on a camping safari, you’ll need another three
days.
10 minutes - But if we could take the seven-day tour, how much would it be per
person.
- … if you book early and pay two months before departure, you’ll
get a two per cent discount.
T <--> Ss
Activity 4:
This activity helps Ss to review the verb forms in conditional
sentences that they have learnt previously.
- Have Ss work in pairs and underline the verbs in both the main
clauses and if-clauses.
Key: - If you also want to go on a camping safari, you’ll need another
three days. (Type 1)
- But if we could take the seven-day tour, how much would it be per
person. (Type 2)
- … if you book early and pay two months before departure, you’ll
get a two per cent discount. (Type 1)
2 minutes
4. Homework - Ask Ss to learn by heart the words or phrases related to
1 minute environment impacts and ways to protect the environment T <--> Ss
E. Experience:
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Unit 10 ecotourism
Lesson 2 Language
- To teach Ss to pronounce correctly words of more than syllables in isolation and in context.
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- To teach Ss to use conditional sentences type 1 and 2.
+ Use conditional sentences type 1 and 2.
+ Pronounce correctly words of more than syllables in isolation and in context.
+ Use some lexical items related to the topic Ecotourism in context.
B. Preparations:
D. Procedures:

1. Lead-in - T informs the class of the lesson objectives: Getting to know
3 minutes conditional sentences type 1 and 2. T <--> Ss

Activity 1:
10 minutes Explain to Ss that some suffixes can be added to verbs (V + ing, -ed, -able) Individually
or nouns (N + -al, -ial, -ical) to
form adjectives.
- Have Ss use a dictionary to look for the adjective form of the given words.
Key: T <--> Ss
Nouns/verbs + suffixes Adjective
1.culture (n) + -al cultural
2. nature (n) + -al natural
3. environment (n) + -al environmental
4. ecology (n) + -(i)al ecological
5. interest (v) +-ing/-ed interesting, interested
6. sustain (v) +-able sustainable
7. relax (v) +-ing/ -ed relaxing, relaxed
Activity 2:
- Ask Ss to read the sentences and pay attention to the context, that is, the
words surrounding the missing adjectives. For examples, for sentences 1,3,4
and 5, they should consider which adjectives can go with the nouns that Individually
follow. For sentences 2 and 6, they should decide whether to use the
adjectives ending in –ing or -ed.
* Key: 1. sustainable 2. relaxing/ interesting 3. cultural; natural
10 minutes 4. ecological 5. environmental 6. interested
2. Pronunciation T <--> Ss
- Activities 1 and 2 focus on the stress patterns of words of more than three
syllables.
- Have Ss listen and put a mark (’) before the syllable with the primary
stress. Explain to them that when an affix is added to a word, the primary
stress may shift to another syllable
Suggested answers: a. su’stainable b. preser’vation
c. en’vironment d. inviron’mental e. e’cology Individual
f. eco’logical g. rela’xation h. ’scuba-diving
i. ’ecotourism j. eco-’friendly
Activity 2:
- Play the recording for Ss to repeat chorally and individually.
- Check answers as a class. Ss <--> Ss
14 minutes 3. Grammar: Conditional sentences
a. Conditional sentence Type 1
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Exercise 1:
Explain to Ss that conditional sentences Type 1 are used to describe present/
future activities or events that are real/ very likely to happen. In the main
clause, different modal verbs (can, may, might, will) can be used, which
can modify the meaning of the main verb. Pair work
- Have Ss first choose a suitable verb for each sentence from the word box,
and then use the correct form of this verb (present tense in the if-clause or
modal verb in the main clause to complete sentence).
* Key:
1. leaves 2. will/ may/ might not get 3. fail
4. will/ may/ might get 5. Pay 6. will/ may/ might eat T <--> Ss
7. will call 8. can/ may/ might go
- Have Ss discuss the meaning of sentences 2,4,6 and 8, and explain the
difference between the modals.
Exercise 2:
- Ask Ss to read the sentences carefully, identify the if-clauses and use the
correct forms of the verbs in brackets.
* Key: 1. will be; fail 2. will/ may/ might help; have Individually
3. will/ may/ might feel; comes 4. need; will you lend
5. throw; may/ might eat; die 6. will/ may/ might cause; make; leave
7. will/ may/ might be; fly; make 8. will take; do not know
- Ask Ss to read Watch out! and discuss with a partner. Check for
comprehension. Elicit explanations from Ss about the two examples.
b. Conditional sentence Type 2
Explain to Ss that conditional sentences Type 2 are used to describe present T <--> Ss
of future activities or events that are unreal or unlikely to happen.
- Ask Ss to join the first part and second part together and make a
meaningful sentence. Then have them decide on the correct verb form in
each case.
Exercise 3:
- Explain to Ss that conditional sentences Type 2 are used to describe
present of future activities or events that are unreal or unlikely to happen.
- Ask Ss to join the first part and second part together and make a
meaningful sentence. Then have them decide on the correct verb form in
each case.
Key: 1. d lived; would/ could work 2. a were; would tell
3. f didn’t start; would be 4. b used; would be
5. g Would you change; had 6. c were; would/ could travel
7. h would / could go; was/ were 8. e would be; stopped
- Have Ss discuss the meaning of each sentence, and explain the
difference between would and could. Individually
Exercise 4:
- Ask Ss to read each situation carefully and decide which statement is the
cause, and which is the effect.
- Explain that ‘effect’ should be the main clause of the conditional
sentence.
For example, in sentence 1, he can’t get a job is the effect, so it is the
main clause. T <--> Ss
Key: 2. If Nancy lived near the park, she would/ could go running three
every morning.
3. If Nam could swim, he would/could go to swimming pool alone.
4. If tom had a passport, he would/ could travel abroad.
5. If there weren’t so many tourists visiting the national parks, the
environment there would not be badly damaged.
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6. If tourists didn’t throw litter in the river, the water would not be
polluted.
7. If these students worked hard, they would/ could pass the exam.
8. If Hoa didn’t have so much homework, she would/ could go out with
her friends tonight.
2 minutes
E. Experience:
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Unit 10 ecotourism
Lesson 3 Reading
- To teach Ss to read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
- To teach Ss some words and phrases related to the topic Ecotourism.
+ Read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
+ Use words and phrases related to the topic Ecotourism.
B. Preparations:
D. Procedures:

1. Homework
3 minutes - Inform the class of the lesson objectives: skimming and scanning a
text for main ideas and specific information. T <--> Ss
2. New lesson Activity 1: Prediction

- Ask Ss to look at the tourist map of Costa Rica and the details given Pair work
12 minutes in the legend (in the bottom left corner of the map).
- Have Ss work in pairs and guess what tourists can do or see in Costa
Rica
T <--> Ss
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Suggested answers: Tourists can swim in the sea, visit marine
national parks, see the volcanoes, watch the monkeys in national
parks, etc. Individually
Activity 2:
12 minutes - Ask Ss to read the two opinions quickly and find the main idea of
each opinion.
- Have Ss choose the best title for the text from the three options.
Key: b (Pros and cons of Ecotourism) T <--> Ss
Activity 3:
- Ask Ss to read the text again and underline the five words from
activity 3.
- Encourage Ss to guess the meaning of these words from the text and
match them with the correct definitions in the table.
Key: 1. e 2.c 3.a 4. b 5.d Pair work
Activity 4:
- Have Ss work in pair and list the positive and negative effects of
ecotourism mentioned by the two speakers.
15 minutes Key: - Positive effects: more money for the local government to
preserve nature ; tourists’ awareness of how to protect the
environment ; more jobs and higher income for local people. T <--> Ss
- Negative effect: changing local people’s way of life
Activity 5:
- Explain Ss how to do the Activity 5: Read each statement, underline
key words and then scan Marco’s and Pablo’s opinions to find similar
ideas or synonyms. Group work
Key: 1. Marco and Pablo (Marco: They [Tourists] stay with local
families; Pablo: There are more jobs for us…)
2. Marco (I think ecotourism can help to solve this problem…)
3. Pablo (To entertain tourists, we have to change our usual foods to
suit their tastes and adapt dances and traditions to suit their needs.)
4. Marco (More and more hotels are built while forests and beaches
are destroyed.)
5. Marco (Tour guides and travel brochures educate tourists about the
protection of the environment.)
6. Pablo (I don’t really know what it is.)
7. Marco (Marco gave examples of sustainable ecotourism and its
benefits)
Activity 6: Discussing
- Have Ss discuss in group of 3 or 4. Ask them some guiding
questions before they start their discussion: What do tourists need T <--> Ss
when they visit a place? What do local people do to provide good
services for tourists (such as food, water and vehicles)?.
Suggested answers: To some extent, the answer is yes. The money
from ecotourists may be used to preserve nature. However, the local
people have to use up their resource (such as energy sources, food
and water) to provide good service for tourist. More tourists mean
more vehicles, more water and food consumption, and more waste.
Even though the discharge of waste and consumption of nature
resources by tourists are minimised, air, water and noise pollution is
unavoidable.
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3.
- Ask Ss: What have you learnt today? What can you do now?
Consolidation T <--> Ss
2 minutes - Summarize the main points of the lesson
E. Experience:
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........... Date of preparation: April, 18th 2015 Date of signing: April,
20th 2015
Unit 10 ecotourism
Lesson 4 Speaking
- To teach Ss to talk about what tourists can do on an eco tour.
+ Express their opinion about what tourists can do on an eco tour.
+ Use conditional sentences Type 1 and to talk about present or future activities. And events
that are real/ probable or unreal/ nor probable.
B. Preparations:
D. Procedures:
1. Warm-up - Inform the class of the lesson objectives: Talking about ecotourism
3 minutes activities. T <--> Ss

- Ask Ss what they think the heading of the speaking section (‘Travel Pair work
12 minutes and enjoy’) means and guess the topic.
Suggested answer:
Tourism and what activities tourists can enjoy doing while travelling.
- Ss practise the conversation in pairs. T <--> Ss
- Have Ss identify the main ideas in the dialogue. Ask them to
complete the table with the information from the conversation.
Where Peter will go Bach Ma National Park Individually

explore the forests, watch the birds,
What he will do and see look at the plants, spend a night at an
old villa.
What else he will do if he visit Hue, enjoy the local food
has more time
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Where else he may visit Lang Co beach T <--> Ss
- Explain to Ss that when making their own conversations about the
three tourists destinations, they should use the four questions in the
12 minutes table.
Activity 3: Group work
- Divide the class into groups of 4 – 5 students. Have each group
choose one ecotourism destination in Viet Nam, find information
about it, and introduce this place to other groups. Their presentation
should include interesting information about the destination and
ecotourism activities there.
- For more able classes, ask Ss to choose destinations in other T <--> Ss
countries for their presentations.
+ I have learnt about some interesting activities for ecotourists
indifferent places in Vietnam. I can talk about these destinations and
ecotourists’ activities.
E. Experience:
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Correction test – Test 5 -45’

A. Objectives:
B. Preparations:
D. Procedures:
I. Answer keys:
Part A: Listening ( 0.3 point/ 1 correct answer)
Question I: 1. 2. 3. 4. 5.
Question II: 1. 2. 3.
Part B: Grammar, phonetics and vocabulary ( 0.2 point/ 1 correct answer)
Question I: 1. D 2. D
74
Question II: 1. A 2. B 3. A 4. B 5. B 6. B 7. D 8.
C
Question III: 1. A 2. D 3. B
Part C: Writing
Question I: ( 0.25 point/ 1 correct answer)
1. Mount McKinley is the highest mountain in North America.
2. Mount Everest is the highest mountain in the world.
3. The Pacific is the deepest ocean in the world.
Question II: ( 0.5 point/ 1 correct answer)
1. This tablet, of which/whose screen has been scratched is mine.
2. Do you know the name of the man whose laptop was broken ?
3. An e-book is an electronic book which can be read on a mobile device.
Part D: Reading ( 0.3 point/ 1 correct answer)
Question I: 1. A 2. B 3. C 4. D 5. C
Question II: 1. 2. 3. 4.
II. General comments:
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III. Common mistakes:

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IV. Experiences:
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Unit 10 ecotourism
Lesson 5 Listening
- To teach Ss listen to a news report about ecotourism for gist and specific information.
- Check comprehension and ask Ss to brainstorm ideas on ecotourism.
+ Develop the listening skills for gist and specific details.
75
+ Talk about ecotourism.
B. Preparations:
D. Procedures:
1. Warm up - Inform Ss of the lesson objectives: listening for gist and specific
5 minutes information about ecotourism. T <--> Ss

- attract = appeal - release fish
6 minutes - ride an ostrich - local specialities T <--> Ss
- Elicit, model 3 times, ask Ss to repeat in chorus then individual, write on
the board, check meaning, stress and get Ss to copy down
- Ask Ss some questions about the Mekong Delta:
Where is the Mekong Delta? What is it famous for?
Whole class
Name some provinces in the MeKong Delta?
Suggested answers:
The Mekong Delta is in south of Viet Nam. It is famous for its fertile land,
19 minutes vast rice fields and fruits orchards. This area includes 12 provinces and one
city: Cần Thơ city, Tiển Giang, Hậu Giang, Vình Long, Sóc Trăng, An
Giang, Đồng Tháp, Long An, Bến Tre, Trà Vinh, Cà Mau, Bạc Liêu, and
Kiên Giang.
Task 1: Pair work
- Have Ss look at the pictures showing different activities for tourists and
discuss with a partner which activities tourists usually do when they go on
a tour to the Mekong Delta.
Suggested answer: T <--> Ss
Tourists can do all these activities, but the most common ones are
listening to traditional music, eating local food and catching fish.
Task 2:
This activity focuses on listening for gist in a news reports.
- Play the recording without pauses. Have Ss listen and choose the caption Individually
that best summarises the main idea.
Key
a. (How the MeKong Delta became an ecotourism destination)
Task 3: T <--> Ss
- Have Ss underline key words in the questions and focus on these words
while listening.
- Let Ss listen again and answer the questions. Then ask Ss to compare their
answers with a partner.
Key: 1. Tourists did not have many interesting activities to do.
2. 100 3. 2005 Whole class
4. They released small fish back into the pond.
5. 300
Task 4:
This activity focuses on listening for specific information in the news report
about the two farmers’ ecotourism places.
- Ask Ss to guess what kind of information they may
need to write in the gaps.
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- Have Ss listen and complete the gaps.
Key: 1. Ba Đức Group work
- garden area: 2.5 hectares
- activities for a. visiting the old house
12 minutes tourists:
b. catching fish
c. enjoy home – made meals T <--> Ss
d. cooking local food/learning how to cook local
food
2. Tư Bình
-fish pond area: 2.1 hectares
-activities for a. catching fish
tourists:
b. watching birds
c. riding ostriches
Task 5:
Have Ss discuss in pairs which activities mentioned in 4 they would enjoy
doing the most and give reasons.
4. Homework
E. Experience:
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Date of preparation: May, 2nd 2015 Date of signing: May, 4th 2015
Unit 10 ecotourism
Lesson 6 Writing
- To teach Ss to write a travel brochure promoting an eco tour.
- To teach Ss to talk about ecotourism.
+ Write a travel brochure promoting an eco tour.
+ Give some practical advice to an eco tour.
B. Preparations:
D. Procedures:
1. Warm up
5 minutes - Inform Ss of the lesson objectives: preparing a travel brochure T <--> Ss
promoting an eco tour.
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2. New lesson Activity 1: Vocabulary
- elicit, model 3 times, ask Ss to repeat in chorus then individual, write T <--> Ss
15 minutes on the board, check meaning, stress and get Ss to copy down
+ sunrise#sunset
+ take aboat to
+ hunt for food
+ litter Individually
+ cause a fire
+ brochure
Activity 2:
- Explain to Ss that a travel brochure provides tourists with
information about a destination. It could be a small booklet or just one
page. T <--> Ss
- Ask Ss to read through the different sections in the brochure and
match the numbered parts (1-6) with the content definitions (a-f)
10 minutes Key:
1.c 2.e 3. d 4.a 5.f 6.b
Activity 3:
The focus of this activity is on designing a brochure. Ss can make a Group work
brochure by hand or with the help of some software available in their
computer (such as Microsoft Word or Microsoft Publisher).
- Put Ss into groups of 4 or 5. Ask them to choose one destination (Sa
Pa or Central Highlands) and design a travel brochure for it.
- Encourage Ss to look for some other travel information (prices,
12 minutes duration of stay, departure times) and pictures about the chosen
destination to make their brochure information and attractive.
Activity 4:
- Have each group show their brochure and give a brief report on T <--> Ss
their eco tour.
- Ask the whole class to give comments and votes for the best
brochure.
Expected answer:
- Now I have learnt how to design and make a brochure for an eco
tour.
E. Experience:
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Unit 10 ecotourism
- To teach Ss to talk about problems with ecotourism in Viet Nam and Africa.
+ Understand about problems with ecotourism in Viet Nam and Africa.
+ Discuss problems with ecotourism in Viet Nam and Africa.
+ Talk and express their ideas and opinions about ecotourism.
B. Preparations:
D. Procedures:
1. Warm up
- Inform the class of the lesson objective: further skill development.
5 minutes T <--> Ss
Activity 1:
19 minutes - Explain to Ss that they need to go back to the previous sections of the unit Pair work
and choose one place of their interest to practise speaking.
- Help Ss to complete the diagram with appropriate information about that
place.
Example: Destination: Sa Pa
- The most enjoyable activities on the tour: visit Cat Cat village, go camping T <--> Ss
in the forest
- The benefits for me: know more about local people’s life and traditions, relax
more, enjoy nature
- The benefit for the environment and local people: more jobs and income for
the local people, more money for the local community to preserve nature.
Activity 2:
- Have Ss work in pairs and practise the model conversation, using their notes Pair work
in 1.
2. Culture: T <--> Ss
Activity 1:
- Ask Ss to look at the pictures and discuss with a partner how the tourism
activity in each situation may affect the environment.
Suggested answers Pair work
a. Tourists may leave litter on the beach, which may cause land and water
pollution.
b. Making a campfire requires breaking tree branches or cutting down trees for
firewood. Campfires may cause forest fires if they are left unattended.
c. Hunting animals may lead to their extinction. Endangered animals can be T <--> Ss
in danger of extinction.
Activity 2:
- Tell Ss that they are going to read about some problems with ecotourism in
18 minutes Viet Nam and some countries in Africa (Kenya and Tanzania).
- Ask Ss to guess which problems mentioned in 1 can be found in Viet Nam
and Africa.
- Have Ss read the text and choose suitable titles for two articles. Individually
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Key: 1. c 2. a
Activity 3:
Explain to Ss how to do the next activity: Read through the five principles in
the table first, and then read each article carefully to decide if these principles T <--> Ss
have been applied in Viet Nam or Africa.
Key:
Principles of ecotourism VN Africa
Reduce the impact of tourism activities on the local nature and
a X X
culture.
Increase tourists’ environmental and cultural awareness and
b X NG
respect.
Provide financial benefits for the conversation of local
c NG NG
destinations.
d Provide financial benefits for local people. NG X
e Provide positive experiences for both visitors and host. X X
Explanation:
- Principle a: In neither places, there are strong measures to limit tourists’
activities that may harm the environment (littering, cutting tree branches,
hunting).
- Principle b: In VN, tourists have little or no access to environmental
information or local cultural activities.
- Principle d: In Africa, ecotourism has not provided more jobs for the local
people.
- Principle e: In VN, tourists have little or no understanding of the local culture;
in Africa, local people are deprived of their best land.
Activity 4:
- Have Ss work in pairs. Ask Ss to look back at the pictures and tourists’
harmful activities that have been discussed in 1 (leaving litter, making Group work
campfires, and hunting animals.)
- Ask Ss to suggest what should be done to restrict the harm or damage that
tourists may cause to the environment and local people.
Suggested answers
- More efforts (such as producing educational brochures and TV programmes T <--> Ss
about ecotourism) need to be made to fully inform and educate tourists on the
environmental and social impacts of ecotourism.
- Moreover, there should be regulations and laws banning the promotion of
unsustainable ecotourism projects and activities that may harm the local
cultures and nature (such as projects to cut down trees to build hotels and
hunting activities).
E. Experience:
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Unit 10 ecotourism
- To help Ss mark stress in words of more than three syllables in isolation and in context.
- To teach Ss some lexical items related to ecotourism.
+ Pronounce correctly words of more than three syllables related to the topic the
ecotourism.
+ Use some key words of the topic the ecotourism.
+ Do the exercises on conditional sentences.
B. Preparations:
D. Procedures:
1. Warm-up - Teacher may introduce the review by asking Ss if they remember what
4 minutes they have learnt so far in terms of language. T then summarises Ss’ answers
and adds some more information, if necessary. T <--> Ss
Task 1:
9 minutes - Help Ss to review the pronunciation rules for words ending in –ity,-ic, - Individually
ica, -tion on page 98 (Student’s Book)
- Have Ss put a stress mark before the syllable with the primary stress in
each word, and then say these words aloud.
Key: ac’tivity conser’vation tra’ditional desti’nation
eco’nomic eco’nomical under’standing degra’dation
10 minutes T <--> Ss
Vocabulary:
Activity 1:
- The six words in the box are the ones most commonly used in the unit.
Ask Ss to write them in the gaps, using the plural forms of the nouns when Pair work
necessary.
Key: 1. conservation 2. Destinations 3. impacts, environment
4. ecology 5. exotic
Grammar:
19 minutes Activity 1: T <--> Ss
The focus of this activity is on using conditional sentences Type 1 to talk
about present or future activities that are real or very probable.
- Let Ss read through the eight cues to grasp the general idea of the story
they are going to create. Individually
- Ask Ss to make sentences, with the main clause of the previous sentence
(the effect) becoming the if-clause (the cause) of the next sentence.
Key: 3. If I miss the lesson, I will not do the test well.
4. If I don’t do the test well, I’ll feel very sad.
5. If I feel very sad, I’ll go to the gym. T <--> Ss
6. If I go to the gym, I’ll keep fit.
7. If I keep fit, I’ll look attractive.
8. If I look attractive, I’ll be very happy
Activity 2:
81
The focus of this activity is on using conditional sentences Type 2 to talk
about present or future activities that are unreal or unlikely to happen. Individually
- Ask Ss to read situations carefully and write the conditional sentences
with the same meaning.
Key: 1. If I could swim, I’d go scuba-diving with you. (or: I’d go scuba-
diving if I could swim.)
T <--> Ss
2. I’d go on an eco tour to Phu Quoc National Park if I had any holiday left.
(or: If I could manage an eco rour to Phu Quoc National Park, I’d go on
one.)
3. If Sue had Tony’s email address, she would send him a message. (or: Sue
would send him a message if she had his email address.)
4. I’d make a cake for you now if there were eggs in the fridge. (or: If there
were eggs in the fridge, I’d make a cake for you now.)
5. Phong would/ could travel abroad if he had enough money. (or: If Phong
had enough money, he would/ could travel abroad.)
6. If I drove too close to the animals on safari, they would get scared. (or:
The animals on safari would get scared if I drove too close to them.)
7. I could/ would go to the concert if I didn’t have so much homework to
do. (or: If I didn’t have so much homework to do, I could/ would go to the
concert.)
8. If Nam had a camera, he’d take pictures of his trip. (or: Nam would/
could take pictures of his trip if he had a camera.)
Activity 3:
This activity helps Ss to review how to use conditional sentences Type 1
and 2, and modals correctly. Give Ss some hints about how to explain
each type of conditional sentences.
Hints: - For Type 1, the modal verb ‘might’ should be used because it Individually
expresses probability.
Example:
If your test score is high…-> The test score might be high.
- For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present
activity or event that is unreal or not probable.
Example:
If your test score was high…-> The test score isn’t high.
If the air was not polluted…-> The air is polluted
Key: 3. The computer isn’t working. 4. It might snow tonight.
5. This golden block might be made of pure gold. T <--> Ss
6. My father isn’t here now. 7. The air is polluted.
8. John might call.
Project:
- For this project, Ss carry out a survey on their group members’ eco tour
experiences.
Students do the survey in PROJECT in groups at break time. Teacher
design the form and students hand in the results in written form as
assignment.
E. Experience:
..............................................................................................................................................................................
...........
82
..............................................................................................................................................................................
...........
..............................................................................................................................................................................
...........
Review 4
Lesson 1 Language
- To revise the language and skills Ss have learnt and practiced in unit 9-10.
+ Pronounce correctly words of more than three syllables.
+ Understand and use the language and skills Ss have learnt and practiced in unit 9-10.
B. Preparations:
D. Procedures:
- Teacher may introduce the review by asking Ss if they remember
1. Warm up what they have learnt so far in terms of language. T then summarises
Ss’ answers and adds some more information, if necessary. T <--> Ss
5 minutes
Task 1:
12 minutes - Ask Ss to do this activity individually, and then compare their answers Individually
with a partner’s.
- Write the correct answers on the board. Remind Ss of the use of suffixes
to form adjective from nouns or verbs.
Key: 1. natural 2. polluted 3. environmental
4. sustainable 5. ecological
Task 2: T <--> Ss
- Ask Ss to do this activity individually.
- Ask a student to write his/ her answers on the board. Check answers as a
class.
Key: 1. pollution 2. global warming
3. Deforestation 4. protect 5. Acid rain
10 minutes
2. Pronunciation
Individually
Task 3: Sort out the words
with a partner’s.
- Show the correct answers on the board.
Key:
oOO O Oo oOOO ooOo
poverty pollution economy conservation
energy solution sustainable preservation
chemical awareness ecology relaxation T <--> Ss
15 minutes newsletter protection environment composition
83
poverty pollution economy conservation
- T asks Ss to read these words.
2. Grammar
Task 4:
- Elicit the form and use of the reported speech. Remind Ss of the changes
to pronouns, possessive adjectives and verbs
- Ask a student to do the task on the board while other Ss also do this Individually
activity individually.
- Check Ss’ answers or as them for explanations, if necessary.
Key: 1. Mary said (that) people are cutting down the rainforests.
2. Tom said (that) car pollution was/ is a big problem in his city.
3. scientists say (that) chemicals are destroying the ozone layer.
4. He told me to shut the door but not to lock it.
5. Our teacher explained (that) burning gas, oil, and coal could/ can cause
acid rain.
Task 5: T <--> Ss
- Elicit the form and use of conditional sentences Type 1 and 2.
with a partner’s.
- Ask a student to write his/ her answers on the board.
Key: 1. didn’t throw 2. will go
3. close down 4. is 5. build
Task 6:
with a partner’s.
- Write the correct answers on the board, and give explanations if Individually
necessary.
Key: 1. will; do 2. would be 3. were; would go 4. use
5. knew; would/ could phone T <--> Ss
2 minutes
E. Experience:
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
..............................................................................................................................................................................
...........
Review 4
Lesson 2 Skills
By the end of the lesson, students will be able to:
- Listen for gist and specific information
84
- Use the words and phrases related to words related to environmental problems and
solutions.
- Read for general ideas and specific information about environmental problems and
solutions.
- To talk about the destinations for ecotourism in Viet Nam.
- Write about environmental problems and give advice on how to solve them.
B. Preparations:
D. Procedures:
1. Warm up - Teacher may introduce the review by asking Ss if they remember
3 minutes what they have learnt so far in terms of language. T then summarises T <--> Ss
Ss’ answers and adds some more information, if necessary.
2. New lesson I. Reading
- Ask Ss to do activities 1 and 2 individually, and check their answers with Individually
10 minutes a partner’s. Give correct answers and explanations if necessary.
Key: 1b
1. rubbish dump (n) landfill (n)
2. hide underground (v) bury (v)
3. serious skin disease (n) skin cancer (n) T <--> Ss
4. waste gases (n) exhaust gases (n)
5. process (v) treat (v)
2.
What can be done to solve the
Problem
problem?
1. Linda landfills do more recycling
the thinking of the
2. Jenny drive less
ozone layer
10 minutes 3. Kate water pollution treat all waste more carefully
II. Speaking
Task 3:
Ask Ss to work in pairs, choosing one of the destinations of ecotourism in Pair work
Viet Nam. Ask each pair to report their choice and explain the decision.
Task 4:
Ask Ss to work in pairs and answer the three questions. Then ask Ss to
discuss their answers with a partner’s.
10 minutes Ask Ss to present their answers to the class. T <--> Ss
III. Listening
- Play the recording about Cuc Phuong National Park, while Ss fill in the
missing information.
- Play the recording again for Ss to listen and check their answers.
- Alternatively, play one or more times for Ss to work out the answers. Individually
Provide the correct answers, and give any explanations if necessary.
Key: 1. 135 2. tourists and scientists
10 minutes 3. 2000; 450 4. most impressive 5. 1000
IV. Writing
Ask Ss to use the points given (or their own ideas) to write a paragraph T <--> Ss
about one of the different environmental problems and give advice on
how to solve them. Ask Ss to write the draft first in class, and then write
their final versions at home. Ss may start their writing like this:
85
Example:
Today, people are producing too much waste. The city landfills are nearly
full. So we should do more recycling and…
4. Homework
E. Experience:
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
..............................................................................................................................................................................
...........
Revision for the final test
A. Aims:
-
To practice speaking, reading, listening and writing.
-
To make Ss feel confident of their ability in order to understand and speak English by setting
tasks within their competence.
* Language focuses:
- Relative clauses
- Reported speech.
B. Preparations:
- Grammar: Revision
D. Procedures:
1. Definite Relative clauses.
2. New lesson a. Form :
- MÖnh ®Ò quan hÖ x¸c ®Þnh kh«ng ®-îc ng¨n çch víi mÖnh ®Ò chÝnh
17 minutes bëi dÊu phÈy nµo.
b. structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ x¸c ®Þnh lµ tõ ch-a x¸c ®Þnh th-êng lµ
danh tõ chung v× thÕ mÖnh ®Ò quan hÖ kh«ng thÓ l-îc bá .
Eg : This is a man who is living in Hanoi.
2 . Non – definite relative clauses.
a. Form :
-- MÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh ®-îc ng¨n çch víi mÖnh ®Ò T <--> Ss
chÝnh bëi nh÷ng dÊu phÈy.
b. Structure :
86
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh lµ tõ x¸c ®Þnh th-êng
lµ danh tõ riªng , danh tõ ®-îc bæ nghÜa bëi çc tÝnh tõ chØ ®Þnh vµ
tÝnh tõ së h÷u . v× thÕ mÖnh ®Ò quan hÖ cã thÓ l-îc bá .
Eg : The Mekong River , which starts in Tibet, is the longest river in
Indonesia.
Note: That kh«ng ®-îc sö dông ë mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh.
3. Khi chuyÓn tõ c©u tr-c tiÕp sang mét c©u gi¸n tiÕp ta cÇn chó ý
nh÷ng ®iÓm sau.
a. ®¹i tõ chñ ng÷:
I : She, he, it .
You : I, we. Ss <--> Ss
We : they
They, she, he, it : th-êng kh«ng ®æi.
b. Sù thay çc tr¹ng tõ chØ thêi gian vµ n¬i chèn.
Today : that day.
At this moment : at that moment.
Yesterday : the day before/ the previous day.
Tomorrow : the next day/ the following day.
This/ that/ these : the ( khi this / that / these : ®-îc sö dông nh- tÝnh tõ
vµ khi this / that / these : ®-îc sö dông nh- ®¹i tõ
chóng cã thÓ ®æi thµnh it, they, them )
Last week : the week before/ the previous week.
Next week : the week after/ the following week.
Ago : before.
Here : there
c. Sù thay ®æi th× cña ®éng tõ trong mÖnh ®Ò ®-îc t-êng thuËt
- Khi ®éng tõ t-êng thuËt ë çc th× hiÖn t¹i , chóng ta kh«ng
®æi th× cña ®éng tõ trong lêi nãi gi¸n tiÕp.
- Khi ®éng tõ t-êng thuËt ë çc th× qu¸ khø, chóng ta ®æi th×
cña ®éng tõ trong lêi nãi gi¸n tiÕp nh- sau:
Direct speech Indirect speech
Present simple Past simple
Present continuous Past continuous
20 minutes Present perfect Past perfect
Present perfect continuous Past perfect continuous
Past simple Past simple/ Past perfect
II. Exercises: Individually
Exercise 1: Underline the relative clauses in the sentences. Then add
commas to separate the Non-restrictive relative clauses.
1. The man who is talking to the principal is our form teacher.
2. The boys who are sitting in the first row will receive the medals.
3. The students who are in the grade 10th are going to clean the school yard. T <--> Ss
4. The animals which are kept in iron cages will be carried back to the forest
5. Mr Tan who is our gymnast is very thin and tall.
6. The book which we borrowed from the library must be returned by
Monday
7. The little boy who is crying over there lost his way.
Individually
8. Mrs Van who lives next door to Hoa works at the television station.
9. The dog which has some black spots is Ba’s.
10. My mother bought the shoes which were made from Hong Kong.
Exercise 2: Chuyển những câu sau sang câu gián tiếp.
11. He said to her, “You are my friend.”
12. Johnny said to his mother, “I don’t know how to do this exercise.”
13. “ Don’t come back before one o’clock”, advised my brother. T <--> Ss
87
14. “Cook it in butter”, Mrs Brown said to her daughter.
15. The pupils said “ Teacher, give us better marks, please.”
16. My friend said, “ Are you going to leave tomorrow?”
17. “ Have you done your homework?”, said my mother.
18. I asked Bill,” What time did you go to bed last night?”
3. Homework: 19. Paul said, “ I must go home now.”
2 minutes 20. “ There is an accident”, said the policeman.
III. Consolidation: T <--> Ss
- Ask Ss to consolidate the main contents.

E. Experience:
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
..............................................................................................................................................................................
...........
The final term test
- To give marks.
units: 6 -10.
B. Preparations:
C. Language focus:
* Phonetics:
- Stress in three syllable words
* Vocabulary:
* Listening:
* Reading:
* Grammar:
- Relative clauses
- Reported speech.
* Writing:
MA TRẬN ĐỀ KIỂM TRA HỌC KÌ II
Language Topic Recognition Understanding Application Total

area and No Ms No Ms No Ms No Ms
skills
88
1. Decide whether the
statements are True (T) or
Listening False (F). 4 1,2 4 1,2 8 2,4
2. Listen and choose the best
answer
Stress in three syllable words
Phonetics
3 0,9 3 0,9
Grammar 1. Relative clauses

and 2. Reported speech
Vocabulary 3. Vocabularies 6 1,2 4 0,8 4 0.8 14 2,8
Reading 1. Preserving the environment

2 0,6 2 0,6 4 1,2 8 2,4
1. Multi choice
Writing 2. Sentence transformation 1 0.3 2 0,6 2 0,6 5 1,5
TOTAL 10

Period: 67
Revision for test 4
A. Aims:
- To practice speaking, reading, listening and writing.
- To make Ss feel confident of their ability in order to understand and speak English by
setting tasks within their competence.
* Language focuses:
- The passive voice with modals
- Comparative and superlative adjectives.
B. Preparations:
- Grammar: Revision
D. Procedures:
89
1. The passive voice with modals
2. New lesson S + modals + be + V-edpII + (by O)
E.g She can answer the question.
17 minutes The question can be answered.
 Note : Mét sè ®éng tõ kh¸c cã thÓ bÞ ®éng chia gièng nh- modals.
S + will/ have to/ be going to + be V-edpII + (by O)

2. Comparative and superlative adjectives
a. So sánh hơn.
 Đối với tính từ ngắn. T <--> Ss
*Form: adj + ER + than
* e.g: Mr Brown is older than Mr Peter.
 Đối với tính từ dài.
* Form: more + adj + than
*e.g: A car is more expensive than a bicycle.
b. So sánh hơn nhất.
 Đối với tính từ ngắn.
* Form: the + adv/adj + EST
* e.g: Ha is the tallest in the class.
 Đối với tính từ dài
* Form: the + most + adv/adj
* e.g: This is the most difficult lesson in the book
Ss <--> Ss
* Các trường hợp ngoại lệ

So sánh hơn So sánh hơn nhất
Good better best
Bad worse worst
20 minutes
Many/ much more most
Little less least
Far farther/further farthest/furthest Individually
Near nearer nearest/next
II. Exercises:
Exercise 1: Change the following sentences into passive sentences.
1. You should open the wine about three hours before you use it.
2. You must not hammer nails into the walls without permission. T <--> Ss
3. Someone will serve refreshments.
4. No one can do anything unless someone gives us more information.
5. We will not admit children under sixteen.
6. They suggested making the tests easier. (Use should)
7. Children couldn’t have done all this damage.
Exercise 2: Give the correct form of the adjectives in brackets. Individually
1. It was an awful day. It was the (bad)_____________ day of my life.
2. He was a bit depressed yesterday, but he looks
(happy)____________today
3. John’s car is (well)________________ than Mary’s.
4. That’s the (far)_______________ way to the city center.
5. I feel (good)_________________ today than I did last week.
6. HCM City is the (big)______________ city in Viet Nam. T <--> Ss
90
7. Marjorie has (many)_______________ books than Sue.
8. He is (bad)______________ than ever before.
9. This bottle has (little)______________ water than my bottle.
10. Nam is (nice)_______________ than Minh.
3. Homework: III. Consolidation:
2 minutes - Ask Ss to consolidate the main contents.
T <--> Ss

Date of preparation: February, 7th 2015 Date of signing: February, 9th
2015
Correction test – Test 3 -45’

A. Objectives:
B. Preparations:
D. Procedures:
I. Answer keys:
Part A: Listening ( 0.3 point/ 1 correct answer)
Question I: 1. F 2. F 3. T 4. F 5. F
Question II: 1. A 2.C 3. D
Part B: Grammar, phonetics and vocabulary ( 0.2 point/ 1 correct answer)
Question I: 1. D 2. B 3. A
Question II: 1. A 2. B 3. A 4. B 5. B 6. B 7. D 8.
C
Question III: 1. A 2. D 3. B
Part C: Reading ( 0.3 point/ 1 correct answer)
Question I: 1. A 2. C 3. C 4. A
Question II: 1. A 2. C 3. A 4. A
Part D: Writing
Question I: ( 0.25 point/ 1 correct answer) 1. C 2. A
Question II: ( 0.5 point/ 1 correct answer) 1. This machine isn’t used very often.
2. I am not often invited to their parties.
3. Wine is included in the menu.
II. General comments:
..............................................................................................................................................................................
..............................................................................................................................................................................
91
..............................................................................................................................................................................
..........................
III. Common mistakes:

..............................................................................................................................................................................
..............................................................................................................................................................................
..............................................................................................................................................................................
..........................
IV. Experiences:
..............................................................................................................................................................................
..............................................................................................................................................................................
......................
92

Giao An 10 TD hk2

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Date of preparation: January, 7th 2019

Date of preparation: January, 7th 2019

- Ask Ss to read the sentences, check if they understand. Pair work

Date of preparation: January, 7th 2019

Time/Stages Activities Interactions

Date of preparation: January, 17th 2019

Date of preparation: January, 17th 2019

2. New lesson Task 1:

Date of preparation: January, 25th 2019

Date of preparation: January, 25th 2019

Time/Stages Activities Interactions

UNIT 7 CULTURAL DIVERSITY

Date of preparation: February, 10th 2019

Date of preparation: February, 10th 2019

Time/Stages Activities Interactions

Time/Stages Activities Interactions

Date of preparation: February, 10th 2019

2. New lesson Task 1:

Date of preparation: February, 10th 2019

Date of preparation: February, 20th 2019

Date of preparation: February, 20th 2019

Stress in two syllable words

Grammar 1. The passive voice with

A. devotion B. industry C. laziness D. loyalty

WRITING *Choose the best answer:

Date of preparation: February, 20th 2019

Times Teacher’s activities Students’ activities

3 min IV. Pronunciation. - Look at their paper

- Look at their paper

Home - T asks Ss to learn the structures and vocabulary.

Date of preparation: March, 1st 2019

Date of preparation: March, 1st 2019

Time/Stages Activities Interactions

Date of preparation: March, 5th2019

2. New lesson Activity 1:

Date of preparation: March, 5th2019

Date of preparation: March, 5th2019

Date of preparation: March, 13th 2019

Date of preparation: March, 13th 2019

2. New lesson A. Vocabulary:

Date of preparation: March, 20th 2019

Date of preparation: March, 20th 2019

Time/Stages Activities Interactions

2. New lesson Activity 1: Prediction

Date of preparation: March, 28th 2015 Date of signing: March, 30th

2. New lesson Activity 1:

4.Homework - T asks Ss to learn the structures and vocabulary.

- Teacher asks Ss to give examples for the grammatical parts above.

Language Topic Recognition Understanding Application Total

1. Listen and complete the

Stress in three syllable words

Grammar 1. Relative clauses

Writing 1. Sentence transformation 2 0,5 2 0,5 2 0,5 6 1,5

Time/Stages Activities Interactions

2. New lesson 1. Vocabulary:

Time/Stages Activities Interactions

2. New lesson Activity 1: Prediction

2. New lesson Activity 1:

Where Peter will go Bach Ma National Park Individually

Correction test – Test 5 -45’

III. Common mistakes:

2. New lesson * Pre-teaching vocabulary