GA 12-1 Toan Bo

Lesson plan – English 12.
Period: ENGLISH 12 TEST ORIENTATION

• Aims:
- To help students learn English 12 effectively. To give students some supporting sources
• Objectives:
- Ss know the requirement of different tests within English 12. Students know how to learn English
11 effectively. Students can find some useful sources to learn English 10
• Teaching aids:
- English 10, referent books
Teacher’s activities Students’ activities
I. Warm up:
• Activity 1: individual work: answer the teacher’s - Work individual
question: - Answer the teacher’s questions
- How are you?
- How can you learn English?
II. Presentation: - Listen to the teacher
- Teacher: We have done a lot of tests. Today we recall some test
type and how to do them effectively
III. The main content of the lesson:
A. Listening tests.
1. Multiple choice questions.
2. True - False statements. - Listen to T’s explanation about six
3. Open - ended questions. topics
4. Grid - filling/ Completing charts with facts and figures.
5. Gap - filling .
6. Identifying objects/people/speakers’ tones.
B. Reading tests.
1. Multiple choice questions. - Listen and take notes in their notebooks.
2. True - False statements.
3. Open - ended questions.
4. Grid - filling.
5. Gap - filling/ Cloze.
6. Matching (jumbled headings with paragraphs / written
descriptions with pictures of the items or procedure they
describe).
7. Transferring written information to charts, graphs, maps, etc.
8. Choosing the best summary of a paragraph or a whole text
C. Speaking tests. - Listen and take notes in their notebooks.
1. Prompts / Picture prompts.
2. Asking and answering questions (Interview).
3. A set of topics.
4. Role - plays.
5. Information gap activities
6. Decision - making activities.
7. Using pictures for candidates to compare and contrast.
D. Writing tests.
 Guided writing tests:
1. Gap - filling.
2. Punctuating a text. - Work in pairs and make a small
3. Re - ordering words / sentences. conversation with a friend.
4.Summary writing based on texts
 Free writing tests:
- Sentence writing (e.g. a set of instructions for some common
task)
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- Paragraph writing (e.g. writing leaflets / brochures)

- Letter writing (e.g. transactional letters)
- Essay writing (e.g. writing compositions and stories)
From above, with in the curriculum we have these kind of test
for each term
- Oral test: you must have from 1 - 3 scores
- Fifteen minute test: 3 tests
- Forty - five minutes test: 2 tests
- Term test: 1 test
IV. Home Work:
- Summarize this lesson.
Period:
INTRODUCTION AND REVISION
A.OBJECTIVES:
By the end of the lesson, students will:
- Review all of the knowledge of grade 11
- Know how to study and learn English 12
B. TEACHING AIDS: Textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
Greeting, introduce, get acquaintance with the students
A. Revision
- Elicit all of the knowledge and language skills of grade 11
1.Verbs tenses ( present simple, past simple, past progressive, past
perfect……….) - Take notes
I. HIỆN TẠI ĐƠN (Simple Present):
Hình thức: Subject + V(es,s) - Listen to the teacher
1. Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở hiện tại.
Ex: - We come to school on time everyday.
- My mother always gets up early. (Mẹ tôi luôn thức dậy sớm)
■ Dấu hiệu thì:
a. Cách dùng này thường có các trạng từ chỉ sự thường xuyên:
• rarely: ít khi • usually: thường thường - Give some examples on the
• sometimes: đôi khi • seldom: hiếm khi board
• never: không bao giờ • always: luôn luôn 1/ I usually go to school in the
• often: thường • occasionally: thỉnh thoảng afternoon.
• hardly ever: hiếm khi • everyday: hàng ngày 2/ Lan often gets up early in the
b. Các kết cấu đi với every như: morning.
• every week: hàng tuần 3/ The earth moves around the
• every month: hàng tháng sun.
2. Diễn tả một sự thật hiển nhiên, một chân lý 4/ I speak English very well.
Ex: - The Sun rises in the East. (Mặt trời mọc ở phương đông)
- The Earth moves around the sun. (Trái đất xoay quanh mặt trời) - Write them on their notebooks
3. Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well. (Chị của bạn nói tiếng Anh giỏi)
- Dick writes novel. (Dick viết tiểu thuyết)
- Children need love and affection. (Trẻ em cần tình yêu và sự ấp ủ)
II. HIỆN TẠI TIẾP DIỄN (Present Continuous)
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Hình thức: Subject + am / is / are + V-ing - Take notes

1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nói
Ex: - The farmers are working in the fields now. - Listen to the teacher
- My mother is cooking in the kitchen at the moment. - Give some examples on the
■ Dấu hiệu thì: board
a. Trong câu thường có các phó từ: 1/ I am looking for the latest
• now: bây giờ newspaper now.
• at the moment: vào lúc này 2/ They are watching a sport game
• at present: vào lúc này show at the moment.
b. Trong câu bắt đầu bằng những từ gợi sự chú ý như:
• Look! Coi kìa
• Listen! Nghe kìa
• Hurry up! Nhanh lên
Ex: - Look! The boys are fighting. (Coi kìa, bọn trẻ đang đánh nhau)
- Listen! They are speaking English. - Write them on their notebooks
- Hurry up! The bus is coming. (Nhanh lên! Xe buýt đang tới rồi kìa)
c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc)
Ex: - I’ll think it over while I’m having my lunch.
2. Diễn tả một việc được xếp đặt xảy ra trong tương lai.
Ex: - What are you doing this evening? (Chiều tối nay bạn định làm gì)
- We are going to Paris on Friday.
III. HIỆN TẠI HOÀN THÀNH (Present Perfect)
Hình thức : Subject + Has / Have + Past Participle - Take notes
1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác
định rõ. - Listen to the teacher
Ex: - He has lived in England before
- We have gone to Dalat several times.
- She has already seen that film. (Cô ta đã xem phim đó rồi)
- He’s never been there. (Anh ta chưa từng ở đó)
- They haven’t finished their work yet. (Họ chưa làm xong việc)
- Give some examples on the
- Have you ever spoken Russian before?
board
1/ We have learnt English for 5
Trong câu thường có
years.
• already: rồi, đã rồi • several times: vài lần
2/ Have you seen this movie
• never: chưa bao giờ • never ... before: trước đây chưa bao giờ
before?
• yet: chưa • ever: đã bao giờ
3/ She has just gone out.
• ever ... before: trước đây đã bao giờ
4/ I have already finished my
2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy
homework.
ra.
Ex: - So far he has had no trouble.
- He has lived here for five years.
- His father has been ill during the last two week. - Write them on their notebooks
Trong câu thường có các trạng từ chỉ thời gian:
• so far: cho đến nay • up to now: cho đến nay
• up to the present: cho đến lúc này • since then: kể từ lúc đó
• since: kể từ khi • for: trong (khoảng thời gian)
• in / during the last + 1 khoảng thời gian
3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.
Ex: - He has smoked ten cigarettes today.
- I haven’t seen her this week. (Tuần này tôi không gặp cô ấy)
Trong câu thường có các phó từ như:
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• today: hôm nay

• this week: tuần này
• this month: tháng này
• this term: học kỳ này
• this year: năm nay
4. Để chỉ một sự việc vừa mới xảy ra so với hiện tại
Ex: - I have seen him lately. (Gần đây tôi có gặp anh ấy)
- She’s just gone out. (Cô ta vừa mới đi khỏi)
Cách dùng này thường có các từ như:
• just: vừa mới
• recently: gần đây
IV.Past continuous :
+ Form : Was / were + V-ing
+ Use :
* Use the past Continuous to indicate that a longer actoin in the past was
interrupted. The interrupted is a shorter action in the Simple Past or a - Take notes
specific time. Remember this can be a real interruption or just an
interruption in time . - Listen to the teacher
E. g : - I was watching TV when she called. - Give some examples on the
- Last at 6 PM , I was eating dinner. board
* When you use the Past Continuous with two actions in the same 1/ I was studying my lessons when
sentence, it expresses the idea that both actions were happening in the he came.
same time. The actions are parallel. 2/ We saw him while we were
E.g: I was studying while he was making dinner. walking along the street.
V. Home Work: 3/ They were playing chess at 4
- Summarize this lesson. o’clock yesterday.
- Ask Ss to prepare unit 1 “Reading”
- Write them on their notebooks

- Prepare unit 1 “Reading”
Period:
Unit 1: HOME LIFE
A: READING
A.OBJECTIVES:
- Understand more about home life.
- Use vocabulary related to the topic of the lesson through exercise.
B. TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:
- Method: mainly communicative
I. Warm up
- Ask Ss to work in groups and tell about their family - Group work
- Suggestions
1. How many people are there in your family?
2. What is your father’s job?
3. What is your mother’s job? - Discuss
- Go around the class and control
- Call on some Ss to present
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- Feedback
- Short introduction the types of family (show the - Present
pictures)
Nuclear family
- Nuclear family consists of the father, the mother, and
the children
Extended family
- Extended family consists of the grandparents, aunts,
uncles, cousins, nephews, nieces, and in-laws, (relatives
through marriage).
SINGLE PARENT FAMILY
- A single parent family consists of the children and
one parents either the father and the mother.
+ In USA, single parent families are popular
+ In Viet Nam , there are more and more the type of
single families.
BLENDED FAMILIES OR STEPFAMILIES
- A family in which both parents have been divorced,
each with their own children they remarry and bring
both sets children into the marriage
+ It consists of stepparents, stepsister, stepbrother,
halfbrother and half sister.
II. Before you read
Pairs work
- Have Ss to look at the pictures in the textbook and
answer questions Answer.
1. Who do you think they are? ( In English or Vietnamese )
2. Where is the family? - Work in pairs.
3. What is each member doing?
4. Is the family happy? Why/why not? * Suggestion:
5. Are there any pets? What are they? - Parents and children.
6. What are they doing? - At home.
7. Do you like having pets in your house? - The mother is helping the daughter with her
8. What pets do you want to have? study, the father is playing with the son.
Call some pairs to answer and give feedbacks. - Depend on Ss.
- Introduce the text. - Answer.
Explain some new words:
- Introduce and explain the meaning of the new words
1. Caring (a): paying attention to the others
2. To run the household.
3. To be willing to do st.
4. Household chores
5. Responsibility (n):
 Responsible to sb for st. - Listen to the tape.
6. Mischievous (a) - Read the passage silently.
7. Obidient (a)
8. Close-knit (a) - Find out new words.
9. Supportive (a) ~ of
10. Frankly (adv)
11. Secure (a)
12. confident (a)
 confidence (n)
- Read aloud and ask Ss to repeat
- Explain new words in Vietnamese if necessary
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III.While-reading: - Read the passages

- Ask Ss to listen to the tape. - Listen to teacher’s reading.
- Ask Ss to read the passage silently to understand - Read the text by self.
about it - Read the task.
a. Task 1 : Choose the best answer - Read through 5 sentences.
- Get Ss to read the requirement of task1. - Work in pairs.
- Ask Ss to read through 5 sentences and T helps them - Share the answer.
if necessary. 1- B; 2- C; 3- A; 4- B ; 5- A;
- Ask Ss to work in pairs and choose the answer.
- Get Ss to share the answers with their groups.
- Call 2 Ss of 2 groups to write down the answers.
- Check and give feedbacks: - Work in pairs
- Let Ss explain some sentences if necessary 1. Very busy. They have to work long hours and
b. Task 2 : Answer the questions: sometimes they have to work at night.
- Check if Ss can answer the comprehension Qs without 2. She is always the first one to get up in the
reading the text again. If Ss cannot, T gets them to readmorning to make sure that her children leave home
the Qs carefully and underline the key words to do task. for school having eaten breakfast and dressed in
- Get Ss to check theirs answers and explain their suitable clothes. She always makes dinner ready
choices. before her husband comes home.
- Call some Ss to read theirs answers and explain their 3. The daughter helps with household chores: she
choices. washes dishes and takes out the garbage. She also
- Comment and gives feedbacks. looks after the boys/her younger brothers. The
father sometimes cooks/does some cooking or
mends things around the house at weekends.
4. She attempts to win a place at university.
5. Because they are very closed – knit and
supportive of one another. They often share their
IV. After you read feelings and whenever problems come up, they
- Give some Ss handouts and ask them to fill in the discuss them frankly and find solutions quickly.
table the missing information from the reading text Work in groups.
(work in groups of 4).
What is your mother / father / you responsibility in - Check.
your family? - Work in groups.
Work father mother children
- Washing dishes - Report their ideas.
- Cooking - Listen and comment.
………..
- Check and give feedbacks.
- Let Ss compare the family described in the text with
your own family (basing on the handouts).
- Tell each group to choose a secretary to note down all
of others’ ideas.
- Ask the secretary to report their ideas.
- Comment and corrects Ss’ mistakes.
V. Homework:
- Ask Ss to learn the new words by heart, read and - Learn the new words by heart, read and translate
translate the text, do the tasks again. the text, do the tasks again.
- Prepare the section B (The Speaking part of Unit one). - Write down the homework requirements.
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Period:
Unit 1: HOME LIFE
B: SPEAKING
A. OBJECTIVES:
- Understand more about home life, the relationship and responsibilities of family's members.
- Develop speaking skills: discuss home life, the relationship and responsibilities of family's
members.
B. TEACHING AIDS:
C. PROCEDURE:
- Method: mainly communicative
I. Warm up: Network Expected words:
- Ask Ss to find out as many as possible words - Cleaning the floor
related to household chores. - Cooking
- Doing the washing up
- Washing clothes
- Tidying the kitchen
- Ironing clothes
- Hanging dry the clothes
Household - Repairing / mending things
chores - Taking care of the baby
- Taking out the garbage
- Work in pairs
- Call some Ss to write on the board. - Present in front of the class
- Give comments. Feedback:
II. Pre speaking: In my family both my father and mother go to work.
Task 1: Read the following statements and Almost all members of my family share the household
chores. Washing the dishes and cleaning the house are
tick the ones that apply to you and your what I often do help my parents. We all like watching
family. films on TV when we have free time at weekends. The
- Ask Ss to work in pairs, exchange the ideas. person I often share my secrets with is my sister. I always
ask my parents for advice before making an important
- Walk around and help them.
decision.
- Call some Ss to talk about their families in - Work in pairs.
front of the class, using the information in task Expected questions :
1. 1. Could you tell me who works in your family?
2. By the way who in your family does the washing up?
- Give feedback
3. What about your brother ? Does he share the household
III.While speaking:
chores?
Task two:
4. What’s your responsibility in the family?
- Guide students how to practise.
5. What exactly do you have to do?
- Ask students to work in pairs.
6. How do you share the household chores?
- Help the students with new structures.
7. What interests do your family members share together?
- Give some special expressions
8. What do your family members often do together in your
* Could you tell me who….. ?
free time?
* By the way who in your family ……. ?
9. Who do you often share your secrets with?
* What about your …. ?
10. Who do you often talk to before making an important
- Walk around and help them.
decision?
- Call some pairs of student to stand up and
Sample dialogue :
report before the class.
A: Hi,…Could you tell me a bit about your family life ?
- Correct their mistakes.
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B: Sure, no problem.
A: Who works in your family?
B: Both my parents. My father is an engineer and my
mother is a teacher. They work 8 hours a day.
A: Do you help them with the household chores?
B: Of course. I help my mother in the kitchen and wash
the dishes.
Task 3 : Ask about your partner’s family. A: What about your father?
B: He cleans the floor and sometimes when my mom is
- Ask Ss to study the table carefully. out of on business he cooks for us.
- Have the Ss to work in pairs, asking about the A: What interests do your family members share closely?
partner family life, noting down the answers in B: Watching films. We often watch films on TV on
the table. Saturday evening when everybody is free.
- Call some pairs to act out in front of the class. A: Who do you often share your secret with?
- Give comments. B: Mother. I think she understand me well.
A: So she is the person you often talk to before making an
important decision?
B: No, in fact both my parents help a lot when I have
problems.
A: You must be very happy in such a family. Thanks for
giving me time. Bye.
IV. Post speaking :Report the information B: Bye.
- Have Ss to work in pairs. Expected answer:
- Call some Ss to report in front of the class. I’ ve just talked with B about her family life.
- Correct and give comments. She told me that both her parents go to work, so they are
very busy. So she has to shares the household chores .She
often helps her mother in the kitchen and washes the
dishes after meals. His father is also willing to help with
the housework. He cleans the house and sometimes when
B’s mom is out on the business. All the members of her
family enjoy watching films together on Saturday evening.
She shares her secret with her mother because she thinks
V. Homework: that her mother understand her well. ;however, both
- More practice the main topics at home. parents help her make important decisions
- Prepare the section C (The Listening part of - Practice the main topics at home.
Unit one). - Prepare the section C (The Listening part of Unit one).
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Period:
Unit 1: HOME LIFE

C: LISTENING
A. OBJECTIVES:
- Understand more about home life
- Develop listening skills: listening for main ideas and specific information.
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm up: Jumbled word
- Rearrange the letters to make a meaningful word. -> REUNION
RINENOU
- Which word can go with “reunion”? -> Family reunion
II. While you listen:
* Describing the picture.
- Ask students to work in pairs, look at and describe the
- Look at the pictures.
picture (p16), using the cues: - Answer the teacher's questions.
1. What is happening in the picture? + They are having a big…..
+ Many people..
2. How many pictures are there?/ Who are they?
+ Very happy
3. How are they feeling? / How do they look?
- Call some students to answers
- Give feedback and introduce the topic of the lesson:
Lead- in: In today’s listening section, you’ll hear the
conversation between Paul and Andrea talking about
their family. - Students repeat individually and in chorus
- Introduce some new words to students by using
pictures or by using definitions in English - Students listen to the tape carefully
 Teacher asks students to repeat the words on the
black board.
 Teacher has students pay much attention to the words
and how they’re pronounced and tells students that
they’re given cues helping them to listen to the text
well..
* Vocabulary: Listen and repeat

- Play the tape and ask Ss to read after the tape twice.
- Explain new words :
- Leftovers / `left әu vәz/ thức ăn thừa
- Spread ( v) out /spred/ trải ra
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1. To reserve: = to book sth in advance: ñaëc

tröôùc
2. Coach (n): xe chôû khaùch ñöôøng daøi
3. To spread out: to cover a large area
4. Leftovers: food that has not been eaten at the end - Read through the questions
of a meal
5. Flight(n): a journey made by air, especially in a - Work individually to do the task
plane: chuyeán bay - Compare the answers
III. While you listen: Answer
1. T
Task 1: Listen to the conversation between Paul and
Andrea and decide whether the statements are T or F 2. F (They not a very close nit family, they rarely
and then correct the false statements get together as a family any more)
3. F (It is about 180 kilometers from they ….)
- Ask students to read through the questions
4. T (There are 4 children in Paul’s family)
- Play the tape two times 5. T (There are too many people to cook for, they
- Ask Ss to do individually then compare the answer end up going out to dinner a lot)
with a partner. - Read through the questions.
- Play the tape again, have students listen and check the - Work individually to do the task
answers - Try to do the task without listening again.
- Call some Ss to give the answers - Compare the answers
- Checks and gives feedback. - Listen again and check the answers
Answer:
Task 2: Note down two things that are different
about Paul’s and Andrea’s families. Paul Andrea
- Ask students to read through the questions. His family members His family is a close -
- Let them do the task without listening again. are not very close. knit one.
- Play the tape twice . The families often eat The family often goes
- Ask students to do Task 2 then compare the answer the meal the mother out to eat when they
with a partner. cooks at home. get together.
- Play the tape again, have students listen and check the
- Work in groups, discuss the questions
answers
- Report their discussion
- Ask some students to read the answers
Answer:
- Check and give feedback.
Family is very important. It’s a place where
IV. After you listen: Discussing
people can share their secrets and find solutions to
- Ask Ss to work in groups, discuss the questions:
problems that arise. Only in family, we can enjoy
The importance of family in a person's life
love and comforts. We are sure to be welcome
- Ask some students to present their discussion in front
back when we have disappointments or failures in
of the class.
life.
- Give feedback
V. Homework:
- Summarise main points.
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- Ask Ss to summarise main points. - Write about family reunion.

- Write about family reunion. - Prepare Part D
- Prepare Part D
Period:
Unit 1: HOME LIFE
D: WRITING
A. OBJECTIVES:
- Understand more about home life
- Develop writing skills: Writing for main ideas and specific information
B. TEACHING AIDS:
- Textbook, pictures, handouts and real objects.
C. PROCEDURE:
I. Warm up:
- Ask Ss to work in pairs and answer some questions - Pair work
1. Do your parents often let you go out in the
evening ? 1. My parents don’t let me come home late.
2. Are you allowed to use your family motorbike? 2. My father permits me to use the family motorbike.
3. Are you allowed to do the household chores? 3. I have to do the household chores.
- Call on some pairs to present their answer in front
of the class
- Feedback
Lead in : In today’s lesson, you’re going to write a
letter about your family rules
II. Pre writing: Group work
Task 1: What rules do you have in your family?
+ Have students revise the verbs
- Ss work in groups
* Let sb + V
* Allow sb + to V
* Have to + V (obligation)
* Permit sb + to V
- Deliver Ss handouts (Task 1 – Complete the
following sentences).
1. During the school year, I am not allowed ……… 1. During the school year, I am not allowed to come
2. I have to………………………….. home late / watch TV …
3. My parents allow me………………. 2. I have to clean my house / do the washing
3. My parents allow me to watch TV / go out with my
4. My parents want me not……………… friends on Saturday or Sunday…
- Ask some Ss to go to the board to write down their 4. My parents want me not to stay up late / chat with
sentences my friends on the phone
- Together with Ss finds out the mistakes and corrects
- Ss work in groups
them Dear Mary,
III. While writing: Today, I have something interesting to tell you. It’s
Task 2: Write a letter to a pen pal about your my family’s rules. Every family has its own rules.
Mine has a few. First, during the school year I’m
family rules. allowed to watch TV until I have finished my
- Ask Ss to work in groups and use the ideas they homework. Sometimes my parents let me go out
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have written above to write a letter about their with my friends on Saturday or Sunday, but I must
family rules. come home early. Second, in my family everybody
- Go around to offer help has to do their share of the household chores. And
mine are doing the washing and preparing meals.
- Call four representatives of four groups to go to the
Third, my parents want me not to chat on the phone
blackboard to write down their letters more than ten minutes. How about your family rules?
- Together with Ss finds out the mistakes and corrects I am very happy with my family. My parents really
love me and take good care of me.
them
Love,
- Give feedback on Ss’ work Daisy
- Point out some common mistakes made by Ss when - Work in pairs
doing this writing task. A. Do your parents let you go out in the evening?
B. Sometimes on Saturday or Sunday.
IV. Post writing: A. Are you allowed to watch TV?
- Ask Ss to make a conversation about the content of B. ………….
their letter
- Call some Ss to practice the conversation in the
front of class
- Remark generally Ss’ written work
V. Homework:
- Ask Ss to rewrite at home. - Rewrite at home.
- Prepare the section E (The Language focus part of - Prepare the section E
Unit one).
Period:
Unit 1: HOME LIFE
E: LANGUAGE FOCUS
A. OBJECTIVES:
- Distinguish and pronounce correctly the ending sounds / s, z /.
- Use correctly the Simple past, past continuous and present perfect
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm up: Tongue twisters. Read the tongue twisters
- Hang a poster on the B.B, Ask Ss to read the tongue
twisters as quickly as possible. If one read 3 times he
wins.
- She sees Susie sitting in a shoe shine shop.
/s/ / z/
- Where she sits she shines, and where she shines she
sits sees
sits. shines
- Ask Ss to pick out the word containing the ending

sounds / s, z / and put in the correct column.
- Write on the B.B
II. Pronuciation:
+ Listen and repeat:
- Read and ask students to listen and compare the
difference betweet / z / and / s /.
12
- Let students listen again and to repeat. + Listen and repeat:

- Write some words on board and ask students to read - Listen and practise.
them aloud. + Pratise these sentences:
+ Practise these sentences: - Listen and repeat.
- Read one before then read again and ask students to - Practise in pairs.
repeat.
- Ask students to practise themselves.
- Walk around and help them
III. Grammar: Tense revision
1. Tense revision :
- Hang a poster, Ask Ss to do the exercise .
Poster : Use the correct tenses: simple past, past
continuous or present perfect. Do exercise individually
1. When you (buy) that car? -> 1. did….buy ; bought
- I (buy) it 2 year ago. 2. were playing
2. At this time yesterday we (play) football. 3. were visiting
3. At 7 p.m last Sunday we (visit) the zoo. 4. was having ; called
4. When I (have ) dinner, my friend (call). 5. have already seen
5. I (already / see )Titanic
- Take note
- Call a student to do on the B.B while the other
- Remarks
practice individually.
- Correct and give feedback.
- Ask Ss to remark the uses of these tenses, give
comment.
Remarks
* Simple past is used to denote an action happening at
a specific time in the past with no relating to the
present.
* Past continuous is used to express action that was in
progress at a specific time in the past; it is also used to
express action that was in progress when something
else happened.
2, Practice: Exercises 1 (p.18) ; Ex 2 ( p.19) - Do exercises
- Ask Ss to do exercises provided in the books. Exercises 1 : Underline the most suitable…
1. Have you seen
- Have them do individually, and then compare the 2. Have you enjoyed
answers with the partners. 3. Has been married
- Call Ss to give the answers. 4. Did you give ; saw
- Correct and give feedback 5. Didn’t listen
6. Have you two met
* Additional exercise: Choose the best answers
7. Did you meet
1. The man got out the car,…. round to the back and Exercises 2 Which answer best fit each …
opened the boot. 1. B 8. C
A. walking B. walked C. walks D. walk 2. C 9. B
3. A 10. C
2. I saw Maggie at the party. She … in several films. 4. A 11. B
A. wears B. wore C. was wearing D. has worn 5. B 12. C
3. After I had had lunch, I…. for my bag. 6. B 13. C
7. B 14. A
A. looked B. had looked C. have looked D. look 15. B
IV. Homework: 1. B
13
- Ask Ss to do the exercises again at home. 2. D

- Prepare Unit 2 (The reading part of Unit 2). 3.A
- Do the exercises again at home.
- Prepare Unit 2
Period:
Unit 2: CULTURAL DIVERSITY
A: READING
A. OBJECTIVES:
- Understand some more about the senses and personal experiences directly related to the sense.
- Improve their reading skills
B. TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects.
C. PROCEDURE:
I. Warm up: Network
Competition game – network.
- Group work
- Prepare a hand out with a network of the word’ a
Marriage” and ask Ss the Question
- What things make a marriage happy? Expected words:
- romantic love
- understanding
- sharing
Marriage - partnership of equals
……
- Divide the class into 8 groups and give each group a

hand out.
- Ask Ss to complete the network.
- The winner will be the group completing the
network in the shortest period of time.
- Ask students to look at the pictures and work in pairs
to ask and answer the questions.
- What can you see in the pictures?
- What are the differences between them? - Pair works
- Call students to answer before the class
- Feedback - Answers
- Lead to the lesson
II. Before you read:
* Pair works:
- Ask Ss to work in pairs and discuss the question
+ Which of the following factors is the most important
for a happy life? Why?
- Love a nice house / flat. - Free answers
- Money, a good job.
- Parents’ approval good health.
- Ask Ss to talk before the class and give the reason
why. The other can asks Questions.
*Vocabulary:
- Give some main words to present using vocabulary
technique to teach. - Pair work/ group work
1. Phycical attractiveness
14
2. Confiding.
3. Partnership of equals
4. Trust built on love
5. Diversity (n)
6. Diversify (v)
7. Diverse (adj)
8. Approval (n)
9. Marriage (n)
- Read aloud and ask Ss to repeat
- Correct mistakes - Read the passage silently
III. While you read:
- Ask Ss to read the text silently to do the tasks. Focus
on the phrases physical attractiveness; confiding;
partnership of equals and trust built on love….
- Open the tape. T can ask 1 or 2 good student to read
the text aloud.
*Task 1 Explain the meaning of the word/ phrases:
- Ask Ss to read the sentences silently to understand
what to do.
- If Ss have any problems, T might be able to help
them by giving the instruction.
- Give handouts Matching
- Individual work/ group work and pair work
1.Precede a. happen or exist before
Answers
2. Determine b. tell some – one about something
1 – a; 2 – d; 3- b; 4 – e; 5- c
very Private or secret
3.Confide c. having a duty to do something.
4. Sacrific d. find out
5. Obliged e. willingly stop having something
you wan
- Go around for help
- Call on Ss to read aloud what they do.
- Give feedback and correct answers.
- Get Ss to read the sentences in task loud what they
do the other can translate them into Vietnamese pairs
by pairs
* Task 2 Answer the following questions:
- Get Ss to read the whole text silently to answers the - Pair work/ group work and whole class
question. - Answers
- Ask them to work in pairs or groups ask and 1. They are Physical attractiveness; Confiding;
answer the questions. Partnership of equals; trust built on love.
- Call on some Ss to answer in front of the class. 2. The young Americans are much concerned than
- Give feedback the young Indians and the Chinese with physical
IV. After you read: attractiveness When choosing a wife or a husband.
- Divide class into small groups of 6 or 8 and ask 3. The Indian students agree that a woman has to
them to discuss the question: What are the differences sacrifice more in a marriage than a man.
between a traditional Vietnamese family? 4. The American wife trusts her husband to do the
* Number of children. right thing because he loves her not because he has to
* The house they like to have. do.
* The head of the family. 5. The main finding of the survey is that young
* Who works? Asians are not as romantic as their American
* Who takes care of the housework and children? counterparts
* The income…. - Pairs work
- Go around to help Ss if they have any problem. * Number of children: more
15
- Ask to talk before the class some pairs groups. * The house they like to have : big
V. Homework: * The head of the family: fathers
- Ask Ss to learn the new words by heart, read and …..
translate the text, do the tasks again. - Learn the new words by heart, read and translate
- Prepare the section B (The Speaking part of Unit the text, do the tasks again.
two). - Prepare the section B
Period:
B: SPEAKING
A. OBJECTIVES:
- Understand more about differences among cultures.
- Discuss information that relates to the differences between Vietnamese and American cultures
- To improve the students’ speaking skills.
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm up:
- Give two tables and ask Ss to work in groups of - Do the task
three or four to complete the table.
Give a picture
- Ask Ss to look at the picture and answer questions

1. What are they doing?
2. Can you guess where they are? 1. They are kissing
3. In Viet Nam, do people often kiss in public? 2. In the public / In the street
Why or Why not? 3. No, they don’t. It’s impolite.
4. What about in America? 4. It is very common.
- Lead to the new lesson. Today we will learn about
the differences between Vietnamese and American
cultures
II. Pre - speaking:
Task 1
- Ask Ss to open the book on page 22
- Ask Ss to read the sentences in the box in Task 1 on
page 22. - Ss open the book and look at the sentences in the
- Can explain some special expressions if necessary. box on page 22.
- Read aloud and instructs Ss how to use these - Ss listen to the teacher and write down the new
expressions. expression in their notebooks.
- Some special expressions - Ss read after the teacher
I think / feel / believe….. I don’t agree……
- Students choose some of these ideas and then use
In my opinion …… It’s not true……..
the expressions in the box to express their points of
16
For me….. That’s true / wrong / view.

….
- Ask Ss to express their point of view on the
following ideas, using the words or expressions in the - Ss work in pairs.
box.
● In Vietnam, there are three or even more generation
may live in a nhome.
● A happy marriage should be based on love.
● In some Asian countries, love is supposed to follow
marriage not precede it.
● In some countries, a man and a woman may hold
hands and kiss each other in public.
- T can make a sample conversation with a student
Sample
T: I think a happy marriage should be based on love.
S: I quite agree with you. Life will be terrible if there
is not true love between a husband and a wife.
T: But in some Asian countries love is supposed to
follow marriage, not precede it.
S: For me, I don’t think it’s true (What will happen if
there is no true love even after marriage). How can
two people who don’t love each other live happily in
the same house?
- Go round the class and helps Ss if necessary.
- Can divide the class into the suitable groups.
III. While-speaking: - Ss read task 2
Task 2
- Ask Ss to look at task 2 on page 23 and tells them to
read the typical features of the American culture in- Ss write down some expressions in their
notebooks.
pairs, and then discuss and find out the corresponding
features of the Vietnamese culture. Answers
- Help Ss with the new words and the pronunciation. - Three or sometime four generations live under one
- Give Ss some expressions to help them practice theroof
conversation easily. - Elders live with children and are taken care of by
- Some expressions their sons
- Do you know that………? - Asking about age, marriage and income is
- It is said that…….. acceptable.
- A Vietnamese greets the head of the family or an
- It is said that in the newspaper / on TV / radio that.
- Ask Ss to work in pairs to do the task older person first, then the younger ones
- Call on some pairs to give their ideas - Groceries are bought everyday
- Correct and give feedback - Tet (Lunar New Year) is the most important
- Children often sleep with their parents
Take note
IV. Post speaking: There are differences and similarities between
Task 3: Talk about the similarities and differences Vietnamese and American cultures. In America,
between Vietnamese and American in cultures there are two generations live in the same house. In
- Explain how to do the task 3 Vietnam, two, three or even four generations live
- Ask Ss to read the answer of task 2 again before under on roof. It’s tradiotional for children to live
doing the task 3 near and take care of their parents so old people in
- Ask Ss to work in groups of four. Vietnam don’t live in nursing home as Americans
- Call on some pairs to give their ideas do. Americans don’t want to be asked about age,
- Correct and give feedback marriage and income while it is acceptable in
Vietnam……
V. Home work:
17
- Ask Ss to work the tasks again - Write a short passage about the differences and
- Ask Ss to write a short passage about the differences similarities in celebrating a wedding ceremony in
and similarities in celebrating a wedding ceremony in Vietnam and American.
Vietnam and American. - Prepare part C
- Prepare part C
Period :
C: LISTENING
A. OBJECTIVES:
- Listen and understand the conversation about the wedding ceremony in Vietnam.
- Listen and fill the missing information in the gaps.
- Listen and answer the questions about the wedding ceremony in Vietnam.
- Know some more new words about wedding ceremony.
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm-up: Cross words • Class work
- Give the cross words on the additional board. - Each student with a correct answer will be given a
- Read aloud each clue, get students say aloud present.
the answers.
*Cross word:
1 Suggested answers:
2
3 1 W I F E
4 2 L O V E
5 3 B R I D E
6 4 H U S B A N D
7 5 S P R I N G
*Clues: 6 R I N G
1. The woman that a man is married to 7 G R O O M
2. Every marriages should be based on this
3. What do we call a woman on her wedding
day?
4. The man that a woman is married to
5. People often choose this season to hold
wedding ceremonies.
6. To show that you are married, what do you - Ss look at the pictures on page 24, work in groups and
often wear? then discuss what is happening in each one.
7. What do we call a man on his wedding day? - Ss answer the teacher’s questions
- Check and correct. 1. I see a wedding ceremony
- Ask Ss to guess the topic of the lesson today 2. A bride and a groom
- Lead to the new lesson 3. They are bringing a lot of gifts
II. Before you listen
- Ask Ss to open the book.
- Ask Ss to look at the pictures on page 24 and
discuss what is happening in each one.
- Give some guide questions:
1. What do you see in the pictures? Answers
18
2. Who are they? 1. Yes, I have

3. What are they doing? 2. They usually …………
- Check correct answers
- Ask students to discuss the two questions:
1. Have you ever attended a wedding ceremony?
2. What do the bridge and the groom usually do
at the wedding ceremony?
- Introduce the new lesson: You will hear two - Ss write down the new words in the notebook.
people talking about a wedding ceremony in
Vietnam. Listen and do some listening tasks.
* Vocabulary: Listen and Repeat
- Teach some new words first and then play the
tape for students to listen and repeat.
Altar: bµn thê
Master of Ceremony: - Ss repeat
Banquet: - Read
Groom: chó rÓ - Listen
Bride: c« d©u - Compare
Ancestor: «ng bµ tæ tiªn - Listen and check
Tray: khay
Schedule: lÞch
Blessing: cÇu chóc
III. While you listen
1. Task 1 - Expected answer:
- Explain Task 1 to the Ss. 1. groom’s parents
You will hear two people talking about a 2. red paper
wedding ceremony in Vietnam. Listen to the tape 3. altar
and fill in the blanks the missing information. 4. at the wedding banquet
- Get Ss to read carefully five sentences before 5. wedding cards/ money
listening the tape to do the task. - Ss read the questions in Task 2 carefully, listen to the
- Play the tapes twice tape for three times and answer the question
- (T can play the tape one more time if students 1. The most important thing the groom’s family has to do
have difficulty.) on the wedding day is to go to the bride’s house bringing
- Ask Ss to work individually, then compare gifts wrapped in red paper.
their answers with the other student. 2. They would pray, asking their ancestors’ permission to
- Call on some Ss to give their answers, correct get married.
and give feedback. 3. After they pray and ask their ancestors’ permission to
2. Task 2: Answering get married.
- Ask Ss to read carefully the five questions 4. The wedding banquet is usually held at the groom’s and
first, then let them try to answer before listening bride’s home or at a hotel or a restaurant.
again to do the task. 5. They stop by each table to thank their guests
- Play the tape twice, one for doing the task, one - Ss read the question carefully and then discuss in groups
for giving feedbacks. - Answers
- Call on some Ss to give their answers, correct The wedding is very important to the bride and the groom
and give feedback. as well as the two families. The wedding day is carefully
IV. After you listen: chosenm by the groom’s parents because they think that it
- Explain the task and ask Ss to work in groups will affect the future life of the new couple. Both families
to discuss the question: What do families often to have to talk with each other to decide the place, the
do to prepare for a wedding ceremony? number of the guests and how to hold the banquet. Not
- Suggestions oly the bride and the groom but nearly all members in the
- The importantance of wedding ceremony to two families have to be sure in their best clothes on that
Vietnamese people day. The altars od the both families are cleaned and well
- The preparation for the wedding decorated. Then comes the cars and the flowers. They
- What groom and bride do on their have to be ordered in advance so that everything will be
19
wedding day available on that day. Everybody is very busy but they all
- Banquet (place, food, drink….) look forward to that important day.
guests (gifts, blessing, ….)
- Call on some groups to present their answers - Write a short paragraph to introduces about the wedding
V. Homework: ceremonies in Vietnam.
- Ask Ss to write a short paragraph to introduces - Prepare the new lesson.
about the wedding ceremonies in Vietnam.
Period:
D: WRITING
A. OBJECTIVES:
- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm – up:
- Paint some pictures on the board : - Look at the board
- Look at the pictures and answer:
P1: A line / a slope
P2: A conical form
P1 P2 P3 P4 P3: A triangle
- Ask Ss to look at the pictures and ask: What’s P4: A leaf hat
this?
- Ask Ss some questions
1. Where in Vietnam do people often wear leaf
hat? Expected answers:
2. Who wear it? 1. Vietnam, Hue city
3. What form is it? 2. Girls, women
- Lead to the new lesson → Describing the 3. Conical form
conical leaf hat.
II. Pre-writing:
- Give Ss some new words: - Listen and repeat again
+ Leaf (n) : lá cây
+ Rim (n): vành - Copy
+ Ribs (n) : g©n (lá cây )
+ Strap (n) : d©y(da , lôa , v¶i)
- Read once time and then ask Ss to repeat again
- Ask Ss to copy it down into their notebooks
1. TASK 1 - Ss listen to the teacher’s questions and give the
- Can ask Ss to close the book and answer some answers.
questions - Ss look at the picture on page 25, work in pairs and
1. Have you ever worn a conical leaf hat? finish Task 1
2. Have you ever seen a conical leaf hat?
3. If yes, what does it look like?
- Now T asks Ss to open the book on page 25, - The answer

look at Task 1 1. leaf
- Explain Task 1: 2. ribs
You are going to write about the conical leaf hat 3. rim
or “nãn l¸”, a symbol of Vietnamese culture. 4. strap
20
Look at the picture below, write Vietnamese

equivalents for the English words
- Suggest useful expressions
Useful expression
To be made from: ®îc lµm b»ng
- Give some suggested questions
1. What is a symbol of Vietnamese girls and - Ss answer the question

women? 1. The conical leaf hat is a symbol of Vietnamese girls
2. What is considered as a part of the spirit of and women.
Vietnamese nation? 2. It is also considered as a part of the spirit of
3. What is it made from? Vietnamese nation.
4. What does it look like? 3. It’s made from a special kind of bamboo and young
5. What is the diameter? soft palm leaves.
6. How high is it? 4. It has a conical form.
6. How many ribs are shaped into a conical form? 5. The diameter is about 45 or 50 centimeters and it is
7. What is it used for? about 25 or 30 centimeters high.
6. Either 16 or 18 ribs are shaped into a conical form
which is then covered with palm leaves. The leaves are
sewn into rims.
Finally the hat is trimmed and painted with a coat of
attar oil.
7. The conical leaf hat is used to protect people from the
sun and the rain.
- Wearing this conical leaf hat in summer sunny days,
girls look more charming.
III. While-writing: - The hat also helps to protect their complexion and give
Following questions: them a cool feeling in such hot weather.
1. How many parts are there in your writing? 1. Three
2. What are they? 2. Introduction – main body – conclusion
3. What do you include in the main body? 3. Materials – shape and size – process
- Ask Ss to write a passage of about 150 words
about the conical leaf hat of Vietnam, using the Sample writing :
out line and information below. - The conical leaf hat is one of the typical features of the
- Ask Ss to work individually Vietnamese culture because it can not be found anywhere
- Go around the class to help Ss if necessary else in the world. The leaf hat is not only a symbol of
- After that, ask Ss to exchange their writing Vietnamese girls and women but not also become a part
of the spirit of the Vietnamese nation.
- The conical leaf hat is made from a special kind of
bamboo and young and soft palm leaves. Either 16 or 18
ribs are shaped into a conical form which is about 45 or
50 centimeters in diameter and about 25 or 30
centimeters high. The conical form is then covered with
palm leaves which are sewn into all ribs. Finally, the hat
is trimmed and painted with a coat of attar oil.
- The conical leaf hat is used like an umbrella to protect
people from the sun and the rain. Beneath the broad rims
IV. Post – Writing: of the leaf hat, the girls and women look more pretty and
- Feedback to students’ writing attractive. Unfortunately they are now only used by
- Collect some of Ss’ works to give feedback pedestrians or those who ride bicycles.
- Should draw Ss’ attentions to the organization of
description and the language use, especially the
verb tenses.
V. HOMEWORK - Write task page 19 in the student’s workbook.
21
- Ask Ss to write task page 19 in the student’s - Prepare the new lesson
workbook.
Period:
E: LANGUAGE FOCUS
A. OBJECTIVES:
- Pronounce correctly the – ed endings sound of verb in the simple past tense.
- Review the usage of tenses.
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm up:
Hang a chart with 12 verbs (both regular verb and
irregular verb) with the form: infinitive without - Look at
“To”.
For example
see, need, go, laugh, teach , eat, miss, paint, close, - Listen
run , play, help - Rewrite
- Divide class into 4 groups. - Answer
- Read loudly 12 verbs 2 times. - Listen
- Ask Ss to rewrite all verbs which they hear.
- Call leader of each group to go to BB and write - Ss change these verbs into past simple
down. saw, needed, went, laughed, taught, ate, missed,
- Check and choose the winner. painted, closed, ran, played, helped
- Call some students read all verbs when adding
“ed” at the end of each verb.
- Ask Ss to give comment and note how to read
“ed”.
- Lead-in new lesson. - Ss write down the rules in the notebook.
II. Pronunciation:
Activity 1:
- Give Ss the rules of pronouncing the verbs ending
in -ed
There are three ways
1. ed → /d/ after voiced consonants and vowels.
2. ed → /t/ after [ k , p , s , ∫ , t∫ , f ) Suggestion
3. ed → /id/ after / t, d/ / t/ /d/ / id /
- Ask Ss to look at the verbs on the board and then laughed closed needed
write them into the right column missed played painted
- Read aloud and ask Ss to repeat helped
- Ask Ss to open the book and look at the words on
page 27. - Ss repeat
- Ask Ss to practice
Activity 2: - Read
-Ask Ss to practise reading sentences in textbook in - Arrange
pairs and then arrange the verbs into 3 kinds: /t/ -
22
/d/ - /id/. - work in pairs

- Check and give feedback.
- Play the tape (or read) and ask Ss repeat. (note
sentence stress
III. Grammar: Tense revision
- Ask to look back the examples above and review - Remind.
the tense (groupwork)
- I have learned English for 7 years.
- I visited my friends.
- Check and give feedback
Exercise1: Use the correct form of the verbs… Answers:
- Ask Ss to work individually carefully and then 1. Have you seen ; saw ; am going to see
work in pairs. 2. drank ; haven’t drunk ; drank
- Explains how to use tense if necessary. 3. has written ; Did she write ; wrote
- Call some Ss to answer and ask class to give 4. have been cooking ; cooked ; cooked
comment. - Practise the conversation
- Give feedback.
- Call some pairs read the conversation. Answers :
Exercise 2: Multiple choices 1. C 5. C
- Ask Ss to read exercise carefully. 2. A 6. A
- Explain the meaning of the difficult words 3. C 7. C
- Explain how to use tense of necessary. 4. A 8. A
- Ask Ss work in pairs
- Call on some Ss answer and ask class to give
comment. Answer:
- Give feedback. 1. moved
Exercise 3: Complete the letter with the correct 2. moved
form of the verbs in brackets 3. have asked
- Guide students how to do 4. have not stopped
- Do the first as an example. 5. study
- Ask students to to the exercise. 6. will fail
- Call Ss to do on board. 7. could talk
- Correct -> A
IV. Homework: -> A
- Review tenses
- / ? / Give handouts:
EX 1: Choose the best answer:
1. The wedding party …. at the Rex Hotel.
A. is B. is being C. will be D. are -> B
2. By the end of next year Gorge …..English for 2
years. -> B
A. will have learned B. will learn -> He started teaching 20 years ago.
C. has learned D. would learn -> When did you start to study English ?
3. We …. English this time last week.
A. learned B. were learning -> After they had finished their work, they drank in the
C. have learned D. had learned pub.
4. The child …. before the doctor arrived.
A. died B. had died
C. has died D. was dying
EX 2 : Rewrite this sentences
1. He has been teaching for 20 years. (He started…)
2. How long have you studied English ? (When)
3. They finished their work, then they drank in the
pub. (After…)
23
- Prepare Unit 3
Period:
Unit 3: WAYS OF SOCIALISING
A: READING
A. OBJECTIVES:
- Read for specific information about The ways of socialising.
- Be able to talk some back ground information of The ways of socialising.
- Give the Vietnamese equivalents to the following words and phrases.
- Decide which of the three options below is the best title for the passage and answer the questions
of the lesson.
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm-up: Jumbled words
- Write the words whose letters are in a random - Whole class
order on the board.
- Divide the class into two teams. Ss from two - Go to the board and write the correct words.
teams go to the board and write the correct words.
- The team which writes correct words first will be
the winner.
1. Osiacsilgin
2. Fo
3. Sawy - The team which writes correct words first will be the
Answer : 1  socialising, 2  of, 3  ways winner
- Have Ss guess the phrase of words above ways of
socialising
- Lead in: T asks Ss to open the textbook on page 31.
T: Today we are going to learn Unit 3 - Ways of
socialising- A: Reading
II. Before you read:
- Ask students to look at the pictures, work in pairs to
ask and answer the questions
1. What are the people in the picture doing? - Pairs work
2. Can you guess what they say to each other? - Discuss
3. What will you do / say if: - Answers
+ You want to get your teacher’s attention in class?
+ You need to ask someone a question, but they are
busy talking to someone else? 1. In the pictures, people are shaking hands and
- Go around to offer help. waving with each other.
- Call on some Ss to present their answers and elicits 2. They may be greeting each other
comments from other Ss. Give feedback if necessary 3. If we want to get our teacher’s attention in class,
we can raise our hands slightly.
If we need to ask someone a question, but they are
* Teaching Vocabulary: busy talking to someone else, we can…
24
- Ask Ss to skim the passage and underline the new

words.
- Explain the new words. - Skim the passage and underline the new words.
1. Attract (v)
2. Assistance (n)
3. Whistle (v)
4. Clap (v)
5. Attention: (n)
6. Acceptable (a) - Give the Vietnamese equivalent
7. Compliment: (n): (synonym)
8. Decent: ( adj) (situation) - Listen and repeat after the teacher.
9. Appropriate: (adj) (translation)
10. Kidding(n) (situation) - Copy down
11. Signal (n): (example)
12. Marvellous: (adj): (synonym)
- Ask Ss to give the Vietnamese equivalent (if
necessary).
- Read a new word three times. Ss listen and repeat
after the teacher.
III. While you read: - Give the Vietnamese equivalent to the following
1. Task 1 words and phrases.
- Write these words on the board:
- Verbal (a) - Read the passage quickly and stop at the words to
- Non - verbal (a) guess their meanings.
- Attract someone’s attention
- Impolite (a) # polite (a) Present answers
- Rude (a) # polite - verbal (a): b»ng lêi, h÷u ng«n
- Informality (adv) # formality - non - verbal (a); kh«ng b»ng lêi, phi ng«n
- Approach (v) - attract someone’s attention: thu hut sù chó ý
- A slight nod will do cña ai
- Ask Ss to give the Vietnamese equivalent to the - impolite (a) # polite (a): kh«ng lÞch sù
following words and phrases. - rude(a) # polite: th« tôc, th« b¹o
- Instruct Ss to read the passage quickly and stop at - informality (adv) # formality: th©n mËt, kh«ng
the words to guess their meanings. nghi thøc
- Guess the meaning of the words based on the - approach (v): tiÕp cËn
context in the sentences. - a slight nod will do: mét c¸i gËt ®Çu nhÑ lµ
- Check that Ss understand the word correctly. ®ñ
- Call some students to give the answers. - Work in pairs
- Ask others students to correct.
- Give the true answers..
2. Task 2
- Ask students to read the questions carefully.
- Ask students to read through the passage again.
- Devide the class into pairs to do .
- Call some students to give the answers.
- Ask others students to correct. - Read the passage more carefully and choose the best
- Give the true answers.. title for it.
Answers
3. Task 3 A. (Attracting Attention: Non- verbal Cues)
Questions and answers - Work in pairs and ask and answer the questions in
- Ask Ss to work in pairs and ask and answer the the book basing on the information in the reading
questions in the book basing on the information in the passage.
reading passage.
25
- Ask Ss to read the text again and write down the Answers
answers to the following questions. 1. We can use either verbal or non - verbal
- Move around class to give help. communication.
- Call on some pairs to present their answers in 2. Because they are strong actions that can easily be
front of the class seen
- Give correct answers 3. We can wait until he passes near us, catch his eye,
IV. After you read: nod slightly to let him know we would like him to
* Discussion come to our table. Or we may raise our hand slightly
- Ask Ss to work in pairs to discuss the meaning of to show that we need assistance.
whisling and hand - clapping in Vietnamese culture. 4. You can use a small friendly wave to attract his or
- Move around to help Ss. her attention.
- Ask some pairs to act out their conversation. 5. Because it’s considered rude.
- Give feedback.
V. Homework:
- Ask Ss to learn by heart the lesson - Work in pairs to discuss the meaning of whisling
- Review the points that have been covered in the and hand clapping in Vietnamese culture.
lesson and do the exercise in the exercise book. - Learn by heart the lesson
- Prepare the next part: Speaking. - Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- Prepare the next part: Speaking.
Period:
B: SPEAKING
A. OBJECTIVES:
- Practise speaking exactly and appropriately about the ways of socialising, based on the
vocabulary and structures that they have learnt in the lesson.
- Make dialogues to practise giving and responding to compliments, based on the given
information.
B. TEACHING AIDS:
C. PROCEDURE:
I. Warm-up: • Listen to the teacher.
Guessing word:
T: What is it? - Work in groups
- Divide the class into two groups.
- Say that he has a word in his mind and he going to
give some information about the word. Members of
each group will listen and may stop at any information
they hear to guess what the word is. Each group has
only two chances to gues the word. The first group to
tell exactly what the word is wins the game. - Listen and find out the answers.
- Give information about the word.
1. It’s a noun.
2. It has got ten letters.
3. It is an expression by word or action, or
admiration.
26
4. It shows one respect, give and respond your

feeling about things which are beautiful, good,
or interesting, etc.
What is the word?
- Give the correct answer.
Answer key: COMPLIMENT
II. Pre- speaking:
Task 1:
- Introduces the task: You are going to work in your
group to practise reading these dialogues, paying
attention to how people give and respond to
compliments in each situation.
Elicit the new words by asking Ss. - Work in pairs
Vocabulary:
- Compliment (n)
- Hairstyle (n) - Look at the table on the board.
- Terrific (a)
- Kidding (a)
- Ask Ss to take notes and practise reading vocabulary.
- Ask Ss to work in pairs, practise reading these
dialogues, paying attention to how people give and
respond to compliments in each situation. - Listen to the teacher.
- Read once. Ask Ss to listen.
- Hang the table on the board. Ask Ss to look at the
information about compliments in the table.
• Useful language: - Take notes.
Give compliments Respond to - Use the information in the table to suitable
compliments information and play the roles in the dialogues to
- beautiful - Thank you / practise the dialogues.
- perfect Thanks
- I’ve never seen… - That’s a nice
- terrific compliment
- better I think
I think I’m glad you like it.
- What a / an……you have / Thank you. I think /
have got! thought……………
- How + adj / adv………… Thank you. That’s a
- You really nice compliment.
have…………… You must have got to
- Your ……is / are… be kidding.
- Ask Ss to use the information in the table to suitable

information and play the roles in the dialogues to
practise the dialogues.
- Move around to give help
III. While- speaking:
- Work in pairs.
Task 2: - Listen and look at the information in the task.
- Read the cues once. Ask Ss to listen and look at the
information in the task.
- Explain the situations of each dialogues.
- Guide Ss to use suitable compliments in each - Some pairs perform. Others listen to.
dialogues, using the cues. David: You really have a beautiful dress. It is the
27
- Ask Ss to work in pairs, practise giving compliments most beautiful dress I have seen.
to suit the responses. Hung: Your motorbike is really terrific. Then…
- Move around to give help. Michel: I Though your
- Call on some pairs to act out their conversation in badminton was a lot better ….
front of the class. - Work in groups.
- Give comments on their conversations. - Listen to the teacher.
Task 3
- Read the cues once. Ask Ss to listen and look at the
information in the task. - Listen to the teacher.
- Explain the situations of each dialogues.
- Guide Ss to use suitable compliments in each - Act out their conversation in front of the class.
dialogues, using the cues. - Thank you, Phil. I think you can do it as well as I
- Ask Ss to work in pairs, practise responding do.
compliments to suit the responses. - Thank you, Peter. That’s a nice compliment.
- Move around to give help. - You must be kidding. I think it is acceptable
- Call on some pairs to act out their conversation in
front of the class.
- Give comments on their conversations. - Work in pairs
IV. Post speaking: - Share with the other pairs.
Task 4: - Present the dialogues
- Before getting Ss to discuss, T reminds them of some
- Take note teacher’s feedback
useful expressions for giving and responding + A nice pair of glasses:
compliments in Task 1. A: Your pair of glasses are really nice. I really
- Divide the class into small groups of 3 or 4 and get
like them.
them to discuss the task. B: Really, Peter. I just bought it yesterday.
- Go around to check and offer help. + A new and expensive watch;
- After checking that all the groups have finished, TA: You really have a new and expensive watch,
calls on the representative of each group to report their
……… How did you get it?
peer’ ideas. T check if other groups would have the B: Thank you, ……… My father bought it for me
same or different ideas. on my birthday.
- Listen and take note of their errors. T provides+ A new cell phone:
corrective feedback after that. A: Your new cell phone looks great. I have never
seen such a nice one before.
V. Home work: B: Thanks. I finally found a suitable one for me
- Work with your friends: Make compliments and - Make compliments and responses about something
responses about something or performances of your or performances of your friends in class.
friends in class. - Study, Speaking English, Singing, Briefcase / a
- Study new pen / a nice hat /
- Speaking English - Prepare the next part.
- Singing
- Briefcase/ a new pen/ a nice hat/
- Prepare the next part.
Period:
C: LISTENING
A. OBJECTIVES:
- Develop extensive listening skills.
- Use the information they have listened to for other communicative tasks..
B. TEACHING AIDS:
28
C. PROCEDURE:
I. Warm up:
Jumbled words: - Pairs work
- Write the words whose letters are in a random
order on the board. - Rearrange
- Divide the class into two teams. Ss from two
teams go to the board and write the correct words.
- The team which writes correct words first will
be the winner.
Aniotuergl  Regulation
Oenetlehp  Telephone
Lacl  Call
Acidev  Advice.
II .Before you listen:
T sets the scene: You are going to listen to Linda
Cupple, a social worker, advises young people on
how to use the telephone in her family. Listen to
her talk and decide whether the statements are - Whole class
true(T) or false (F). - Listen to the teacher
- Ask Ss to look at the pictures in the textbook
and answer the questions.
- Elicit the new words by asking questions, using
the techniques suggested above. - Look at the pictures in the textbook and answer the
Vocabulary: questions.
- Argument (n)
- Answer the teacher's questions.
- Regulation (n) + They are greeting….
- Absolute (a) + They are saying goodbye…
- Maximum (n,a)
- Install (v)
- Chitchat (n)
- Starling (a)
Listen and repeat:
- Help Ss to pronounce the words in their book - Take notes
correctly.
- Play the tape and then ask Ss to repeat after the
tape in chorus and individually.
- Correct errors, if any. - Listen to the tape and read in chorus and individually
- Check that Ss know the meaning of these words.
III. While you listen:
Task 1:
- Get Ss to read through the statements to
understand them and underline the key words. - Individual work, pair work and whole class.
- Guide students the requests of the task. - Read through all the questions, identify the information
- Let students listen twice times. they need to look for in each question (question word:
- Write on board from 1 to 6 and call some what, where, when, how…)
students to come and write their answers. - Listen and answer the questions
- Let them listen on again and correct. - Answers
- Correct. 1. T
2. F
3. T
29
Task 2: Gap- fill 4. F

T: Now listen to the rest of the listening text again 5. F
and work in pairs to write the missing words. You 6. T
will listen to the tape twice.
- Check if Ss can answer the questions in task 2 - Individual work, pair work and whole class.
without listening again. Play the tape for them to
listen again but before doing this, T should - Read through all the questions, identify the information
encourage Ss to read through all the questions, they need to look for in each question
identify the information they need to look for in
each question
- Play the tape again for Ss to listen and answer

the questions - Check their answers with a partner
- Get Ss to check their answers with a partner.
- Check with the whole class.
- Play the tape twice. - Give the answers.
- Call on some pairs to give the answers.
- Go over the answers with the class.
IV. After you listen:
- Before getting Ss to summarize Ms Linda - Answer:
Cupple’s talk, T reminds them of some useful 1. agreed 5. waking
languages Task 1, 2. 2. to avoid 6. heart
Suggested ideas: 3. particular 7. kindness
- Length of time for each call 4. adults 8. to stick
- Time for calling - Individual work, pair work and whole class.
- Calling late at night
- Calling at weekend
- Divide the class into small groups of 3 or 4 and
get them to summarise the listening passage. - Summarize Ms Linda Cupple’s talk
- Go around to check and offer help.
- After checking that all the groups have finished.
- Call on the representative of each group to
report their peer’ ideas. T check if other groups
would have the same or different ideas.
- Listen and take note of their errors. T provides
corrective feedback after that. - Learn the new words by heart.
V. Homework: - Review the points that have been covered in the lesson
- Ask Ss to learn the new words by heart. and do the exercise in the exercise book
- Review the points that have been covered in the - Prepare the next part
lesson and do the exercise in the exercise book
- Prepare the next part.
Period:
D: WRITING
A. OBJECTIVES:
- Can use the words to build complete sentences in Task 1,
- Put the jumbled sentences in their correct order and then rearrange them to write the
complete paragraphs in Task 2.
B. TEACHING AIDS:
30
C. PROCEDURE:
I. Warm –up: MATCHING
- Give the table on the board and ask Ss to match - Ss think what T asks, give their key.
them in correct orders.
a. Pointing at someone 1. saying goodbye - Ss correct .
b. Being late for class 2. admitting one’s Key: a + 4; b + 3; c + 2 ; d + 1
c. Making mistakes wrongdoing
d. Being into the 3. saying“I’m sorry
farewell I’m late ”
4. being rule and
impolite
- Check mistakes
Pre-teach : Vocabulary
- Abruptly
- (to) Apologize - Look at the board, listen to the teacher and take notes
- Discourtesy
- Gosh
- Sorrow
- Pleasant and thoughtful - Give the Vietnamese equivalent (if necessary).
- Ask Ss to give the Vietnamese equivalent (if - Read a new word three times, listen and repeat after the
necessary). teacher.
- Read a new word three times. Ss listen and - Ss listen, repeat and copy them.
repeat after the T.
II. Pre-writing: - Ss rewrite some words.
Task1 : Use the words to make sentences. Change
the form of the verb. (No addition or omission is - Ss know what they are going to learn.
required) - Ss work in pairs and discuss how to make sentences
- Introduce the aims of tasks in writing lesson. Inwith required words.
task 1, T asks Ss to discuss how to use suggested - Ss compare their key and show them.
words in sentences. - Ss correct .
- Go around the class to help Ss if necessary. Key:
- Ask Ss to show their key. T gives key to check 1. There are many ways to tell someone goodbye, and
most of them depend on the situation at hand.
2. However, there is one rule that all situations observe:
We seldom say goodbye abruptly.
3. In English it is necessary to prepare a person for
departure.
4. We lead into the farewell by saying something
III. While writing: pleasant and thoughtful like “I’ve really enjoyed talking
- Ask Ss to work in pairs or in groups to read and to you”
discuss about the reordered paragraphs. 5. We might also say something relating to the time
- Go around giving help like“Gosh, I can’t believe how late it is ! I really must be
- Ask Ss to compare their answers in pairs and going!”
read aloud in front of the class.
- Ask Ss to read their answers. - Work in pairs or in groups to read and discuss about the
- Listen to Ss and collect their mistakes for reordered paragraphs.
indirect correction. - Compare their answers in pairs and read aloud in front
Checking of the class
- Correct with Ss. - Give comments on the others’ writing
- Give feedback on Ss’ work. Paragraph 1:
- Point out some common mistakes made by Ss.
- Ask Ss to give comments on the others’ writing. 1. C 2. E 3. A 4. B 5. D
31
Paragraph 2:
1. C 2. E 3. B 4. A 5. D 1. It is difficult to write rules that tell exactly when you
1. The simplest way to apologize is to say “ I’m should apologize, but it is not difficult to learn how.
sorry”. 2. If we have done something to hurt someone’s feeling,
2. Let’s take a common situation. Tom is late for we apologize.
class and enters the classroom. 3. An apology indicates that we realize we’ve made a
3. What does he do? The most polite actionis mistake, and we’re sorry for it.
usually to take a seat as quitely as possible and 4. It’s a way of expressing our regret or sorrow for
apologize later. something.
4. But if the teacher stops and waits for him to say 5. When we apologize, we admit our wrongdoing or
something, he could apologize simply “ I’m sorry discourtesy, usually a reason for it, and express regret.
I’m late”, ask permission to take his seat and sit
down.
5. Naturally, more than this is needed, but it is not
the time for it because it has already caused some
interruption and doesn’t need to make it any - Work in pairs to discuss the questions
longer.
IV. Post-writing: - Give their answers.
Dicussion:
- Ask Ss to work in pairs to discuss the question:
- In what ways people tell someone goodbye?
- Go around giving help.
- Ask some Ss to give their answers.
- Listen to Ss and collect their mistakes for
indirect correction.
V. Homework:
- Ask Ss to learn by heart the lessson
- Review the points that have been covered in the - Learn by heart the lessson
lesson and do the exercise in the exercise book. - Review the points that have been covered in the lesson
- Prepare for the next part. and do the exercise in the exercise book.
- Prepare for the next part.
Period:
Unit 3 WAYS OF SOCIALISING
E: LANGUAGE FOCUS
A. AIMS:
By the end of the lesson, students will be able to:
- Distinguish the stress in two - syllable words.
- Know how to use: Reported speech and transform direct speech into reported speech
following correct rules.
B. AIDS : - Textbook, workbook, pictures, cassette, (colored) chalks, table
C. Methods : - Communicative approach & learner- centered approach
32
1. Presentation
Pronunciation:
* Listen and repeat:
- Hang on a flipchart of the stress in two - sylable - Look at the board, listen to the teacher and take
words on the board and introduce the pronunciation to notes
the Ss. - Teacher plays the tape, ask Ss to listen.
attract waving signal polite

discuss walking instance police - Read the words aloud
suppose pointing student between
* Repetition:
- Ask Ss to read the words aloud.
- Practice reading aloud the sentences.
- Ask some Ss to read the aloud the sentences. - Read aloud the sentences.
- Correct their mistakes if necessary.
• GRAMMAR:
T hangs the table on the board, ask Ss to look at it - Whole class
and listen to the teacher.
Reported speech: statement
Present the notes in reported statements: - Look at the board, listen to the teacher and take
1. If the reporting verb is the past tense (e.g, said, told), notes
it is usual for the verb in the reported clause to move “
one tense back”
Present => past - Give some examples and rewrite the sentences
Present perfect => past perfect using the above structures.
Past => past perfect 1/ He said : "I want to go to see An tomorrow"
“ I’m going” => He said he was going. => he said that he wanted to go to see An the next
2. If the reporting verb is in the present tense ( e.g, day
says, asks), there is no tense change. 2/ An said to me : "I will buy a car"
The train will be late.=> He says the train will be late. => An told me that he would buy a new car
3. The one tense back rule also applies to reported 3/ She said : "I have worked here for one year"
thoughts and feelings. => She said (that) she had worked there for one year
I thought she was married, but she isn’t. 4/ His father said to him : "You must study harder"
Typical pronoun, time, place and modal verb changes => Hisfather told him that he had to study harder
4.1 Pronoun changes 5/ The doctor said to Nam : "You should stay in
Direct speech Reported speech bed"
I he/ she => The doctor told Nam that he should stay in bed
we they
mine his/ her
me/ you him/ her
- Look at the board, listen to the teacher and take
us them
notes
ours theirs
my his/ her
our their
myself himself / herself
4.2 Time and place changes
Direct speech Reported speech
Time now then
two days ago two day before
today that day - Work in pairs to do Exercise 1.
tonight that night
tomorrow the next / following day
last night the night before
yesterday the day before
Plac here there
e this place that place - Read the sentences aloud. 33
these places those places
4.3 Modal verb changes
Period:
TEST YOURSELF A
A. AIMS:
- To practise students’ listening, speaking, reading, and writing skills.
- To help students to be able prepare for the 45 - minute test then do the exercise given.
B. AIDS:
-Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...
C. Teaching method: Communicative approach
I. Listening: 1. Listening
- Ask students to read the questions carefully then - Read the questions carefully then try to guess the
try to guess the answers and discuss the answers with answers and discuss the answers with their friends.
their friends. - Listen to the tape then answer the questions given.
- Play the tape and ask students to listen to the the - Discuss the answers with their friends then correct the
tape. mistakes themselves.
- Ask students to listen to the tape then answer the
questions given. Suggested anwers
- Ask some of them to give the answers orally. 1. T
- Ask the others to give comments. 2. F
- Give suggested answers if necessary. 3. F
4. T
- Ask students to copy the answers themselves. 5. T
II. Reading: 2. Reading
- Ask students to read the reading then find the - Read the reading then find the words in the reading to
words which mean: do the exercise given.
- Ask them to read the questions provided carefully.
- Ask them to read the passage again then answer the - Read the questions provided carefully.
questions. - Read the passage again then answer the questions.
- Ask them to compare their answers with those of - Compare their answers with those of their friends’.
their friends’. - Give the answers orally.
- Ask some of them to give the answers orally. - Others to give comments.
- Ask the others to give comments. - Take notes of the suggested answers if possible.
- Give suggested answers if possible. 1. We can communicate not only through words but
also through body language.
2. They are our posture, facial expressions, and gustures
3. If your posture is slumped and your head is down,
this could mean that you are sad or you lack confidence
4. A person who doesn’t look awy is expressing a
challenge. A person who doesn’t look at you is ….
III. Grammar: 5. Because that person might be angry at you or feel …
- Ask students to read the open sentences carefully. 3. Grammar
- Ask students to do the exercise in pairs. - Read the open sentences carefully.
- Ask students to compare the answers with their - Do the exercise in pairs.
friends’. - Compare the answers with their friends’.
34
- Ask students to give their answers. - Give their answers, others give comments on the
- Ask other students to give comments on the amswers given.
amswers given. A/ 1. A 2. D 3. B 4. A 5. B 6. D
- Correct the answers the give the suggested answers. B/ 1. Lan asked John what he had done before working
IV. Consolidation: for that company.
- Students discuss the wring exercise then ask 2. Bill promised to come to see me the next Sunday.
their teacher for help if possible in order to write the 3. Tom apologized for not ringing me earlier.
wrting successfully at home. 4. Miss White thanked Peter for giving her the present
- Teacher can give some suggestion to help - Listen to the teacher’s explanation then take notes of
students to organize thei ideas, the right answers if necessary.
V. Homework: - Learn the structures by heart and revise all tenses in
- Ask Ss to learn the structures by heart and English.
revise all tenses in English. - Prepare Unit 4- A. Reading for next period.
- Prepare Unit 4 - A. Reading for next - Review the three units 1-2-3 for the 45 minute-test.
period.
- Review the three units 1 - 2 - 3 for the 45 minute
-test.
Period:
TEST 45 MINUTES
I/ Read the passage below. Then answer the questions. (2.5 ms)
If you are invited to someone’s house in America for dinner, you should bring a gift, such as a
bunch of flowers or a box of chocolates. If you give your host a wrapped gift, he/she may open it in front
of you. Opening a present in front of the gift-giver is considered polite. It shows that the host is excited
about receiving the gift and wants to show his/her appreciation to you immediately. Even if the host
doesn’t like it, he/she will tell a “white lie” and say how much they like the gift to prevent the guest from
feeling bad.
If your host asks you to arrive at a particular time, you should not arrive exactly on time or earlier
than the expected time, because this is considered to be potentially inconvenient and therefore rude, as
the host may not be ready.
* Answer the questions.
1. What should you bring if you are invited to someone’s house for dinner?
2. What will the host do if he/she doesn’t like the present?
3. Why shouldn’t you arrive exactly on time if you are invited to a dinner at a particular time?
* Choose true or false
4. Americans can’t open a gift in front of you. ...........................
5. Americans aks you to arrive at a particular, you shouldn’t arrive exactly on. .......................
II/ Write compliments to suit the responses. Use the cues below: (2.0ms)
John: ……………………………………………………………… (a nice pair of glasses)
Peter: I’m glad you like it. I bought it at a shop near my house a few days ago.
Phil: You’re a great dancer, Tom. I wish I could do half as well as you.
Tom: ……………………………………………………………….
Michael: …………………………………………………………………….(badminton)
Colin: You must be kidding! I thought the game was terrible.
John: I didn’t know you could play the guitar so well, Tom. Your tune was lovely!
You: …………………………………………………………………
III/ Write a passage of about 150 words about The Conical Leaf Hat of Vietnam, using the outline
and information below: (2.5 ms)
35
- Introduction: - symbol of Vietnamese girls and women.

- part of the spirit of the Vietnamese nation.
- Main body: - special kind of bamboo and young and soft palm leaves.
- conical form
- diameter: 45 – 50 cm; 25 – 30 cm high.
- covering the form with leaves and sewing leaves around ribs.
- Conclusion: - protecting people from the sun or the rain.
- girls and women look pretty and attractive.
TRAÉC NGHIEÄM KHAÙCH QUAN : 3.0 ÑIEÅM.
Choïn phöông aùn traû lôøi ñuùng vaø ñaùnh cheùo (x) vaøo 1 trong 4 chöõ ñaàu
doøng ( A,B,C, or D).
1) Choïn 1 töø coù caùch phaùt aâm khaùc so vôùi caùc töø coøn laïi.
A/ rained B/ arrived C/ helped D/ phoned
2) Choïn 1 töø coù caùch phaùt aâm khaùc so vôùi caùc töø coøn laïi.
A/ decided B/ arrested C/ mended D/ walked
3) The bride and the groom would pray, asking their ancestors’ ……….. to get married.
A/ permission B/ permit C/ permissive D/ permissibility
4) He told me that he …………………our wedding tomorrow
A/ attended B/ will attend C/ is attending D/ would attend
5) Men’s responsibility is to work and …………. the family and women’s job is to look after the family.
A/ support B/ supportive C/ supporter D/ supporting
6) This is the photo of my great grandfather. He ………… six times.
A/ married B/ has married C/ has been married D/ would be married
7) While she …………… along the road, she saw her friend.
A/ had cycled B/ have cycled C/ cycled D/ was cycling
8) An …………. indicates that we realize we’ve made a mistake, and we’re sorry for it.
A/ apologize B/ apology C/ apologist D/ apologetic
9) Nam said he ………….. to work in Ho Chi Minh City the next September.
A/ is going B/ was going C/ will go D/ goes
10) He …………… thousands of pictures since the 1980s.
A/ is taking B/ will take C/ has taken D/ takes
11) The wedding day was……………… chosen by the parents of the groom.
A/ careless B/ careful C/ carelessly D/ carefully
12) Lan: “Are you American?” – John: “....................................”
A/ Sorry! B/ Yes? C/ Excuse me? D/ Pardon?
HEÁT
Period:
CORRECT MISTAKES IN THE TEST
A.OBJECTIVE:
I-Knowledge: Helping students to correct ONE PERIOD TEST 1
II-Skill: Reading, speaking, listening and writing skill
B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Sharing papers with Students
III- New lesson: Correcting ONE PERIOD TEST 1
36
I/ READING:
- Ask Ss to read the passage. - Read the passage
- Ask Ss to answer the questions. - Answers:
1. What should you bring if you are invited to someone’s 1. If I am invited to someone’s house in America
house for dinner? for dinner, I should bring a gift, such as a bunch
2. What will the host do if he/she doesn’t like the present? of flowers or a box of chocolates.
3. Why shouldn’t you arrive exactly on time if you are 2. if the host doesn’t like it, he/she will tell a
invited to a dinner at a particular time? “white lie” and say how much they like the gift to
* Choose true or false prevent the guest from feeling bad.
4. Americans can’t open a gift in front of 3. Because this is considered to be potentially
you. ........................... inconvenient and therefore rude, as the host may
5. Americans aks you to arrive at a particular, you not be ready.
shouldn’t arrive exactly on time. ....................... * Choose true or false
- Corrects them. 4. F
II/ Write compliments to suit the responses 5. T
- Ask Ss to work in pairs to speak the compliments to suit - Work in pairs to speak the compliments to suit
the responses the responses
- Corrects them
John: ………………………… (a nice pair of glasses) John: I have never seen such a nice pair of glasses.
Peter: I’m glad you like it. I bought it at a shop near Peter: I’m glad you like it. I bought it at a shop
my house a few days ago. near my house a few days ago.
Phil: You’re a great dancer, Tom. I wish I could do Phil: You’re a great dancer, Tom. I wish I could
half as well as you. do half as well as you.
Tom: ………………………………. Tom: Thank you for saying so.
Michael: ……………………………….(badminton) Michael: Could play badminton so well.
Colin: You must be kidding! I thought the game was Colin: You must be kidding! I thought the game
terrible. was terrible.
John: I didn’t know you could play the guitar so well, John: I didn’t know you could play the guitar so
Tom. Your tune was lovely! well, Tom. Your tune was lovely!
You: ……………………… You: Thank you, I’m glad you like it.
III/ Writing: - Write a passage of about the conical leaf hat of
- Introduction: Vietnam.
- symbol of Vietnamese girls and women. - The conical leaf hat is one of the typical features
- part of the spirit of the Vietnamese nation. of the Vietnamese culture because it can not be
- Main body: found anywhere else in the world. The leaf hat is
- special kind of bamboo and young and soft palm leaves. not only a symbol of Vietnamese girls and women
- conical form but not also become a part of the spirit of the
- diameter: 45 – 50 cm; 25 – 30 cm high. Vietnamese nation.
- covering the form with leaves and sewing leaves around - The conical leaf hat is made from a special kind
ribs. of bamboo and young and soft palm leaves. Either
- Conclusion: 16 or 18 ribs are shaped into a conical form which
- protecting people from the sun or the rain. is about 45 or 50 centimeters in diameter and
- girls and women look pretty and attractive. about 25 or 30 centimeters high. The conical form
is then covered with palm leaves which are sewn
into all ribs. Finally, the hat is trimmed and
painted with a coat of attar oil.
- The conical leaf hat is used like an umbrella to
protect people from the sun and the rain. Beneath
the broad rims of the leaf hat, the girls and women
look more pretty and attractive. Unfortunately
they are now only used by pedestrians or those
who ride bicycles.
IV. TRẮC NGHIỆM - Answers:
- Ask Ss to choose the best answer. 1. 2. 3. 4. 5. 6.
37
- Correct them 7. 8. 9. 10. 11. 12.

V. Consolidation: - What have you learnt inUnit 1,2 and 3 - Review all grammtical points and vocabularies.
VI. Homework: - Ask Ss to review all grammtical - Prepare Unit 4 lesson 1: READING
points and vocabularies. - Prepare Unit 4 lesson 1:
READING
Period:
UNIT 4: SCHOOL EDUCATION SYSTEM
A: READING
A. Aims:
By the end of the lesson Ss will be able to:
- Understand some more about the English education system.
- Use vocabulary related to the topic of the lesson through exercises.
B. Teaching aids: Pictures, poster, handouts and real objects
I. Warm – up.
Network - Work individually
- Expected words :
- terms
- grades
- curriculum
- subjects
schooling - examinations
- pre – school
- secondary school
- high school
Ask Ss to find as many words related to schooling as ......
possible.
II. Presentation.
1, Pre- reading:
*Vocabulary:
- academic (adj) - Listen
- parallel (adj)
- category (n)
- fee - paying (adj) - Work in pairs
- curriculum (n)
-  curricula
- core (n)
* Discussion feedback
- Ask Ss to work in pairs to decide whether the 1. T
statements are T or F . 2. F
- Call some Ss to give their answers. 3. T
- Correct and give feedback. 4. F
2, While reading : 5. T
Task1. Find words or phrases meaning
- Ask Ss to read the passage again to find out the
words or phrases. - Read the passage to find out the words or phrases
38
- Have Ss compare with partners . - Work in groups

- Call on some Ss go to the board and write the words feedback
or phrases 1. state schools
- Correct and give feedback. 2. primary education
3. secondary education
Task 2. Answer the questions. 4. compulsory
- Check if Ss can answer the comprehension Qs 5. The General Certificate of Secondary Education
without reading the text again. If Ss cannot, T gets 6. curriculum (n)
them to read the Qs carefully and underline the key Feedbacks
words to do task. - Read the passage and answer the questions
- Get S to check theirs answers and explain their 1. From the age of 5
choices. 2. 3 terms
- Call some Ss to read theirs answers and explain 3. The state school and the “independent”
their choices. or “public” school systems
- T comments and gives feedbacks. 4. Yes.
5. There are 3 core subjects (English, Maths,
3, Post reading: Dialogue Science)
A B 6. When the students finish the secondary school,
1. May/ ask/ questions/? Yes they can take an examination called the General
Certificate of Secondary Education
2. You/ have difficulty/
studying /?/ Yes - Work in pairs.
Feedback :
3. Which school subjects/ you A: May I ask you some questions ?
think/ the most difficult/?/ ( English) B: Yes, of course. What do you want to know ?
A: Do you have any difficulties studying ?
B: Yes, What about you ?
4. What/ you/ do / improve /it/ ?/ practice every A: I find it difficult to study social subjects Which
day/take part subjects do you think the most difficult ?
in English club/ B: Oh, English of course.
ask teacher/ A: What do you do to improve it?
friends to help B: I practice English every day, speak as regularly as
5. Your English possible. I also take part in the English club in our
be better/ now Thanks school. If I have any problems , I ask my teacher and
friends to help. They are always willing to help me.
- Show the cues on the board A: I think your English is better now.
Modal if necessary B: Thanks.
- Ask Ss to work in pairs
- Go around for help
- Call on some pairs to present
- Give comments .
III. Consolidation and Homework.
- Ask Ss to learn vocabulary - Learn vocabulary
- Prepare section B - Prepare section B
39
Period:
B: SPEAKING
A. Aims:
By the end of the lesson, the students will be able to:
- Talk about the school education system in Vietnam.
- Talk about the similarities and differences between the school system in Vietnam and in
England.
B. Methods: Communicative approach
C. Teaching aids : Textbook, posters….
I. Warm – up:
Network - Work individually
Expected answers
1 2 1. nursery,
2. kindergarten,
6 Kinds 3 3. primary school,
of 4. secondary school,
school 5. college,
in 6. university
5 Vietna 6
m
- Ask Ss to put the following words in the right - Work in groups.

order from low to high Expected answers :
- “What do you know about the school education - Many kinds of school
systems in Vietnam?” - Ages of going to school
T introduces new lesson. - Compulsory subjects
II. Presentation: ......
1. pre-reading:
- Ask Ss to study the table in task 1 then find out the
new words - Work in pairs.
- Help Ss with the vocabulary and pronunciation
* GCSE: General Certificate of Secondary - When do children in Vietnam go to lower secondary
Education education?
- Elicit some useful expressions: - When they are 6.
+ When do children in Vietnam go to school lower - How long does the lower secondary education
school ? last?
+ How old are children when they first go to - Four years.
school? - Is pre – school compulsory in Vietnam?
+ How long is the primary school? - No, it’s optional.
40
+ Do all children have go to nursery? - From which grade to which grade does the upper
- Read the model conservation then call on some education last ?
students to read aloud it. - From 10 to 12 .
2. While – speaking
Task 2 Talk about the school education system - Listen.
- Ask Ss to work in groups. - Group works.
- Go around the class and give help if necessary. feed back:
- Call on some pairs practice in front of the class. 1. In Vietnam, children can go to the nursery when they
- Correct Ss’ mistakes and give feed back. are only 3 or 4 years old.
2. After nursery, they go to kindergarten and stay there
until they are 5.
3. At the age of 6they move to primary school. All
primary schools in Vietnam are coed – male and
female students together in the same class room. It take
them 7 years to finish high school. Children leave high
school at the age of 17.
4. They prepare for their higher study at colleges or
universities.
- Work in groups.
suggested answers:
Task 3: Talk about the similarities and Similarities:
differences between the school systems in - Both countries have to follow the national curriculum
Vietnam and England. set by the government
- Ask Ss to work in groups and compare - After secondary schools, Ss all have to take the
- Call on some Ss to present their answers. national examination known as GCSE
- Give comments and feedback. .............................................
Differences:
In Vietnam In England
- Start primary school - Start primary school
at the age of 6 and at 5 and finish at 10
finish at 10 - School is compulsory
- School is until the age of 16
compulsory until the ....................
age of 14
- Subjects studied
III. Consolidation and Homework: - Do the exercises again.
- Ask Ss to prepare for part C - Prepare for part C
Period:
C: LISTENING
A. Aims:
By the end of the lesson, the students will be able to:
- Get information from conversation Jenny and Gavin about their studying at school.
- Improve their listening skill.
B. Methods: Communicative approach
C. Teaching aids : Textbook, posters….
41
I. Warm – up: Finding words

- Ask Ss to work in groups, writing down things - Work in groups.
that they do in school days. Expected words:
- Call some Ss to write on the board. - doing exercises
- Correct and give comments. - learning lessons
- taking tests, exams
-> school days - wearing uniform
II. Presentation. - obeying school rules
1. pre-listening - making friends
* Pair works - doing research
- Ask Ss to work in pairs. .....
- Discuss and answer these questions in the book.
- Call some pairs to act out in front of the class.
- Give comments.
* Vocabulary
1. Tearaway (n) :impetuous, irresponsible person - Pair works
(tướng tá, hư hỏng)
2. Disruptive (adj) /dis'rʌptiv/ = unquiet - The answers may vary.
3. Methodical (adj) / mi'θɔdikәl/
- Ask Ss to listen to the T’s pronunciation and
repeat
2, While – listening
*Task 1: Put a tick (√ ) to the question......
- Ask students to read through the questions. - Write down
- Play the tape two times. - Repeat
- Ask Ss to do individually then compare the
answer with a partner.
- Play the tape again, have students to listen and
check the answers - Read through the questions
- Call some Ss to give the answers.
- Check and give feedback. - Work individually to do the task
- Compare the answers
Feedback:
Questions Jenny Gavin

1 √ √
2 √
3 √
*Task 2: Answering 4
- Ask Ss to read carefully the five questions first, 5 √ √
then let them try to answer before listening again 6
to do the task.
- Play the tape twice, one for doing the task, one
for giving feedbacks.
- Call on some Ss to give their answers, correct
and give feedback.
Feedback:
1. When he enjoyed the subjects.
2. He found it very difficult.
3. Because they were difficult for him to do it in a short
time.
3. Post – listening: Talk about the results.... 4. Because he went away to boarding school when he
42
- Ask Ss to work in pairs. was quite young and he didn’t like that. So schools
- Go around and offer help if necessary. weren’t the best days of his life.
- Call some Ss to present in front of the class.
- Correct and give comments. Expected answers:
I didn’t do well in the last exam period. I was content
III. Consolidation and Homework. with my math, physics, and chemistry result but my
- Write about your school days in secondary history result wasn’t very good. I misunderstood the
school ( 9 grade ). questions , so I barely passed it.
I think I have to spend more time in studying history to
get a higher grade in the coming exam.
Period:
D: WRITING
A. Aims :
By the end of the lesson, students will be able to:
- Write a short paragraph about the education system in Vietnam.
- Improve the Ss’ writing skills.
B. Methods : Communicative approach and leaner- centered approach.
C. Teaching aids : Pictures, textbooks, handouts
I. Warm – up.
Network
- Work individually
Suggested words :
- nursery
- kindergarten
- pre – school
Education - primary school
system - secondary school
in Vietnam - high school
- training center
- vocational training center trường dạy nghề
- technical college
- secretary college
- Ask Ss to find as many words as possible. - community college
- Call some Ss to write on the board. - university
-> Describing school education system in Vietnam.
II. Presentation.
1/ Pre – writing :
* Elicit structures:
+ Tenses : Simple present
+ Vocabulary :
1. The academic year runs from..... to....
2. A school year consists of .... terms
3. Children start grade 1 when they.... - Work in groups
4. Duration of the academic year
5. A national examination for GSCE Outline :
6. University / college entrance examination 1. Introduction : - 2 levels of education in Vietnam:
* Outline : primary and secondary education
- Ask Ss to work in groups to write outline, using * Primary school : - at the age of 6
* Secondary school : - at the age of 11, 4 years in lower
43
the information in Speaking Task to give ideas for secondary, 3 years in higher secondary; finish
their writing. secondary at 17
- Call a student to write on the board. 2. Main part :
- Correct and give feedback. * Duration of the academic year: - 35 weeks (9 months)
- 2 terms : 1st term : from September to late December;
2nd term : starts in the early January ends in May
National examination for GCSE: in June for all
students finish high school.
* university / college entrance examination: held in
2/ While – writing . July
Write a paragraph on the formal school
- Write about education system in Vietnam.
education in Vietnam
- Ask Ss to use the outline to write about education Sample writing :
system in Vietnam There are two levels of education in Vietnam: Primary
and secondary education.
Children in Vietnam go to primary school at the age of
3, Post – writing (correction)
six and move to secondary school when they are 11.
- Ask two students to write on the board Then they spend four years in lower secondary and 3
- Correct mistakes and give feedback for the whole years in upper secondary. They usually finish
class secondary school at the age of 17.
- Collect student’s papers, give comment and Schooling is compulsory for Vietnamese children until
they finish lower secondary. It take 9 years for the
correct some serious mistakes
children to finish compulsory education.
The duration of the academic year is 35 weeks or 9
months. It runs from September to May and is divided
into two terms. The first term is from the beginning of
September to late December and the second term starts
in early January and ends in May.
A national examination for GCSE is usually held in
June for all students who finish high school. And then
those who pass the GCSE exam are able to sit for the
university or college entrance examination in July.
Probably, students will take only an examination for
finishing high school and for university or college.
- Rewrite in the notebooks.
- Prepare part D
III. Consolidation and Homework .
- Ask Ss to rewrite in the notebooks.
- Prepare part D
Period:
E: LANGUAGE FOCUS
A. Aims : By the end of the lesson, students will be able to :
- Pronounce correctly the main stress in three – syllable words.
- Use the passive voice appropriately .
B. Methods : Communicative approach and leaner- centered approach.
C. Teaching aids : Pictures, textbooks, handouts
44
I. Warm – up.
Jumble words. - Work individually
- Ask Ss to rearrange the letter to make right words. - Rearrange the letter to make right words
1. YHOTSIR Excepted answers :
2. CHIREMSTY HISTORY
3. SITPOLIC CHEMISTRY
4. NGOCUPMIT POLITICS
- Correct and give feedback COMPUTING
-> What’s common about them?
-> Stress in three – syllable words - They are all three – syllable words.
II. Presentation.
A. Pronunciation
* Listen and repeat
- Read the model some words and ask Ss to repeat.
- Get some Ss to pronounce these words - Read the words aloud
- Correct pronunciation (if any)
- Ask Ss to put these words in the correct column.
- Add some more words, engineer, lemonade,
entertain, employee, Vietnamese, cigarette Poster:
- Correct and give feedback. Stress on Stress on Stress on 3rd...
Remarks : Words ending in - ade, - ain,- ee, - eer, - st
1 .... 2nd...
ese, - ette has the main stress on these syllable (3rd algebra statistics engineer
syllable). carefully computing lemonade
politics September entertain
physical compulsory employee
chemistry Vietnamese
* * Practice reading the sentences academic cigarette
- Play the tape primary
cinema
- Ask Ss to read after the tapes.
Reading aloud the sentences.
- Call some Ss to read and correct mistakes.
- Listen and repeat.
B. Grammar
- Read
* Lead – in: Asking questions
- What is the table made of ?
- What are the windows made of ?
- It is made of wood.
- Do you know who make these things ?
- They are made of glasses.
-> Our lesson is the passive voice.
- No, I don’t.
* Explanation:
- Hang on a poster.
- Ask Ss to pay attentions to the sentences and point
out the rules
Basic rules
Poster :
- A: S + V + O
1. A: My mother has made these cakes.
S V O
->S: These cakes have been made by my mother.
-> P: S + be + V3/ed + by O
S V O
2. A: My friend can answer this question.
* can, may, must. will, shall, have to, used to,…
S V O
->S: This question can be answered by my friend.
S + can, may,… + be + V3/ed
S V O
Practice :Exercises 1, 2,3 - Work individually
- Ask Ss to do exercises provided in the books. Feedback :
- Have them do individually, and then compare the Exercise 1 : Simple present passive voice
answers with the partners. 1. is divided
2. is separated
45
- Call Ss to give the answers. 3. is set

- Correct and give feedback. 4. is made up
5. is paid
6. are selected
- Work individually
Exercise 2 : Rewrite ,using the passive voice.
1. This school was built in 1997.
2. This dictionary was first published in 1870.
3. A surprise party is going to be organized by the
students in my class tomorrow evening.
4. The kitchen is being painted now.
5. “ Romeo and Juliet” was written in 1605.
6. Shakespeare’s tragedies have been built in my
village.
7. A new primary school has just been built in my
village.
8. English will be spoken at the conference.
9. The floor hasn’t been cleaned yet.
10. The house will be repainted soon.
Exercise 3: Fill with correct tense in passive
1. was built 6. can be used
2. were sold 7. is kept
3. has been made 8.are done
4. are used 9. must be told
III. Consolidation and Homework. 5. are used 10. can be done
- Passive voice. - Do the exercises again.
- Ask Ss to prepare for unit 5 - Prepare for unit 5
Period:
Unit 5: HIGHER EDUCATION
A: READING
A. Aims: To help students to practice:
 Guessing words’ meanings in contexts.
 Reading for details of information about application process for universities in the UK.
 Reading for gist and answer comprehension question.
B. Aids: textbooks, pictures, board, chalks.
C. Methods : Communicative approach and leaner- centered approach.
I. Warm-up:
- Ask Ss to answer some questions: - Work in pairs, discuss and answer the questions
1. What are you going to do after you finish - Stand up and tell the class the answers.
high school? - Understand the aim of the lesson: Unit 5: higher
2. Which university would you like to attend? education
3. Where will you live if you study at a
university far from your house?
- Get feedback
- Lead Ss to the new lesson: higher education
II. Before you read : - Work in pairs, ask and answer the questions
- Ask Ss to work in pairs, ask and answer the 1. Hue University
following questions:
46
1. How do you say in English the names of 2. Hanoi University of Architecture

these universities? 3. Hanoi University of Natural Science
2. What university would you like to apply for 4. I would like to apply for Hanoi University of Natural
and why? Science.
- Get feedback.
- Give Ss suggested answers.
III. While you read :

- Ask students to look through the passage and - Read the text in silence.
read in silence
- Help students read the passage
- Explain pronunciation and meaning of new
words which appear in the passage
Vocabulary
• applicant (n): người xin học - Find out new words.
• application from (n): đơn xin học - Understand the aim of the text.
• blame (v): đổ lỗi - Do the tasks that follow.
• daunt (v): làm nản long
• mate (n): bạn bè
• scary (v): sợ hãi
• undergraduate course: khóa học đại học
Task 1 :
- Introduce the task: Complete the following
sentences, using the right forms of the words in
the box.
- Ask Ss to complete the following sentences,
using the right forms of the words in the box. Task1:
- Go around class and help Ss if they need. - Study the task carefully.
- Call on Ss to give their answers. - Choose the right word to fill in the blanks.
- Correct mistakes. - Exchange their answers for peer correction.
- Tell the class the answers.
Task 2: 1. campus
- Introduce the task: Find out who: 2. blamed
a. attended a party on the first weekend at 3. scariest
college. 4. challenges
b. didn't get on very well with the roommate. 5. amazing.
c. was not used to meeting different people
every day at college. - Look at the task, read the text again to give the answers.
d. liked having a chance to be creative. Sarah: 1- a. attended a party on the first weekend at college.
e. was very excited about going to college. 2- e. was very excited about going to college.
f. enjoyed the first year at college. Ellen: 3- b. didn't get on very well with the roommate.
- Go around class and help Ss if they need. 4. c. was not used to meeting different people every
- Call on Ss to give their answers. day at college.
- Correct mistakes. Brenden: 5- d. liked having a chance to be creative.
Task 3: 6- f. enjoyed the first year at college.
- Introduce the task: Answer the following
questions. - Understand the task.
1. What did Sarah do on the first weekend? - Read the text again, answer the questions on the text.
2. Why did Sarah feel so lonely at the party? 1. She went out with her new friends, walking around
3. What problems did Ellen have with her the campus.
roommate? 2. Because at the party everyone was busy playing
4. What did Brenden think about his first year some games and no one seemed to noticed her.
47
at college? 3. Her roommate left the window open when it was

5. What does the social calendar of the colleges cold outside. She went to bed early. She blamed
provide him? Ellen for making her sick.
- Guide Ss to answer. 4. Brenden thought the first year at college was the best
- Go around the class to help Ss if necessary. and most challenging of his life.
- Call on some Ss to give their answers. 5. It provides him plenty of opportunities to meet non-
- Correct mistakes engineering students as well as other engineers and
IV. Consolidation and Home work: many of them have become his best friends.
- Ask students to read the passage again.
- Ask students to do Reading exercise of Unit 5
in workbook and prepare Part B : Speaking at - Do Reading exercise of Unit 5 in workbook and prepare
home Part B : Speaking at home
Period:
B: SPEAKING
A. Aims: To help students to practice:

 Talking about application process to tertiary study in Vietnam.
 Asking and answering about time of application process to tertiary study in Vietnam.
B. Aids: Textbooks, pictures, board, chalks.
Teacher’s activities students’ activities
I. Warm-up: What is my job?
- Show Ss some documents requiring for tertiary - Ss go to the board, choose a job that he / she wants to
institutions and ask them what they are. do in the future and mime a typical activity which it
- Call on some Ss to answer. involves.
- Answer the questions
1. an application form
2. an identity card
3. a reference letter
4. a birth certificate
- The S ask the other :
II. Pre-speaking - What is my job?
- Call on an S to go to the board and ask him / her to - The others watch his/her activity and make yes / no
choose a job that he / she wants to do in the future questions to guess the job
and mime a typical activity which it involes. Possible questions:
- Ask the whole class to look at their friend’s activity - Are you mending something?
then ask him/her yes/no question to guess his/her job - Are you typing?
- Do you work outside?
- Observe students playing game and stop when there - The S answer the questions using only yes or no. The
is a winner game is over if an S guess the job.
III. While speaking:
Task 1 - One S reads aloud the request of the task
- Call an Ss to read aloud the request of the task - Do task 1 individually. Put the ticks on those which
- Ask the whole class to do task 1 are obligatory for whom to be admitted to a university
in Vietnam
- Exchange their answers with their friends.
- Ask students to exchange their answers with their
friends. - Some students to read aloud their answers to the
48
- Call some students to read aloud their answers to class; others listen and comment
the class Expected answers:
- Give corrections and remarks. an application form
an identify card
a copy of the originals of school certificate
a birth certificate
a copy of records of your performance ay school
scores of the required examination.
Possible problems:
- Students may don’t know the meanings of some
application process
- The teacher elicits the meaning of these application
- Work in pairs
process for students to guess
- Read information in their books and practise asking
Task 2
and answering questions about the application process
- Ask students to work in pairs ,reading thee
to tertiary study in Vietnam.
information in their books, asking and answering the
question about the application process to tertiary
study in Vietnam
- Ask T if necessary
- Walk around to observe students talking and help
them if necessary.
- Call some pairs to stand up and ask & answer. Ask
- Some pairs to stand up and ask and answer; other
other pairs to listen and comment
pairs to listen and comment
- Make necessary correction and comments
Expected pair work:
S1: When do you fill in and send the application
form?
S2: In March
S1: When do you take the GCSE examination?
S2: in May.
Task 3:
…
- Introduce the task to the students ask them to work
- Listen to the instruction and form groups of four
in groups of four
- Ask students to make discussion and take note
- Discuss and write the process of applying to a
tertiary institution in Vietnam
- Go around and help them if necessary
- Ask T if necessary
- Call some groups to handle their notes among the
groups and check.
- Handle their notes among the groups and check.
- Call on some groups to stand up and make
discussion in front of the class. Ask other groups
- Some groups in turn stand up and make their
listen and give comments
discussion in front of the class; other groups listen and
give comments
Expected group work:
S1: I think the first process of applying to a tertiary
- Give T’s own comments
institution in Vietnam is to fill in and send the
application form.
S2: Yes, then we must take the GCSE examination
S3: Only when we pass the GCSE examination, can
we take the entrance exam. It often takes place in July.
- T goes around to remind students to use English
….
and suggest some difficult structures
Possible problems:
- Students may speak Vietnamese while discussing.
IV. Post-speaking: - Work in groups. Discuss the process of applying to
49
- Ask students to write a paragraph about the process a tertiary institution in Vietnam.
of applying to a tertiary institution in Vietnam. Answer: In order to be admitted to a university in
Vietnam, all students have to following the process of
applying. During March, they have to fill in the
application form and send it to the university they
choose in March. After passing the GCSE
examination held in May, all students are able to sit
for the entrance examination in July. Successful
candidates will be sent a letter of acceptance from the
university. All students have to do now is to prepare
all required papers to be officially accepted of that
V. Homework: university.
- Ask students to write about the process of applying - Take note their home work
to a tertiary institution in Vietnam. - Do homework.
- Prepare part C listening
Period:
C: LISTENING
A. Aims: Students should know about the problems they may have when studying in a new school
 Develop the ability to get details from listening text to do true/false and multiple choice exercises.
 Get detailed information on some problems students may have when studying in a foreign
country.
B. Aids: Textbooks, pictures, board, chalks
I. Warm-up:
- Give Ss a question to discuss: “Talk about the - Students form pairs and listen to T’s instructions
problems you may have when studying in a new - Work in pairs, asking and answering the problems
school.” facing students when studying in a foreign country
Interview - Work in pairs; discuss the problems they may have
- Imagine that in each pair, one of you is a Vietnamese when studying in a new school.
student studying in a foreign country; the other ask
her/him problems facing students when studying in a Possible questions:
foreign country S1: What problem you have to face when studying in
America?
II. Pre-listening: S2: There are many problems such as: food,
- Ask students to look at the part: Before listening accommodation, living cost…
- Read loudly the words:
Proportion; majority; tutorial; international; available; - Listen to T and guess the meanings of these words
appointment; Agricultural; rural; thoroughly.
- Walk around, listen and help students - Practise reading the words in chorus and
- Ask students to repeat loudly the words individually.
- Listen and check pronunciation - Read loudly the words:
- Understand those words.
III. While - listening:
Task 1
- Introduce the task: Listen to the conversation
50
between John and David and circle the best option

(A, B, C or D) to complete the following sentences.
- Ask students to read the questions quickly. - Read the questions quickly.
- Guide students the requests of the task. - Listen to the listening script.
- Read the conversation twice - Listen again and tick true or false in their books
- Call some students to give their answers. - Check their answers with their friends
- Read the conversation the third time for Ss to correct. - Answer the questions.
Key: 1-C; 2-A; 3-C; 4-A; 5-B
Task 2: 1-C; 2-A; 3-C; 4-A; 5-B
- Ask all students to spend 2 mins to read the questions - Read the questions and options in the task in 2
and options in the task mins
- Play the record once again and ask students to do the - Listen to the record again and choose the best
task option
- Ask students to work in pairs to exchange their - Work in pairs and exchange their answers
answers - Some students read aloud their answers ; others
- Ask some students to read aloud their answers listen and give comments
- Listen and give remarks. T can play the record again Expected answers:
if students cannot give correct answers 1 2 3
C C B
IV. After-listening:
- Ask Ss to work in pairs. Ask and answer the question: - Work in pairs. Ask and answer the question:
"Would you prefer to do an undergraduate course "Would you prefer to do an undergraduate course
abroad or in your country?” Explain your choice. abroad or in your country?”
- Guide Ss to do. - Stand up and speak out.
- Call some Ss to practice asking and answering the E.g.
question. S1: Would you like to do an undergraduate course
E.g. in Vietnam or abroad?
A. Would you like to do an undergraduate course S2: I’d like to do an undergraduate course in
abroad or in your country? Vietnam
B. I would like to do an undergraduate course in my S1: Why so?
country. S2: Because my English is not good enough and I
A. Why? cannot afford tuition fees and accommodation for
B. Because my English is not very good and I cannot studying overseas.
afford tuition fees and accommodation for studying
overseas.
V. Homework:
- Assign homework.
- Prepare the section C (The Writing part of Unit 5). - Prepare the section C (The Writing part of Unit 5).
Period:
D: WRITING
A. Aims: To help students:

 Practice writing short passage about the problems that Vietnamese students may encounter when
studying abroad.
 Using main ideas from discussion to write a passage.
B. Aids: Textbooks, board, chalks
51
I. Warm-up:
- Ask students some questions about how to write a - Listen to the T’s question
letter of request. - Some students answer T’s question. Students can
- Do you want to study abroad? Why or why not? exchange their opinions with their friends
- Call some students to answer then give remarks Possible answers :
- Give feedback and lead Ss to new lesson. -Yes, I want to study abroad because the learning
environment there is better than in Vietnam.
II. Pre-writing: - No. I don’t want to study abroad because the cost of
- Teacher introduces the task: You want to apply for studying and living there is much higher in Vietnam.
an undergraduate programme in a university in
England. Write a letter of request (about 150 words)
to UCAS to ask for the information about the - Study the task carefully.
admission requirements to the university, using - Work in pairs to give outlines
information in the Reading and Speaking section on
page 52 and 56. You may follow the outline below: - One S read aloud the request of task 1
- Guide Ss to write outlines. - Form groups of four and discuss and take notes the
a) Introduction: problems they may face when studying abroad.
- State the reasons why you are writing, your
interest in tertiary study in England (mention the
name of the programme / the universities / ... )
b) Request:
- State what information you would like them to - Some groups make discussion in front of the class;
provide: tuition fee, accommodation, exams, others listen and give comments
d) Further information: Possible discussion:
- Say you would be happy to supply further S1: I think English language is the first problem we
information about yourself such as your English will face while studying abroad. We learn English in
proficiency and record of secondary education our country but we don’t have chance to speak English
study, ... with native people.
c) Conclusion: S2: The second problem is learning styles at tertiary
- End with a polite closing. level. We are not familiar with independent learning
- Walk around the class to give Ss assistance. and modern study facilities.
III. While-writing:
- Ask Ss to write - Use main ideas in the outline to write a letter of
- Call on some Ss to read out their writing in front request (about 150 words) to UCAS to ask for the
of the class. information about the admission requirements to the
- Ask Ss to exchange their writings for peer university
correction - Exchange their writings for peer correction
- Correct mistakes.
Suggested answer. - Correct mistakes.
475/57 Le thanh Ton St. District 1 - One S read aloud the request of task 2
Ho Chi Minh City - Do task 2: write a passage about the problems that
March 15th, 2008 Vietnamese students may encounter when studying
Dear Sir or Madam, abroad basing on the idea in task 1
I’ve read a lot about tertiary study in the UK and
very impressed by the reputation of many famous
universities there. Now I am in the last year of the - 1 or 2 students write his/her passage directly on the
high school and will finish secondary education in 3 board
months. I am very much interested in an
undergraduate course in economics in Bermingham - Ask if necessary.
University. Could you please send me some - Pay attention to such linking words as first, second,
information about the admission requirements, etc.
tuitions fees, accommodation and details of the - Look at the board and correct their friend’s writings
course? I am ready to supply any information about
myself if necessary. - Give corrections or comments to the writings on the
52
I look forward to hearing from you soon. board

Yours faithfully,
Hoang Thanh Nam.
IV. Post- writing: - Read the letter again
- Ask Ss to read the letter again. - Correct mistakes
- Give remarks on the writing
V. Homework:
- Rewrite the letter at home. - Rewrite the letter at home.
- Prepare the section D (The Language focus part of - Prepare the section D.
Unit 4).
Period:
E: LANGUAGE FOCUS
A. Aims:
 Pronunciation: Students practise pronouncing stress of more than three - syllable words.
 Grammar: Students study the structure as well as the usage of conditional sentences.
 Vocabulary: Students learn to use words relating to the topic application process to tertiary study
and some abbreviations of some main high school exams
I. Warm-up:
- Write some more than three - syllable words - Listen to teacher
on the board, and then pronounce those - Read aloud
words aloud. - Pay attention to its stress.
- Pay attention to its stress. - Understand the aim of the new lesson.
- Ask Ss to read after - Listen and repeat from 2 - 3 times
o Economics - Some of them stand and read words aloud
o Psychology - Practise in groups
o Philosophy - Some groups compare with their results and read the
words in sentences aloud
o Engineering
o Sociology
o Mathematics
o Geographical - The answers can be various
o Archeology
- How do we pronounce these words?
- Read again these words and lead to the lesson
- Today, we learn how to pronounce more than
three - syllable words.
II. Pronunciation - Listen and give more questions in pairs
a. Give Ss some rules of word stress in more than - Read the sentences in chorus aloud
53
three - syllable words.

- Help students how to pronounce those words
correctly by reading first as model.
b. Practice:
- Read the words first: clearly, correctly.
- Listen and correct their pronunciation if it’s needed
- Let students read the sentences and work in groups. - Understand the task
- Listen and remark each group. Answers
III. Grammar: 1. If you fail the GCSE examination, you will not be
a) Review some grammar structures: conditional allowed to take the entrance examination to the
sentences university.
- Give some examples. 2. You won't be able to get into the exanimation room
- Ask Ss to make sentences with the structures. if you are 10 minutes late.
b. Practice: 3. If you don't send the application form on time, you
* Exercise 1: will not be able / allowed to take the entrance exam.
- Introduce the task: Complete the sentences using 4. If you don't have a reference letter, you won't be
conditional sentence type I. able / allowed to submit your application form.
- Guide Ss to do 5. Unless you show your identity card you won't be
- Ask Ss to complete the sentences using conditional able / allowed to get into the examination room.
sentence type I.
- Correct mistakes. - Understand the task
- Do the exercise.
- Correct mistakes
Answers
1. She doesn't have a car. She doesn't go out in the
evening.
If she had a car, she would go out in the evening.
* Exercise 2: 2. Sarah doesn't study hard. She hates school.
- Introduce the task: Express these situations using If Sarah liked school, she would study hard.
conditional sentence type II. 3. I can't do the test. It is too difficult.
- Guide Ss to do I would / could do the test if it was / were not too
- Ask Ss to express these situations using conditional difficult.
sentence type II. 4. Peter doesn't read a lot. He can't find the time.
- Correct mistakes. Peter would read a lot if he found the time/had more
time.
5. I can't translate this. I don't speak Korean.
If I spoke Korean, I could translate this.
6. They don't travel far a lot. They are afraid of flying.
If they weren't afraid of flying, they would travel far a
lot.
- Understand the task

- Do the exercise.
- Correct mistakes
Exercise 3. Answers
- Introduce the task: Complete the sentences with the 1. If John had passed the GCSE examination, he would
correct form of the verbs in brackets. have been allowed to take the entrance examination to
- Guide Ss to do. the university.
- Ask Ss to complete the sentences with the correct 2. If you had sent the application on time, they might
form of the verbs in brackets. have called you for an interview. I can't understand
- Correct mistakes. why you didn't.
3. If John had installed an alarm, the thieves wouldn't
have broken into his house.
54
4. I would have made a film with him if I had been a

famous director, but I was not.
5. If you had told me earlier I would have given it to
you.
6. We would have sent you a Christmas card if we had
IV. Homework: had your address.
- Assign homework
- Do exercise ‘part E - language focus in work - Do exercise ‘part E - language focus’ in work book.
book. - Prepare Unit 6: FUTURE JOBS
- Prepare Unit 6: FUTURE JOBS
Period:
Unit 6: FUTURE JOBS
A: READING
A. Aims: To help students to practicse:
 Guessing words’ meanings in contexts
 Reading for details of information about job interview.
B. Aids: Student’s book and pictures showing farmers’ daily routines, etc.
C. Methods : Communicative approach and learner - centered approach.
I. Warm-up:
Guessing game - One Student goes to the board, gets the picture and
- Call on an Student to go to the board and give a doesn’t let others see it.
picture to him/her. Don’t let the others see it. - The Student leads the game by asking the others:
- Tell the class the rules of the game. - Which university is it in the picture?
- Everybody makes yes / no questions to guess the - The others make yes/no questions
answer of your friend’s question. Possible questions:
- Observer students playing game - Are students in this university trained to be teachers?
- Is the university in Hanoi?
+ Lead-in: - Is it…university?
- Ask students to look at the pictures in their books - The Student answers the questions using only yes or
and work in pairs to answer the question: no. The game is over if an Student guess the right
- What do they do? university.
- Ask students to work in groups of four to tick the - All the students look at the picture to check.
factors that they think would help them succeed in a - Work in pairs and look at the pictures in their books
job interview. to answer the questions
- Ask some groups to report their answers Expected answers:
- Give T’s own comments 1. He is a waiter
2. He is a mechanic
3. She is a farmer
4. She is a teacher
55
5. He is a doctor
- Form groups of four and tick the factors that they
think would help them succeed in a job interview.
- Some groups report their answers; others listen and
comment
II. Before you read : Possible answers:
- Ask Ss to work in groups. Tick () the factors that  giving clear, honest answers
they think would help them succeed in a job  feeling self-confident
interview.  having good sense of humor
• Wearing casual clothes - Work in groups. Tick () the factors that they
• Giving clear, honest answers think would help them succeed in a job interview.
• Feeling self - confident E.g.
• Feeling nervous - Avoiding difficult questions
• Having a good sense of humour - Giving clear, honest answers
• Avoiding difficult questions - Feeling self - confident
- Get feedback.
- Give Ss suggested answers.
III. While you read :
- Ask students to look through the passage and read - Read the text in silence.
in silence - Find out new words.
- Help students read the passage - Understand the aim of the text.
- Explain pronunciation and meaning of new words - Do the tasks that follow.
which appear in the passage
Task 1 : Task1:
- Introduce the task: These words are from the
- Read the task carefully.
passage. Look back to the text and circle the best
- Choose the right option to finish the task.
meanings A, B or C.
- Exchange their answers for peer correction.
- Ask Ss to circle the best meanings A, B or C.
- Tell the class the answers.
- Go around class and help Ss if they need.
6. B
- Call on Ss to give their answers.
7. C
- Correct mistakes.
8. A
9. B
Task 2: - Look at the task, read the text again to give the
- Introduce the task: Work in pairs. Decide whether answers.
the following statements are true (T) or false (F). - Understand the task.
1. Try to reduce the feeling of pressure and make a - Read the text again, decide whether the statements
good impression on your interviewer. are true (T) or false (F).
2. Find out as much information as you can about
the job and the vacancy.
3. Bring with you a letter of application and your
resumes to the interview.
4. Take all your certificates and letters of Suggested answers:
recommendation with you. 1.F 2.T 3.F 4.T
5. Remember to dress neatly and formally. 5.T 6.F 7.F 8.T
6. Your voice should be clear and polite.
7. Tell the interviewer about your shortcomings.
8. Remember to say goodbye to the interviewer
before leaving the interview.
- Correct mistakes.
IV. Post reading:
- Introduce the task: Work in groups. Discuss the
56
question: Which pieces of advice given in the

passage do you find most useful and least useful? - Answer the following questions:
Why? 1. What do you prepare for a job interview?
- Guide Ss to answer. 2. What should we do and shouldn’t do before,
- Go around the class to help Ss if necessary. during and after an interview?
- Call on some Ss to give their answers.
- Correct mistakes
V. Home work:
- Ask students to read the passage again. - Do reading exercise of Unit 5 in workbook and
- Ask students to do reading exercise of Unit 5 in prepare Part B : Speaking at home
workbook and prepare Part B : Speaking at home
Period:
Unit 6: FUTURE JOBS
B: SPEAKING
A. Aims: To help students to:
 Practise talking about characteristics of some future jobs: teachers, doctors, farmers…
 Develop students’ ability through discussing and giving personal opinions on some kinds of jobs.
 Provide students with some knowledge about job interview and raise their awareness about future
job.
B. Aids: Textbooks, pictures, board, chalks.
C. Methods : Communicative approach and learner- centered approach.
I. Warm-up:
- Ask Ss some questions about jobs: - Listen to the questions.
1. Would you like to work as a - Discuss the question.
teacher? - Stand up, answer the questions.
2. What do you think about teaching
job?
- Get feedback.
- Lead Ss to new lesson.
II. Pre-speaking :
Task 1
- Introduce the task: Work in pairs. Match a job in A - Work in pairs.
with at least two descriptions in B. - Match a job in A with at least two descriptions in B.
A B Example:
- A doctor • Take care of people's health A: A doctor
- A farmer • Create imaginary characters and B: - Take care of people's health
- A tourist events - Help save people's lives
guide • Find good and safe hotels for - In turn, stand up and practice.
- A writer customers
57
• Take people to places of interest

• Construct irrigation systems
• Apply new farming techniques
• Help save people's lives
• Tell stories through pictures
- Ask Ss to match a job in A with at least two
descriptions in B.
- Correct mistakes. - Understand the task
III. While-speaking : - Work in pairs. Discuss which of the jobs in column
Task 2 A they would/would not like to do. Explain why/why
- Introduce the task: Task2. Work in pairs. Discuss not? use the cues in column B.
which of the jobs in column A you would/would not
like to do. Explain why/why not? You can use the
cues in column B.
A B Example:
Pilot Boring I would like to work as a doctor. Working as a doctor
Waiter Rewarding would be fascinating job because I would have a
Taxi driver Difficult chance to take care of people health.
Electrician Interesting
Policeman Fascinating Possible discussion:
Journalist Dangerous S1: Do you like to be a journalist?
Hotel receptionist Challenging S2: Yes, I would like to work as a journalist.
Computer programmer Fantastic S1: Why?
- Guide students how to practise. S2: Because I think that working as a journalist would
- Ask students to work in pairs. be a fascinating job, and I’d like to have a chance to
- Help the students with new structures. travel all over the world and meet many interesting
- Walk around and help them. people.
- Call some student to stand up and report before the
class.
- Correct their mistakes
Example:
I would like to work as a doctor. Working as a doctor
would be fascinating job because I would have a - Work in groups. Talk about a job they may do
chance to take care of people health. after they finish school.
IV. Post-speaking : Example: I would like to work as a tourist guide. It
Task 3 would be a challenging and fascinating job because I
- Teacher introduces the task: Task3. Work in would have a chance to travel all over Vietnam and
groups. Talk about a job you may do after you finish meet many interesting people. If I work for a foreign
school, using the following cues. tourist company, I can get high salary and improve my
• Where you will work English speaking and listening skills. Also, I am a
• Who you will work with sociable and confident person and I can work hard for
• The salary you may get paid a long time so I want to work far away from home to
• The working conditions know more about the world around me.
- Let them work in groups
- Ask some students to stand up and tell loudly
- Walk around and help them
- Listen and correct mistakes - Listen to the teacher
V. Homework: - Assign homework.
- Ask students to prepare Part C- Listening and do - Write down the homework
homework
58
Period:
Unit 6: FUTURE JOBS
C: LISTENING
A. Aims: To help students to practise:
 Listening to a passage for missing words to fill in the boxes
 Listening for gist and do true/false exercises.
 Summarizing information in a job a job advertisement.
B. Aids: Textbooks, cassettes, record, board, chalks
I. Warm-up:
- Give Ss a question to discuss: Which is the most - Discuss and answer the questions
popular job in Vietnam? E.g. Accountant; nurse; lawyer; teacher; computer
- Get feedback programmer….
- Lead Ss to new lesson.
E.g. Accountant; nurse; lawyer; teacher; computer - Read loudly the words:
programmer…. workforce manufacturing retail service
II. Pre-listening: category goods job market economy
- Ask students to look at the part: Before listening wholesale
workforce manufacturing retail service - Understand those words.
category goods job market economy
wholesale
- Walk around, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation - Read the questions quickly.
III. While-listening: - Listen to the listening script.
Task 1 - Answer the questions.
- Introduce the task: Task 1. Listen to the passage
and fill in the missing words in the boxes.
- Ask students to read the questions quickly.
- Guide students the requests of the task.
- Call some students to give their answers.
- Read the passage the third time for Ss to correct.
Key: Expected answers:
1- manufacturing 1- manufacturing
2- service 2- service
3- transportation 3- transportation
4- finance 4- finance
5- service 5- service
Task 2
- Introduce the task: Task 2. Listen again and decide
whether the statements are true (T) or false (F).
1. American workers have changed from - Read the statements quickly.
manufacturing jobs to service jobs. - Listen to the listening script.
2. Manufacturing jobs are jobs in which workers - Answer the questions.
make something.
3. Personal services are one of the five service jobs.
4. 70% of workers produced goods one hundred
years ago. Answers:
5. 80% of workers will work in the service sector by 1- T 2- T 3- T 4- F 5- F
the year 2020.
- Read the passage again.
59
- Ask Ss to decide whether the statements are true

(T) or false (F).
- Go around the class, give help to Ss if they need.
- Call some Ss to give the answers.
- Read the passage the last time to check their
answers.
Suggested answers:
1- T 2- T 3- T 4- F 5- F
IV. After-listening:
- Ask Ss to work in groups and summarize the
passage using the information in Tasks 1 and 2.
- Guide Ss to do. - Work in groups and summarize the passage using the
- Call some Ss to summarize the passage information in Tasks 1 and 2.
V. Homework:
- Assign homework.
- Prepare the section C (The Writing part of Unit 6). - Prepare the section C (The Writing part of Unit 5).
Period:
Unit 6: FUTURE JOBS
D: WRITING
A. Aims: To help students to
 Understand the main information in job advertisement.
 Write a letter applying for the job in the advertisement
B. Aids: Textbooks, pictures, board, chalks
I. Warm-up :
- Raise a picture of a beauty spot (Keo Pagoda in - Work in pairs, answer the questions.
Vu Thu Thai Binh) and ask Ss some questions: - Understand the aim of the lesson.
1. Where is it?
2. What is it famous for?
3. Do you want to work as a tourist guide here?
4. What qualification do you need? - The new lesson: “Writing a formal letter of job
- Get feedback. application”
- Lead Ss to the new lesson: “Writing a formal letter
of job application”
II. Pre-writing:
- Teacher introduces the task: Task 1. Work in pairs. - Work in pairs. Read the following advertisement
Read the following advertisement and fill in the and fill in the notes.
notes. English - speaking Tour Guides Wanted
English - speaking Tour Guides Wanted We are a travel company managing holiday tours.
We are a travel company managing holiday tours. We need English-speaking local guides to
We need English - speaking local guides to accompany foreign visitors on trips throughout
accompany foreign visitors on trips throughout Vietnam. If you have a high school
Vietnam. If you have a high school diploma, have diploma………….
experience as a tour guide, a good manner, speak Answers:
60
fluent English and are willing to work hard for long 1. Tour guide
hours, please contact: The Manager, Vinatour, 450 2. High school diploma
Nguyen Du Street, Hanoi. Telephone No: 04 824 3. Experience as a tour guide, fluent English
0139.
4. A good manner, willing to work hard for long
• Type of job: …………………
hours
• Level of education needed: ……………
- Read the task carefully.
• Work experience: ……………………
- Work in pairs to give outlines
• Character and interests: …………………
- Base on the outline write a letter to Vinatour,
applying for the job mentioned in the advertisement in
- Guide Ss to fill in the notes.
Task 1.
- Walk around the class to give Ss assistance.
- Exchange their writing for peer correction.
III. While-writing:
- Read out the letter.
- Teacher introduces the task: Task 2 Write a letter to
- Correct mistakes.
Vinatour, applying for the job mentioned in the
advertisement in Task 1. Your letter should include
Flat 3,324, Ly Thuong Kiet Street, Hanoi
the following details.
16, October, 2004.
• Your name, address and date of writing
• Name and address of the company Hanoi Vinatour
• Greeting 250, Nguyen Du Street, Hanoi
• Introduction: say where you saw the advertisement
and why you are writing the letter of application Dear Sir or Madam,
• Body: mention your education, work experience I am writing in reply to your advertisement in the
and your character / interests Vietnam News for experienced English - speaking
• Conclusion: express your willingness to work for local guides to accompany foreign visitors on trips
the company and when you are available for throughout Vietnam.
interview
• Closing I think I meet all of the qualifications that you
- Guide Ss to write outlines. specify. I was awarded High School Certificate two
- Ask Ss to write years ago. After leaving high school, I worked as an
- Call on some Ss to read out their writing in front of accountant in a small travel agency for one year,
the class. where I was given a training course on tourism. Then
- Ask Ss to exchange their writings for peer I had one year of experience as a tour guide so I know
correction many tourist areas in Vietnam arid have a basic
- Correct mistakes. knowledge of Vietnamese culture, history and
Suggested answer. geography. I speak English fluently. In addition, I am
IV. Post- writing: a sociable and confident person and can work hard
- Ask Ss to read the letter again. for long hours. I would like to work for you and would
- Give remarks on the writing appreciate the opportunity to discuss this position
with you in person.
I am looking forward to hearing from you at your
convenience.
Yours faithfully,
V. Homework: Nguyen Quoc Anh
- Ask Ss to rewrite the letter at home. - Rewrite the letter at home.
- Prepare the section D (The Language focus part of - Prepare the section D.
Unit 6).
Period:
Unit 6: FUTURE JOBS
E:LANGUAGE FOCUS
A. Aims: To help students to
61
 Pronunciation: Students practice pronouncing weak form and strong form words: and, but, at, for,
of, to, from
 Grammar: Students study the relative clauses
 Vocabulary: Students learn to use words relating to the topic job application
I. Warm-up:
- Write some words on the board, and then
pronounce those words aloud.
- Pay attention to its weak / strong forms. - Listen to teacher
- Ask Ss to read after - Read aloud
II. Pronunciation
- Ask Ss to look at this table.
- Read the words and their weak and strong - Pay attention to its weak / strong forms.
form. - Understand the aim of the new lesson.
- Ask Ss to read after.
- Call some Ss to read seats
Conjunctions Prepositions
Strong Wea Strong Weak
form k form form
form
And / „nd/ /
әnd/; At /„t/ /әt/
/әn/ For /f / /f ә/
But Of / v/ /әv/
/bΛ t/ To /tu:/
/bәt/ Fro /tә/
/fr m/
m /frәm/
- Help students how to pronounce those words
correctly by reading first as model
- Practice: Practise reading these sentences
1. What are you looking at?
2. I want to go but I don't know when. - Listen and repeat from 2 - 3 times
3. She bought a book and two pens. - Some of them stand and read words aloud
4. Thanks for coming. - Practise in groups
5. Where is it from? - Some groups compare with their results and read the
6. I'm from Hanoi. words in sentences aloud
7. She's the one I'm fond of.
8. First of all, I want to thank you for coming.
9. The letter was to him, not from him.
10. I want to ask you a question. - The answers can be various
- Read the words first: clearly, correctly - Listen and give more questions in pairs
- Listen and correct their pronunciation if it’s needed - Read the sentences in chorus aloud
- Let students read the sentences and work in groups
- Listen and remark each group - Read the request of task 1 carefully and do the task
III. Grammar:
a) Review some grammar structures: Relative - Ask T if there is any trouble
clauses
Whom; who; which; whoever; whose……… - Compare compare their answers with their friends’
- Give some examples.
- Ask Ss to make sentences with the structures. - Some students read out the answers; other give
b. Practice: corrections
* Exercise 1: Suggested answers:
62
- Introduce the task: Exercise 1. Add who, whoever, 1.whom 6.who

whose, whom or which to complete the following 2. which 7.whose
sentences. 3. Whoever 8.who
- Guide Ss to do 4. which. 9.which
- Ask Ss to fill each blank with who, whoever, 5. which 10.whom
whose, whom or which.
- Correct mistakes.
Suggested answers:
1. whom 2. which 3. Whoever
4. which 5. Which 6. Who
7. Whose 8. who 9. which 10. whom - Read the request of task 2 carefully and do the task
* Exercise 2:
- Introduce the task: Exercise 2. Join the following - Ask T if there is any trouble
sentences in two ways.
Example: - Compare compare their answers with their friends’
1. Look at the man. He is teaching in the classroom.
a) Look at the man who is teaching in the classroom. - Some students read out the answers; other give
b) Look at the man teaching in the classroom. corrections
- Guide Ss to do
- Ask Ss to rewrite the following sentences using the Answers:
passive voice. 1. I read a book that was written by a friend of mine.
- Correct mistakes. - I read a book written by a friend of mine.
1. I read a book that was written by a friend of mine. 2. A man who was carrying a lot of money in a box
- I read a book written by a friend of mine. got on the bus.
2. A man who was carrying a lot of money in a box - A man carrying a lot of money in a box got on the
got on the bus. bus.
- A man carrying a lot of money in a box got on the 3. In the street there were several people who were
bus. waiting for the shop to open.
3. In the street there were several people who were - In the street there were several people waiting for the
waiting for the shop to open. shop to open.
- In the street there were several people waiting for 4. Britain imports many cars which that were made in
the shop to open. Japan.
4. Britain imports many cars which that were made - Britain imports many cars made in Japan.
in Japan. 5. There are a lot of people in your office who want to
- Britain imports many cars made in Japan. talk to you.
5. There are a lot of people in your office who want - There are a lot of people in your office wanting to
to talk to you. talk to you.
- There are a lot of people in your office wanting to 6. The cowboy who had been wounded by an arrow
talk to you. fell off his horse.
6. The cowboy who had been wounded by an arrow - The cowboy wounded by an arrow fell off ms horse.
fell off his horse. 7. Most of the people who were injured in the crash
- The cowboy wounded by an arrow fell off ms recovered quickly.
horse. - Most of the people injured in the crash recovered
7. Most of the people who were injured in the crash quickly.
recovered quickly. 8. John, who wished he hadn't come to the party,
- Most of the people injured in the crash recovered looked anxiously at his watch.
quickly. - John, wishing he hadn't come to the party, looked
8. John, who wished he hadn't come to the party, anxiously at his watch.
looked anxiously at his watch. 9. The children who were playing football in the
- John, wishing he hadn't come to the party, looked schoolyard were my students.
anxiously at his watch. - The children playing football in the schoolyard were
9. The children who were playing football in the my students.
schoolyard were my students. 10. Vietnam exports a lot of rice which is grown
- The children playing football in the schoolyard mainly in the south of the country.
63
were my students. - Vietnam exports a lot of rice grown mainly in the

10. Vietnam exports a lot of rice which is grown south of the country.
mainly in the south of the country.
- Vietnam exports a lot of rice grown mainly in the
south of the country.
IV. Homework: - Do exercises again and prepare the new lesson.
- Assign homework
- Do exercise ‘part E - language focus in work
book.
Period:
TEST YOURSELF B
A. AIMS: To help students

- To help students to be able prepare for the 45- minute test then do the exercise given.
B. AIDS:
- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...
I. Listening Listening
- Ask students to read the questions carefully then try to - Read the questions carefully then try to guess the
guess the answers and discuss the answers with their answers and discuss the answers with their friends.
friends. - Listen to the tape then answer the questions given.
- Play the tape and ask students to listen to the the tape. - Discuss the answers with their friends then correct
- Ask students to listen to the tape then answer the the mistakes themselves.
questions given. Answers:
- Ask some of them to give the answers orally. 1. In the past, teachers made students sit for hours
- Ask the others to give comments. and memorize all sorts of things.
- Give suggested answers if necessary. 2. Today many teachers wonder if it is not possible
- Ask students to copy the answers themselves. to make children learn at all.
3. They say you must let students learn and discover
things for themselves.
4. Children are at school only because their parents
64
make them go.

II. Reading 5. The law does not let them work until they reach a
- Ask students to read the reading then find the words certain age.
which mean: Reading
- Ask them to read the questions provided carefully. - Read the reading then find the words in the
- Ask them to read the passage again then answer the reading to do the exercise given.
questions.
- Ask them to compare their answers with those of - Read the questions provided carefully.
their friends’. - Read the passage again then answer the questions.
- Ask some of them to give the answers orally. - Compare their answers with those of their friends’.
- Ask the others to give comments. - Give the answers orally.
- Give suggested answers if possible. - Others to give comments.
- Take notes of the suggested answers if possible.
1. Final 2. requirements 3. when
4. courses 5. subjects 6. qualification
III. Grammar 7. graded 8. equivalent 9. count 10. who
- Ask students to read the open sentences carefully.
- Ask students to do the exercise in pairs. Grammar
- Ask students to compare the answers with their - Read the open sentences carefully.
friends’. - Do the exercise in pairs.
- Ask students to give their answers. - Compare the answers with their friends’.
- Ask other students to give comments on the answers - Give their answers, others give comments on the
given. answers given.
- Correct the answers the give the suggested answers. A. 1. The windows have been cleaned.
2. A supermarket is going to be built in this area.
3. Lan is said to have won a specail prize.
4. If you listen carefully, you will know what to
do.
5. If I had a car, I could give you a lift.
6. If we had brought a city map, we wouldn’t
have got lost.
B. 1. The girl who answered the phone told me you
IV. Writing: were out.
- Ask Ss to discuss the writing exercise then ask their 2. The chair that was broken two days ago has
teacher for help if possible in order to write the writing now been repaired.
successfully at home. 3. I saw some people whose car had broken
- Teacher can give some suggestion to help students to down.
organize their ideas, 4. I recently went back to my hometown where I
was born.
V. Homework: - Discuss groups
- Ask Ss to learn the structures by heart . - Write the letter on the board.
- Review the three units 4 - 5 - 6 for the 45 minute-test. - Learn the structures by heart .
- Review the three units 4 - 5 - 6 for the 45 minute-
test.
Period:
TEST 45 MINUTES
65
Choïn 1 töø (A, B, C hoaëc D) maø coù phaàn troïng aâm chính khaùc
vôùi nhöõng töø coøn laïi.
1. A. university B. application C. technology D. entertainment
2. A. interviewer B. preparation C. economics D. education
3. A. physical B. achievement C. government D. national
4. A. eleven B. history C. nursery D. different
5. A. interview B. impression C. company D. formally
Choïn töø hoaëc cuïm töø thích hôïp öùng vôùi A, B, C, hoaëc D ñeå
hoaøn thaønh moãi caâu sau.
6. Tommy left high school _______ the age _______ seventeen.
A. at / of B. in / for C. on / with D. of / in
7. The trees _______.
A. were grown by John yesterday in the backyard B. were grown in the backyard by John
yesterday
C. were grown in the backyard yesterday by John D. in the backyard were grown yesterday by
John
8. The telephone _______ by Alexander Graham Bell.
A. is invented B. is inventing C. invented D. was invented
9. Fee-paying schools, often called "independent schools", "private schools" or “_______ schools"
A. secondary B. primary C. state D. public
10. In England schooling is compulsory _______ all children from the age of 5 to 16.
A. with B. for C. to D. over
11. In Vietnam a school year lasts for nine months and is divided _______ two terms.
A. into B. to C. from D. on
12. _______ if a war happened?
A. What you would do B. What would you do C. What will you do D. What will you do
13. I would send her a fax if I _______ her number.
A. know B. knew C. had known D. could know
14. If it _______ warm yesterday, we would have gone to the beach.
A. was B. were C. had been D. could be
15. A letter of _______ is sometimes really necessary for you in a job interview.
A. recommend B. recommended C. recommender D. recommendation
16. He is the man _______ car was stolen last week.
A. whom B. that C. which D. whose
17. They have just found the couple and their car _____ were swept away during the heavy storm last
week.
A. that B. which C. whose D. when
18. You may jot down your qualifications and experience.
A. mention B. note down C. type D. find out
19. I didn't have an umbrella with me, so I got wet.
A. If I had had an umbrella, I wouldn't get wet. B. If I had had an umbrella, I would get wet.
C. If I had had an umbrella, I wouldn't have got wet. D. If I had had an umbrella, I would have got
wet.
20. Dien Bien Phu is the place _____ our army won a resounding victory in 1954.
A. where B. that C. what D. which
21. My uncle _______ you met yesterday is a lawyer.
A. which B. who C. whose D. whom
22. If I had time, I _______ to the beach with you this weekend.
A. will go B. will have gone C. would have gone D. would go
23. The first electronic computer_______ by the University of Pennsylvania in 1946.
A. was built B. had been built C. built D. had built
24. Have they tested all the machines?
A. Have all the machines be tested? B. Have all the machines been testing?
C. Have all the machines been tested? D. Have all the machines been being testing?
66
25. If she_______ him, she would be very happy.

A. meets B. will meet C. had met D. met
Xaùc ñònh töø/ cuïm töø coù gaïch döôùi öùng vôùi A, B, C hoaëc D
caàn phaûi söûa ñeå nhöõng caâu sau trôû thaønh chính xaùc.
26. The singer about who I told you yesterday is coming here tomorrow.
A B C D
27. The artist whom pictures we saw yesterday is also a concert pianist.
A B C D
28. If he fails the final exam, he woudn't be able to graduate.
A B C D
29. Does the groom and the bride exchange their wedding rings on the wedding day?
A B C D
30. When it was first establish in 1973, it consisted of only two hectares of land.
A B C D
Ñoïc kyõ ñoaïn vaên vaø traû lôøi caùc caâu hoûi (baèng caùch choïn
phöông aùn ñuùng, öùng vôùi A hoaëc B,C,D) töø caâu 31 ñeán caâu 35.
Galileo Galileo was born in 1564 in the city of Pisa, Italy. About twenty years later he attended the
University of Pisa. At first he wanted to become a doctor, but while he was there he became interested in
science and decided to become a scientist. In 1592, a year after his father's death, the University of Padua
invited him to be a professor of mathematics. He stayed there for 19 years, where he became interested
in the stars. He made an instrument which made far-away things look larger and easier to examine. This
was called the telescope. When he was studying the stars, he discovered that the "stars" which moved
were not really stars, but worlds like the earth. He proved the Copernicus was right; the earth and the
planets indeed moved around the sun.
31. Galileo attended the University of Pisa in _____ .
A.1564 B.1584 C.1592 D.1593
32. Galileo's father died _____ .
A. in 1591 B. in 1592 C. in 1593 D. when he was studying the stars.
33. He made the telescope because he wanted _____ .
A. to become a good professor of mathematics B. to prove that Copernicus was right
C. to discover some new planets D. to study the stars
34. The telescope helped him _____ .
A. to examine far-away things easily B. to look everything around him early
C. to see the earth D. to discover new planets
35. Which of the following statements is NOT true?
A. Galileo was interested in the stars
B. Galileo made an instrument to study the stars
C. Galileo proved that the earth and the planets moved around the sun.
D. Galileo discovered that the stars which moved were not really stars
Choïn töø thích hôïp ( öùng vôùi A hoaëc B,C ,D ) ñeå ñieàn vaøo choã
troáng trong ñoaïn vaên sau töø caâu 31 ñeán caâu 35 .
To attract someone’s attention so that we may speak to that person, we can use either verbal or
non-verbal forms (36)………… communication. Let us look at non-verbal (37)………… in English.
Probably the most common way of (38)…………….someone’s attention is by waving. For example, if
we are at a noisy party and (39)…………… a friend come in the door about 20 metres away, we might
raise our hand and wave (40)………… her as a signal that we see her.
36) A. in B. of C. at D. from
37) A. communication B. communicate C. communicated D. communicating
38) A. attract B. attraction C. attracting D. attracted
39) A. hear B. sit down C. smile D. see
40) A. from B. about C. to D. of
The end.
67
Period:
A.OBJECTIVE:
II-Skill: Reading, speaking, and writing skill
B.PROCEDUCE:
I-Settlement: Greeting the class and checking students’ attendance.
I/ READING:
- Ask Ss to read the passage. I/ READING:
- Ask Ss to answer the questions. - Read the passage
1. What did Sarah do on the first weekend? - Answers:
2. Why did Sarah feel so lonely at the party? 1. On the first weekend Sarah went out with her
3. What did Sarah do on Saturday night? new friends, walking around campus.
* Choose true or false 2. Because the people at the party were busy
4. Sarah didn’t attend a party on the first weekend at playing some game, and no one seemed to noticed
college: ……. her existence.
5. She was very excited about going to college: ............... 3. On Saturday night, she followed her roomate to
II/ Write a passage on the formal school education a party.
system in Vietnam, using the information below: (2.5 ms) * Choose true or false
4. F
+ Levels of education: 5. T
- primary (5 years; start from the age of 6)
II/ Writing
- lower secondary (4 years) - Discuss group works.
- Write them on the board.
- upper secondary (3 years) Answers
Children in Vietnam go to primary school at the
- Compulsory education: 9 years (primary and lower age of six and move to secondary school when
secondary) they are 11. Then they spend four years in lower
secondary and 3 years in upper secondary. They
- The academic year: 35 weeks (9 months, from September usually finish secondary school at the age of 17.
to May) Schooling is compulsory for Vietnamese children
until they finish lower secondary. It take 9 years
- School terms: 2 terms: term 1 (September to December), for the children to finish compulsory education.
term 2 (January to May) The duration of the academic year is 35 weeks or
9 months. It runs from September to May and is
- Time of the national examination for GCSE (early June). divided into two terms. The first term is from the
beginning of September to late December and the
second term starts in early January and ends in
May.
A national examination for GCSE is usually held
in June for all students who finish high school.
And then those who pass the GCSE exam are
able to sit for the university or college entrance
examination in July.
Probably, students will take only an examination
68
for finishing high school and for university or

III. TRẮC NGHIỆM college.
- Ask Ss to choose the best answer. III. Multiple choice
- Correct them
1. B 2. B 3. B
IV. Consolidation: 4. D 5. A 6. A
- What have you learnt inUnit 4,5 and 6 7. D 8. C 9. D
10. C 11. A 12. A
V. Homework: 13. C 14. B 15. A
- Ask Ss to review all grammtical points and vocabularies. 16. B 17. A 18.
- Prepare Unit 7 lesson 1: READING 19. 20.
- Review all grammtical points and vocabularies.
- Prepare Unit 7 lesson 1: READING
Period:
Unit 7: Economic reforms
A: READING
- To help students gain some knowledge about economic reforms in Vietnam.
- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.
- Students learn words and phrases in terms of economics and policies.
B. AIDS:
- English textbook for students
- English textbook for teachers
- Pictures
I. Warm-up:
Aims: To introduce the topic of the lesson and to raise
students' interest. - Now: beautiful buildings, good facilities,..
- Tell the class the the differences between schools past: ….
(hospitals, houses) now and the past ten years. Now: tractors, motorbikes, …
- How do farmers transport their farming products Past: Human’s force or animal’s force.
now and how did they do ten years ago? - the development of economic.
- What make all of these changes?
II. Before you read :
- Ask students (to work in pairs) to open their books,
look at the pictures, and do the tasks that follow. - A village, farmers, a buffalo, some huts,…
1. What can you see in the picture? - A poor village, of course the farmers lead a poor
2. Do you think that the people in this picture lead a life.
rich or poor life? - Build a new road, change the cultivation methods,
3. What, in your opinion, should be done to improve …
the situation?
- Ask them to work in 3 minutes, meanwhile the
teacher moves around to help if necessary.
- Ask some pairs to report .
- Give some remark if necessary - Listen to the teacher then read the passages
III. While you read : - Ask some new words if necessary
- Ask students to look through the passage and read in
69
silence
- Help students read the passage - Read through the text find the new words, try to
- Explain pronunciation and meaning of new words which guess the meanings of those words in contexts:
appear in the passage + National Congresses: §¹i héi toµn quèc
Task 1 : + Renovation (n): ®æi míi
- Ask students to read through the text once to find out + Under - developed (pp): chËm ph¸t triÓn
some new words, guess the main idea. + Inflation (n): l¹m ph¸t
- Explain new words (give the Vietnamese + Stagnant (adj): tr× trÖ
equivalents), guide the Ss to get the main contents of + Government subsidies (n): sù bao cÊp cña
the reading text. chÝnh phñ
- Ask students to work individually in 3 minutes to do + Government commitment (n): cam kÕt cña
this task. chÝnh phñ
- Guide students to read through the passage , then + Dissolve (v): tan r·
focus on only the sentences surrounding the suggested + Substantial (adj): lín lao, ®¸ng kÓ
words to do the task effectively. - Get the meaning of some more words:
- Give students some more words that may be new / + Eliminate (v):….
unfamiliar to them. + Intervention (n):…..
- Guide the students to read the word in chorus and + Vietnamese Communist Party
individually. + Measure (n):……
+ Promote (v):…..
+ Economic reforms (n):…..
+ Land Law
Task 2: + Enterprises Law
- Ask students to read the passage again and choose
whether the statements given are true (T) or false (F). - Work individually to read the text then choose
- Ask them to work individually to do the task and give whether the statements given are true (T) or false
the evidence to prove the keys. (F).
- Move around to make sure that all students are - Share the key with other Ss.
working and to help them if necessary. 1. F 2. F 3. T 4. F 5. T
- Ask some students to report and give feedback. - Find in the text the evidence to prove the keys.
Task 3:
- Ask students to read the passage again then work in - Do the task in pairs:
pairs to ask and answer the suggested questions. A: When and by whom was …?
- Walk around the class to give help if necessary. B: in 1986 by the Vietnamese Communist Party
A: What was the aim…?
B: to restructure the economy of Vietnam, to
Raise the living standard of the people.
A: Name the renovation measures…?
B: eliminated government subsidies. shifted
economic priority…..of export. reduced state
intervention in business. open trade relation…..the
world.
encourage foreign……investment.
A: How has Vietnam changed…?
B: productivity and agricultural export. farmers
- Give suggested words, phrases or useful suggestions. have enjoyed. workers have worked harder.
children, especially from, training.
- Correct the students’ work. A: What do we believe?
B: We believe that with the …..
VN before DM: economy under - developed country
and poor people – production stagnant – shortage
of schools, hospitals – inflation.
Renovation measures:
IV. After you read : eliminated government subsidies - shifted economic
70
- Ask students to work in groups to scan the text again. priority…of export - reduced state intervention in
- Ask them to work in small groups of three or four to business - open trade relation…the world -
talk about the text based on the suggested points. encourage foreign……investment.
- Encourage them to use their own words. VN since DM: productivity and agricultural export
- Ask one or two pairs to report. -farmers have enjoyed…workers have worked
harder. children, especially from …, … training.
V. Home work:
- Write a passage to say what changes you’ve seen in - Listen to the teacher
your village since the year 1986. compare to the past. - Write down the homework to do at home.
Period:
Unit 7: Economic reforms
B: SPEAKING
A. AIMS:
- Students can ask and answer about some World Cup
- Students learn more words and phrases in term of music.
B. AIDS:
I. Warm-up:
- Tell a short story to prove that the renovation - Listen and give one’s own ideas or story if being
measures has apparently changed the social and asked.
people’s lives positively.
II. Pre-speaking :
Task 1
- Explain the requirements clearly in English “in your - Work in pairs to discus the three questions and find
textbook, there are four pictures. Now, what I would the answers.
like you to do is to look at them carefully and say what A: What does each pair of picture tell you?
they are about” B: It tells us the contrast between the present
- Ask students to work in pairs to discus the three and past situations.
questions and find the answers. A: What changes can you see in each pair of…?
- Correct the students’ work and give remark. B: The new school and factory are much bigger
and more beautiful than the old ones.
A: What do you think …to achieve these…?
B: They must have taken some renovation
measures.
- Correct the answers oneself.
III. While-speaking : Group 1: Education

Task 2 S1: The government of Fantasia has changed the
- Explain the requirements “The country of Fantasia curriculum and textbooks.
started its overall reforms…”. S2: They also provided schools with more
- Divide the class into groups, ask each group to equipment and facilities.
discuss a section: Education; Health care; Agriculture S3: They build more schools and raised the
71
- Guide the students how to speak by giving them teachers’ salaries.

useful suggestions: S1: It is obvious that they……
+ They have………… so …… Group 2: Health care
+ Due to the ……… S1: Many hospitals have been built as well as the
+ Thanks to the……… doctors’ and nurses’ salaries have been raised.
+ By applying……… S2: Due to the government’s policy, many more
- Walk around from group to group to give help if highly qualified doctors have worked to improve the
necessary. people’s health.
- Encourage students to speak out what they think even Group 3: Agriculture
a phrase or a singular word. S1: Fantasia has applied appropriate policy to
− Disadvantaged (adj): in a bad social or economic encourage farmers to work more efficiently, and
situation; poor they have built more dykes and damps, irrigation
and drainage systems.
− Method (n): a way of doing sth
S2: They’ve also applied new and advanced farming
− Qualified (adj) having passed an exam or having the techniques, more facilities and equipment.
knowledge, experience, etc. in order to be able to do S3: They use fertilizers, pesticides and insecticides
sth to protect their crops.
− Insurance (n): an arrangement with a company in
which you pay them regular amounts of money and S1: The government of Fantasia has changed the
they agree to pay the costs if, for example, you die curriculum and textbooks. They also provided
or are ill, or if you lose or damage sth schools with more equipment and facilities. They
− Irrigation (n): bringing a supply of water to a dry build more schools and raised the teachers’
area, especially in order to help crops to grow salaries…
S2: Fantasia has applied appropriate policy to
− Drainage (n): a system used for making water, etc.
encourage farmers to work more efficiently, and
flow away from a place
they have built more dykes and damps, irrigation
− Fertilizer (n): a natural or chemical substance that and drainage systems. They’ve also applied new
is put on land or soil to make plants grow better and advanced farming techniques, more facilities
− Pesticide (n): a chemical substance that is used for and equipment. They use fertilizers, pesticides and
killing animals, especially insects, that eat food insecticides to protect their crops.
crops
- Insecticide (n): a substance that is used for killing S1: What have the government and the people of
insects Fantasia done to improve education?
IV. Post-speaking : S2: They have built more schools and have
Task 3 equipped more equipment and facilities.
- Ask students to work individually to summarize what S3: They also give more scholarships to poor of
they’ve discussed in their own words. disadvantage students.
- Move around to check the activities and to make sure
that students are working effectively. - Listen to the teacher.
- Ask one or two students to report in front of the
whole class.
- Check and give remarks.
V. Homework:
- Ask Ss to give name some measures we’ve made to - Write down the homework to do at home.
promote our economic system.
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Period:
Unit 7: ECONOMIC REFORMS
C: LISTENING
A. Aims
- Students can improve their listening skill: they can catch detail information from the passage.
- Students can summarize the passage.
B. Aids
- Tapes and cassette
- Handouts
I. Warm-up:
- Let students play crosswords to revise the vocabulary - Listen to the teacher.
in Reading lesson. - Play the game.
- Call some pairs to give the answers. - Do task 1 in pairs
- Ask students to do task 1: discuss the question: Do S1: Do you think that drug - taking should be
you think that drug - taking should be banned? Why banned?
and Why not? S2: Yes, I think so.
- Ask one pair to report what they have discussed. S1: Why so?
S2: Because taking drug is harmful to people’s
II. Before you listen: health.
- Ask students to work in pairs to ask and answer the - Work in pairs:
given questions. S1: Should drug-taking be banned?
- Guide the students to answer if necessary. S2: Yes, because it brings the users many harm on
- Give further information. not only their physical but also mental health.
S1: Drug - taking is totally a social evil.
- Listen and repeat:
- Explain the words that will appear in the listening Tango Discourage
text. Drug - taker Rationally
- Ask students to read in chorus then individually. Ruin Solution
Unfortunately Measures
Islanders
- Read the statement once to get the main contents.
Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.
III. While you listen: - Answers:
Task 1: 1. F (in the Atlantic Ocean)
- Ask students to read the statement at least once first. 2. F (a plant which contained a powerful drug)
- Ask them to guess the answers 3. T
- Play the tape once then check how many answers can 4. T
students find.
5. F (on TV)
- Play the tape again.
- Check and give remarks. 6. F (nobody took any notice)
- Call some students to say out their answers and the 7. T
evidences they get to prove their answers. 8. T
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9. F (other countries)
- Listen to the teacher’s explanation then correct the
answers onself.
Task 2: - Read the questions once to get the main contents.
- Ask them to guess the answers. - Listen to the tape and do the task.
- Play the tape once then check how many answers can - Find evidences to each of the answers.
students find. Represent if being asked.
- Play the tape again. 1. They discovered a plant which contained a
- Check and give remarks. powerful drug.
- Call some students to say out their answers and the 2. They grew it all over the island.
evidences they get to prove their answers 3. The negative effects the drug brought about were:
- Workers and farmers became lazy,
- Children did not want to go to school, and
- The whole population began to run short of food.
4. The government took three measure: introduced a
law to make the drug illegal, put the drug - takers
IV. After you listen: into prison, and exported the drug to other
- In group, ask students to discus the guided question, countries.
find the answer. 5. Eventually they decided to export the drug to
- Move around to help if necessary. other countries.
- Give remarks or even suggestions. - Listen to the teacher’s explanation then correct the
answers oneself.
- In groups, ask and answer the question.
S1: Do you think that the Government of
Tango……?
S2: I don’t agree with that solution because when
they export the drug to other countries the other
peoples will suffer from the drug-taking problems,
and other government will face the same problems
V. Homework: as theirs.
- Imagine you are an MP of Tango what would you do - Listen to the teacher’s guide to correct oneself.
to solve the problem. - Listen to the teacher and write down homework to
do at home.
Handout
1 2 3
1 D O M I N A T E
2 I N F L A T I O N I
S
3 S T A G N A N T
4 C O N S U M E R A
5 R E N O V A T I O N T
L E
6 R E S O L V E
7 E D U C T I O N
Fill in the box with the words which means…

Down:
1. to become or to make sth become liquid
2. a soft silver-white metal that is often mixed with other metals
3. a large area of land in the countryside that is owned by one person or family
Across:
1. to be more powerful, important or noticeable than others
74
2. a general rise in prices; the rate at which prices rise

3. not flowing and therefore dirty and having an unpleasant smell
4. a person who buys things or uses services
5. bring something such as a building back to a former better state by means of repairs, redecoration
, or remodeling
6. to find an answer to a problem
7. the teaching or training of people, especially in schools
Answers:
1 2 3
1 D O M I N A T E
2 I N F L A T I O N I S
3 S T A G N A N T
4 C O N S U M E R A
5 R E N O V A T I O N T
L E
6 R E S O L V E
7 E D U C T I O N
Period:
D: WRITING
A. AIMS:
- Students can write a report basing on the information given in the Table of Tango’ economic
development in two decades
- Students can improve their writing skill.
B. AIDS:
I. Warm-up:
- Free talk about the changes in one’s home village - Do as required.
during the renovation process. - Exchange the ideas with others.
II. Pre-writing:
- Explain as clearly as possible the requirements “The - Listen to the teacher.
table below presents the results the Government…”. - Get the task.
- Ask students to look at the table page 76 - Look at the table page 76
This table presents the achievements the government
and the people of Tango have gained in some braches - Listen to the teacher.
of the economy after two decades of their economic - Guess the meaning of the new words.
reform.
- Introduce some new words. (eliciting, give the
definitions in English then ask students to translate - Fishery : ng nghiÖp
them into Vietnamese to check their understanding)
− Fishery: the catching, processing, or selling of - Forestry: l©m nghiÖp
fish, including the industries and occupations
involved in these activities
− Forestry: the science or skill of planting and - Read the words
growing trees or managing forests
75
- Let the whole class read the new words twice or three
times.
- Call 2 - 3 students to read new words again - Work in pairs to do the task.
III. While - writing: S1: What was the economic situation in Tango
Task 1 before 1980?
- Ask students to look at Task 1. S2: It was really bad. The country was under-
- In pairs, ask students to ask and answer the questions. developed.
- Move around to give help. S1: What can you say about the economic situation
- Check and give remarks. in Tango from 1980 to 200?
S2: Many positive changes has made. The economic
situation in 2000 is much better than the one in
1980.
S1: What do you think the ….?
Task 2 S: They have taken positive measures….
- Explain the requirements: Writing a report. - Listen to the teacher to correct oneself.
- Ask students to do Task 2 individually: write a report - Work in groups to do the task.
of 150 words on the economic development of Tango. It The Government and the people of Tango started
must conclude details such as: their overall economic reform in the mid 1970s.
− The economic situation of Tango before 1980 Before that time the economy of the country was in
− The measures taken by the government and the ruins………. . The Government of Tango has taken a
people of Tango to overcome the problems. lot of measures in order to promote the national
− The achievements (as presented in the table) economy such as……. . Despite all difficulties, the
they have made as a result of the reform. people of Tango ….. . After all, they have received
What words do you often use to express changes in greater and greater achievements….
economy? - Compare the result to the other groups.
- Listen to the teacher’s explanations.
+ The economic situation of Tango before 1980. - Exchange the writing to other groups to check and
+ The measures taken by the Government and the give remarks.
people of Tango overcome the problems. - Represent the task on board if being asked.
+ The achievement (as presented in the table) they have - Read the writing to get others’ remarks.
made as a result of the reform. The Government and the people of Tango started
- Ask students to work in groups to write report. their overall economic reform in the mid 1970s.
- Walk around to give help if necessary. Before that time the economy of the country was in
ruins…… The Government of Tango has taken a lot
IV. Post-writing: of measures in order to promote the national
- Ask some groups to represent their work, ask other to economy such as……Despite all difficulties, the
give remark. people of Tango …After all, they have received
- Choose some good writing to read in class and give greater and greater achievements…
remark.
- Do as the teacher asked.
V. Homework:
- Ask students to rewrite the task at home and preapare - Listen to the teacher and write down homework.
part Language Focus at home.
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Period:
E: LANGUAGE FOCUS
A. AIMS:
1. Pronunciation:
- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/.
2. Grammar:
- Students know how to use “to infinitive” to talk about purposes.
- Students revise information questions.
- Students practice using past tense to talk about people’ autobiography.
B. AIDS:
- Pictures
I. warm up:
- Introduce the lesson to the students. - Listen to the teacher.
Auxiliary often has the strong form when it is used in
short answers, and it has the weak form when it is used
in questions.
- Read the auxiliaries both strong and weak forms for - Read the sound
students to recognize the difference
- Read the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their mispronounce. - Get the teacher’s explanation.
II. Pronunciation: Can /kæn/ (str) /kәn/ (w)
- Explain the way to use strong form (emphasis, Could /kud/
positive, stressed cases), weak form (interrogative, Must /mΛ st/ (str) /mәst/ (w)
unstressed cases) Have /hæv/
- Help students to know the pronunciation. Has /hæs/
- Practice: Do /du/
A: Can you speak English? Does /dΛ z/
B: Yes, I can. Is /iz/
A: Must we go now? Am / æ m/
B: I think we must. Will /wil/
A: Have you met Quang? Shall /∫æl/
B: Yes, I have - Practice reading in chorus or individually.
A: Has she gone?
B: Yes, she has.
A: Shall we go now?
B: I think we ought to.
A: Will you come tomorrow?
B: Yes, I will.
A: Do you really have time for it?
77
B: Yes, I do.
III. Grammar and vocabulary: - Discuss the answers in pairs
- Ask students to do Exercise - Give the answers
complete the sentences, use “although” + a sentence
from the box. Exercise1:
- Read the example to illustrate. 1. Although it rained a lot, we enjoyed our vacation.
- Go around to supervise them 2. Although we had planned everything carefully, a
- Ask students to discuss the answers in pairs. lot of things went wrong.
- Call some students to give their answers. If students’ 3. Even though/ Although the doctor has advised
answers are right, repeat them, if not, give the right him to quit, Bob (still)….
answers 4. Although it was cold and rainy, we managed to
- Explain once again the “Clause of concession”. go to class in time.
Though 5. Although Luong has studied English only for six
Although S + V, S + V months, he can …….
Even though 6. I didn’t go to bed early although I was …
Guide the students how to do the exercises. Exercise 2:
Divide the class into groups, ask them to do the 1. Although I was very tired
exercises. 2. Although I had never seen her before
- Walk around to give help if necessary. 3. although it was pretty cold
Correct the students’ work if necessary. 4. although we don’t like them very much
5. Although I didn’t speak the language
6. Although the heat was on
7. although I’d met her twice before
8. although we have known ……..
Exercise 3:
1. we forget many things
2. they were very happy
IV. Homework: 3. he could speak/ read the language…
- Ask students to revise the strong form and weak form 4. Although he had revised everything…
of auxiliaries, the use of clause of concession, redo all 5. it is pretty cold/ there hasn’t been…
the exercises and prepare unit 8 at home. - Listen to the teacher and write down homework to
do at home
Period:
Unit 8 : LIFE IN THE FUTURE
A: READING
A. AIMS:
words in context.
B. AIDS:
- Pictures
I. Warm-up:
1/ What are the people going to do? - Listen to teacher.
2/ Does it look like a normal airplane? - Look at the picture and answer the questions:
78
3/ How is it different? 1/ They are going to fly.

4/ Do you think that life in the future will be like this? 2/ No
Aims: to introduce the topic of the lesson and to raise 3/ It looks more modern than a normal airplane. It
students' interest. has no wings.
- Introduce the lesson 4/ Yes,
- Ask students to look at the questions in Before you No
read, page 80, working in pairs to discuss the question Possible answers
in Before you read: S1: Do you think life will be better in the future?
1. Do you think life will be better in the future? S2: Yes
Why / Why not? S1: Why?
2. List three things that might happen in the future. S2: Because of the development of science and
II. Before you read : technology.
- Ask students to look at the picture ask and answer the S1: List three things that might happen in the future
questions. S2: I think in the future, people can live in the Mar,
people will be healthy without any diseases, and
they can travel by plane to work everyday.
III. While you read : - Look at the picture, listen to the teacher then ask
- Ask students to look through the passage and read in and answer the questions in the book.
silence - Work in pairs.
- Help students read the passage - Listen to the teacher then read the passages
- Explain pronunciation and meaning of new words which - Ask some new words if necessary
appear in the passage - Give Vietnamese equivalents
- Corporation(n): a large business company - Corporation(n):
- Chore(n): a job that is not interesting but that you - Chore(n):
must do - Burden(n):
- Burden(n): something that is heavy and difficult to - Influence(v):
carry - Methane(n):
- Influence(v): to have an effect on or power over - Responsibility(n):
sb/sth so that he/she/it changes - Read the words
- Methane(n): a gas without color or smell, that burns - Read the passage in silence
easily and that we can use to produce heat
- Responsibility(n): a duty to deal with sth so that it is - Work individually to read the text then choose the
your fault if sth goes wrong the words and phrases in the passage:
- Share the key with other students:
Task 1 : Keys
- Ask students to read through the text once to find out 1. Pessimists: nhung nguoi bi quan
some new words, guess the main idea. 2. Optimists: nhung nguoi lac quan
- Explain new words (give the Vietnamese equivalents), 3. Economic depression: suy thoai kinh te
guide the Ss to get the main contents of the reading text. 4. Terrorism: khung bo
- Ask students to work individually in 3 minutes to do 5. Wiped out: xoa sach
this task. 6. Space shuttle: tau vu tru
- Guide students to read through the passage , then
focus on only the sentences surrounding the suggested
words to do the task effectively.
- Give students some more words that may be new/
unfamiliar to them.
- Guide the students to read the word in chorus and
individually. - Listen to the teacher then do the task.
- Work in pairs:
Task 2: Keys:
- Ask students to read the passage again then work in 1. Many large corporations will be wiped out
pairs to ask and answer the suggested questions. and millions of jobs will be lost.
- Walk around the class to give help if necessary. 2. The security of the earth will be threatened
by terrorism, as terrorist groups will become
79
more powerful and more dangerous.

- Give suggested words, phrases or useful suggestions. 3. People will be living in much cleaner
environment, breathing fresher air and eating
- Correct the students’ work. healthier foods. They will also be better looked
after by a modern medical system. Domestic
chores will no longer be a burden thanks to the
interventions of labor- saving devices.
4. They are developments in micro technology-
Task 3: computer and telecommunication.
- Ask students to read the questions carefully. - Work individually to read the text then choose the
- Ask students to read through the passage again. the words and phrases in the passage:
- Ask the class to do . - Share the key with other students:
- Call some students to give the answers. Keys:
- Ask others students to correct. 1. Work: factories will be run by robots, offices
- Give the true answers will go electronic, many people will work from
home.
2. Travel: travel by space shuttle very fast, at
15000 kms per hour; cars could run on
electricity or methane gas and fitted with
computers.
- Listen to the teacher then do the task.
IV. After you read : - Some students stand up to report their discussions.
- Ask students to work in groups to scan the text again. - Work in groups
- Ask them to work in small groups of three or four to Advantages: save labor, do difficult jobs so that men
discuss the Advantages and disadvantages of Robots have more time to enjoy life or do more creative
- Encourage them to use their own words. work.
- Ask some students to report. Disadvantages: replace human beings in many
V. Home work: fields so many people will lose their jobs or go
jobless
- Review the reading and prepare the speaking at home. - Listen to the teacher
- Write down the homework to do at home.
Period:
B: SPEAKING
I. Aims:
- Students can ask and answer about changes of people and the world in the future.
II. Aids:
III. Procedures:
Warm-up:
- Tell a short story to prove that the renovation - Listen and give one’s own ideas or story if being
measures has apparently changed the social and asked.
people’s lives positively. - Listen to the riddle
80
+ Ask students the question: - Answer the question

How can we get some clean water? + We buy clean water from the shop
+ Give the answer: Bring the water from the river and + We ask our parents for it.
wash it. + ……………..
- Listen to the teacher and write the title in their
- Introduce the lesson: notebooks.
- Introduce some new words (eliciting , give the - Listen to the teacher.
definitions in English then ask students to translate - Guess the meaning of the new words.
- to be declared open: to be stated publicly and
officially
- holiday resort: a place where a lot of people go to
on holiday - to be declared open: ®îc c«ng bè réng
- a cure for: a medicine or treatment that can cure r·i
an illness, etc. - holiday resort: n¬i nghØ m¸t
- holiday maker: a person who go on holiday.
- a cure for: ph¬ng thøc ch÷a
- running on: the action or sport of running
- cold war: the war against common cold. - holiday maker: kh¸ch ®i nghØ
- Let the whole class read the new words twice or three - running on:
times. - cold war:
- Call 2 - 3 students to read new words again.
Pre-speaking :
Task 1 - Read the new words
- Guide students how to practise.
- Ask students to look at Task 1
- Ask students to do Task 1: - Look at Task 1
Look at these newspaper cuttings from the future, They - Do Task 1
were written on 1st of April. Say what will have
happened and what people will be doing by the end of
the 21st century.
- Revise the use of future tense:
+ When we want to say about an event going on at a We use “will+be+V_ing”
particular time or over a period of time in the future,
which tense do we use?
+ When we want to talk about something that will be
ended, completed or achieved by a particular point in
the future, which tense do we use?
+ Look at the example, this action will be completed by
the end of the 21st century, so we use will+ have+ P.II.
- Ask one student to read the example - Read the example
- Ask Ss to work in pairs to say what will have - Do Task 1 in pairs
happened and what people will be doing by the end of
the 21st century.
- Walk around the class to guide or supervise them and - Work in pairs
give them help if necessary.
- Ask some pairs to report what they have talked
- Give comments; correct the common mistakes after
they finish. - Report what they have talked.
While-speaking :
Task 2
- Guide students how to practise. - Listen to the teacher and correct the mistakes.
- Ask students to work in pairs.
- Introduce some new words (eliciting , give the
81
definitions in English then ask students to translate

- Living standard: the quality of life - Listen to the teacher.
- Fatal disease: disease causing or ending in - Guess the meaning of the new words.
death.
times.
- Call 2 - 3 students to read new words again - Read the new words
How can we say if we want to make prediction?
What else?
-> We often base on something to make prediction, you
have to give reasons for your prediction. It is likely that+ clause
Could you tell me how we say to give reason for It is unlikely that+ clause
something? It is possible that+ clause
If we mean that the reasons are negative, what should It is impossible that+ clause
we use
If the reasons are positive, what should we use? Because + clause
Give some expressions of reasons: Because of + Noun phrase
-…because living standards will be/ have been Since/As + clause
improved. For + Noun phrase
- …the cures for fatal diseases will be/ have been As a result of
found.
-… it’s (Jupiter/Mars/moon) too far. Thanks to + Noun phrase
-… It’s (Jupiter/Mars/moon) too cold/ hot there.
-… there’s no water there./ The atmosphere is too thin
there.
-…It’s too costly/ just impossible to do that.
- Ask one student to read the example
- Ask some Ss to recall the way to show opinion
In my opinion
from my point of view
- Give example: As far as I am concerned.
In my opinion, it’s unlikely that by the end of the 21st I think
century people will be living to the age of 150 because I believe
there will be more and more diseases. - Listen to the teacher
- Ask students to do Task 2 in pairs, discussing which
of the predictions are likely/ unlikely to happen. Give
at least two reasons for each
- Call one student to repeat the instruction to check
whether they are clear about what they have to do - Do Task 2 in pairs
- Go around to supervise them. Note down serious and
common mistakes
Post-speaking :
Task 3 - One student repeats the teacher’s instruction.
- Guide students how to practise. - The others listen to their friends to make clear
- After about 3 minutes of discussion, call some pairs to about what they have to do
report what they have done
- After students finish, give them comments: correct - Some pairs report
some pronunciation mistakes they have made
- Read aloud the words and ask the whole class to
repeat
- Ask students to do Task 3: : making some more
predictions about what life will be like one hundred - Repeat after the teacher
years from now.( work in groups of 4)
82
- After about 3 minutes of discussion, call some groups

to report what they have done - Work in groups to do Task 3
- After students finish, give them comments: correct - Some groups report what they have discussed:
some pronunciation mistakes they have made I think it is likely by the end of 2106, scientists will
- Read aloud the words and ask the whole class to have found a cure for AIDS thanks to the
repeat developments of science and technology
- Correct their mistakes. - Listen to the teacher
Homework: - Repeat after the teacher
- Ask the students to prepare the listening at home.
83
Period:
C: LISTENING
I. Aims:
- Students can improve their listening skill : they can understand the passage about life expectancy.
II. Aids:
- Handouts
III. Procedures:
Warm up:
- Let students play a game - Listen to the instruction
- Introduce the game rule:
This is Lucky number game. We have four teams. I will
give a definition, and you have to give the word it refers
to. You have to raise your hand to answer the question.
Who raises the hand first will have the right to answer
the question.
If your answer is right, you will get one point. If not,
the other team will answer the question. The team
which gets the true answer can choose the next
question, if it is a lucky number, that team will get 2
points.
- Let Ss play
Pre- listening - Do Task 1 in pairs
- Ask students to do Task 1:
Discuss the question: Which of the following factors do
you think might help people have a long and healthy
life?
+ No smoking? Why? S1: Which factors do you think might help people to
+ Love a lot? Why? have a long and healthy life.
- Ask one pair to report what they have discussed. S2: I think they are no smoking, eating healthy food,
- Introduce some new words (eliciting , give the laughing a lot, and doing exercise because by doing
definitions in English then ask students to translate so, we can improve our health.
them into Vietnamese to check their understanding) - Listen to the teacher.
- Incredible (adj): impossible or very difficult to - Guess the meaning of the new words.
believe
- Centenarian (adj): belong to the century, 100
years
- Eradicate (v): to destroy or get rid of sth
completely
- Life expectancy (n): the number of years that a
person is likely to live
- Eternal life (n): life without beginning or end;
existing or continuing for ever
- Mushroom (v):rise quickly
- Curable (adj.): (used about a disease) that can be
made better - Read the new words
While - listening - Read the statements in Task 1.
- Listen to the passage and answer the questions
84
Task 1 1. F (Some scientists can predict)

- Let the whole class read the new words twice or three 1. F (Because we look after ourselves, eat more
times. healthily, cut down on things like butter,
- Call 2 - 3 students to read new words again. alcohol and cigarettes)
- Ask students to read the statements in Task 1.
2. F (80)
- Ask students to listen to the passage the first time:
3. T
Listen to an interview about people’s life expectancy in
4. T
the future, listen and decide whether the statements are
- Listen again the third time to finish the Task.
true or false.
- Play the tape or read the passage twice
- Discuss the answers to the questions in pairs.
- Ask some students to give their answers. Ask them to
- Answer the questions, and correct the wrong
give reason for their answers. If their answers are right,
answers.
repeat them; if not give the correct answers.
Task 2
- Ask them to listen again the second and the third time
to finish Task 2: answer the questions
1. Eating more healthily, cutting down on
- Ask students to discuss the answers to the questions in
things like butter, alcohol and cigarettes.
pairs.
- Go around to supervise students if necessary.
2. The development in medical science.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are wrong,
3. In ten years’ time AIDS will also be brought
give them the answers:
under control. / We’ll have been able to
- If most students do not catch the information for the
bring AIDS under control.
questions, let them listen again to the passage once
more.
1. What are factors that help people have longer life
expectancy according to Dr. Davis?
2. Which factor is the most important one? Why?
3. What will we have been able to do about AIDS
in ten years’ time?
- Do After you listen in groups
Post- listening
Advantages:
- Ask students to do After you listen in groups
- Do many things they want to do/ enjoy life
Work in groups and the advantages and disadvantages
more
of having a very long life.
- See their children and grandchildren grow up
- Eliciting some ideas from the students:
- Help their children and grandchildren
What are the advantages of having a very long life?
- Children and grandchildren are happy with
What are the disadvantages of having a very long life.
(write the answers on the board) them
- Go around to supervise them. Note down serious and Disadvantages:
common mistakes. - Too weak to do things and often ill
- Ask one group to report what they have discussed - Feel lonely when children have grown up
- Give comments after they finish and busy with their own lives, and friends
- Call another group if there is enough time are dead.
- Give feedback and correct serious or common - Do the task in groups
mistakes - Report what they have discussed
Homework: - Listen to the teacher and correct the mistakes
- Ask the students to prepare writing at home.
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Period:
D. WRITING
I. Aims:
- Students can write about the ideal world in which they would like to live in the year 2020.
II. Aids:
III. Procedures:
Pre- writing - Write down in the notebooks the title.
Task 1:
- Write on the board the title of the lesson: Unit 8: Life
in the future. - Listen to the teacher
Part D. Writing
- Introduce some new words and expressions
- Under the threat of terrorism: trong sù ®e do¹
cña chñ nghÜa khñng bè
- Live in harmony: sèng hoµ thuËn
- Live in clean healthy environment: sèng trong
m«i trêng trong s¹ch, lµnh m¹nh.
- My main desire is …: mong íc, kh¸t väng
chÝnh cña t«i lµ…..
- Materialistic (a): theo chñ nghÜa vËt chÊt, - Read the words
nÆng vÒ vËt chÊt
times. - Read the passage to analyze it.
- Call 2 - 3 students to read new words again.
- Ask students to read the passage to analyze it. - Discuss the answers to the questions in pairs.
- Ask students to discuss the answers to the questions in - Answer the questions, and correct the wrong
pairs. answers.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are wrong,
give them the answers: - World peace: peaceful world, no war, no conflicts,
1.What are the student’s concerns about? no threat of terrorism, people love in harmony
World peace? - Employment: everyone has a job.
Employment? - Environment: clean and healthy, less noise, less
The environment? pollution, larger parks, wildlife is protected.
The people ? - People: less materialistic, less selfish, less violent,
and more loving.
Yes, they are.
Yes, I wish people can do the job that they like, and
2. Are your concerns similar to those? they no longer suffer from fatal diseases.
3. Do you have other concerns? What are they?
While - writing
Task 2 - Do Task 2 individually
- Ask students to do Task 2 individually.
- Write about the ideal world in which you would like
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to live in the year 2020 using the ideas you have

discussed in Task 1 - Write the description
Post - writing
Try to use the expression like: my main desire is to…., I
would also wish… - Listen to the teacher and correct the mistakes
- Go around to supervise them. Note down serious and - Exchange the writing
common mistakes.
- Show and correct some common mistakes - Revise their description.
- Ask students to exchange their work to check
- Ask students to revise their description

- Ask students to hand in their work to mark
Homework: - Listen to the teacher and write down homework.
- Ask students to rewrite the task at home and prepare
part Language Focus at home.
Period:
E. LANGUAGE FOCUS
I. Aims:
1. Pronunciation
- Students can pronounce correctly the contracted forms of auxiliaries (have and has)
2. Grammar
- Students know how to use articles and.
- Students know how to use some preposition phrases.
II. Aids:
- Pictures
III. Procedures:
Pronunciation - Listen to the teacher
- Pronounce the auxiliaries both contracted forms and
full forms for students to recognize the difference
- Pronounce the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their mispronounce
- Read 2 times the sentences, and then let the whole - Read after the teacher
class read the sentences twice or three times.
- Put stress mark for them to practice - Read the sentences twice or three times
- Call 2-3 students to read the sentences again.
- Ask them to read the sentences in pairs, go around to
supervise them. - Read the sentences again.
Grammar and vocabulary
Exercise 1
- Explain how to change direct speech into reported - Read the sentences in pairs.
speech with gerund briefly then give some examples to
illustrate and asks students to work in pairs to do the
exercise suggested. - Do Exercise 1
- Ask students to discuss the answers with their friends. - Discuss the answers in pairs
- Ask some of the students to do the exercise orally.
- Ask others to give comments. - Give the answers
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- Call some students to give their answers. If students’ 1. in (in time for = early enough)(“on time”
answers are right, repeat them, if not, give the right doesn’t go with “for” or “to”)
answers. 2. of
- Give the suggested answers if necessary. 3. on (in business = being a businessman, on
business = to go on business).
4. At
5. to
6. in
7. about
8. for
9. between, opposite
10. to
Exercise 2 A/an is used before an indefinite single noun, “the”
- Revise the use of articles. is used before a definite noun, “the” is also used
- Ask students to do Exercise 2 before an musical instruments. We use zero article
Put a/an , the or No article ( #) in each space. before a proper noun or some structures such as
- Go around to supervise them by+ (means of transport) and last+ (time)…
- Ask students to discuss the answers in pairs. - Do Exercise 2
- Call some students to give their answers. If students’ - Discuss the answers in pairs
answers are right, repeat them, if not, give the right - Give the answers
answers. 1. #
2. #, #, #
3. #, the, the
4. the, #
5. the, #
6. the, #
7. The, #
8. an , the, the
Homework: 9. #, the
- Ask students to revise the strong form and weak form 10. A, a
of auxiliaries, the use of prepositions and articles, redo - Listen to the teacher and write down homework to
all the exercises and prepare Test yourself C at home. do at home
Period:
TEST YOURSELF C
I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassette player, board, hand-outs…
IV. Procedures:
Warm-up:
- Greeting - Greeting
- Ask students something about the test yourself C - Answer teacher’s questions
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening:
- Present the task: Listen and complete the table below
- Tell students the topic of the table - Look at the book and listen to the task
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- Get students to look through the table - Understand the task

- Explain the meaning of new words - Listen to the tape carefully
- After that turn on the tape of the passage aloud twice - Fill in the blanks with the words they’ve just heard
- Let students fill in the blanks with the words they have - Correct mistakes
just heard
- Go around the class to control the work Keys:
- Then turn on the tape of the passage the last time for 1.B, 2. C, 3. A, 4. B, 5. C.
students to check their results
- Correct mistakes - Look at the textbook and listen to the teacher then
II. Reading: read the passage and choose the statements are True
- Present the task: Read the passage and choose the or False.
statements are True or False. - Work in groups to discuss about the passage
- Get students to work in groups, discuss about the - Finish the task
passage - Compare their results with the other groups, and
- Go around the class to control the discussion correct.
- State the best option Keys:
- Correct mistakes 1. F, 2. F, 3. T, 4. T, 5. F.
III. Grammar: - Listen to the teacher
- Recall the grammar of articles. - Work in groups to complete the sentences
- Guide students how to do - Compare the results with the other groups
- Give them some new words: - Correct mistakes
- Do the first as an example. Keys:
- Ask students to the exercise. A.
- Call the to on board. 1. The, 2. An, 3. Ø 4. The, 5. A,
- Go around the class to control the set’s activities 6. Ø.
- State the keys B
- Correct mistakes 1. Although Nam worked very hard, he didn't pass
IV. Writing: the exam.
- Guide students how to write 2. Although I was very tired, I couldn't sleep.
- Give students some models and structures to writes.. 3. Even though she had all the ……..
- Ask students to write. 4. Although the traffic was bad, we arrived on time.
- Call the to do on board. - Listen to the teacher carefully.
- Go around the class to control the students’ activities - Work in groups or in pairs then write.
- Correct mistakes - Compare the results with the other groups.
Homework: - Correct mistakes
- Ask students: - Study all the lessons again
+ To study all the lessons again - Get the knowledge ready for the coming test
+ To get ready for the 45 minute-test in the next
period.
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Period:
UNIT 9 : DESERTS
A. READING
I/ Aims: To help students gain some knowledge about deserts. To help students improve their reading
skills: scanning and skimming, guessing the meaning of words in context.. Students learn words
and phrases in terms of deserts.
II/ Aids: English textbook for students. English textbook for teachers. Pictures
III/ Procedures:
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Pre- reading
- Ask students to look at the picture page 91 and ask Ss to
answer some questions:
1/ What are they ? (Camel , cactus) - Greet teacher
2/ Where do they live ? (desert ) - Listen to the teacher and think about the topic.
3/ name some of deserts : Sahara , Simpson desert … - Answer teacher’s questions in pairs
4/ What do you know about desert ? For example : dry or
wet , much or little , or no water , many or few people and
animals live in desert .
5/ What do you know about deserts?
6/ What kinds of plants and animals live in a desert.
7/ Name some of the countries which have eserts
- Call a pair to report their discussion
- Introduce the topic: - Give Vietnamese equivalents
While- reading
Deserts
- Teach some new words: ask students whether they know
the words, if they do not know them, explain in English
then ask them to give Vietnamese equivalents to check
their understanding
- strech
- sandy
- aerial survey
- Royal Giographical Society of Autralia
- dune
- sloping - Read the words
- hummock
- crest
- spinifex - Read the passage in silence
times.
- Call 2-3 students to read new words again. - Do task 1
- Ask students to read the passage in silence
Task 1
- Ask students to do Task 1: Give Vietnamese equivalent - Write down the answers and read the words
words to ones given in the passage
-Ask students to discuss the answers in pairs Check Ss’ - Do task 2 in pairs
answer
- Write down the answers on the board - Give the answers:
- Let the whole class read the new words twice or three 1. F
times. 2. F
- Call 2-3 students to read new words again. 3. T
Task 2 4. F
- Ask students to do task 2 in pairs 5. F
- Go around to supervise students if necessary. 6 T
- Ask representatives of pairs to give the answers. If
students’ answers are right, repeat them, if not, give the - Do the Task in pairs
right answers. * Suggested answers:
Task 3 - Listen to the feedback and correct their
- Ask students to do task 3 in groups mistakes.
- Go around to supervise students if necessary
- Ask representatives of groups to answer the questions. If
students’ answers are right, repeat them, if not, give the
right answers
Post- reading
- Ask students to do After you read in pairs, scanning the
text to find information to complete the note.
- Go around to supervise them. Note down the serious and 91
common mistakes
Period:
UNIT 9 : DESERTS
B. SPEAKING
I. Aims
- Students can ask and answer about some deserts
- Students learn more words and phrases about deserts.
II. Aids
III . Procedures
Warm up: Jumbled words - Listen to the teacher and write the title in their
hmmoukc fsinipex notebooks.
csrte sdyan
key: hummock ; spinifex ; crest ; sandy
Pre- speaking
- Introduce the lesson:
Today, we learn Unit 9: part B. Speaking (Write on
the board the title)
Task 1 - Look at Task 1
- Ask students to do Task 1 - Do Task 1
- While students discuss, walk around the class to - Work in pairs and discuss in about 2 minutes.
guide or supervise them and give them help if
necessary.
- Ask Ss to check the trees and animals which can
live in deserts
- Give comments, correct the common mistakes
after they finish.
words explanation
eucalyptus
date palm
While- speaking Work in pairs

Task 2
Ask Ss to find out as many natural features of
adesert as possible .Then compare your note with
the other pairs using the given cues
eg : It is very hot in summer and it is cold in winter
- Let the whole class read the new words twice or - Read the new words .
three times.
- Do Task 2 in groups
- Call one student to repeat the instruction to check Present perfect tense
whether they are clear about what they have to do - One student repeats the teacher’s instruction.
- Go around to supervise them. Note down serious - The others listen to their friends to make clear about
and common mistakes. what they have to do.
- Do Task 2
Post- speaking - Some groups report what they have discussed.
Task 3 S1 : I choose : food , water , camel , knife, blanket,
- After about 3 minutes of discussion, call some S2 : Ichoose : wter ,car food, camel , blanket.
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groups to report what they have done.

- Ask the others to listen to their friends - Repeat after the teacher.
- Listen to students attentively and pay attention to
the mistakes they have made - One pair to role play in front of the whole class.
- Listen attentively to their friends’ dialogue and give
- After students finish, give them comments: correct comments or ask questions.
some pronunciation mistakes they have made
repeat.
- Call one pair to role play in front of the whole
class. - Listen to the teacher and correct the mistakes.
- Ask the others listen attentively to their friends’
dialogue and give comments or ask questions.
- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.
Home work - Listen to the teacher and note down homework
- Prepare a presentation about the information
about other deserts
Period:
UNIT 9 : DESERTS
C. LISTENING
I. Aims
II. Aids
- Handouts
III. Procedures
Teacher’ activities Students’ activities
Pre- listening
Warm up: Work in pairs
- Ask Ss to answer the questions
1. What is a desert ?
2. How is a desert formed ?
93
3. Can human beings make a desert ?
While - listening - Listen to the passage and answer the questions.

Task 1
- Ask students to listen to the passage the first time * Answers:
- Read the passage twice 9. T
- Ask some students to give their answers. If their 10. T
answers are right, repeat them; if not give the 11. F
correct answers. 12. F
13. T
Task 2 - Listen again the third time to finish the task.

- Ask them to listen again the second and the third - Discuss the answers to the questions in pairs.
time to finish task 2: - Answer the questions, and correct the wrong answers.
- Ask students to discuss the answers to the Key:
questions in pairs. 1. It examines deserts , what they are and how they are
- Go around to supervise students if necessary. formed .
- Eliciting the answers from students, if their 2. It is a hot , dry , sandy place . The sun shines , the
answers are right, repeat the answers, if they are wind blows , and time and space seem endless .
wrong, give them the answers: 3. Nature and humans .
4. By eating every plant they can find . This makes the
- If most students do not catch the information for land become desert .
the questions, let them listen again to the passage 5. People cut trees down . When the trees are gone , the
once more. smaller phants die , and the land becomes desert .
Task 3 Ask Ss to listen again and fill in the missing Key:

words 1. 90 percent
2. smaller plants
3. prevent
4. speading
5. capital
6. canals
Post - listening
- Ask students to do After you read in groups - Work in groups
- Discuss the questions in the book
- Go around to supervise them. Note down serious
and common mistakes.
- Ask one group to report what they have discussed
- Give comments after they finish
mistakes.
Period:
UNIT 9 : DESERTS
94
D. Writing
I. Aims
- Students can write a report basing on the information given in the Table of Tango’ economic
development in two decades
II. Aids
III. Procedures
Teacher’ activities Students’ activities
Warmer.
- Look at the picture
- Ask Ss to look at the picture and ask some questions: - Answer these questions
1. What is the name of this desert ? Is it large?
2. Can you say some things about the Sahara desert?
Lead in: We'll learn to write about the main features of
the Sahara desert
Pre- writing
- Write on the board the title of the lesson: Unit 9
Part D. Writing
- Ask students to look at the table page 96 - Write down in the notebooks the title.
This table presents the information about the Sahara
resert
- Introduce some new words. (eliciting, give the - Look at the table page 96
definitions in English then ask students to translate them
into Vietnamese to check their understanding) - Listen to the teacher.
arid
moisture - Guess the meaning of the new words.
elevation
acacia
Gazelle
jackal - Read the words
While- writing
Suggested passage
Questions
The Sahara is the lagest desert. It is in
1. Where is the Sahara derest ?
(northern) Africa.This desert is very big and very
2. How large is it? dry. It is very hot in summer and extremely cold in
winter.
3. What is the climate like?
The Sahara is on a tableland with an elevation
4. Name some of the natural features of the Sahara. of 400 to 500 meters. It is a sandy land with few
oases but many large sand dunes.
5. What kind of animals and plants can live in the desert?
The main trees which can be found there are
95
- Land cacti, the date palms, and a form of acacia. Only

- Climate animals like gazelles, antelopes, foxes, jackals and
- Sand camels are found in the desert.
- Table land
What kinds of trees can live in the Sahara desert ?
- Go around to supervise them if necessary.
- Call some pairs to give the answers. If their answers are
right, repeat them; if not give the correct answers.
- Go around to supervise them. Note down serious and
common mistakes - Write the description
- Show and correct some common mistakes.
- Listen to the teacher and correct the mistakes.
Post- writing
- Ask students to revise their description. - Revise their description.
- Ask students to hand in their work to mark
- Hand in their work
Period:
UNIT 9 : DESERTS
E. LANGUAGE FOCUS
I. Aims:
1. Pronunciation:
- Students can use the full and contracted forms of theauxiliaries pronunced
2. Grammar:
- Students know how to use “ so , but, however and therefore.
- Students revise information questions.
- Students practice using past tense to talk about people’ autobiography
II. Aids:
- Pictures
III. Procedures:

- Introduce the lesson: - Listen to the teacher
Auxiliary often has the strong form when it is used in - Listen to the teacher
short answers, and it has the weak form when it is
used in questions.
- Read the auxiliaries both full and contracted forms
for students to recognize the difference - Read the sound
- Read the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their
mispronounce.
Practice these sentences - Read the sentences twice or three times.
- Read 2 times the sentences, and then let the whole
class read the sentences twice or three times. - Read the sentences again
- Read the sentences in pairs.

Exercise 1
Explain how to use so or but - Give the answers
Can you tell me what the difference so and but ? Give 1. so
96
me some examples 2. but

It began to rain, so I open my umbrella 3. so
It began to rain, but he didn’t open his umbrella 4. but
Note : Before " so , but " there is a comma 5. so
- Call some students to give their answers. If students’ 6. but
answers are right, repeat them, if not, give the right 7. but
answers 8. so
Exercise 2 - Give the answer
Underline the correct altrmative in the sences 1. but
Note : explain how to use however 2. however
- Call some students to give their answers. If students’ 3. yet
answers are right, repeat them, if not, give the right 4. so
answers 5. but
- Go around to supervise them 6. however
7. however
8. but
Exercise 3
Add so , therefore , or however - Answer
Note The use of therefore 1. therefore
- Call some students to give their answers. If students’ 2. so
answers are right, repeat them, if not, give the right 3. so
answers 4. therefore
Go around to supervise them 5. however
- Ask students to do exercise 3 6. therfore
- Go around to supervise them 7. so
- Ask students to discuss the answers in pairs. 8. howerver
- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers
Period:
Unit 10 : ENDANGERED SPECIES
A. READING
I. Aims:
- To help students gain some knowledge about endangered species To help students improve their
reading skills: scanning and skimming, guessing the meaning of words in context.
- Students learn words and phrases in terms of endangered species
II. Aids:
97
- Pictures
III. Procedures:
98
Pre- reading - Greet teacher
- Greet Ss - Listen to the teacher and think about the topic.
- Ask students to look at the picture page 99 and ask - Answer teacher’s questions in pairs
Ss to answer some questions:
1/ Which of the folloing animals and insects are
found in Vietnam ?
2/ Which of them is / are in danger ?
While- reading
- Call a pair to report their discussion
- Introduce the topic: - Give Vietnamese equivalents
Endangered species
- Teach some new words: ask students whether they
know the words, if they do not know them, explain
in English then ask them to give Vietnamese
equivalents to check their understanding
- rhinoceros
- leopard
- parrot
- impact
- enact
- vulnarable
- poriority - Read the words
- derive from
- habitat
Task 1
- Let the whole class read the new words twice or - Read the passage in silence
three times.
- Call 2-3 students to read new words again. - Do task 1
- Ask students to read the passage in silence Answer :
- Ask students to do Task 1: Give Vietnamese 1- 1. d
equivalent words to ones given in the passage 2- 2. e
- Ask students to discuss the answers in pairs. 3- 3. a
- Check Ss’ answer 4- 4. b
Task 2 5- 5. c
- Write down the answers on the board
- Let the whole class read the new words twice or
three times.
- Call 2 - 3 students to read new words again. - Write down the answers and read the words
- Ask students to do task 2 in pairs
- Ask representatives of pairs to give the answers. If
students’ answers are right, repeat them, if not, give
the right answers. - Do task 2 in pairs
Task 3
- Ask students to do task 3 in groups
- Go around to supervise students if necessary - Give the answers:
- Ask representatives of groups to answer the 1. d
questions. If students’ answers are right, repeat 2. b
them, if not, give the right answers 3. a
Post- reading 4a
- Ask students to do After you read in pairs, 5. d
scanning the text to find information to complete the
note. - Do the Task in pairs
- Go around to supervise them. Note down the * Suggested answers:
serious and common mistakes
- Call some pairs to read their note - Listen to the feedback and correct their mistakes. 99
- Give feedback and correct some serious or
common mistakes.
Period:
B. Speaking
I. Aims:
- Students can ask and answer about endangered animals
- Talking about the information of some endangered animals.
II. Aids:
III . Procedures:
Pre- speaking - Listen to the teacher and write the title in their
- Introduce the lesson: notebooks.
Today, we learn Unit 10: part B. Speaking (Write
on the board the title)
Task 1 - Look at Task 1
- Ask students to do Task 1; Ask and answer the - Do Task 1
questions - Work in pairs and discuss in about 2 minutes.
1/ How do you call; Gau truc, Te Giac, Ho, Voi in
English
2/ Where does each of them live ?
3/ Which of animals can use as pets or for food or
medicine ?
4/ Which of them is/ are in dangered ?
5/ Can you guees the population of each species ?
- Give comments, correct the common mistakes

after they finish.
Work in pairs
While- speaking
- Ask Ss to study the information in the box
Word explanation
decline
swamp
bark
- Let the whole class read the new words twice or - Read the new words .
three times.
-Ask Ss to work in pairs to ask and answer - Do Task 2 in groups
questions about them S1: Where do giant pandas live ?
S2: In bamboo forests
S1: What is the population of pandas in the world?
S2: Only about 600
- Call one student to repeat the instruction to check
whether they are clear about what they have to do

100
Post- speaking Work in groups : Take turn to give an oral report on the
- After about 3 minutes of discussion, call some animals mentioned in task 2.
groups to report what they have done.
- Ask the others to listen to their friends
- Listen to students attentively and pay attention
to the mistakes they have made
- Repeat after the teacher.
- One pair to role play in front of the whole class.

- After students finish, give them comments: - Listen attentively to their friends’ dialogue and give
correct some pronunciation mistakes they have comments or ask questions.
made
repeat. - Listen to the teacher and correct the mistakes.
- Call 1 pair to role play in front of the whole class. - Listen to the teacher and note down homework
- Ask the others listen attentively to their friends’
dialogue and give comments or ask questions.
mistakes.
Homework
- Prepare a presentation about the information
about animals
Period:
C. Listening
I. Aims:
II. Aids:
- Handouts
III. Procedures
Teacher’ activities Learners’ activities

101
Warm up:
- Ask Ss to dicuss and choose the best answer Work in pairs
Pre - listening 1. A
- Ask Ss to listen to the teacher and repeat some 2. B
new words in the book 3. D
4. B
5. C
While - listening - Listen to the passage and answer the questions.
Task 1 * Answers:
- Ask students to listen to the passage the first time 1. A
- Read the passage twice 2. B
- Ask some students to give their answers. If their 3. D
answers are right, repeat them; if not give the 4. B
correct answers. 5. C
Task 2
- Ask them to listen again the second and the third - Listen again the third time to finish the task.
time to finish task 2: 1. peaceful
Ask Ss to complete the chart in the book. 2. plant-eating
- Go around to supervise students if necessary. 3. a few females and their young
- Eliciting the answers from students, if their 4. plants and afew insects
answers are right, repeat the answers, if they are 5. in trees
wrong, give them the answers: 6. in grasses
7. forests being cut down
- If most students do not catch the information for
the questions, let them listen again to the passage
once more.
Post- listening - Work in groups

- Ask students to work in pairs to summarise the
main ideas of the passage using the information
intask 1 and 2

- Ask one group to report what they have discussed
- Give comments after they finish
mistakes.
Period:
D.Writing
I. Aims
- Students can write a report basing on the information given to write about measures to protect
endangered species and possible results
II. Aids
III. Procedures
102
Warm-up: - Do as required.
Fill in the chart with some informatio n about - Exchange the ideas with others.
endangered species’ problems.
Endangered causes Measures to - Listen to the teacher.
species save them - Get the task.
+ tiger Habitat Provide
destruction enough - Work in pairs to do the task.
wildlife - Listen to the teacher to correct oneself.
hanitat - Work in groups to do the task.
reserves
Pre-writing: - Listen to the teacher.

- Explain as clearly as possible the way to write a - Get the task.
passage - Work in pairs to do the task.
+ Topic sentence - Listen to the teacher to correct oneself.
+ Supporting idea Work in groups to do the task
+ Supporting idea 1.We should have different activities to raise people ‘s
+ Concluding sentence awareness of the need to protect these animals.
+ Conectors:first,second,third.... 2.Goverments should raise sufficient funds for projects
While-writing: to save endangered animals.
Task 1 3.Humans must keep water ,air,and land clean to
- Ask students to look at Task 1. preserve natural habitats for wild animals.
- In pairs, ask students to ask and answer the 4.Goverments should have a good policy to improve
questions. the life of people who live in or near endangered
- Move around to give help. animals’ habitats
Task 2
- Explain the requirements: Writing a paragraph
- Ask students to work in groups to write
paragraph. - Compare the result to the other groups.
- Walk round to give help if necessary. - Listen to the teacher’s explanations.
Post-writing: - Exchange the writing to other groups to check and
- Ask some groups to represent their work, ask give remarks.
other to give remark. - Represent the task on board if being asked.
- Choose some good writing to read in class and - Read the writing to get others’ remarks.
give remark. - Do as the teacher asked.
Homework: - Listen to the teacher and write down homework.
- Ask students to rewrite the task at home and
preapare part Language Focus at home.
Period:
E.Language focus
I. Aims
1. Pronunciation:
- Rhythm
2. Grammar:
- Students know how to modals verbs: may , might , must , mustn't , needn't
II. Aids
- Pictures
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III. Procedures
- Introduce the lesson:
Ask sts to practise reading the sentences in the book - Get the teacher’s explanation.
(paying attention to the stressed syllables ) 1.Tell me the time.
- Read the second time for the students to repeat. 2. Show me the way .
- Ask 2-3 students to repeat, correct their 3. Some carrots and cabbages
mispronounce. 4.Come for a swim
1. Pronunciation: 5.The clock on the mantelpiece
- Explain the way to stress syllables 6. I think he wants to go tomorrow
- Help students to know the pronunciation 7.It’s not the one I want.
- Play the tape 8.Most of them have arrived on the bus
- Ask Ss to repeat 9.Walk down the path to the end of the canal
- Listen to Ss and check 10.I’m going home today for Christmas
11.A bird in the hand is
worth two in the bush.
12. If you don’t have the best ,make the best of what
you have.
- Practice reading in chorus or individually.
- Listen to the teacher and copy
-Work in group to do exercises

Exercise1:
1. might rain
2. may/might wake
2. Grammar and vocabulary: 3. may/might bite
- Explain once again Modal verbs(may 4. may/might need
,might,must,musn’t ,needn’t 5. may/might slip
Remarks: 6. may/might break.
- May ,might ®îc dïng ®Ó chØ mét kh¶ Exercise 2:
n¨ng . 1.needn’t come
- Must ®îc dïng ®Ó chØ mét tr¸ch nhiÖm 2.needn’t walk
hoÆc mét bæn phËn .must cã nghÜa 3.needn’t ask
ph¶i lµm ,kh«ng cã sù lùa chän 4.needn’t tell
- Need dîc dïng dÓ diÔn t¶ sù cÇn thiÕt 5.needn’t explain.
Practice Exercise 3:
Exercise 1: 1.must
- Guide the students how to do the exercises. 2.mustn’t
- Divide the class into groups, ask them to do the 3.Needn’t
exercises. 4.must
- Walk round to give help if necessary. 5.musn’t
- Correct the students’ work if necessary. 6.needn’t
7.needn’t
3. Homework: 8.must,mustn’t
- Ask students to review the lesson and do the - Listen to the teacher and write down correct
language task students’ workbook and prepare unit answers
11 at home. - Do homework at home
Period:
TEST YOURSELF D
104
I. OBJECTIVES: By the end of the lesson, students should be able to:

- Listen the passage and passage and complete the note with NO MORE THAN THREE words.
- Know how to deal with words: must, might, need
- Understand the two passages about the elephant in the reading text and listening text.
- Write a passage about the rhino
* Language: Vocabulary related to the topic in units 9 and 10
* Skills: To improve reading, listening, writing and practicing skills
II. TEACHING METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, cassette player
IV. PROCEDURE
1. Greeting and checking the attendance:
- Teacher greets the class and checks if anyone is absent.
2. Previous lesson:
- Tell about the way of the usage: MUST, NEED, MIGHT
3. New lesson:
* Warm-up: Brainstorming
- Before Ss test themselves, T asks a question in order to -Work in pairs to give their predictions about the
make Ss think of their predictions about the life in the life in the future.
next 30 years. (Exp): World’s population will increase
T: How will our lives be like in the next 30 years? dramatically.
(Exp):
- The climate will be warmer.
Changes in
our lives - More rare animals will be in danger of
extinction.
I. LISTENING
- Introduce the passage and guide Ss to go through the Listen to the passage and complete the note with
NO MORE THAN THREE words.
statements below.
- Individual work
. - Ask Ss to listen to the tape and decide if the following
- Listen to the tape and write down the answers.
statements are true or false.
- Play the tape twice, each time has a thirty – second *Suggested answers
pause for Ss to write their answers. 1. bamboo shoots, leaves
- Play the tape again and then give one minute for Ss to 2. 12
check their answers. 3. 600
- Play the tape one more time and give the correct 4. half
answers.
5. cloning ( the panda)
- Read the passage and decide if the following
- II. READING statements are true (T) or false (F) or not
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- Introduce the passage and guide Ss to go through the mentioned (NM)

questions below. Translate the sentences into Vietnamese
- Get Ss to read the passage carefully, and then give the - Work individually to find out the answers for the
answers for the questions. questions.
- Give the correct answers. *Suggested answers
1. F
2. N
3. T
4. T
5. T
III. GRAMMAR. Work in pairs
- Call on some Ss read out their answers, then check * Class 12 D: Retell about must; need
them.
*Suggested answers
- Give feedback
1. needn’t: must; mustn’t
- Give the correct answers
2. mustn’t
3. needn’t; must
VI. WRITING.
4. mustn’t
- Get Ss to write a passage ( 150 words) about the rhino.
5. mustn’t
- Suggest Ss should use the ideas listed in the
brainstorming. 6. mustn’t
- Go around the class and provide help if necessary. 7. needn’t

- - Work individually first and then in pairs to
share the answers.
Period:
UNIT 11 : BOOKS
A. READING
I. Aims
- To help students gain some knowledge about reading habits To help students improve their
reading skills: scanning and skimming, guessing the meaning of words in context.
- Students learn words and phrases in terms of reading habits
II. Aids
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- Pictures
III. Procedures
Warm-up: (5 minutes)
Aims: to introduce the topic of the lesson and to
raise students' interest.
- Ask Ss to look at the pictures in the text book and -Work in pair to answer the questions.
answer some questions: 1. they are reading books
1. What are they doing? 2. enrich knowlege And Relax ...
2. Can you name some advantages of reading
books?
- Ask Ss to work in pair to answer the questions
- T goes around to help if neccesary
Before you read : - Work in pairs to answer the question.
- Ask students (to work in pairs) to open their 1. usually
books, look at the pictures, and do the tasks that 2. Ennglish books
follow. 3. every time
1. Do you often read books?
2. What kind of books do you enjoin reading
most/least?
3. How do you read books?
- Ask them to work in 3 minutes, meanwhile the
teacher moves round to help if necessary.
- Ask some pairs to report .
- Give some remark if necessary
While you read :
- Ask students to look through the passage and read
in silence
- Explain pronunciation and meaning of new words
which appear in the passage - Work individually to read the text then do task 1
Task 1 : 1. swallow: nuèt(®äc ngèn ngÊu)
- Ask students to read through the text once to find 2. dip into: chÊm qua loa (®äc qua loa)
out some new words, guess the main idea. 3. taste: nÕm (®äc thö ,qua loa)
- Explain new words (give the Vietnamese 4. hard to pick up again: khã cã thÓ cÇm lªn
equivalents), guide the sts to get the main contents l¹i ®îc)
of the reading text. 5. digest: tiªu ho¸
- Ask students to work individually in 5 minutes to 6. chew: nhai (nghiÒn ngÉm)
do this task. 7. hard to put down: kh«ng thÓ ®Æt xuèng
focus on only the sentences surrounding the
suggested words to do the task effectively.
- Give students some more words that may be new/
unfamiliar to them. Work in pair to give answers.
- Guide the students to read the word in chorus and - Share the key with other Ss.
individually. 1. NM
Task 2: 2. F
Decide whether the statements given in task 2 page 3. NM
120 are true ,false or not mentioned 4. T
- Ask students to read through the text once to find 5. F
out some new words, guess the main idea. - Find in the text the evidence to prove the keys.
- Explain new words (give the Vietnamese
equivalents), guide the sts to get the main contents
107
of the reading text.

- Ask students to work individually in 5 minutes to
do this task.
focus on only the sentences surrounding the
suggested words to do the task effectively. - Do the task in pairs:
- Call on some Ss to do task 2 on the board - Answer the questions.
- Check 1. Three
Task 3: 2. When you find a good story and have time to enjoin
- Ask students to read the passage again and answer it.
th equestions 3. Read a few pages to see it it’s the one you can easily
- Ask them to work individually to do the task and read and understand.
give the evidence to prove the keys. 4. Television can bring you all the information and
- Move round to make sure that all students are stories with colour picture and action.
working and to help them if necessary. 5. Books are still a cheap way to get information and
- Ask some students to report and give feedback. entertainment ;you can keep a book forever and read it
many times.
After you read :
- Ask students to work in group to scan the text
again. - Listen to the teacher
- Ask them to work in small groups of three or four - Work in group to do the task.
to do the task. a.thriller
- Ask one or two pairs to report. b. romance
- Move round to make sure that all students are c. novel
working and to help them if necessary. d. science
- Ask some students to report and give feedback. e. craft
f. fiction
g. comic
Home work: h. biograph
- Do exercise 1 and two at page 71,72,73 in the
students’ workbook - Write down the homework to do at home
Period:
UNIT 11 : BOOKS
B. Speaking
I. Aims
- Students can ask and answer about endangered animals
- Talking about the information of some endangered animals.
II. Aids
108
III . Procedures
Warm-up:
- Ask Ss to give name of some stories Listen and give one’s own ideas .
1. fairy story
2. historical story
3. detective story
4. war story
5. adventure story
Pre-speaking : - Work in pairs to discus the three questions and find

Task 1 the answers.
- Complete the following conservation and practise A: what sort(kind) of books do you like to read?
reading it. A: How do you often read books?
- Explain how to do the task A: When do you often readbooks?
- Ask students to work in pairs to discus the three - Correct the answers oneself.
questions and find the answers.
- Correct the students’ work and give remark.
- Listen to the teacher
While-speaking : A: What do you often do in your free time?

Task 2 B: Reading books
- Explain the requirements A: What sort of books do you often read?
- Divide the class into groups, asks each group to B: Novels.
discus a section A: How do you read them?
- Guide the students how to speak by giving them B: When I find a good story
useful suggestions: A: When do you often read books?
- Walk round from group to group to give help if B: Whenever I have free time
necessary.
- Encourage students to speak out what they think
even a phrase or a singular word. - Work in pairs to discus the three questions and find
the answers.
A: What are you reading at the moment?
A: Who is the main character?
A: What is he/she like/
-Listen and work in pairs to do task 4

Task 3: A: What are you reading at the moment?
- Complete the following conservation and practise B: I’m reading “happy life”
reading it. A: Who is the main character?
- Explain how to do the task B: Jonh.
- Ask students to work in pairs to discus the three A: What is he like?
questions and find the answers. B: ........
- Correct the students’ work and give remark.
Task 4:
- Explain how to do the task
- Ask students to work in pairs to discus the three
questions and find the answers. - Listen and take note
- Practise the model consevation with one student
- Ask Ss to do task 4
Post-speaking :
109
Task 5
- Ask students to work individually to summarize
what they’ve discussed in their own words.
- Move round to check the activities and to make
sure that students are working effectively.
- Ask one or two students to report in front of the - Write down the homework
whole class.
Homework:
Do Exercises at page 75 & 76 in the
students’workbook
Period:
UNIT 11 : BOOKS
C.Listening
I. Aims
II. Aids
- Handouts
III. Procedures
Warm-up:
- Ask Ss to decide on 3 statements True or False - Listen to the teacher.
Pre-listening:
- Listen and repeat:
- Explain the words that will appear in the listening Incredible
text. Wilderness
- Ask students to read in chorus then individually. Fascinating
Unnoticed
Journey
Peronality
Survive
While-listening: Renioned
Task 1
- Ask students to read the statement at least once
first. - Read the statement once to get the main contents.
- Ask them to guess the answers - Listen to the tape and do the task.
- Play the tape once then check how many - Find evidences to each of the answers
answers can students find. Keys: 1. B, 2. C, 3. B, 4. A, 5. A,
- Play the tape again. - Listen to the teacher’s explanation then correct the
- Check and give remarks. answers onself.
- Call some sts to say out their answers and the
evidences they get to prove their answers. - Read the questions once to get the main contents.
- Listen to the tape and do the task.
Task 2 1. family
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- Ask them to guess the answers. 2. strength

- Play the tape once then check how many 3. humans
answers can sts find. 4. journey
- Play the tape again. 5. pet.
- Check and give remarks. - Listen to the teacher’s explanation then correct the
- Call some students to say out their answers and answers oneself.
the evidences they get to prove their answers
- In groups, ask and answer the question.

S1: Would you like to read the book ?
After-listening: S2: Yes,
- In group, ask students to discus the guided S1: Why?
question, find the answer. S2: Because I want to know about animal’s life
- Move around to help if necessary. ......
- Give remarks or even suggestions. - Listen to the teacher’s guide to correct oneself.
Homework:
- In not more than 50 words write about the kind of -Listen to the teacher and write down homework
books you like to read and say why
Period:
UNIT 11 : BOOKS
Writing
I. Aims
- Students can write a report basing on the information given to write about books
II. Aids
III. Procedures
Warm-up:
- Free talk about the name what yo should mention Do as required.
in book report Exchange the ideas with others.
Pre-writing: - Listen to the teacher.

Give some ideas - Get the task.
Book report
+ the book’s author
+ the title of the book
+ the main character
+ your opinion
While-writing: - Work in group to do the task.

Task 1 S1: general introduction
- Ask students to look at Task 1. 7. What is the title of the book?
- In group, ask students to put the questions to 4. Who is the author?
under the correct headings 9. What type of book is it?
- Move around to give help. S2: Summary of the book’s content
- Check and give remarks. 2. Where is the book set?
5. What is the main theme of the book?
6. Who are the main characters?
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8. What is the plot of the story?

S3: Conclusion:
1. What was your opinion of the book?
3. Would you recommend the book?
- Listen to the teacher to correct oneself.
- Work in groups to do the task.
S1: 7.What is the title of the book?
S2: Frankenstein
Task 2
- Explain the requirements: Ask and answer the S1: 4.who is the author?
above questions about the book you have just S2:Marry Shelley
read
- Ask students to work in groups to write report. S1:9.What type of book is it?
- Walk round to give help if necessary. S2:A horror storyt
S1: 2.where is the book set?

S2: Geneva
S1:5.What is the main theme of the book?

S2:life of frankenstein,a monster
S1:6.who are the main characters?

S2: Frankenstein
S1:8.what is the plot of the story?

S2:a student from geneva ,discovers the secret of
life,constructers a creature more like a monster
,monster feels lonely ,attacks and kills Frankenstein’s
friend,and his brother:Frankenstein detrmined to kill
the monster:he is killes first by the monster ,then it kills
itself
Post-writing:
- Ask Ss to write a report on the book you have S1:1.What was your opinion of the book?
read recently based on the results of task 1 and 2 S2:interesting
- Ask some groups to represent their work, ask S1:3.would you recommend the book?
other to give remark. S2: yes
- Choose some good writing to read in class and - Compare the result to the other groups.
give remark. - Listen to the teacher’s explanations.
- Exchange the writing to other groups to check and
Homework: give remarks.
- Ask students to rewrite the task at home and - Listen to the teacher and write down homework.
preapare part Language Focus at home.
Period:
UNIT 11 : BOOKS
E.Language focus
I. Aims
1. Pronunciation:
- Rhythm
2. Grammar:
- Students know how to modals verbsin passsive voice
112
II. Aids
- Pictures
III. Procedures
1. Pronunciation
- Explain the rhythm - Get the teacher’s explanation.
- Help students to know the pronunciation. - Practice reading in chorus or individually.
- Practice:
1.Why did you behave like that ?
2.Come for a swim
3.I think it will be find
4.She’s gone for a walk in the park
5.I wonder if he’ll ever come back
-Let Ss to listen to the tape Exercise1:
2. Grammar and vocabulary 7. This machine mustn’t be used after 5.30 p.m
- Explain once again the “Modals with passive voice 8. This machine must cleaned evry tine you use it
Modals +be+past participle 9. The flowers should be kept in a warm sunny place
Modals+be+pastparticiple 10. Your bill should be paid before you leave the hotel
Exercise1:rewrite the sentences in the passive 11. we should be given the information now
- Guide the students how to do the exercises. 12. Toothpaste can be bought at the drugstore
- Divide the class into groups, ask them to do the 13. The children should be warned not to speak to
exercises. strangers
- Walk round to give help if necessary. 14. The mystery can’t be solved
- Correct the students’ work if necessary. 15. Travelers’cheques can be exchanged at most
banks
16. She shouldn’t be told the news.It might kill her
Exercise 2:
1.will be prepared
2. Is food going to be cooked?
3. will be pre-packaged
4. can be warmed
Exercise2;Complete the conservation with the 5. should food be chosen
suitable passive form of the verbs in brackets 6. has to be offered
7. could be selected
- Guide the students how to do the exercises. 8. ought to be made
- Divide the class into groups, ask them to do the
exercises.
- Walk round to give help if necessary.
- Correct the students’ work if necessary.
3. Homework: - Listen to the teacher and write down homework to do
Exercise 3,4 and 5 page 74and 75 in the student’s at home
work book
Period 71:
TEST 45 MINUTES
I. Choose the word of which the underlined part is pronounced differently from that of the others .
Câu 1. A. days B. dates C. photographs D. speaks
Câu 2. A. endangered B. destroyed C. damaged D. provided
Câu 3. A. right B. private C. communist D. minority
II. Choose the word whose stressed syllable is different from that of the others.
Câu 4. A. ability B. agriculture C. development D. contaminate
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Câu 5. A. powerful B. medical C. dangerous D. computer

III. Choose the letter A,B,C, or D to show the underlined part of each sentence that needs
correction.
Câu 6. The pupils failed the exam because of they were very lazy.
A B C D
Câu 7. Since I have moved my house, they haven’t written to me.
A B C D
Câu 8. There are also many single fathers which are raising children by themselves.
A B C D
Câu 9. In spite of my father is old, he gets up early and morning exercise.
A B C D
Câu 10. You have to finished writing the report yourself.
A B C D
IV. Choose the best option A,B,C or D to complete each of the sentences.
Câu 11. If our department ________ another typist, we'd get this report done quickly.
A. have B. will have C. had D. had had
Câu 12. Do you know the man about ____ they’re talking?
A. whom B. whose C. that D. which
Câu 13. This is Henry, ____ sister works for my father.
A. who B. whose C. that D. whom
Câu 14. A new hospital for the poor________ in our town recently.
A. have just been built B. has just been built C. was just built D. were just built
Câu 15. If Mary doesn’t study harder, she ________ her final examination.
A. won’t pass B. wouldn’t have passed C. won’t passed D. wouldn’t pass
Câu 16. I want to work as an interpreter in the future, ________, I am studying Russian at university.
A. but B. so C. however D. therefore
Câu 17. I went to buy a Rolling Stones CD ________ the shop didn't have it.
A. and B. but C. therefore D. so
Câu 18. Only a few of the many species at risk of extinction actually make it to the lists and obtain legal
_____.
A. protect B. protection C. protective D. protector
Câu 19. _______ is a branch of Natural Science, and is the study of living organisms and how they
interact with their environment.
A. Biology B. Biological C. Biologist D. Biologically
Câu 20. Chemical wastes from factories are _______ that cause serious damage to species habitats.
A. pollutes B. pollutants C. pollutions D. polluters
Câu 21. Many people are not interested ________ reading books as much as seeing films.
A. in B. with C. for D. about
Câu 22. The machine ________ on by pressing this switch.
A. can be turn B. can be turned C. must turn D. can be
turning
Câu 23. The room is too dirty. It ________ now.
A. should clean B. should be being cleaned C. should be cleaning D. should have cleaned
Câu 24. When a reader reads an interesting book slowly and carefully, he ____ it.
A. teases B. chews and digests C. swallows D. dips into
Câu 25. We haven’t ot much time. We ________ hurry.
A. must B. need C. mustn’t D. may
Câu 26. Be careful of that do. It may ________ you.
A. rain B. bite C. wake D. slip
Câu 27. It began to rain. ________ I opened my umbrella.
A. therefore B. but C. so D. however
Câu 28. The water was cold ________ I didn’t go swimmin.
A. therefore B. but C. so D. however
Câu 29. It is important ________ students to read as many books as possible.
114
A. up B. about C. to D. for
Câu 30. Francis Bacon lived ________ about the same time as Shakespeare.
A. at B. for C. in D. over
V. Read the passage carefully and choose the correct answer.
It is often said that books are always a good friends and reading is an active mental process. Unlike
TV, books make you use your brain. By reading, you think more and become smarter. Reading improves
concentration and focus. Reading books takes brain power. It requires you to focus on what you are
reading for long periods. Unlike magazines, Internet posts or e - mails that might contain small pieces of
information. Books tell the whole story". Since you must concentrate in order to read, you will get better
at concentration. Many studies show if you do not use your memory; you lose it. Reading helps you
stretch your memory muscles. Reading requires remembering details, facts and figures and in literature,
plot lines, themes and characters.
Reading is a good way to improve your vocabulary. Do you remember that when you were at
elementary school you learned how to infer the meaning of one word by reading the context of the other
words in the sentence? While reading books, especially challenging ones, you will find yourself exposed
to many new words.
Reading is a fundamental skill builder. Every good course has a matching book to go with it. Why?
Because books help clarify difficult subjects. Books provide information that goes deeper than just
classroom discussions. By reading more books you become better informed and more of an expert on the
topics you read about. This expertise translates into higher self - esteem. Since you are so well - read,
people look to you for answers. Your feelings about yourself can only get better.
Books give you knowledge of other cultures and places. The more information you have got, the
richer your knowledge is. Books can expand your horizons by letting you see what other cities and
countries have to offer before you visit them.
Câu 31. Books have great influence on ________.
A. TV B. friendship C. brain D. muscles
Câu 32. When you are reading a book, ________.
A. you have to read small pieces of information
B. you use your brain in concentration and focus
C. you have to read during a very long time
D. you lose your memory
Câu 33. A challenging book ________.
A. helps you to improve your vocabulary B. is only for primary pupils
C. can translate all new words D. contains a lot of difficult vocabulary
Câu 34. Books ________.
A. are compulsory in every course B. are not needed in most of course
C. contain less information than class discussions D. make a sick patient feel better
Câu 35. Books cannot give you ________.
A. knowledge B. information C. self-esteem D. muscles
VI. Fill in each numbered blank with one suitable word or phrase.
Some people think that as more and more people have television in their homes, fewer and fewer
people will buy books to (36)________when television can bring you all the (37)________ and stories
with colour, picture and (38)________? But, in fact, television has not killed reading. Today, more
books of every kind are sold than ever before. Books are still a cheap way to get information and
entertainment, and you can keep (39)________ book forever and read it many times. Books in the home
are a wonderful source (40)________ knowledge and pleasure.
Câu 36. A. read B. listen C. write D. make
Câu 37. A. act B. acting C. action D. active
Câu 38. A. knowledge B. relax C. entertainment D. information
Câu 39. A. a B. an C. the D. no article
Câu 40. A. for B. in C. of D. at
_____The end_____
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Period:
A.OBJECTIVE:
B.PROCEDUCE:
I/ READING:
1/ When was Ernest Hemingway born? 1. If I am invited to someone’s house in America
2/ What did he do in 1918? for dinner, I should bring a gift, such as a bunch
3/ When was he awarded the Nobel Prize? of flowers or a box of chocolates.
* Choose true or false. 2. if the host doesn’t like it, he/she will tell a
4/ …… When a student, he liked sports very much “white lie” and say how much they like the gift to
5/ ……The hospital where he had operations was in prevent the guest from feeling bad.
England. 3. Because this is considered to be potentially
- Corrects them. inconvenient and therefore rude, as the host may
II/ Write a passage about the Sahara Desert, using the not be ready.
information below: (2.5 ms) * Choose true or false
- Location: - Largest desert in the 4. F
world. In northern Africa. Extends from the Atlantic 5. T
Ocean eastward past the Red Sea to Iraq. Lies largely in
Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania,
Mali, Niger and Sudan.
- Area - Total area more than
9.065.000 sq km. 1.610 km wide and about 5.150 long - Answers:
from east to west. 1. 2. 3. 4. 5. 6.
- Natural features - Very hot in summer and 7. 8. 9. 10. 11. 12.
very cold in winter. Few oases exist. Sandy land and large - Review all grammtical points and vocabularies.
dunes of sand. Tableland with an average elevation from - Prepare Unit 12 lesson 1: READING
400 to 500 m
- Trees and animals - Few forms af animal and
vegetable life. Main trees: cactus, the date palm, and a
form of acacia. Main animals: gazelle, antelope, fox,
camel.
III. TRẮC NGHIỆM

- Ask Ss to choose the best answer.
- Correct them
IV. Consolidation:
V. Homework: - Ask Ss to review all grammtical points
and vocabularies. - Prepare Unit 12 lesson 1: READING
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Period:
UNIT 12: WATER SPORTS
A. READING
I. Aims:
words in context.
II. Aids:
- Pictures
III. Procedures:

Warm-up:
- Hang up 2 pictures of water sport and football - Look at pictures and answer all the questions
- Ask some questions:
1. What kinds of sports are in the pictures? - Answer freely
2. Where can people play these sports?
3. How do people play them?
4. Which sport do you think is more popular?
- Lead in new lesson: Water sports
Before you read :

- Ask students to close the books
- Show 2 pictures and say: the sport in picture A is
“water polo” and in picture B, the read team plays
against the white team, so the red one is the - Look at pictures and guess meaning of 2 new words
“opponent” of the white one.
- Explain some new words if necessary
- Water polo (n) : Moân boùng nöôùc
- Tie (n) : Traän hoaø - Listen to the teacher and write down
- Vertical (a) : Phöông thaúng ñöùng
- Foul (n) : Phaïm luaät , sai soùt
- Oppenent (n) : Ñoái thuû , ñoái phöông
- Penalty (n) : Hình phaït
- Eject (v) : Ñaåy ra , toáng ra,ñuoåi ra
- Goalie (n) : Ngöôøi giöõ khung thµnh
While you read :

- Ask students to open the books and read the
passage silently - Read individually
- Let students do task 1
Task 1 : - Do the task independently
- Ask students to do the task invidually then Key:
compare answers with partner 1. e 2. c 3.a 4.b 5.d
- Check answers with the whole class and give
feedback - Work in pairs and do the task
Key:
Task 2: 1. 18 ; 30 metres; 20 metres
- Ask students to do the task in pairs and read scan 2. white caps; blue caps; red caps with the number 1 in
the passage to find information in the text to fill white.
3. Their own goal lines.
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words in the blanks 4. Holding or punching the ball.

- Go around to give help 5. Five to eighty minutes.
- Check answers and give feedback
- Do independently first then work in pairs
Task 3 - Present answers in front of the class and correct in

- Ask students to find answers for all questions in notebook
the passage individually first, then compare in pairs
- Calls some students to present their answers in Key:
front of the class 1. People can play it in a pool.
- Listen to the students and correct mistakes 2. It is in the centre of the pool.
- Call on some students to write answers on the 3.The ball can be advanced by passing with one hand
board or swimming with the head above the water and the
- Correct mistakes again balol between the arm so it rides on the wave create by
the swimming’s head
4. Only the goalie can hold/ is allowed to hold the ball
After you read : with both hands.
- Divide the class into 2 groups: one talks about 5. The player is ejected after committing fivepersonal
football and another talks about water polo fouls.
- Ask students to do as the table in textbook
- Ask students some questions: - Work in 2 groups
1. Would you like to try water polo? Why or why - Do the task
not? - Representative of each group expresses the own
2. Do you think it’s more or less dangerous than ideas in front of the class
football or other sports? Why? - Listen to their friend’s talking and give comment
- Go around to help
- Call each group to present
- Give comments - Listen to the teacher and write down
Home work:
- Ask students to write a paragraph about ideas of
water polo (about 100 words)
- Ask students to prepare part B. Speaking at home
Period:
B. SPEAKING
I. Aims:
- Students can ask and answer about changes of people and the world in the future.
II. Aids:
III. Procedures:

Pre- speaking:
- Ask students to keep book close - Keep books close
- Say: “In just one minute, look at the pictures and - Listen to the teacher
write down on a piece of paper a list of equipments - Look at the pictures and try to tell some equipments
which are used to play with these types of water of water sports (ex: ball, air tank, mask, fins, oars,
sports” boat, board, regulator, wet suit, sail ect. )
- Ask students to work in groups
- Call some groups to speak their answers
- Declare the winner
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While-speaking : - Look at pictures and try to remember

Task 1 - Correct pronunciation themselves
- Ask students to look at pictures and match names 1. Swimming 4. Windsurfing
of equipments with names of water sports and retell 2. Water polo 5. Scuba- diving
names of each sport 3. Synchronized swimming
- Call some students to speak 6. Rowing
- Correct pronunciation - Look at the book
- Work independently
Task 2 - Practise speaking with the teacher

- Ask students to look at the table and talk about - Work in pairs
each type of water sports - Listen to their friends
- Let students do individually
- Go around to check their activities
- Call some students to practise speaking model
converstations
- Ask students practise in pairs
- Call some pairs to present in front of the class and - Work in small groups
corrects mistakes
Post-speaking : - Listen to their friends and gives comments

Task 3
- Ask students to work in small groups to talk about - Listen to the teacher
their favourite water sports following examples
- Go around to provide help
- Call some students to speak loudly in front of the
class - Listen to the teacher
- Correct pronunciation and give comments - Write down the homework
- Give marks
Homework:
- Ask students to prepare Part C- Listening and do
homework
Period:
C. LISTENING
I. Aims:
- Students can improve their listening skill : they can understand the passage about life expectancy.
II. Aids:
- Handouts
III. Procedures:

Pre-listening:
- Ask students to close the books - Close the books
- Ask some questions: - Listen to the teacher
1. Where are they playing? - Answer freely
2. What are the special features of this sport? - It is like ballet. It is the combination of diving and
3. Is it a popular sport? gymnastics.
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- Let students read some new words first in chorus - Read in chorus then individually
then read individually
- Call some students to read new words
- Correct pronunciation
While-listening:
Task 1
- Ask students to read 5 multiple-choice questions in - Read questions
the books first and underline key words
- Play the tape 2 times and let students to do the task
- Check the answers and ask students to give - Listen to the tape carefully and then do the task
evidences - Give answers:
- Give feedback 1-B- 2-C- 3-A- 4-B- 5-A
Task 2
- Ask students to read questions to understand the
content - Read the questions first
- Ask students to listen to the tape once again to
answer the questions - Listen to the tape
- Call some students to answers questions Key:
- Call 5 students to write the answers on the board 1. The great Australian swimmer, Annette Kellerman
- Correct mistakes did.
2. She found a water ballet club in 1923.
After-listening: 3. Curtis did.
- Ask students to talk about history of synchronized 4. They were conducted in 1946.
swimming using the cues in the books 5. It became an Olympic event in 1984.
- Ask students to work in groups to practise
- Go around to provide help - Work in groups to practise
- Call some groups to present
- Give comments - Listen to their friends and correct mistakes
Homework: - Listen to the teacher

- Remember them to prepare Part- Writing at home - Listen to the teacher and write down homework
Period:
D. WRITING
I. Aims:
- Students can write about the ideal world in which they would like to live in the year 2020.
II. Aids:
III. Procedures:

Pre-writing:
- Ask students to keep book close - Keep book close
- Ask students a question: What do you often do - Listen to the teacher and answer the question: We
before practising sports? have to do warming up exercises.
- Lead in new lesson: “Today we will have to write
the instructions for warming up exercises before
swimming.
120
While-writing:
Task 1 - Read the task
- Ask students to read task 1 - Work in pairs
- Ask students to work in pairs to match each
sentence with one appropriate action
- Go around to provide help
- Call 2 students for each checking: one reads - Practise the task
instructions and one practise
- Supply more word phrases: - Listen to the teacher and copy down
bend forward/ left/ right
feet apart/ feet touching
put your hands to the sides
raise your hands above
or some conjuntions: first, then, after that, finally
ect.
Post-writing:
Task 2
- Ask students to look at the picture in taks 2 and - Look at the picture and do the task
use some useful expression above to write the
instructions for one warm-up exercise before
playing water polo - Do independently
- Ask students to write individually
- Go around to help - Work in groups
- Let students deliver to check mistakes in groups Key:
- Call one student to write on the board 1. Set yourself in vertical position.
- Give comments and give mark 2. Stand with your feet apart, raise your hands above
your head.
3. Bend forward, fingertips touch the ground.
4. Then bend again, fingertips touch the ground
Homework: between the feet.
- Ask students to do part writing of Unit 1 in the 5. Finally put each arm back to the first position.
student’s work book and preapare part Language
Focus - Listen to the teacher and write down homework
Period:
E. LANGUAGE FOCUS
I. Aims:
1. Pronunciation
- Students can pronounce correctly the contracted forms of auxiliaries (have and has)
2. Grammar
- Students know how to use articles and.
- Students know how to use some preposition phrases.
II. Aids:
- Pictures
III. Procedures:
Pronunciation:
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- Ask students to read words following the tape - Read the following the tape
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : elision - Read in chorus then individually
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly - Listen to the tape and practise speaking
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary: - Listen to the teacher

- Introduce exercises to the students - Read the sentences and underline verbs
- Let students see all sentences in part Pronunciation - Give comments:
and give comments of verbs 1. the verbs “do, like, climb, deliver” + Obj
2. the verbs “sleep” + no Obj
- Listen to the teacher and write down
- Make questions in pairs
- Give explaination:
1. verbs + obj = transitive verbs
2. verbs + not obj = intransitive verbs
- Ask students to make questions with “who/ whom/
what” in pairs
- Call some students to give their answers
- Correct mistakes
- Do individually then in pairs
Exercise 1: Key:
- Ask students to do Exercise 1 Intransitive verbs: sleep, lie, occur, arrive, rain, exist
- Introduce how to do it
- Let them work individually then compare with
partner
- Walk around, check and give feedback
- Do the task in pairs
Exercise 2
- Introduce Exercise 2 to students and explain how - Make sentences:
to do it 1. I help my friend to do homework.
- Ask students to put the verbs into the right column 2. My father has grown many kinds of flowers.
“transitive or intransitive verbs” .....................
- Ask students to do it in pairs
- Check the answers and ask students to make
sentences with those verbs - Listen to the teacher and copy down
- Correct mistakes
* Remarks:
- Most transitive verbs can be used in the passive
- Intransitive verbs can never be used in passive
Exercise 3:
- Introduce Exercise 3 to students and explain how
to do it - Do the task in groups
- Ask students to do it Key:
- Let them work in groups to find sentences that 1. The bill will be paid by An.
have transitive verbs, then turn them into passive 3. Towels are supplied by the hotel.
- Walk around and help them 5. My mistakes were noticed by everyone.
- Check, correct mistakes 7. I wasn’t surprised by the news.
9. The story was told by an old man.
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Homework :
- Ask students to do Part Language Focus and
prepare part Reading of Unit 13 at home - Listen to the teacher and write down
Period:
UNIT 13 : THE 22nd SEA GAMES
A: READING
I. Aim: By the end of the lesson, Ss will be able to
- Scan for specific information
- Give vietnamese equivalents to words and phrases
- Answer the questions
II. Aids : textbooks, some pictures of Sea Games
III. Procedures:

Warm-up:
- Let students to listen to a song “V× mét thÕ - Listen to the song and answer questions
giíi ngµy mai” and tell what song it is
- Ask some questions: 1. The 22nd Sea Games
1. In what event was it first sung? 2. In Vietnam – in 2003
2. When and where was this event held?
- Leads in new lesson: The 22nd Sea Games
Pre-reading:
- Ask students to work in pairs to look at picture and - Look at picture and answer the questions
answer the questions 1. In 2003
1. Where event was it? 2. In Ha Noi
2. Where do you think the event took place?
- Go around to listen to students - Listen to the teacher
- Call some pairs to answer
- Lead in new lesson
While-reading :
- Ask students to open the books and read the - Read individually
passage silently
- Let students do task 1
Task 1 : - Do the task independently
- Ask students to do the task invidually then Key:
compare answers with partner 1. ngêi say mª thÓ thao
- Ask students to guess meanings through the 2. ®oµn kÕt
passage or look up dictionary 3. danh hiÖu
- Check answers with the whole class and gives 4. thÓ dôc thÓ h×nh
feedback 5. tinh thÇn cao
6. ®ång bµo
Task 2:
- Ask students to scan the passage and find
information to complete the sentences - Read individually then compare their answers with
- Ask students to do individually first then compare partners
with partner Key:
- Go around to give help 1. the 5th to 13th December, 2003
123
- Check answers and give feedback 2. 90 golds

- Call some students to read loudly completed 3. the Swimming and Shooting Events
sentences 4. some point in the future
Task 3: - Work in pairs to answer the questions

- Ask students to find answers for all questions in - Listen to their friends and the teacher
the passage in pairs - Correct answers
- Go around to provide help Key:
- Call some students to present their answers in front1. It was solidarity, co-operation for peace and
of the class development.
- Listen to the students and correct mistakes 2. 444 gold medals were won at the Sea Games.
- Call on some students to write answers on the 3. The Vietnamese Women’s Football team
board successfully defended the Sea Games title.
- Correct mistakes again 4. The Thai Men’s Football team won the gold medal.
5. It was because firstly, to prepare for the 22nd Sea
Games, Vietnam carried out an intensive programme
After you read : for its athletes, which included training in facilities,
- Ask students to work in groups and talk about both home and abroad; secondly, with the strong
names of some of the Vietnamese athletes they love support of their countrymen, the Vietnamese athletes
and say what they are famous for, and what aspects competed in high spirits.
of sportsmanship they admire
- Go around to help students
- Call some students to present in front of the class - Work in groups
- Listen to students and correct mistakes, give marks
- Do the task
- Some students to practise talking
Home work: - Listen to their friends’ talking and give comment
- Ask students to write a paragraph about their
beloved athletes (about 100 words) - Listen to the teacher and write down
- Ask students to prepare part B. Speaking at home
Period:
UNIT 13:THE 22nd SEA GAMES

Lesson 2: Speaking
I. Aims and objectives:

1. Educational aim: By the end of this lesson, students will be able to be expected to report some
of the records at the 22nd SEA Games the sports results of the match.After that, they can use it in the real
life.
2. Knowledge: General knowledge:Students can understand some of the records at the 22nd Sea
Games
- Language: asking and answering about records at the 22nd SEA Games
- New words: words related to some sports at the 22nd SEA Games
3. Skills: - Talking about sports events of the 22nd SEA Games
- Talking about (reporting) sports results
II. Teaching method: integrated, mainly communicative
III. Teaching aids: pictures, textbooks
IV. Procedure:
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1. Before you speak

- Divides the class into 2 groups: each group names - Listen to the teacher
of the sport under each symbol. The group gives - Work in groups
more names will be the winner
- Goes round to provide help and listen to students
- Calls 2 groups to present their results on the board - Observe the board
- Corrects pronunciation and mistakes
- Declares the winner - Listen to the teacher and copy down names of sports
2. While you speak
Task 1
- Asks students to look at symbols and names of
sports
- Calls some students to speak - Look at pictures and try to remember
- Corrects pronunciation and gives answers - Correct pronunciation themselves
1. football (soccer)
2. tennis
Task 2 3. swimming
- Asks students to look at the books and talk about 4. cycling
some of the records at the 22nd SEA Games, using 5. basketball
the information in the table 6. (running) athletics
- Asks students to pronouce some words (names of - Look at the book
athletes and sports) - Work independently
- Lets students work in pairs - Practise speaking with the teacher
- Goes round to check their activities - Work in pairs
- Calls some students to practise speaking - Listen to their friends
A: Hi Lam. What are you doing?
B: Well, I’m searching for sport records at the 22nd
SEA Games.
A: It’s great. Could you tell me about the record of the
Men’s 200 meters?
B: A man coming from Thailand won the game.
A: What’s his name?
B: He’s Boonthung.
A: What was his record?
B: He ran 200 meters in 20,14 seconds.
3. After you speak A: Wow! How exellent he was! He ran very fast.
Task 3 - Work in groups
- Asks students to work in small groups to make a Suggestions:
report on the sports results, using information in the - Thailand and Malysia played in the Women’s
scoreboard Football Third-Place Playoff. The Thai team won the
- Goes round to provide help bronze medal. The results (score) was 6-1.
- Calls some students to speak loudly in front of the - Thailand and Vietnam played in the Men’s Football
class Final. The Thai team won the gold medal. The score
- Corrects pronunciation and gives comments was 2-1.
- Gives marks - Thailand and Vietnam played in the Women’s
Volleyball Final. The Thai team won the gold medal.
4. Homework: The score was 3-0.
- Ask students to prepare Part C- Listening and do - Listen to the teacher
homework - Write down the homework
Period:
UNIT 13: THE 22nd SEA GAMES

125
Lesson 3 : Listening
1.Educational aim: By the end of this lesson, students will know more about the athletes’ records
in the 22nd Southeast Asian Games as well as their jobs when the Games are over
2. Knowledge:
- General knowledge: Students learn more about records in the 22nd SEA Games and pole
vaulting
- New words: Words related to pole vaulting
3. Skills: - Listening and answering comprehension questions
- Listening and deciding on True or False statements
II. Teaching method: Intergrated, mainly communicative
III. Teaching aids: Student’s book
IV. Procedure:
1. Before you listen:
- Asks to work in pairs to look at the picture and - Work in pairs to answer the questions
answer the question
- Goes round to listen to students - Listen to their friends
- Calls some pairs to speak out
- Corrects pronunciation
- Asks some questions to pre-teach new words:
1. When some body has won the medal, where does 1. The podium
he stand to get the prize? - Listen to the teacher and write down
2. tempting (adj) = attractive
- Lets students read loudly some new words - Read in chorus
- Calls some students to repeat
- Corrects pronunciation - Correct their pronunciation themselves
2.While you listen:
Task 1
- Says: “You will hear a newspaper article about
Amnat, the winner in the 22nd SEA Games Pole
Vaulting competition. Listen to the tape and answer - Read questions first
the questions”
- Asks students read questions first to understand the
contents
- Plays the tape the 1st time, reminds students to
new words:
+ clear (v): nh¶y qua
+ break (v): ph¸ kØ lôc - Listen to the tape carefully and then do the task
- Plays the tape 2nd time and asks students only give - Give answers:
short answers 1. one
- Calls some students to answer 2. Thailand
- Calls 4 students to write answers on the board 3. 4,8m
- Corrects mistakes and gives correct answers 4. No, he didn’t.
Task 2
- Asks students to listen to the 2nd newspaper article
about the players of Vietnam’s Women’s Football
team and decide whether the statements are T or F
- Plays the tapes 2 times - Read the statements first
- Checks answers and asks students to give their
evidences
- Corrects the answers
- Listen to the tape
3.After you listen: Key:
126
- Asks students to work in groups to discuss the 1. T

question: Which Vietnamese footballer(s) do you 2. F
like best? Why? 3. T
- Goes round to provide help 4. T
- Calls some groups to present 5. F
- Gives comments - Work in groups to practise
4.Homework: - Listen to their friends and correct mistakes
- Remember them to prepare Part- Writing at home Suggestion:
Goal keeper: Dang Kieu Trinh- Football players: Do
Hong Tien, Le Thi Oanh ect.
Period:

Lesson 4 : Writing

1. Educational aim: By the end of this lesson, students will be able to describe a Sporting event (a
football match)
2. General knowledge: Students learn how to write describing a football match
- New words: Words related to football
3. Skills: Describing a sporting event (a football match)
III. Teaching aids: Student’s book, notebook
IV. Procedure:
1. Before you write - Listen to the teacher and work in pairs
Task 1: Suggestions:
- Says: “You are going to write a description of a + Introduction:
127
football match between your school’s team and one 1. Why was the football match held?
of your neighbouring schools’ teams. The following 2. What teams took part in the match?
are the questions you have to answer when 3. When and where did the match take place?
describing the match, but they are jumbled. You + Details of the match:
should work with a partner and put the questions in 1. What was the weather like on that day?
the suitable sections” 2. How did each team play in the first half?/ second
- Suggests students order the sentences with 3 parts: half?
Introduction- Details of the match- Conclusion 3. What was the spectators’ attitude?
- Walks round to help 4. Which team played better?
- Calls some students to give answer 5. Who scored a goal?
2. While you write + Conclusion:
Task 2 1. What was the result?
- Asks students to read all questions again and 2. What did you think about the game?
answer them - Read the questions
- Has students read Useful Languge to improve their - Work in pairs
answers - Listen to the teacher and copy down
- Gives some suggestions to students:
Nouns: players/ captain/ defender/ stricker/ goal
keeper/ referee - Look at the picture and do the task
Verbs: infringe/ dribble/ pass the ball ect.
- Calls some students to answer
- Corrects mistakes
- Asks students write answers in notebooks - Do independently
3. After you write - Listen to their friends and correct mistakes
Task 3
- Asks students to write a description of the football
match mentioned above by using suggested above
words
- Asks students to work individually
- Goes round to provide help - Listen to the teacher and write down homework
- Calls some students to read loudly their writing
- Corrects mistakes and gives marks
4. Homework
- Ask students to do part writing of Unit 1 in the
student’s work book and preapare part Language
Focus
Period:

Lesson 5 : Language focus
1. Educational aim: By the end of this lesson, students will be able to:
- practise linking
- review and practise: Double comparison
2. Knowledge:
- General knowledge: Students learn how to use linking and review comparison
- Language: - Linking
- Comparison
- New words: Words related to linking and comparison
3. Skills: Pronoucing linking
III. Teaching aids: Student’s book
IV. Procedure:
128
1.Pronunciation
- Ask students to look at these sentences and give - Look at the books
comments on those sentences
- Has students to pay attention on linking: the last
consonant of 1st word with a vowel of following - Listen to the teacher
word
Ex: look-at, quite-old...
*Listen and repeat :
- Read loudly then ask students to repeat
- Calls some students to read again - Listen to the tape and practise speaking
- Correct pronunciation for the students
2.Grammar
- Introduce exercises to the students
Exercise 1:
- Asks students to do Exercise 1 - Listen to the teacher
- Introduce how to do it - Work in pairs and do the task
- Lets them work in pairs to do matching with the Key:
instruction: comparative + and + comparative 2.e- 3.a- 4.b- 5. d- 6.g- 7.f
- Walks round, checks and gives feedback
Exercise 2
- Introduces Exercise 2 to students and explain how
to do it
- Asks students to work individually and complete
the sentences using comparative structure: - Listen to the teacher and copy down
comparative + and + comparative Key:
- Reminds students to remember short- adjectives 1. shorter and shorter
and long adjectives comparison 2. more and more expensive
- Calls some students to give their answers 3. worse and worse
- Corrects the answers 4. more and more complicated
Exercise 3: 5. better and better
- Introduces Exercise 3 to students and explain how 6. more and more active
to do it 7. more and more difficult
- Asks students to do complete the sentences, using 8. closer and closer
the structure “the + comparative, the + - Listen to the teacher
comparative”
- Asks students to do the task individually first then - Do the task individually first then in pairs
compare with partners Key:
- Goes round to observe 1. The warmer the weather, the better I feel.
- Calls some students to present their answers 2. The more you practise your English, the faster you
- Corrects mistakes and gives feedbacks will learn.
3. The longer he waited, the more impatient he
4. Homework became.
- Asks students to do Part Language Focus and 4. The more electricity you use, the higher your bill
prepare part Reading of Unit 14 at home will be.
- Asks students to make some sentences with the 5. The more expensive the hotel, the better the service.
comparative structures they’ve reviewed 6. The more I got to know him, the more I liked him.
7. The more you have, the more you want.
Period:
129
Unit 14: INTERNATIONAL ORGANIZATIONS

Lesson 1: Reading
I. Objectives:
1. Educational aim: Students should know about International Red Cross
2. Knowledge:
- General knowledge: Students know about activities of International Red Cross
- Language: Students could understand and use new words after reading
- New words: Words related to International Red Cross
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures, etc.
IV. Procedure:

- Open the book
- Look at the blackboard and put two words together
- Listen to the teacher and open the book – Unit 14,
part A: reading
- Look at the book, listen to the teacher and work in

pairs:
-Answer the questions
1,giving medical aids-taking care of
victims of poverty
2,Yes
- Listen to the teacher then read

the passages
- Ask some new words if necessary
- Keep the book open

- Listen to the teacher then do task
1
- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook

-work individually and then work in
pair and compare
130
- Try to answer the questions

- Practice with a partner then write
them down in the note books
- Ask the teacher if necessary

-Work in pairs
- The students who are called to
stand up to talk loudly are
intelligent ones
- Listen to the teacher and write

down homework
Warm-up:
Period:
Lesson 2: Speaking
I. Objectives:
1. Educational aim: Students could ask and answer about international organizations in the
world
2. Knowledge:
- General knowledge: By the end of the lesson students can practise a dialogue about
some international organizations
- Language: asking for and giving information from a passage
131
- New words: words related to the topic

3. Skills: talking about international organizations and their activities in charity and volunteer
work
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook,....
IV. Procedure:
Warm-up:
- Ask students to keep book close - Keep books close
- Ask students to look at the logos and match them - Listen to the teacher
with the organizations they stand for - Look at the board and try to remember name and
- Check in front of the class logo of each organization
- Tell students to understand more about
international organizations
(We learn Unit 14, part- speaking)
Pre-speaking : - Look at student’s book

Task 1 - Listen to the teacher and
- Ask students to read the passage and answer the answer
questions about WHO -Keys:
1, WHO stands for World Health Organization
- Let them work in pairs 2, It was established on 7 April 1948
- Listen to students and correct mistakes 3, Its major objective is the attainment by all peoples
of the highest possible level of health
4, Its major activities are carrying out research on
medical development and improving international
health care
-Work in pairs and ask and answer

While-speaking : A : I’m searching some information about UNICEF
Task 2 Could you tell me some?
- Ask students to talk about the information about B : Well, UNICEF stands for the United Nations
UNICEF and WWF International Children’s Emergency Fund
- Let them work in groups A : When was it founded:
- Walk round and help them B : In 1948 in New York
- Ask some students to stand up to talk again loudly ................
- Listen and correct mistakes
Post-speaking :
Task 3 - Listen to the teacher
- Ask students to tell the classmates what you know - Do task 3
about one international organization mentioned - Work in groups
above - The students are called stand up and tell loudly
- Walk round and help them The United Nations International Children’s
- Let them work in groups Emergency Fund, which was founded in1948 ,is eh
- Ask some students to stand up and tell loudly United Nations funds for children .Its headquarters
- Listen and correct mistakes are in New York ,USA,.........
Homework: - Listen to the teacher
- Ask students to write a passage about UNICEF or - Write down the homework
WWF (80 words)
- Ask students to prepare Part C- Listening and do
homework
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Period:
Lesson 3: Listening
I. Objectives:
1. Educational aim: Students should listen and give information about United Nations
Organization
2. Knowledge:
- General knowledge: Students learn more about United Nations
- New words: Words related to United Nations
3. Skills: - Listening and comprehension questions
- Listening and deciding on True or False statements or no information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures
IV. Procedure:
Warm-up:
- Ask students to close the books - Close the books
- Give some pictures and answer some questions - Listen to the teacher
1,Who are they? - Work in groups and look at the picture and answer
2 ,What are their job ?
- Check some students and mark
- If you want to know more details about UN
organization we will go to Unit 14- part Listening
- Listen to the teacher and open textbooks
Pre-listening:
- Ask students to look at the part: Before listening - Look at the books
-Ask students to answer the question - Listen to the teacher
What do you know about the organization in the - Work in pairs
picture?
- Let them work in pairs and make questions
- Walk round, listen and help students
Destruction ,organization , - Repeat loudly the words and try to remember them
independence,international...
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening:
Task 1 - Keep book open
- Ask students to listen to the first part of the - Listen carefully and choose the best answer
passage and circle the best answer to the following Key: 1C.2D.3C
questions
- Let them read through these sentences
- Read loudly or turn on the typescript three times
- Help them if necessary
Task 2
- Ask students to look through the sentences in task - Keep book open and listen to the teacher
2 - Read the sentences in task 2 and try to understand
- Ask students to listen to the tapescript again and them
fill in the missing words - Listen to the typescript again and fill in the missing
-let students compare their answers with the words
partners’ answers
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- Ask students to give reasons for their answers

Key: 1.solve international problems
2,the UN 3,in its goals 4,at war 5.independece
After-listening:
- Ask students to open the books -Discuss and find out the names of international
- Ask them to list as many as possible the names of organizations they have known
the international organizations you have known so - The students who are called go to board and write
far down your answer
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and go to board and

write the names of the international organizations -Listen to the teacher and write down homework
- Listen and correct mistakes
Homework:
- Ask students to write a passage about UN
- Remember them to prepare Part- Writing at home
Period:
Lesson 4: Writing
I. Objectives:
1. Educational aim: Students should write a short description of an international organization
2. General knowledge: Students learn how to write a description , stages of a description
- Language:
- New words: Words related to the topic
3. Skills: Writing a narrative
III. Teaching aids: Student’s book, notebook, some pictures
IV. Procedure:

Warm-up
- Ask students to keep book close - Keep book close
- Ask students put the words into correct columns - Listen to the teacher and work in pairs
then say what organization the y belong to ?
- Check and explain them to the class:
Pre-writing
- Ask student to work in groups and go through the
list of suggestions above.Tell your friend the reason - Listen to the teacher
why you would like to work for WHO or WWF. and open the books
- Explain some new words
- Let them work in groups - Read the task1
- Walk around, check and help students - Ask the teacher if necessary
- Explain to student to some questions using their
opinion
While-writing
Task 2
- Ask students to do task 2
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-Ask students to use the ideas you have discusses

above to write a paraghaph about the reasons you - Listen to the teacher
choose to work for one of the above international - Do task 2 in groups
organizations
Begin as followed “I’d like to work for....”
- Let them work in groups
- Go round, check and help students
Post-writing
- Give suggestions and corrections
- Ask students to read another’s description
- Ask some students to read loudly their description
- Correct mistakes and mark - Some students read loudly their products in front of
the class
Everyone has his or her own choice .To me, supposed
I was offered to work for one of the international
organizations, I’d like to work for WHO for a number
of reasons .First, if I work for WHO ,I will have an
opportunity to live...
Homework
- Ask students to do part writing of Unit 14 in the
student’s work book and prepare part Language - Listen to the teacher and write down homework
Focus
Period:
Lesson 5: Language focus
I. Objectives:
1. Educational aim: Students should practice the falling tune and use phrasal verbs
2. Knowledge:
- General knowledge: Students learn how to use phrasal verbs
- Language: Using the phrasal verbs
- New words: Words related to topic
3. Skills: Intonation and phrasal verbs
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III. Teaching aids: Student’s book, pictures

IV. Procedure:
Pronunciation
- Ask students to look at their books then introduce - Listen to the teacher
to them - Open the books
* Practise these sentences - Look at Practise the sentences
- Read the sentences loudly - Listen to the teacher then repeat in chorus then
- Ask students to repeat individual
-Explain some cases to fall tune :narrative - Listen to the teacher
sentences; imperative ;Wh - questions
- Correct pronunciation for students
Grammar and vocabulary
- Introduce exercises to the students - Listen to the teacher and give some examples
- Let students get their attention to focus on phrasal
verbs - Examples: call for, come cross, get over, take after...
Phrasal verbs :verbs + preposition
Phrasal verbs are used as transitive verbs
-Ask students give some examples related to phrasal
verbs
Exercise 1: -Do the excercise1
- Ask students to do Exercise 1 -work individually and work in pair
- Introduce how to do it -Keys:1, give up 2, fill in 3, turn on 4, take of
- Let them work in pairs 5,wash up 6,look up 7,turn off 8,fill in/put on 9,go
- Walk round, check and give mark on
Exercise 2 : - Listen to the teacher and do exercise 2

- Introduce Exercise 2 to students and explain how -Keys: 1, in 2, up 3, out 4, round
to do it 5, on 6, up 7, down 8, away
- Ask students to do it 9, down 10, on
- Let them work individually
- Check, correct mistakes
Exercise 3: - Listen to the teacher and do exercise 3
- Introduce Exercise 3 to students and explain how Key:
to do it 1, turns up 2, look after
- Ask students to do it 3, takes after 4, got over
- Let them work individually 5, held up 6, try out
- Walk round and help them 7, went off
- Check, correct mistakes , give reasons and mark
Homework :
Ask students to do Part Language Focus and prepare
part Reading of Unit 15 at home - Listen to the teacher and write down
Period:
TEST 45 MINUTES
I/ Read the text and do the tasks below : (2.5 ms)

Environmental pollution is one of the most serious problems facing mankind today. Air, water and
soil are necessary to the survival of all living things. Man operates machines and motor vehicles that fill
the air with disturbing noise. They also dirty the air with gases and smoke. Badly polluted air can cause
illness and even death. Man ruins natural beauty by scattering junk and litter on the land and in the water.
They poison the water with chemicals and other substances. Polluted water can kill fish and other marine
life. The damage the soil with too many fertilizers and pesticides. Pollution of soil reduces the amount of
136
land that is available for growing food. Environmental pollution also brings ugliness to man’s naturally
beautiful world.
It’s time people and governments all over the world did something about the pollution problem.
People should stop using many things that harmful to the environment. Governments would have to pass
and enforce laws that require individuals and businesses to stop or cut down on certain polluting
activities.
A/ Answer the questions. (1.5)
1. What is environmental pollution nowadays?
2. What can polluted water cause?
3. What would governments have to do about the pollution problem?
B/ Are the following sentences true (T) or false (F). (1.0)
………………… 4. Pollution of soil reduces the amount of land that isn’t available for growing
food.
………………… 5. They should stop using many things that harmful to the environment.
II/ Use the cues below to write a description of the football match: (2.5 ms)
To celebrate / HCM Communist Youth Union’s Foundation Day / School’s sports club recently /
play / friendly football match / Duc Linh school’s football team./ match / hold / 19th of March / 3:00
p.m / our school’s playground.
Match / take / place / beatiful weather / our preliminary practice / be / very good /. In the first half /
almost from the beginning / we / keep / ball / away / goal / as near as / opponents’ / possible. In the
second half / we / play / great determination / defender Nam / take / ball / pass / it / skillfully / our striker
An / give / a fine kick into the goal / entire spectators / stand up / cheer / it / be / one against one. / game /
become / tense / because / both teams / try to win. / towards the end of the game / captain Hoang / take /
ball / near the opponents’ goal / he suddenly / give / a shot straight into the goal. / the shot / be / so tense
that the opponent side’s goalkeeper couldn’t save the shot struck at close range. / the goal / be / scored 3
minutes before / game ended.
Finally, our school’s sport club / win 2 – 1. when the game / be over, all of us / be / happy. I / feel /
proud of my schoolboys.
TRAÉC NGHIEÄM KHAÙCH QUAN : 5.0 ÑIEÅM.
Choïn phöông aùn traû lôøi ñuùng vaø ñaùnh cheùo (x) vaøo 1 trong 4 chöõ ñaàu
doøng ( A,B,C, or D).
1/ This machine must be ____________ every time you use it.
A. clean B. cleaned C. cleaning D. to clean
2/ Rowing is played in a _____________. It is played with a boat, oars and people play it in a team.
A. pool B. lake C. glass tank D. all are not correct
3/ ____________ books tell stories from the author’s imagination.
A. fiction B. science C. comic D. novel
4/ __________ can bring you all the information and stories with colour picture and action.
A. Television B. Radio C. Book D. Newspaper
5/ We should be __________ the information now.
A. give B. giving C. given D. to give
6/ It is becoming harder and ______________ to find a job.
A. hard B. harder C. hardest D. to hard
7/ Her parents ____________ very proud of her if she got a scholarship to England.
A. will be B. would be C. will have been D. would have been
8/ Eating and travelling in this city is getting __________________.
A. expensive B. more expensive C. expensiver D. more and more expensive
9/ He needn’t read the whole book but he ___________ read the four chapters.
A. mustn’t B. need C. needn’t D. might
10/ I feel happy as my birthday is coming _______________________.
A. more close B. closer C. closer and closer D. more and more close
11/ This school is quite old. It _____________ over 60 years ago.
A. built B. was built C. had been built D. has been built
12/ The warmer the weather ____________ I feel.
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A. the good B. better C. the better D. the best

13/ In Vietnam, at Tet holidays we often cook some ____ dishes, such as spring rolls, sticky rice cakes,
etc…
A. speciality B. specially C. special D. specialistic
14/ Are there any _____________ between Vietnamese and American culture?
A. different B. difference C. differently D. differences
15/ We haven’t meet each other from five years .
A B C D
16/ My father were watching television when the telephone rang .
A B C D
17/ The 22 ___________ Asian Games were held in Vietnam from the 5th to 13th December, 2003.
nd
A. Southwest B. Southeast C. Northwest D. Northeast

nd
18/ The spirit of the 22 Sea Games was _________, co operation for peace and development.
A. enthusiasts B. indepedence C. solidarity D. freedom
19/ They sometimes _____________ not only through words but also through body language.
A. tell B. exchange C. talk D. communicate
20/ The Vietnamese Women’s Football team _____________ defended the Sea Games title.
A. success B. successful C. successfully D. succeed
HEÁT
Period:

A.OBJECTIVE:
B.PROCEDUCE:
I/ READING:
A/ Answer the questions. (1.5) 1/ Environmental pollution is one of the most
1. What is environmental pollution nowadays? serious problems facing mankind today.
2. What can polluted water cause? 2/ Polluted water can kill fish and other marine
3. What would governments have to do about the life.
pollution problem? 3/ Governments would have to pass and enforce
B/ Are the following sentences true (T) or false (F). (1.0) laws that require individuals and businesses to
4. Pollution of soil reduces the amount of land that isn’t stop or cut down on certain polluting activities.
available for growing food.
5. They should stop using many things that harmful to the * Choose true or false
environment. 4. F
- Corrects them. 5. T
II/ Use the cues below to write a description of the
football match: (2.5 ms) To celebrate the HCM Communist Youth
To celebrate / HCM Communist Youth Union’s Union’s Foundation Day, our School’s sports club
Foundation Day / School’s sports club recently / play / recently played a friendly football match with Duc
friendly football match / Duc Linh school’s football team./ Linh school’s football team. The match was held
138
match / hold / 19th of March / 3:00 p.m / our school’s 19th of March at 3:00 p.m on our school’s
playground. playground.
Match / take / place / beatiful weather / our preliminary The match took place in a beatiful weather / our
practice / be / very good /. In the first half / almost from preliminary practice / be / very good /. In the first
the beginning / we / keep / ball / away / goal / as near as / half / almost from the beginning / we / keep / ball
opponents’ / possible. In the second half / we / play / great / away / goal / as near as / opponents’ / possible.
determination / defender Nam / take / ball / pass / it / In the second half / we / play / great determination
skillfully / our striker An / give / a fine kick into the goal / / defender Nam / take / ball / pass / it / skillfully /
entire spectators / stand up / cheer / it / be / one against our striker An / give / a fine kick into the goal /
one. / game / become / tense / because / both teams / try to entire spectators / stand up / cheer / it / be / one
win. / towards the end of the game / captain Hoang / take / against one. / game / become / tense / because /
ball / near the opponents’ goal / he suddenly / give / a shot both teams / try to win. / towards the end of the
straight into the goal. / the shot / be / so tense that the game / captain Hoang / take / ball / near the
opponent side’s goalkeeper couldn’t save the shot struck at opponents’ goal / he suddenly / give / a shot
close range. / the goal / be / scored 3 minutes before / straight into the goal. / the shot / be / so tense that
game ended. the opponent side’s goalkeeper couldn’t save the
Finally, our school’s sport club / win 2 – 1. when the game shot struck at close range. / the goal / be / scored 3
/ be over, all of us / be / happy. I / feel / proud of my minutes before / game ended.
schoolboys. Finally, our school’s sport club / win 2 – 1. when
the game / be over, all of us / be / happy. I / feel /
III. TRẮC NGHIỆM proud of my schoolboys.
- Ask Ss to choose the best answer.
- Correct them - Answers:
IV. Consolidation: 1. 2. 3. 4. 5. 6.
V. Homework: - Ask Ss to review all grammtical points 7. 8. 9. 10. 11. 12.
and vocabularies. - Prepare Unit 15 lesson 1: READING 13. 14. 15. 16. 17. 18.
19. 20.
- Review all grammtical points and vocabularies.
- Prepare Unit 15 lesson 1: READING
Period:
Unit 15: WOMEN IN SOCIETY
READING
I. Objectives:
1. Educational aim:
- Students read passage comprehension about role of women in society
- Students know how to use the new words through asking and answering
2. Knowledge:
139
- General knowledge: - Through this unit, students know the role of women in society
- New words: Words related to the topic( society, women....)
3. Skills: - Guessing meaning from context
- Summarizing main idea
- Passage comprehension
III. Teaching aids: Real objects, pictures, English textbook 12, hand-outs
IV. Procedures:
Warm-up:
- Ask students to list out the jobs that men and women - Listen to the teacher and list the jobs that
often do in one minute men and women do
- Let students work in pairs - Answer the question
- Ask students questions
Did women do these jobs in the old days? why?
- Lead in: Today, we’ll study a new lesson Unit 15 - part A

:Reading
Pre-reading: - Do the tasks
- Ask students kook at the pictures and say what kind of - Give answers
work is mentioned in each picture and answer the - The answer is various
questions that follow
- Let students sit in pairs or in groups and put the four
most suitable places from the box under each heading
- Give suggestions
- Walk round the class and offers ideas and comments
when students need help
- Conduct the correction and give the meaning of some
words
While-reading:
- Make the class read the small talks, to scan the details
and do the tasks Students - DoSubjects
the tasks Problems at
Teachers
Task 1: Read through the context and give theClassmaster
Vietnamese - Give answers Sports
Geograp school
equivalents to the followingHeadmast
words and phrases. Friends 1, nÒn Frotbal
hy v¨n minh nh©n lo¹iLive far
er individually then in pairs
- Firsly, ask students to study 2, sinh con l
Close – Chemist From school
Headmistr
- Walks around the class, offer ideas and comments Joggin
friendswhen 3, sùry tham gia Students cheat in
students need help ess 4, thêi kú khai g
s¸ng
Friendship English exams
- Give suggestions 5, nh÷ng niÒm tin ¨n s©u vµo tiÒm
thøc
6, viÖc ch¨m sãc gia ®×nh
Task 2: 7, n¨ng lùc trÝ tuÖ
- Work in pairs, read the small talks again and choose the 8, c¬ héi viÖc lµm
best option to answer the following questions
- Introduce the aim of Task 2
- Ask students to read the small talks again to find the
suitable choice - Read all questions
- Ask students to work individually then work in pairs - Read the small talks again to scan information
- Walk round the class and comments when students need - Work in pairs
Task 3 : - Give answers
Read through the context and decide which of the 1/C 2/D 3/C 4/B 5/A
headings below suit for paragraph
A .Women’s Intellectual Ability
B .The Age of Enlightenment
C . women’s Rights
140
D . Women’s Role in education

- Ask students to read the small talks again to choose the - Work in groups
best title for the passage Key: C
- Ask students to work with a partner
- Walks arround the class to help students whenever they
need
Post-reading:
- Let students work in groups to summarise the reading passage by
writing One sentence for each paragraph
- Has students work in groups and answer the questions - Have discussion then present ideas in front of the
- Walk around the class, listen to student’s discussions and class
offer suggestions when necessary - Present the content of the small talks again
- Give comments - Keys:
- Ask students to tell the content of the small talks Paragraph 1 : Women in the old societies
- Ask to tell themselves Paragraph 2 : The struggle for women’s rights
Homework : Paragraph 3: The statue of women in society
- Do reading text in workbook todays
- Prepare the next lesson
- Listen to the teacher and take note
Period:
Speaking
I. Objectives:
1. Educational aim: Students know how to express opinions and express degrees of agreement
2. Knowledge:
- General knowledge: - Through this unit, students can make opinions with a
partner easily
- Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making degrees of
agreement
3. Skills: Fluency in expressing opinion and expressions for making a opinion
III. Teaching aids: Pictures, English textbook 12, hand-outs
IV. Procedures:
Warm-up:
- Give a picture with a situation and ask students to - Listen to the teacher
guess what happens next?
- Ask students work in pairs
Today, we will practice giving the opinion-for or against
Pre-reading:
Task 1:
These expressions are commonly used when people are
expressed the agreement or disagreement . Place them
under the appropriate heading then practise with a partner
- Give instruction - Do the task
- Introduce some expressions that we can use to agree and
disagree about something -Work in pairs and practise saying aloud
- Ask student to work individually then work in groups

Task 2:
141
-Read and respond to these statements ,using useful

expression in task 1 and then practise it with a partner - Do the task
- Ask students to work individually then in pairs - Practise with partners

- Walk around the class to help student when necessary A :Men are usually stronger than women
- Check and give suggestions I think so .(That’s the reason why men often do
- Ask student to practise it with a partner hard work ,such as building ,carrying things...)
- Corrects students’ pronunciation if necessary B : Women are usually more sympathetic than
men
I don’t think so because there are fathers who are
gentle and understand their children better than
theirs wives....
Post-reading:
- Work in groups to discuss whether you agree or - Work in groups
disagree with the statement “ Married women - Practise the conversation
should not to go to work” Answer:
Make small talks on the following topics, using the - A: Hi, what do you think about the
starting and ending of a conversation statement “Married women should not to
- Divide the class into 4 groups go to work”?
- Ask each group to discuss one topic and make a small B: Hi, .I don’t agree with it .
conversation A: Why?
- Walk around the class and help all students when B: In my opinion ,it’s unfair for women. If they
necessary don’t go to work ,they have to stay at home all the
- Ask students to present the conversations time .It’s too boring to be housewives all their
- Give comments lives.
Homework
- In not more than 80 words write about your - Listen and copy
opinion about the statement “Married women
should not go to work”
- Prepare the next lesson
Period:
Listening
I. Objectives:
1. Educational aim: Students should know how to listen to give some information about women
and the role of them in society
2. Knowledge:
- General knowledge: Students learn about role of women in modern life
142
- Language:
- New words: Words related to society, women
3. Skills: - Extensive Listening : Multiple-choice questions
- Passage comprehension
III. Teaching aid: Pictures ,textbook....
IV. Procedures:
Warm-up :
- Ask students look at the pictures and have a comparison - Listen and answer
? - Work in pairs and each and answer
- Let students look at the picture and describe and answer 1, from a village in Africa
some questions: 2, they are working and taking care of their
1, Where do the women come from? children
2, What are they doing? 3,......
3, Do they have happy life? Why do you know?
- Listen and give mark
Pre-listening : - Work in pairs

- Let students answer the following question
- Is the life of a city women easier than that of a -Answer the question
village woman nowadays? What is your point of
view? Why?
While-listening:
Task 1:
You will hear a passage abut women and their roles in
society.Listen to the passage and choose the best answer to - After three times of listening, each group gives
complete each sentences their answers
- Listen to each pair
- Let students read some sentences given and explain some - Read quickly and discuss in pairs or groups to
new words if necessary find the answers which can be listened before
- Read or let students listen first - Can guess what will be heard again
- Give more information if students wonder or not clear - Work in groups and give answer
- Let students listen the second time 1B, 2C, 3C, 4A, 5B
- Check their listening
- Let students listen the third time and let them choose the
best answer - Listen again (1-2 times)
- Observe the class and listen to each group’s feedbacks - Discuss give correct answer
Task 2: 1, 40%
- Ask students to listen again and answer the questions 2, they earn nothing for doing their domestic work
- Let students read the questions first and quickly- work in 3, they produce more than half of the food
pairs 4, 80%
- Let students listen again 3 times and ask them to discuss 5, at 4.45 am
in groups to answer the questions 6, at 9.30 pm
- Listen to each group and remark
- Work in groups
- Other groups listen and write down some

After-listening: information and then repeat
- Have students sit in groups and compare a typical
working day of your mother or your sister with that of an
African village woman - Listen and copy in their notebooks
- Listen and remark
143
Homework:
- Ask students to write about 100- 150 words what your
sister or your mother’s daily activities
Period:
Writing
I. Objectives:
1. Educational aim: Students know how to describe a chart
2. Knowledge:
- General knowledge: Students could write a report to describe information from a
statistics of the activities and the time that women do every week
- Language: Words used in a chart
3. Skills: Describing a chart
II. Method: Interagrated, mainly communicative
III. Teaching aids: Some models of chart, real information in life
IV. Procedures:
Warm-up :
- Ask students to name the activities and the time - Observe and work in pairs to answer
that women often do every day - The answers can be various
- Let students work in group
Pre-writing:
Task 1 - Continue working in pairs
- Let students go through the questions give in the book
- Look at the chart and answer the questions - Each pair ask and answer
- Go around and help if necessary
- Listen and write down
- Listen and explain some new words and useful

expressions if they do not know
+ the chart shows/presents/illustrates....
+ As can be seen from the chart
+ According to the chart
+ In general/generally speaking
While-writing:
Task 2
- Ask students to do certain things - Listen to the teacher
- It means we use short information but it’s real
- Ask students to read the model of chart first
- Ask students to describe some information in a chart - Read quickly themselves
- Ask 2 or 3 students who may be good at English to write
on the board - Read the form quickly and find some new words
if it has
- Listen and repeat, then write down in notebooks
- Let students change their report and practise speaking - Check among groups
about the person they’ve written - Change among groups
144
- Listen and remark

Post-writing:
- Let students work in groups to write a report about
someone and other groups
- Read and write a short paragraph
- Listen and remark - Work in groups and write a report
- One student of one group reads aloud a report
Homework: - Discuss and correct mistakes themselves
- Do the writing part, Unit 15, workbook
- Listen and copy
Period:
Language Focus
I. Objectives:
1. Educational aim: Students know how to spell the rising tune in a sentence
2. Knowledge:
- General knowledge: Students learn the use of phrasal verbs
- Language:
- New words: Words related to topic
3. Skills:
- Pronunciation: The rising tune
- Grammar: - Phrasal verbs
III. Teaching aids: textbook, picture .....
IV. Procedures:

I. Pronunciation:
- Help students how to read correctly with the rising tune
+ Practice:
- Read the sentences first: clearly, correctly
- Listen and correct their pronunciation if it’s needed
- Explain to read the rising tune in Yes-No questions and - Read aloud
sentence stress - Listen and repeat from 2-3 times
- Let students read the sentences and work in groups - Some of them stand and read words aloud
- Listen and remark each group - Listen to the teacher
II. Grammar: - Read the sentences in chorus aloud

Phrasal verbs
- Show students to list out as many phrasal verbs you have - Listen and copy
learnt as possible just in one munites - List some phrasal verbs : fill in ; turn on; go
- Let students work in pairs over ; look at; make up. Look after ....
- Read and do the exercise

* Exercise 1:
- Let students read all the answers and work in groups to
choose tone of the following verbs(in the correct form) - Work in their own and compare each other
+ the correct preposition to complete the sentences - One or two students give the correct form of
- Go around and help if necessary phrasal verbs on the board
145
- Keys:
- Listen and remark 1, glanced at 2, invited to
3, listen to 4, throw...at
5, staring at 6, speaking to
7, wrote to 8, point...at
Exercise 2: - Work themselves and each student reads

- Introduce Exercise 3 to students and explain how to do it
sentences
- Ask students to do it - Other students listen and remark each other
- Keys:
- Ask students to fill each of the blanks with an 1, for 2, for 3, to 4, for
appropriate preposition if necessary 5, about 6, x 7, about 8, x 9, for 10, for
- Let them work individually
- Walk round and help them
- Check, correct mistakes , give reasons and mark
Homework: - Listen and copy

- Remind of phrasal verbs
- Let them do exercises in Workbook
Period:
UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Lesson 1: READING
I. Aims: - By the end of the lesson, students will be able to know the Association of Southeast Asian
Nations
- Know how to guess the meanings of the words from the contexts
- Know how to skim for main ideas
146
- Know how to scan for specific information

II. Lexical items: Words and phrases about the Association of Southeast Asian Nations
III. Teaching aids: textbook, teacher’s book, posters, and pictures
IV. Procedure:
I. Warm-Up
Brain storming: - Play game
Southeast Asian countries
- Explain
→Vietnam
→Thailand
→ Laos
- Lead Ss to the point
- Ask questions before Ss read
II. Pre-reading
1. Pre-questions: Pairwork - Answer questions by guessing
1. What does ASEAN stand for?
2. When did Vietnam join this association?
2. Pre-teach vocabulary
- to accelerate: to cause to move faster - Guess the meanings of new words
→ acceleration (n)
- to stabilize: - Contribute what they know to T’s presentation
→ stability (n)
→ stable (adj)
- justice (n)
- diverse (adj)
- to forge
→ forgeability (n)
→ forgeable (adj)
- to integrate:
→ integration (n)
→ integrative (adj)
- enterprise (n)
* Checking: R.O.R
III. While-reading - Work individually
1. Task 1: Fill in each blank with a suitable word Keys:
- Ask Ss to fill in the blanks by guessing from the contexts 1. justice 2. GDP 3. diverse 4. integration
Keys: 5. accelerate 6. enterprises
1. justice 2. GDP 3. diverse 4. integration 5. - Say T or F and explain for their choices
accelerate 6. enterprises
2. Task 2: Decide whether the following statements are Keys:
true (T) or false (F) 1. T 2. F 3. F 4. T 5. F 6. F
- Ask Ss to say T or F and explain
Keys: - Work in 2 groups
1. T 2. F 3. F 4. T 5. F 6. F
- Ask Ss to play game by choosing stars and answering - Try to be the winners
given questions Keys:
3. Task 3: Comprehension questions →lucky stars games 1. The five original member countries, namely,
- Correct sts’ answers if necessary Indonesia, Malaysia, the Philippines, Singapore
- Give comments to encourage sts’ participation and Thailand.
2. The two main goals of the Association are to
Keys: accelerate the economic growth, social progress
1. The five original member countries, namely, Indonesia, and cultural development; and to promote peace
Malaysia, the Philippines, Singapore and Thailand. and stability through respect for justice and the
147
2. The two main goals of the Association are to accelerate rule of law in the relationship among countries in
the economic growth, social progress and cultural the region.
development; and to promote peace and stability through 3. It was about US$ 1405 billion.
respect for justice and the rule of law in the relationship 4. It was adopted in 1998.
among countries in the region. 5. It includes trade, investment, industry, services,
3. It was about US$ 1405 billion. finance, agriculture, rural development, forestry,
4. It was adopted in 1998. energy, transportation and communication,
5. It includes trade, investment, industry, services, finance, science and technology, small and medium
agriculture, rural development, forestry, energy, enterprises, and tourism.
transportation and communication, science and - Clap hands
technology, small and medium enterprises, and tourism.
IV. Post-reading
Group work: summarise the passage, based on the years:
1967, 1995, 1997, 1998, 1999, 2007, 2020
- Ask Ss to summarise the reading passage - Work in groups
- Ask Ss to speak up - Choose 1 representative to present
- Ask Ss to work at home
V. Homework - Individual work
- Write a paragraph about what you like or dislike about
the Association of Southeast Asian Nations
- Be ready for Section B: Speaking
Period:
Lesson 2: SPEAKING
I. OBJECTIVE:
-By the end of the lesson, Ps will be able to tell the name, the capital and the basic information
about the facts of the ASEAN countries.
II. TEACHING AIDS:
- Book, pictures, flags, posters…
III. PROCEDURE:
148
A.WARMER:
- Show a group photo of the ASEAN leaders - the photo of the ASEAN leaders
- Ask students to guess what the photo means.
- A group photo of the ASEAN leaders
- Set the scene of the lesson
* VOCABULARY: - Listen & answer
- Follow the steps for presenting vocabulary. - Repeat
- Check ROR - Copy
- Buddhism ( n ): đạo Phật
- Catholicism ( n ): Thiên chúa giáo La Mã
- Christianity ( n ): đạo Cơ Đốc
- Islam ( n ): đạo hồi
- currency ( n ) : tiền tệ - Match individually and then compare
- Baht ( n): đồng bạt (đơn vị tiền ThaiLan )
- Peso ( n ) : đồng Pê-sô (đơn vị tiền Phi-lip-pin)
- Ringgit ( n ) : đồng ring-git (đơn vị tiền Ma-lay-xia)
B. PRE-SPEAKING:
Matching each national flag with the name of the country
and its capital. -Work in group
- Ask Ss to match each national flag with the name of -Make questions and answer in pairs
the country and its capital
- Correct
- Ask Ss to work in group and make questions and ANSWERS
answer about some of the ASEAN countries.
- Correct - Malaysia has a total area of 330,252 sq.km
- QUESTIONS:
1. What’s a total area of Malaysia? - Its capital is Kuala Lumpur
2. What’s its capital?
3. What’ its population? - It has a population of 27.174,000
4. What’s the official language used in Malaysia?
5. What’s the main religion in Malaysia? - The official languages used in Malaysia are
6. What’s the currency unit used in Malaysia? Malay, English and Tamil.
- Ask Ss to talk about one of the ASEAN countries on bb
FLAG -- COUNTRY /CAPITAL - The main religions in Malaysia are Islam,
Buddhism.
1.VIETNAM A. Thailand
- Bangkok - Ringgit is local currency in Malaysia.
2. MALAYSIA B. VIETNAM
- HANOI - Talk about one of the ASEAN countries
3. THE PHILIPPINES C. Malaysia - Work in groups: Discuss and use the
- Kuala Lumpur information in task 1 and facts below to ask and
4.THAILAND D. The Philippines answer about some of the ASEAN countries.
- Manila 1. What’s a total area of ………………….?
5.SINGAPORE E. Laos
- Vientiane 2. What’s its capital?
6.INDONESIA F. Indonesia
- Jakarta 3. What’ its population?
7.BRUNEI G.Singapore
- Singapore 4. What’s the official language used in …….......?
8.LAOS H. Cambodia
- Phnom Penh 5. What’s the main religion in ………………….?
9.CAMBODIA I. Myanmar
- Naypyidaw 6. What’s the currency unit used in ……………?
10.MYANMAR J- Brunei
- Bandar Seri Begawan MALAYSIA
C. WHILE-SPEAKING: Area: 330,252 sq. km
-Work in groups: Discuss and use the information in task 1 Population: 27,174,000
and facts below to ask and answer about some of the Official language(s): Malay, English, Tamil 149
ASEAN countries. Religion(s): Islam, Buddhism
Currency: Ringgit
Period:
Lesson 3: Listening
I. Objectives: By the end of the lesson, students are able to know more about the using of English and
religions in ASEAN nations.
II. Language content: vocabulary on religions
III. Teaching aids:
IV. Stages:
150
1. Warmer:
Lesson Brainstorming
plan – English 12.
- Asking sts to play the game
- Checking - Playing the game in groups
- Going to the board to write
Vietnam
laos
ASEA
N
- Looking at handouts and discuss with a partner.
natio - Giving the answers
- Making handouts and ns
asking sts to complete * Key: Vietnam, Laos, Cambodia, Thailand, Philipines,
the task Malaysia, Indonesia, Singapore, Brunei, Myanmar.
* Key: Vietnam, Laos, Cambodia, Thailand,
Philipines, Malaysia, Indonesia, Singapore,
Brunei, Myanmar.
- Playing the tape, asking sts to call out the
religions they hear.
- Giving the correct answers
- Playing the tape 3 times
2. Activities: - Listenning to the tape
* Activity 1: Pick out the countries in which - Write out the religions
English is used as the second language: - Giving the answers
Vietnam, Laos, Cambodia, England, The USA, - Looking at the book and listenning to the tape
Thailand, Philipines, Malaysia, Indonesia, - Choosing the best answer
Singapore, Brunei, Myanmar. - Sharing with a partner.
- Asking Ss to look at their book and listen to the - Giving the correct answer
tape.
- Asking Ss to share the answers to a partner.
Philipines, Malaysia
- Checking Key:
Singapore, Brunei
- Giving the answers.
Philipines, Malaysia,
Singapore, Brunei
Key:
- Playing the tape sentence by sentence. - Listenning to the tape

- Asking Ss to work in groups. - Discussing with friend groups.
- Checking the answer - Answering the questions
* Activity 2: Listen to the tape and write out
religions mentioned in the dialouge
- Asking Ss to work in groups Key:
Buddhism, Islam, Catholicism
Key:
Buddhism, Islam, Catholicism
* Activity 3: Listen to the tape and choose the

best answer A, B or C to complete each sentence
1. Nga asked her father about_______ - Listenning to the tape
A. the English language spoken in the US. - Discussing with friend groups.
B. people who speak English in the UK. - Answering the questions
C.The number of people who speak
English in the ASEAN countries. Key:
2.The ASEAN countries include______ 1 2 3 4 5
151
A. about a quarter of a billion Muslims. C A C A B
B. 25 million Muslims.
Period:
Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Lesson 4: Writing
I. Aims: By the end of the lesson, sts can know how to write a letter of recommendation.
II. Teaching aids: charts, pictures, …
III. Procedures:

I. WARM UP : Matching
- Pick the pictures up on the board
- 2 groups
- Set the scene
- Matching
1. a. Ha Long bay
* Keys: 1b 2c 3d 4g 5f 6e 7a
2. b. Da Lat
3. c. Thien Mu pagoda
4. d. Nha Trang city
5. e. Trang Tien bridge
6. f. The beach of Vung Tau
- Read and do the task

- Correct
7. g. Van Mieu
- Think of a significant place

- Write an outline
Outline
Keys: 1b 2c 3d 4g 5f 6e 7a • Date
II. PRE WRITING • Salutation
- Ask Ss to read the letter and complete • Body:
- Ask Ss to think of a significant place they are - location
familiar with and write an outline - natural features
- Correct - entertainment
1. Complete the letter of recommendation with - places to visit
the missing sentences in the box. ( Task 1 – - food
152
p.180) - people
2. Outline - …………….
• Date • Closing
• Salutation • Signature
• Body:
- location
- natural features
- entertainment
- places to visit
- food
- people
- …………….
• Closing
• Signature
- Ask Ss to write their writing individually
- Go around to help sts if necessary
- Ask Ss to change their paper
- Write a letter
- Correct
III. WHILE WRITING
David, your pen pal, is going to spend his - Change the paper
Summer vacation in one of the ASEAN countries. You
want him to visit Vietnam. Write a letter to him - Correct
recommending a significant place you are familiar
with. Use the outline above.
IV. POST WRITING
- Correction - Do at home
V. HOMEWORK
- Rewrite the letter.
- Prepare LANGUAGE FOCUS.
153
Period:
Lesson 5: Language Focus
I. Aim: By the end of the lesson, students will be able to know about the rising – falling tone and the
usage of tenses in the adverbial clause of time.
II. Lexical items:
III. Teaching aids: textbooks, handouts, drill cues
IV. Procedures:
I. Pronunciation:
1.Picture: - Listen and answer
Guessing the words through picture
- Listen
- Take part in the game
- Listen & write the title
IS IT FALL OR SPRING?
How can I speak this? Notice my voice, my intonation. - Listen and repeat
- Present two sounds - Pair works
- Guide Ss to play the game
- Control the class
- Lead to the new lesson
- Write the title
- Play the tape recorder
- Ask Ss to work in pairs
2. Practice : (tape recorder) - Read and match
Listen and repeat: - Listen and answer.
1. Do you live in a house or in a flat?
2. Is Jane a teacher or a student?
3. Would you like some tea or coffee?
4. Is the baby a boy or a girl?
5. Shall we go by bus or by train?
6. Is today Tuesday or Wednesday?
7. Are you coming or not? - Answer
8. Is your sister older or younger than you? - Copy down
9. Do you want to have lunch now or wait till later? - Work individually.
10. Did Italy or Brazil win the World Cup? - Compare with friend.
II. Grammar: - Listen and take notes
1. Presentation: - Pair works
- Ask Ss to match the table - Listen and take notes
- Present the structure
- Ask Ss for concept check, give the form then
- Ask Ss to do tasks - Do as directed
- Go around for helping - Listen and take part in the game
- Correct - Do as directed
- Ask Ss to do the exercises on textbook - Work individually
- Ask Ss to compare with friends
- correct
154
• Matching:
ADVERBIAL CLAUSE OF
MAIN CLAUSE
TIME
1. He was sitting on the a. until she went to Tokyo last
beach month. - Work individually
2. The train had gone b. as soon as we have finished - Answer
3. Remember to ask for this course in Boston Key: 1c 2h 3e 4f 5a 6b
permission University. 7g 8d
4. I have answered all c. when he heard a noise
of the questions d. as soon as his parents went
correctly home.
5. She had never had a e. before you light up a
chance to use her cigarette - Work individually
Japanese f. since I began this grammar - Answer
6. We can speak French exercise on verb tenses Keys:
well g. till your parents come here 9. She’ll phone you as soon as she arrives in
7. Don’t go anywhere h. by the time we arrived Ho Chi Minh city.
8. Tom was playing 10. After the war was over, we started
game online. rebuilding the country.
Key: 1c 2h 3e 4f 5a 6b 7g 8d 11. They met a lot of people while they were
• Form: on holiday.
12. Before you leave, don’t forget to turn off
MỆNH ĐỀ CHÍNH MĐ TRẠNG TỪ CHỈ the flights.
THỜI GIAN 13. I’ll stay till you get back.
1.Simple present - Simple present (thói quen) 14. We’ll come to see you whenever we are
- Present progressive ( nhấn in Hanoi.
mạnh hđ 15. There is a danger of war as long as
Present perfect dang xảy ra) imperialism exists.
(since) - Persent perfect ( nhấn 16. Tom sang a merry song as he walked
mạnh hđ hoàn tất) away.
- Simple past
2. Future
- am/ is/ are going to - Simple present
+ Vo - Persent perfect ( hđ hoàn - Work individually
- will/ shall + Vo tất) - Answer
- will have V3/ ed Keys:
3. Simple Past - Simple Past ( thói quen) 1. arrives 2. arrives 3. are playing
- Past continuous (hđ đang 4. got
xảy ra ở qk) 5. have finished 6. (had) graduated 7. am
Past continuous - Past perfect 8. have read
- Simple Past
Past perfect - Past continuous
- Simple Past
a. Không sử dụng thì tương lai trong mệnh đề trạng từ
chỉ thời gian. - Work individually
b. MĐ TT chỉ thời gian được bắt đầu bằng các liên từ: - Answer
when whenever before after
since as as soon as while till/ until Keys:
just as no sooner ...than hardly … when 8. Let’s go out before it starts raining.
as long as 9. I’ll give you my address when I have
2. Practice: found somewhere to live.
- Ask Ss to complete the sentences 10. After he had done his homework, he
- Check: “by the sentence” went to bed.
11. We’ll let you know as soon as we have
155
- Ask Ss to make sentences from the pictures made our decision.

- Read , take notes & give feedback 12. I haven’t met them since I left school.
- Give the tasks 13. Robert suddenly began to feel ill while
Exercise 1: Complete each of the following sentences, he was doing the examination.
using a suitable adverbial clause of time in the box. 14. Kate will come back home after
(p.182) she has finish the last semester
Keys:
1. She’ll phone you as soon as she arrives in Ho Chi
Minh city.
2. After the war was over, we started rebuilding the - Compare with friends
country. - Listen and take notes
3. They met a lot of people while they were on - Take notes & do at home
holiday.
4. Before you leave, don’t forget to turn off the
flights.
5. I’ll stay till you get back.
6. We’ll come to see you whenever we are in Hanoi.
7. There is a danger of war as long as imperialism
exists.
8. Tom sang a merry song as he walked away.
Exercise 2: Supply the correct tense form of the verbs in
brackets.(p.183)
Keys:
1. arrives 2. arrives 3. are playing 4.
got
5. have finished 6. (had) graduated 7. am 8.
have read
Exercise 3 :Combine two sentences, using one as an
adverbial clause of time with the given conjunction .
(p.184)
Keys:
1. Let’s go out before it starts raining.
2. I’ll give you my address when I have found
somewhere to live.
3. After he had done his homework, he went to bed.
4. We’ll let you know as soon as we have made our
decision.
5. I haven’t met them since I left school.
6. Robert suddenly began to feel ill while he was
doing the examination.
7. Kate will come back home after she has finish the
last semester.
V. Homework:
- Learn by heart new language
156
Period:
TEST YOURSELF F

- To help students to be able prepare for the final test then do the exercise given.
B. AIDS:
- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...
I. Listening Listening
- Ask students to read the questions carefully then try to - Read the questions carefully then try to guess the
guess the answers and discuss the answers with their answers and discuss the answers with their friends.
friends. - Listen to the tape then answer the questions given.
- Play the tape and ask students to listen to the the tape. - Discuss the answers with their friends then correct
- Ask students to listen to the tape then answer the the mistakes themselves.
questions given. Answers:
- Ask some of them to give the answers orally. 1. earthquakes.
- Ask the others to give comments. 2. 1964
- Give suggested answers if necessary. 3. 12.
- Ask students to copy the answers themselves. 4. 160.
5. 4.
Reading
- Read the reading then find the words in the
reading to do the exercise given.
II. Reading
- Ask students to read the reading then find the words - Read the questions provided carefully.
which mean: - Read the passage again then answer the questions.
- Ask them to read the questions provided carefully. - Compare their answers with those of their friends’.
- Ask them to read the passage again then answer the - Give the answers orally.
questions. - Others to give comments.
- Ask them to compare their answers with those of - Take notes of the suggested answers if possible.
their friends’. 1. Arab countries
- Ask some of them to give the answers orally. 2. In textile, toy, shoe and electronic sectors
- Ask the others to give comments. 3. 70%
- Give suggested answers if possible. 4. They depended on their husbands or fathers
5. The access to education and change in economic
Grammar
III. Grammar - Read the open sentences carefully.
- Ask students to read the open sentences carefully. - Do the exercise in pairs.
- Ask students to do the exercise in pairs. - Compare the answers with their friends’.
- Ask students to compare the answers with their - Give their answers, others give comments on the
friends’. answers given.
- Ask students to give their answers. 1. grow up
- Ask other students to give comments on the answers 2. stay on
given. 3. wait up
- Correct the answers the give the suggested answers. 4. give in
5. catch up
IV. Writing: 6. speak up
- Ask Ss discuss the wring exercise then ask their 7. watch out
teacher for help if possible in order to write the writing 8. cool off
successfully at home. 9. keep up
157
- Teacher can give some suggestion to help students to 10. fall behind
organize their ideas, - Discuss groups
V. Homework: - Write about the changes in women’s role in the
- Ask Ss to learn the structures by heart . family in comparison with that 50 years ago.
- Review the three units 4-5-6 for the 45 minute-test. - Learn the structures by heart .
- Review the whole test.
Period:
REVIEW 1
A. OBJECTIVE:
I-Knowledge: Helping Ss revise the grammatical points.
II-Skill : Four skills
B. PROCEDUCE:
II-Checking: Asking Ss to answer about grammar
III- New lesson: REVIEW: TENSES & PASSIVE VOICE
Warmer: BINGO - Listen to T and write them , then give the past and
-T asks Ss to work in group of eight PP form of them
-Ss listen to write on a small paper and give the Past
and Past participle form of thses verbs
Make finish
go Leave
run See
Play
learn
PRESENTATION
-T asks Ss to give the form of tenses that students have -Work individually
learnt. - Listen to T’s instruction and complete the table the
-Complete in the table form of active and passive verbs
-Give the other wexamles to illutrate
Tenses Active Passive Some Ss read their answers to the class and give
Simple S+V(e,es) S+is/am/are+Vpp their explanation
present
Present S+is S+is/am/are+being+Vpp
continuous /am/are+
V-ing
Past Simple S+Ved/V2 S+was/were+Vpp
Example:
1.They have provided the victims with food and
clothing
-> The victims have been provided with food and
clothing
2.People speak English in almost everycorner of the
world.
->English are spoken in almost everycorner of the
world.
PRACTICE:
I .VERB FORM -Ss work individually
1.We ( finish) our dinner half an hour ago. -Give the correct form of tenses of verbs in
parentheses
158
2.How many times you (see)him since he went to

Edinburgh. Expected answer:
3.The farmers (work) in the field now. 1.finished 2.have you seen
4.Rivers usually (flow) to the sea. 3.are working 4.flow
5.Mrs Green always (go) to work by bus. 5.goes 6.was sitting
6.She (sit) under a tress when it began to rain. 7.had forgot 8.see/ willremind
7.She said she (forget) something at home yesterday.
8.When we (see) Mr Taylor tomorrow, I (remind) him
of that. Expected answer:
II-MULTIPLE CHOICE 1.told
1.Jack ..............me that he was enjoying his new class. 2.have been –were
a. told b.said c.talked d.asked 3.help
2.We..............friends since we........ at college together. 4.havemany
a.have been-were b.were- have been 5.works
c.were-were d.had- been
3.If you..............me with this exercise ,I will do the
same for you one day.
a.helped b.would help c.help d.will help
4.The English ..............good traditions
a.have much b.have many c.has much d.has many
5.If he .............., the results will be better
a. worked b.works c.has worked d.will work Expected answer:
III-MISTAKE CORRECTION 1.has been
1.Mary is living in LonDon. She have been there for 2.would not
12 years. 3.since
2.If Sarah knew you were here, she willnot go out 4.have seen
3.I have lived in a small house near the coast for 1990.
4.I see this film three times up to now.
IV-Consolidation:- Retell all grammatical points.
V-Homework: - Do all exercises again and do more in workbook. Prepare REVIEW:
STRUCTURES
Period:
REVIEW 2
A.OBJECTIVE:
B.PROCEDUCE:
III- New lesson: REVIEW: STRUCTURES
159
WARMER:Find someone who...... -The whole class make questions for friends fine
Did you use to........? Name someone who used to..
have a favourite toy when you were a If the answer is”yes” , you write his/her name in
child? the column
have a nickname?
cry at night when you were a child?
hate school?
play hide andseek?
have a pet?
PRESENTATION
I SENTENCE TRANSFORMATION
-T asks Ss to rewrite each sentence, beginning as shown , -Work individually
so that the mening stays the same. -Expected answer:
1.She began to play the piano 3 years ago. 1.She has been playing the piano 3 years ago
->She ...................................................................... 2.He no longer plays tennis
2.He doesn’t play tennis any longer He used to play tennis
->He used............................................................. 3.We have been invited to John party tonight
3.John has invited us to his party tonight. 4.Sharah got lost which made her parents very
->We............................................................. worried.
4.Sharah got lost and this made her parents very worried. 5.In spite of being poor, the children was poor.
->Sharah got lost .............................................. 6.Look at these clouds! It’s going to rain on the
5.Although the children was poor, they were happy. way.
->In spite of............................................................. 7.Because of working harder, he will pass the
6.Look at these louds !There ‘s no rains on the way. exam
-> Look at these clouds! It’s ................................... -Ss give their comment s about the structures of
7.Because he works harder, he will pass the exam. sentences
-> Because of.......................................................... -Ss speak loudly and explanation
II-FORM :
1.S+ began /started + V-ing /to-inf................ago
->S+has/have/+(been)+ Ving/Ved..............since/for
2.Not.....any more/any longer
-> No longer/ used to + V-inf
3.Relative pronoun: replace the clause preceding
4.Although In spite of
Though +S+V-> Despite + N/Ving
Even though
5.Because + S+V -> because of + N/Ving
6.Used to + bare inf
Be used to + Ving -Ss work individually and compare their answer
Be used to + Infinitive with a friend
Be used for + V-ing -Ss give the correct answers
III-MISTAKE CORRECTION -Expected answer:
1.I’m tired because I’m not used to stay up late 1.to staying
2.Even though the extremely bad weather in the 2.In spite of
mountains, my friend decided not to cancel their trip 3.which
across the mountain pass. 4.was replaced
3.My car, that I have owned for five years , is a Ford. 5.If
4.If a drop of oil is placed in a glass of water, it would 6.whom
float to the top. 7.because
5.Unless we work harder, we will finish on time 8.In spite of
6.Is this the person whose you asked me about? Ss work individually and then compare their
7.Lan was absent from class yesterday because of she answer with a friends
was ill. -Ss go to the board and write down
8.Although his illness , he managed to come to school -The others check and correct mistakes
160
1.Examples: Note: * Change adv of time , place

a.“I saw her on my wayto school yesterday” he says to
me Directed speech indirected speech
->He says to me he saw her on his way to school Here There
yesterday. Before Ago/earlier
b.“I saw her on my wayto school yesterday” he said Last week The week before
-> He said he had seen her on herway to school the day Next week The next week
before Now Then
2.Eliciting: This That
*When verb: say tell in the present , present perfect or These Those
simple future, no change tense of verb in the reported Today That day
clause Tomorrow The next day
* When verb : say , tell in the past , we change the tense yesterday The day before
of verb in the reported clause( to move one tense back) The previous day
- change adv of time I He/she
- change pronouns , adj possessive for suitably You Me
PRACTICE : We They
I.Change these following sentences into reported Speech My His/her
1.” I’ll see you tomorrow” Yours truly, our My
-> She said................................. me Their
2.” I met her about three months ago” Him/her
-> He told me.................................
3.” I must go out to post thisbetternow, Mum,” he said
-> He said .................................
4.” If you want to lose weight , you should eat less
meat”
-> The doctor advised her.................................
5.” We cannot finish th etest in forty five minutes”
->They said.................................
6.”My husband has gone on business”
-> Mary said .................................
7.” I am doing a business couse now”
-> She told me.................................
8.Mary said “ I canot go to the movie with you , John”
-> Mary said.................................
IV-Consolidation:- Retell all grammatical points.
V-Homework: - Do all exercises again and do more in workbook
- Prepare REVIEW: REPORTED SPEECH
Period:
REVIEW 3
A.OBJECTIVE:
B.PROCEDUCE:
II- New lesson: REVIEW: CONDITIONAL SENTENCES
161

CONDITIONAL SENTENCES
1. Real conditional sentences
a.Future possible -Ss listen and give out examples
If + S+V(simple present), S+ will +V-bare inf
b.habitual
If + S+V(simple present), S+ V(simple present) Ex: If I have money, I will buy new car.
2. Present unreal conditional sentences Ex: Ann usually walks to school if she has
enough time
If + S+V(simple past), S+ would/could+V-bare inf
Be-> were Ex: If you went to the post office, I would meet
you
3. Past unreal conditional sentences
If + S+V(past perfect), S+ would/could+have +Vpp Ex: If we hadn’t attended the course , we would
have failed the exam
4. If clause -> unless
* negative -> affirmative(main clause doesn’t change)
Ex: If you don’t study hard, you’ll fail in the exam -Ss pay attention to structures
-> Unless you study hard, you’ll fail in the exam -Give more examples
*Affirmative -> Affirmative ( Main clause -> reverse)
Ex: If I have time . I’ll help you
-> Unless I have time , I won’t help you
5. As if and as though
* Real in present
S+V(present) + as if /as though +S+V( present)
* Unreal in present
S+V(past) + as if /as though +S+V( past)
* Unreal in the past
S+V(past) + as if /as though +S+V( past perfect)
PRACTICE
WORD FORM
1.If I (know )........his telephone number . I’d give it to
you
2.Hecould get a job easily if he (have ) ........ a degree.
3.Henry talks to hisdog as if it (understand ) ........ him
4.If she (not hurry) ........, she may be late
5.Water ( not run ) ........down hill if there were not
gravity
6.He looked tired as if he ( work ) ........very hard
7.If you ( turn ) ........out the light , we shall be in the dark.
8.He might get fat if he (stop) ........smoking
9.I ( accept) ........ if they invite me to the party
REWRITING SENTENCES:
1.Alan always ate breakfast , he wouldnot overeat at
lunch
-> If............................................................................. Ss work individually and then compare their
2.The wind is blowing hard , so I won’t take the boat out answer with a friends
for a ride. -Ss go to the board and write down
-> If............................................................................. -The others check and correct mistaks
3.We don’t visit our parents very often because they live Ss work individually and then compare their
so far away answer with a friends
-> If............................................................................. -Ss go to the board and write down
162
4.I can’t look the word up because I havenot got a -The others check and correct mistaks
dictionary. * Expected answer
-> If.............................................................................
5.Nick can’t find the way because he hasnot got a map
-> If.............................................................................
PRONUNCIATION
I -Choose the word whose underlined part is pronounced pronunciation
differently from that of the others 1.d 2.b 3.c
1a.around b.mouse c.count d.country 4.b 5d
2a.mechanic b.achievement c.chemistry d.school 6.c 7.b 8.d
3a.cut b.fun c.pull d.button multiple choice
4a.camera b.famous c.glad d.family 1.a 2.c
5a.seat b.leave c.increase d.ready 3.c 4.b
II-Stress: 5.b 6.b
6a.computer b.important c.village d.condition 7.c
7a.television b.community c.atmosphere d.damage
8a.persuade b.relax c.research d.export mistake correction
MULTIPLE CHOICE 1.Even though-> Despite, In spite of
1.Yesterday , when I ........at the station , the train........for 2.Have -> Had
15 minutes 3.that-> which
a. arrived/ had left b.arrived /left 4.will completed->will complete
c.had arrived /left d.arrived/ has left 5.saw-> had seen
2.Would you mind........me hand with these bags?
a. give b.to give c .giving d.to giving
3.When I was a child I........fishing with my father on
Sunday morning.
a. went b.had gone c.used to go d. was used to going
4.Marie Curie harboured the dream of a ........career which
was impossible for a woman at that time.
a. scientist b. scientific c. science d. scientifically
5.This computer isnot capable ........running this software.
a.on b.of c.in d.for
6.Students for ........English is a secon language should
consider taking the course.
a. who b. whom c.that d.whose
7.If I ........John tonight , I ........him my plans
a.saw/told b.will see/will tell
c.see/will tell d.will see/tell
MISTAKE CORRECTION
1.Even though the extremely bad weather in the
mountains , my friends decided not to cancel their trip
across the mountain pass
2.Have the play already started when you got to the
theater?
3.My car, that I have owned for five years, is a Ford.
4.The installation of the new computer systerm will
completed by next month
5.She wanted to know if I saw Paul resently
IV-Consolidation: - Ask Ss to retalk the grammatical points in this lesson
V-Homework: - Do more exercises in work book
163
Period:
KIỂM TRA HỌC KÌ II
Chọn từ/cụm từ thích hợp (ứng với A hoặc B, C, D) để hoàn thành câu sau.
1) The windows was broken and some pictures …………….. away by the boys.
A/ has been taken B/ were taken C/ have been taken D/ was taken
2) Mr Smith, ………. I had come to see, said he was too busy to speak to me.
A/ whom B/ who C/ whose D/ which
3) All of the classrooms ……………. when we arrived.
A/ being cleaned B/ was being cleaned C/ is being cleaned D/ were being cleaned
4) If it …………… so cold, she will tidy up the garden.
A/ doesn’t be B/ didn’t be C/ don’t be D/ hasn’t been
5 The conical leaf hat is one of the typical features of the Vietnamese.......................... .
A/ education B/ culture C/ society D/ language
6) Her work suffered because of her total ……………….. in sport.
A/ absorptive B/ absord C/ absorption D/ absorbent
7) Up to now, she …………….. a lot of information about him.
A/ will learn B/ learnt C/ would learn D/ have learnt
8) He has worked as a secretary ……………….. he graduated from college.
A/ since B/ until C/ before D/ after
9) If I had time, I ……………….. to the beach with you this weekend.
A/ will go B/ will have gone C/ would have gone D/ would go
10) ………………… the end of the book, they get married and live happily ever after.
A/ In B/ At C/ On D/ About
11) The industrial ……………. has made many changes in our country.
A/ develop B/ developing C/ development D/ developed
12) When he came to visit her last night, she ……………….. a bath.
A/ is having B/ was having C/ has D/ had
13) Davis learned to play ………………. violent when he was at university.
A/ a B/ an C/ the D/ no article
14) ……………. can bring you all the information and stories with colour picture and action.
A/ Television B/ Radio C/ Book D/ Newspaper
15) It is becoming harder and ………………… to find a job.
A/ hard B/ harder C/ hardest D/ more hard
16) The warmer the weather ……………………. I feel.
A/ the good B/ better C/ the better D/ the best
17) Are there any ……………………. between Vietnamese and American culture?
A/ different B/ difference C/ differently D/ differences
18) Earning money has always been the thing that pleases him most. _______ he becomes, _____he is.
A/ The more rich / the more happy B/ The richest / the happiest
C/ The richer / the happier D/ Richer and richer / happier and happier
19) Hunting for meat and burning forests for soil cause destruction to wildlife.
A/ damage B/ protection C/ organization D/ contamination
20) My sister is very fond …………… chocolate candy.
A/ of B/ about C/ with D/ at
21) Jack studies in my class. He is my …………………………………
A/ leader B/ captain C/ monitor D/ classmate
22) I learned that the college …………………… in 1900
A/ found B/ was founded C/ founded D/ had been founded
23) Are you sure that boys are more ………………. than girls?
A/ act B/ active C/ action D/ activity
24) All of us are waiting the man …………… son was lost.
A/ who B/ which C/ whom D/ whose
25) ………… you study for these exams, ……………… you will do.
164
A/ The harder / the better B/ The more / the much

C/ The hardest / the best D/ The more hard / the more good
Chọn từ mà phần gạch chân có cách phát âm khác với những từ còn lại.
26) A/ phones B/ streets C/ books D/ makes
27) A/ police B/ miss C/ first D/ list
28) A/ friendly B/ pretty C/ study D/ type
29) A/ missed B/ washed C/ hoped D/ removed
30) A/ young B/ about C/ account D/ sound
Chọn từ có trọng âm chính nhấn vào âm tiết có vị trí khác với những từ còn lại.
31) A/ money B/ machine C/ many D/ mother
32) A/ contestant B/ satellite C/ similar D/ interview
33) A/ literature B/ preventive C/ measurement D/ temperature
34) A/ character B/ ordinary C/ worldwide D/ adventure
35) A/ vacancy B/ category C/ psychology D/ vertical
Xác định từ/cụm từ có gạch dưới cần phải sửa, để câu sau trở thành chính xác.
36) John lived in New York since 1960 to 1975 , but he lives in Boston now.
A B C D
37) My father was reading newspaper when the telephone ring .
A B C D
38) When I came in, everyone were watching a film.
A B C D
39) The average adult get two to five colds each year.
A B C D
40) Although his bad cough, he kept on smoking.
A B C D
Đọc kĩ đoạn văn sau và chọn phương án đúng (A,B,C or D )cho mỗi ô trống từ câu 41 đến câu 45.
Water polo originated in England during the 1870s and soon became popular in the United States. It
was first played in the Olympic Games as a men’s exhibition sport in 1900. In 1904 it became a men’s medal
sport, but only the United States fielded a team. In 1908 it was contested internationally at the Olympics.
Over the succeeding decades water polo became especially popular in Europe.
From approximately 1920 to 1946 the United States departed from the international rules for water
polo by adopting for play a loosely inflated ball that could be gripped in one hand and carried toward the
goal. Opposing players usually attempted to seize the ball carriers, wrestle them under water and render them
helpless from loss of breath. This rough style of play virtually disappeared by 1946. Since that time
traditional water polo has grown rapidly in North America, especially as a college sport. It is particularly
popular in southern California and other parts of the West.
Women have played water polo since the Game’s early days, but participation was not widespread
until the 1960s. In 1961 United States Water Polo established a national club championship for women. It has
hosted one for men since 1890. Women’s water polo became an Olympic medal sport at the 2000 Games in
Sydney, Australia.
41) Where did water polo originate?
A/ In Europe B/ In England C/ In the United States D/ In North America
42) When did the water polo become a men’s medal sport in the Olympic Games?
A/ In 1875 B/ In 1900 C/ In 1904 D/ In 1908
43) When did the players in the United States follow the same rules as in Europe?
A/ In 1920 B/ In 1945 C/ 1960 D/ In 1946
44) In what parts of the United States is water polo very popular at colleges?
A/ In the East B/ In the South C/ In the west D/ In the Midwest
45) When did water polo become a women’s medal sport in the Olympic Games?
A/ In 2000 B/ In 1960 C/ In 1980 D/ In 1900
Chọn từ thích hợp (A or B, C, D) để điền vào chỗ trống trong bài khoá sau, từ câu 46 đến câu 50.
The 22nd (46) ……Asian Games were held in Vietnam from the 5th to 13th December, 2003. (47)
…………… it was the first time Vietnam hosted such a big sports event, the Games were a great (48) ………
The Games really became a festival that impressed sports enthusiasts (49)……….. its spirit: solidarity, co-
operation for peace and development.
165
Athletes (50) ………….. 11 participating countries competed in 32 sports, and 444 gold medals were
won.
46) A/ Southeast B/ Northeast C/ Southwest D/ Northwest
47) A/ Despite B/ Because C/ Although D/ Until
48) A/ success B/ succeed C/ successive D/ successful
49) A/ at B/ with C/ about D/ on
50) A/ in B/ on C/ of D/ from
- Lead out the hand out and ask students matching the names of organizations with the pictures
- Let students understand more about these organizations, today we learn Unit 14 - part A: Reading
Before you read :

- Ask students to use the suggestion in their books to work in pairs
- Ask and answer questions :
1,what kind of activities is this organization involved in?
2,Is there a national Red Cross Society in Vietnam?
- Listen to students and correct pronunciation and grammar if necessary
While you read :
- Ask students to look through the passage and read in silence
- Explain pronunciation and meaning of new words which appear in the passage
Task 1 :
- Ask students to choose the best words in the box to complete the following sentences
- Let students work individual or in groups
- Help students if necessary
Keys:
1,dedicated 2,appealed 3,initiated
4,appalled 5,resulted
Task 2:
-Ask students go through the reading text and decide whether the statements are true or false
-Walk round the classroom and correct mistakes
-Keys: 1T,2T,3T,4F,5T
Task 3:
- Ask students to answer the following questions
- Ask students look through the passages then try to answer the questions in right way
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
- Walk round the classroom and correct mistakes

After you read :
- Ask students to read the passage again and fill a suitable word for the following paragraph
- Listen to students and correct mistakes
-Keys:1,appalled,2,lack .3,of,4.in
Home work:
- Ask students to write a short passage about the role of the Red Cross society in your country (80
words)
- Prepare Part B : Speaking at home
166

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Lesson plan – English 12.

Period: ENGLISH 12 TEST ORIENTATION

- Paragraph writing (e.g. writing leaflets / brochures)

Hình thức: Subject + am / is / are + V-ing - Take notes

• today: hôm nay

- Write them on their notebooks

III.While-reading: - Read the passages

Unit 1: HOME LIFE

* Vocabulary: Listen and repeat

1. To reserve: = to book sth in advance: ñaëc

- Ask Ss to summarise main points. - Write about family reunion.

- Ask Ss to pick out the word containing the ending

- Let students listen again and to repeat. + Listen and repeat:

- Ask Ss to do the exercises again at home. 2. D

- Divide the class into 8 groups and give each group a

- Ask Ss to look at the picture and answer questions

For me….. That’s true / wrong / view.

2. Who are they? 1. Yes, I have

- Now T asks Ss to open the book on page 25, - The answer

Look at the picture below, write Vietnamese

1. What is a symbol of Vietnamese girls and - Ss answer the question

/d/ - /id/. - work in pairs

- Ask Ss to skim the passage and underline the new

4. It shows one respect, give and respond your

- Ask Ss to use the information in the table to suitable

Task 2: Gap- fill 4. F

- Play the tape again for Ss to listen and answer

attract waving signal polite

- Introduction: - symbol of Vietnamese girls and women.

- Correct them 7. 8. 9. 10. 11. 12.

- Have Ss compare with partners . - Work in groups

- Ask Ss to put the following words in the right - Work in groups.

I. Warm – up: Finding words

Questions Jenny Gavin

- Call Ss to give the answers. 3. is set

1. How do you say in English the names of 2. Hanoi University of Architecture

III. While you read :

at college? 3. Her roommate left the window open when it was

A. Aims: To help students to practice:

IV. Post-speaking: - Work in groups. Discuss the process of applying to

between John and David and circle the best option

A. Aims: To help students:

I look forward to hearing from you soon. board

three - syllable words.

- Understand the task

4. I would have made a film with him if I had been a

question: Which pieces of advice given in the

• Take people to places of interest

- Ask Ss to decide whether the statements are true

- Introduce the task: Exercise 1. Add who, whoever, 1.whom 6.who

were my students. - Vietnam exports a lot of rice grown mainly in the

A. AIMS: To help students

make them go.

25. If she_______ him, she would be very happy.

for finishing high school and for university or

III. While-speaking : Group 1: Education

- Guide the students how to speak by giving them teachers’ salaries.

Fill in the box with the words which means…

2. a general rise in prices; the rate at which prices rise

3/ How is it different? 1/ They are going to fly.

more powerful and more dangerous.

+ Ask students the question: - Answer the question