Giao An Hoc Ki 1

SỞ GIÁO DỤC & ĐÀO TẠO TỈNH
TRƯỜNG THPT
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GIÁO ÁN MÔN TIẾNG ANH LỚP 10
GIÁO VIÊN :
TỔ CHUYÊN MÔN : ANH – SỬ
NĂM HỌC 2019- 2020

LESSON PLAN ENGLISH 10
Distributive period : 1
* Preparing date: August, 15th 2019
* Teaching date: August, 19th 2019
INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Objectives:
+ To teach STs to:
- know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- help Sts have the opportunities to develop their oral fluency.
- introduce the theme and units.
+ By the end of the lesson, STs will be able to:
- Know about the English book grade 10 in general.
B. Preparations
1.Teacher : Handouts, textbook, sub boards and colored chalks.
2. Students: Textbook.
C. Methods
- The whole lesson: Integrated, mainly communicative.
Skills: Speaking and listening
D. Procedures:
Stage /Time Teacher’s activities Students’ activities
I/ Warm up: * Game: Lucky Number
9 Minutes -T divides the whole class into two groups and plays Listen and unerstand from the teacher
the game. and do it well.
- The leader of each group chooses a number for
their own group and does the following requirement
in each question. If the answer is correct, they will
get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name
is?
4. Lucky Number Group work
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Sts in the lesson.
A. Content: Including six topics

II. New lesson - T introduces the topics. Listen and understand
1. You and me 2. Education
3. Community 4. Recreation
1. Presentation 1
5. Nature and Environment 6. People and places
--> Six topics are divided into ten units.
12 minutes - T asks Ss to find out the topic through the unit’s
name.
B. The design of each unit in textbook:

1. Getting started: Introducing the overall topic of
the unit
2. Language: Learning vocabulary, grammar and
pronunciation Listen and understand
2. Presentation 2 3. Reading: Developing reading skills and providing
20 minutes Sts with language and ideas about the topic
4. Speaking: Developing speaking skills and
encouraging Sts to apply and share their own
knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Sts
cope with ideas and necessary language
7. Communication and culture: providing Sts with
an opportunity for further practice and consolidation
of the skills and the language learnt previously in
the unit.
8. Looking back and project:
- Revising and consolidating of the language in the
unit
- Providing Sts with an opportunity to apply the
language and skills they learnt throughout the unit to
perform a task in a realistic situation
- After 2 units, Sts have one period for test
themselves. It helps them test themselves about
what they’ve learnt.
C. Tests:
1- Checking frequency knowledge for the previous
lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Sts to look through the book then tell class
how many units it has.
- Introduce some more information.
- There are 6 themes including You and Me;
Education; Community; Nature and Environment;
National Parks; Recreation and People and Places.
- There are 8 periods in each unit. They are Getting
Started, Language, Reading, Speaking, Listening,
Writing, Culture and communication and Looking
Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the
pronunciation of the new words in the dictionary at
home.
-Listen to the teacher attentively and take part in the
lesson actively and creatively.
- Take part in the activities that the teacher required
such as pairs work, group work or individual
- Each S has a notebook and book (student book and
work book)
- Ask Sts to consolidate the main contents. Summerise

- Give feedback.
III. Consolidation - Prepare the new words in Prepare the new words in
2 minutes Unit 1: Family life Unit 1: Family life
Lesson1: Getting started Lesson1: Getting started
IV. Homework At home
2 minutes
E. Experience (Teaching note)
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* Teaching date: August, 21st 2019
Unit 1: FAMILY LIFE

Lesson 1: GETTING STATED
A. Objectives:
+ To teach STs to
- listen and read a conversation about family life and do tasks: T/F exercise and completing exercise.
- teach some lexical items related to the topic Family life.
+ By the end of the lesson, STs will be able to
- Use some lexical items related to the topic Family life.
- Make simple dialogues using the given expressions.
- Read about the benefits of sharing household.
- Use the words and phrases related to household chores and duties.
B. Preparations
1. Teacher: Handouts, textbook, pieces of papers and cassette.
2. Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D. Procedures:

I/ Warm up: * Brainstorming - Answer the questions
5 Minutes - T asks Ss some questions: individually
+ What is your responsibility in your family? * Expected answer:
+ Who does the household chores? - My responsibility in my
+ …………………. family is…
- T leads Ss to the lesson: Today we are going to - Listen carefully
study a lesson about family life especially about
household chores
II. New lesson - Listen attentively
1. Presentation 1
+ Activity 1 Listen and read:
- T elicit new words
7 Minutes + breadwinner (n):người trụ cột trong gđ
+ split (v) chia ra
+ laundry(n)
+ heavy lifting : mang vác nặng
+ grocery(n) Thực phẩm và tạp hóa
+ handle( v) điều hành
- T plays the recording and asks Ss to listen and -Silent reading
pay attention to the text to understand the
content. - Work in pairs
- Ss listen and read along silently.
-Read the passage
+ Activity 2 Decide whether the sentences are true, false
or not given - Compare the answers with a
- T asks Ss to read the passage again and get parner
13 minutes information to do Task 2 in pairs.
- Ask students to compare the answers with a * Expected answers
partner.
- Ask some students to read the answers. 1. F 2. NG 3. F 4. T
- Checks and gives the correct answers: 5. T 6. NG
2. Presentation 2
+ Activity 1 Listen and repeat: - Listen then repeat the words/
- T plays the recording and asks Ss to listen then phrases twice.
7 minutes repeat the words/ phrases twice.
- T asks some Ss to read the words.
- T corrects Ss’ pronunciation
- T explains the meanings if necessary. - Read the words loudly
+ Activity 2 Write the verbs or phrases

- T asks Ss to write the verbs or phrases that are
10 minutes used with the words or phrases in the
conversation.
- T asks Ss to work individually. -Work individually
- T plays the recording again if necessary. - Write correctly
- T asks Ss to exchange the answers with their - Exchange the answers with
partner. their partner.
- T gives feedback. * Expected answers
1. do /divide/ handle
(household) chores
2. take out garbage
3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household
finances
- Perform
- Ask Ss to consolidate the main contents.
III. Consolidation - T asks Ss to learn by heart the words and
phrases related to household chores and duties.
2 minutes
-Prepare for the next lesson : Unit 1: Language
Do as request
IV. Homework
1 minutes
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* Teaching date: August, 24th 2019
Unit 1: FAMILY LIFE

Lesson 2: LANGUAGE
A. Objectives:
+ - To teach STs to :
- teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
- teach Ss the words and phrases related to household chores and duties.
- teach Ss to use the present simple and the present continuous tense.
+ - By the end of the lesson, STs will be able to
- Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
- Use the words and phrases related to household chores and duties.
- Understand and use the present simple and the present continuous tense.
B. Preparations
1. Teacher : Handouts, textbook, pieces of papers and cassette.
2. Students : Textbook
C. Methods
- The whole lesson: Integrated, mainly communicative
* Skills: Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly
D. Procedures:
I/ Warm up: * Checking - Do as request
6 minutes - T asks Ss to make sentences using some words or
phrases:
1. do (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
- T corrects Ss’ answers and gives mark.
* Expected answers
- I always take out garbage
- I sometimes shop for
groceries
…………….
-Perform
II. New lesson Vocabulary:
1. Presentation 1 * Matching
+ Activity 1 - T asks Ss to read the words and phrases in the box, then
8 minutes discuss and find the meaning for each of them. -Work individually
- Ss work individually.
- T asks students to compare the answers with a partner.
- T asks some students to read the answers. * Expected answers
- Checks and gives the correct answers: -1. f 2. e 3. a 4.
1. f 2. e 3. a 4. h h
5. b 6. g 7. d 8. c 5. b 6. g 7. d 8.
c
* Adding more
- T asks Ss to read the conversation again and get - Read carefully
+ Activity 2 information to do Task 2 individually.
7 minutes - Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers.
- Feedback
-Give answers
* Discussing
- T asks Ss to discuss two questions -Work in pairs
- Have Ss work in pairs to ask and answer the questions.
+ Activity 3 - T encourages Ss to use the chores in the list in their
answers.
7 minutes - T asks some pairs to ask and answer the questions.
- T gives feedback.
Pronunciation
* Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the
words twice.
2. Presentation 2 - T asks some Ss to read the words. -Listen and repeat
+ Activity 1 - T gives the meaning of the words if necessary. T helps Ss
7 minutes distinguish the three sound clusters.
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation.
* Listen and choose
- T asks to read the words in rows, paying attention to the
- Write down
difference between the sound clusters.
- T plays the recording and asks Ss to listen then circle the -Read carefully
+ Activity 2 word they hear.
5 minutes - T asks Ss to work individually. -Circle the word they hear
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers by asking them to call out the letter -Ss exchange the answers
(a, b or c) corresponding to the word they hear. with their partners.
1. b 2. b 3. c 4. a
* Expected answers
1. b 2. b 3. c 4. a
- T asks Ss to read the text once and asks them to pay -Read the text again
attention to the words / phrases such as every day, today, at
the moment, and asks them what verb forms are often used -Exchange the answers with
in the sentences that have these words / phrases. Ask them their partner.
to choose the correct verb form.
- T asks Ss to exchange the answers with their partner. -Give answers
3. Grammar: - T checks Ss’ answers and elicits from them the rules of 1. a 2. a 3. a
using the present simple and the present continuous tense. 4. b
- T gives feedback. 5. b 6. b 7. b
8. b
- Listen
- Give feedback.
-Listen
T asks Ss to do exercise 2 page 8 at home.
-Do as request
- Prepare for the next lesson.

III. Consolidation
IV. Homework
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* Preparing date:……………2019
* Teaching date: ……………2019
Unit 1: FAMILY LIFE
Lesson 3: READING
A. Objectives:
+ - To teach Ss to read for general ideas and for specific information about Family life and answer the
questions.
+ - By the end of the lesson, STs will be able to :
+ Read for general ideas and for specific information about Family life and answer the questions.
+ Understand more about home life and express their own ideas about home life.
+ Read for specific information about the benefits of sharing housework.
B. Preparations
1 Teacher : Handouts, textbook, pieces of papers, cassette
2.Students: Textbook
C. Methods
* Skills: Skimming and scanning reading skills
D. Procedures:
I/ Warm up * Checking - Do as requested

6 minutes - T asks Ss to do exercise 2 page 8.
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning -Listen and write down
4. is preparing
5. looks after, works
6. is watching, watches
- T corrects Ss’ answers and gives mark.
Sharing housework
II. New lesson
1. Activity 1 Task 1: - T asks Ss work in groups, look - Listen and work in group
8 minutes at the picture and answer the questions. * Expected answers
- T asks Ss to call out the answers to “Yes, they are. Because they do
question 1 freely. For question 2, ask a the housework together/ Because
representative of each group to give the all members of the family share
opinion of the group. the housework.”
2. Activity 2 Task 2: - T asks Ss to read the three -Give answer

heading (a-c) first and asks them if they Key: c
7 minutes understand the meaning.
- Ask Ss to read through the text once -Read the text carefully
without stopping at words that they don’t
know the meaning of, and then ask them -Work in pairs
to work in pairs to decide on the best title
for the text. *Expected answers
- Remind Ss that the title for the text is the Key: 1.a 2. b 3. b 4. b 5. a
one that gives the general idea of the -Work in pairs
whole text.
- Ask students to compare the answers
with a partner.
- Check Ss’ answers and guide Ss to the
correct choice if necessary by helping
them eliminate the sentences that only
about one aspect of the text.
- T corrects and gives marks
Task 3:
3. Activity 3 - Have Ss read the text again and
underline the words sociable, vulnerable, -Give answers
7 minutes critical, enormous and tent when they see
them in the text. Then, ask Ss to work in
pairs to choose the appropriate meaning
for each word from the text.
- Explain to Ss how to use context to Key: a. c b. b
guess the meaning of the unknown words
if necessary. -Work in groups
- T gives feedback and marks
Task 4:
4. Activity 4 - T asks Ss to continue to work in pairs,
7 minutes and find out what it refers to in each of the
sentences. Let Ss read and understand the
sentences before and after the one has the -Read the text again
word in it to decide what it means. Ss can
use the elimination technique to get the
right answer.
- T Asks them to give answers
Task 5:
5. Activity 5 - Put Ss in groups of three; ask them to
7 minutes read the questions first to make sure they
understand what information they need in *Expected answers
order to answer the questions. It may help
if Ss can understand the key words in the 1. They do better at school,
questions. become more sociable, and have
- Ask Ss to read the text again, and locate better relationships with their
the part of the text where they can get the teachers and friends.
answer to each of the questions before 2. Because it shows that they care
they discuss the answers. about their wives and this makes
- Check Ss’ answer by inviting a their wives happy.
representative form each group to give the 3. They may fall ill easily or may
answer to one of the questions. If the Ss’ think about divorce.
answer is incorrect, don’t give the right 4. There is a positive atmosphere
one at once, but try to elicit it form other for the family.
Ss.
- T corrects and gives marks
III. Consolidation
- Give feedback.
4 minutes
- T asks Ss to do task 6 page 9 at home. Do as request
IV. Homework - Prepare for the next lesson.
1 minutes
E. Experiences (Teaching note)

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Unit 1: FAMILY LIFE
Lesson 4: SPEAKING
A. Objectives:
+ To teach Ss to talk about Family life.
- To teach Ss some words and phrases related to Family life.
+- By the end of the lesson, students will be able to:
+ Talk about their home life.
+ Exchange opinion about household chores.
+ Talk about household chores they often do.
+ Express their opinions about the chores they like or dislike.
- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.
+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái.
B. Preparations:
1.Teacher: Handouts, textbook and pieces of papers.
*Skill: Speaking skill
D. Procedures:
Time/Stages Teacher’s activities Students’ activities
I/ Warm up: * Checking - Do as requested
- T asks Ss to do the brainstorming
8 minutes
cooking washing
up
Household
chores
sweeping Doing the

laundry - Give answers
- I like cooking ...
List three household chores you like and dislike - I don’t like washing....
Discuss the reasons
T elicits
Give comments and lead in the lesson
- Today we are going to study a lesson about

home life and we will talk about our home life by
expressing our opinions about the chores we like - Listen
or dislike
II. New lesson
+ Activity 1 1. Ask Ss work individually to write at least three -Individually
10 minutes household chores they like or dislike.
And then give the reasons.
Share the answers with the partners. - Pair work
Call some of them to present the answers orally.
Likes - Present
Name of chore Reasons
Feeding the cats Love animals
and dogs
Do the groceries Like shopping
Taking out the It is not too hard
garbage
Dislikes
Name of chore Reasons
Laundry Take much time
and quite hard
Washing the dishes Often break
things
Looking after the Waste time, be
baby tired
2. Ask Ss to look at the task 2.

+ Activity 2 Let them some minutes to read the questions first - Listen
and underline the key words.
15 minutes Ask Ss to work in pairs to match the questions with
the answers.
Call some of them to read out the questions and
answers. -Pair work
Read the questions and underline key words.
1. ……………..everyday?
2. ………..like doing ……………..? -Do
3. What ………………….. like ……….?
4. ………… dislike doing …….?
Matching
Call some of them to read the dialogue orally
Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the * Expected answers
house. I sometimes do the cooking when my mom 1. c 2. a 3. d 4. b
is busy
A: Which of the chores do you like doing most? - Read loudly
B: Well, I think I like sweeping the house
A: What do you like about it? - Practice
B: It’s not too hard, and I like seeing the house
clean
A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comment or pronunciation correction if
necessary.
3. Ask Ss to use the information above to make the
similar conversation with partner (about
themselves)
+ Activity 3 Work in groups of three then present in class.
10 minutes Practise in pairs about their own chores at home.
Present orally in pairs.
Example:
A: What household chores do you do everyday?
B: I ……………………………..
A: Which of the chores do you like doing most? - Listen carefully
B: Well, I think I like ……………………
A: What do you like about it?
B: Because ……………………….
A: Which of the chores do you dislike most? - Work in group
B: I hate …………………. Because ……….
- Pair works
III. Consolidation - Ask Ss to consolidate the main contents. - Perform

3 minutes - Give feedback. - Listen
IV. Homework - Prepare for the next lesson. Do as request

1 minutes - Lisenning before coming to class

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Unit 1: FAMILY LIFE
Lesson 5 : LISTENING
A. Objectives:
+ To teach Ss to listen a programme about the roles of family members.
- To teach Ss about Family life
+ By the end of the lesson, students will be able to:
+ Develop the listening skills for details and for specific details.
+ Talk about Family life.
+ Listen to a programme about the roles of family members.
+ Listen the monologue and do the true or false exercise and do the gap – filling exercise
B. Preparations:
*Skill: Listening skill
D. Procedures:
1. Homework * Checking
8 minutes - Collect some homework books to mark -Bring their writings they’ve done at
writing. home
- Give marks.
2. New lesson - Give comments and lead in the lesson - Listen carefully
+Activity 1 1. Ask Ss to answer some questions:
6 minutes 1. How does your family share the
household chores? -Answer some questions
2. Is your mother a homemaker? * Expected answers ( vary )
3. Is your father a breadwinner? 1....share equally
4. Do you think that both parents now 2. yes, she is
work to contribute the family 3. Yes, she is
finances? 4. Yes or No
- Introduce the content of the listening that
they are going to listen.
Today we are going to listen a programme
about the roles of family members - Listen carefully
2.Ask Ss to look at the sentences in task 2 and
+Activity 2 guest which is true or which is false.
8 minutes Play the tape first time. -Look at the sentences in task 2
At the first time ask Ss to give the answer if
they can. -Listen
Read the text second time.
Ask Ss to give the evidence.
Listen the answers then give comment. -Read the text again
In the third listening teacher check the
understand of Ss.
Call some of them to give answers.
Give comment
- T corrects and gives marks - Give answers
3.Have Ss work in pairs to match the * Expected answers
words/ phrases with its appropriate 1. T 2. T 3. T 4. F 5. T
+Activity 3 meaning -Work in pairs
10 minutes Ask them to guess the part of speech of the
word given
Part of speech - Guess the part of speech of the word
Balance (n) given
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
Ask some of them to tell the answer
Give comments -Give answers

Gives marks 1. e 2 . b 3. c 4. d 5. a
4.Ask Ss to read the task 4
Ask Ss to look at the key words
+Activity 4 1/ How has the role of men in the family
10 minutes changed? -Read TASK 4 carefully
2/ How have men’s and women’s roles
become alike?
3. What is the result of equally shared
parenting?
Play the tape first time
At the first time ask Ss to give the answer if
they can -Listen
Read the text second time.
Ask Ss to give the evidence
Listen the answers then give comment -Listen the answers then give comment
In the third listening teacher check the
understand of Ss * Expected answers
Call some of them to give answers 1. They are not the only breadwinner
in the family, and they get more
involved in housework and parenting.
2. Both are responsible for family
Give comment finances, homemaking and parenting.
3.The families become happier and the
- Ask Ss to consolidate the main contents. divorce rate among them is the lowest
- Give feedback
III.Consolidation -Listen
2 minutes - T asks Ss to write the dialogue in the
notebook -Perform
- Prepare for the next lesson
Unit 1: Writing
4. Homework -Do as requested
1 minute
- Do at home

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Unit 1: FAMILY LIFE
Lesson 6 : WRTING
A. Objectives:
+ To teach Ss to write a paragraph about family chores.
- To teach Ss some words and structures related to Family life.
+ By the end of the lesson, STs will be able to :
+ Know how to write a paragraph about family chores.
+ Write about how each member of their family contributes to doing housework.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations
1. Teacher :Handouts, textbook and pieces of papers.
C. Methods
* Skills: Writing skills
D. Procedures:
I/ Warm up: * Checking

8 minutes - Collect some homework books to mark writing. -Do as requested
- Give marks.
- Give comments and lead in the lesson.
Today we are going to study how to write a -Listen and copy
paragraph about family chores
“Many hands make light work” -Listen carefully
2. New lesson
+ Activity 1 1- Ask Ss to work in pairs to discuss the
8 minutes meaning of saying -Work in pairs
- Call some of them to tell the answers
- Ss present the answer -Give answers
* Expected answers
Many hands make light work means
that if many people share a piece of
work, it will become easier for
- Give comment. everybody.
2 Ask Ss to read the text. If all family members contribute to
+ Activity 2 In pairs complete the chore chart. housework, each won’t have to do
12 minutes Call some of them to tell class. much.
- Ss present in class.
HOUSEHOLD CHORE CHART - Read the text carefully
DAD Mending things , cleaning the

bathroom
MUM Do most of the cooking and
groceries shopping
LAM Doing the laundry, taking out
the rubbish and cleaning the
fridge, laying the table for
meals, sweeping the house and
feeding the cat (share with
sister)
AN Helping mum prepare meals
and washing the dishes, laying
the table for meals, sweeping
the house and feeding the cat
(sharing with brother)
- Call some students to tell the form of writing a

paragraph about how people in the family share -Tell form of the writing
household work.
A paragraph about how people in the family
share household work.
-Listen
* Expected form
a. Introduction:
+ The members of the family
(I live in a family of four: … / There
are four people in my family: ……… /
My family has …….. )
+ How the household chores
divide in general?
(All members of may family do the
housework / My family share the
household chore equally/ …. )
b. Body
Describe each member’s duties?
Structures:
Be responsible for …..
Being the elder child, ….
My responsibility at home is …….
c. Conclusion
The benefits of sharing house hold
chore or your feeling about your
family
+ Activity 3 (I love sharing the household chores
4 minutes with all members of my family as
- Read the text and answer ……………)
- Read and answers:

1. 2
2. the parents work, children spend
most of their time at school
3. they split the house equally
4. para 3 and 4
+ Activity 4
5. yes, they do
10 minutes Ask students to complete their own Family chore 6. everyone can have some time to
chart. relax
Write the chart of a student on the board as an
example
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinner -Do as requested
MUM Do most of the cooking
and groceries shopping
My older Help my mum cook lunch
sister and dinner
Doing the laundry
Water the houseplants
Me Taking out the rubbish
Lay the table for meals
Feed the cat and dogs -2 student write on board
Call him/her write the writing on the board, and -Other write in their notebooks
the rest of students write in their notebook.
(Time limited is 10 minutes)
Check the writing on the board. - Listen
III. Consolidation Collect the writing to give marks.
2 minutes -Present in front of the class
- Ask Ss to tell class how to write a paragraph
about how people in your family share household - Listen
work.
IV. Homework - Give feedback. - Do at home
1 minute
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson Unit 1:
Communication and culture

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Unit 1: FAMILY LIFE
Lesson 7: COMMUNICATION AND CULTURE
A. Objectives:
- To teach Ss have more chances to practise speaking and further skill development
- To teach Ss some more freedom
+ By the end of the lesson, STs will be able to :
+ talk about how the activities , benifits , the parts, systems of the body
+ build’s Ss’ speaking ability by using group discussion
B. Preparations
1.Teacher : Handouts, textbook and pieces of papers.
C. Methods
* Skills: Speaking and reading and writing skills
D. Procedures:
I/ Warm up: * Checking

7 minutes - Collect some homework books to mark -Do as requested
writing.
- Give marks.
We will study a lesson about the sharing - Listen carefully
household chores in the family and we also
study knowledge of family fife in different
cultures (Viet Nam and Singapore)
1. Communication: Discussion: Who does
II. New lesson what in your family?
1.Presentation 1
+Activity 1: - Ask Ss to work in pairs to describe
6 minutes - Call some of them to tell the answers -Pairworks
- Give answers
The father is cleaning the house.
The mother is doing the housework
( cooking, cleaning the house,
feeding the baby, doing the laundry,
- T corrects and gives marks ironing….)
+Activity 2: - Tell Ss that they are going to listen to a TV -Listen
8 minutes talk show and will have to find out who said
what in the show.
- Ask Ss to read the statements (a-g) and make -Listen
sure that they understand all of them.
- T explains some words or phrases if
necessary.
- Play the record. Have Ss listen and do the
activity. * Expected answers
- Feedback. Mr Pham Hoang : c,e
Mr Nguyen Nam: b,d
+Activity 3: Ms Mai Lan: a, f
10 minutes - Ask Ss to work in groups of four to discuss
the questions.
- Tell Ss to refer back to the ideas in Activity 2 - Work in group
to answer the questions, but they can also * Expected answers
express their opinions freely. In our group agree with Mr Nguyen
- Call some groups to report their group’s Nam, husband and wife should have
opinions to the class.
a similar role. They should share
2. Presentation 2 housework, parenting, homemaking,
+Activity 1 Culture: financial burden. In our family, our
11 minutes - Ask Ss to work in pairs. One reads the text parents share all the work and we
about family life in Singapore and the other
are happy with that.
reads the text about family life in Viet Nam,
then each writes down his/ her answers to the
questions about his / her text.
- Help Ss with some vocabulary. -Work in pairs
- Ask some Ss to present their answers.
- Feedback *Definition:
III. Consolidation nuclear family: parents and children
2 minutes - Ask Ss to consolidate the main contents.
- Give feedback extended family: grandparents,
IV. Homework parents and children
1 minute - T asks Ss to learn the structures and
vocabulary. -Do as requested
- Prepare for the next lesson: Unit 1 : Looking
back and project -Do at home

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* Preparing date:………………2019
* Teaching date: ………………2019
Unit 1: FAMILY LIFE
Lesson 8: LOOKINGBACK AND PROJECT
A. Objectives:
- To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and in
context.
- To teach Ss some lexical items related to the topic Family life.
- To teach Ss to do the tense exercises (the present simple and the present continuous tense).
- By the end of the lesson Ss are able to:
+ Exchange opinions about the household chores.
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
+ Use the present simple and the present continuous tense.
B. Preparations
1.Teacher : Handouts, textbook, pieces of papers, cassette.
C. Methods
* Skills: Totall of 4 skills - Lisenning , speeaking , reading and writing skills
D. Procedures:
* Checking
I/ Warm up: - Collect some homework books to mark writing. -Do as requested
7 minutes - Give marks.
- Today we will exchange opinions about the -Listen carefully
household chores, use words and phrases related
to topic Family life, Pronounce cluster sounds
/tr/ , /br/ , / kr
II. New lesson . We also use the present simple and the present - Listen
continuous tense to do exercises.
Pronunciation:
- Introduce the task and play the recording.
- T asks Ss to underline the words having cluster
1. Presentation 1 sounds /tr/ , /br/ ,
+Activity 1 / kr /.
12 minutes - Call on some Ss to read the sentences. - Read aloud
Vocabulary:
: What chores are the people doing? - Work in pairs
- Have Ss work in pairs to write the name of chore
under each picture. * Expected answers
- Check Ss’ answers by asking them to write the 1. cooking
names of chores on the board next to the number 2. shopping for groceries
of the picture. 3. doing the laundry / washing
clothes 4. taking out the
rubbish
5. cleaning the toilet
6. washing up
7. ironing
- T gives marks 8. sweeping (the house)
+ Activity 2 9. watering the flowers
10 minutes 10. feeding the cats / pets
- Use the words/ phrases in the box in their correct - Work individually
form to complete the text. * Expected answers
- Tell Ss to read the text carefully, using the 1. does the cooking
context clues to decide which word / phrase can be 2. shops for groceries
used to complete each gap in the text. 3. does the heavy lifting
- Check Ss’ answers and provide correction if 4. laundry
2. Presentation 2 necessary. 5. ironing
13 minutes 6. takes out the rubbish
7. sweeping the house
+ Activity 1: 8. lays the table
7 minutes 9. does the washing-up
Grammar: -Work in pairs
* Answers
- Ask Ss to work in pairs to finish the sentences 1. am writing, miss
with either the present simple or the present 2. am looking after
continuous tense. 3. looks, is wearing
- Check Ss’ answers. 4. am cooking
5. are you reading
6. do
+Activity 2: -Work in pairs

6 minutes - Feedback
- Ask Ss to work in groups to discuss the - Present in front of the class
questions. Model dialogue:
- T goes around and helps Ss with the new words A. Hello
or structures.
- Call some groups to report the results to the B. Can I ask you something?
class. A. question 1
- T listens and makes comments. B. …….
- A. Thank you for your answers
Ask Ss to consolidate the main contents. B. You are welcome!
- Give feedback.
III. Consolidation -Do as requested
2 minutes - T asks Ss to learn the structures and vocabulary.
IV. Homework - Do at home
1 minute
Experiences (Teaching note)

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Unit 2: YOUR BODY AND YOU
Lesson 1: GETTING STARTED
A. Objectives:
- To teach Ss to listen and read a conversation about Your body and you and do tasks:
- Listen and repeat and questions and answers.
- To teach some lexical items related to the topic Your body and you.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic parts of the body.
+ Make simple dialogues using the given expressions.
B. Preparations:
D. Procedures:
I. Warm up - Ask students to keep book close and remember

5 minutes names of the body. -Pay attention to the teacher.
- Students listen to the teacher and point at the parts
of their body when they hear the words related to
part of the body.
ex: nose, eyes, ear, arm, hand, leg, finger...
- Lead in: We’re going to learn about ………...
II. New lesson An apple a Day
1. Presentation 1
7 minutes
+ Activity 1 Task 1:
This task leads students in and Ss work individually
to arouse interest in the topic of the unit. Tell Ss not Look at Task 1
to worry bout the new words or grammar points. The Don’t care about unfamiliar words
new items will be dealt with later on.
T elicit new words Listen and repeat the conversation.
1. acupuncture /ˈækjupʌŋktʃə(r)/ (n): châm cứu
2. ailment /ˈeɪlmənt/ (n): bệnh tật
3. allergy /ˈælədʒi/ (n): dị ứng
4. boost /buːst/ (v): đẩy mạnh
5. cancer /ˈkænsə(r)/ (n): ung thư
6. circulatory /ˌsɜːkjəˈleɪtəri/ (a): thuộc về tuần hoàn
- Play the disk and ask students to listen.
- Students read the dialogue.
This task focuses on comprehension. Work in pairs and practice
- Ask students to practise asking and answering the Report the answers. Answers may
questions. vary.
- Let them report the answers and check if they have
Suggestions:
any difficulty in understanding the conversation.
Answers may vary. 1. Better health, good body
- Walk round and help them condition, stronger resistance to
- Ask some students to stand up to talk again illness, etc.
2. Lose weight, build healthy bones,
and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels uncertain about the
2.Presentation 2 benefits of apple juice.
13 minutes
This task familiarises Ss with the vocabulary and Work in pairs
helps them improve the recognition of consonant -Listen and repeat the words.
clusters in focus. Tell Ss to listen and repeat the
words. Noun Adj Verb
- Play the tape.
- Ss listen and circle the words they hear. Disease Bones Nervous Prevent
+ prevent disease bones weight Balance Weight healthy Balance
+ brain boost healthy Skeleton Brain boost
- Ss work on classifying the words into the system lungs
corresponding categories.
disease (n) nervous (a)
balance (n) healthy (a)
skeleton (n)
system (n) prevent (v)
bones (n) balance (v)
weight (n) boost (v)
brain (n)
lungs (n)
- Ask Ss to work individually, in pairs or in groups Work individually
to report on a time when laughter was the best
medicine for them. T can assist by giving a list of
prompts including occasions like an embarrassing
situation, feeling stressful, tired or sick, etc…
III.Consolidation - Summarize the main points of the lesson Summarize
2 minutes - Ask students to write a passage about their daily
routine (50 words) Do at home
IV. Homework - Prepare for the next les
1 minute
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Distributive period: 11
Unit 2: YOUR BODY AND YOU
Lesson 2: LANGUAGE
A.Objectives
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context.
- To teach Ss to use the future simple with will and going to; the passive voice.
+ Understand and use the passive voice with modals.
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body.
+ Understand and use the future simple with will and going to; the passive voice
B. Preparations:
1.Teacher: Handouts, textbook, pieces of papers, cassette.
* Skills: listen and pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
D. Procedures:
1. Warm up * Checking
6 minutes - Teach some of the words using the glossary,
some pictures. Listen carefully
- Prepare some pictures of the body systems
or organs for illustration if possible.
ex: blood, heart, spine, stomach, lung, nerves,
bones, skull,
- Lead in: We’re going to learn about ...
2. New lesson
1. Presentation 1 Vocabulary:
A. Vocabulary Task 1: Matching
+ Activity 1 a. Ask Ss to match the items in the left - Look at the pictures
5 minutes column with ones in the right column. - Match the items
b. Ask Ss to work in pairs, practise saying the Key: Circulatory system – c
names of the systems. Remind Ss to pay Skeletal system – e
attention to the stressed syllable(s) in each Digestive system – d
word Nervous system – a
- Ss work in pairs, practise saying the names
Respiratory system – b
of the systems.
Classify the words
+ Activity 2 Task 2: Key:
7 minutes - Tell Ss to work on classifying the words into Circulatory system : heart, blood,
the corresponding systems.
pump
- Assist Ss to find the right meanings using a
dictionary. Skeletal system: spine, bone, skull
Digestive system: stomach, intestine
Nervous system: brain, nerves,
thinking
Respiratory system: breath, air, lung
2. Presentation 2 Pronunciation
. Pronunciation Task 1:
+ Activity 1 - Ask Ss to listen and repeat the words.
5 minutes - Help Ss make a clear distinction of the
pair /pr/ and /pl/ and the pair /gr/ and /gl/.
Allow Ss to repeat a few times.
+Activity 2 Task 2:
4 minutes - Ask Ss to listen and practise reading the Listen and repeat the words
sentences aloud. Teacher may model first if
necessary the draw Ss’ attention to the
consonant clusters in focus. Ask Ss to practise Read aloud
the sentences a few times.
3. Presentation 3 Grammar: a. Will and be going to
Grammar
15 minutes
- Ask Ss to read about the usage of will and Read and then write examples
going to and make some examples of their
own.
+ “Will” can be used to express:
1. promises. Do as required
2. offers and requests for help Key
3. refusals of things 1.1 2.3 3.5
4. and predictions about the future. 4.6 5.2
+ “Be going to?” can be used to express:
5. plans, intentions.
6. and making some predictions.
- Give explanations and provide help when - Read the sentences
necessary. 1.X 2.X
+Activity 2 Task 2: 3. √ 4.√
- Ask Ss to identify the use of Will and going
to in the sentences and write from 1 to 6 next 5. X 6.√
to each one. 7.√ 8.√
- Help Ss if necessary.
+ Activity 3 Task 3: Key
- Tell Ss to further apply their newly acquired
1. Will/ is going to
knowledge of will and going to in context.
- Ask Ss to read the sentences. Put a tick in 2. Won’t
front of the sentence if it is appropriate, put a 3. Will/ is…going to
cross if it isn’t. 4. Are going to
- Ss read the sentences. Put a tick in front of
5. Will
the sentence if it is appropriate, put a cross if
it isn’t. Give some explanations for their 6. Are….going to
choice if they can. 7. Will
+ Activity 4 Task 4: 8. Am not going to
- This task encourages Ss to use the items
newly learnt in practice. Ask Ss to complete
the sentences with the rights form of Will and
be going to. Remind Ss that sometime both
can be used.
The passive
- Tell Ss to read about the usage of the
passive voice. Teacher can provide some Key:
explanations if necessary to help Ss 1. Is consumed by the brain
understand the rules. 2. Are damaged (extensively)
+ Activity 5 Task 5: 3. Is made up of around 7,000,
- Ask to read the surprising facts about human
….,000 (27 zeros) atoms.
body first, then
(octillion)
4. Is pump through our body
everyday (by the heart)
5. Are used to smile, to frown
6. Are estimated to live on one
square inch of our skin
7.Are produced by humans only
III.Consolidation - Ask Ss to consolidate the main contents. Do as requested

2 minutes - Give feedback.
- T asks Ss to do exercises again at home.
IV. Homework
1 minute - Prepare for the next lesson. Do at home
- Summarize the main points of the lesson
- Ask students to write a passage about their
daily routine (50 words)
- Prepare for the next les
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UNIT 2: YOUR BODY AND YOU
Lesson 3: READING SKILL
A. Objectives:
+ - To teach Ss to read for general ideas and for specific information about your body and you and answer
the questions.
- By the end of the lesson, STs will be able to :
+ Read for general ideas and for specific information about your body and you and answer the questions.
+ Understand more about the topic
+ Read for specific information about the advantages and đisadvantages of your body and you .
- To teach Ss to have the method to do exercises of reading
- To teach Ss to use the future simple with will and going to; the passive voice.
B. Preparations:
* Skills: Skimming and scanning reading skills
D. Procedures:
1. Warm up - Lead in: Inform the class of the lesson
objectives: Skimming (glancing over a text for
6 minutes a general overview) and scanning (quickly - Listen to teacher
looking at a text for specific information) the
text for the main idea and specific information.
Ask the class to recall what skimming and
scanning are.
2.New lesson
(36minutes)
+Activity 1 Task 1:
8 minutes - Have students look at the picture and read the
title of the text- ACUPUNCTURE- and talk
about what they may already know about
acupuncture.
- Select some Ss who know about the practice - Look at the picture and read the
to speak to the class using their background
knowledge. title
- If no Ss about the practice, teacher will give a
brief description. - Talk in front of the class
+Activity 2 Task 2:
10 minutes The purpose of this task is to further involve
the Ss in the subject of the reading.
- Ask students to read the passage. In pairs, or
in groups choose the three most things they
learn about acupuncture. - Listen to teacher
- Ss work pairs, or in groups to discuss what
they want to know about acupuncture from - Work in pairs or groups
then decide on at least three things they want
to have more information about.
- Ss report their list and compare with others’.
- Students read the text quickly and pick out - Read the text quickly
words or phrases. Key:
1.ailments 2. Ease
3.acupoints 4. Precaution
5.alternative 6.treatment
7.evidence 8.promote
Suggested answers:
+Activity 3 The purpose of this task is the Ss’ thorough 1.Promoting harmony between
8 minutes comprehension of the reading text.
humans and the world around them
- Allow students to read the text again in depth
to find necessary information to give answers and a balance between yin and yang.
to the questions. 2.It is believed to promote the
- Ss work individually to answers the body’s natural healing capabilities
questions. and enhance its functions.
+Activity 4 The purpose of this task is to allow Ss to dig 3.There are more than 2000
10 minutes deeper into their background knowledge using nowadays.
the reading as a model and a source of 4.They are soreness, slight bleeding
information and then develop writing or or discomfort.
speaking as a post-reading activities.
- Elicit Ss’ knowledge in the field of non- 5.Those who have electrical or
medical treatments. These can be traditional or electronic medical devices inside
modern. them.
- Ss work in pairs or in groups to exchange Acupuncture is considered as a
information. After sharing information, Ss
reliable alternative to modern
report to the class.
- Two students present the report. medicine
III. Consolidation Do as requested

2 minutes Do at home
IV. Homework
1 minute
- Give feedback.
- Summarize the main points of the lesson.

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Lesson 4: SPEAKING SKILL
A. Objectives:
+ To teach Ss to talk about how to get rid of bad habits
- To teach Ss some words and phrases related to Family life.
+- By the end of the lesson, students will be able to:
By the end of the lesson, students will be able to
- Understand and know about some bad habits and how to get rid of those ones.
- Language: Present simple
- New words: words related to good and bad habits.
B. Preparations:
1. Teacher: Handouts, textbook, pieces of papers.
*Skill: Speaking skills
D. Procedures:
I. Warm up - Lead in: Inform the class of the lesson Listen carefully
5 minutes objectives: Talking about some bad habits.
Speaking: Talking about some habits Think of the habits and name them.
- Decide
II . New lesson
37 minutes Task 1: - Explain
+ Activity 1 The purpose of this task is to identify good Suggested answers:
7 minutes habits from some given ones. Good habits:/ Being thankful
- Ask students what they think of their Never giving up/ Keeping a routine
habits.
- Have Ss look at the list of habits and decide Saving money /Doing regular exercise
which ones are good. Reading regularly /Bad habits:
- Ss name the habits they think they have. Leaving things until the last minute
- Ss look at the list of habits and decide Watching TV all day / Littering
which ones are good.
- Ss explain their choice and give
rectification if needed.
+Activity 2 Task 2:
10 minutes The purpose of this task is to allow Ss to - Example:
have some insight into habits and how to To stop littering
kick a bad one. Ss will develop their Observe rules and regulations
confidence in speaking by giving personal
opinions on relevant topics.
- Ss work in pairs or in groups and discuss Refrain from throwing rubbish where
why some of the habits are good and why you like
some are bad by giving evidence and proof
to support their ideas.
+Activity 3 Task 3:
10 minutes The purpose of this task is to assist Ss’ Look for a waste bin when you want to
speaking by using relevant information. throw away something, etc.
- Ss read the text quickly and choose the
things they think they can or can’t follow.
Then Ss explain their decision to the class.
- Ss read the phrase in the “watch out: box
and try to come to a conclusion on the
meaning of the idiom.
+Activity 4 Task 4:
10 minutes The purpose of this task is for Ss to develop
their ability in free speaking by applying
advice to kicking a bad habit
Work in groups as required.
- Ss work in pairs or in groups to choose one
bad habit, then make a list of “do’s” and
“don’ts in order to kick that habit.
- Ss share their lists with each other and
report to the class.
Do as requested
III. Consolidation - Ask Ss to consolidate the main contents.
Summarize at home
IV. Homework - Summarize the main points of the lesson.
1 minute - Prepare for the next lesson.

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Lesson 5: LISTENING SKILL
A. Objectives:
- to understand about a healthy diet
- write about a healthy diet and improve listening skill.
- learn how to choose a healthy diet
- New words: Words related to diet.
B. Preparations:
1. Teacher: Handouts, textbook, pieces of papers, cassette.
* Skills: Listening for specific information and deciding on True or False statements
D. Procedures:
1. Warm up Inform the class of the leson objectives listening for Perform
5 minutes information on how to choose a healthy diet . - Students may know some
basic information about
II. New lesson what they have to do.
37 minutes
+Activity 1 Task 1:
10 minutes The purpose of the task is to engage Ss in the lesson - Feel free to talk
by eliciting their personal eating habits.
-Guess the content of the
- Ask Ss to answer the questions:
+ What do you usually have for lunch or dinner? listening part
+ Do you care about the nutritional value of the things
you eat?
- Ss talk about how much they care about the
nutritional value of the things they eat?
+Activity 2 Task 2:
7 minutes The purpose of the task is to give Ss a closer look into
what they are going to listen to.
- Ask Ss to look at the picture below and ask them to
talk about what they think the listening may be about.
- Ss may respond briefly to give their opinions on the
listening they are going to do.
- Play the tape.

- Allow Ss to listen one more time if necessary to
build up Ss confidence in their listening capability.
- Listen to the recording to see what they hear matches
what they expected.
+Activity 3 Task 3: True-false
8 minutes The purpose of the task is to check Ss’
comprehension. - Listening to the recording
- Have students read the sentences carefully. 1. F
- Play the recording again and ask students to listen 2. T
and decide whether the statements are true or false. 3. F
- Call on Ss to check their answers.
4. T
- Ss read the sentences carefully.
- Listen to the tape again and decide the statements 5. F
that are true or false then explain them
+Activity 4 Task 4:
6 minutes The purpose of the task is to develop Ss’ skill in
listening for detailed information.
- Tell Ss to listen again then divide the plate into
sections and label which food should be in each listen again then divide the
section. plate into sections and label
- Ss write the sentences to describe the plate they have which food should be in each
+Activity 5 drawn in task 4. section.
6 minutes Task 5:
The purpose of the task is to swap up the listening
with an expansion to writing using the knowledge and
information Ss have just learnt.
- Listen to the teacher and write down homework Listen to the teacher and write
- Ask Ss to consolidate the main contents. down homework
III.Consolidation - Give feedback.
2 minutes - Summarize the main points of the lesson. Do as requested
IV. Homework - Prepare for the next lesson. Summarize at home
1 minute

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Lesson 6: WRITING SKILL
A. Objectives:
- Ss can write to give advice on things to eat for special occasions
- write a short letter to ask for help and respond to requests in proper dining/ eating.
- learn how to choose a healthy diet
- New words: Words related to diet.
3. Skills: Writing
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
* Skills: writing skills
D. Procedures:
1. Warm up - Lead in: Inform the class of the lesson objectives:
7 minutes writing about what to eat and not to eat. Pay attention to the teacher
II. New lesson

35 minutes
+Activity 1 Task 1:
8 minutes The purpose of this task is to provide Ss with input
for their practice and production later on
- Give brief explanations or provide meanings of the
difficult words to help Ss when necessary.
- Build a list of foods from your own experience that
may give you.
- allergies - bad breath - stress
- sleeplessness - sleepiness
- Ask students to work individually to build a list as
instructed.
- Ask students to share and compare their list with
each others’
- Check if there are similarities and differences,
then ask students to explain the most prominent
similarities and differences.
+Activity 2 Task 2:
5 minutes The purpose of this task is to have Ss brainstorm and
produce a list of food that may give them:
- Ss work individually to built a list as instructed.
- allergies - bad breath - stress
- sleeplessness - sleepiness
-Give brief explanations or provide meanings of the
Do as required
difficult words to help students when necessary to
save time for other activities.
Similarity: need advice on food
- ask students to quickly read the facts about the
Difference: purpose to eat
foods provided. Allow students to use a dictionary or
ask teacher for help, if necessary.
+Activity 3 Task 3:
15 minutes The purpose of this task is to build up Ss ability when
writing a letter requesting help using the given
model.
- Ask Ss to read the letters from the readers and may
analyse the problems and the writing styles.
- Ask students to work in pairs or groups to select a
problem and write a similar request-or-help letter.
- Ask students to show the letters they have just
written to the class and ask for comments from
the class.
- Provide support and comments when necessary
and decide if students have met the objective of
the activity. Select one or two of the best writings
to show the class.
+Activity 4 Task 4:
7 minutes The purpose of this task is to build up Ss’ ability in
free letter writing by replying to “request-for-help”
letters.
- Ask Ss to study the reply to Scott’s letter. Help Ss if Problems:
necessary to facilitate Ss’ acquisition in terms of
Scott: to get concentration
writing styles, structures, language and tactics.
- Ask students to choose one request from those Anna: avoid bad breath
provided or from those they produced in the previous Mike: Food for first date
activity to write a reply using the model. Jane: Stop sleeplessness
Provide help and support, if necessary.
III.Consolidation - Ask Ss to consolidate the main contents. - Reply Scott’s letter

IV. Homework
Prepare for the next lesson. Summarize
1 minute
Prepare for the next lesson at
home

...................................................................
Lesson 7: COMMUNICATION AND CULTURE
A. Objectives:
- Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia
.By the end of the lesson, students will be able to
B. Preparations:
1. Teacher: Handouts, textbook, pieces of papers.
* Skills: Speaking and reading skills
D. Procedures:
I. Warm up * Checking
7 minutes - Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson. - Do as instructed
1. Communication: Discussion: Which parts/ systems
of the body does each activity possibly benefit?
II. New lesson
35 minutes
1. Presentation 1 - Ask Ss to practice speaking.
+Activity 1 - Explain to students that they need to look at the
6 minutes pictures and link them with the previous parts of the
unit. To give students more freedom, allow them to Look at the pictures and talk
choose other pictures of the same theme not
provided in the section to exploit other speaking
possibilities. - Work in pairs or groups and
- Call some of them to tell the answers. discuss the activities in
- Ask Ss to talk about how the activity (ies) benefit(s) Activity 1
the parts/ systems of the body.
- Ask Ss to discuss the activities in the pictures and say

+Activity 2 why they are healthy.
6 minutes
- In pairs or groups, have students discuss the - Other may take part in the
activities in Activity 1 and say why they are debate if they have any new
healthy. ideas
- If possible, allow the whole class to participate in a
debate-like discussion.
- T provides Ss with some words or phrases if
necessary.
- Feedback.
- Ask Ss to work in groups of four. Choose a system of
the body and make a list of all the possible activities that
+Activity 3
are good for it.
5 minutes
- Call some groups to report their group’s opinions to
the class and give reasons for their choices.
- Work in pairs or groups
- Ask Ss to read about health practices and belies in the - Do as required

two countries and note the similarities and differences.
2. Presentation 2
- Give explanations, if necessary.
Culture
- Help Ss with some vocabulary.
+Activity 1 - Ask some Ss to present their answers.
6 minutes - Feedback.
- Work in pairs or groups
- Ask Ss to work with a partner to discuss the
similarities and differences in traditional health beliefs - Do as required
+Activity 2 and practices in the two countries.
6 minutes - Support students by providing structures or
vocabulary, when needed.
- Ask Ss to use the information from their reading

homework for this activity.
+Activity 3
- Ask Ss to talk about their chosen traditional therapy.
6 minutes
Details may include what the underlying idea/ belief is, - Work in pairs or groups
how the practice is performed, what the benefits are,
who it is suitable for.
- Give feedback.
- T asks Ss to learn the structures and vocabulary.
III.Consolidation
2 minutes - Do as required
IV. Homework
1 minute

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Lesson 8: LOOKING BACK AND PROJECT
A. Objectives:
- Ss can improve their listening and speaking skills
- Ss can speak practice through doing a survey
- Ss use words and phrases related to topic “Your body and you”
- Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/.
- Ss use be going to, the simple future tense and the passive voice.
B. Preparations:
1. Teacher: Handouts, textbook, pieces of papers, cassette.
D. Procedures:
I. Warm up * Checking
5 minutes - Collect some homework books to mark writing. - Go to the board and talk
- Give marks.
II. New lesson
37minutes
1. Presentation 1
+Activity 1
7 minutes
Pronunciation: Pronunciation:
- Introduce the task and play the recording. Listen to the teacher
- T asks Ss to underline the words having cluster
sounds //pr/ , /pl/ , / gr / and /gl/.
- Call on some Ss to read the sentences. Ss read
Vocabulary:
+Activity 2 Complete the following sentences with a word or Key:
8 minutes phrase about the body.
- Have Ss work in pairs to write the name of chore 1. Brain
under each picture. 2. Lung/heart
- Check Ss’ answers by asking them to write the 3. Digestive
names of chores on the board next to the number of 4. Skeletal
the picture.
5. Respiratory (system)
6. Stomach
7. Nervous
2. Presentation 2 Grammar:
Grammar: - Ask Ss to work in pairs to underline the part in
+Activity 1 italics that is appropriate in the following sentences.
10 minutes - Check Ss’ answers. Key:
- Feedback 1. will become
2. are broken down and converted
3. is going 4. are stimulated
Project: 5. is used 6. won’t go
- Ask Ss to go round the class and conduct a 7. are supported by
survey. 8. is going to rain
- Have Ss use the information to write a report.
+Activity 2 - T goes around and helps Ss with the new words or - Ss to go round the class and use
10 minutes structures. the information to write a report
Project: - Call some groups to report the results to the class.
- T listens and makes comments.

- Give feedback.
- T asks Ss to learn the structures and vocabulary.
III.Consolidation
2 minutes Do as requested
IV. Homework
1 minute Do at home

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Preparing date:…………………………2019
Teaching date:…………………………2019
PERIODICCAL TEST 1
A. Objectives:
- To practice speaking, reading, listening and writing skills .
- 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.
- use the skills to do the test well
* Language focuses:
- Tenses (simple present/ present continous, simple future, be going to)
B. Preparations:
1. Teacher: Handouts, textbook, sub boards, colored chalks.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:
Time/Stages Teachers’activities Students’ activities
1. Warm-up - Greeting and checking attendance.

- Teacher asks Ss to do the homework.
5 minutes
II. New lesson

37 minutes
1. Presentation Grammar:
Grammar:
+Activity 1 1. Simple present tense
10 minutes - Ask Ss to retell the usage, form and formation of Retell the usage, form and
verbs in the simple present tense. formation of verbs in the simple
- Ask Ss to give examples. present tense.
E.g.
I go to school on foot
She lives in Yen Thuy.
2. Present continuous tense
+Activity 2 - Ask Ss to retell the usage, form and formation of Retell the usage, form and
10 minutes verbs in the simple past tense. formation of verbs in the present
E.g. We are learning English now. continuous tense
3. The simple future tense. Retell the usage, form and
- Ask Ss to say the usage and form. formation of verbs in the simple
- Ask Ss to give examples. future tense
E.g. We will decorate the house next week.
+Activity 3 4. Be going to. Retell the usage, form and

- Ask Ss to say the usage and form. formation of Be going to
7 minutes - Ask Ss to give examples.
E.g. Look at those black clouds. It’s going to rain.
2. Presentation 2 Exercises:
Exercises 1. Use the correct tense of verbs in brackets: Listen and do it
10 minutes 1. When the postman (come) this morning, I (have)
breakfast Key:
2. While I (talk) to John yesterday, the telephone 1. will become
(ring) .. 2. are broken down and
3. Excuse me, (you /speak).English? converted
4. Excuse me but you (sit) in my place. - Oh, I’m very 3. is going
sorry. 4. are stimulated
5. I’m sorry. I (not/understand). Please speak slowly. 5. is used
6. Can I borrow your pen or (you /use). it at t he 6. won’t go
moment? 7. are supported by
7. Ann usually (do) the shopping but today I (do) it. 8. is going to rain
8. Who (make) that terrible noise? - It’s Nam. He
(practise) the guitar.
9. My brother (visit)Ho Chi Minh city twice a year.
10. When winter (come), they usually (go) skiing.
- T gives comments
3. Consolidation: - Teacher asks Ss to give examples for the grammatical Do as requested

2 minutes parts above.
4. Homework: Prepare for the Test. Do at home
1 minutes

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Lesson 1 Test 45'

A. Objectives:
+ To teach STs
- how to do the test
+By the end of the lesson, students will be able to:
- To check Ss’ understanding.
- To give marks.
B. Preparations:
- Teacher: Sheets of papers.
- Students: Pens
C. Language focus:
* Phonetics:
- Pronunciation.
* Vocabulary:
* Grammar:
- Tenses
- Passive voice.
* Listening:
* Writing:
PART I: Listening
Exercise 1: These
people are calling
friends about the
weekend. Are these
statements true (T)
or false (F)? Listen
and give the
correct answers.
1. Penny agrees to
go to a movie with
Bob.
2. Anne can't come
to the party.
3. Ken invites
Nancy to a movie.
4. Wendy can't go
to Jack's house.
Exercise 2: Listen
again. Circle the
correct answer for
each question.
5. When does Bob
want to go to the
movies?
A. on the weekend
B. on Friday
morning
C. on Friday night
D. on Sunday
evening
6. When is the
party?
A. on Saturday
night
B. the weekend
after next
C. on Sunday night
D. on Monday night
7. When does Ken
want to go out with
Nancy?
A. on Friday
morning
B. on Friday night
C. on the weekend
D. on Saturday
night
8. When is the
game?
A. on Sunday night
B. on Sunday
afternoon
Full name: ..........................................................Class: 10 A...
Choose one word whose underlined part is pronounced differently from that of the others in each group.
Circle A, B, C or D.
9. A. tree B. talks C. treat D. true
10. A. best B. contest C. honest D. chest
11. A. educate B. date C. rate D. lake
12. A. indent B. moment C. different D. talent
PART II: Grammar and vocabulary

Exercise 1: Choose the best answer to complete each of the following sentences by cycling the corresponding
letter A, B, C or D.
13. She often ................... in the early morning.
A. go B. went C. goes D. going
14. ................. is a person who manages the home and often raises children instead of earning money from a
job.
A. Homemaker B. Worker C. Breadwinner D. Wife
15. This classroom ....................... by the students everyday.
A. clean B. is cleaned C. cleaning D. cleans
16. Tom: I am very hungry now!
John: OK. I .......................... you some cakes.
A. am going to bring B. going C. bring D. will bring
17. I have already decided. I ............................. a new house.
A. will buy B. is going to buy C. to buy D. bought
18. I always enjoy listening to music, ............... I don't like pop music.
A. but B. so C. and D. or
19. Sad movies always make her ...............................
A. to cry B. crying C. cry D. cries
20. The teacher asked the students .................. their exercises at home.
A. finishes B. finishing C. finish D. to finish
Exercise 2: Complete the sentences, using the right form of the verbs in brackets.
21. Please don't make so much noise. The baby ..................................... ( sleep).
22. My father often …………........................... ( watch) TV after dinner.
PARTIIIReading
Exercise 1: Choose the word or phrase among A, B, C or D that best fits the blank space in the following
passage, by cycling the corresponding letter A, B, C or D.
Like other families in Vietnam, my family has some rules. Firsttly, we have to (23) ………… the household
chores. For example, my mother usually goes shopping and cooks while my father (24) ……………. the
laundry. My sister and I have to (25) ……….. the floor and wash the dishes. Another fixed rule is that we
always have dinner together. Also, whenever my sister and I (26) .................out with our friends, we are not
allowed to come home later than 10 p.m.
23. A.take B.make C.find D.share
24. A.does B.did C.washing D.wash
25. A.cleaning B.clean C.doing D.Have done
26. A. to go B. see C. go D. take
Exercise 2: Read the passage below and choose the best answer (A, B, C or D) to each question.
Family types vary in different countries and among different cultures. In Western, industrialized societies, the
nuclear family ranks as the most common family type. It consists of a father, a mother and their children. But
nuclear families exist alongside many other types of family units. In the single-parent family, for example, a
mother or a father heads the family alone. A blended family is formed when a divorced or widowed parent
remarries. As divorce rates have risen, the number of single-parent and blended families has increased.
In many parts of the world, parents and children live together with other family members under the same roof.
These complex families usually contain several generations of family members, including grandparents, parents
and children. They may also include brothers or sisters and their families, uncles, aunts and cousins. Even when
relatives do not live together, they still consider themselves members of the same extended family includes
grandparents, uncles, aunts and cousins.
27. The nuclear family ranks as the most common family type ______.
A. in many industrialized countries C. that consists of more than two generations
B. in countries with nuclear weapons D. that leads to the divorce of parents.
28. In the single-parent family, ________.
A. there are often no children
B. only one parent lives with his or her child or children
C. the number of blended children has increased
D. children live alone
29. Grandparents, parents and children are mentioned as _____.
A. the three typical generations of an extended family
B. three branches of a family tree
C. the closest and happiest relatives
D. a complex combination
30. The second paragraph is about ________.
A. American culture
B. relatives and family members .
C.the relationship between family members

D. the extended family
PART V: WRITING
Exercise 1: Choose one word or phrase that needs correcting to make the sentence correct.
31. My father decided stay at home and watch TV last night.
32. The poor students are always helping by the teacher.
Exercise 2: Finish each of the following sentences in such a way that it has the same meaning as the
original sentence.
33. My father buys a new car
→ The new car ..........…………………………………………………………
34. They speak English in this country .
→ English ..........................................................................................................
The End
Lesson 2 Test 45'
Key and Marks

( Mỗi câu đúng được 0.25 điểm. Trừ bài reading exercise 2, writing exercise 2 mỗi câu đúng 0.5 điểm. )
1. T 6. A 11. D 16. D 21. is sleeping 26. C 31. B
2. F 7. B 12. A 17. B 22. washes 27. A 32. C
3. F 8. B 13. C 18. A 23. D 28. B
4. T 9. B 14. A 19. C 24. A 29. A
5. C 10. C 15. B 20. D 25. B 30. D
33- The new car is bought by my father.

34- English is spoken in this country.
Unit 3 MUSIC
Lesson 1 ETTING STARTED
A. Objectives:
+ To teach Ss to
- Listen and read about music and do tasks: T/F exercise and completing exercise.
- Teach some lexical items related to the topic music
- Know some words and phrases related to topic "Music"
- Ask and answer simple questions about a pop star
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
* Skills: - Reading for specific information.
D. Procedures:
Time/Stages Teacher’s activities Student’s activities
I. Warm up - T plays some pieces of music, songs.

8 minutes - Ss say the name of the songs Do as request
- T introduces the topic.
II. New lesson - Elicit comments on the picture in the book
- T asks Ss to make comments
He’s handsome Whole class do as
He’s a talented guitarist requested
He’s a famous/ well-known singer. ……..
Activity 1 Task 1: Listen and read
-Check Ss’ understanding of some vocabulary items:
7 minutes + passionate + shy + deceiving
+ talented + platinum album + solo Listen and write down
+ single + debut album + release
- Give the meanings or Vietnamese equivalent of the words Ss
don’t know.
- T plays the CD
- Sts listen and read the dialogue, pay attention to some new
words.
- Students say the new words, T corrects if necessary.
- T checks pronunciation and meaning.
- Sts work in pairs to read the dialogue.
- Some pairs read the dialogue if there is time.
Activity 2 Task 2: Read the conservation again. Then tick true (T) or
false (F)
8 minutes - Explain what to do and how to do.
- T asks 5 Ss to give answers and explanation for each answer. Group work then
- Ss works in pairs to decide if a statements is True, False present
Answers: Key
1. T 1. T
2. F (His platinum album was My World) 2. F (His platinum
3. F (He became a superstar within two years) album was My World)
4. F (His home country is Canada) 3. F (He became a
5. T superstar within two
Task 3: Read the conservation again, and give answers to years)
Activity 3 the following questions. 4. F (His home country
- Tell Sts to focus on the instructions. is Canada)
10 minutes - Checks Ss understanding of the questions. 5. T
- Get Sts to work in pairs or groups to discuss the answers.
Key: 1. They are talking about a young pop star.
2. He looks shy and passionate.
3. He won second place in the Idol contest.
4. His mother did.
5. They gained over 10.000.000 views
6. He had four singles enter Top 40 before his first album
Task 4: Find Adjectives, then discuss their meanings Listen and do
- T checks with the whole class
Answers:
Activity 4
+ shy: not at ease with other people Individually
+ passionate: having a keen enthusiasm or intense desire for
8 minutes
something.
+ talented: a person with good natural ability
+ popular: widely liked or appreciated
+ well-known: famous
Task 5: Circle the verbs which are followed by to-
infinitives Pair work
- Check the answers as a class
Key: Began to post…
The first solo artist to have four singles….
III.Consolidation
2 minutes - Summarize the main points of the lesson Individually
IV. Homework - Ask students to write a passage about their daily routine (50
1 minute words) Individually
Unit 3 MUSIC
Lesson 2 LANGUAGE
A. Objectives:
+ To teach Ss to :
- teach Ss to pronounce consonant clusters /est/ , /-nt /and /eit/ correctly in isolation and in
context.
- teach Ss the words and phrases related music
- teach Ss to use conjunction :and ,or ,but ,so ,yet,for
-teach Ss to use to-infinitive and bare infinitive
- Use words and phrases related to topic "Music" to talk about the music or singer they know
- Pronounce and recognize the clusters /est/, /- nt/, /eit/
- Identify and make compound sentences, and the verbs followed by the to-infinitive and
bare infinitive
B. Preparations:
* Skills: Pronounce consonant clusters /est/ , /nt/ and / eit / correctly
D. Procedures:

- T says 8 words in Vietnamese
I. Warm up Words for the game:
Idol, talent, contest, debut album, release, solo, single, fan Listen and do as
5 minutes - Ss write the words in English in groups. The winner is the request
group with most correct words
II. New lesson
1.Presentation 1 A. Vocabulary:
Activity 1 Task 1:
1. Use the words in the box to complete the definitions
5 minutes - Explain new words if necessary
- Set time and let Sts work individually Individually
- Check the answer as a class by saying the number, sts say the
letter. T can check their understanding by asking "How do you key
know?" 1.talent 2.pop
- Ss read and match each word with its definition. 3.idol 4.contest
Answers: 5. fan 6.clip
1.talent 2.pop 3.idol 4.contest
5. fan 6.clip
Activity 2 Task 2: Give the Vietnamese equivalents to the words.
6 minutes Match each of them with the appropriate meaning
- T asks Ss to work in pair to match the word with its meaning
Answers:
1-c 2- a; 3-b; 4 – d; 5- f; 6- e; 7- g
Activity 3 Task 3: Make sentences about the music or singer Group work
5 minutes - Call on a few Sts to write their sentences on board
- Get the class to comment before giving the correct answer
Task 4: Expand vocabulary
Activity 4
- T divides the class into 4 groups to write the words related to
5 minutes
Music and Contest. The winner is the group with most words
Answers:
Music: concert, solo, show, single, video clip, band, singer, Group work
rhythm, musician, debut …..
Contest: audience, judge, contestant, score, performance….
Pronunciation
2.Presentation 2 Task 1:Identify the word having the sounds
Activity 1 - T sets time and let Sts do the task individually
5 minutes - Check the answers with the whole class.
Answer:
+ passionate
+ talent Whole class
+ contest
Task 2:
Activity 2 Listen and repeat
5 minutes - T plays the CD and pause after each word for Ss to practice
- T asks 5 Ss to read the words in the book and check their
pronunciation if necessary.
- Play the CD
- Check the answer
Answers: Commemorate; best; talent; different; guest; date;
test; achievement; parent
2. Grammar
3.Presentation 3 a. Compound sentences
- review the use of some conjunctions and, or, but and so
through examples.
Task 1. Matching
Activity 1 - Check the answers
6 minutes Answers: Individually
1-d; 2-c; 3-a; 4-b
Task 2. Matching
- explain new words if necessary Expected answers
Activity 2 + nominate + potential:
5 minutes + persuade: + purchase: 1-d; 2-c; 3-a; 4-b
- Check the answer with the whole class.
- Ask some Ss to read aloud all the completed sentences
Answers:
1-c; 2-e; 3-a; 4-b; 5-f; 6-d
b. Infinitives
- Focus Sts’ attention on the Watch out! Box
- Check which verbs are followed by “to” and which ones are
not Individually
- T checks with the whole class
Answers:
1. to sing 2. to make 3. to do
4. fall 5. ride 6. to buy
III.Consolidatio - Ask Ss to consolidate the main contents. Listen ,Perform

n - Give feedback. -Do as request
2 minutes
IV. Homework - T asks Ss to do exercises again at home. - Do at home
E. Experience:(Teaching note)
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Unit 3 MUSIC
Lesson 3 READING
A. Objectives:
+ To teach Ss words or phrases related to music
- To teach Ss know about TV show
By the end of the lesson, students will be able to:
- Use the words and phrases related to words related to music.
- Read for general ideas and specific information about TV show
- Guess the meaning of a word or a phrase.
B. Preparations:
D. Procedures:
I. Warm up - Get Ss to brainstorm the names of some current contest TV

8 minutes show. Listen and answer
- Elicit answers to these questions
What are your favourite TV contest show?
What do you think about it?
II. New lesson Task 1:
Activity 1 - Show some logos
10 minutes - Get Ss to discuss what they know about the logos. Pair work
- Call on a few Ss to report the result of their discussion Then report the reslt
- Look at the logos and discuss in pairs what they know about
them.
Activity 2 Task 2:
8 minutes - Guide Ss what to do and how to do individually then
- Set a time limit and let Ss do the activity individually, then compare the answer
compare the answer in pairs. with a partner.
- Ss do this activity individually then compare the answer with a
partner. Give key
- Check Ss' answer and give feedback.
Key
2001:Tthe year that Pop Idol was first launched in the UK
2002:Tthe beginning of American Idol
2007: The first season of Vietnam Idol
Activity 3 2012: The fourth season of Vietnam Idol.
6 minutes Task 3:
- Focus Ss’ attention on the instructions and get them to do the
task individually. Work individually
- Have Ss guess the meaning of the word based on the context.
- Require Ss to choose the meaning then compare with a partner.
- Ss choose the correct option then compare the answer with a Expected answers
partner. 1-b 2-a 3- a
- Check Ss' answer and give feedback. 4- a 5-b
Key: 1-b 2-a 3- a 4- a 5-b
Activity 4
Task 4:
10- minutes
- T asks Ss to read all the questions, check if they understand all Work individually
the questions and underline key words of each question before then compare the
finding the answer. answer with a
- Make sure they understand the words partner
Format: structure
Franchise: the right to use a logo and TV show format Expected answers
- Check Ss’ answer if an answer is incorrect, T tries to elicit it 1. The Idol format
from other Ss. 2. It came from the
Key: UK
1. The Idol format 3. 12 years
2. It came from the UK 4. It’s a franchised
3. 12 years programme
4. It’s a franchised programme 5. Answer vary
5. Answer vary
III.Consolidation
2 minutes - Summarize the main points of the lesson Listen and do
IV. Homework - Ask students to write a passage about their daily routine (50
1 minute words) Do as request
E. Experience: :(Teaching note)

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Unit 3 MUSIC
Lesson 4 SPEAKING
A. Objectives:
+ Teach Ss to : Speak about TV show
- Talk about TV shows

- Present their show to the class
- Complete the table with the notes from each show
- Make a list of details about their show
B. Preparations:
D. Procedures:
Time/Stages Teacher’s activities Student’sactivities
I. Warm up -T has 4 Ss stand in a line and take turns to speak out a TV

8 minutes show. The winner is the last one standing. Listen and Do as request
- Brainstorm the names of TV shows.
Activity 1 - Elicit comments on the pictures Listen and
14- minutes -Draw Ss’ attention to the TV blurbs
- Explain the words Pair work
+ Celebrity panel: group of judges including famous people * Expected answers
+ VNR Records: names of a recording company Who wants to be a
+ contract: hợp đồng millionaire
- Go around and offer help - To find a winner who
- Call on 2 Ss to write the table on the board will get a big sum of
- Check Ss’ answer money
Answer: - The winner will
Who wants to be a millionaire answer a series of
- To find a winner who will get a big sum of money general knowledge
- The winner will answer a series of general knowledge questions.
questions. - The amount of prize-
- The amount of prize- money increase with the number of money increase with the
questions number of questions
Vietnam Idol Vietnam Idol
- To find a pop star. - To find a pop star.
- The winner will be chosen by a celebrity panel and home - The winner will be
viewers. chosen by a celebrity
- The winner will get a recording contract with VNR Records. panel and home viewers.
- The winner will get a
recording contract with
Activity 2 Task 2: VNR Records
20- minutes - Draw Ss’ attention to the instructions
- Make sure Ss understand the activity
- Go round and offer help
- Write down the facts for their imaginary TV shows. Individually
- Share ideas with partners in the group. Then compare with
- Work together to combine ideas into one show partners
Tips for presentations
+ smile, make eye contact Give feed back
+ speak clearly, not too quickly
+ keep notes on small note cards
4. It’s a franchised programme
5. Answer vary
III.Consolidation
2 minutes - Summarize what they have learnt by asking Ss some Do as request
questions
IV. Homework - Ask students to Exercises in workbook: C1, C3
E. Experience:(Teaching note)
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Unit 3 MUSIC
Lesson 5 LISTENING
A. Objectives:
+ Teach Ss to listen and choose the best answer, choose the best answer
- Listen for gist and specific information
- Say how they feel when they hear the National Anthem
- Listen to the song excerpt and say how they feel
- Listen and choose the best answer
- Listen and answer the questions
B. Preparations:
* Skills: Listening skill
D. Procedures:
Task 1:
I. Warm up - Show some photos of famous artists.
5 minutes - Elicit names of the artists. Listen and do then
- Play some song excerpts by the artists. compare with
- Ss listen to the songs and tell the names of the songs and the partners
artists
Key
1. Trinh Cong Son 2. Luu Huu Phuoc
3. Micheal Jackson 4. Elton John
II. New lesson
Activity 1 Task 2:
8- minutes - Focus on the instructions Listen and do the
- Play the recording task
- Ask Ss some questions
What is the name of the song?
Who is the composer?
How often do you listen to the song?
How did you feel when you heard the song?
What do you think about the song lyrics?
Activity 2 Task 3:
6- minutes - Draw Ss’ attention to the instructions Listen carefully and
- play the recording all the way through do the task
- Play it again for Ss to select the correct answer. Give answers
- Checks with the class, if many Ss get the wrong answer, play * Expected
the CD again answers
Activity 3 Key: C C
15- minutes Task 4:
- Draw Ss’ attention to the instructions
- Read out the questions
- Review the word affect Listen again and do
- play the recording all the way through the task carefully
- Replay the recording for Ss to answer the questions Give answers
- Check answers as a class * Expected
- Replay the recording the third time for Ss to confirm the answers
answers 1. “I have a
Key Dream” by ABBA
1. “I have a Dream” by ABBA 2. Inspirational
2. Inspirational songs. songs.
3. His favourite songs inspire him, and he can learn lessons from 3. His favourite
Activity 4 them. songs inspire him,
7- minutes 4. Rap or Hip-hop and he can learn
Task 5: lessons from them.
- Play some songs that are popular to teenagers 4. Rap or Hip-hop
- Ss say the names of the songs
- Ss work in pairs to discuss their favourite songs and reasons Individually
they like them.
- Call on a few Ss to present their opinions. Then present their
opinion
III.Consolidation - Ask Ss to consolidate the main contents.

3 minutes - Give feedback. Do as request
IV. Homework
E. Experience :(Teaching note)
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Unit 3 MUSIC
Lesson 6 WRITING
A. Objectives:
+ Teach Ss to Write biographies based on fact files.
- Write biographies based on fact files.
- Read given paragraphs, match each of them with the corresponding heading
- Answer the questions
- Write a biography with given information
B. Preparations:
D. Procedures:
- Play some songs by Van Cao
I. Warm up - ask some more questions to introduce the lesson Listen and answer
7 minutes Who wrote the songs you have heard? the quesion
What do you know about him?
II. New lesson
Activity 1 Task 1:
8- minutes Writing a biography
Read the paragraphs and match them with headings -Individually
- Draw Ss’ attention to the photo and the instructions.
- Explain what to do and how to do - Read the text
- Pre teach some key words carefully then
Biography match,compare
Composer with partners
Achievement
- Check the answers as a class Key
Key 1-b 2-c 3- d
1-b 2-c 3- d 4- a 4- a
Activity 2 Task 2:
8- minutes Answer the questions Individually
- Draw Ss’ attention to the instructions and questions Then answer the
- Ss work individually to find the answers. question
- Ss work in pairs to ask and answer the questions Expected answers
- Call on a few Ss to report the answers 1. He was born in
Key 1923
1. He was born in 1923 2. He was born in
2. He was born in Hai Phong Hai Phong
3. It was “Tien Quan Ca” 3. It was “Tien
4. He died in 1995 in Hanoi Quan Ca”
5. Answer vary 4. He died in 1995
Activity 3 Task 3: in Hanoi
20- minutes Write a biography using the Fact files 5. Answer vary
- Point out to Ss how to write a biography
- Pre teach the key words/ phrases
+ patriotic Tell form of the
+ occasional opera: writing
+ national assembly: Individually
+ liberation movement:
+ child prodigy: than dong Then read alond
+ uprising: noi day
+ ballade: bai ca su thi
+ technically demanding: yeu cau ky thuat cao
- Have Ss pay attention to punctuation, structure elements and
liking words.
- Ask Ss to write paragraphs about early years and typical works
- T goes around and gives help, collects common mistakes for later
correction.
- Ss exchange their writing for peer correction and comment
- T collects 5 paragraphs to mark in class so that all Ss feel the
need to do the task.
- Give feedback on these papers.

2 minutes - Give feedback. -Do as requested
IV. Homework - Write a biography of your favourite composer
1 minute - Prepare for the next lesson. Home work
E. Experience :(Teaching note)
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Unit 3 MUSIC
Lesson 7 Communication and culture
A. Objectives:
+ Teach Ss to about music and TV show..
- Teach Ss to listen to the recording
- Talk about the Vietnamese Quan Ho singing and the Indonesian music Dangdut
- Get some knowledge about the lives and works of some composers and singers.
- Match the names with the pictures
- Complete the sentences
- Listen to the recording. Ask and answer questions
- Read 2 passages about the Vietnamese Quan Ho singing and the Indonesian music Dangdut and do
the task
B. Preparations:
* Skills: Speaking and reading skills
D. Procedures:
-Listen and do
I. Homework - Show some photos
7 minutes - Check answers as a class -Match the pictures
- T asks Ss to match the names of the artists with the photos with the names
- Check Ss’ understanding of the artists by asking some questions Key
Key a. Chopin
a. Chopin b. Elvis Presley b. Elvis Presley
c. Michael Jackson d. Tchaikovsky c. Michael Jackson
e. Johann Strauss f. Van Cao d. Tchaikovsky
- Play some song excerpts by the artists e. Johann Strauss
f. Van Cao
II. New lesson

1.Presentation 1 1. Communication:
Activity 1: Read and complete the sentences
Activity 1 - Pre teach some key words Work Individually
7- minutes + operetta: + swan: + magician: then compare with
+ refer: + emphasis + nuance: partners
- Check the answer with the whole class.
Key 1. Johann Strauss 2. Tchaikovsky key
3. Elvis Presley 4. Van Cao
5. Chopin 6. Michael Jackson
Activity 2 Listen to the recording. Ask and answer the questions Listen carefully
7- minutes - Draw Ss’ attention to the instructions and the questions. then answer the
- Play the recording all the way through. questions
- Replay the recording and set time for Ss to discuss the questions in -Write the answer
pairs or groups. on the broard
- Check answers with the whole class. -Others give feed
Key back
1. There are three speakers
2. They are talking about a local entertainment programme.
3. It is going to take place in the City Opera
4. Mai will buy the tickets
2. Culture: -Listen carefully
2.Presentation 2 Listen and say the name of the song and say the name of
Activity 1 - Focus on the instructions the song
5- minutes - Play the recording of the song
- Ask Ss to ask and answer the questions:
Do you know this song?
What’s the name of the song?
- Check answer with the whole class.
Key: “Den Hen Lai Len”
Pair work
Activity 2 Read and fill the table
7- minutes - Pre teach the key words
+ folk song: + alternating group: --Complete the
+ melody: + musical ping pong: table
+ flute: + vocal:
+ musical instrument Listen carefully
- Check the text comprehension as a class then answer the
- asks 2 Ss to write the answers on the board for class checking questions
Activity 3 Key:
7- minutes Listen and answer the questions a. Nhu Co Bac
- Play the recording Trong Ngay Dai
- Check the answers Thang
Key: a. Nhu Co Bac Trong Ngay Dai Thang b. Pham Tuyen
b. Pham Tuyen c. Answer vary
c. Answer vary
2 minutes - Give feedback. Do as requested
IV. Homework - T asks Ss to learn the structures and vocabulary.

1 minute - Prepare for the next lesson. -Do at home
E. Experience: (Teaching note)
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Unit 3 MUSIC
Lesson 8 LOOKING BACK AND PROJECT
A. Objectives:
+ Teach Ss to pronounce and recognize the words having the ending sounds /est/, / nt/, /eit/
-Teach Ss to use words and phrases related to topic “Music
- Teach Ss to give the correct verb form
+ By the end of the lesson Ss are able to:
- Use words and phrases related to topic “Music"
- Pronounce and recognize the words having the ending sounds /est/, / nt/, /eit/
- Use the coordinating conjunctions
- Give the correct verb form
B. Preparations:
D. Procedures:
* Checking
I. Homework - Collect some homework books to mark writing. Do as requested
5 minutes - Give marks.
II. New lesson
1. Presentation 1 Pronunciation: -Listen and repeat
Activity 1 Listen and repeat
6 minutes - T introduces the task and plays the CD. -Then do as requested
- Ss underline the words having ending sounds /est/, / nt/, /eit/.
- Check the answers.
- Read the words
- Call on some Ss to read the sentences. -Listen carefully and
Activity 2 Listen and write down the words write down the words
7 minutes - Focus on the instructions and phonetic symbols. having the ending
- Point out that Ss should listen and write down the words sounds /est/, / nt/, /eit/
having the ending sounds /est/, / nt/, /eit/ -write on the board
- Check answers Key
Key / est/ contest, rest,
/ est/ contest, rest, guest guest
/ nt/ moment, different, achievement / nt/ moment,
/ eit/ commemorate, late, debate, rate different,
achievement
2. Presentation 2 / eit/ commemorate,
late, debate, rate
Activity 1 Vocabulary:
8 minutes Complete the text with the words from the box - Read the text
- T has Ss work in pairs, read the text carefully and fill in each carefully and fill in
gap with a word. each gap with a word.
- T reminds Ss that they have to use the correct form of the pairwork
words when filling
- T goes around and gives helps if necessary. --key 1. passionate
- - T checks with the class by saying the number 2. talented
- check pronunciation and answers 3.confident 4.
Activity 2
Key: 1. passionate 2. talented modest
5 minutes
3. confident 4. modest
Pair work
Ask and answer the questions -Ask and answer the
3. Presentation 3 - Draw Ss’ attention to the photo and questions. questions
15 minutes - Elicit answers from the whole class
Activity 1 - Call on a few open pairs to ask and answer
5 minutes Grammar:
Complete the following compound sentences -Listen and do
- Remind Ss to use the coordinating conjunctions to join the two
clauses
- Call on some Ss to write their sentences on the board for the
class to comment on
Activity 2 - Correct the errors, if necessary
5 minutes -Work individually
Underline the incorrect form of the verbs and underline the
4. Presentation 4 - Elicit the answers and underline the incorrect parts. incorrect form of the
- Give explanations, if necessary verbs
5 minutes
Project: -Work individually
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 - Give feedback. Do as requested
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REVIEW 1 : UNIT 1,2

Lesson 1 LANGUAGE
A. Objectives:
+ Teach Ss to pronounce and recognize the clusters /tr/, /kr/, / pl/, /gl/, /∂nt/, /eit/.
- Teach Ss to understand and use the future simple with will and going to; present simple; present
continuous tense; the passive voice
- Pronounce and recognize the clusters /tr/, /kr/, / pl/, /gl/, /∂nt/, /eit/.
- Understand and use the future simple with will and going to; present simple; present continuous
tense; the passive voice
B. Preparations:
* Skills: - Reading ,writng speaking skill
D. Procedures:
I. Warm up - T asks Ss to call out the themes in unit 1, 2 and 3 and the Individually
grammar parts.
5 minutes - T leads Ss in the lesson.
II. New lesson

1. Presentation 1 A. Vocabulary: - Listen and do
Task 1: Matching - Individually
Activity 1 - Explain new words if necessary
5 minutes - Set time and let Sts work individually Expected answers
- Check the answer as a class by saying the number, Ss say the
letter. T can check their understanding by asking "How do you 1.c 2. d 3. e
know?" 4. a 5. b
- Ss read and match each phrase in A with their continuation in B.
Answers:
1.c 2. d 3. e 4. a 5. b
Task 2: Complete the conversation Work in pairs
Activity 2
- T asks Ss to work individually to use the word in the box to
7 minutes
complete the conversation. -Read the conversation
Answers:
1. lift weights 2. go rollerblading - Compare the answers
3. exercise 4. exercise 5. watch TV with a parner
B. Pronunciation
2. Presentation 2 Task 1:Identify the word having the sounds
- T sets time and let Ss do the task individually.
- Check the answers with the whole class. Individually
Activity 1 Answer: Then read alound
5 minutes /tr/ /kr/ /pl/ /gl/ /∂nt/ /eit/
train create play glide statement date
traffic credit plum glass different fortunate
travel critical please glue talent passionate
treat cream plough glow movement debate
trash crime place globe present late
- T asks Ss to read these words.
C. Grammar
3. Presentation 3 Task 1:Correct form
- T elicits the forms and uses of the present simple tense; present
continuous tense and the future simple. Individually
- Check the answers. - Compare the answers
Activity 1 Answers: with a parner
8 minutes 1. is coming – don’t want 2. don’t make- am studying
3. speaks – is speaking 4. am – ’ll / will bring
5. isn’t working/ doesn’t work - ’ll / will fix
Task 2: Rewrite
- T elicits the form and use of the passive voice used with the
present simple. Individually
- T explains new words if necessary Then Exchange the
Activity 2 Answers: answers with their
7 minutes 1. This road isn’t used very often. partner.
2. David is not often invited to parties.
3. Fruit juice is included in the menu.
4. Mr Miller’s room is cleaned every day.
5. The music can be heard form far away.
Task 3: Matching
- T elicits the use of so, and, but, and or. Individually
- T checks with the whole class -then compare the
Answers: answers with a parner
Activity 3 1. c 2. d 3. e 4. a 5. b
5 minutes
III.Consolidation - Ask Ss to consolidate the main contents. -Do as request

IV. Homework - T asks Ss to do exercises again at home. -Do at home
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REVIEW 2: UNIT 3
Lesson 2 SKILLS
A. Objectives:
+ Teach Ss to listen for gist and specific information
- Teach Ss to use the words and phrases related to words related to music.
- Teach Ss read for general ideas and specific information about a kind of music.
- Teach Ss to write about what each person’s daily life is like
- Listen for gist and specific information
- Use the words and phrases related to words related to music.
- Read for general ideas and specific information about a kind of music.
- Write about what each person’s daily life is like.
B. Preparations:
* Skills: - Reading ,writng speaking skill
D. Procedures:
- T asks Ss to change the sentences into the passive voice.
I. Warm up 1. They haven’t cleaned the streets this week. Work indiviually
7 minutes 2. He couldn’t repair the broken vase.
3. They’ll have to change the date of the meeting again.
4. Mr. Dryden mended the washing machine.
II. New lesson
1. Presentation 1 I. Reading -Work indiviually
- T asks Ss to do activities 1 and 2 individually and check their -Read carefully then
answers with a partner’s. match the word in A
Activity 1 - T gives the correct answers and explanations, if necessary. with their definitions
8 minutes 1b: in B
1. c 2. d 3. b 4. e 5. a * Expected answers
1. c 2. d 3. b
2: 4. e 5. a
Activity 2 1. Country music.
5 minutes 2. When life becomes more complicated and difficult. Work indiviually
3. From the American West. then read alound the
4. Twenty-four hours a day. answer
2. Presentation 2 II. Speaking
8 minutes - T asks Ss to work in groups, the entire group takes notes as
different Ss ask and answer questions about household chores in
their family.
- T asks each group to choose one student to report the interview
results to the class.
3. Presentation 3 - T asks Ss for their comments and decides which student has the
8 minutes best answers.
III. Listening
- T plays the recording once for Ss to listen and choose their
answers. Listen carefully the
- T plays the recording again, so Ss can check their answers, and do as request
then give the correct answers. Alternatively, plays the recording Expected answers
one or more times for Ss to choose the correct answers. 1. T 2. F 3.
3. Presentation 3
Key: F 4. T 5.
7 minutes
1. T 2. F 3. F 4. T 5. F 6. T F 6. T
IV. Writing
- T asks Ss to write about two types of people who have very
different lifestyles. Work indiviually
- T asks Ss to write about what each person’s daily life is like.
- T asks Ss to write the draft first in class, and then they may
write their final versions at home. Ss may start their writing like
this:
My father and my mother have different lifestyles. My father…..
IV. Homework
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UNIT 4 FOR A BETTER COMMUNITY
Lesson 1 GETTING STARTED

A. Objectives:
+ Teach Ss to get to know vocabulary about volunteer activities.
- Teach Ss to make simple dialogues using the given expressions
- Get to know vocabulary about volunteer activities.
B. Preparations:
D. Procedures:
I. Warm up - Show some pictures about voluntary activities and ask Ss to tell Whole class work
8 minutes the activities in these pictures. Look and speak
Pictures 1: Helping the elderly
Picture 2: Teaching children to read and write
Picture 3: Cleaning the nursing home.
Picture 4: cleaning the environment.
- T checks some Ss.
-Lead in the new lesson: Activities for a better community
II. New lesson Task 1: Answer the questions
Activity 1 - Get Ss look at the picture page 38 then answer some questions: Look at the picture then
8 minutes 1. What is the picture about? answer the questions
2. What are the people in the picture doing? Expected answers
3. What do you think about their activities? 1. It's about a special
Do you want to join a voluntary organization? class.
-Let Ss guess what Quan and Hieu. 2. The boy in blue is
Answers: teaching some children.
1. It's about a special class. 3. ( the answer may
2. The boy in blue is teaching some children. vary)
3. ( the answer may vary) 4. (the answer may
4. (the answer may vary). vary).
- T plays the recording.
- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two pairs to act
out the conversation.
Activity 2 Task 2: Answer the questions about the text
15 minutes -Make sense of the questions in the text. Whole class work
- Have Ss find out the answer for the questions individually. Listen carefully the
-Go round and give help if needed. answer the questions
-Check Ss by calling some pairs to read the questions and answers
aloud, the other Ss give comment.
- Provide final feedback and correction.
* Suggested answers:
1. At about 2 p.m yesterday afternoon.
2. Hieu was working at the Happy Mind Charity Center.
3. Yes, he was.
4. His job is meaningful because he can help the children to read
and write..
5. The answer may vary.
Activity 3 Task 3: Making the conversation
10 minutes - Ask each pair to make a dialogue using one of the expression in
the box.
- Now, we can understand the content of the conversation about
Hieu's volunteer work and can make simple dialogues. Pair work
- Guide Ss to make dialogues Then present
- Check 3 pairs and give comment.
III.Consolidation
2 minutes - Summarize the main points of the lesson. Do as request
IV. Homework - Ask students to write a passage about their volunteer work (50
1 minute words) Do at home
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* * Preparing date:……………2019
Lesson 2 LANGUAGE
A. Objectives:
+ Teach Ss to use the adjectives ending with -ed, -ing, -ful and -less in context.
- Teach Ss to pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
- Teach Ss to use irregular past tense verbs, the past simple and past continuous correctly in
combination
- Use the adjectives ending with -ed, -ing, -ful and -less in context.
- Pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
- Use irregular past tense verbs, the past simple and past continuous correctly in combination.
B. Preparations:
* Skills: Pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
D. Procedures:
I. Warm up - T asks Ss to tell the whole class about their volunteer work. Work Individually
5 minutes - T listens and gives marks.
II. New lesson
1. Presentation 1 Vocabulary: Individually
Task 1:
Activity 1 - Ask Ss to read the conversation again and underline the
6 minutes adjectives ending with - ed, -ing, -ful and less * Expected answers
- T checks some Ss.
- Guide Ss to distinguish the use and meaning of these adjectives. - ed: disadvantaged,
+ Adjectives with -ed: Passive, often go with nouns denoting interested, excited
persons.
+ Adjective with- ing: Active, go with noun denoting things - ing: interesting
+ Adjs with ful have positive meaning while adjs with less have - ful: useful, helpful,
negative meaning. meaningful
* Key: - less: hopeless
- ed: disadvantaged, interested, excited
- ing: interesting
- ful: useful, helpful, meaningful
- less: hopeless
Task 2:
Activity 2 - Ask Ss to work individually in 3 minutes then have them -Work Individually
7 minutes compare their answer with their partner. then compare the
- Check Ss' answers and give explanation if any. answer with patner
- exchange the answers with their partner. * Expected answers
- provide the answer. 1. meaningless
* Key: 2. interested
1. meaningless 2. interested 3. hopeless
3. hopeless 4. useful 4. useful
5. excited, meaningful 5. excited, meaningful
6. exciting. 6. exciting.
Pronunciation.
2. Presentation 2
Task 1:
Activity 1
Listen and repeat
5 minutes
- Play the recorder and ask Ss to write
/ nd/ , /n/ and/nt/ above the words that have the corresponding -Work Individually
sounds.
- Put Ss in pairs to practice reading the sentences.
- Invite some Ss to read the sentences in front of the class.
Correct mistakes if any.
Task 2:Identify the word having the sounds
- Play the recorder and let Ss listen and repeat. - Listen and repeat
Activity 2 - Have Ss work in pairs. -Work Individually
5 minutes - Invite two or three Ss read again and then give comment
- Explain the requirement of this activity to Ss , focusing on the
importance of pronouncing the ending sounds correctly in
English.
3. Presentation 3 Grammar Work in pair

Activity 1 - Ask Ss to read the sentences, check if they understand. Expected answers
7 minutes - Ask Ss to pay attention to the time expressions and ask them to
find the verb tense to go with these time expressions. 1. I wore jeans to
- Ss work individually first to rewrite the sentences in the past school yesterday.
tense, using the time expression in blankets. 2. My sister and I
- Ask Ss to work in pairs to check the answer. bought a lot of clothes
- Invite 3 Ss to write on the board, then ask them to highlight the last summer.
irregular past tense verbs. 3. My father read
* Key: newspaper in bed last
1. I wore jeans to school yesterday. night.
2. My sister and I bought a lot of clothes last summer. 4. My mother made
3. My father read newspaper in bed last night. my bed last Sunday.
4. My mother made my bed last Sunday. 5. I wrote letters to my
5. I wrote letters to my grandparents yesterday. grandparents yesterday
-Ask Ss do this activity individually.Observe and help them if Work in pair

Activity 2 necessary Expected answers
4 minutes -Ask Ss to match 1-5 with a-e and complete the sentence in the
past simple or the simple continous. 1-d 2-c 3-e
Key 4-b 5-a
1-d 2-c 3-e 4-b 5-a
IV. Homework - T asks Ss to do exercises again at home.
E. Experience: : (Teaching note)
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Lesson 3 READING
A. Objectives:
+ Teach Ss to know the benefit of volunteer work.
- Understand the discourse and put the sentences into appropriate place.
- Guess the meaning of some words through the context.
- Know the benefit of volunteer work.
- Understand the discourse and put the sentences into appropriate place.
- Guess the meaning of some words through the context.
B. Preparations:
D. Procedures:
I. Warm up - T asks Ss some questions\; -Whole class

8 minutes 1. Do you like volunteer work? -Listen and answer
2. Have you ever taken part in any volunteer work? the questions
3. What kinds of activities do you like most?
- T elicits the answers and leads Ss in the lesson.
II. New lesson 1.
- Introduce the title of the reading passage and elicit the reasons why Pair work
Activity 1: people volunteer.
7 minutes - Invite some Ss to share their choices.
- Ss give their own ideas by ticking the reasons in the textbook.
- Ss exchange the ideas with their partner.
Activity 2: 2.
6 minutes - Ask Ss to scan the reading text and check their predictions in activity Work Individually
1. Then compare the
- Check Ss' answers and ask them to clues from the reading text. answer with the
- Provide the answers and evidences from the reading text. partner
Activity 3: * Key: Reasons They are: a, c, e and f
6 minutes 3.
- Remind Ss the strategies for Gapped text or Missing sentences.
- Go through the sentences in activity 3 and help Ss to make sense of Work Individually
these sentences. Then compare the
- Ask Ss to do this task individually, then ask them to compare the answer with the
answer in pairs. partner
- Check Ss' answer and give further explanation.
- Do this activity individually then compare the answer with a partner.
- Some Ss give the answer by reading the Missing sentences out loud.
Activity 4: * Key: 1- d 2- a 3- b 4- c
6 minutes 4. Pair work
Ask Ss to look back at the reading text to locate the highlighted words.
- Have Ss guess the meaning of each of the highlighted word based on
the context.
- Require Ss to choose the meaning then compare with a partner.
- Check Ss' answer and give feedback.
- Guess the meaning through the context.
- Choose the correct option then compare the answer with a partner.
Activity 8: Key: 1.A 2 .B 3.C 4.B 5.
8 minutes 5:
-Let Ss work in pairs to discuss the statements.
-Elicit different ways to give opinions that Ss know and add some more Pair work
if necessary.
- Invite some Ss to talk in front of the whole class.
- Work in pairs to give their own point of view toward issues
mentioned in two statements.
- Ss take turn to talk.
III.Consolidation
2 minutes - Summarize the main points of the lesson Do as request
IV. Homework - Ask students to learn by heart the new words.
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Lesson 4 SPEAKING
A.Objectives:
+ Teach Ss to express their opinion about priorities for community development.
- Teach Ss to perform their viewpoints to other people.
- Express their opinion about priorities for community development.
- Perform their viewpoints to other people.
B. Preparations:
* Skills: Speaking skill
D. Procedures:
I. Warm up -Ask Ss to look at the pictures at page 42 and name the activities in
8 minutes these pictures. Listen and do
- Check some Ss then ask them whether these activities are useful to
the community or not.
- Look at the picture and tell the activity in each picture.
P1: green summer/ green volunteer
P2: donating things
P3: donating money
- These activities are useful to community
- Lead in the new lesson.
Activity 1: - Ask Ss to work individually to look at some activities for community
8 minutes development and to match them with the reasons why they are Work Individually
important. Then compare the
- Go round and help if necessary. answer with the
-Have them compare the answer with others. partner
Check Ss' answers. * Key:
- Call on individual Ss to read aloud these activities and the reasons 1.d 2.c 3.e
why they are important. 4. a 5.
* Key:
1.d 2.c 3.e 4. a 5.b
Activity 2 Task 2:
8 minutes - Have Ss in pairs discuss why the activities in activity 1 are important
for community development. Pair work
- Guide Ss to prepare the ideas to support their reasons.
- Invite three pairs to perform the dialogues in front of the class.
- Give feedback.
Activity 3 Task 3: Group work
8 minutes -Have Ss work in groups of 4 and look at activities for community Then prersent in
development in task 1. front of th class
- Ask members in each group to rank the activities in the order of
importance.
Activity 4 - Guide Ss some useful expressions in the textbook to express their
10 minutes ideas.
Task 4: Group work
- Ask the representatives from 3 groups to present the groups' decisions Then prersent in
to the whole class. front of th class
- T chooses a representative to perform their decisions/ the whole class
listen to the representatives and vote for the best decisions.
- Ask the whole class to vote for the group with the best decisions.
III.Consolidation
2 minutes - Summarize what they have learnt by asking Ss some questions Do as request
IV. Homework - Ask students to Exercises in workbook: C1, C3
....................................................................................................................................................................................
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..........
Lesson 5 LISTENING
A. Aims and Objectives:
+ Teach Ss to listen familiarly an announcement on certain fields.
- Develop the listening skills for general information and specific details
- Listen familiarly an announcement on certain fields.
- Develop the listening skills for general information and specific details.
B. Preparations:
*Skill: Listening skill
D. Procedures:
Task 1: Whole class
I. Warm up - Asks students to look at the pictures to see what the people in Look at the picture
5 minutes these pictures are doing and some related questions and answer T’s
+What do you think people in these pictures are doing? questions
+Have you ever participated in any activities like these? Share
your stories!
Ex: They are doing voluntary activities to help the needy...
II. New lesson
Activity 1 Task 2:
5 minutes - Tell the students to match the words with their definitions then Work Individually
decide the parts of speech of these words. Then give the
- Match the words with their definitions and decide their parts of answer and explain
speech and take notes if necessary. the answer
Key: a. public service announcement (noun phrase)
b. donate (v)
c. non-profit (adj)
Activity 2 Task 3:
10 minutes - Tell students that they are going to listen to the announcement by -Work Individually
the director of Heart to Heart Charity and decide whether the
statements are true (T) or false (F). -Listen then do the
- Have students guess their answers before listening. task
- Play the recording and let students do the activity. Possibly play
the recording again.
- Check students' answers and comments.
Key: 1. T 2. F 3. F 4. F 5. T
Activity 3 Task 4:
7 minutes - Have students listen to the announcement again and do the Listen again then
activity. If necessary, teacher may explain more. choose the best
- Check students' answers and comments. answer
Key
1. C 2A 3. B
Task 5:
- Instruct and control the discussion between students in each pair. Listen again then
Activity 4 Ex: Have you ever volunteered or done community service? If yes, choose the best
7 minutes what did you do? If no, what is our plan to help people in your answer
community?
- Comment and correct the possible mistakes of students.
IV. Homework
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Lesson 6 WRITING
A. Objectives:
+Teach Ss to write an application letter applying for a volunteer job in a formal tone.
- Develop the writing skills in general. Build up vocabulary supported for writing.
- Write an application letter applying for a volunteer job in a formal tone.
B. Preparations:
D. Procedures:
- T asks students to look at the job advertisement and highlight
I. Warm up the key information:
7 minutes - Look at the job advertisement and focus on some key Listen and do as
information: job title, qualities needed for the job, working request
experience needed for the job, and the address of the employer.
- Possibly explain and give more details about the job
advertisement.
II. New lesson
Activity 1 Task 1: Whole class
5 minutes - Tell the students to find the purpose of the letter and the Read the letter
comment. And give the reason
- Point out the reason why Quan wrote the letter. why Quan wrote it
Answer: He wanted to apply for the volunteer teaching job. Expected answers
He wanted to apply
for the volunteer
teaching job.
Activity 2
8 minutes Task 2: Answer the questions -Work Individually
- Tell students to read the letter again and answer the questions. Then compare the
- Call on some students to answer and give feedback. answer with the
Key: partner
1. He saw the advertisement in the Young Newspaper on February
22nd.
2. He taught a group of primary students in his area.
3. He taught them for two months.
4. He is creative, patient, and has great love for children.
5. He can give four references.
Activity 3 6. He can start teaching from next month.
7 minutes Task 3: Group work
- Tell students to read the letter again and match each paragraph in
the letter with its purpose. Expected answers
- If necessary, explain to students.
- Ss read different purposes of each paragraph of an application Paragraph 1: b
letter then match each paragraph with its purposes. Paragraph 2: c
- Work in groups and then give answers. Paragraph 3: d
Key: Paragraph 1: b Paragraph 2: c Paragraph 4: a
Paragraph 3: d Paragraph 4: a
Task 4:
Activity 4 - Ask students to read the job advert and answer the questions.
7 minutes - Read the advertisement and answer the questions about this job
advert.
(Answer these questions by themselves first and then check with Work Individually
their partners. ) Then read alound th
- Get students' answers and comments. answer
Key: 1. Reliable and hard-working
2. Welcoming guests and receiving donations for the organization.
Activity 4 Task 5:
10 minutes - Instruct students to write a formal letter of 140-160 words Group work
applying for the job. Follow the writing plan in task 3. Then write
- Go around to offer helps.
- Get some outputs to highlight and comment and correct the
possible mistakes of students.
IV. Homework - Write an application letter.
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Lesson 7 COMMUNICATION AND CULTURE

A. Objectives:
-Teach Ss to talk and express their views about priorities for community development in their living area.
+ Talk about a person in their community/culture and his/her contribution to community
development.
- Through the lesson, teacher will help Ss know some local and global activities for community
development
+ Talk and express their views about priorities for community development in their living area.
+ Talk about a person in their community/culture and his/her contribution to community development.
- Through the lesson, teacher will help Ss know some local and global activities for community development.
B. Preparations:
* Skills: Speaking , writing and reading skills
D. Procedures:
- Tell students to ask and answer about volunteer activities they have
I. Homework ever taken part in or hope to take part in.
7 minutes Listen and do
- Ss present a small conversation as guided about volunteer activities
to support develop community.
- Control the discussion and correct.
II. New lesson 1. Communication:
1. Presentation 1 Think global, act local Pair work
Activity 1
- Elicit students' interpretation of this saying, encourage students to
4 minutes
speak their minds.
- Check and correct possible mistakes.
- Instruct students to rank the activities in order of importance.
Activity 2 Exchange your opinion
7 minutes - Have students form groups consisting of students coming from
Group work
different parts for the districts.
Then present
- Ss work in groups to exchange their points of view based on the
example.
- Go around to offer helps and comments.
- Check answers with the whole class.
2. Presentation 2 2. Culture: Wise words
Activity 1 - Ask students to look at the man in the picture and say whether they Group work
6 minutes know anything about him and his contributions.
- Ss discuss with their partners in appropriate groups to share their
knowledge about the man named Mahatma Gandhi.
- Tell the students to read a text about Mahatma Gandhi and answer
Activity 2 the questions about his life
Pair work
10 minutes - Read the text on their own, find information to answer questions, and
compare with other students.
- Take notes if necessary.
Group work
Ask S’s to work in groups ,each group should think of a person who
Activity 3 Then present
10 minutes contributed to the development of their local area

....................................................................................................................................................................................
....................................................................................................................................................................................
.......... Distributive period : 38

:
Lesson 8 LOOKING BACK AND PROJECT
A.Objectives:
- To help Ss do the exercises and distinguish between some clusters /end/, /ent/....
+ Talk about volunteering and community development.
+ Work out a plan to help someone in need in a country.
- By the end of the lesson Ss are able to:

+ Use the language of Unit 4
+ Talk about volunteering and community development.
+ Work out a plan to help someone in need in a country.
B. Preparations:
* Skills: - Totall of 4 skills - Lisenning , speeaking , reading and writing skills
D. Procedures:
* Checking -Work in pairs
I. Homework - Ask students to recall what they have learnt in Unit 4. -Do as request
5 minutes - Speak out their ideas and opinions, knowledge that they have learnt
in Unit 4.
- Speak out their ideas and opinions, knowledge that they have learnt
in Unit 4.
II. New lesson Pronunciation:
1. Presentation 1 Individually
Activity 1 Listen and circle the words you hear in the sentences Expected answers
5 minutes - T introduces the task and plays the CD. 1. B 2. A 3.
- Ss underline the words that Ss can hear in the sentences. B 4. B 5.
- Check the answers. B 6. B
- Read the words
- Call on some Ss to read the words.
2. Presentation 2 Key: 1. B 2. A 3. B 4. B 5. B 6. B
Activity 1 Vocabulary:
7 minutes Complete the text with the words from the box Pair work
- T has Ss work in pairs, read the text carefully and fill in each gap Expected answers
with a word. 1. meaningless
- T reminds Ss that they have to use the correct form of the words 2. excited
when filling 3. Meaningful
- T goes around and gives helps if necessary. 4. interesting
- T checks with the class by saying the number 5. donate
- Check pronunciation and answers 6. disadvantaged
Key: 1. meaningless 2. excited 3. meaningful
4. interesting 5. donate 6. disadvantaged
3. Presentation 3
Grammar: Pair work
Activity 1 Complete the following sentences using the past simple or the past Then read alound
7 minutes continuous form of the verbs the answer
- Remind Ss to use the forms of the past simple or the past continuous
tense. Expected answers
- Call on some Ss to write their sentences on the board for the class to
comment on.
- Correct the errors, if necessary.
Key: 1. The telephone rang while we were having dinner.
2. I was waiting at the bus stop when I received his text message.
3. It started to rain while we were walking home from school.
4. Were you listening when the teacher called your name?
5. He was walking along the corridor when he saw a job
Activity 2 advertisement on the notice board.
9 minutes Use correct form of the verbs Individually
- Tell students to read a text and put the verbs in the past simple or the Expected answers
past continuous. 1. was having
- Elicit the answers and correct the answers. 2. realized
- Give explanations, if necessary 3. was sitting
Key: 1. was having 2. realized 3. was sitting 4.recognized
4. recognized 5. wanted 6. was happening 5. wanted
7. told 8. ran 9. was 10. didn’t kill 6. was happening
7. told 8. ran
9. Was
10. didn’t kill
Activity 3
8 minutes
Answer the questions - Individually read
- Ask students to read the text again and answer the questions that the text again and
follow. answer the question
- Correct and comment. Expected answers
Key: 1. She was a school girl from Surrey, England.
2. She was interested in Geography. Read aloud the
3. The sea water suddenly receded from the shoreline, which is a anwser
symptom of a tsunami.
4. She told her parents about a possible tsunami, and her father warned
other people on the beach and the staff at the hotel where the are
staying about it.
5. Students’ own answers.
Project: 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.
IV.Homework - T asks Ss to learn the structures and vocabulary.
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Date of preparation: … / / 2018

Date of teaching:… / / 2018
REVISION
A. Objectives:
+To teach STs to :
- To practice speaking, reading, listening and writing.
+ By the end of the lesson Ss will be able to:
* Language focuses:
- Tenses (The past simple and the past continuous tense)
- The passive voice
- Infinitives with and without to.
B. Preparations:
1.Teacher: Handouts, textbook, sub boards, colored chalks.
2 . Students: Textbook.
- Grammar: Revision
*Skills : listening , reading and writing and speaking .
D. Procedures:
Time/Stage Teacher’s activities Students’ activities

I. Warm-up - Greeting and checking attendance.
6 minutes - Teacher asks Ss to do the homework. Ss to do the homework.
I. Grammar:
II. New lesson 1. The simple past tense
37 minutes 1.1. Công thức (+) S + Ved1
(-) S + didn’t + V (nguyên t hể)
Grammar: (?) Did + S + V (nguyên t hể)?
1.2. sử dụng
– Diễn tả hành động xảy ra và kết thúc tại một thời điểm ở
quá khứ, không liên quan đến hiện tại.
1.3. Trạng ngữ
– ago (trước đây)b – yesterday – last month, last week,
last year… – in + thời gian: in 1980, in 2000
2. The past continuous tense Listen and writen
2.1. Công thức
(+) We/you/they + were + V -ing… I/he/she/it + was + V
-ing…
(-) We/you/they + weren’t + V -ing… I/he/she/it + wasn’t
+ V -ing
(?) Were + We/you/they + V -ing…? Was + I/he/she/it
+ V -ing…?
2.2. Cách sử dụng
– Diễn tả hành động đang xảy ra tại một thời điểm xác
định ở quá khứ để nhấn mạnh tính chất liên tục của hành
động trong các trường hợp chúng ta dùng.
II. Exercises:
1. Use the correct tense of verbs in brackets:
Exercises: 1. You (see) Nam recently? – No, I (see) him a year ago. To do exercises
2. I already (finish) my exercises . I (watch) the footba
match now.
3. He is in Hanoi now. He (be) there since I (leave).
4. Last week my teacher (be) ill. He (not/teach) us for a
week now.
5. How many books you (read) l ately? – Five and I (read)
the sixth now.
2. Supply the correct verb form:
1. Don’t forget …………….……… (phone) your mother.
2. I love …… (be) on my own and …………….………
(listen) to music.
3. Would you like …………….……… (go) to the beach this
afternoon?
4. I enjoy …………….……… (read) your letters very much.
5. He promised (help)………………………… me do the
homework.
6. Mathew suggested….… (go) out for a meal but I
wanted…… (stay) at home.
7. She couldn’t …………… (reply) because she didn’t know
what to say.
8. My friend let me …….……… (drive) her car.
9. She doesn’t allow ……………… (smoke) in the house.
10. I wish that dog would …… (stop) ……… (bark). It’s
driving me mad.
3. Change the sentences into the passive voice.
1. They haven’t cleaned the streets this week.
2. He couldn’t repair the broken vase.
3. They’ll have to change the date of the meeting again.
III.
4. Mr. Dryden mended the washing machine.
Consolidation:
5. Someone has posted my parcel.
1 minute
6. Nobody has used this room for ages.
IV. III. Consolidation: Listen and
Homework: - T gives comments Writing
2 minutes - Teacher asks Ss to give examples for the grammatical
parts above.
Listen and
writing
E. Experience:

Test 2- 45'
A. objectives:
+To teach STs to :
- To give marks.
- Revise all the language skills and grammatical points which they have studied and used in units: 3 and 4.
-Improve their techniques of doing the simple tests
-Improve their knowledge through the test.
B. Preparations:
1. Teacher: Sheets of papers, written tests.
2. Students: Pens, erasers
Language focus:
* Phonetics:
- Pronunciation.
* Vocabulary:
* Listening:
* Reading:
* Grammar:
- Tenses, infinitives, adjectives
- Passive voice.
* Writing:
*Skills : writing the test.
D. Procedures:
MA TRẬN ĐỀ KIỂM TRA 1 TIẾT LẦN 2
Language Topic Recognition Understanding Application Total

area and No Ms No Ms No Ms No Ms
skills
1. Decide whether the
statements are True (T)
Listening or False (F). 4 1,2 4 1,2 8 2,4
2. Listen and choose the
best answer
A. Pronunciation
1. / ent/ 1 0,3
Phonetics 2. / est/ 1 0.3 3 0,6
3. /i / 1 0,3
Grammar 1. The Past Simple
and 2. The Present Perfect.
Vocabulary 3. Vocabularies 6 1,2 4 0,8 4 0.8 14 2,8
4. Gerund and to + inf.
1. Music
Reading 2. Volunteer work 2 0,6 2 0,6 4 1,2 8 2,4
1. Multi choice
Writing 2. Sentence 1 0.3 2 0,9 2 1,2 5 2,4
transformation
TOTAL 10
ĐỀ KIỂM TRA 1 TIẾT LẦN 2

A. Listening:
I. Listen and then decide whether the statements are True (T) or false (F)
1. The guest of the show is Lan Huong. ……………
2. Except for Van Cao, Quang Hung doesn’t like any other Vietnamese musicians. ……………
3. Quang Hung thinks some of Van Cao’s music is very sweet and gentle. ……………
4. “ Tien Quan Ca”, the Vietnam National Anthem, was written in 1954. ……………
5. Quang Hung sometimes feels proud of his country Vietnam, when he hears the song. ……………
II. Listen and then choose the best answer
1. What is the name of the radio program?
A. My favorite Musician B. My Musicians C. Famous Musicians D. My Famous Musicians
2. Which song by Van Cao does Quang Hung like most?
A. Suoi Mo B. Truong Ca Song Lo C. Tien Quan Ca D. Lang Toi
3. Why does Quang Hung like it?
A. It’s hard B. It’s solemn C. It makes him proud of his country D. All correct
B. Grammar and vocabulary:
I. Choose one word whose underlined part is pronounced differently. Identify your answer by circling the
corresponding letter A, B, C or D.
1. A. best B. contest C. guest D. modest
2. A. present B. sent C. statement D. talent
3. A. idol B. invalid C. interesting D. inspire
II. Choose from the four options given ( marked A, B, C or D ) one best to complete each sentence by
circling the corresponding letter A, B, C or D.
1. ……………, an American singer and actor, is often referred to as the “King of Rock and Roll” or “the King”.
A. Elvis Presley B. Michael Jackson C. Tchaikovsky D. Van Cao
2. It is a nice house, …………………….it hasn’t got a garden.
A. and B. but C. so D. or
3. Mary :'You look nice in that blue shirt. '- Tom: “___________.”
A. It's nice of you to say so B. Am I? Thanks C. Oh, poor me D. I am interesting to hear that
4. The teen singer is old enough……………………up his own mind.
A. make B. to make C. making D. made
5. Our school volunteer activities are very …………………..
A. exciting B. excited C. excite D. excitement
6. We were walking in the park when it ……………………to rain.
A. start B. started C. was starting D. starts
7. I wore jeans to school………………..
A. every day B. at the moment C. now D. yesterday
8. Nobody can force the teen singer…………….anything that her mother does not agree with.
A. do B. doing C. to do D. did
III. Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the
given sentence meaningfully and grammatically correct.
1. I want to try on the blue skirt over there. Can you showing me the changing room?
A. showing B. Can C. on D. want
2. She can sing very beautiful and dance very gracefully but she cannot do any difficult math exercise.
A. very B. any C. math D. beautiful
3. Sometimes it is difficult to avoid to drink when we enjoy an informal party.
A. sometimes B. to drink C. it is difficult D. an informal party
C. Reading: I. Reading the following passage then answer the questions by circling the letters A, B, C or
D.
Music can move the soul. It can be a very strong influence. Some music can calm us down but other music can
make us wild! How does music affect us? Music is used in a variety of ways. It is used in the medical field as a
source of research and as a sort of treatments as well. Music has been used as treatment to lower blood pressure,
help ill children recover quickly, treat mental illness, treat depression, aid in healing, and reduce stress and
insomnia and premature infants. Julius Portnoy, a musicologist, found that it can change heart rates, increase or
decrease blood pressure, effect energy levels, and digestion, positively or negatively, depending on the type of
music. Calming music, such as classical musk, was found to have a very calming effect on the body, and cause
the increase of endorphins, thirty minutes of such music was equal to the effect of a dose of valium. Both
hemispheres of the brain are involved in processing music. The music in these studies is not the lyrics, but the
music itself, the melody, the tones, the tunes, the rhythm, and the chords. Conversely music has also been
documented to cause sickness. The right, or wrong music, can be like a poison to the body. Studies had been
done on plants and the results were that loud hard rock music killed plants and soft classical music made the
plants grow faster. Music is very powerful, like a drug and can even be an addiction. According to Patty Hearst,
a researcher on music, it was documented that music was used in the aid of brainwashing some people. In the
book, "Elevator Music" by Joseph Lanza, it is stated that certain types of strong music over prolonged periods
in certain conditions were shown to cause seizures.
1. Which is the main idea of the text?
A. The effects of music B. Powerful music C. Music treatment D. Music used as drugs
2. According to the text,_____.
A. All pieces of music have the same influence B. Music can be used in the same ways
c. Different music has different effects D. Children cannot listen to music
3. The word it refers to_____.
A. the heart B. the musicologist C. music D. treatment
4. The writer talked about the effects of music on _____.
A. human beings and plants B. fish and birds C. mammals and turtles D. men and fish
II. Reading the following passage then fill in the gaps by circling the letters A, B, C or D.
VOLUNTEERS ABROAD
More and more young people are ... (1) ... voluntary work abroad. The wild variety of jobs and destinations
available is making it an increasingly attractive option for those who have just left school and have a year free
before university. Many choose to spend these twelve months working in poor countries. There they will earn
little ... (2) ... no money. But they will be doing something useful and enjoying the experience.
The work may ... (3) ... of helping the local communities, for example by helping to build new road or
provide water supplies to isolated rural villages. Other projects may concentrate more on conservation or
environmental protection. Whatever kind of job it is, it is certain to be ... (4) ... and worthwhile, and an
experience that will never be forgotten.
1. A. doing B. making C. taking D. getting
2. A. with B. but C. or D. and
3. A. consist B. include C. contain D. involve
4. A. challenging B. dangerous C. difficult D. attracted
D. Writing: I. Choose from the four given options (marked A, B, C or D) one best solution to make a
sentence from the given prompts.
1. their / airport / to / do / will / they / go / meet / tomorrow / the / son/.
A. They will go to meet their son to the airport tomorrow
B. They will go tomorrow to the airport to meet their son.
C. They will go to the airport to meet their son tomorrow.
D. They will go to meet their son tomorrow to the airport
2. used / tea / my / to /drink / parents / after / dinner/.
A. My parents used to drink tea after dinner. B. My parents used to drink dinner tea after.
C. My parents used to dinner after drink tea. D. My parents used to drink after dinner tea.
II. Change the sentences into the passive voice.
1. People don’t use this machine very often.
 This machine…………………………………………………………………………….
2. They do not often invite me to their parties.
 I…………………………………………………………………………………………
3. The menu includes wine.
 Wine……………………………………………………………………………………
………………………………………………………………………………………………………….

Correction test – Test 2-45’
A. Objectives:
+To teach STs to :
- 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:
1.Teacher: Students’ tests.
2. Students: Grammar and vocabulary.
* Skills : find out the mistakes and know how to correct them.
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:
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........
III. Common mistakes:

....................................................................................................................................................................................
....................................................................................................................................................................................
....................................................................................................................................................................................
.
IV. Experiences:
....................................................................................................................................................................................
....................................................................................................................................................................................
.
…………………………………………………………………………………………………………………

UNIT 5 INVENTIONS
Lesson 1: GETTING STARTED
A. Objectives:
+To teach STs to :
- To teach Ss to listen and read a conversation about inventions and do tasks: Matching and questions and
answers.
- To teach some lexical items related to the topic inventions.
- Use some lexical items related to the topic inventions.
- Ask and answer simple questions about modern devices.
B. Preparations:
*Skills : Reading a text about invention based on nature for the main idea and specific information .
D. Procedures:
- Ask Ss to look at the picture and introduce Phong and his Ss to look at the picture
I. Warm up father and then ask Ss the question: and introduce Phong and
8 minutes
What are Phong and his father talking about? his father and then ask Ss
They are talking about modern devices like smart phone, the question:
laptop…..
- Lead in the new lesson.
II. New lesson Task 1: Listen and read
34 minutes - Play the recording, and ask Ss to read the conversation.
Task1: Listen Ss to read the
- Let Ss, in pairs, practise reading the dialogue aloud. conversation.
and read
- Call on some pairs, give comment on Ss’ pronunciation.
Task 2: Answer the questions
- Ask Ss to read the conversation again and think of the
Task2: Answer answers to the questions.
the questions - Have Ss work with a partner and switch roles to ask and
answer.
- Assist Ss to understand the questions and key words in
Activity 2
Pair work
- Get Ss, in pairs, to ask and answer questions about the
conversation.
- Call several pairs to read the questions and their answers. read the questions and
Ask the others to give comment. their answers.
- Check the answers and provide the correct ones if necessary.
- Provide final feedback.
* Suggested answers: Individually
1. He promised to reward Phong if he passed the English test.
2. Because his old mobile phone is still good.
3. Computers have changed our lives in many ways: faster
communication, free entertainment and convenient shopping.
4. He will use his laptop for listening to music, playing games,
chatting with his friends, researching topics on the Web and
Task 3: typing his assignment.
Matching Task 3: Matching
- Have Ss read the dialogue again and underline the words in
the table.
- Guide Ss to guess the meaning of these words.
- Ask Ss to match the words with the definitions. Ss read the dialogue again
- Check Ss’ answers. and underline the words in
-Ask the whole class to read these words. the table.
Key:
1. c 2.a 3. d 4.b
III.
Consolidation - Summarize the main points of the lesson. Listen and
2 minutes writing
IV. Homework - Ask Ss to learn by heart important words with the topic and Listen and
1 minute do part 1 in student’s book. writing
E. Experience:
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UNIT 5 INVENTIONS
Lesson 2 : LANGUAGE
A. Objectives:
+To teach STs to :
- To teach Ss to pronounce compound nouns, noun groups and their stress pattern in isolation and in context.
- To teach Ss to form compound nouns and their meanings.
- To teach Ss to use the present perfect tense and use the gerunds and infinitives to talk about the uses or
purposes of something.
- Understand and use the present perfect tense to describe an event or action and the gerunds and infinitives
to talk about the uses or purposes of something.
- Pronounce compound nouns and noun groups in isolation and in context.
- Use some lexical items related to the topic inventions.
B. Preparations:
*Skills : Reading, listening and writing.
D. Procedures:

- Give some pictures and asks Ss in two teams to write a
I. Warm up compound noun to describe each picture. Ss in two teams to write a
- Check Ss’ work and comment. compound noun to
5 minutes * Answer: describe each picture.
School-boy, boy –school, blackboard, laptop, headphone.
- Lead in the new lesson
II. New lesson
37 minutes A. Vocabulary:
Task 1: Matching
Vocabulary: - Ask Ss to give the meaning of the compound nouns and their Ss to give the meaning of
Task 1: parts. the compound nouns and
Matching - Call some Ss to write on the board and give comment. their parts.
- Help Ss to realize that most of compound nouns have the
meanings as a combination of their parts, however, some
words have different meaning like “ laptop”
- T checks some Ss. Ss to write on the board
- Check answer as a class. and give comment.
* Key: 1. video game: a game in which players control and
move images on a screen
- video: film or image
- game: something you play for fun
2. smartphone: a mobile phone that has some functions of a
computer
- smart: intelligent, computer-controlled
- phone: a telephone
3. laptop: a portable, small computer that can work with a
battery
- lap: top part of your leg
- top: upper surface
4. e-book: a book that is displayed on a computer screen or an
electronic device
- electronic: using microchips to control a small electric
current
- book: a written work
5. e-mail: a way of sending messages to other by using
computer
- electronic: using microchips to control a small electric
current
- mail: post letters
Task2 Task 2:
- Have Ss, in pairs, to match the first part of words with the Ss, in pairs, to match the
second ones. first part of words with
- Check Ss’ words and meaning of these compound nouns. the second ones.
- 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: 1. pencil case 2. blackboard
3. washing machine 4. headphones 5. food
processor
Pronunciation 2. Pronunciation
Task1: Listen Task 1: Listen and repeat
and repeat - Play the recording for Ss to repeat chorally and individually.
- Focus on the stress patterns of compound nouns ( main stress Ss to repeat chorally and
is usually on the first part) and noun groups ( main stress is on individually.
the second part).
- Play it again with pauses for Ss to repeat each word chorally.
- Give the meaning of the words if necessary. Help Ss
distinguish compound nouns and noun groups.
- Ask Ss to work in pairs and take turns reading the words.
Task 2: Listen and tick
Task2: Listen - Play the recording and ask Ss to tick (v) before the stressed
and tick syllable in each word. Ss to work in pairs and
- Ask Ss to take turns reading the words. take turns reading the
- Invite some Ss to read the words in front of the class. Correct words
mistakes if any.
* Key: 1. b 2. a 3. a 4. b 5. a
2. Grammar: Ss to read the words in
Grammar: a. Gerunds and infinitives front of the class.
a.Gerunds and - Explain to Ss that: V- ing is used after for and To inf. is
infinitives used to describe purpose of something.
Activity 1: - Get Ss do Exercise 1 individually in 5 minutes.
- Go round to assist Ss, then call some Ss to check the
answers
- Go over all the answers in class.
Key: 1. getting, sending 2. to create, to contract 3. to Ss do Exercise 1
read individually in 5 minutes.
4. to play 5. chopping, mixing 6. to
store
Activity2 - Divide the class in two groups.

- Take turn to send a representative to describe the pictures
using target language, other member make yes/ no questions
to guess the objects.
Thepresent - Control and judge Ss’ work.
perfect tense b. The present perfect tense
Activity 1: - Draw the timelines on the board and explain to Ss that they
should write a word from the box above each line. Ss that they should write a
- Call Ss to label the timelines with the words from the box. word from the box above
- Give feedback and explain to Ss more about the present each line.
prefect.
Activity2 - Have Ss, in pairs, match the beginning with suitable ending
then put the verb in the present perfect or the present simple.
- Check and comment.
1.c ( has broken) 2. d (looks - has lost)
3. e (do you know, have got ) 4. a ( have asked)
5. c ( left - have disappeared) Ss, in pairs, match the
beginning with suitable
Activity3 - Have Ss do this exercise individually in 5 minutes. ending then put the verb
- Check the answers with the whole class in the present perfect or
- Provide the answer and the explanations. the present simple.
* Answer: 1. seems 2. have affected 3. were
4. have encouraged 5. has aided 6. have killed 7.
prefer
Ss do this exercise
individually
III.
Consolidation - Ask Ss to consolidate the main contents. Listen and
2 minutes - Give feedback. writing
IV. - T asks Ss to do exercises again at home.

Homework - Prepare for the next lesson. Listen and
1 minute writing
E. Experience:
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UNIT 5 INVENTIONS
Lesson 2: READING
A. Objectives:
+To teach STs to :
- To teach Ss to read for general ideas and for specific information about natural world as inspiration for
inventions and match the words with their definition and answer the questions.
-Read for general ideas and for specific information about natural world as inspiration for inventions and
match the words with their definition and answer the questions.
- Know about some inventions inspired by nature.
B. Preparations:
1.Teacher: Handouts, textbook, pieces of papers and cassette.
*Skills : Reading for general ideas and for specific information about natural world as inspiration for
inventions.
D. Procedures:
I. Warm up Wonderful nature

Ss look at the pictures in
Wonderful Have Ss look at the pictures in the textbook and tell: the textbook and tell.
nature 1. What can the animals or leaves do that people can’t?
Activity 1: 2. What objects have people invented to make up for what they
8 minutes can’t do?
- Assist Ss with useful words to express their ideas.
- Ss look at the pictures and tell the abilities of the creatures and Ss look at the pictures
leaves mentioned in the textbook. and tell the abilities of
* Suggested answer: the creatures and leaves
Picture a: a bird can fly mentioned in the
Picture b: a dolphin can stay under water for a long time. textbook.
Picture c: a lotus leave doesn’t get wet.
 People have invented an aeroplane, a ship or submarine, and a
waterproof raincoat to make up for what they can’t do.
II. New lesson - Check some Ss and ask the other to give comment on their
Activity2 friends’ answers.
7 minutes - Ask Ss to read the text quickly to choose the most suitable title
for it. Ss to read the text
- Check and explain quickly to choose the
- T asks Ss to skim the text and choose the best answer. most suitable title for it
* Key:
b. imitating Nature.
Activity3 - Let Ss read the passage again and then guess the words in the left
10 minutes column in their context. Ss read the passage again
-Ask Ss to do activity 3 in 6 minutes. and then guess the words
- Call some students to check the answers. in the left column in their
- Read the passage again to do activity 3. context
- Compare the answer with a partner.
- Provide the answers.
1. b 2. e 3. a 4. c 5. f 6. d
- Ask Ss to read these important words in the whole class twice.
- Help Ss to make senses of the questions in Activity 4 and realize

Activity4 key words.
12 minutes - Ask them to ask and answer the questions in pairs in 10 minutes.
- Go round and assist Ss.
- Ask some pairs to present the questions and answers orally, ask answer the questions in
the others listen and give comment. pairs in 10 minutes.
- Provide final feedback.
* Suggested answer:
1. The inventions that imitate animals are aeroplane and the
submarine.
2. The inventions that imitate plants are Velcro, the self- cleaning
glass window and umbrella fabric.
3. Because it helps us to travel long distance in the air and
encourage the development of tourism and trading
.4. A submarine can help scientists to learn about life under the
sea.
5. The material that makes up the glass window has the ability to
wash away the dirt in the rain.
6. An aeroplane “ Its wings and shape imitating those of birds”
Activity5 A submarine: “ imitates a dolphin’s shape”
5 minutes The Velcro: “hook and loop fastener; two fabrics sticking together
thank to the hooks on one surface and the loops on the other”.
-Have Ss work in groups of three or four to discuss the questions
and decide which of the four inventions is the best imitation of the
nature. And explain their choice.
-Check some groups’ work and comment.
Group work
III. Listen and
Consolidation - Summarize the main points of the lesson writing
2 minutes
IV. Homework - Ask students to learn by heart the new words.
1 minute - Do exercise in reading part in student workbook. Listen and
- Prepare for the next lesson. writing
E. Experience:
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UNIT 5 INVENTIONS
Lesson 3: SPEAKING
A. Objectives:
+To teach STs to :
- To teach Ss to talk about inventions, their uses and their benefits.
- To teach Ss some words and phrases related to inventions.
-Talk about unique inventions, their uses and their benefits.
- Perform their viewpoints to other people in real life.
B. Preparations:
1.Teacher:- Handouts, textbook and pieces of papers.
- Language: Present simple, gerunds after ‘used for’ and infinitive to express purposes.
*Skills : Talking about inventions their uses and their benefits .
D. Procedures:
I. Warm up -Ask Ss to fill in the word- web about Modern inventions and Ss to fill in the word-
3 minutes their functions in four minutes. web about Modern
-Work in 4 groups to fill in the word- web. inventions and their
- the representatives from four groups present their works in the functions in four
boards. minutes.
- Check Ss’ work and give comment. -Work in 4 groups to fill
- Lead in the new lesson. in the word- web.

Task1 - Ask Ss to think of the heading of the speaking lesson “ Unique Pair work
5 minutes inventions”  very special and unusual inventions.
- Ask Ss to practise the conversation in pairs.
- Invite two pairs to read aloud, give comment on Ss’
Ss to practise the
pronunciation. conversation in pairs.
- Explain some new words
Task2 +Solid object (NP): + Original (n)
10 minutes Task 2:
-Have Ss complete the table about 3- D printer.
- Control and assist.
- Check Ss’ work and comment. Work in pairs to fill in
the suitable information
- Work in pairs to fill in the suitable information in the table.
in the table.
* Suggested answers.
a. Name of invention 3-D printer
b. Characteristics bigger and heavier than a normal
printer
c. Use To produce solid objects similar
to the originals
d. Benefits Saving a lot of money
Task 3:
Task3
- Ask Ss look at the pictures of a portable solar charger and a
10 minutes
USB stick, and discuss which benefits ( in the box) are suitable Ss look at the pictures of
for each invention. a portable solar charger
- Explain new words if any. and a USB stick, and
- Let Ss work in groups to do this activity in 4 minutes. discuss which benefits
- Check some Ss’ answers. And comment. ( in the box) are suitable
- Work in groups of three or four to discuss the benefit of a for each invention.
portable solar charger and a USB stick.
* Suggested answer:
+ Portable solar charger: not dependent on electricity,
environmentally- friendly, easy to carry, not costly
Task4 + USB stick: not costly, easy to use, easy to transport files.
7 minutes Task 4:
- Have Ss in pairs make up similar dialogues with the
information in the table. Ss in pairs make up
Task5 - Check two to three pairs and give comment on Ss’ similar dialogues with
7 minutes pronunciation and intonation. the information in the
Task 5: table.
- T gives a model for Ss.
I’d like to recommend a food processor to all of you. This
machine is small and portable. It is used to prepare meals with
delicious dishes within a short time. It’s an economical device
for all households.
- Get Ss to work in groups of four or five to give a similar small Ss to work in groups of
talk. four or five to give a
- Check some Ss and give feedback to their talks. similar small talk.
III.
Consolidation - Summarize what they have learnt by asking Ss some questions Listen and
2 minutes writing
IV. Homework - Ask students to learn by heart the expressions.

1 minute - Prepare for the next lesson. Listen and
- Prepare a small talk to introduce a new item to the class in the writing
next period.
E. Experience:
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UNIT 5 INVENTIONS
Lesson 5: LISTENING
A. Objectives:
+To teach STs to :
- To teach Ss to listen an interview for specific information.
- To teach Ss about modern inventions.
- Listen and do the tasks.
- Develop the listening skills for specific details.
- Talk about modern inventions.
B. Preparations:
*Skills : listening for specific informtion from an interview.
D. Procedures:
- Inform Ss of the lesson objectives: Listening for specific Ss to name some modern
I. Warm up information about an interview. inventions in the world
5 minutes - Ask Ss to name some modern inventions in the world that that they know.
they know.
II. New lesson - Ask Ss to look at the picture and answer the guiding
Activity1 questions. Ss to look at the picture
13 minutes a. What does this flying car have on both sides of its body? and answer the guiding
Does it have wheels? questions.
b. Can it fly? Can it run on the ground? Can it move in water?
Activity2 - Ask Ss to look at the words listed and explain the meaning of
17 minutes the words they do not know.
- Have them to listen and tick the words they hear
Key: Ss to look at the words
Traffic jams; collapse; garage; gallon; runway listed and explain the
meaning of the words they
Activity3 Answer the questions do not know.
7 minutes - Ask Ss to listen again and answer the questions
- Encourage Ss to take notes. Remind them that notes are keys
words and ideas that can be written down quickly.
- Play the recording and let students do the activity. Possibly
play the recording again. Ss to listen again and
- Have Ss compare their answers with their partners’ answer the questions
Key:
1. In New York City
2. He’s businessman
3. He’s considering owning a flying car to deal with the traffic
problem.
4. It’s not too big, so it can be put in a garage.
Activity4 5. This flying car cannot take off without a runway.
5 minutes
This task focus on specific information about the flying car.
- Ask Ss to guess what kind of information they may put in the
gaps.
- Play the tape again and instruct Ss only focus on information Ss to guess what kind of
about size, petrol consumption, speed of the flying car. information they may put
- Play the recording and let students do the activity. Possibly in the gaps.
play the recording again.
Key: 1. bigger
2. 5(in the air); 1(on the ground)
3. 200 (in the air); 120 (on the ground)
Activity5 - Ask Ss to discuss in pairs whether or not they want to own a
5 minutes flying car.
- Draw their attention to the problem with the flying car
(e.g. In need of a runway)
* Suggested answers: Ss to discuss in pairs
A possible solution to the problem. Making it leave the ground whether or not they want
like a helicopter to own a flying car.
III. - Ask Ss to consolidate the main contents.

Consolidation - Give feedback. Listen and
2 minutes - Summarize the main points of the lesson. writing
IV. Homework
writing
E. Experience:
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UNIT 5 INVENTIONS
Lesson 6: WRTING
A. Objectives:
+To teach STs to :
- To teach Ss to write about the benefits of an invention and provide Ss with new words and structures
related to modern inventions.
- Learn about the disadvantaged of being a working mother.
- Write a short paragraph about the benefits of an invention with supporting ideas.
B. Preparations:
2 .Students: Textbook
*Skills : Writing about the benefits of an invention .
D. Procedures:
I. Warm up Inform the class of the lesson objectives: writing a paragraph with
4 minutes details or examples as supporting ideas. listen
II. New lesson How good is it?

18 minutes Task 1:
- Have Ss work in pairs and discuss whether or not they have any of Pair work
Task1 the audio devices illustrated by the pictures.
- Encourage Ss to extend their discussion to benefits of each kind of
device.
* Expected answers:
+ The speaker can produce sounds loud enough for everybody in a
large room to hear.
+ Headphones and earbuds do not disturb other people when you
listen to music; earbuds are more convenient than headphones
Task2 because they are smaller in size.
7 minutes Task 2:
The focus of this task is on how to develop a paragraph. Explain to
Ss that one way to support an idea in a paragraph is to give further
explanation or an example.
- Ask Ss to read a paragraph about benefits of earbuds and match the
details with the benefits Ss to read a
Task3 - Call on some students to answer and give feedback. paragraph about
7 minutes Key: 1.c 2.a 3.b benefits of earbuds
Task 3: and match the
- Have Ss read the paragraph about earbuds again and complete the details with the
outline of this paragraph. benefits
- Help Ss to analyse the structure of a paragraph step by step.
- If necessary, explain to students.
Key:
a. Topic: The benefits of earbuds
b. Thesis sentence (Topic sentence): what are its benefits?
c. Supporting idea 1 and further explanation: small, light,
portable→put in a bag or pocket
Supporting idea 2 and further explanation: not costly →about
Task4 100,000 VND
6 minutes Supporting idea 3 and further explanation: used
everywhere→will not disturb anybody
Task 4:
- Put Ss into groups of two groups. Ask them to choose one Ss into groups of
invention and discuss what they will write about. two groups. And
- Encourage Ss to make complete sentences about the benefits of the them to choose one
invention they have chosen. invention and
- Call on some Ss to suggest their group’s thesis sentence and the discuss what they
benefit of the invention they have chosen. will write about.
- Have Ss work independently and write their own paragraphs.
When they finish, ask them to exchange it with partner for peer
comments/ correction.
- Walk around and offer help if necessary.
- Choose one or two paragraphs and ask the whole class to give
comments and corrections. students' answers
- Get students' answers and comments. and comments.
- Get some outputs to highlight and comment and correct the
possible mistakes of students.

2 minutes - Summarize the main points of the lesson. writing
IV. Homework - Write the text again at home.

writing
E. Experience:
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UNIT 5 INVENTIONS
Lesson 7 : COMMUNICATION AND CULTURE
A. Objectives:
+To teach STs to :
- To teach Ss about inventions in Asian countries.
- To teach Ss to talk and read about inventions in Asian countries.
-Understand and read about t inventions in Asian countries.
- Talk about about inventions in Asian countries and the reason why they vote for an invention.
-Get to know about some inventions in Thailand which contribute to agriculture development and
environmental protection.
B. Preparations:
*Skills : Speaking, reading .
D. Procedures:
I. Warm up - Inform the class of the lesson objectives: Further skill

2 minutes listen
development
II. New lesson 1. Communication:
15 minutes Gender equality in Viet Nam
Communicatio Ss that they need to
n: Voting consider all four criteria
Gender - Explain to Ss that they need to consider all four criteria when when voting for the best
voting for the best invention. invention.
equality in Viet
- To give Ss more freedom, allow them to choose another invention
Nam
not mentioned in the list.
Activity 1: - Focus on four criteria. Inform Ss that they will have more
Voting chances to practice speaking.
Reporting
Activity 2: - Have Ss prepare a talk about the best invention.
Reporting - Call some Ss to present.
- Ss can follow the model: Individually
We vote for…………because they are very…….We use them
to……………..What’s more,………………..
- Go around to offer helps and comments.
Culture: - Check answers with the whole class.
Activity 1: 2. Culture:
10 minutes Ss to look at the pictures
- Ask Ss to look at the pictures and discuss with a partner what the and discuss with a
inventions are for. Them have them guess which countries these partner what the
inventions are from. inventions are for. Them
- Focus on the instructions and pictures. have them guess which
*Key: countries these
1. China: (c) 2. Japan: (d) inventions are from.
Activity 2: 3. Singapore: (b) 4. The Philippines: (a)
15 minutes
- Tell Ss some important information about King Bhumibol
Adulyadej. Ask Ss if they know the meaning of ‘patent’. Explain to
them that an inventor needs to get a patent for his invention to
protect his/her idea.
- For more advanced classes, extend the activity by letting Ss
discuss whether there are patents in Vietnam. Ss to read the text and
- Ask Ss to read the text and answer the questions answer the questions
Give Ss time to read the text. Pre-teach some words that might be
new to Ss.
- 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. Pair work
* Key:
1. The two issues are agriculture development and environmental
protection
2. a. rain-making technique; b. biodiesel; c. Chaipattana Aerator
3. Chaipattana Aerator and rain-making techniques
4. All three inventions have helped to protect the environment:
+ Chaipattana Aerator→ cleans wastewater
+ Rain-making techniques→ improves forest conditions
+ biodiesel→ reduce the use of fossil energy
2 minutes writing

writing
E. Experience:
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UNIT 5 INVENTIONS
Lesson 8 : LOOKING BACK AND PROJECT

A. Objectives:
+To teach STs to :
- To help Ss pronounce correctly compound nouns and noun groups with stress on the first or second word in
isolation and in context.
- To teach Ss some lexical items related to the topic Inventions.
- To teach Ss to do the tense exercises (the present simple and present perfect) and exercises on gerunds and
to infinitives.
+ By the end of the lesson Ss will be able to:
-Pronounce correctly compound nouns and noun groups related to the topic Inventions.
- Use some key words of the same topic and the passive voice with modals.
-Exchange opinions about the benefits of some inventions.
B. Preparations:
1.Teacher: Handouts, textbook, pieces of papers and cassette.
*Skills : Speaking, reading, listening and writing.
D. Procedures:
I.Warm up * Checking
5 minutes - Ask students to recall what they have learnt in Unit 5.
- Speak out their ideas and opinions, knowledge that they have students to recall what they
learnt in Unit 5. have learnt in Unit 5.
- Inform the class of the lesson objectives: reviewing
pronunciation, vocabulary, and grammar.
II. New lesson I. Pronunciation:
7 minutes - Ask Ss to pick out compound nouns and put them in the first
column. The other words are noun groups and are put in the Ss to pick out compound
1.Pronunciatio second column. nouns and put them in the
n: - Help them review the stress patterns of compound nouns and first column.
Activity 1: noun groups.
Key:
Oo oO
Food processor Solar charger
Smartphone Correction pen
Laptop Digital camera
Washing machine
Earbuds
Runway
Activity 2:
Vocabulary: - Play the recording. Ask Ss to listen and repeat the words.
Activity 1: II. Vocabulary:
12 minutes - The five words in the box are the most commonly used ones in Ss to listen and repeat the
the unit. Have Ss put them in the gaps of the five sentences. words.
- Have Ss read the exchange once to grasp the general idea. Then
have them work with a partner and discuss which word should be
used in each gap.
- T has Ss work in pairs, read the sentences carefully and choose
the words to complete the sentences.
- T goes around and gives helps if necessary.
- T checks with the class.
*Key: 1. economical 2. invention 3. portable Pair work
4. benefits 5. expensive
III. Grammar:
- Have Ss read the exchange once to grasp the general idea. Then
Grammar: have them work with a partner and discuss which verb should be
Activity 1: used in each gap.
15 minutes - T has Ss work in pairs, read the sentences carefully and choose
the words to complete the sentences. Ss read the exchange once
- T goes around and gives helps if necessary. to grasp the general idea.
- T checks with the class. Then have them work with
* Key: 1. is 2. haven’t planned 3. have wasted a partner and discuss
4. don’t have 5. haven’t started 6. says which verb should be used
- Ask Ss to use the gerund after ‘be used for’ and infinitive form in each gap.
after ‘be used to” to describe functions or purposes of things.
- Have Ss do the exercise individually first. Then ask them to
Activity 2: work in pairs to practice asking and answering the questions.
- Ask Sts to underline the words in italics that best complete the
sentence Ss to use the gerund after
- Call some of them to tell the answers. ‘be used for’ and infinitive
- Give comment if necessary form after ‘be used to” to
*Key: describe functions or
purposes of things.
1. A washing machine is used for washing clothes
2. A solar charger can be used for charging mobile devices
3. I use a laptop (smartphone, ipad,..) to listen to music and
watch video.
4. A correction pen is used for covering a writing error.
5. I use a 3-D printer to produce/make solid objects (OR:…for
producing solid objects) Sts to underline the words
IV. Project: in italics that best complete
Students do the survey in PROJECT in groups at break time. the sentence
Teacher design the form and students hand in the results in
written form as assignment.
Project: Students do the survey in
3 minutes PROJECT in groups at
break time.

2 minutes writing
IVHomework - T asks Ss to learn the structures and vocabulary. Listen and

1 minute - Prepare for the next lesson. writing
E. Experience:
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Review 2
Lesson 1 : LANGUAGE
A. Objectives:
+To teach STs to :
- To teach Ss to pronounce compound nouns and noun groups with stress on the first or second word in
isolation and in context.
- To teach Ss to use the present perfect; past simple; past continuous tense; to V or V-ing.
- Recognize stress pattern: Compound nouns and noun groups.
- Understand and use the present perfect; past simple; past continuous tense; to V or V-ing.
B. Preparations:
*Skills : Reading, listening and writing.
D. Procedures:

Ss to call out the
I. Warm up - T asks Ss to call out the themes in unit 4 and 5 and the grammar themes in unit 4 and 5
parts. and the grammar parts.
5 minutes - T leads Ss in the lesson.
II. New lesson

17 minutes A. Vocabulary:
Vocabulary: Task 1:
Task 1: - Explain new words if necessary Individually
- Set time and let Ss work individually
- Check the answer as a class.
Answers:
1. boring – bored 2. interested – interesting
3. parentless – homeless 4. useful
5. disappointed - hopeful
Task 2: Task 2: Complete the sentences
- T asks Ss to work individually to use the words in the box to Individually
complete the sentences.
- T asks Ss to write the answers on the board.
- T reads aloud each answer and asks the class if they agree or asks Ss to write the
not, then confirms the correct one. answers on the board.
Answers:
1. smart phone 2. e-books 3. online games
4. laptop 5. mobile phones
Pronunciation 2. Pronunciation
Task 1: Stress Task 1: Stress
7 minutes - T sets time and let Ss do the task individually. Individually
- Check the answers with the whole class.
Answer:
O O O O
Washing machine Electronic book
Food processor Solar charger
Immune system Medical mirror
Laptop Mobile phone
Hearing aid Online game
- T asks Ss to read these words.
2. Grammar
Grammar Task 1:Correct form
Task1:Correct - T elicits the forms and uses of the past simple; past continuous
form tense with “when” or “while”. Individually
13 minutes - T asks a student to write the answers on the board while other
Ss also do this task.
- Check the answers.
- Ask Ss for explanations, if necessary.
Answers:
1. arrived – was talking 2. was making – rang
3. were playing – began 4. saw – was standing
5. stole – was getting on Individually
Task 2: Correct form
- T elicits the form and use of present perfect
- T explains new words if necessary
Task2 Answers:
1. Have you visited 2. did you see 3. saw
4. was spending 5. have never been
Task 3: Correct form
- T elicits the form of the verb (V-ing or to V).
- Ask Ss to do this activity individually and then compare their Ss to do this activity
Task3 answers with a partner’s. individually and then
- T checks with the whole class compare their answers
Answers: with a partner’s.
1. conducting 2. to surf 3. printing
4. to buy 5. to defrost
III. - Ask Ss to consolidate the main contents. Listen and
Consolidation - Give feedback. writing
2 minutes
IV. Homework - T asks Ss to do exercises again at home.
writing
E. Experience:
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Review 2
Lesson 2 : SKILLS
A. Objectives:
+To teach STs to :
- To revise the language and skills Ss have learnt and practised in units 4 -5.
- Listen for specific information
-Use the words and phrases related to words related to Inventions.
- Read for general ideas and specific information about Inventions.
- Summarise their answers.
- Write about the benefits of a handheld device.
B. Preparations:
* Skills : Speaking, reading, listening and writing.
D. Procedures:
- Inform the class of the lesson objectives: Reading about Up
I. Warm up in the sky, speaking about activities for your community, speaking about activities
5 minutes listening about volunteer work for children in Viet Nam and for your community,
writing about the benefits of a handheld device.
II. New lesson
Reading I. Reading Individually
10 minutes - T asks Ss to do activities 1 and 2 individually and check their
answers with a partner’s.
- T gives the correct answers and explanations, if necessary.
-1 1. c 2. d 3. b 4. e 5. a
-2 ,1. Country music.
2. When life becomes more complicated and difficult.
3. From the American West.
4. Twenty-four hours a day.
II. Speaking
Speaking - T asks Ss to work in groups, the entire group takes notes as
7 minutes different Ss ask and answer questions about household chores Group work
in their family.
- T asks each group to choose one student to report the
interview results to the class.
- T asks Ss for their comments and decides which student has
the best answers.
III. Listening
listening - T plays the recording once for Ss to listen and choose their Ss can check their
10 minutes answers. answers, and then give the
- T plays the recording again, so Ss can check their answers, correct answers
and then give the correct answers. Alternatively, plays the
recording one or more times for Ss to choose the correct
answers.
Key: Ss can check their
1. T 2. F 3. F 4. T 5. F 6. T answers, and then give the
IV. Writing correct answers
Writing - T asks Ss to write about two types of people who have very
10 minutes different lifestyles.
- T asks Ss to write about what each person’s daily life is like.
- T asks Ss to write the draft first in class, and then they may
write their final versions at home. Ss may start their writing
like this:
My father and my mother have different lifestyles. My Ss to write about what
father….. each person’s daily life is
like.
III. - Ask Ss to consolidate the main contents. Listen and
Consolidation - Give feedback. writing
2 minutes - Summarize the main points of the lesson.
IV. Homework Listen and
1 minute - Prepare for the next lesson. writing
E. Experience:
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REVIEW FOR THE FIRST SEMESTER
A. objectives:
+To teach STs to :
- Listen for specific information to do the written test.
- Read for general ideas and specific information.
- Speak English by setting tasks within their competence.
- Write correct sentences in isolation and in contexts.
* Language focuses:
- Tenses (The present perfect tense)
- The passive voice
- Infinitives with and without to, gerund.
- Stress in compound nouns and noun phrases.
B. Preparations:
1. Teacher: Handouts, textbook, sub boards and colored chalks.
- Grammar: Revision
* skills: Speaking, reading, listening and writing.
D. Procedures:

I. Warm-up - Greeting and checking attendance.
5 minutes - Inform the class of the lesson objectives: Revise the
vocabulary, grammatical parts and phonetics in units 1-5. Ss to revise the words and
II. New lesson I. Speaking: structures to talk about
Speaking: - Ask Ss to revise the words and structures to talk about their their daily routines, their
5 minutes daily routines, their favourite musicians/ songs, how to keep fit, favourite musicians/
what kind of volunteer work they would like to do, what they songs, how to keep fit,
have done to make their community better and which modern what kind of volunteer
inventions they like most. work they would like to
Listening: II. Listening: do, what they have done
5 minutes - Ask Ss to revise the words and structures related to the topic to make their community
Family life. better and which modern
Reading: III. Reading: inventions they like most.
5 minutes - Ask Ss to revise the words and structures related to the topic
Music and Volunteer work.
Phonetics and IV. Phonetics and grammar:
grammar: - Ask Ss to revise stress in compound nouns and noun phrases.
10 minutes 1. The present perfect tense Ss to revise stress in
1.1. Công thức (+) S + has/ have + Ved2 compound nouns and
(-) S + has/ have + Ved2 noun phrases.
(?) Have/ Has + S + ved2?
1.2. Cách sử dụng
– Diễn tả hành động xảy ra trong ở quá khứ và liên quan đến
hiện tại.
1.3. Trạng ngữ
- just, already, since, for, yet, before, recently, up to now, up to
present, lately…..
2. Present simple tense:
a. Form: (+) S + V(s/es)
(-) S + do/ does + not + Vo
(?) Do/ Does + S + Vo?
3. The passive voice
2.1. Công thức
S + be + Ved2 + (by O)
4. Purpose:
- Be used for + V-ing
- To infinitives
5. Verbs:
- Infinitives with to
- Infinitives without to
Exercises: - Gerunds
13 minutes V. Exercises: To do exercises
Exercise 1: Use the correct tense of verbs in brackets:
Exercise 1 1. Mr. Jackson (paint)…………………………. his house since
last month.
2. I (read)……….. the novel written by Jack London several
times before.
3. The sun (warm) …………….. the air and (give)
………………. us light.
4. He is in Hanoi now. He (be) ……there since I (leave)
……………….
5. Ann usually (do)…………. the shopping but today I (do)
…………. it.
Exercise 2 6. When winter (come)…….., they usually (go)……………..
skiing.
7. The teacher (not arrive)……………….yet.
Exercise 2: Supply the correct verb form:
1. Don’t forget …………….……… (phone) your mother.
2. I love …………… (be) on my own and …….……… (listen)
to music. To do exercises
3. Would you like …………….……… (go) to the beach this
afternoon?
4. I enjoy …………….……… (read) your letters very much.
5. He promised (help)………………………… me do the
homework.
6. Mathew suggested ………….… (go) out for a meal but I
wanted …………….……… (stay) at home.
7. She couldn’t …….……… (reply) because she didn’t know
what to say.
8. My friend let me …………….……… (drive) her car.
9. She doesn’t allow …………….……… (smoke) in the house.
Exercise 3 10. I wish that dog would …………….……… (stop)
…………….……… (bark). It’s driving me mad.
11. The film was very sad. It made me …………….………
(cry).
3. Change the sentences into the passive voice.
III.Consolidati 1. The maid hasn't washed the dishes. To do exercises
on: 2. They have received an important person.
1 minutes 3. People don't use this road very often.
4. People speak English here.
IV. III. Consolidation:
Homework: - T gives comments
1 minutes - Teacher asks Ss to give examples for the grammatical parts Ss to consolidate the main
above. contents.
- Give feedback.
- Prepare for the written test.
E. Experience:
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.

A. objectives:
+To teach STs to :
- Listen for specific information to do the written test.
- Read for general ideas and specific information.
- Speak English by setting tasks within their competence.
- Write correct sentences in isolation and in contexts.
* Language focuses:
- Tenses (The present perfect tense)
- The passive voice
- Infinitives with and without to, gerund.
- Stress in compound nouns and noun phrases.
B. Preparations:
1. Teacher: Handouts, textbook, sub boards and colored chalks.
- Grammar: Revision
* skills: Speaking, reading, listening and writing
1. Gap - filling: Choose the suitable words from the box to complete the sentences.
2. breadwinner 3. groceries 5. washing - up 10. sociable 4. laundry

9. enormous 8. for 1. homemaker 7. shares 6. chores
1. A _____________ is a person who manages a home and often raises children instead of earning money from
a job.
2. A _____________ is the member of a family who earns the money that the family needs.
3. In a food store, shop or supermarket, you can buy a lot of _____________ such as food and clothes.
4. There are a lot of dirty clothes and sheets in Tom’s room, so it’s time for him to do his _______
5. Traditionally, girls have to do ____________ which consists of cleaning plates, pans, glasses, forks, etc. after
a meal.
6. When I’ve done my _______________ which involve cleaning the floor and washing the curtain, I will go
out with my friends.
7. In my family, everyone ______________ the household duties. My mother cooks, my father cleans, my sister
does all the laundry and I do the washing - up.
8. In many cultures, a father is the breadwinner, who is responsible _____________ the family finances.
9. A variety of people do not realize the ______________ benefits of joining hands to do housework in a
family.
10. At school, Jack is very ________________ with his teachers and friends. He likes to meet and spend time
with them.
2. Match each word/phrase on the left with its description on the right.
1. vulnerable + e a. being of equal weight or force

2. nurture + d b. consisting of three or even four generations
3. extended family + b c. needing effort and energy to move
4. heavy lifting + c d. taking care of, feeding and protecting
5. balance + a e. easy to be hurt
3. Word formation: Give the correct form of the words in brackets.
1. To be fair, we need to divide the tasks equally (equal)
2. My mom and dad are checking the preparation for their gold wedding anniversary. (prepare)
3. Heavy lifting is an action which requires physical strength, (physic)
4. It is good for them as individuals and good for all the relationships within the family. (relate)
5. Psychologists say that a lot of young people are not aware of these advantages. (Psychology)
6. Her contribution to the company is enormous, (contribute)
7. In order to maintain peace, we should not be critical of each other, (criticize)
8. I want to see the very cute and lovely children at nursery schools, (nurse)
9. Mary and her husband always join hands in educating their daughters, (educate)
10. A person will be considered ungrateful if he or she does not take good care of his or her parents or
grandparents. (grate)
4. Choose the best answer.
1. Women whose husbands do not contribute to household chores are more vulnerable to illness. The
underlined word has the closest meaning to:
A. happy B. easy to be hurt C. hard D. friendly
2. Tom: “Which of the chores do you dislike doing the most?” - Jerry: “ _________________”
A. I like cooking and sweeping the floor. B. I do the laundry, cook and wash the dishes.
C. Well, my favorite activity is doing the washing - up.
D. Washing the dishes, because I often break things when I do the washing - up.
3. As a housewife, she stays at home and _________ her children. She takes care of them, feeds them and
protects them to develop.
A. nurtures B . nurture C . nature D. natures
4. It is unfair to state that a woman’s job is to look ______ everyone in the family and takes care ______ the
house.
A. in - on B. after - in C. of - of D. after - of
5. “The lecturer splits the students into four groups” has the closest meaning to:
A. The lecturer divides the students into four groups.
B. The lecturer divided the students into four groups.
C. The lecturer goes into four groups of students.
D. The lecturer went into four groups of students.
6. “They equally share the parenting” has the closest meaning to:
A. They are all unemployed.
B. They take care of each other.
C. They come back home at the same time.
D. They share the housework and childcare evenly.
7. ___________ is the state where things are of equal weight or force.
A. Balance B. Changing C. Moving D. Importance
8. David’s part - time job requires a lot of ___________Therefore, he usually carries the boxes weighing up to
50 kilos and he needs effort and energy to move them.
A. light lifting B . easy carrying C. heavy lifting D. simple chores
9. According to a survey, a lot of young people prefer to live in ________ families which consist of parents and
children.
A. nuclearB . extended C. three generation D. four generation
10. The _________ family, which consists of three or even four generations is only popular in some regions
today.
A. nuclear B. extended C . intended D. small
11. I can’t answer the phone now. I _______ dinner.
A. cook B . cooking C. am cooking D. cooks
12. Excuse me, _________ you _______ your newspaper? Could I borrow it?
A. are - read B. are - reading C. do - reading D. do - read
13. My mum usually __________ the washing - up.
A. do B . doing C. is doing D. does
14. I am afraid he can’t go out with you right now. He _________ his car.
A. repair B. repairs C. repairing D. is repairing
15. Choose the word whose underlined part is pronounced differently from the others.
A. cereal B. critical C. create D. crack
16. We ____________ how to use energy more efficiently now than in the past.
A. knows B . are knowing C. knowing D. know
17. Choose the answer which needs correcting.
As the air is rising (A), it becomes cooler (B) and the water vapor inside it (C) changes into droplets of water
(D).
From (A) the graphs, we can see (B) that the number of employees employed (C) by this firm increases (D)
each year.
A. cook B. December C. decide D. cereal
I wear (A) casual clothes because we (B)are having a (C) party at (D) lunchtime.
5. Rearrange the words/phrases to make meaningful sentences.
1. is / at the moment. / The / improving / financial / company’s / situation /
The company's financial situation is improving at the moment.
2. want/ the / Be / to / quiet! / hear / I / news.
Be quiet! I want to hear the news.
3. retiring / Linda / is / of / thinking / early / she/ anymore./ because / isn’t / happy / at work /
Linda is thinking of retiring early because she isn't happy at work anymore.
4. of / The / wild / number / falling./ butterflies / is
The number of wild butterflies is falling.
5. oil supplies / Some experts / say / will / the next 20 years./ start / to fall / within / that /
Some experts say that oil supplies will start to fall within the next 20 years.
6. Read the passage and choose the best answer.

Todays _______ (1) for measurable childhood success-from the Common Core to college placement-have
chased ________ (2) chores from the to-do lists of many young people. In a survey of 1,001 U.S. adults
released last fall by Braun Research, 82% reported having regular chores growing up, but only 28% said that
they require their own children to do them. With students _________ (3) pressure to learn Mandarin, run the
chess club or get a varsity letter, chores have fallen victim to the imperatives of resume-building-though it is
hardly clear that such activities are a better use of their time.
“Parents today want their kids spending time on things that can bring ________ (4) success, but ironically,
we’ve stopped doing one thing that’s actually been a proven predictor of success-and that’s household chores,”
says Richard Rende, a developmental psychologist in Paradise Valley, Ariz., and co-author of the forthcoming
book “Raising Can-Do Kids.” Decades of studies _______ (5) the benefits of chores-academically, emotionally
and even professionally.
By JENNIFER BREHENY WALLACE
1. A. demand B. demands C . interest D. interests
2. A. household B . social C . breadwinner D. society
3. A. on B . for C.of D. under
4. A. him B . it C. them D. they
5. A. show B . showing C . shows D. is showing
6. How many percent of U.S. adults require their own children to do household chores?
A 82 B. 28 C. 100 D. 54
7. What do parents today want their kids to spend time on?
A. things that can bring them success B. things that they can C. leisure D. sports
Review for the first semester- Hand out

1.Listen, repeat and choose the answer you hear. (Track 10)
1. A. play B . pray C. gray
2. A. place B. grace C. praise
3. A. proud B. plough C. glow
4 A. played B. grade C. praised
5. A. grass B. glass C. plash
2. Give the correct form of the verbs in brackets.
1. I guess I will finish my assignment for this semester on time.
2. They have bought a couple of tickets and they are going to see their favorite film at the cinema.
3. Ana: Do you know that John has been in hospital? ~ Jessica: No, I don’t. I will visit him tomorrow.
4. Mai: This bag is too heavy! ~ Nam: Don’t worry. I will carry it for you.
5. I think that the number of people who are homeless will decrease dramatically next quarter.
6. The same discount is offered by this shop every month.
7. Human body can be supported by a spine.
8. A box full of chocolate was sent to him yesterday.
9. More than 10 pages have been typed so far.
10. Every day, the dishes are washed by Jane but today the washing - up is being done by James.
3. Complete the following sentences.
1. He has already received his driving license. He is going to drive to school
2. Don’t worry. I will carry this heavy box for you.
3. Oxygen is taken in and carbon dioxide is driven out when you breathe.
4. Food is stored in stomach before being digested
5. They were told a funny story by their teacher last Saturday.
4.Find and correct mistakes in the following sentences.
1. As planned, we will drive from our city to the sea. (are going to drive)
2. Look at the clouds. It will rain. (is going to rain)
3. 17 muscles are use when we smile or frown. (are used)
4. The house is built 10 years ago. (was built)
5. The heart can said to be the most sophisticated and efficient pump as it runs without rest for one’s whole life.
(can be said)
PART III: TEST YOURSELF
1. Gap - filling: Choose the suitable words from the box to complete the sentences.
5. consumed 9. asleep 2. boost 8. spoil4. supported
7. hanging out 1. prevent 6. balance 3. pumps 10. sleeplessness
1. This helps you both protect your respiratory system and some _____________ diseases like lung cancer.
2. If you abuse too much coffee, you can’t ___________ your brain’s memory functions.
3. The heart _______________ blood through the blood vessels to bring oxygen to all parts of the body.
4. Our body is ____________ by the skeletal system which is made up of our bones.
5. Many people don’t know that the same amount of power as a 10-watt light bulb is __________ by the brain.
6. It is believed that the ___________ between yin and yang is well known in Asian countries.
7. You should be aware that _____________ with friends i one of the good ways for you to be motivated.
8. Onions and garlic are 2 types of food which _________ your breath for days after a meal.
9. In some cases, taking medicine can help you fall ______________
10. A lot of people agree that ________________ is caused by using caffeine containing food.
1. acupuncture + b a. an unpleasant effect of a drug
2. allergy + d b. inserting fine needles in the skin at the specific points
3. healing capability + e c. reason(s) for believing that something is or is not true
4. evidence + c d. a response by the body to the substance like food or pollen
5. side effect + a` e. the ability of the body to recover
1. Skeletal system of the body is made up of our bones. It supports our body and protects our organs, (skeleton)
2. Food is broken by the digestive system and turned into energy, (digest)
3. Acupuncture is one of the oldest medical treatments in the world, (medicine)
4. The recipe for this dish originated in Japan a long time ago. (origin)
5. The practice of acupuncture involves placing hair-thin needles in various pressure points throughout the
body. (vary)
6. Originally , there were 365 acupoints, but this has increased to more than 2000 nowadays. (origin)
7. People who are taking blood related medicine should not have the treatment (treat)
8. Exercising regularly is a powerful weapon to enhance psychological well-being. (psychology)
9. It has been scientifically proved that fasting has tremendous health benefits, (science)
10. Although there are unanswered questions, acupuncture appears to work. (answer)
1. Nowadays, there is estimated to be more than 2000 acupoints throughout the human body. The underlined
word has the closest meaning to:
A. stress B. pressure points C. paints D. lines
2. Tom: “Do you know what the saying “kick a habit” means?” - Jerry: " ________"
A. Wow, she has a good habit. B. I think it has the same meaning to getting rid of a habit.
C. I don’t mean that. D. Are you kidding?
3. I have been given 10 tricks to get rid of my bad habits and _______ them with healthy ones.
A. replace B . keep C . nurture D. raise
4. The digestive system lets us break down the food we eat and turn it ______ energy.
A. on B. after C. of D. into
5. “The lecturer splits the students into four groups.” has the closest meaning to:
A. The students are divided into four groups. B. The lecturer divided the students into four groups
C. The lecturer is split into four groups of students D. The lecturer went into four groups of students
6. In the past, it was misunderstood that inner body parts were _________ by the fine needles in practicing
acupuncture.
A. touch B. rush C. touched D. rushed
7. The _________ system controls the movement and emotion of our body.
A. nerve B. nervous C. circulate D. generous
8. The heart and blood vessels are parts of the __________ system.
A. certain B. circle C. circulatory D. circumstance
9. Only humans produce ____________ tears.
A. emotional B. crocodile C. feel D. false
10. To be recognized, this research must offer real evidence. The underlined word has the closest meaning to:
A. knowledge B. exist C. condition D. proof
11. I am afraid you can’t borrow his car right now. It _________ in the garage.
A. is repaired B. repairs C. repairing D. is being repaired
12. Up to the present, 14 books ________ by Jane, a friend of mine.
A. have been written B . are written C. were written D. will be written
13. The washing - up ____________ carefully.
A. should do B . should done C. should be done D. should be do
14. The acupoints _____________ to enhance the healing capability of the body itself.
A. stimulate B . stimulating C. stimulated D. are stimulated
A. crazy B. cream C. crown D. decide
16. Lately, several oils, including rose and lemon, _________ to relieve anxiety, stress and depression.
A. show B . have shown C. have show D. have been shown
People say that (A) this house has been built (B) by an old (C) man 12 years (D) ago.
From (A) the graphs, we can see (B) that the number of employees who employed (C) by this firm is
increasing (D) each year.
A. cook B. necessary C. decide D. cereal
The cells covering (A) the walls of (B) the stomach will soon be dissolved (C) by the acids if they aren’t
constantly replace (D).
5. Rearrange the words/phrases to make meaningful sentences.
1. to / ? / visit / going / this / Where / summer / are / holiday / you
Where are you going to visit this summer holiday?
2. is / a / that / It / scientists will / this / soon discover / new treatment / believed / for / disease.
It is believed that scientists will soon discover a new treatment for this disease.
3. many / is / How / our / atoms / ? / body / made up of
How many atoms is our body made up of?
4. to / ailments / Vietnamese health beliefs / an /, / According / by / are / yin and yang. / caused / imbalance of
According to Vietnamese health beliefs, ailments are caused by an imbalance of yin and yang.
5. into / converted / system. / is / energy / the / Food / digestive /in
Food is converted into energy in the digestive system.

. Gap - filling: Choose the suitable words from the box to complete the sentences.
6. launched 7. eliminate 4. post 10. emphasize 9. typically

5. renowned 1. biography 2. passionate 8. originated 3. idol
1. By having a look at her ___________ , we can know more about her.
2. We need to recognize that when people adore a job, they are _________ about it and they are likely to work
successful with it.
3. Nowadays, it is said that a lot of teenagers blindly or excessively adore their _______________
4. In order to be noticed by many people, he has started to _______________ his homemade videos on the
internet lately. Some people say that this is not a good way to be famous.
5. In the past, it was hard for people to be noted, but today, this has changed. They can become ____________
with the aid of advertisement and promotion.
6. Few viewers have watched this program since it first ______________ in our country because it has been
interfered with a lot of advertisement.
7. To make sure that there are only competent candidates for the next round, they _____________ the ones that
can’t answer correctly 5 first questions.
8. Quan Ho singing _____________ in Bac Ninh Province in the 13th century, and is sung at spring festivals.
9. A dangdut band ______________ consists of a male or female lead singer, who is backed by an unusual
mix of musical instruments.
10. His works often ___________ on the values of family life as well as the relationship among people in
society.
1. composer + c a. a strong regular repeated pattern of sounds or movements

2. rhythm +a b. a person who takes part in a contest
3. launch + d c. a person who writes music
4. contestant + b d. to make a product available to the public for the first time
5. judge + e e. a person who decides who has won a competition

1. He looks passonate on stage. (passion)
2. This is one of the most successful entertainment formats in the UK. It attracts a significantly huge number of
audience, (success)
3. The contestants have to get over that challenge to win in this contest. (contest)
4. Is Vietnam Idol an original program or a franchised one? (origin)
5. Van Cao is known as one of the most important composers of modern Vietnamese music. (compose)
6. His song, Tien Quan Ca, is the national anthem of the Socialist Republic of Vietnam, (nation)
7. After his death received the Ho Chi Minh prize. (die)
8. Exercising regularly is a powerful weapon to enhance psychological well-being. (psychology)
9. His important achievement is to invent the instrumental ballade. (achieve)
10. The male singers will sing their challenge phrase with a different melody, like musical ping pong. (differ)
1. This reality TV show soon became a worldwide phenomenon. The underlined word has the closest meaning
to:
A. nation B. national C. global D. globe
2. William: “How did she become famous?” - Scot: “____________”
A. Yes, she became famous. B. Five years ago.
C. She took part in a lot of contests. D. It's unbelievable that she was famous.
3. He was also the first ____________ artist to have four singles to enter the Top 40.
A. chorus B. solo C. simple D. private
4. This figure graduated ____________ a very famous music school and devoted his life to arts.
A. on B. from C. of D. into
5. “They made Peter create a Quan Ho performance" has the closest meaning to:
A. Peter made to create a Quan Ho performance.
B. Peter was made to create a Quan Ho performance.
C. Peter was made create a Quan Ho performance.
D. Peter was created a Quan Ho performance.
6. Because of its significance, this reality TV program has been __________ by thousands of viewers all over
the country.
A. done B. watched C. washed D. produced
7. He was one of the most prominent __________ during the international liberation movements.
A. math B. numbers C. figures D. calculation
8. The football match was wonderful at the beginning __________ , it was awful at the end.
A. but B. and C. or D. so
9. These days, things have become more convenient; for example, you can buy airline tickets at air agencies,
________________ you can purchase them online.
A. yet B . for C . so D. or
10. This will be a hopeful season of this entertainment format to air in the near future. The underlined word has
the closest meaning to:
A. breathe out B. breathe in C. broadcast D. inhale

I. NGỮ ÂM: Choose the word whose the underlined part is pronounced differently from the rest.
1. A. Movie B. Die C. Pie D. Lie
2. A. How B. Town C. Power D. Low
3. A. May B. Mad C. Railway D. Hate
4. A. Focus B. Post C. Most D. House
5. A. Decide B. Depress C. Mess D. Better
6. A. Health B. Eat C. Seat D. Meat
7. A. Boss B. Call C. More D. Talk
8. A. Chorus B. Champion C. Cheap D. Child
II. VOCABULARY AND STRUCTURE
1 “…….. do you get to school?’ – ‘ by bike”.
a. how b. what c. how far d. how often
2. Are you contented ………. your present job, Mrs. Tuyet ?
a. of b. to c. with d. for
3. The children argeed ..... the candy equally.
a. divide b. to dividing c. dividing d. to divide
4. The internet is an important ......... of communication in modern world.
a. meaning b. mean c. meaningful d. means
5. The reason ...... he left was that he felt lonely.
a. what b. how c. why d. which
6. Nowadays, more and more young people want to have a university .........
a. educate b. educational c. educator d. education
7. In the 19th century, it was.......... for a woman to become a doctor
a. incapable b. couldn't c. unable d. impossible
8. Tran Hieu Ngan was the first Vietnamese athlete ..... an Olympic medal.
a. had won b. winning c. won d. to win
9. After it ....... dry for two months, it rained heavily last night.
a. would be b. had been c. has been d. was
10. Jane had gone to the supermarket ........ she got home.
a. as soon as b. before c. after d. when
11. When I .......... to vistit him, he ...... to work.
a. came/had gone b. had come - had gone
c. had come /went d. came/gone
12. He rushed into the burning building, ........... was very brave.
a. that b. it c. who d. which
13. My father didn't ........ coffee for the breakfast.
a. used to have b. use to having c. use be having d. use to have
14. The government should have special policies to help the.....
a. disabled b. disablement c. disability d. disable
15.I'd like to introduce you to MrsThuy, ........ is the teacher of this special class
a. which b. that c. who d. whom
16.The children will learn how........ sums.
a. will do b. doing c. do d. to do
17.Robert is going to be famous someday. He .... in three movies already.
a. has been appeared b. has appeared
c. had appeared d. appeared
18.The chemistry book ... was a little expensive.
a. that I bought b. what I bought c. I bought that d. that I bought it
19.I've been in this city for a long time. I .... here sixteen years ago.
a. came b. had come c. was coming d. have come
20.Oh, no! I don't believe it. My mobile phone.....
a. has been stolen b. was stolen c. is stolen d. was being stolen

I. Complete the sentences with the correct form of the words in brackets
1. I'll do the shopping when I've finished (clean)..................the house
2. Are you going to give up (smoke)...................?
3. He (leave)................London 2 years ago and I (not see)....................him since then.
4. By the time she got back, he (go).......................
5.My brother (give).........................tickets to the concert already.
6. My father used to (smoke)...................a lot
7. If it is a nice day tomorrow, we (go)..........................swimming.
8. I'm still looking for a job, but I hope (find).................something soon.
9. The lazy can never (succeed)......................
10.Although the weather was bad, they all (enjoy).................the field trip last week.
II. READING: 1.Read the passage and answer the questions:
There are two categories of newspapers: the popular and the quality. In order to decide whether a
newspaper is a quality or a popular one it is not even necessary to read it, since you can tell simply by the way it
looks. Popular papers are generally smaller with fewer columns per page. They have bigger headlines and more
photographs. There is a greater variety of typeface and printed symbols. The articles are shorter and there are
fewer per page.
Such devices are not only used to make the paper more attractive; they may also influence what the
readers reads. Lager headlines, pictures and position on the page all serve to draw the reader's attention to one
article rather than another.
Since popular newspapers have a much larger readership than apparently more neutral quality papers, it
may be fair to conclude that the average reader not only wants to be entertained by a newspaper but prefers his
reading to be guided and opinions given to him.
1. How many types of newspapers are there?
……………………………………………………………………………….
2. Is it necessary to read a newspaper to decide if it is a quality or popular one?
……………………………………………………………………………….
3.What draws the reader's attention to one article?
……………………………………………………………………………….
4. What newspaper has more readers?
……………………………………………………………………………….
III. Read the passage below and answer the questions
When robots are widely used in the home, they will probably be used to do the cleaning, table - laying,
scrubbing and washing- up, but it is considered unlikely that they will be used to do the cooking - at least, not in
the near future.
In factories, mobile robots are already used to carry out a large number of the distribution and assembly
tasks while human beings carry out research and produce plans for new products. Among the numerous jobs on
the farm, robots will drive tractors, keeping their eyes on the ground in front to guide the tractor along a straight
line.
The majority of the robots used at present do not look like human beings at all because their design is
chiefly functional.
1. The word "their" in paragraph 2 refers to .....
a. Robots' b. Tractors' c. Farms' d. Peoples'
2. Why don't robots at present look like human beings ?
3. Which of the following statements is Not true about robots ?
a. In the near future they will be used to cook
b. They will be used to drive the tractor.
c. They will be used to do the cleaning
d. They are already used to carry out the distribution tasks.
4. What can robots do on the farm?
IV. Read the passage and fill in the blank with a suitable word from the box
know informaton helpful expert same mistakes
Computers are 1.............. in many ways. First, they are fast. They can work with..2............ much more quickly
than a person. Second, computers can work lots of information at the 3............ time. Third, they can keep
information for a long time. They do not forget the way to do. Also, computers are almost always correct. They
are not perfect, of course, but they usually don't make .4....................
These days, it is important to.5..........something about computers. There are a number of ways to learn. Some
companies have classes at work. Another way to learn is from a book. You may not be an.6......., but you can
have fun.

The first term test- 45'

A. objectives:
+To teach STs to :
- To give marks.
- Improve their techniques of doing the simple tests
- Improve their knowledge through the test.
B. Preparations:
1 .Teacher: Sheets of papers and written tests.
2.Students: Pens.
- Language focus:
* Listening: * Phonetics: Stress
* Vocabulary:
* Reading:
* Grammar:
- Tenses, gerunds, infinitives, adjectives and conjunctions.
- Passive voice.
* Writing:
C. Methods :- the whole lesson : Integrated , mainly communicative.
*skills : Totall of 4 skills : listening , speaking , reading and writing skills.
D:Procedures :
A. Listening: ( 0.25 point/ 1 correct answer)
I. Listen to the conversation between Paul and Andrea and decide whether the statements are true ( T ) or
false ( F )
Statements True (T) False (F)
1. Andrea can’t wait for her flight
2. Paul is very excited about coming home
3. Paul’s home is 280 kilometres from where they are now
4. There are more children in Andrea’s family than in Paul’s
5. When Andrea’s family get together, they often go out for dinner
II. Listen to the conversation between Paul and Andrea again and fill in the missing information.
Andrea: Haven’t decided yet ?..... All the seats have been reserved by now I’m sure. It’s the holiday season,
after all.
Paul : …….my family lives about (1) 180 kilometers from here. I usually take the train or coach.
Andrea : You don’t sound excited about it.
Paul : Well, we are not really a (2) close-skit family I have three brothers and they are spread out all over the
place.
Andrea :Well, I try to get home as soon as possible. We’re a (3) big family there are…
Paul : six kids ?
Andrea :Yes, and we’re all really close my brothers are married…….so we end up going out to dinner a lot.
Paul : Well, At my home my mother loves to cook, so when we get home she often cooks big meals We have
leftovers for days.
B. Phonetics, grammar and vocabulary: ( 0.2 point/ 1 correct answer)
I. Choose one word which is stressed differently from the rest. Identify your answer by circling the
corresponding letter A, B, C or D.
1. A. washing machine B. food processor C. laptop D. electronic book
2. A. solar charger B. mobile phone C. online game D. hearing aid
II. Choose from the four options given ( marked A, B, C or D ) one best to complete each sentence by
circling the corresponding letter A, B, C or D.
3. A food processor is used for……………….up or ……………..food.
A. chop – mixing B. chopping – mix C. chopping –mixing D. chop –mix
4. We can use a USB stick …………………..a lot of music or video files.
A. store B. storing C. to store D. stores
5. A digital camera is more………….than a film camera; You don’t have to buy rolls of films.
A. expensive B. beautiful C. economic D. economical
6. Don’t panic. Your guests …………………..arriving yet, so ask everyone to bring something.
A. not start B. haven’t started C. hasn’t started D. not starting
th
7. Our teacher gave us an assignment on modern …………….of the 20 century.
A. inventors B. inventions C. invents D. inventing
8. We stayed at home ………………….watch TV.
A. and B. but C. so D. or
9. When we see Mr. Minh tomorrow, I ……….. him of that.
A. will remind B. remind C. have reminded D. reminded
10. The baby ………………….. Don’t make so much noise.
A. sleep B. sleeps C. is sleeping D. slept
11. A laptop or a smart phone can be used for…………..access to the Internet or sending letters.
A. get B. to get C. getting D. got
12. You can use social network sites …………your personal profile and to contact other people.
A. create B. to create C. creating D. creates
III. Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the
given sentence meaningfully and grammatically correct.
13. She has breakfast at 8.30, then she go to work immediately.
A B C D
14. They speak English well because they practise speak it everyday.
A B C D
15. Let's to get up early and go for a walk before breakfast?
A B C D
C. Reading: ( 0.25 point/ 1 correct answer)
I. Read the following passage then answer the questions by circling the letters A, B, C or D.
Although computers are considered the most perfect and effective devices in our modern time, we cannot
avoid some certain problems when we are working on a computer. Letters and phone conversations are private.
It is against the law to open someone's mail without permission or to listen secretly to someone's telephone
conversation. And now there are laws to protect the privacy of e-mail. It is also against the law to read the
messages that a person sends or receives on a computer. Although each person has a secret password for his or
her e-mail, sometimes the passwords are discovered by hackers and the mail box is opened. Recently several
companies that do business on the Internet have been attacked. The attackers sent huge amounts of useless e-
mails to the Web sites of these companies. The effect was to slow or stop the ability of the companies to do
their business. Such actions are known as "denial of service" attacks. The companies say they may have lost
millions of dollars because they were not able to provide goods and services during the attacks. Most of the
companies were able to solve the problem in about three hours. The victims of the attacks included some of
largest and most successful companies on the Internet, such as Yahoo, Amazon, and Corn and E-Trade. The
police have investigated the attackers. The computer industry leaders have discussed the electronic attacks and
the problems of computer crime. They suggest that a person who is found guilty of such a crime should be
sentenced to at least l0 years in prison.
1. It is___________ to read the messages that a person send or receive on a computer.
A. legal B. illegal C. encouraged D. advisable
2. Which sentence is true?
A. It is quite secret to send or receive messages through the Internet. B. We need a password to open an e-
mail box.
C. We never have problems with e-mail. D. E-mails on the Internet are open
letters.
3. What did the hackers do?
A. They attacked the network by computer viruses. B. They made a lot of order through the Internet.
C. They sent a lot of e-mails to the companies. D. They sent useless e-mails to the Web sites of
these companies.
4. Most of the companies_________.
A. could solve the problem B. could not solve the problem
C. closed D. were sentenced to about ten years in prison
II. Read the following passage then fill in the gaps by circling the letters A, B, C or D.
In the book "The Secret Power of Music" David Tame, has written music is (1)_____than a language and it is
the language of languages. It can be said that music is of all the arts. There is none of other arts that more
powerfully moves and changes the consciousness. It can be said that music is a very powerful tool
(2)_____can have positive effects, virtually life saving mentally and physically when it is used in the right
context, but has equally destructive and detrimental potential if used negatively. Music has a definite effect
(3)_____ people, animals, and plants. In fact it can have a powerful (4)_____on our body, mind, and emotions.
Music with a 'beat' can stimulate our body; music with powerful melodies and harmonies performed with
feeling can make us weep or cry out with joy and music like the fugues of Bach and Mozart can be mentally
strong. Every Hollywood movie producer is aware of the power of music, and that is why it plays such a key
role in motion pictures. The music that accompanies movies grabs our feelings.
1. A. many B. much C. more D. as
2. A. that B. when C. where D. whose
3. A. in B. on C. for D. of
4. A. interest B. entertainment C. delight D. influence
D. Writing:
I. Choose from the four given options (marked A, B, C or D) one best solution to make a sentence from
the given prompts. ( 0.25 point/ 1 correct answer)
1. scientists / research / effects / music / heart / for years.
A. Scientists have done research on the effects of music on the heart for years.
B. Scientists did research on the effects of music on the heart for years.
C. Scientists have done research on the effects that of music on the heart for years.
D. It is the effects of music on the heart make scientists have done research for years.
2. Music / improve / person's enjoyment / enhance / quality of life / reduce / risk / diseases
A. Music improves a person's enjoyment, enhances the quality of life and reduces the risk of diseases.
B. Music improves a person's enjoyment, enhancing the quality of life and reduces the risk of diseases.
C. Music can improve a person's enjoyment, to enhance the quality of life and to reduce the risk of diseases.
D. Music improves a person's enjoyment because enhances the quality of life and reduces the risk of diseases.
3. you / do / last night? - stay home / listen / music.
A. Why were you doing last night? - Because I was staying at home and listening to music.
B. How did you do last night? - So I stayed at home and listened to music.
C. What have you done last night? - I have-stayed at home and listened to music.
D. What were you doing at 9 o’clock last night? - I was staying at home and listening to music.
4. you / want / become / musician? - Music / something / interest / most
A. What makes you want becoming a musician? - Because music is something that interests me the most.
B. Why do you want to become a musician? - Because music is something that interests me the most.
C. Who makes you become a musician? - Therefore, music is something that interests me the most.
D. Which do you want to become a musician? - If music is something that interests me the most.
II. Change the sentences into the passive voice. ( 1 point/ 1 correct answer)
1. The students can’t do this difficult test.
 ………………………………………………………………………………………………….
2. They have seen that film several times before.
 ………………………………………………………………………………………………….
…………………………………………………………………………………………………………

CORRECTION FOR THE FIRST SEMESTER
A. Objectives:
+To teach STs to :
- 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:
1. Teacher: Students’ tests.
2. Students: Grammar and vocabulary.
* Skills : find out the mistakes and know how to correct them.
D. Procedures:
I. Answer keys:
Part A: Listening ( 0.25 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 ( 0.25 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: ( 0.25 point/ 1 correct answer) 1. ………………………………………….
2……………………………………………….
II. General comments:

....................................................................................................................................................................................
....................................................................................................................................................................................
....................................................................................................................................................................................
III. Common mistakes:

....................................................................................................................................................................................
....................................................................................................................................................................................
....................................................................................................................................................................................
.
IV. Experiences:
....................................................................................................................................................................................
....................................................................................................................................................................................
.
…………………………………………………………………………………………………………………

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SỞ GIÁO DỤC & ĐÀO TẠO TỈNH

GIÁO ÁN MÔN TIẾNG ANH LỚP 10

NĂM HỌC 2019- 2020

INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Content: Including six topics

B. The design of each unit in textbook:

- Ask Sts to consolidate the main contents. Summerise

E. Experience (Teaching note)

Unit 1: FAMILY LIFE

Stage /Time Teacher’s activities Students’ activities

+ Activity 2 Write the verbs or phrases

E. Experience (Teaching note)

Unit 1: FAMILY LIFE

- Prepare for the next lesson.

E. Experience (Teaching note)

I/ Warm up * Checking - Do as requested

2. Activity 2 Task 2: - T asks Ss to read the three -Give answer

E. Experiences (Teaching note)

sweeping Doing the

- Today we are going to study a lesson about

2. Ask Ss to look at the task 2.

III. Consolidation - Ask Ss to consolidate the main contents. - Perform

IV. Homework - Prepare for the next lesson. Do as request

E. Experience (Teaching note)

Give comments -Give answers

E. Experiences (Teaching note)

I/ Warm up: * Checking

DAD Mending things , cleaning the

- Call some students to tell the form of writing a

- Read and answers:

E. Experience (Teaching note)

I/ Warm up: * Checking

E. Experiences (Teaching note)

Lesson 8: LOOKINGBACK AND PROJECT

+Activity 2: -Work in pairs

Experiences (Teaching note)

Unit 2: YOUR BODY AND YOU

Lesson 1: GETTING STARTED

I. Warm up - Ask students to keep book close and remember

III.Consolidation - Ask Ss to consolidate the main contents. Do as requested

III. Consolidation Do as requested

Experiences (Teaching note)

UNIT 2: YOUR BODY AND YOU

Experiences (Teaching note)

UNIT 2: YOUR BODY AND YOU

- Play the tape.

Experiences (Teaching note)

UNIT 2: YOUR BODY AND YOU

II. New lesson

III.Consolidation - Ask Ss to consolidate the main contents. - Reply Scott’s letter

Experiences (Teaching note)

- Ask Ss to discuss the activities in the pictures and say

- Ask Ss to read about health practices and belies in the - Do as required

- Ask Ss to use the information from their reading

Experiences (Teaching note)

- Ask Ss to consolidate the main contents.

Experiences (Teaching note)

Time/Stages Teachers’activities Students’ activities

1. Warm-up - Greeting and checking attendance.

II. New lesson

+Activity 3 4. Be going to. Retell the usage, form and

3. Consolidation: - Teacher asks Ss to give examples for the grammatical Do as requested

Experiences (Teaching note)