Unit 6. An excursion

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Period 1: Get to know English 10

Class Teaching date Absentees

10A2
10A3

I. OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what
to learn and how to learn it.

II. PROCEDURE:

T: How many words in English do you know beginning with “T”, “T” and “E” (2
minutes: 1 for preparing, one for presenting)

Checks and gives feedback

T: I am Thuan. I’m your Teacher of English. Now, let’s begin the first lesson
“Get to know English 10”

What do you study in English 10?

Discussing the following questions and answer them:

1. How many units are there in the book? How many topics (themes)? What are 
they? What topic do you like best?

- 12 units. 12 topics.

- A Day in the Life of, School Talk, People’s Background, Special Education,
Technology and You, An Excursion, The Mass Media, The Story of the Village,

Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The
world Cup, Cities, Historical Places

2. How many lessons are there in each unit? What are they?

- 5 lessons

- Reading, Speaking, Listening, Writing, Language Focus
3. How many tests yourself are there in the book?

- 6 tests your-seft

4. How many 15-minute tests are there?

- 6 15-minute tests per a school year (3/ semester)
5. How many 45-minute tests are there?

- 4 45-minute tests (2/semester)
6. How many semester tests are there?

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3.How will you learn English 10?

Ss discuss in the group of 8 students, giving idea(s)
T gives feeedback

Suggested answers:

- Learn new words by heart

- Read the text in advance at home

- Watch and listen to progammes in English in the radio and on TV
- Do homework and exercises

- Practise a lot, sing English songs
- ...

4. Consolidation 
Summarising the lesson
Give some recommendations

Homework: Preparing Unit 1: A Day in the life of .... Lesson One
III. EXPERIENCE

UNIT1

:

A DAY IN THE LIFE OF ....

Period 2

: A. READING

Class Teaching date Absentees

10A2
10A3

I. OBJECTIVES:

- Ss read the text and guess the meaning of the new words, ask and answer base
on the content of the text, scan and take note the information

- Students should appreciate the daily activities of some people.
II. LANGUAGE FOCUS:

1. Grammar: - The present simple tense

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IV. TEACHING AIDS: some pictures of farmers' activities and hand- out.
V. PROCEDURE:

Teacher's activities Students' activities

WARM UP: (5mn)

Gives some hand-out 1 and gets
Ss to match A with B, then asks:

Where does a teacher work?
Where does a farmer work?
...

We'll understand more about the
life of a farmer in unit 1.

1. Pre-reading: (10mn)

Shows the pictures and introduces
some words and phrases:

Guides Ss to read in chorus

Gives hand- out 2 and guides Ss

to do it.

Introduces: Mrs Tuyet and Mr Vy
are farmers.

Match A with B in pairs
A

1. teacher
2. doctor
3. worker
4. seller
5. farmer

B
a. market
b. school
c. hospital
d. field
e. factory
He / She works at a school.

He / She works in the field.
Peasant (n) = farmer (n)
-Lead the buffalo to the field
-Pump water (v)

-Transplant (v)
-Plough (v) (n)
-Harrow (v) (n)

- Fellow (n) = friend

Read the chart and guess what Mr Vy does and
Mrs Tuyet does.

Their activities Mr Vy Mrs Tuyet
1. take care of children

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Asks Ss to check the information
and read the text.

2. While- reading: (20 mn)

Asks Ss to read the text silently.
Requires Ss to do task 1 in groups
of 4

Gives the correct answer

Task 2:

Gets Ss to ask and answer in
pairs.

harrowing the plot of
land

5. preparing meals
6. leading a buffalo to
the field

7. boiling water

Open the book and check the information
about Mr Vy and Mrs Tuyet's daily routines.
Skim the text and do tasks.

Task 1: Practise with groups of 4
Check the correct answer.

1. C 2. C 3. A 4. A
Practise task 2 with pairwork.

Suggested answers:

1. He's a peasant / a farmer.

2. He gets up at 4.30 and then he goes down the 
 kitchen to boil some water for his morning tea.
3. In the morning, he ploughs and harrows on
his

plot of land, drinks tea and smokes local 
 tobaco during his break.

4. In the afternoon, they repair the banks of their
 plot of land. Mr Vy pums water in to it while
his wife does the transplanting

5. Yes they are. Because they love working and

they love their children.

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Listens and checks their answers
Guides Ss to make a brief note
about Mr Vy and Mrs Tuyet's
daily routines.

Can help some bad Ss

3. Post- reading: (8mn)

Asks Ss to close the book and

about Mr Vy and Mrs Tuyet. Do it individual and
compare their note with a partner.

Suggested answers:
* In the morning:

- 4:30 : The alarm goes off, Mr Vy gets up, goes
down to the kitchen, boils water for tea, drinks
tea, has a quick breakfast, lead the buffalo to the
field.

- 5:15 : leaves the house

- 5:30 : arrive in the field, ploghs and harrows his
plot of land

- 7:45 : takes a rest

- 10:30 : goes home

- 11:30 : has lunch with family
* In the afternoon:

- 2:30 p.m : Mr Vy and Mrs Tuyet go to the field
again, repair the banks of their plot of land. He
pums water in to it. She does the transplanting.
- 6:00 p.m: finish work

- 7:00 p.m : have dinner
* After dinner:

- watch TV, go to bed

- sometimes visit neighbours, chat with them
- Close the book and talk about Mr Vy and Mrs
Tuyet's daily routines.

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discuss about Mr Vy and Mrs
Tuyet's daily routines.

Assigns homework (3mn)

COMMENTS (2mn)

Homework:

- Write a paragraph about a farmer's daily
routines in Viet Nam. (about 80 words)

- Do exercise 1, 2 (p. 4, 5) in workbook.
- Prepare lesson 2: speaking

VI. EXPERIENCE

Period 3: B. SPEAKING

Class Teaching date Absentees

10A2
10A3

I. OBJECTIVES:

- Ss know about daily activities of some people or themselves.

- Ss ask and answer about daily routines and talk about daily activities of some
people or themselves.

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1. Grammar: The present simple tense

2. Vocabulary: Words related to daily activities.
III. SKILLS: Fluency in expressing opinions 
IV. TEACHING AIDS: A poster and hand- out.
V. PROCEDURE:

Teacher's activities Students' activities

WARM UP: (3mn)

Shows the poster and asks Ss
try to remember the subjects

Listens and checks

1. Pre- speaking: (8mn)
Gives handout and asks Ss to
match a number in A with a
suitable in B

Retell the subjects individual.
Subjects are learn in school

1. Civic education
2. Technology
3. Maths
4. Physics
5. Literature
6. English

7. Biology
8. Chemistry

9. Physical education
10.Geography

11.History

12.Information technology

Match a number in A with a suitable in B
work in pairs

A B
6.00

7.15
8.05
8.55
9.45
10.40
17.00
18.30

a quarter to ten
five to nine

a quarter past seven
five past eight
twenty to eleven
half past six p.m
five o'clock p.m
six o'clock a.m

Ask and answer about Quan, using the
information from the timetable

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2. While- speaking: (20mn)

Task1:

Guides Ss to ask and answer
about Quan's daily activities
using his weekly timetable.

Helps and checks

Task 2:

Asks Ss to look at the pictures
(p.15) and descibe Quan's
activities

3. Post- speaking: (10mn)

Task 3:

Asks Ss to close the book and
tell their classmates about his/
her daily routines.

S1: What time does Quan have a Civic Education
lesson on Monday?

S2: (He has a Civic Education lesson) at 7:15
a.m.

Or:

S1: What lesson does Quan have at 7:15 a.m on
Monday?

S2: (At 7:15 on Monday he has) a Civic
Education lesson.

S1: What time does he have English lesson on
Friday?

S2: (He has English lesson) at 8:55 on Friday.
...
Look at the pictures and describe Quan's activities
Work in groups of 4

Answer:

At 2:00 o'clock p.m Quan gets up after taking a
short nap. He studies his lesson at 2:15 p.m. He
watches TV at 4:30 p.m. Then he goes to the
stadium by bycicle at 5:00 p.m. There he plays
football with his friends at 5:15 p.m He comes
back home at 6:30 p.m, takes/has a shower at
6:45. He has dinner with his family at 7:00 p.m.
At 8:00 p.m he reviews his lesson/ does his
homework.

Practise individually
Suggested answer:

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Lets 1 or 2 good Ss come to

the board to speak.

Assigns homework (2mn)

COMMENTS (2mn)

At 12.00 I have lunch with my family. Then I take
a nap until 1.30 p.m. I go to extra classes at 1.45
p.m and get home at 4.15p.m I watch TV, listen to
music, read books or go out with my friends at
4.50 p.m. I have dinner with my family at 7.00
p.m. From 8.00 to 10.15 I do my homework. Then
I watch TV until 10.45 p.m. I go to bed at 11.00
p.m.

HOMEWORK:

-Write a 50-word paragraph about your daily
routines

- Prepare lesson 3: listening

V. EXPERIENCE

Period 4:

C. LISTENING

Class Teaching date Absentees

10A2
10A3

I. OBJECTIVES:

- Students understand a daily activities of a cyclo driver
- Students listen and understand a daily activities of Mr Lam.
- Number the pictures in their correct order

- Tick ( ) in box T or F according to the content of the passage.
II. LANGUAGE FOCUS:

1. Grammar: Simple present tense

2. Vocabulary: Words related to daily activities.

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V. PROCEDURE:

Teacher's activities Students' activities

WARM UP: (3mn)

Shows a poster and asks Ss to
listen and tick the words or
phrases which T's just read
1. Pre- listening: (8mn)
Shows the picture and asks:
What is this? Points to the cyclo
Who is he?

Requires Ss to asks and answer
in pairs.

Helps and checks.

Asks Ss to listen and repeat
some words.

2. While- listening:

Task 1:

Asks Ss to look at 6 pictures
and guess their correct order
then number them.

Plays the tape the first time.
Plays the tape the second time
and gives Ss 1 minute to
number pictures.

Plays the tape the third time and
asks Ss to check the answer.

Look at the poster, listen and come to the board to
tick words or phrases which T's just read

get up, have breakfast, drink tea, leave the house,
start work, learn, plough, take a nap, ...

Answer
- It's a cyclo.

- He is a cyclo driver.
Practise with pairwork.

S1: Have you ever travelled by cyclo?
S2: Yes, I have.

S1: When was it?

S1: When I was in HaNoi last summer.
S1: Is it interesting to travelled by cyclo?
S2: Yes, it is.

S1: Which do you prefer, going by bicycle or by
cyclo?

S2: I prefer going by bicycle because it's
interesting and helps me to strengthen my
muscles.

Listen and repeat

district routine office pedal purcharses
drop passengers ride park food stall
Look at the pictures and try to guess their correct
order, then number them.

Work in group of 4
Listen for gist

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Task 2:

Asks Ss to read the sentences
(p.17) and tick in box T or F
Plays the tape the first time.
Plays the tape the second time
and gives Ss 1 minute to tick the
box.

Plays the tape the third time and
asks Ss to check the answer.

3. Post- listening:

Requires Ss to ask and answer

Listen and check the correct order
Answer:

a. 3 b. 5 c. 4 d. 6 e. 1 f. 2

Read the sentences and guess to tick in box T or F
Listen and tick

The correct answer:
1. F 4. F
2. T 5. F
3. F 6. F

Practise asking and answering about Mr Lam's

daily activities in pairs.

Eg:

A: What's his name?
B: His name's Lam

A: What's his job? / What does he do?
B: He's a cyclo driver.

A: What time does he start work?

B: He starts work at 6.00 am. / At 6.00 a.m.
A: Who is his first passenger?

B: An old man.

A: How many passengers does he usually have in
the morning? Who are they?

B: He usually has 4 passengers a day. They are an
old man, a lady and two school pupils.

A: What time does he have lunch?
B: He has lunch at twelve.

A: Does he take a long rest?

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about Mr Lam's daily activities.
Assigns homework (2mn)

COMMENTS (2mn)

HOMEWORK:

Write what you can remember about Mr Lam's
daily activities.(about 50 words)

V. EXPERIENCE

Period 5: D. WRITING

Class Teaching date Absentees

10A2
10A3

I. OBJECTIVES:

- Students know how to build up a narrative, using the given prompts
- Students learn to build up a narrative about a hotel fire.

II. LANGUAGE FOCUS:

1. Grammar: Students know how to use the past simple to write a passage about a
hotel fire.

2. Vocabulary:

III. SKILLS: Writing a narrative about a hotel fire.
III. TEACHING AIDS: poster

IV. PROCEDURE:

Teacher's activities Students' activities
WARM UP: (3mn)

Asks Ss some quetions:
Have you ever heard a
frightening / an interresting

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story?

When and where did it
happen?

How did you feel about that?
1. Pre- writing: (10mn)

Task1:

Asks Ss to read the model
narrative (P.17&18) and find
all the verbs that are used in
the past simple and the
connectors(time expression)
in the story.

Guides Ss to work in groups

of 4

Helps and checks.

Emphasizes the past simple
to narrate a story.

2. While- wrting: (20mn)

Task2:

Asks Ss to do task 2 in
groups of 4

Checks and helps.

It happen when I was young. / When I was in the
six grade... It happen at my house/ school /...

It made me frighten / happy / bored/ ...

Task1:

Read the model narrative, underline the verbs
that are used in the past simple tense, circle the
connectors (time expression) in the story such as:
Stared, was, arrived, got, began, ...

At first, then, ...
Work in groups of 4

Identify the events, the climax, and the
conclusion of the story.

+The events: got on plane, plane took off,
hostesses were just beginning to serve lunch
when plane began to shake, plane seem to dip,
people screamed in panic.

+ The climax: We thought we had only minutes
to live.

+ The conclusion: Pilot announced that
everything was all right, we landed safely.
Work individually.

Period 6: E. LANGUAGE FOCUS

Class Teaching date Absentees

10A2
10A3

I. OBJECTIVES:

- Should distinguish between the vowels / i / & / i: /

- Review the present simple, the past simple and adverbs of frequency.
- Do all exercises

II. LANGUAGE FOCUS:

1. Grammar: the present simple, the past simple and adverbs of frequency.
2. Vocabulary: tent, creep, Put out, leap, wind, flow,...

III. SKILLS: reading, listening, writing.
III. TEACHING AIDS: poster

IV. PROCEDURE:

Teacher's activities Students' activities
WARM UP: (3mn)

Draws a picture (a cup of tea and
some biscuits) and asks Ss to find
the words related to the picture then
make sentences with those words.
1. Pronunciation: (8mn)

Introduces how to read 2 vowels /
i / (short) & / i:/ (long)

Read aloud

Asks Ss to open the book (P.19) and
show the vowels / i / or / i:/

Suggested: tea, biscuit

He drinks tea every morning.
I want to eat some biscuits.

Listen and repeat
Minimal pairs:

/ i /
hit
bit
meet
it

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Guides Ss to read aloud sentence by
sentence in the book.

Notes the sentence stress

2. Grammar and vocabulary:
Shows the picture and introduces
the simple present, simple past and
adverbs of frequency.

Revise the simple present, simple
past and adverbs of frequency.

Exercise1:(10 mn)

Asks Ss to choose the correct form
of the verbs in the box to fill in the
gap.

Checks and helps

Exercise2: (6mn)

Guides Ss to know how to put each
of those adverbs of frequencyin its
appropriate place in the given
sentences.

Checks and calls 1 or 2 ss to read in

front of the class.

Exercise3: (14mn)

ASks Ss to choose the past simple
of the verbs in brackets.

Can give the meaning of some
words

lick leek
Eg:

Is he coming to the cinema?

We'll miss the beginning of the film.
...

He is a schoolboy. He usually goes to school
by bicycle everyday but yesterday he went to
school on foot

usually: adverbs of frequency
goes : simple present

went : simple past

Exercise1:

Complete the blanks. use the correct present

simple form of the verbs in the box.

Practise in pairs
Answer key:

1.is
2.fish
3.worry

4.are
5.catch
6.am

7. catch
8. go
9. give up

10. say
11.realise
12. am

Exercise2:

Practise individual.

Example: He gets up early.

He usually gets up early.
She is late for school.
She is often late for school.

Note: As a rule, I go to bed at 10.00 p.m

Exercise3:

Remember the form of the past simple tense
and supply the correct past simple form of
the verbs in brackets

- tent (n): lÒu

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Helps and checks

Assigns homework.(2mn)

COMMENTS: (2mn)

- Put out: dập tắt

- leap (v) - crept - crept: nhảy dựng lên
- wind (v) - wound - wound: cuộn, lợn vòng
- flow (v): chảy, trôi

Practise with pairwork.
Suggested answer:

1. was done 7. began 13. was
2. cooked 8. felt 14. leapt
3. were 9. put out 15. hurried
4. smelt 10. crept 16. found

5. told 11. slept 17. wound

6. sang 12. woke 18. flowed

HOMEWORK:

- Do exercises in part LANGUAGE FOCUS
of UNIT 1 in workbook.

- Prepare unit 2

V. EXPERIENCE

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Class Teaching date Absentees
10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to know how to
appreciate tell daily avtivities at school, introduce themselves

II. LANGUAGE FOCUS:

1. Grammar: gerund and to-infinitive
2. Vocabulary: Words related to school

III. SKILLS: Reading for gist and for specific information
III. TEACHING AIDS: poster

IV. PROCEDURE:

Teacher's activities Students' activities

1.

WARM-UP:

Before you read

. (7’)
- Asks pupils:

a. What does “school talks” means?
b. Do you often tell about your school?
c. Which topics do you often talk about 
when you meet your friends?

- Asks pupils to look at the book and
work in pairs to say which topics they
often talk about when they meet or talk to
each other.

- Calls some couples to ask and answer.
- Introduces the situation of the passages
1,2,3.

2

. PRESENTATION:

While you read

. (25’)

Task 1:

- Asks pupils to read the passages in skim
to find the new words,

- Asks pupils to read up the new words.

- Answer teacher’s questions.

P1. It means the dialogues at school.
P2. Yes, I do.

P3. We often talk about our favourite
sport, it is football. etc...

Pairwork

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- Asks pupils to work in groups to fill in
the blanks with the suitable word.

- Calls pupils to decide the part of speech
of the word needed to fill in each blank.
- Calls some pupils to read up the
sentences.

- Asks some pupils to correct the
mistakes.

- Asks pupils to work in groups to find
the sentences with the main verbs which
are followed by V-ing and those followed
by to + infinitive

Task 2:

- Asks pupils to scan the passages to
find who often do the actions given.
- Calls 3 pupils to go to the board to write
full sentences.

- Asks 3 pupils to correct the mistakes of
writing.

Task 3:

+ international (adj)
+ be crowded

+ narrow (adj)
- Read up

- Work in groups to fill in the blanks
P1: 1. a verb; 2. a noun; 3. a verb
P2: 4. an adjectives; 5. a noun.
P3: 1- enjoy; 2- traffic; 3- worry; 4- 
crowded; 5- language

- work in groups to fin the sentences.
P5. + I like to learn English

+ I don’t really like getting up early.
P6: + I love working with children.

- Work in pairs to do the task

- Write full sentences, 3 pupils write on
the board.

P1.+ Miss Phuong enjoys teaching.
 + Phong has to get up early.
 + Phong lives far from school
P2.+ Miss Phuong loves working with 
children.

+ Phong loves learning English.
 + Phong rides a bicycle to school 
every day.

P3.+ Phong studies at a high school
 + Miss Phuong teaches English at a 
high school

+ Mr. Ha worries about someone 
else’s safety.

- Correct
Key:

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- Asks pupils to close their books, work
in pairs to ask and answer about the
passages.

- Calls some couples to ask and answer.

After you read

. (10’)

- Has students work in groups and answer
the questions

1. What subjects you like best and why?
2. What do you like or dislike doing at
school?

3. What do you worry about at school?
- Give comments

- Ask students to tell the content of the
small talks

- Ask to tell themselves

4.

HOME WORK:(3’)

- Asks pupils to do the reading

comprehension at page 10 & 11 in the
Workbook.

2. He studies many subjects such as
maths, physics, chemistry and

3. Because it is an international language
4. She says that teaching is hard work,
but she enjoys it because he loves
working with children

5. Because his son has to ride his bike in
narrow and crowded streets to get to
school

- Work in groups to speak.
Key:

1. I like English best because it is an
important means of international
communication

- I like learning Math, Chemistry or
Vietnamese Literature because it’s useful,
interesting

2. – doing a lot of homework
- taking part in social activities
- talking with my parents

3. I worry that many students cheat in
exams/ live far from school/ difficulty in
speaking English

- Have discussion then present ideas in
front of the class

- Present the content of the small talks
again

- Introduce themselves

- Listen to the teacher and write down 
homework

- Do the exercise at home.

V. EXPERIENCE

Period 8: B - speakING

Class Teaching date Absentees

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I. OBJECTIVES: By the end of the lesson, Ss will be able to make small talks in

daily life.

II. LANGUAGE FOCUS:

1. Grammar: gerund and to-infinitive 
2. Vocabulary: Words related to school

III. SKILLS: Fluency in expressing oppinion and expressions for making a
conversation

III. TEACHING AIDS: Pictures, English textbook 10,

IV. PROCEDURE:

Teacher's activities Students' activities

Warm-up: (5min)

- Give a situation and write a short
conversation on the board

Situation: suppose that you meet a friend
at the supermarket, you are very busy.
How will you say to open and end the
conversation?

- Give a short conversation:
A: ………. (1)

B: Hi, Lan. How are you?
A: I’m fine. Thanks. And you?

B: I’m fine. Let’s go somewhere for a
drink

A: Sorry, ………. (2)

- Ok, that’s a short conversation between
A and B

(1) & (2) are two ways to start and close a
conversation

Today, we will practice speaking
conversation having stating and dosing
sentences

- requires Ss to complete this
conversation with simple sentences.

- explains these are two sentences which
are used to open and close a conversation
- calls some Ss to give their answer and
then can calls one pairs to pratice this
conversation .

Today we will pratise speaking
conversation having starting and closing

Listen to the teacher

- Copy the conversation and complete the
conversation with suitable words

(1) Hi/ Hello

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sentences

- Raises the questions: (8mn)

1. What do you think about “greeting”?
2. How many kinds of “greeting”?

3. How can you say when you meet
teacher in the morning?

4. How can you say when you meet your
friend in the morning?

5. How can you say to your teacher when
your school finishes?

Task 1(7mn) These expressions are
commonly used when people are
chatting. Place them under the
appropriate heading then practise with a
partner

- Give instruction

- Introduce some expressions that we can
use to start and close a conversation

- Ask student to place the expressions
under the appropriate heading

- Ask student to work individually then
work in groups

- Give suggestions

Task2(7mn): Rearrange the following

sentences to make a conversation and
then practise it with a partner

- Ask students to rearrange the sentences
to make a conversation

- Ask students to work individually then
in pairs

- Walk around the class to help student
when necessary

- Check and give suggestions

- Ask student to practise it with a partner
- Corrects students’ pronunciation if
necessary

Task 3(8min)

Complete the following conversation
with suitable words, phrases or sentences
in the box and then practise it with a
partner

- Ask students to complete the
conversation with suitable words

- Ask students to read all words in the
box

- Give the meaning of some words when
necessary

1. It is important

2. There are 2. They are:- People who use
greetings when they meet to each other
- People use greetings when they say
goodbye to eachother

3. Good morning

4. Good morning/ Hi/ Hello

5. Goodbye/ Byebye/ See you again
- Do the task

- Give answers:

* Starting a conversation: 
- Good morning

- How’s everything at school?
- Hello. How are you?

- Hello, what are you doing?
- Hi, how is school?

* Closing the conversation:

- Sorry. I’ve to go. Talk to you later
- Well. It’s been nice talking to you
- Goodbye. See you later

-Great. I’ll see you tomorrow. Catch up
with you later

- Do the task
- Give answers:
D- E- B- H- F- C-G
- Practise with partners

- Do task 3
- Work in pairs
- Give answers:

A: What’s the matter with you?
B: Awful/ a headache

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- Ask students to work individually then
work in pairs

- Walk around the class to help students
when necessary

- Check and give suggestions

- Ask students to practise this
conversation

- Correct their pronunciation when
necessary

Task 4: (10mn) Make small talks on the
following topics, using the starting and
ending of a conversation

- Divide the class into 4 groups

- Ask each group to discuss one topic and
make a small conversation

- Walk around the class and help all
students when necessary

- Ask students to present the
conversations

- Give comments

- Ask students to practise all
conversations again

- Homework: 1,2,3 at the page 8 and 9
(English exercises book)

- Do task 4

- Work in groups

- Practise the conversation
Answer:

A: Hi, Minh. How was your trip to Da
Lat?

B: Hi, Huy. It was wonderful

A: What was the weather like in Da Lat?
B: It was cool.

A: Really? I love it, too.
* Plans for the next weekend:
A: Hello, Nga.

B: Hi, Lan.

A: Are you free on Friday? Would you
like to go to the cinema next weekend?
B: Thanks. But I have a plan to go out
with Lan.

A: Oh, bye
B: Bye

V. EXPERIENCE

Period 9:

C - listenING

Class Teaching date Absentees

10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to listen to some small

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II. LANGUAGE FOCUS:

1. Grammar: the present continuous, past simple, present simple tense, 
2. Vocabulary: Words related toschool, weather and travelling

III. SKILLS: : Listening for gist and for specific information

III. TEACHING AIDS: Pictures, cassette player, English textbook 10,
IV. PROCEDURE:

Teacher's activities Students' activities

WARM UP (5'-7'): Requires Ss to find the
questions for the answers

1.I’m taking English.
2.I really like it
3.For two weeks.

4.No,I’m travelling alone 
5.That’s great.

Asks Ss to work in pairs

Calls some pairs to give answer
Checks and corrects

New lesson ( 35'-37’)

I. Before you listen

- requires Ss to work in individuals
and then work in pairs

- walks around for help Ss

- checks and gives the right answers
II. While you listen

Task 1

Asks Ss to listen to the conversations
Plays the tape more than once

Tells Ss to listen for main ideas and the
key words, not specific information in the
first time.

Can tell the content of four pictures for Ss
Calls some Ss to explain their answers to
class

keys : conversation1 – picture b, conver 2
– pic C, conver 3 – pic d, conver 4 – pic a

Task 2

Requires Ss to read al the questions
lets Ss listen again to the CD to find the
answers

Pauses between conversation to make it
easier for Ss While they are doing the
task

Introduces Ss to take note the main ideas

listen and find the questions for the
answers

Work in pairs
Expected answer:

1.What are you taking this semester?
2.Do you like travelling ?

3.How long are you staying there?
4.Are you travelling with your parents ?
5.Would you like to go somewhere for a 
drink?

work in individuals and then in pairs to do
the task

* Expected answers:

1-c, 2-e, 3-a, 4-b, 5-d.

- listen to the CD

- find out the main content in each of
conversation

- match

- give answers
* Expected answers:
conversation1 – picture b, 
conversation 2 – picture c, 
conversation 3 – picture d, 
conversation 4 – picture a
read all the questions

listen the CD again to find the answers
some Ss go to board towrite.

Answer keys :

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first and then complete the full sentences
calls some Ss to write the answers on the
board

Checks and corrects
Task 3

Asks Ss to work in pairs and study the

conversation. Encourage them to guess
the missing words

Plays the last conversation again

asks Ss to listen to it and complete the
conversation by filling in the missing
words

Calls some pairs to give answer and then
to practise the conversation

Comments on Ss’ performance and gives
correct answers

III. After you listen

Asks Ss to work in groups and discuss the
problems they have experienced at school
suggests the common problems at school:
getting bad marks, having difficulty in
making friends, coming to class late, ...
advises Ss to use these questions :
What problems have you got at school?
What is / are the reasons ?

What have you done to solve it / them?
Who helps you to solve it?

- goes round to help Ss

- calls some Ss to talk about their
problems at school

checks and corrects if necessary
Home work (2 )’

Write a conversation about the problems
you have experienced at school

2. she is in Miss Lan Phuong’s class
3. he is at a party

4. he plans to stay in Nhatrang for week.
5. no, she dosen’t. she traves alone

listen to the CD and complete the
conversation

give answers
Answer keys :

1. it here
2. very nice
3. big

4. comfortable
5. travelling 
6. no

7. alone
8. for a drink
listen to the T’s help

use these suggestions to do this task
give answers

work in individuals

V. EXPERIENCE

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Class Teaching date Absentees
10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to :

- fill some common forms such as simple application form, library admission
form , ....

- use useful language and structures in some certain forms
II. LANGUAGE FOCUS:

1. Grammar: present simple tense,

2. Vocabulary: Words related toapplication form,...
III. SKILLS: : writing

III. TEACHING AIDS: Poster English textbook 10,
IV. PROCEDURE:

Teacher's activities Students' activities

Warm up ( 7’ )

T supplies for students some kinds of
forms and asks

1.What are they?

2.Have you ever filled in a form? When?
3.What sort of imformation do you often 
have to provide when you fill in a form?

PRE-WRITING

Activity 1:Present vocabulary
+ country of origin: Quê quán
+ Present address: chỗ ở hiện tại
+ Marital status:tình trạng hơn nhân
+ Block capital: chữ viết hoa

+ Applicable:thích hợp

-T asks Ss to read the newwords loudly
Activity 2:Matching

- T asks Ss to do TASK2 Match a line in 
A with a question in B

- Have Ss compare their answers with a
partner .

-T can explain: Forms do not usually ask
questions, but they ask for information
-Call on Ss to read their answers

-Tchecks and give correct answers
PRACTICE

TASK 3: Doing what Forms ask

The whole class
Expected answer:
1.They are forms

2.To apply for a job./ To open accounts
 To send or receive money at the post 
office./ To attend to a club./ To change 
school ..etc..

3.Firstname,surname,address,age, 
occupation, maritalstatus, telephone 
number, reason...

Pair - work and then the whole class.
-Expected answer:

1-D 5-B
2-F 6-C

3-E 7-A
4-G

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-Have Ss do the task individually

-Go around the class and provide help if
necessary.

-Further explain and translate into
VietNamese if necessary

TASK 4: Filling in a form

-T asks Ss to study the form carefully and
fill the form using their own information.
-Call 2 students to fill the form on the
blackboard while others doing the task in
the textbook.

- Let them have 4 minutes and then tell Ss
to look at the board and comment on their
performance.

-Correct the form as the whole class.
PRODUCTION

-Write a form to apply for a job / attend a 
club.

-Let Ss write in 3 minutes and T goes

around to help if necessary.

-Peer correction

-T collects five Ss to correct and give
them marks.

-Some Ss speak and explain their ieads
for this form in front of class

-Work individually. And then compare
their answers with a partner.

Work individually and write down their
writings on the blackboard

The oak tree school of english
please write in capital

letters

Mr / Mrs / Mss *
Surname : Hoang

First name : Mai Phuong
Date of birth : May 09 th ,1995
Nationality: Vietnam

Language(s) : Vietnamese, English,
Japanese

Address in your country: Na Khoang
village, Tra Linh District, CB province 
Occupation : Student

Reason for learn English : Business /
Pleasure / Exams / Others

( if others, please specify)

How many hours a day do you want to
stay at school? 3-4 hours

What date do you want to start? May,
19th

* delete where not applicable
V. EXPERIENCE

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Class Teaching date Absentees
10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to :
- pronounce the sounds /^/ and /a:/ correctly
- using gerund and to – infinitive appropriately
II. LANGUAGE FOCUS:

1. Grammar: gerund and to – infinitive

2. Vocabulary: threaten, situation, mind, suggest, target...

III. SKILLS: reading, speaking, listening and wrting
III. TEACHING AIDS: Poster, English textbook 10,
IV. PROCEDURE:

Teacher's activities Students' activities

I. PRONOUNCIATION
1. Listen and repeat:

Example: love father

/^/ /a:/

-T helps Ss to distinguish two sounds
-Ask them to listen and repeat

2.Practice:

-Open their textbooks and practise the
sentences

-Calls on some Ss to pronounce two
sounds

- Peer correction

II. GRAMMAR AND VOCABULARY

Revise the form how to make 
questions

1.Example:Make questions for these
responses

* Yes, I am tired.

* I like listening to pop music
*Yes,I have got.

* I learn English to get a good job.
-T asks: What do you call theses
questions ?

Yes-No question
Wh -question

2.Form:WH-word+auxiliary
V/be+S+V ?

Exercise 1:Make question for the

-Note: distinguish two sounds:

/^/

-o:wonderful, son
month, some,
something

-u:bus,fun,husband,

-oo: blood,flood
ou:country,couple,y
oung, touch, trouble
- oe: does

/a:/
-a: father,

-a+r: : farm, far,
alarmstart,star,hard.
.

- au: laugh,aunt

- individualwork

-The whole class and make questions for
responses

-Are you tired today?

-What kinds of music do you like?

-Do you have you got many subjects today ?
Why do you learn English?

Listen to T’s eliciting and takes notes
Work individually

Exercise1:

Expected answer:

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following responses

Call on some pairs to read the

questions and responses aloud in front
of the class

Exercise2:

Ask Ss to read the letter carefully and
fill in each blank with an –ing and
to-infinitive form of the verb in brackets
- Tell Ss to compare their answers with
a friend

- Call on some Ss to read the
completed letter

- Asks Ss to work in pairs and complete
the sentences using an – ing or to –

infinitive from of the verbs in the box.
- Gives task

- Feedback and give correct answers:

* Consolidation:-Practise the sounds

/^/and /a:/

-Make wh-question
-Use the infinitive and gerund of verb
* Homework

- Do all exercises 1,2,3 4,5,in
Workbook.

-
Prepare Unit 3 lesson 2 READING

4. Where do you live?

5. Why do you like learning E? 
6. What time is it now?

7. How many children do they have?

Distinguish the infinitive and gerund
1.The verbs can only be followed by
to-infinitive

Agree decide plan
Refuse hope expect
Manage seem tend
Fail pretend want

2.The verbs can only be followed by gerund
Enjoy consider practise

Avoid miss postpone
Mind risk like

3.The to -infinitive and -ing never mean the
same when we use after theses verbs:

Remember Stop Forget
Regret try mean

4.The to-inf and V-ing has the same meaning
after some verbs

Begin start like dislike
Love

Exercise2:

Expected answer:

1. to hear 2. going 
3. remembering 4. doing 
5. worring 6. to pay

7. to go 8. visiting 
9. seeing 10. hearing
Exercise 3:

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V. EXPERIENCE

Unit 3:

Period 12:

A - Reading

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:

- read better through Matching and True or False exercises.

- improve background knowledge about famous scientists especially about
Marie Curie.

II. LANGUAGE FOCUS:

1. Grammar: - The past perfect

- The past perfect vs. the past simple

2. Vocabulary: Words to describe people’s back ground: name(s), age, place/date
of birth, education, job, interest

III.Skills: Reading for general or specific information

IV. Teaching aids: Some photos of famous people and some information

about them

IV. Procedure:

Teacher's activities Students' activities

Warm-up: (5')

- Give some famous persons’ names in
the column A and their job in the column
B

- Let students match the people with
their jobs

A B

Hong Nhung
Marie Curie

scientist
writer

- Do themselves and then working pairs
- Some of them do on the board and speak
out

A B

Hong Nhung
Marie Curie

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Miss Hanh

Ngo Tat To

singers
teacher

- Recheck and introduce the new
lesson: Marie Curie

I. Before you read: (8')

- Ask some questions about some
famous people and Marie Curie

1. Can you name and tell some
scientists and their specializations?
2. What are their job?

3. Where are they?

4. Have you ever heard of Marie Curie?
5. What do you know about her?

- Let students write some information
about Marie Curie with model given
What you already know about her

What you want to know about her

- Let each student stand and speak their
opinions

- Go around and help them if necessary
II.While you read: (20')

- Let students open the book and read
silently while teacher reads aloud and
correctly

- Ask students to read themselves and
write down some information

- Let students work in pairs to do the
task 1

Task 1

- Read words in A and ask:

1. With flying colors, what does it
mean?

- Let students translate them into
Vietnamese

- Ask students to reread and answer
some questions to practise with some

words above

1. To whom do these words refer to?
- What about her?

2. Who passed the exam with flying
colors?

Task 2

- Let students read all sentences and

Miss Hanh

Ngo Tat To

teacher
writer

- Listen to the teacher

- Write down in their papers and then
discuss in their groups

- Some students stand up and answer in
roles

A: Can you name…?

B: They are NewTon, DarkWin, Marie

Curie...

- Work in pairs to discuss to fill some
necessary inform about Marie Curie

- Speak out their knowledge about Marie Curie
A: Marie Curie is a scientist

B: I want to know when and where she
was born

Class organization: students do it in pairs
- Read silently

- Remember some information about
Marie Curie

- Read quickly and give some sentences in
the text which are in A

- Predict the meaning of words
- Match words A with B

1-C: very well, with a very high
mark/grade

2-E: find out exactly by making
calculations

3-A: having a fully developed mind

4-D: make less severe

5-B: keep in the mind

- Work in pairs and answer some question
- Read quickly and find information to
compare to the sentence given: True of
False?

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explain some new words if necessary
- Listen and correct if needed

Task 3

- Let students work in pairs

III. After you read: (10')

-Ask students to close their books and
practise telling something about Marie
Curie

- Let students reread the passage
quickly to find evidence from the
passage to prove each of them

a. strong willed
b. ambitious
c. hard-working
d. intelligent

e. humane

- Listen and explain some use of the
words: work as; in spite of; worked
together on; took up the position

V. Homework (2')

- Reread the passage and write about
another famous person (about 100
words)

- Work in pairs to find information to
answer the questions

-Expected answer:

1.Marie Curie was born in Warsaw on

November 7th, 1867.

2.She was a brilliant and mature student.
3.She worked as a private tubor to save 
money for a study tour abroad.

4.She was awardes a Nobel Prize in 
Chemistry for determining the atomic 
weight of radium.

5.No, it wasn’t. Her real joy was “ easing

human suffering”

- Work in pairs and some of them stand
and say about Marie Curie

- Work in groups and discuss which
sentences go with the word given

- Speak out:

a. strong willed: harboured the dream of a
scientific career, impossible for a woman at that
time

b. Ambitious: kept moving up in her
career

c. hard-working: difficult living conditions- work
hard

d. Intelligent: Nobel Prize

e. Humane: easing humane suffering
- Some others repeat

- Copy the words
- Listen and copy

V. EXPERIENCE

Unit 3:

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Class Teaching date Absentees
10A2

I. Objectives: By the end of the lesson, students will be able to talk about

their own background and know how to ask for other people’s background.
II. Skills: Talk about people’s background

III. Teaching aids: Textbook, photos of some famous persons or some real

information about someone to speak

IV. Procedure:

Teacher's activities Students' activities

Warm-up: (3')

- Ask students to close the book

- Give some words and let students
complete the full sentences:

1. Marie Curie/ born/ 7th/ November/

Warsaw/ 1867

2. Marie Curie/ harbour/ dream/

scientific career/ impossible/ woman/
time

Pre-speaking: (8')

- Ask students to practise speaking
about their parents, brothers, sisters…
- Go around and listen to them

While-speaking: (22')
Task 1

- Let students open the books and
observe the picture and describe what
they are doing

1. What are they doing?
2. Where are they?

3. How do you know they are
conducting an interview?

- What are three students holding in
their hands?

- Ask students to read some words
given and then let them choose which
words used for someone’s back ground
- Listen and correct

Task 2

- Ask students to look at the pictures
again

- Let students imagine they are
journalists and interview each other in
groups and pairs

- Close the books

- Working pairs and write the full
sentences

- Each student speaks out the sentence
they’ve done

1. Marie Curie was born in Warsaw on
November 7the 1867

2. Marie Curie harboured the dream of a
scientific career, which was impossible for a
woman at that time

- Work in pairs

A: What is your father’s job?
B: He’s a doctor

A: How old is he?

B: He’s 40 years old

A: What does he like doing in his free
time?

B: He likes playing badminton

- Look at the picture and answer the
questions

1. They are interviewing
2.They’re in the classroom

3. One speaks and one writes down in the
notebook

- They’re holding the pens and notebooks
- Read these words and work in groups
- Some students can show off these words:
family; dislike; hobby; education

- Observe the picture

- Work in groups with some cues given
below

(Greeting, date of birth, home, parents…)
A: Hi! When were you born?

B: I was born on August 18th 1991

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- Ask one group to do the task as a
model

- Go around listening to some groups
and help them if needed

- Let some groups play in role as
journalists and other answer the
questions

- Ask some pairs to stand in front of the
class and practise speaking

Task 3

- Ask students to tell about others
they’ve heard by interviewing their
friends

- Some groups go on speaking each
other

Post-speaking: (10')

- Give some information about Mark
Twain:

1. He/ born/ Missouri/ 1835

2. He/ adopt/ pen name/ “Mark Twain”
3. He/ write/ his famous novels/ “Tom
sawyer, Huckleberry”…

4. He/ died/ 1910

- Listen to each group and correct or
give mark if they do it well

Homework: (2')

- Let students write about someone they
admire or look forward to meeting

- Other groups go on practising speaking
- Practise interviewing as a dialogue
A: Hello! I’m Huong

B: Hello! I’m Lan. Nice to meet you.
A: Could you tell me something about
yourself and your parents?

B: Oh, yes! Please

- Others listen and write down some
information they get

- Work in groups

A: Can you tell me something about Nam?

B: Yes, please

A: Where is he from?
B: He’s from ...
A: What does he do?
B: He’s a student.

A: What does he like doing?
B: He likes playing football

- Work and discuss in groups and one of
this group asks and one of other answers
A: Where was he born?

B: He was born in Missouri in 1835
A: Which name did he adopted?
B: It was “Mark Twain”

A: When did he die?
B: He died in 1910

- Listen and write down in their notebooks

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Unit 3:

Period 14:

c - listening

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to talk about one of the
Olympic champions by using the information regarding her background and
career.

II. Skills: Listening for general or specific information

III. Teaching aids: Some pictures of persons or some real information about

them

IV. Procedure:

Teacher’s activities Students’ activities
Warm-up: (4')

- Give some photos of athletes in Viet
Nam and in the world

1. Who is this in the photo?

2. Which sport does he play/ take up?
3. Did he win any Olympic champions?
I. BEFORE YOU LISTEN: (8')

- Let students open the books and ask
who is in the picture

1. What’s her name?

2. Where does she come from?

3. How many time Olympic Champions
did she win?

4. Which sports does she play?

- Give more some information about
Olympic: The first Olympic Games
were held at the foot of Mount Olympus
in 776 BC to honor the Greek; s chief
God Zenus and once for every four
years

- Let students read some words they’ll
listen then

- Listen and check

II. WHILE YOU LISTEN: (20')
Task 1

- Let students read some sentences

- Observe the pictures and give some
information

1. He is Hong Son

2. He plays football

3. Yes, he ever won the award of the best
football player in Viet Nam

- Work in pairs and answer the questions
1. She’s Nellie Kim

2. She comes from Russia

3. She won five-time Olympic Champion
4. She is Olympic gymnast

- Listen to the teacher and answer the
questions

P1: Can you name any Olympic
Champions?

P2: What would you like to know about
these people?

- Read in chorus

- Some students read themselves:
+ love story

+ sport teacher
+ romantic

+ teacher’s diploma

- Read silently the sentences given before
listening

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given and explain some new words if
necessary

- Read or let students listen first

Have you got anything from the
conversation between Bob and Sally?
- Let students listen the second time
- Check their listening

- Let students listen the third time and
let them choose and decide whether the
statements are True or False

- Observe the class and listen to each
group’s feedbacks

- Give more information if students
wonder or not clear

1. T (born 1980- joined when she was 15)
2. T (father, mother, 2 brothers)

3. F (not much free time)

4. T (like different sports reading)
5. F (be a sports teacher)

Task 2

- Before listening, let students read
quickly some sentences they’ll listen
and guess some missing words that will
be in the conversation

- Let students listen the first time: Who
can guess some words?

- Let students listen the second time
1. Which words in the 1st sentence?

2. Which words in the 2nd sentence?

- Let student listen the last time and let
them work in groups to speak out

- Listen and correct their listening
III. AFTER YOU LISTEN: (10')
- Ask students to retell something about
Sally

- Ask students to write a short passage
to tell their outdoor activities they’ve
taken part in recently

- Listen to each group and correct
mistakes if they’ve done

Homework:(3')

- No, we haven’t

- Listen the second time and begin doing
the task

- Listen the third time and work in groups
to decide which are T or F

P1: In 1995, Sally joined the star sport
club

P2: It is True

P1: Why is it True?

P2: Sally was born in 1980 and when she
was 15, she joined the star sport club
P1: Number two, is T or F?

P2: It’s T

- Each group asks and explains why they
choose by some information they’ve
listened

- Work in groups and guess
- Listen and do the task
- Speak out their listening

- Try to write down words they’ll fill
- Work in groups:

1. a general education
2. lives, family

3. different, swimming
4. love stories

5. teacher’s diploma

- Work in groups and each group has one
person who says about Sally

- May answer in different ways

- Write in groups and ask someone to
speak out their writing

- Other groups listen and copy some
information and give some questions
Ex:

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- Ask students to write a short passage
about Sally or a person they like

V. EXPERIENCE

Unit 3:

Period 15: d - writing

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:
- write a simple V.C. (curriculum vitae)

- get to know the format, layout and essential information of a C.V.

II. Skills: Writing about people’s background

III. Teaching aids: Some cues, information of someone
IV. Procedure:

Teacher’s activities Students’ activities

I. Warm-up: (4')

- Ask students to close the books

- Give the papers with some words
given in the column A and B

1. Name

2. Date of birth
3. Place of birth
4.School attended
5. Exam passed
6. Previous jobs
7. Interests
a. Boston
b. Kensington
High School

c. English, French, Maths
d. tourist guide

e. David Brown
j. 12/11/1969

g. Music and dancing

- Ask students if they often see some
information of someone

- Ask: what does these information

- Work in pairs and match the words in A
with the words in B

- Some students do matching on the board

Key:

1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g

- Other students speak sentences and write
down in their notebooks

- The answers may be various
- It is the curriculum vitae

- Listen and copy

- Read aloud the C.V. of
Mr Brown

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call?

II. Pre-writing: (8')

- Ask students to open their books
- Introduce the form of the curriculum
vitae (shortening V.C.):

+ Mr Brown’s C.V to apply for a job
+ It consists of: name, date of birth ect.

III. While-writing: (18')
Task 1

- Introduce Mr Brown’s C.V

- Let students read quickly Mr Brown’s
C.V

- Explain some new words if there are:
+ previous job: the job was done in the
past

+ tourist guide: a person guide visitors
who travel somewhere

- Ask students to make some questions
after reading some cues of Mr Brown

- Ask some other groups to write down
a paragraph about Mr Brown using
some cues below and then each student
on be half of his group read aloud
-Listen and correct

Task 2

- Ask students to read the V.C. and
then fill some necessary information
about their parents

- Ask some students to write on the
board- other groups appreciate their
friend’s writing

Task 3

- Let students practise writing freely

- Read those words and copy

- Work in pairs

P1: When and where was he born?

P2: He was born on November 12th, 1969

in Boston

P1: Which school did he attend?

P2: He attended at Kensington High
School

- Practise writing with some information
of Mr Brown:

Mr Brown was born on 12th November,

1969 in Boston.He went to Kengsinton
High school and passed exams in English,
French, and Mathematics.He worked in a
travel agency from June 1991 to
December 1998. And from 1999 to 2002,
he worked as a hotel telephonist. He likes

music and dancing.

- Each group read their writing
- Listen and work in groups

- Practise asking some questions like in
Task 1 before writing

- Discuss and find out some errors if they
make

- Practise writing in groups

- Each member of groups reads aloud his/
her writing

- Other group appreciate and correct
mistakes each other

Name Mr/Ms

Date of birth
Place of birth

Education:

School
attended
Exams
passed:

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about their parents or relatives

- Listen and give mark if they do it well

IV. Post-writing: (13')

- Give some information about Uncle
Ho, New Ton, Marie Curie, Mr Nam
on papers

- Listen and correct if needed

V. Homework: (2')

- Write a paragraph and a C.V about
someone

- Work in groups

- Change the C.V. and each group corrects
mistakes

- Each group does the writing and read
aloud

- Listen and copy

V. EXPERIENCE

Unit 3:

Period 16:

E - LANGUAGE FOCUS

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:
- pronounce the sounds/e/ and /æ/ correctly

- use the past perfect tense appropriately and distinguish it with the past
simple tense.

II. Skill: fluency in pronunciating /e/ and /æ/ and use of past perfect

III. Teaching aids: Some words related to /e/ and /æ/; give more exercises of

tenses

IV. Procedure:

Teacher’s activities Students’ activities
Warm-up: (5')

- Give some words and ask students to
make full sentences

1. Marry/ her bag/ left/ school/ at/
yesterday

2. Mrs Black/ has/ from/ a/ message/ Jen
- Let students read aloud the sentences

- Do the exercises

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I. Pronunciation: (15')
- Close the books!

a. Introduce two syllables /e/ and /

æ

/
- Let students practise pronunciating
these words:

end; and; left; bag; laughed; bed; bad;
ten; tan; sand; send; let; lad

- Listen and correct the syllables
students read

b. Let students open the books and read
aloud the words given and try to
pronounce syllable /e/ or /æ/ correctly
man – pan

sad – bad
mat – sand
men – pen
said – send

met – bed

- Listen and check for pronunciation
- Ask students to listen and read after
these sentences

II. Grammar: (22')

a. Ask students to read an example
given and give which action happened
before and which happened after in the
past

- Ask students to determine which verb
in Past Simple or Past Perfect

- Listen and remark

b. Let students practise doing exercises
Exercise 1

- Ask students to do exercise
themselves then discuss in groups
-Have Ss compare their answers with a
friend.

-Make sure all the verbs have been put

- Listen and repeat following the teacher
- Work in pairs and read aloud these words

then choose which words have sound /e/
and which have sound /æ/

+ /e/: end; left; bed; ten; send; let

+ /æ/: and; bag; bad; laughed; tan; sand;
lad

- Read in silent first

- Some of each groups read aloud

- Read after teacher and work in groups to
find the syllable /e/ or /

æ

/ in the word in
these sentences:

1. The fat man has a red pen.

2. This handbag will be sent to Helen.
- Read silently and give the opinions:

+ Her husband had obtained which
happened before.

+ She took up the position which happened
after.

* had obtained: past perfect
* took up: past simple

- Students work in pairs and give the use
and form of past simple and past perfect
- Some students repeat aloud

- Do the exercise themselves

- Each student of each group gives correct
form of verbs

Exercise 1

Work individually and then compare the
answers with a friend

Expected answers:

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the correct form.

- Call on some Ss to read aloud their
answers in front of the class.

-Feedback and give correct answers:
Exercise 2

- Ask students to remind of the use of
Past simple and Past perfect

- Listen and remark

-Feedback and give correct answers:

Exercise 3

- Let students read the passage and find
mistakes and correct them

- Explain why they did like that: - some
actions happened following in the past
we should give the verbs in the Past
simple (1-4)

+ We use: Before and After in a
sentence to express which action
happened after or before in the past
1. After he had done all exercise, he
went out for a walk.

2. Before she called her children, she
had made some cakes for breakfast.
Homework: (3')

- Ask students to revise the use of Past
simple and Past Perfect

- Practise doing exercise in the
Workbook

3.had met 8.had moved
4.hadn’t turned 9.hadn’t seen
5.had ever seen 10.had broken in

Exercise 2

- Work in groups and give the correct tense
of verb and explain why they did it

-Work individually and then compare the
answers with a friend .

Expected answer:

1.had just finished /came
2.had seldom travelled/went
3.went/had already taken 
4.Did you manage/ had he gone
5.had just got/ phoned /had been
Exercise 3

-Work in pairs and then compare the
answers with another pairs

Expected answer:

Sentence 1:had climbed -> climbed
 3:had turned ->turned
 5:had called -> called
 7:had heard -> heard

9:went -> had already gone
- Listen and copy

- Give more other sentences
- Listen and copy in notebooks

- Practise give more situations in the past
use past simple and past perfect

- Listen and write down

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Period 17:

Test yourself A

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. SKILLS: - Reading

- Speaking
- Listening
- Writing

III. Teaching aids: Textbook, hand-outs, cassette taper
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (5')
- Greeting

- Ask students something about the test
yourself A

* Have you prepared it at home?
* Have you got any difficulties?
I. Listening(2.5 points) (10’)

- Present the task: Listen and complete the
table below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words
- After that read the passage aloud twice

- Let students fill in the blanks with the words
they have just heard

- Go round the class to control the work

- Then read the passage the last time for
students to check their results

- Correct mistakes
Keys:

1. 15th January 1929

2. In 1951
3. for 4 years
4. he met

5. they got married
6. a minister at a

7. the black freedom movement
8. heard his speech at the

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the
task

- understand the task

- Listen to the teacher’s reading
carefully

- Fill in the blanks with the words
they’ve just heard

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9. In 1964

10. 4th April 1968

II. Reading (2.5 points) (10’)

- Present the task: Read the passage and
choose one appropriate phrase in the box for
each blank. There are more phrases than
needed

- Get students to work in groups, discuss about
the passage

- Go round the class to control the discussion
- State the best option

- Correct mistakes
Keys:

1. F: took a degree in Economics
2. C: worked hard

3. A: the chairman of Fairfield Education
Committee

4. D: for two years

5. B: for the best essay on education
III. Grammar(2.5 points) (8’)

- Present the task: Use the correct form of the

verbs in brackets to complete the letter of
application below

- Get students to discuss the letter in groups or
in pairs

- Go round the class to control the set’s
activities

- State the keys
- Correct mistakes
Keys:

1. To apply 2. am
3. attended 4. passed
5. got 6. can
7. reading 8. know
9. am able 10. hearing

IV. Writing (2,5 points) (10’)

- Present the task: Sally Green writes Phong a
letter. Read the letter carefully and then in
Phong’s name, write her a reply

- Ask students to read the letter carefully

- In Phong’s name, get students to write Sally
Green a reply

- Go round the class to control the students’
activities

- Look at the textbook and listen to
the teacher

- Work in groups to discuss about
the passage

- Finish the task

- Compare their results with the
other groups, and then with the keys

- Listen to the teacher

- Work in groups to complete the
letter

- Compare the results with the other
groups

- Correct mistakes
- Finish the letter

- Read the letter carefully

- In groups or in pairs, write her a
letter

- Compare the results with the other
groups

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- Correct mistakes
V. Homework (2')
- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the
next period

- Study all the lessons again

- Get the knowledge ready for the
coming test

V. EXPERIENCE

Period 18+19:

WRITTEN TEST 45' + CORRECT THE TEST

Class Testing date Absentees

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THE ANSWER KEY
(50 sents x 0,2 = 10pts)

Mó 015 Mó 789 Mó 556

Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A

1 26 1 26 1 26

2 27 2 27 2 27

3 28 3 28 3 28

4 29 4 29 4 29

5 30 5 30 5 30

6 31 6 31 6 31

7 32 7 32 7 32

8 33 8 33 8 33

9 34 9 34 9 34

10 35 10 35 10 35

11 36 11 36 11 36

12 37 12 37 12 37

13 38 13 38 13 38

14 39 14 39 14 39

15 40 15 40 15 40

16 41 16 41 16 41

17 42 17 42 17 42

18 43 18 43 18 43

19 44 19 44 19 44

20 45 20 45 20 45

21 46 21 46 21 46

22 47 22 47 22 47

23 48 23 48 23 48

24 49 24 49 24 49

25 50 25 50 25 50

V. EXPERIENCE

UNIT 4:

Period 20:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to understand the term special
education and talk about it through Matching and Multiple Choice exercises.

II. Language focus:

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- Used to + infinitive
- Which as a connector

2. Vocabulary: Words to describe special education, school life of disabled 
children

III.SKILLS: Reading about special education

IV Teaching aids: textbook, board, raising questions
V. Procedure:

Teacher’s activities Students’ activities

Warm-up: (3')
- Greeting

- Who’s absent today?- Thanks
- Where did you stop last time?

- Open your book and we will go to Unit 4:
Special Education

I. Before you read: (10')
- Raising some questions:
* What do you do everyday?

* Do you go to class? listen to music? watch
T.V?

- Take notes students’ answers on the
blackboard

* Which of these activities would be difficult
for disabled people?

Ok, people who cannot be able to listen and
watch are called deaf and blind people.

* Who can say nothing?- Good

* How can they communicative with each
other?

* How can blind people read?

Well, there was a person- a man invented the
letter systems for blind people to help them
read easily. He was Louise Braille. He came
from France. He was a blinded in a childhood
accident.

- Look at Braille Alphabet (on the page 44)
and work with your partner about the message
- Give answers:

A. we
B. are
C. the
D. world

II. While you read: (20')
- Open your books

Task 1

- Greeting

- The monitor answers
- Answer in chorus

- Open the books and listen to the
teacher

- Answer freely

- Listen to the teacher

- dumb people
- use signals

- We don’t know (maybe students

answer by Vietnamese)

- Listen to the teacher

- Look at the books
- Work in pairs

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- Ask students to read through the passage
individually and do Task 1

- Raising some questions about the passage:
* Who’s in the passage?

* What does the passage talk about?

* How many children are there in her class?
* Who are they?

* Do they go to school?
* Why do you know?
- Explain new words:

proper schooling (n) = enough and good study
* What do the parents of the disabled children
think? Which line helps you know? Which
word?

opposition (n) = disagreeing viewpoints

* How does Miss Thuy Teacher’s activities the

disable children in a math lesson?

* How are the children?

- Ask students to do matching in chorus
- Confirm the correct answers

Task 2

- Call on some students to read aloud each part
of the passage

- Check pronunciation

- Ask students to read the passage again more
carefully and do the task 2

- Ask some students to give their answers
- Correct the answer

III. After you read: (10')

- Ask students to read the passage in pairs and
fill the blank of summary using suitable words
from the passage

- Go around and provide help

- Call on some students to give answers

- Confirm the correct answers for students to
check and write down

- Call on some students to read the completed
summary aloud in front of the class

Homework: (2')

- Summarize the passage into 5 sentences
- Do the exercises in the workbook

- Read individually

- Miss Thuy
- special class
- 25

- disable people
- No, they don’t
- in 4th sentence

- They believe that the children
could not learn anything at all ( 2nd

sentence-2nd paragraph)

- She raised both arms and opened
up her fingers… (2nd sentence- 3rd

paragraph)

- They are proud of their efforts
Key:

1.C 2.E 3.A 4.B 5.D
- Listen to their friends

- Read the passage and do the task

- Listen to the teacher

Key: 1.D 2.B 3.A 4.C 5.D
- Read in pairs and do the task

- Listen to the teacher attentively
and check the answers

- Listen to their friends
Key:

1.disable 2.read 3.write
4.efforts 5.opposition

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V. EXPERIENCE

Period 21:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:
- talk about school life of a student
- actively engage in an interview
II. SKILLS: Talk about some types of special education
 Talk about school life

III. Teaching aids: textbook, board, raising questions, hand-outs
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (2')

- How are you today?

- Are you ready for new lesson?
Pre-speaking: (15')

- Give hand-outs to review the names of
subjects at school

-Ask students to work in pairs
- Ask some questions:

* What are your favourite subjects?

* How much time do you prepare for your

lesson everyday?

OK, today, we will go to Lesson: Speaking
to talk about school life of a student

While-speaking: (25')
Task 1

- Ask students to read the answer before
choosing the best questions

- Ask students to work in pairs to fill in the
blanks with the right questions

- Call on some students to explain their
answers

- Give correct answers

- Call some pairs to read the completed
conversation

- Check pronunciation
Task 2

- Answer freely

- Do the exercise in hand-out
- Work in pairs

- Correct the answers

- Answer freely

- Listen to the teacher

- Read the answers and do the task 1
- Work in pairs

- Listen to their friends
Key:

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- Ask students to use his/her own
information to answer the questions

- Instruct students to do this task by using
following information

Hand-outs

- Ask students to work in pairs with 3
students (2 practice interviewing, 1 take
notes) and carry out the interview, using the
questions in Task 1

- Help students use some questions related to
words, such as:

What subjects were you good/ bad at?
How much homework did you have to do?

- Check whether students can make
questions or not by giving the previous
words and let students to make questions
using those words

- Go around and provide help if necessary
Task 3

- Ask students in each pair to tell about a
school life of a student by using information
that was taken note in front of the class
- Check pronunciation if necessary
- Give comments and correct mistakes
- Give marks

Post-speaking: (2')

- Summarize the main points
Homework: (1')

- Ask students to write a short paragraph
about his/her studying at school (80-100
words)

- Listen to the teacher

- Work in pairs and do the task 2
under the construction of the teacher

- Practice speaking in pairs

- Some students to tell a school life of
others in front of the class

- Listen to the teacher and write down
on the notebook

V. EXPERIENCE

Period 22:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, Students will be able to listen better through True of
False Statements and Gap-filling exercises.

II. SKILLS:

Listening for specific information about a photographic club for disabled children

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IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (2')
- Greeting

- How do you feel today?
- Do you like taking photos?

Yes, today we will listen to the Vang Trang
Khuyet Club in which all the members are
all disabled children

Before you liten: (10')

- Before listening, I have some questions for
you

- Give some photos and ask:
* What are they?

* How do you call a person who takes
photos?

* Well-done! What word do you use for a
person who looks good/ attractive in
photos?

- Confirm the meanings of the previous
words and remind students the stress in the
words

photograph 
photographic
photogenic

photographer
photography

- Ask students to work in pairs to fill each
blank with a suitable word

- Check the answers and correct
1. photographic

2. photography
3. photographer
4. photograph
5. photogenic

+ Listen and repeat
- Read new words 1st time

- Read aloud 2nd time

- Let students guess the meanings of the
words by giving explanation

sorrow (n) = pain (n)

passion (n) = great love for st
mute (adj) = unable to speak
exhibition (n) = a display
labourer (n) = worker

- Answer freely

- Yes, we do

- Listen to the teacher

- They are photos
- A photographer
- Photogenic

- Listen to the teacher and write down
on the notebooks

- Work in pairs
- Answer in chorus

- Listen to the teacher

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While you listen: (20')

- You are going to listen to a talk about a
club for disabled children. You should listen
carefully, then do task 1 and 2

Task 1

- Let students read the statements carefully
- Ask students to listen to the tape and
decide whether the statements are T/F

- Listen 2 times and ask students to compare
their answers with a friend

- Check the answers as the whole class
- Give correct answers

Task 2

- Ask students to read the passage carefully
and have a guess of missing words (give
necessary suggestions to help students guess
kinds of words in each blank)

- Have students listen to the tape and write
in each blank with a suitable word

- Check the answers as the whole class
- Call on 2 students to write the answers on
the board to check dictation

- Give correct answers:

After you listen: (12')

- Tell students to work in groups: ask and
answer about the Vang Trang Khuyet
Photographic Club by suggesting some
questions as follow:

* What is the name of the club?

* Who are the members of the club? Where

do they come from? How many are there?
* How many photographs are on display?
* What are their photographs about?

* What does their passion of taking
photographs help them?

- Call on some students to practice

- Listen and correct mistakes if necessary
Homework: (1')

- Retell story about the Vang Trang Khuyet
Club (80-100 words)

- Read the statements independently
- Listen to the tape attentively and do
the task 1

- Work in pairs

- Listen to the teacher attentively then
correct the answers

KEY:

1- T, 2- F, 3- T, 4- F, 5- T

- Read the passage individually
- Listen to the tape again

- Do the task 2

- Look at the board and find out
mistakes

KEY:

1. photographic
2. 19

3. exhibition
4. 50

5. beauty
6. simple
7. peaceful
8. chickens
9. stimulated
10. escape

- Work in groups

- Answer the questions based on the
information in the passage

- Listen to their friends

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V. EXPERIENCE

Period 23:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:
- read and understand a simple letter of a complaint

- write a letter of complaint about the poor quality of the service at an
English Centre

II. SKILLS: Writing a letter of complaint

III. Teaching aids: textbook, board, rasing questions, hand-outs
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (3')

- Have you ever written a letter?
- Who did you write?

- How did you feel when you wrote a letter?
happy or sad?

- What kind of letter do you write if you

feel angry about something or unhappy with
something? A letter of complaint or a
thank-you letter?

Pre-writing: (15')
- Ask some questions:

* What is a complaint letter?

* Have you ever written a complaint letter?
* Do you know how to write it?

Well, if you want to know how to write a
letter of complaint, please listen to me
attentively

- Give hand-outs

- Ask students to read the letter and get the
information to fill in the blanks in the
hand-outs

- Go around and provide help if necessary
- Help students realize the necessary parts in
a complaint letter (= a formal letter) and

- Answer freely

- A complaint letter

- Listen to the teacher

A complaint letter is written when
someone is unhappy with something,
such as: a story, a service, a course
ect.

- Listen to the teacher and take note
quickly

- Do the task

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remind them the way of using words
- Give the form of a formal letter
While-writing: (20')

- Let students read the advertisement and
work in pairs

- Help them guess the meanings of the
words in the advertisement

native teacher (n)= teachers who come from
English-speaking countries

air-conditioned (adj)= to be equipped/
furnished with air-conditioner

- Ask students to read through the dialogue
- Then have students discuss and fill in the

hand-outs

- Call on 2 students to fill in each column
- Check answers and correct mistakes
Task 1

- Ask students to work in pairs, using the
information in 2nd column to complete the

dialogue

- Call on some pairs to read aloud the
completed dialogue

- Check and give correct answers

* You want to write a letter of complaint?
* What do you have to write in that letter?

Task 2

- Ask students to look at the letter (on p.51)
- Suggest students to retell the form,
structures and languages in the letter

- Ask students to read through the letter
individually

- Raising some questions:

* What does the writer complain about?
* Is it worse or better than in the
advertisement?

* How does the writer want to resolve the
problem?

- Ask students to work in groups and
complete the letter basing on the dialogue in
task 1

on the notebooks

- Read in pairs

- Try to guess the meanings and take
notes

- Read the dialogue and do the task in
the hand-outs

- Correct mistakes

- Work in pairs and do the task 1

- Some pairs read aloud in front of the
class

- Correct mistakes

P2: No, (1) I’m definitely not happy
with it at all.

P2: No, (2) there are only few native
teachers, not all of them are native
ones.

P2: No, (3) in fact there are more
than 30 students in my class.

P2: No, (4) I have to pay for them.
P2: No, (5) the room is not
air-conditioned. There is only a ceiling
fan in my classroom. It is very hot.
P2: ..., but in fact classes often
start late and finish early.

Sometimes it starts 20 minutes late.
- Look at the letter

- Review the above knowledge
- Work independently

- Listen to the teacher and answer the
questions

- Work in groups and do the task
- Listen to the teacher attentively then
write down

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- Give suggestions:

. The first sentence can be “You say in the
advertisement…”

. Students can use some connectors in their
writings:

first, second, in fact, also, moreover etc.
- Let students in one group compare their
writings with ones in other groups to correct
mistakes

- Pick up some writings to check the
mistakes as the whole class

Post-writing: (3')

- Summarize the main points
Homework: (4')

- Ask students to write a reply to the letter
of complaint at home

- Explain the general form of a reply to a
letter of complaint:

Opening

Explaining the mistakes

Solving the problem

class. Furthermore, in the

advertisement you say we have books 
an cassette tapes free of charge but in 
fact we have to pay for them. To make
the matter worse, the classroom is not
air-conditioned. That is quite different
from the advertisement. Finally, What
I do not like most about your centre is
the time. The class time is not the 
same as the advertisement says. 
Classes are not only start late but 
also finish early.”

- Change the writings group by group
- Listen to the teacher

- Write down on the notebooks

V. EXPERIENCE:

Period 24:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:

- Distinguish and pronounce the sounds / ɔ / and / ɔ: / correctly

use the + adjective as a noun, combine two sentences with which and review
used to + infinitive

II. SKILLS: Pronounce the sound / ɔ / and / ɔ: / correctly
III. Teaching aids: Textbook, board, raising questions
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (3')

- What’s the weather like today?
- What did you do last night?
- Did you finish your homework?

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Pronunciation: (15')

- Write on the board 2 following sentences:
1. Laura’s daughter bought a horse and call
it Laura.

2. John wants to watch Walter wash the dog.
- Call some students to read aloud these
sentences in front of the class

Ok, today I’ll introduce to you 2 vowels / ɔ /
and / ɔ: / + Listen and repeat

- Read all the words 1st time clearly

- Ask students to listen and repeat

- Remember them the way to pronounce two
sounds:

/ ɔ / is a short sound

/ ɔ: / is a long sound, put the back of your
tongue up a little

- Ask students to repeat several times to help
them distinguish the difference between 2
sounds

+ Practise these sentences
- Read all the sentences

- Read each sentence and ask students to
repeat

- Call on some students to read aloud the
sentences in front of the class

- Check and correct pronunciation

Grammar and vocabulary: (25 minutes)
Exercise 1

- Ask students to work in groups with 3
members: read all the words and check the
meanings

- Ask all groups do the exercise

- Help students by giving suggestions: find
key words in each sentence to complete the
exercise more quickly

Ex:

2nd sentence: accident – injured

3rd sentence: job – unemployed

- Call on some students to give the answers
- Check and give correct answers

Note:

We use the + adjective to describe a group
of people as a whole

Example: the rich = rich people (a group of
people who are rich)

Exercise 2

- Look at the board

- Listen to their friends

- Listen to the teacher
- Listen and repeat
- Take notes quickly

- Listen to the teacher

- Repeat following the teacher

- Work in groups and do the exercise
- Listen to the teacher and write on
the notebooks

- Correct the answers
Key:

2. the injured
3.the unemployed
4. the sick

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- Ask the question:

What did you use to do when you were a
child?

- Let students review the structure used to +
infinitive: we use this structure to express a
past habit

- Give some examples to help them
understand clearly (both negative and
question)

- Ask students to do the exercise

- Let students compare their answers with a
friend

- Check the answers as the whole class
- Give correct answers

Exercise 3

- Ask students to read through the exercise
- Remember them the function of each
column: A and B

- Help them review the relative clause with
relative pronoun which

Which can be used in relative clauses to refer
to the whole of the earlier clause

- Ask students to work in pairs and do the
exercise 3

- Check the answers as the whole class
- Give correct answers

Homework: (2')

- Ask students to do the exercise in the
workbook

- I used to…

- Review the structure and write
down on the notebooks

- Listen to the teacher
- Work in pairs

Key:

2. used to have
3. used to live
4. used to eat
5. used to be
6. used to take
7. used to be

8. did you use to go
- Read the exercise

- Retell the relative clauses with

which

- Work in pairs

- Correct the answers
Key:

2.d 3.f 4.g 5.a 6.c 7.b

- Listen to the teacher and write on
the notebooks

V. EXPERIENCE

Period 25:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:

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- improve reading skill through Matching and Answering questions
exercises.

II. LANGUAGE FOCUS:

1. Grammar: - The present perfect

- The present perfect passive
- Who, which, that

2. Vocabulary: Words related to modern computers and equipment

III. SkillS : Reading for gist and for specific information

IV. Teaching aids: Student’s book, real objects and pictures showing modern

computers and the illustrations of different parts of a
computer

V. Procedure:

Teacher’s activities Students’ activities
Warm-up : (3')

- Ask students some questions:

1. What machine is used to type/ watch a
film/ listen to music/ do calculators/ play
games?

2. Can you use computers?
Before you read: (6')

- Ask students to look at the illustrations of
different parts of a computer system and

match each number item with one of the
words or phrases in the box

- Let them work in pairs

- Go round, check and help students

While you read: (34')

- Ask students to look through the passage
- Read the passage loudly

- Help students read the passage

- Explain pronunciation and meaning of the
new words which appear in the passage

- Ask students to read loudly the difficult
words in chorus

* Task 1

- Ask students to match the word or phrase in
A with its definition in B

- Let students work in groups

- Walk round and help students if they can’t

- Listen to the teacher and answer the

questions:

1. The computer
2. Yes, I can.

- Look at the book and do the task

- Work in pairs

1. D-visual display Unit
2. E- mouse

3. G-printer
4. C-keyboard

5. A-Central processing Unit (CPU)
6. F-floppy disks

7. B-CD rooms

- Look through the passage
- Listen to the teacher

- Ask teacher some new words which
can’t be understood

- Listen to the teacher and read the
difficult words loudly in chorus

* Task 1

- Listen to the teacher and look at the
student’s book and do task 1 in
groups

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* Task 2

- Ask students to decide which of the three
options below is the best title for the passage
- Let them work in groups

- Introduce students to check information in
the passage for the answer

- Ask students the question:
What’s the best title A, B or C?
* Task 3:

- Ask students to use the cues below to
answer the questions in task 3

- Let them work in pairs

- Walk round and help students if necessary

After you read:

- Ask students to discuss other uses of the

computer in our daily life at home

- Walk round and help students if they can’t
do

Homework: (2')

- Ask students to find out some problems that
people encounter when using computer, to
read the text about computers in workbook
(p.26)

- Ask students to prepare B-Speaking at
home

* Task 2

- Listen to the teacher

- Look at the student’s book and do
task 2 in groups

- Answer the teacher’s question:

C–what can the computer do?

* Task 3:

- Listen to the teacher and do task 3
- Work in pairs

A: What can a computer do to help us
in our daily life?

B: It can help us to visit shops and
place of entertainment, pay bills,
read books etc.; receive emails, learn
and so on

A: Why is a computer a miraculous
device?

B: It’s a miraculous device because
it’s a capable of doing anything you
ask, it can speed up the calculations
ect.

- Listen to the teacher and write down

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Period 26:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to talk about he use ò the
modern inventions in daily life such radio, TV, fax machine, air conditioner…

II.SkillS: Talking about the uses of modern technology

III. Teaching aids: Real objects and pictures showing various modern devices;

an air conditioner, a computer, a fax machine, an electric
cooker etc.

IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (4')

- Show a modern device (or a picture of a
modern device) and ask students the
questions:

1. What’s this?

2. What is it used for?

- Ask students to name some modern
devices they know

Pre-speaking: (5')

- Ask students some questions:

1. What is used to listen to music and news?
2. What is used to wash the clothes?

While-speaking: (24')
Task 1:

- Ask students to ask and answer questions
about the uses of modern inventions

- Let them work in pairs

- Walk round, listen to the students
- Help students if necessary

Task 2:

- Ask students to do task 2

- Introduce students how to do task 2
- Let them work in pairs

- Walk round and help students if necessary

Task 3:

- Ask students to look at the ideas in task 2,

- Listen to the teacher

- Look at the things teacher shows
and answer the questions:

1. It’s a fax machine

2. It’s used to send and receive letters
quickly

- Computer, radio, T.V, electric
cooker, air conditioner

1. Radio

2. A washing machine
Task 1:

- Look at the books
- Listen to the teacher
- Do task 1 in pairs

A: Can you tell me what a radio is
used for?

B: It is used to listen to music and
news

C: Can you tell me what a T.V is
used for?

D: It is used to watch news
Task 2:

- Look at task 2, listen to the teacher

- Work in pairs

Keys:

1.store; 2.transmit; 3. process;
4.send; 5.hold; 6.make; 7.send; 8.
receive; 9.design

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then rank them in order of importance and
explain why

- Let them work in pairs

- Walk round, listen, check and help
students if they can’t do

Post-speaking: (9')
Task 4:

- Ask students to talk about the uses of
information technology, use the information
above

- Let them work in groups
- Check and help students

- Call some students to talk to each other
then mark them

Homework: (3')

- Ask students to do part Speaking: exercise
1, 2 in workbook and prepare part Listening
at home

- Listen to the teacher
- Work in pairs

A: In what way is information
technology the most useful to our
lives?

B: I think…

A: Why do you think so?
B: Because…

Task 4:

- Look at Task 4
- Work in groups

A: Do you think information
technology is very important to our
lives? why?

B: Yes. Because it can help us store
very large amounts of information
transmit information quickly

- Listen to the teacher and write
down

V. EXPERIENCE

Period 27:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to know how a person learns
to use a computer and improve listening skill through True or False and Gap-filling
exercise.

II. Skills: Listening for gist and specific information about a computer

III. Teaching aids: Student’s book, tape, cassette player, some pictures of the

modern devices
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (4')

- Show the picture about a radio and ask
students to say how to do when you use a
radio

- Listen to students and repair their mistakes
Before you listen: (9')

- Look at the picture
- Listen to the teacher

- Speak about what we’ll do when
using a radio

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- Ask students to open the books and look at
the part “Before you read”

- Ask students some questions:

1. How many electrical appliances are there
on the table?

2. What are they?

* Ask students to ask and answer how often
they use each of the items below and put a
tick ( ) in the right column

- Let they work in pairs

* Ask students to listen and repeat the words:
worried, memory, refused excuse, VDU
(visual display unit) headache

- Listen and correct mistakes
While you listen: (20')
Task 1:

- Ask students to look at Task 1

- Ask them to read the statements carefully
and try to understand them

- Ask students to listen to the tapes script and
decide whether the statements are true or
false

- Read or turn on the tapes script twice
- Ask students to give their answers
Task 2:

- Ask students to read the passage carefully
- Ask students to listen to the old man’s story
again and write in the missing words

- Read or turn on the tapes script again once
or twice

- Help students give the correct answers
After you listen: (10')

- Ask students to listen to the man’s talk
again then retell his story, beginning the story
with the following sentence: The story is

about an old man who doesn’t know how to
use the computer…

- Read or turn on the tapes script again
- Let them work in groups

- Call some students to retell the story
- Help students and correct mistakes
Homework: (2')

- Ask students to rewrite the old man’s story

- Listen to the teacher, look at the
book

- Answer the questions:
1. There are….

2. They are…
- Work in pairs

A: How often do you use a radio?
B: very often

A: How often do you use a cell
phone?

B: sometimes
……….

- Listen and repeat the words

Task 1:

- Look at the task 1 and listen to the
teacher

- Read the statements and try to
understand them

- Listen to the tapes script

- Decide whether the statements are
T or F

- Give correct answers:

1.F – 2.T – 3.T – 4.F – 5.F – 6.F
Task 2:

- Look at task 2, listen to the teacher
- Read the passage

- Listen to the tapes script
- Give the correct answers

1.invented 2.still 3.refused
4. excuse 5. anything

- Listen to the teacher

- Listen to the tapes script again
- Try to retell the story

- Work in groups

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and retell

- Ask students to prepare the part Writing at
home

- Listen to the teacher and write
down the task

V. EXPERIENCE

Period 28:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to writ simple instructions on
how to use some household appliances.

II. Skills: Writing a set of instructions

III. Teaching aids: Student’s book, real objects and pictures showing a public

telephone, a card phone, a remote control, a television
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (5')

- Ask students to close the book

- Ask students to listen and answer the
questions:

1. Have you ever used a public telephone?
2. Is it easy or difficult to use it?

3. Can you show me how to use it?

- It students cannot answer the question or
answer them incorrectly, ask students to
open their books and introduce the set of
instructions on how to use a public
telephone

Pre-writing: (8')
Task 1:

- Ask students to read carefully the set of
instructions on how to use a public
telephone

- Let them work in pairs and try to
understand its meaning

- Explain meaning of words and phrases
students haven’t known

- Show a phone-card and ask students:
1. What’s this?

2. What’s it used for?

3. What are the steps in using a public

- Listen to the teacher and answer the
questions:

1. Yes, I have/ No, I have not
2. It is easy/ difficult

( Answer freely)

- Read task 1 carefully
- Discuss its meaning
- Work in pairs

- Ask the teacher some new words or
phrases

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telephone?

4. What should you do if you want to get
help?

While-writing: (18')
Task 2:

- Introduce how to do task 2
- Let them work in pairs

- Ask students to give the answers
- Walk round and help students

Task 3:

- Ask students to look at task 3
- Introduce how to do it

- Let them work in groups

- Help students to answer the questions in
task 3

- Walk round and repair students’
mistakes

Post-writing: (12')
Task 4:

- Ask students to look at task 4

- Ask students to write a set of instructions
on how to operate a T.V with a remote
control

- Let them work in groups

- Walk round and help students if they
want

- Ask some students to stand up and read
loudly their sets of instructions

- Correct mistakes

Homework: (2')

- Ask students to rewrite the set of
instructions in the notebook, do part

2. It is used to make a call

3. They are first, lift… next, insert…
4. To obtain help, dial 116

- Look at the students’ book
- Listen to the teacher

- Do task 2 in pairs
- Give the answers:

+ Connectors: first, then, next, until
+ Imperative form of the verbs: lift,
insert, press, wait

- Look at task 3, listen to the teacher
- Do task 3 in groups

- Give the answers:

1. If we want to operate a T.V with a
remote control, we have to make sure
that the card is plugged in and the
main is turned on

2. Press the power button

3. Press the programmed button
4. Press 1, 2, 3, 4…

5. Press the volume button up and
down

6. Press the mute button
- Do task 4 in groups

- Some students stand up to read
loudly the set of instructions

A: If you want to operate a T.V with a

remote control, you must make sure
that the card is plugged in and the
main is turned on. First, press the
power button to turn on the T.V. Next,
select the channel by pressing number
1, 2, 3 … then press programmed
button to select the programmed you
like. Finally, press the volume button
up and down to select the volume and
if you want to turn off, press the
power button again.

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writing in work book and prepare new
lesson at home

V. EXPERIENCE

Period 29:

Class Teaching date Absentees

10A2

I. Objectives: By the end of the lesson, students will be able to:

- pronounce the sounds/



/ and / u: / clearly and correctly

- use the present perfect and present perfect passive appropriately

II. Skills:- Pronunciation : /



/ - / u: /

- Grammar and vocabulary: + The present perfect

+ The present perfect passive
+ Relative pronouns

III. Teaching aids: Student’s book, tape, cassette player
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (4')

- Ask students to close their books
- Write on the board two sentences:
1. Sue often goes to school on foot.
2. Look at your shoes, take them off.

- Ask students to read loudly the sentences
- Ask students: What sounds are you
learning today?

- Ask students to show /



/ - / u: / which
appearance in the sentences

- Introduce new lesson
Pronunciation: (10')

- Ask students to look at the books

- Turn on the cassette player or read loudly
the words in the books

- Ask students to repeat
* Practice the sentences

- Look at the board and listen to the
teacher

- Read loudly the sentences

- Show /



/ - / u: / and read aloud

- Look at the book

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- Ask students to look at their books

- Turn on the cassette player or read loudly
the sentences in the books

- Ask students to pick out the words
containing the sound /



/ - / u: /

- Let them work in groups
- Correct the mistakes
Grammar: (29')

* The present perfect tense:

- Explain the form : S + have/has + P2

( It is used to express a recently completed
action)

Exercise 1

- Introduce how to do exercise 1
- Ask students to do exercise 1
- Walk round and help students

- Call some students to write their answers
on the board

- Correct mistakes

* The present perfect passive:

- Explain the form: S + have/has + been +
P2

Ex: Our school has been built since 1965.
Exercise 2

- Introduce how to do exercise 2

- Ask students to build sentences after the
model and write in the present perfect
passive

- Let them work in groups

- Call some students to write their answers
on the board

- Correct mistakes

Exercise 3

- Explain relative pronouns: who, which,
that

- Introduce how to do exercise 3
- Let them work in pairs

- Walk round and help students

- Look at the book

- Listen and repeat the sentences
- Pick out the words containing the
sound:



/: could, put, book, bookshelf,
full, look, looking

/ u: /: June, moon, shoes, boot,
school, afternoon

- Listen to the teacher and write
down

- Do exercise 1

- The students who are called to
write the answers on the board:
1. Tan has opened the door.
2. Tan has turned on the T.V.
3. Tan has tidied the house.
4. Tan has cleaned the floor.
5. Tan has turned on the lights.

6. Tan has laid two bottles of water
on the table.

- Listen to the teacher and write
down

- Do exercise 2

- Work in groups

- The students who are called write
the answers on the board:

1. … has been built …
2. … has been sent up …
3. … have been cut down …
4. … have been killed …

- Listen to the teacher and write

down

- Do exercise 3
- Work in pairs

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- Call some students to write their answers
on the board

- Correct mistakes
Homework: (2')

- Ask students to do exercise in work book
- Ask students to prepare Unit 6 at home

- Listen to the teacher and write
down homework to do at home

V. EXPERIENCE

Period 30:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to:

- get information about some famous places in Vietnam through activities

Before and After you read.

- improve reading comprehension skill by doing Multiple choice and
Answering questions exercises.

II. Language focus:

1. Grammar: The present progressive and be going to

2. Vocabulary: Words to talk about activities in an excursion: planning for a trip,
preparation, entertainment activities.

III. Skills : Reading for gist and for specific information about an excursion to

a beautiful spot near Hanoi

Iv. Teaching aids: Textbook, large pictures about Thien Mu pagoda, Ha

Long Bay, Da Lat
V. Procedure:

Teacher’s activities Students’ activities
Warm-up : (5')

- Hang large pictures of reading part on the
board and give a list of famous places in
Viet Nam, such as:

+ Thien Mu pagoda
+ Ha Long Bay

+ The one-pillar pagoda
+ Valley of Love

- Ask the students to match the photos with
the information on the board

Before you read: (7')

- Ask students some questions:

1. Have you ever visited Thien Mu
Pagoda?

- Match the photos with the
information on the board

1. Yes, I have.
2. Yes, it is.

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2. Is it beautiful?

3. Have you ever visited Ha Long Bay?
4. Where is it?

5. Where is the one-pillar pagoda?

- Let students sit in pairs and ask students
to match the photos with the information in
the books

- Walk round and give comments when
students need help

- Give correct answer

While you read: (20')
* Task 1: Multiple choice

- Ask students to read the letter individually
and choose the best answer A, B, C or D to
complete each of the sentences

- Call on students to read and explain their
answers in front of the class

- Give correct answers

* Task 2: Answer the questions
- Ask students to read all questions

- Ask students to work in pairs and answer
the questions

- Call on some pairs to act out the activity
in front of the class

- Give correct answers

After you read: (10')

- Ask students to read the summary
carefully

3. Yes, I have.

4. It’s in Quang Ninh.
5. It’s in Hanoi.

- The answers may be various

Number 1: is Thien Mu pagoda. It’s
on the left bank of Hong River, 6
kilometers from the city

Number 2: is Ha Long Bay. It’s a
picturesque site, wonder of the world,
165 kilometers from Hanoi.

Number 3: is the one-pillar pagoda. It
was built in 1049 in the shape of a
lotus.

Number 4: is Da Lat city. It’s a
mountain resort (altitude 1,500m) with
some wonderful places to visit: Xuan
Huong Lake, pine forests, waterfalls

* Task 1:

- Give correct answers:
1.C

2. D
3.A

* Task 2:

- Read and answer all the questions
1. They are going on a trip when they
have some days off after the 1st term.

2. They are visiting some caves
because they want to understand their
geography lesson better and many of
them have never been inside a cave.
3. It’s only over 20 km.

4. They are going to make a two-day
trip and have a night campfire. They
are bringing their own food and
sharing buses with some other classes
to make the trip cheap.

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- Ask students to do the task

- Ask students to compare their answers
with their friends

- Call on some students to read the

completed summary

- Give correct answers

Homework: (3')

- Ask students to write about their own
excursion (100 words)

1. is going to go on
2. some caves
3. want to see
4. have learnt
5. their trip
6. only problem
7. to persuaded them
8. her classmates

- Write down on the notebooks

V. EXPERIENCE

Period 31:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to talk about the seat plan on a
boat trip on Lake Michigan in Chicago.

II. Skills: Talking about a boat trip abroad
III. Teaching aids: Textbook, pictures, board
IV. Procedure:

Teacher’s activities Students’ activities
Warm-up : (5')

- Ask some questions:

1. Have you ever gone on a boat trip?
2. When?

3. Is it interesting?

4. Which seat do you think the most
suitable for you?

- Say “Ok, there are many nice seats.
Today, we study part B: Speaking to know
how to choose the best seat then we go on
a boat trip”

Pre-speaking: (8')

- Give some suitable places

1. sundeck

2. air-conditioned

1. Yes, I have.
2. Last summer
3. Yes, it is.

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3. non-air conditioned
4. refreshments

5. occupied

While-speaking: (20')
* Task 1: Multiple choice

- Ask students to read the information
about some of the participants

- Ask students to work in groups

- Ask students to read the seat plan and
decide the best seat for each person, using
the information in task 1

- Go around to help the students when they
need

- Give correct answers

* Task 2: Conduct a conversation
- Ask students to work in groups

- Tell students to conduct the conversation
like the example in the book, using the
information in task 1 and the seat plan in
task 2

- Go around the class and provide help
when necessary

- Call on some groups to conduct the
conversation

- Give comments

- Work in groups and give the
answers

+ Mr. Andrew: seats which aren’t in
the sundeck but can help see all the
students. Seat: 43, 46, 40, 45

+ Mary: seats which have plenty of
fresh air. Seat: 31, 37, 19, 20, 26, 32
+ John: seats which aren’t air
conditioned, suitable for taking
photographs. Seat: 10, 11, 12

+ Tim: seats which are in the

sundeck. Seat: 1, 6

+ Sam: seats which can help a good
view, safe. Seats: 16, 29, 34

- Work in groups

- Conduct a conversation

1. A: I think put John in seat 45.
B: I don’t think so. John doesn’t like
air-conditioning so put him in seat 37
and he would like to take
photographs.

A: Ok.

2. A: What about Susan?

B: I think Susan had better take the
seat 10.

A: I think so because she wants to be
near Mary.

B: That’s right.

3. A: Which seat do you think the
most suitable for Tim?

B: I think Tim had better take the seat
40.

A: No, it’s not a good idea because
Tim want to visit in the sun, so, put
him in sit 1 or 6.

A: Well, maybe you are right.

4. A: Which seat seems suitable for
Mr. Andrew?

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* Task 3:

- Let students work in pairs and discuss the
question:

Which seat do you think the most suitable
for you? why?

- Call on some students to present in front
of the class

- Comment and make necessary
corrections

Post- speaking: (10')

- Suppose, you are going to Hue next
summer, please speak about the things you

should take on the trip and give reasons
Homework: (2')

- Let students write their topics about the
trip next summer in their notebooks

A: But it’s in the sundeck. She
doesn’t like it.

B: Ok. Put her in seat 34.

A: Ok. The seat 34 for Mr. Andrew
- Practice

- Listen and take note

V. EXPERIENCE

Period 32:

Class Teaching date Absentees

10A2

I. Objectives:

By the end of the lesson, students will be able to improve their listening skill

through Ordering, Gap-filling and Answering questions exercises.

II. Skills : Listening for gist and specific information
III. Teaching aids: Textbook, cassette player
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up : (4')

- Give the missing letters:
P ……… C

- Ask students to guess the missing letters
and fill them in the blanks to have a

- Copy down

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meaningful word
Pre-listening: (5')
- Ask some questions:

1. Do you often go for a picnic?
2. When is the best time for a picnic?
3. Why do people go for picnics?
- Give the meanings of some words:
glorious
assemble
destination
left-overs

delicious
Botanic Garden
spacious
sleep soundly

- Ask students to listen and repeat
While-listening: (24')

* Task 1:

- Ask students to work in pairs and study
the pictures carefully

- Ask students to listen to the tape and
number the pictures in the order they hear
- Play the tape more than once if necessary
- Call on some students to explain their
answers in front of the class

* Task 2: Gap-filling

- Ask students to listen to the tape again
and fill in the blanks with exact words they
hear

- Tell students to read the sentences
carefully and have a guess of the missing
words

- Play the tape several times if necessary

- Ask students to compare their answers
with a friend

- Call on some students to read aloud their
answers

- Check and give correct answers
* Task 3: Answer the questions

- Play the tape again and ask students to
answer the questions independently

- Ask students to compare their answers
with a friend

- Call on some students to read aloud their
answers in front of the class

- Give correct answers

- The answers may be various
1. Yes, I do/ No, I don’t.

2. at weekend/ in the summer ect.
3. They go for picnics to visit some
beautiful places/ to relax ect.

- Work in pairs

- Listen to the tape and do the task

* Task 1:

- Give own answers
- Correct answers:

1.a - 2.e - 3.b - 4.c - 5.f - 6.d
* Task 2:

- Listen the tape again
Correct answers:

1. The weekend picnic I enjoyed most
was just a few weeks ago.

2. My class decided to pay a visit to
the Botanic Garden.

3. We met at the school gate on time.
4. We made a short tour round the
garden.

5. In the afternoon, we went on
playing some more games.

- Do the task individually
Correct answers:

1. The weather was very nice.
2. Yes, it was.

3. The garden was beautiful.

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Post- listening: (10')

- Ask students to work in pairs to discuss
the topic: “ If your class could go for a
picnic this weekend, what would your plan
be?”

- Call on some groups to present the topic
in front of the class

- Comments and make necessary
corrections

Homework: (2')

- Ask students to write: Your plan for a
picnic this weekend

5. They took pictures, played games,
talked, sang and danced.

- Work in pairs

- Present the topic in front of the class

- Listen to the teacher and write down

V. EXPERIENCE

Period 33:

Class Teaching date Absentees

10A2
I. Objectives:

By the end of the lesion, students will be able to write a confirmation letter
responding to a request and an invitation

II. Skills : Writing a confirmation letter to a friend that responds to a request and
an invitation

III. Teaching aids: Textbook, handouts
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up : (3')

- Ask students some questions:
1. What sort of letters did you study?
2. Did you study how to write a
confirmation letter?

- Say “ Ok, today we will study how to
write a confirmation letter”

Pre-writing: (15')

- Explain the definition of request and
confirmation letters

- Request is the letter that ask for
information or help

1. Writing a letter of complaint/ a
thank you letter/ a love letter ect.
2. No, I didn’t.

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- Confirmation is the letter that responds
to the request. It confirms whether the
help is provided or the information is
available or not.

While-writing: (20')
* Task 1:

- Ask students to work in pairs and read
two letters below and find the requests in
Nga’s letter and confirmation in Hoa’s
- Give the meanings of some words

- Tell students to underline the structure
showing requests and confirmation

- Call on some students to explain their

answers in front of the class

- Give suggested answers

- Call on two students to read the letters
aloud in front of the class

* Task 2: Writing confirmation

- Ask students to read the situations
carefully and find the requests in both of
them

Post- writing: (5')

- Ask students to choose the first situation
to write a confirmation letter responding
to each of them

- Ask students to exchange their writings
with a friend

- Check their writings in front of the class
as a whole

Homework: (2’)

- Ask students to choose the second
situation to write a confirmation letter
responding to each of them

- Work in pairs and do the task
- Give answers:

+ Request: Can you go shopping with
me to buy the things we need for the
trip?

+ Confirmation: certainly I will help
you to prepare everything you need
for the trip.

- Lan asks you to buy some fruits and
bring them to her house.

- Minh wants to borrow you a book
about wildlife.

Dear Lan,

Firstly, let me congratulate you on
your 15th birthday. Certainly, I will

help you to prepare everything you
need for the party. I will go to the
nearby market and get them on
Saturday morning. I will be at your
home at 6.30 pm on Saturday.

Love,

Mai

V. EXPERIENCE

Period 34:

Class Teaching date Absentees

10A2
I. Objectives:

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- reviewing the present progressive (with a future meaning) and be going
to

II. Skills : Fluency in pronunciation / 
III. Teaching aids: Textbook, handouts
IV. Procedure:

Teacher’s activities Students’ activities

Warm-up :(4')
- Give some words:
1. earn, bird, fir, other
2. today, nurse, from, of

- Ask students to choose one word whose
underlined part is pronounced differently
Pronunciation: (12')

- Demonstrate the sound /∂/ and / З

:

/ by

pronouncing them clearly and slowly
- help students to distinguish these two
sounds

/ З

:

/ is a long sound
/ ∂ / is a short sound

- Play the tape and ask them to repeat
- Call on some students to repeat the
sounds clearly

- Ask students to work in pairs and
practice these sentences

- Go around the class and provide help if
necessary

Grammar: (27')

Simple Future: Will
Form: S + will/shall + V

Use: expresses an intention or decision
made at the moment of speaking

+ “be going to”: expresses an intention or
decision thought about before the
moment of speaking. It expresses a plan
Ex: We’re going to Hanoi this summer
Practice:

* Exercise 1: Choose the correct option
in brackets

- Ask students to do exercise 1

- Ask students to compare and discuss
the answers with a friend

- Call on some students to read and
explain their answers in front of the class
- Give correct answers

1. other
2. nurse

- Listen to the teacher

- Repeat in chorus

- Work in pairs

- Listen to the teacher and copy down

* Exercise 1:

1. What are you doing this Saturday
evening?

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* Exercise 2: Put the verbs in brackets

in the present progressive or “be going
to”

- Ask students to do exercise 2

- Ask students to compare their answers
with a friend

- Call some students to explain their
answers

- Give correct answers

* Exercise 3: Complete the exchanges,
using the present progressive or “be
going to”

- Ask students to do the task in pairs
- Call on some students to act out the
exchange in front of the class

- Make necessary corrections
Homework: (2')

- Ask students to distinguish the present
and “be going to”

* Exercise 2: 
1. are going
2. are having

3. is going to catch
4. are you putting
5. is not going to give
* Exercise 3:

1. Are you going to see it? I’m doing
my homework.

2. We are visiting our grandparents.
3. What’s he going to do with it?
4. It’s going to rain soon.

5. I’m going to clean them later.
- Write down on the notebooks

V. EXPERIENCE:

Period 35:

TEST YOURSELF B

Class Teaching date Absentees

10A2

I. Objectives: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening and
writing.

- Improve their knowledge through the test yourself.
II. SKILLS: Listening, speaking, reading and writing

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IV. PROCEDURE:

Students' activities
Teacher's activities

- Greet teacher.

- Answer teacher’s questions.
Warm-up (5')

- Greet students.

- Ask students something about the test yourself
A.

Have you prepared it at home?
Have you got any difficulties?

- Look at the book and listen to
the task.

- understand the task.

- Listen to teacher’s reading
carefully.

- Fill in the blanks with the words

they’ve just heard.

- Correct mistakes.

Keys:

1. 50 miles to the West of Lon don
2. 120,000 inhabitants/people
3. market town

4. biscuit factory
5. computer industry
6. in central England
7. 90,000 people
8. university
9. car factory
10. Cowley Road

- Look at the textbook and listen
to teacher.

- Work in groups to discuss about
the passage.

- Finish the task.

- Compare the result with the
other groups. And then with the
keys.

Keys:

1. F 2. F 3.T 4. F 5.T
- Listen to teacher.

- Work in groups to complete the
letter.

- Compare the result with the
other groups.

- Correct mistakes.
Test yourself (10')

I. Listening(2.5 points)

- Present the task : Listen and complete the table
below.

- Tell students the topic of the table.
- Get students to look through the table.
- Explain the meaning of new words.
- After that read the passage aloud twice.
- Let students fill in the blanks with the words
they have just heard.

- Go round the class to control the work.

- Then read the passage the last time for students
to check their results.

- Correct mistakes.

II. Reading (2.5 points) 10'

- Present the task: Read the passage and decide
whether the following statements are true (T) or
false (F).

- Get students to work in groups, discuss about
the passage.

- Go round the class to control the discussion
- State the best options.

- Correct mistakes.
III: Grammar. (8')

- Present the task: Read the following paragraph.
One word is missing from each line. Put a stroke
(/) where the word has been omitted and write
the missing word in the space provided.

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- Finish the letter.

Key:

1. out by scientists

2. opportunities for other

3. there is

4. which attempts
5. all the

6. organizing the

7. inventions a/ per/ every
8. developed by

9. it is 
10. it be wanted

- Read the suggestions carefully.
- In groups or in pairs, discuss
about the letter.

-Compare the result with the other
groups.

-Correct mistakes
- Go round class to control the students’

activities

- State the keys.
- Correct mistakes.

IV. Writing(10')

- Present the task: Your class would like to visit
your uncle’s computer factory which is located
near your school. Write to him and ask for
permission to visit.

- Ask students to read the suggestions carefully.
- Guide sts to write the letter.

- Go round class to control the sts’ activities.
- Correct mistakes

- Study all the lessons again.
- Get the knowledge ready for the
coming test.

Homework (2')
- Ask students :

*to study all the lessons again.

*get ready for the 45- minute test in the
next period.

V. EXPERIENCE:

Period 36 +37:

WRITTEN TEST 45' + CORRECT THE TEST

Class Teaching date Absentees

10A2

WRITTEN TEST 45'

Full name: ...Class 10A2

Using the connector “WHICH” to combine the following sentences:

1. Mai arrived on time. It amazed everybody.

...

2.Her phone is out of order. It’s a real nuisance.

...

Change into passive voice:

3. We have bought that house before.

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...

Choose the word/ phrases to complete the sentences below:

5.The street I live in is vey noisy at night, ………makes it difficult to sleep.
A. what B. this C. which D. that
6. A new bridge………….across the Tamky river recently.

A. has built B.has been built C.was built D.is built
7.This box ………..for a long time yet.

A.hadn’t been opened B.hasn’t been opened
C.hasn’t opened D.has been opened

8. Thien Mu……….is on the left bank of the Huong river, 6 kilometres from Hue.
A. church B.school C.pagoda D.site

9.I can’t operate this washing machine, Can you give me the……… ?
A. book B.computer C.instruction D.device
10. When the school year come to………..we’ll go on an excursion.

A.a half B.an end C. a conclusion D.a stop
11.Most students……….how to use computer fluently up to now.

A.know B.has known C.have known D.has been kown.
12.What is the music ……….you are listening to ?

A.that B.whom C.which D. A & C are correct.
13.Some children in the village are………retarded.

A.mental B.mentally C.mentality D.mentalism
14.The …………..in the war should be taken care of.

A. injured B.injuring C.injures D.injured
15.. ……….late?

A. Did you use to stay B. Do you used to stay up

C. Did you use to stay up D. Do you use to staying up
16.A……….person cannot hear any kind of sound.

A. mute B.deaf C.blind D.dumb
17.You can change the TV channels with this ………control.
A. remote B.far C.standby D.special
18.I think it………, the sky is so cloudy.

A.rains B.will rain C.is raining D.is going to rain
19.We ………….a party next Sunday, would you like to come ?

A.have B.will have C.are having D.is going to have
20.The…………..are those who do not have a job.

A.injured B.unemployed C.retarded D.disabled
21.The man………….lives next door is an English teacher.

A.Who B.whose C.which D.whom

22.The………are those who are unable to use part of the body in the normal way.
A.disabled B.mute C.blind D.deaf.

23.Be patient with………work.

A.time-consumption B.time-consuming C.time-consumed D.time-consumable
24. There ……….a hotel opposite the station, but it closed a long time ago.
A. used to be B.is used to C. used to is D. use to

25.The teacher got angry because Jack went out of the class without getting her………..
A.permission B.situation C.condition D.persuasion

Choose one word whose underlined part is pronounced differently from the that of the others:

26. A.full B.put C.June D.pull
27. A. teacher B.excursion C.permission D.pagoda

28.A. cook B. foot C. school D. look

29. A.boss B.sport C.top D.job

Choose the word that needs correcting

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31. Our flight was delayed, that meant we had to wait for hours at the airport.
A B C D

32. Look at those black clouds! It will rain.
A B C D

Read the following passage and then the following exercises:

Louis Braille was born in France in 1809. His father had a small business. He made
shoes and other things from leather. Louis liked to help his father in the store even when he was
very small. One day when Louis was 3 years old, he was cutting some leather. Suddenly the
knife slipped and hit him in the eye. He soon became completely blind.

When he was ten years old, he entered the national Institute for the blind in Paris. One
day his class went to visit a special exhibit by a captain in the army. One thing in the exhibit was
very interesting for Loius. It showed message in code. Armies send messages in secret codes so
no one else can read them. The captain wrote this code in raised letters on very thick paper.

Louis thought a lot about this code. Then he decided to write in the same way so the
blind could “read’ with their fingers. It is very difficult to feel the differences between raised
letters. Instead of letters, Louis used a “cell” of six dots. He arranged the dots with two dots
across and three down. So blind people can read and write even write music by Braille.

A. Choose the best answers:

33. Louis Braille’s father made things from…………

A. wool B. leather C. exhibit D.codes
34. When Louis was ten years old, he began to study……….

A. at a special school for the blind B. at a university C. in the army D. at a local
school

35. He saw a special exhibit. It showed ………….in code.

A. systems B. massages C. arrangements D. computers
36. It is difficult to feel the differences between………..

A. code massages B. arrangements of dots

C. raised letters D. a system of raised dots
37. Which of these sentences is probablyNOT TRUE?

A. Braille invented a system of reading for blind people

B. Braille visited an exhibit of codes C. Braille system is used for everyone
D. Louis Braille was an intelligent boy

B. Answer the following questions:

38. When & where was Louis Braille born?

...
39. When was he blind?

...
40. Did he enter the national Institute for the blind in Paris in 1819?

...

THE END

WRITTEN TEST 45'

Full name: ...Class 10A2

Choose one word whose underlined part is pronounced differently from the that of the others:

1. A. cook B. foot C. school D. look
2. A.full B.pull C.June D.put
3. A. teacher B.pagoda C.permission D.excursion
4. A.boss B.job C.top D.sport

Choose the word/ phrases to complete the sentences below:

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A.mental B.mentally C.mentality D.mentalism

6.A……….person cannot hear any kind of sound.

A. mute B.deaf C.blind D.dumb
7.The…………..are those who do not have a job.

A.injured B.unemployed C.retarded D.disabled
8.The …………..in the war should be taken care of.

A. injured B.injuring C.injures D.injured
9.Be patient with………work.

A.time-consumption B.time-consuming C.time-consumed D.time-consumable
10.The………are those who are unable to use part of the body in the normal way.
A.disabled B.mute C.blind D.deaf.

11.The street I live in is vey noisy at night, ………makes it difficult to sleep.
A. what B. this C. which D. that

12. There ……….a hotel opposite the station, but it closed a long time ago.
A. used to be B.is used to C. used to is D. use to
13.. ……….late?

A. Did you use to stay B. Do you used to stay up
C. Did you use to stay up D. Do you use to staying up

14.You can change the TV channels with this ………control.
A. remote B.far C.standby D.special
15.I can’t operate this washing machine, Can you give me the……… ?
A. book B.computer C.instruction D.device
16.This box ………..for a long time yet.

A.hadn’t been opened B.hasn’t been opened
C.hasn’t opened D.has been opened
17. A new bridge………….across the Tamky river recently.

A. has built B.has been built C.was built D.is built
18.Most students……….how to use computer fluently up to now.

A.know B.has known C.have known D.has been kown.
19.Thien Mu……….is on the left bank of the Huong river, 6 kilometres from Hue.
A. church B.school C.pagoda D.site

20. When the school year come to………..we’ll go on an excursion.

A.a half B.an end C. a conclusion D.a stop
21.I think it………, the sky is so cloudy.

A.rains B.will rain C.is raining D.is going to rain
22.We ………….a party next Sunday, would you like to come ?

A.have B.will have C.are having D.is going to have
23.What is the music ……….you are listening to ?

A.that B.whom C.which D. A & C are correct.
24.The man………….lives next door is an English teacher.

A.Who B.whose C.which D.whom

25.The teacher got angry because Jack went out of the class without getting her………..
A.persuasion B.situation C.condition D.permission

Choose the word that needs correcting

26. Is Helen used to live in a small flat ?
A B C D

27. Our flight was delayed, that meant we had to wait for hours at the airport.
A B C D

28. Look at those black clouds! It will rain.
A B C D

Read the following passage and then the following exercises:

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A. Choose the best answers:

29. Louis Braille’s father made things from…………

A. wool B. exhibit C. leather D.codes
30. When Louis was ten years old, he began to study……….

A. at a local school B. at a university C. in the army D. at a special school for
the blind

31. He saw a special exhibit. It showed ………….in code.

A. massages B. systems C. arrangements D. computers
It is difficult to feel the differences between………..

A. code massages B. arrangements of dots
C. a system of raised dots D. raised letters

33. Which of these sentences is probablyNOT TRUE?
A. Braille invented a system of reading for blind people

B. Braille visited an exhibit of codes C. Braille system is used for everyone
D. Louis Braille was an intelligent boy

B. Answer the following questions:

34. When & where was Louis Braille born?

...
35. When was he blind?

...

36. Did he enter the national Institute for the blind in Paris in 1819?
...

Change into passive voice:

37. Someone has repaired these chairs for months

...
38. They have bought that house before.

...
Using the connector “WHICH” to combine the following sentences:

39.My phone is out of order. It’s a real nuisance.

...
40. Sarah arrived on time. It amazed everybody.

...

THE ANSWER KEY

Mã 015 Mó 789

Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A

1 21 1 26

2 22 2 27

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4 24 4 29

5 25 5 30

6 26 6 31

7 27 7 32

8 28 8 33

9 29 9 34

10 30 10 35

11 31 11 36

12 32 12 37

13 33 13 38

14 34 14 39

15 35 15 40

16 36 16 41

17 37 17 42

18 38 18 43

19 39 19 44

20 40 20 45

Unit 7 THE MASS MEDIA

Period: 38

A - Reading

Class Teaching date Absentees

10A2

I. OBJECTIVES:

1. Education aims: - Students read about TV programme schedules.
2. Knowledge:

a. General knowledge: - Knowledge about TV programme schedules..
b. Language: - The present simple tense.

- Vocabulary concerning TV programmes..
3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: Read for general ideas and specific
information.

II. METHOD: Integrated, mainly communicative

III. TEACHING AIDS: Real objects and pictures of TV programs.
IV. PROCEDURE:

Teacher’s Activities Student’s Activities

1.Warm-up:( 3 mins)

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+ Jumbled words.

- Give 5 words about the forms of mass
media whose letters are in the wrong
order and ask sts to work in groups of
3-4 sts to rearrange them in good order
to make the right words.

1. enslieisov 2. rwepeapns 
3. idora 4. agenmzia 
5.evido

- Check and give remarks.
2. Before you read: ( 10 mins)
 Aims: to prepare information and 
vocabularies for the topic.

+ Pairwork:

- Ask the sts to work in pairs to answer
the question given in the part and some
other questions.

- For each question, 3-4 sts are required
to answer orally in front of the class ( 1
st/ 1 time).

- Gather the ideas and give some
background information about TV
channels in Vitetnam.

- Read each word/phrase twice and ask
sts to repeat it and leave sts 1 minute to
self-practice.

- Provide the students with new
words/phrases

- Work in groups of 3-4 sts

- Sts write the words individually on the
blackboard

1. television 4. magazine

2. newspaper 5. video 
3. radio

- 4 representatives are required to write
the words on the blackboard.

- Listen to the teacher.

- Work in pairs.

- Do the work orally in front of the class.

- Listen and copy down.

+ VTV1: Combination of Politics,
Economics and Entertainment.

+ VTV2: Science and Education.
+ VTV3: Sports and Entertainment.
+ VTV4: For the overseas

Vietnamese.

+ VTV5: For the Ethnic minority 
groups

Listen and copy down

+ Vocabulary:

+ channel (n) : Kênh ( truyền hình)
+ Mass media (n): public institutions that
report news and other stories .

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- Ask 4-5 st to read all the

word/phrases aloud in front of the class
- Listen and help sts to read the

words/phrases correctly.

3. While you read:( 20 mins)
Aims: Read the passage for 
information to do the tasks.

- Ask sts to read the TV programme
schedules and do task 1: Match the
words in A which appear in the reading
passage with their definitions in B.
- Listens and helps sts to do the task
correctly.

Gives feedback and corrects the
answers

T: Read the passage again and decide
whether the statements are true or

Dân số và phát triển

+ TV Series (n): Phim truyền hình dài
tập

+ Folk Songs (n): Dân ca nhạc cổ
+ News Headlines (n): điểm tin chính
+ Weather Forecast (n): Dự báo thời tiết
+ Quiz Show (n): trò chơi truyền hình
+ Portrait of Life (phr): Chân dung cuộc
sèng

+ Documentary (n): Phim tµi liƯu

+ Wildlife World (n): ThÕ giới thiên nhiên
hoang dÃ

+ Around The World (phr): Vòng quanh
thÕ giíi

- Listen and repeat.

- Some sts stand up and read these word
aloud.

- Others listen.
- Self-correct.

1. Task 1: Matching.

- Work in pairs to read the programmes
and do the task.

- Sts are required to compare their results
with their partners.

- 4 sts are required to do the task orally in
front of the class (1 st/ 1 time).

- Share their answers with their friends.
- Some sts present their answes:

UNIT 7 THE MASS MEDIA

Period: 39

B-

Speaking:

Class Teaching date Absentees

10A2

I. OBJECTIVES

1. Education aims: - Students know about the differences and similarities of
some popular types of the mass media.

2. Knowledge:

a. General knowledge: - Students can talk about the different types of the
mass media.

b. Language: - The simple present

- Vocabulary on the mass media.
 3. Skills: - Speaking about different types of the mass media.

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II. METHOD: Integrated, mainly communicative

III.TEACHING AIDS: Pictures, textbook, cassette player.
IV.PROCEDURE:

Teacher’s Activities Student’s Activities
1. Homework checking(5

mins)

- Ask one st. to talk about the
TV programme they like
watching best.

2. Before you speak(5 mins)
- Introduce some new words:
- Ask sts to read the new words
orally.

- Ask sts to work in pairs and
decide which items are types of

the mass media.

- Ask sts about the definition of
the mass media:

Mass media ( take a singular
or plural verb) : communication
media in general- all of the
communication media that
reach a large audience,
especially television, radio and
newspapers.

- Call on some sts to explain

- One student talk about the TV programme
they like best.

Eg: I like Game show The price is right
most because it is very interesting , easy to
play . Besides , the reward for the winner is
valuable . Another reason I like this game
show is the MC. Mr. Luu Minh Vu is
humorous and very intelligent .

+ Task 1:

- Write the new words and read them aloud.
Aims: Sts distinguish the different types of the
mass media from the others.

+ 'orally ( adv ) : spoken by mouth
+ 'aurally ( adv ) : seen by eyes
+ 'visually ( adv ): heard by ears
- Work in pairs

- Listen and take notes.

- Some sts give their answer in front of the
class.

Suggested answers:
 1. Television
 2. Radio

3. Newspapers
 4. The Internet

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their answers in front of the
class.

- Give sts correct answers.

3. While you speak( 18 mins)
Aims: Sts compare the features
of the types of the mass media.
- Ask sts to work in pairs and
carry out the activity using the
cues in the book.

- Go around the class and help
sts if necessary.

- Call on some pairs to explain
their answer in front of the class.

- Ask sts to look at the
information above and talk
about the different types of mass
media.

4. After you speak( 15
minutes)

Aims: Talking about the
different types of the mass
media.

- Ask sts to work in groups and
answer the following questions:
+What are the different types
of the mass media?

- Work in pairs to discuss some popular types
of the mass media.

- Some sts give the answers in front of the
class.

+ The mass media:

- Provide information and entertainment
+ The radio:

- Present information and entertainment orally
(through mouth)

- Receive information aurally(through ears)
...

eg. The common feature of the mass media is
that they all provide information and
entertainment.

Television provides information and
entertainment orally and visually, and we
receive them through our eyes and ears.

...

+ Task 3:

- Work in groups to answer the questions in the
book.

S1: Television, radio, newspapers, the
Internet.

S2: Provide/ deliver information and

entertainment.

S3: TV presents information and entertainment
orally and visually while radio provides ...
- Some sts answer:

I like TV most because I can watch films and
performance on it/ I prefer newspapers

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+ What features do they have
in common?

+ What are their
distinctive( own) features?

- Ask sts some more questions :
 Which types of the mass media
do you usually get information
from?

Which one do you like most?
Why?

- Go around to help sts if
necessary.

- Ask some sts to answer and
give correct answers.

5. Homework:( 2 mins)

have free time, and I can also choose to read 
only what I’m interested in.

...

- Write a paragraph ( about 50 words) about the
features of the types of mass media.

- Prepare for the nex t lesson: LISTENING

V. EXPERIENCE:

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Period: 40 C- LISTENING:

Class Teaching date Absentees

10A2

I. OBJECTIVES:
1. General knowledge:

- Sts understand 2 news stories on the radio.
 2. Language: - The simple present tense.

- Vocabulary on adjs to describe weather.

3. Skills: - Listening: tick on the word they heard, fill in the gaps, answer
the questions

- Speaking: Retell the stories

II. METHOD: Integrated, mainly communicative

III. TEACHING AIDS: Real objects and pictures of a flood. textbook, cassette
etc

IV: PROCEDURE

Teacher’s Activities Student’s Activities

1. Before you listen:(10mins)

Aims: focus sts on the topic and review/
introduce the words and phrases used in
the listening text.

+ Pairwork:

- Requires sts to work in pairs and asks
each other the following questions.
- How often do you listen to the
radio?

- Which program do you like
listening to?

- Do you like listening to strange
stories?

- Asks some sts to give their answer.
- Gives some examples

- Work in pairs to ask and answer the
questions

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- Reads the words asks sts to repeat.
- Asks sts to read the words in pairs.
- Asks some sts to read the words again.
2. While you listen:

+ Task 1: (7 mins)

Aims: Practise listening and tick the
word they hear.

- Tells sts that they are going to listen to
two news stories and the words will
appear in the stories

- Asks sts to work in pairs, look at the
words given and guess what the news
stories about.

- Asks sts to listen to the news and tick
the right column to indicate which words
appear in which stories

- Plays the tape twice and ask sts to

compare their answer in pairs.

- Checks sts’ answer.

- Plays the tape once again, stop the tape
where necessary and conduct the
correction.

+ Task 2: (10 mins)

Aims: Practise listening for specific
information by filling in the gaps.

- Asks sts to have a look at the stories in
the textbook and read them in pairs and
make sure they understand them. T
encourages sts to guess the words/
phrases to fill in the gaps.

- Asks sts to listen to the tape once or

- Copy the words and phrases.

+ New words

+ Mount (n): e.g.: Mount Everest

+ in spite of + N (phr): = despite + N =
Although + Clause

- Listen and repeat.

- Read the words in pairs and correct
each other’s mistakes.

- Listen to the teacher.

- Listen to the tape and do the task

- Compare their answers.
- Give their answer.

News story 1: strong, cloudy.

News story 2: healthy, young, highest,
wonderful

- Check their answer, say it aloud, and
then correct their work if they have the
wrong answer.

- Work in pairs to read the passages and
try to fill in the gaps.

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twice again to fill in the gaps with the
missing words/phrases.

- Asks sts to compare their answer in
pairs.

- Check ssts’ answer.

- Plays the tape once again, stop the tape
where necessary and conduct the
correction.

+ Task 3 (7 mins)

Aims: Practice listening for specific
information by answering given
questions.

- Asks sts to read the questions in pairs
and make sure they understand the
questions and know what information
they need to answer the questions.

- Asks sts to listen to the tape once/twice
and take short notes to answer the
questions.

- Asks sts to compare their answer in
pairs.

- Plays the tape once again, stop the tape
where necessary and conduct the
correction.

3. After you listen:(10 mins)

- Asks sts to work in pairs and each retell
one news story.

- Moves round to check the activities and
to make sure that sts are working

effectively.

- Asks two sts to present in front of the

Correct answers
News Story 1

1. has caused
floods
2. have left

their home
3. have risen
4. two meters
5. has stopped
6. cloudy
7. strong wind

News Story 2
1. twenty- third
2. 4,418

3. California
4. wonderful

5. young and

healthy

- Check their answer, say it aloud, and
then correct their work if they have the
wrong answer.

- Work in pairs to read the questions.
- Listen and do the task.

- Compare their notes.

- Some sts answer the questions:
Suggested answers:

1. Heavy rain has caused floods all over
the country.

2. Because the rivers have risen.

3. (The old lady has climbed Mount
Whitney) 23 times.

4. Because it has kept her young and
healthy.

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whole class.

- Check and give remarks.

4. Homework:(1min)

Two sts present.
- Listen and check.

Write a short paragraph about a news
story they have just heard on the radio
or TV

Ss prepare for the next lesson

Writing

V. EXPERIENCE:

UNIT 7 THE MASS MEDIA

Period: 41

D- WRITING:

Class Teaching date Absentees

10A2

I. OBJECTIVES

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1. Educational aim: Students should know how to spend their time on mass
media. especially TV

Knowledge:

- General knowledge: Students know the advantages and disadvantages of TV.

- New words: Words related to TV programs.

2. Skills: writing about the advantages and disadvantages of TV
II.METHOD: Integrated, mainly communicative

III.TEACHING AIDS: TV programs. Textbook
IV.PROCEDURE:

Teacher’s Activities Student’s Activities

Warm-up (4 mn)

Shows TV programmes and ask
questions.

1) What TV programmes do you
like seeing? Why?

2) What TV programmes do you
think are useful?

Pre-writing (8 mn)

Implicits the meaning of
dis-/advantage by analyzing the
examples:

TV helps us to learn more about

the world.

TV makes us passive.

Which sentence says good about
TV? Which one says bad?

Asks Ss to read about the
advantages and disadvantages of
TV

Has Ss underline the key words of
each sentence

Teacher walks around the class

Students work in pairs
Students’ answers may vary

1. Task 1:

Students sit in pairs, and do task 1

Read about the advantages and disadvantages
of TV

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and offers help when necessary.
While-writing (18 mn)

Asks Ss to work in pairs and

discuss the advantages and
disadvantages of the mass media
and write them down in the
columns.

Asks Ss to share the ideas with
other pairs.

Gives suggested answers

2. Task 2:

Work in pairs and discuss the advantages and
disadvantages of the mass media and write
them down in the columns.

Ask Ss to share the ideas with other pairs.

UNIT 7 THE MASS MEDIA

Period: 42 E- LANGUAGE FOCUS

Class Teaching date Absentees

10A2

I. OBJECTIVES:

1.Language skills:

_ Distinguishing the sounds
 2.Language knowledge:

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

_ pronounce the sounds /ei/, /ai/ and / i / correctly

_ use the present perfect correctly and use because of and in spite of
appropriately

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III.TEACHING AIDS: textbooks, cassette
IV.PROCEDURE:

Teacher’s activities Students’ activities
1. Warm –up - (5’)

 GAME: CATEGORISING

- Gives out 10 to 15 words.

- Asks Ss to work in pairs or groups
and decide which words go with

since or for.

- Gives some words:

 1990; three months; two weeks;

….

2. Pronunciation: (10 mn)

- demonstrates the sound /ei/ /ai/
and /oi/ by pronouncing them clearly
and slowly.

- Helps Ss to distinguish these two
sounds.

- Instructs the way to pronounce:

 /ei/ has two sounds: e and I. First

make the sound e. Now make it
longer eee. Then add I. this is
very short eeeI.

 /ai/ has two sounds: a and I. First

practice the sound a. This is a
long sound and then add I. This is
very short. aaaI.

 /oi/ has two sounds: o and I. First

practice the sound o. Now make it
longer ooo. Then add I. This is
very short. oooI.

- Plays the tape and asks Ss to repeat.

- Calls some Ss to repeat the sounds
clearly in front of the class.

- Asks Ss to work in pairs and practice
the sentences.

- Goes around the class and provides
help.

2. Grammar and vocabulary: (28mn)

- Asks Ss to present the form and the
use of the present perfect tense.
- Asks Ss to do the exercise 1

- Work in groups.

- Whole class listen to the teacher and

write down.

Ss listen and repeat

- Whole class listen to the tape.

- Some Ss repeat the sounds. Others
listen to.

- Work in pairs.

Exercise 1:

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independently.

- Has Ss compare their answers with a
friend.

- Calls some Ss to read the letter in
front of the class.

Review the form and the use of the
present perfect tense.

Reminds Ss how to use:

- a period + ago ( simple past)

- for + a period (present perfect)

- since + definite time/ simple past

- Asks Ss to do the exercise 2 in pairs.
( This is probably an easy exercise so
Ss can do it orally)

- Calls some Ss to read and explain
their answers in front of the class.

- Explains the use and the difference of

because of and in spite of.

 Because of or because shows the

cause.

 In spite of or Despite shows the

confession.

- Gives Ss the structures:

- Asks Ss to make some examples
basing the teacher’s suggestion

- Has Ss do exercise 3.

to.

- Work individually.

- Individual work.

- Some Ss read the letter. Others listen
to.

- Work in pairs in orally.
Suggested answers:

1.have been
2.has lived
3.have met
4,have done
5.have had
6.have taken
7.have watched

- Some Ss read and explain. Others
listen to.

Exercise 2:

- Whole class listen to the teacher and
write down.

- Take notes.

Complete the sentences using for, since

or ago

UNIT 8: THE STORY OF MY VILLAGE

Period: 43

A- Reading:

Class Teaching date Absentees

10A2

I. OBJECTIVES

1.Knowledge

General knowledge: Students learn about life in the country

Language

New words: Words related to country life
2.Skills:

Reading for gist and for specific information
II. METHOD: Integrated, mainly communicative

III. TEACHING AIDS: Textbook and pictures

IV. PROCEDURE

Teacher’s Activities Student’s Activities

Warm-up (4 mn)

Teacher shows pictures of the countryside
and ask Ss to make a list of words related
to the country.

(The group with the longest list will be

Group work make a list of words
related to the country

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the winner.)

T declares the winner

BEFORE YOU READ (10’)

Teacher has students sit in pairs and
discuss the questions in the books.

Calls some Ss to read their answer aloud
in front of the class.

Feedbacks and gives suggested answers.
Some simpler questions can be used:
What do you see in the picture?
Who are they?

What are they doing?
Presents new words

WHILE YOU READ: (20 mn)
Set the scene

You are going to read a passage about
life changes in the country . Just read it

and do the following tasks.

Asks Ss to match the words in A with
their definitions in B.

Encourages Ss to guess the meanings
of the words in the context

Teacher walks around the class and
offers ideas and comments when
students need help. Then teacher
selects some students at random to

Students do the task.
Ss work in pairs
Suggested answers

1.The farmers are harvesting the crop.
2.They are working very hard.

3.It’s a bumper/good crop.

4. Good farming methods, good
varieties, modern technology used,
people work hard.

Ss follow the teacher’s steps
Ss take notes

New words:

-straw (n) rôm 
-mud(n) buøn

-technical high school (n) trường
trung học kĩ thuật dạy nghề
- farming method (n) phương pháp 
canh tác

- brick house (n) nhà ngói 
- thanks to ( prep) nhờ có 
Listen

Class organization: Students sit in
pairs.

Task1- Vocabulary matching

Match the words in A with their
definitions in B.

Students do the task in pairs.
Correct answers:

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explain their answers in front of the
class.

Makes necessary corrections

Teacher has students scan the text again
and get the information to complete the

table.

Lets Ss study the table carefully before
doing the task.

Goes around the class and provide help
when necessary.

Tells Ss to discuss the answer with a
friend.

Checks the answers in front of the class as
a whole.

Asks Ss to work in pairs. Get the Ss to
read the passage again and answer the
questions in Task3

Has Sts compare their answer with
another pair.

Calls some Ss to read their answers aloud

the things that you need)

2.d( having to have many things that
you do not have )

3.a ( making one’s life better )
4.e( good crops)

5. c ( crops to be sold , not for use by
the people who grow it )

Task2.Table completion

scan the text again and get the
information to complete the table.
Individual work

Correct answers:

Areas Before Now

houses Made of
straw
and
mud

Made of

bricks

Radio/TV Few
families
had

Many have

Farming

methods

old new

crops poor Good/bumper

travel By motorbike

Task3-Answering questions

Read the passage again and answer
the questions in Task3

Work in pairs then compare their
answer with another pair.

Correct answers:

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in front of the class.
Gives feedback.

Post-reading (12 mn)

Asks Ss to work in pairs and discuss the
question:

How can people with an education help
make the life of their community better?
Clarify some terms like

People with education refers to people
with a university study

Tells Ss to look back at the passage to get
the idea for the questions.

Goes to groups and provide help when
necessary.

Teacher gives suggestions and comments.
Teacher suggests students’ homework:

2 Because they hope that with an
education of science and technology
their children could find a way of
bettering their lives.

3 They introduced new farming
methods which resulted in bumper
crops. They also helped grow cash
crops for export.

4 He said their lives had changed a lot
thanks to the knowledge their children
had brought home.

5 He told his grandchildren ”Study
harder so that you can do more for the
village than your parents did.

Students work in pairs.

Suggested answers

Introduce new farming methods.
Grow crash crop s for export.

Help local people apply modern
technology in farming.

Help community especially young
people access to ways of
entertainment

Raise people’s awareness about food
safety and environmental hygiene

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Comments (2 mn) speaking-U8

V. Experience:

UNIT 8: THE STORY OF MY VILLAGE

Period: 44 B -

SPEAKING

:

Class Teaching date Absentees

10A2
I.OBJECTIVES

1. Education aims: - Students know about plan to improve life of a village and

their possible results.

2. Knowledge:

a. General knowledge: - Students can talk about plans and results.
b. Language: - "Should" and conditional sentences type 1
- Vocabulary on the plan to improve life of a village.
 3. Skills: - Speaking about plan and results.

- Discussing plans to improve life in the village.
II. METHOD: Integrated, mainly communicative

III. Teaching aids:
Textbook, chalk, board.
IV. Procedure:

Teacher’s activities Students’ activities
1. Warm-up( 5 mins)

Asks Ss to work in groups and make a
list of ideas of their own that can be
carried out to improve the village life.
Teacher walks around the class and
offers ideas and comments when students
need help…

- Listens and gives remarks and marks.
2. Before you speak: (10 mins)

Aims: Sts can match each of the plan to

- Students work in pairs.

- Listen to the teacher.

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improve life in the village with its
possible result.

The village of Ha Xuyen are discussing
plans to improve life in the village.
Match the plans with possible results.( 10
minutes)

- Explains some new words:

- Asks sts to do the task in pairs and give
explanation for their answers

- Asks some sts to read the answers in
front of the class.

- Gives the correct answers.
3. While you speak: ( 10 mins)

Aims: Sts practice discussing the plans
to improve the life in the village and the
possible results.

The villagers are discussing their plans.
-Asks sts to work in groups using

conditional type 1 and "should".

- Explains Conditional sentence type 1
and should:

- Asks sts to practise the conversation in
the textbook.

- Asks some groups to practice the
conversation in front of the class.

+ Task 1:

- Listen and take notes.

+ resurface (v ):put new surface on,
renew

+ widen (v )

+ canal (n): man-made waterway for 
irrigation

+ muddy(a ): full of mud
- Work in pairs.

- Read the answers aloud in front of
the class.

1. b 2. g 3. d

4. e 5. f 6. c
+ Task 2:

- Read the conversation in the
textbook.

Read and practice the conversation in
groups of three.

- Listen to the T

- Listen and take notes.

If + S + V(present tense), S +
will/can/may + V

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4. After you speak: ( 14 mins)

Continue the conversation, using the
ideas in table in Task 1. Add some more
possible if you like

- Asks sts to work in groups and continue
the conversation.

- Writes the main phrases on board and
ask sts to look at these phrases to practice
their conversation.

- Goes around to help sts if necessary.

Sts may add their own ideas in the
conversation.

is likely to happen in the future)

E. g.: If the roads are widened, cars
and lorries can get to our village.

Should or shouldn’t: to give
opinions about what is the best thing
to do.

+ Task 3:

- Work in groups of three.

- Some groups practice the
conversation in front of the class.
- medical center health
 - cash crops export,
money

- bridge shorter
way to town

- football ground play sports,
exchange ideas.

- Work in groups and add some their
own ideas.

- Some groups present in front of the
class.

A: I think we should build a football
ground, too.

B: I agree with you. If a football
ground is built, young people can play
sports in the free time.

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- Comments and gives necessary
corrections.

5. Homework: ( 1 min)

Write a passage about plans to improve
the life in the area where you live.

A: What about a medical centre? I
think it’s necessary to build a medical
centre.

B: Yes. If a medical center is built,
People’s health will be looked after
better.

C: Yes. And if we get sick. we won’t
have to go to the provincial hospital
for treatment.

HOMEWORK:

Write a passage about plans to

improve the life in the area where you
live.

V. EXPERIENCE:

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Class Teaching date Absentees
10A2

I. Objectives: 
 1. General knowledge:

- Sts know the changes in a small town on the South coast of England.
 2. Language: - The past tense: used to

- The passive voice
- Vocabulary on villages.

3. Skills: - Listening: choose True/ False statements, fill in the gaps with
one suitable word, answer the questions

- Speaking: Discuss the changes in sts' hometown/ home village
II. METHOD: Integrated, mainly communicative

III. Teaching aids:
- Textbook , tape

IV. Procedure:

Teacher’s activities Students’ activities
1. Warm up:(7 min)

* GAME: Find someone who

- Prepares a two-column table with
Yes/ No questions and Name.

- Lets Ss go around the class and ask
other Ss what they used to do when
they were small. If the answer is
Yes, write his/her name in the table.
(the winner is the first one who
completes the name column)

2. Before you listen:(10 mins)

Aims:to focus sts on the topic and
review/ introduce the words and

Did you use to…? name

Have a favourite toy
when you were a 
child?

Have a nickname?
Have a pet?

Cry at night when 
you were a child?
Hate school?

Play hide-and-seek?

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phrases used in the listening text.

a. Focus sts on the two pictures in the
textbook and asks sts to work in

groups to compare them to see the
changes of the town following the
model in the book.

E.g.: - There didn't use to be any hotel
in the town

- There used to be small houses 
 - Cows used to graze in the field
 ...

- Asks some sts to give their answer.

b. Introduces some new words

- Reads the words and ask sts to repeat.
- Asks sts to read the words in pairs.
- Asks some sts to read the words

again.

3. While you listen:( 17 mins)

Aims:Sts practise listening and
marking True/ False statements.

- Tells sts that they are going to listen
to a talk about the changes in a small
town in England.

- Asks sts to work in pairs, look at the
statements given and guess if they are
true or false.

- Asks sts to listen to the talk and tick
the right column to indicate their
answer and underline the false

- Some sts stand up and give their
answer.

Sts copy the words and phrases.
- Listen and repeat.

- Read the words in pairs and correct
each other’s mistakes.

- Some individuals read the words
aloud.

- atmosphere (n): kh«ng khÝ

- resurface(v): trải lại ( mặt đờng)
- turn into (v): trở thành

+ Task 1:

- Listen to the T.

- Work in pairs to guess if the
statements are true or false.

- Listen to the tape and do the task
- Compare their answer.

- Give their answer.

1. F It's on the south coast of England.
2. F It's used to be a small quiet town.
3. T

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information. T plays the tape twice.
- Asks sts to compare their answer in
pairs.

- Checks sts’ answer.

- Plays the tape once again, stop the
tape where necessary and conduct the

correction.

Aims:Sts practise listening for specific
information by filling in the gaps with
ONE word.

- Asks sts to have a look at the
paragraph in the textbook and to read
them in pairs and make sure they
understand them. T encourages sts
guess the words to fill in the gaps.
- Asks sts to listen to the tape once or
twice again to fill in the gaps with the
missing words.

- Asks sts to compare their answer in
pairs.

- Checks sts’ answer.

- Plays the tape once again, stop the
tape where necessary and conduct the

5. F Some people don't like the changes
- Check their answer and then correct
their work if they have the wrong
answer.

+ Task 2:

- Work in pairs to read the passages and
try to fill in the gaps.

- Listen and do the task.

- Give their answer.

1. houses 2. hotel
3. widened 4. cut
5. car 6. shop
7. department 8. expensive

- Check their answer and then correct
their work if they have the wrong
answer.

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correction.

4. After you listen:(10 mins)

- Asks sts to work in pairs and tell each
other about the changes in their
village/ town.

- Moves round to check the activities
and to make sure that sts are working
effectively.

- Asks two sts to present in front of the
whole class.

- Checks and gives remarks.

5. Homework:(1min)

Write a short paragraph about the
changes in their village/town

-Two sts present.

V. EXPERIENCE:

UNIT 8: THE STORY OF MY VILLAGE

Period: 46

D. writING

:

Class Teaching date Absentees

10A2

I. Objectives:

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2. Knowledge:

a. General knowledge: - Giving directions.

b. Language: - Language used to give directions.
- Imperative sentences.

3. Skills: - Reading: read the sample letter.

- Speaking: work in pairs to find Ann's house on the map as well as
the words and phrases used to give directions .

- Writing: write a letter to tell Jim the way to house A on the map.
II. METHOD: Integrated, mainly communicative

III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking :( 5 mins)

- Asks one st to talk about the changes in
our hometown or his/her home village.
- Asks other sts to listen to their friend and
give remarks.

- Checks and give remarks.
2. Before you write:( 20 mins)

- Aims:to get sts to read the sample letter 
and to help them to prepare vocabulary 
and information before they write.

- Introduces the situation.
- Explains some new words:

- Asks sts to listen to the teacher and repeat ,
then write these words into their notebooks.

- Listen to their friend and give
remarks.

+Task 1:

- Listen to the teacher carefully.
and take notes

+ direction (n) : the way that a
person or thing moves along
+ enclose (v): put something in a
letter or a parcel

- Listen to the teacher and then read
these words in chorus and

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- Asks sts to work in pairs to read about the
letter and to look at the map to find Ann's
house.

- Moves round to help if necessary.

- Asks sts to compare their ideas with other
pairs.

- Asks some sts to tell the whole class where
Ann's house is. T may ask them to explain
more about their answer.

- Listens and give remarks.

- Asks sts to work in pairs to read the letter
again and underline the words and phrases
used to give directions.

- Moves round to help if necessary.

- Asks 2 sts to write these words/ phrases on
the board.

- Checks and gives remarks.

- Asks sts to make some examples with
these words.

3. While you write:( 10 mins)

- Aims: Sts practise writing a letter to Jim,
telling him the way to house A from Roston 
Railway Station.

- Asks sts to write a letter to Jim, telling
him the way to house A from Roston
Railway Station.

- Lets sts write in 8 minutes.

- Read the letter in pairs.

- Share their answer with their
friends.

- Present their ideas.
Answer: H

- Listen to the teacher.

+ Task 2:

- Work in pairs to read the letter and
undreline the words/phrases.

- Two sts write the words and
phrases on the board

get out of 
go over ( a bridge)
turn right/left

walk past ( a medical centre)
keep walking

take the first/second...

- Do the writing task.

- Read their writing: ( a sample
paragraph)

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- Moves around to conduct the activity.

4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.
- Gets feedback by asking some sts to read
their work aloud.

- Asks some other sts to give remarks.
- Checks and give the correct answer.
- If there is enough time, T can have sts
exchange their writing among sts within a
group so that they can check their friend's
work and give remarks

5. Homework: ( 1min)

- Write a letter to tell their friends the way
from our school to Border Gate.

I'm very glad that you will come 
here for the summer

holiday ... from Roston 
Raiway Station.

Now when you come out of the 
station, turn right. Keep walking for
about 5 minutes, you will see a 
small bridge ahead. Go over the

bridge, go along the street, walk 
past a medical centre and the car 
park then take the second turning 
on the left. Walk past the Souvenir 
shop and you will see my house. It's 
on the right, next to the

shop... "
V. EXPERIENCE:

UNIT 8: THE STORY OF MY VILLAGE

Period: 47 E. Language focus:

Class Teaching date Absentees

10A2

I. Objectives: 
1. Education Aims:

- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly.
- Students revise reported speech and conditional sentence type 1.
 2. Knowledge:

+ Language:

- Pronunciation: /aʊ/ and/əʊ/ .
- Reported speech .

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3. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. METHOD: Integrated, mainly communicative

III. Teaching aids: board, chalk, textbook, cassette player.
IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Asks one st to tell the whole class the way
from our school to Border Gate.

- Asks another st to give remarks.
- Checks and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce three sounds /aʊ/ and

/əʊ/ and help sts to practise these sounds.
a. Writes two sounds on the board and

pronounce them clearly twice, then ask sts to
repeat.

- Tells sts how to pronounce these sounds
accurately.

- Asks them to look at the textbook, listen and
repeat.

- Then asks sts to work in pairs to read the
words again so that they can check for each
other.

- Moves around to help .

- Asks two sts to read again and give remarks.
b. Asks sts to look at sentences in page 89 in 
the book.

- Asks them to work in pairs to read the
sentences and then find out the words

- One st speaks aloud in front of
the whole class.

- Give remarks.

- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and
repeat.

/aʊ/ /əʊ/

cow coat
 town phone
 how bone
 ...
- Read these words in pairs and
check for their partners.

- Look at the book and work in
pairs.

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containing sound /aʊ/ and sound /əʊ/ .
- Asks them to work in 2 minutes.

- Moves around to conduct the activity.
- Asks one st to report and other sts to give
remarks.

- Checks and give the correct answers.

- Asks some sts to read these sentences aloud.
- Listens and give remarks.

3. Grammar: ( 29 mins)

Aims: to revise the reported speech and 
conditional sentence type 1 and have sts do 
Ex1, EX 2, EX3and EX4.

a. Reported speech: Statements

- Recalls the use of reported speech: to report
what someone has said. No quotation marks 
are used and some parts of speech have to be 
changed.

- Gives an example:

- Asks sts to read the example and think about
the changes when we turn a sentence into
reported speech.

- Asks sts to complete the table below:
Direct speech Reported speech

do (1)
 will do (2)
 (3) might
 me/you (4)
 last night (5)
 (6) there

- Asks sts to work in pairs and complete the
table and then ask some sts to report and give
remarks.

/aʊ/ /əʊ/

shout rose
 loudly snow

ours over 
 ...
- Read the examples.

- Listen to the teacher.

- Copy down the example.

eg: "I worked late yesterday," said
Susan.

Susan said she had worked 
late the previous day.

- Read the example and think
about the changes.

- Work in pairs to complete the
table.

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- Makes clear the difference between say, tell

and talk:

b. Conditional sentence type 1:

- Reviews the form and the use of conditional
sentence type 1 by giving some examples:
- Asks sts to read the examples and point out
the form as well as the use of conditional

sentence type 1.

- Distinguish when-clause and if-clause:
- Asks sts to compare this example with the 
first example.

- Asks some sts to give examples.

+ Exercise 1:

- Asks sts to look at Ex1 and to do the task.
- Asks sts to do the exercise individually and
then compare their answers in pairs.

- Moves round to conduct the activity.
- Checks the exercise sentence by sentence.

5. the night before
 6. here

- Listen to their friends and their
teacher.

- Listen and copy down.
Say + clause

Tell + O + clause
 Talk (to sb) about sth

- Read the examples and point

out the form and the use of
conditional sentence type 1:
eg: If I have enough money, I
will go to Hue for holiday.
 If it rains. I won't go there.
+ Form:

If- clause , main clause
S + V( P.S) , S + V( S.F)
+ Use: something that may
happen at present or in the
future.

- When-clause:

Eg: When summer comes, he will
go to Hue for holiday.

(something that will certainly
happen in the future).

- Do the task individually and
then share their ideas with their
friends.

EX 1:

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- Listen and give remarks.

+ Exercise 2:

- Asks sts to do Ex 2 individually and then
share the answers with their friends.

- Moves round to help if necessary.
- Asks two sts to do this exercise on the
board.

- Asks one st to give remarks.
- Checks and give remarks.
+ Exercise 3:

- Asks sts to read the requirement of Ex3 and
then do the task in pairs.

- Goes round to conduct the activity.
- Asks some pairs to read sentence by
sentence.

- Listens and give remarks.
5. Homework ( 1 min)
- Ex 4 ( page 90- sts' book)

had changed a lot... children 
had brought home

2. She said she was going to Ho 
Chi Minh City soon.

3. I thought the film would be

interesting.

...
- Listen and correct their work if 
necessary.

- Do the Ex individually.
EX 2:

1.told 2. said 3. said 
4. told 5. talked

- Listen to the teacher.

- Read the requirement carefully.
- Do Ex 3.

... If I do more homework, I 
will pass my exam. If I pass my 
exam. I'll go to medical college. 
If I go to medical colege, I'll 
study medicine... 
V. EXPERIENCE:

TEST YOURSELF C

Class Teaching date Absentees

10A2

I. Objectives:

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2. Knowledge: - General knowledge in unit 7 and unit 8.

- Language: pronunciation and grammar in the above units.
3. Skills: listening, speaking and writing.

II. Teaching aids: textbook, chalk, board, cassette player.

III. Procedures:

Teacher's activities Students' activities
1. Homework checking:( 5 mins)

- Ask one st to do Ex 4 in the workbook
on the board.

- Ask one st to give remarks.
- Give remarks and marks.

2. The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV
at home in advance to save time.

- Give sts the time duration for each part :
part II: 10 minutes, part III: 10 minutes,
part IV: 15 minutes.

- Ask sts to do listening in class.

2.1. Listening:

- Ask sts to read the requirement of the
task.

- Introduce new words:
+ queue (v) : xÕp hµng

+ traffic (n) : cars, motorbikes, traffic
lights,....

heavy traffic

- Play the tape twice and ask sts to do the
task.

- Ask sts to share their ideas with their
partners.

- Get feedback and play the tape again so
that sts can check their answers.

EX 4:

1. If 2. When 3. if 4. If 5. 
when

- One st gives remarks.

- Look at the textbook and read the
statements.

- Try to focus on the important words.
- Copy down these words into their
notebooks.

- Listen and read after the teacher.

- Listen carefully and do the task.

- Work in pairs to discuss their answers.
1. F 2.F 3. T 4.F 5. T

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- Ask sts to read the paragraph in part B
and try to guess what will be filled in each
blank.

- Play the tape again .

- Ask 2 sts to write their answers on the
board.

- Ask other sts to give remarks.
- Check and give feedback.

2.2. Reading:

- Ask sts to work in groups to compare
their answers.

- Ask some sts to report his/ her answers
aloud.

- Listen and check.

2.3. Grammar:

- Ask sts to discuss their answers in
groups.

- Ask 2 sts to write their answers on the
board.

- Ask two other sts to give remarks.
- Check and give the correct answers.

2.4. Writing:

- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

- Listen carefully and complete the
paragraph.

1. aren't 2. evening 3. cinemas
4. theatres 5. knows

- work in groups to share their ideas.
- Some sts stand up to report.

1. because people can sit comfortable 
at home, they don't have to pay for 
expensive seats at the theatres or in the 
cinemas.

2. People can see films, plays of every 
kind, political discussions and the latest
exciting football matches.

... 
- Discuss in groups.
- Answers:

1. have been... haven't had
2. haven't given ... have paid
3. said 4. had taken
5. thought ... would come
6. told... have got
- Read their writing aloud

" When you come out of the bus station,
turn right. Go straight ahead until you 
see the traffic lights. Turn left to

Redham Road, walk along this street in 
about 10 minutes. The Indian

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3. Homework: ( 1 min)

- Part D ( Page 52 - workbook)

- Listen to the teacher's remarks.

V. EXPERIENCE:

Ôn thi học kỳ I môn TiếNG ANH (2010-2011)

UNIT 1: A DAY IN THE LIFE OF…

A. THEORY

I.PRONUNCIATION: /i/ and /I:/

1.The simple present ( Thì hiện tại đơn)

a. Form

- Affirmative:

S + is / am / are
S+ V (s/es)

- Negative:

S + isn’t/ aren’t/ am not
S + don’t/ doesn’t +V

- Yes/no question:

Is/ am / are + S?
Do/Does + S + V?

2. The simple past (Thì quá khứ đơn):

a. Form: 
- Affirmative:

S + were / was 
S+V2/Ved

Ex: We were at home last night.
She went to the party yesterday

- Negative:

S + weren't/wasn't 
S+ didn’t +V

Ex: Mai wasn't in her room at 9.00 pm yesterday.
She didn’t go to the party yesterday

- Yes/no question:

Were/ Was + S ?
Did + S + V?

Ex: Were you at the party last Sunday evening?

Did she go to the party yesterday?

b. Signal words: Yesterday, ago, last week, last month, last year

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Always, usually, often, sometimes, seldom, rarely, never

+ Position :(Vị trí )

- Đứng sau động từ To Be; Ex: He is always free on Sunday.

- Đứng trước động từ thường; Ex: He often gets up at 7a.m in the morning.

- Đứng giữa trợ động từ và động từ; Ex: He doesn’t often read newspaper after
dinner.

- “ Usually” va “sometimes có thể đứng đầu câu hoặc cuối câu
Ex: Sometimes I go to the cinema

Ex: I go to the cinema sometimes

III.SPEAKING: talk about one’s daily activities

IV.WRITNG: Write a narrative within 100-120 words using suggested cues and
a frame.

B. PRACTISES

I. PRONUNCIATION: Choose the word which has the underlined part
pronounced differently from the rest

1/ a.kitchen b.history c.time d.finish

2/ a.little b.eaten c.click d.fit

3/ a.heat b.read c.repeat d.interest

4/ a.cheese b.pea c.hit d.heat

5/ a.please b.seats c.sit d.meeting.

II.VOCABULARY

1. I was late for school this morning because my alarm clock didn’t …….
a. go on b. go off c.go away d.go up

2. I was born and grew up on the ……. of the Red River
a. shops b. restaurants c. offices d.banks
3. We are contented with what we do

a.interested in b.excited about c.keen on d.satisfied

4.During his break, Mr.Pike is used to drinking tea with his fellow peasants
a.workers b.associatesc.mechanics d.farmers

5.It takes me about three hours …….the report

a.complete b.to complete c.completing d.completed
6.I made some good purchases of clothes when I was in town

a.appearance b.buys c.decorations d.wastes

7.We use a…….. to break up the earth and plant the seeds

a. car b.plough c.dog d.land

8.Linh always has a very busy timetable for the whole week
a.life b.routine c.holiday d.schedule

9.The homework is ……..to be submitted nextweek so we all feel worried
a.due b.though c.made d.hoped

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III.GRAMMAR:

EXERCISE1:Choose the best answer

1.Water and oil……..

a. do not mix does not mix has not mixed is not mix
2…….. on Sundays

a.Always he gets up late b.He always get up
c.Does he get up always late d.He gets always up
3.Did you say that you …….here only threed ays ago

a.came b.had come c.have come d.come
4.I haven’t met him since he……..school

a.left b.was leaving c.had left d.was left
5.Peter does not feel satisfied his new job……… about it

a.He has always complained b.He always has complained

c.Always he has complained d.He has complained always
6.It ……. me fifteen minutes to get to school every morning

a.takes b.took c.has taken had taken

7.He ……. twentycalves lastweek, now he them up to sell
a.had bought/fed b.buys/feeds

c.bought/is feeding d.was buying/fed
8.Kerry……. hard on the violine lastweek

a.practises b.practised c.has practised d.is practising

9.The boys……. football in the field every evening but yesterday they……..
basketball instead

a.played/played b.played/play

c.play/play d.play/played

10.My alarm clock …….at six o’clock every morning and I jump out of bed to get
ready for school

a.rings b.is ringing c.rang d.rung

EXERCISE2: Complete the sentences. Put the verb into the correct form

1. Trees ……. more quickly in summer than in winter (grow)

2.We …….. at about 7:00. Couldn’t you come an hour later? (usually/get up)

3. In 1788 he …… his last great work in Vienna (write)

4.Alice……..her mother in London most weekends (see)

5.Scientists …….some fundamental discoveries in the 18th century

III.READING

Read the passage below and choose one correct anser for each question

My name is Seumas Mc Sporran and I’m a very busy man. I’m 60 years old
and I have thirteen jobs. Iam a postman, apolitician, a fireman, a taxidriver, a
school bus driver, a boatman,an ambulance man, an accountant, apetrol

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I live and work on the island of Gigha in the west of Scotland. Only 20
people live there but in summer 150 tourists come by boat everyday.

Every weekday I get up at 6a.m and make breakfast for the hotel guests. At
8a.m I drive the island’s children to school. At 9 a.m I collect the post from the
boat and deliver it to all the houses on the islands. I also deliver the beer to the
island’s only pub. Then I help Margaret in the shop.

My wife likes being busy,too. We never have holidays and we don’t watch
TV. In the eveningsMargaret makes super and I do the accounts. At 10 p.m we
have a glass of wine and then we go to bed.Perhaps, our life isn’t very exciting
but we like it.

1. Mr.Mcsporran does all the following jobs EXCEPT

a.a firefighter b.a driver c.a farmer d.a mailman

2.Gigha is the name of

a.his wife b.his hotel

c.the shop where they work d.the island where they live
3.Tourists……. to the island

a.sail b.fly c.swim d.drive

4.The word “it”in paragraph 3 refer to

a.beer b.post c.boat d.pub

5.According to the pasage which is true about Seumas Mc.Sporran
a.He likes the job as a postman

b.He and his wife go on holiday every year
c.He does the accounts in the evening
d.He goes to bed very late

IV. SPEAKING

Choose the sentence or phrase that best completes the dialogue
A: What do you usually do on your days off?

B: (1)………..

A: Do you get much exercise?
B: (2)………..

A: How often do you get exercise?
B: (3)……….

A: Where do you go swimming?
B: (4)……….

A: You’re really in good shape.

1. a.I usually drive to work b.I will sleep all day

c.I usually do not much d.Nothing much I always sleep until noon.
2. a.I usually do b.Yes, I do c.How about you d.Very often

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4. a. I usually go swimming and play badminton
b.No, I never do

c.I go straight home after work
d.I watch TV a lot

5.a.Everyday from 5 to 6 b.I always go to the YWCA
c.No, I play tennis d.I usually go by motorbike
6.a.Yeah, I’m a real cough potato b.Oh,Are you

c.Thanks a lot d.good for you

V. WRITING

1.money/little/although/they/have/, are/they/happy.


2.salary/his/isn’t/contened/John/with/present


3.household/every/nowadays/has/computer/a/almost


4. is/although/farming/hardwork/a/, enjoy/life/country/I


5.10 o’clock/due to/ plane/at/ the/ is/ leave/, so/hurry/we/up/should


UNIT 2: SCHOOL TALKS
A.THEORY

I.PRONUNCIATION: /^ / and /a:/

II.GRAMMAR

1.Wh-questions
* Form

 Wh-word + be +S + C (complement)?
Ex: What are you interested in?

Wh-word + do/does/did + S +V ?
Ex: Where do you live?

2. Gerund (Danh dộng từ) and To-Infinitive (Động từ nguyên mẫu)
a.Gerund:

+ Theo sau một số động từ)

to like to love to keep to miss to avoid to suggest

to enjoy tofinish to consider to risk to understand to continue
Ex: I finish reading th book and went to bed

+ Theo sau một số cụm từ(common expression)

don’t mind It’s no good Can’t stand can’t help (không thể không)
Ex: I don’t mind helping you washing-up if you are tired.

+ Preposition (giới từ: on, in, off, of, for, from, to..)

Ex: I’m interested in teaching children

b. To-infinitive

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Ex: I hope to see you soon.

III.SPEAKING: Start, continue and close a conversation

IV.WRITING: Fill completely some common forms
B. PRACTICES

I. PRONUNCIATION: Choose the word which has the underlined part
pronounced differently from the rest

1.a.study b.guitar c.subject d.love

2.a.marvellous b.father c.wonderfuld.target
3.a.much b.lunch c.month d.garden

4.a.mark b.card c.hard d.warm

5.a.student b.study c.subject d.funny
II.VOCABULARY

1.He’s ……. a lot of subjects this semester

a.getting b.taking c.doing d.setting
2.What is your job?

a.occupation b.career c.professiond.all are correct
3.It’s good to ……. up early for school.

a.catch b.take c.get d.climb
4. Anyone who wants to apply for the job have to …… this form

a.take up b.take in c.come up d.fill in
5.The …… is the family name

a.surname b.firstname c.given name d.middle name

6.We hope the students themseves will enjoy taking ……. in outdoor activities
a.part b.note c.notice d.advantage

7.She was disappointed to fail in two of her four ……..
a.schools b.classes c.lessons d.subjects

8.Mathematics is my favourite ……..

a.objective b.requirement c.subject d.purpose

9.He misssed the last semester because of his serious illness. Now he has to
work hard to ….… his classmate

a.put up with b.be bored up with c.catch up with d. lose sight of
10.She is interested in teaching ……. because she loves working with children

a.semester b.communication c.work d.profession

III.GRAMMAR

* EXERCISE 1: Choose the best answer

1.Ms Lan enjoys ……. because she loves working with children
a.to teach b.to be taught c.teaching d.teach

2.He insisted in ……. the job himself

a.to do b.do c.doing d.having done
3. ……. do you take a holiday?

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4.Could you please stop ……. so much noise?

a.making b.doing c.taking d.spending
5. …… did the Second World War end?- In 1945

a.where b.when c.what time d.how long

6.It was a nice day, so we decided ……. for a walk

a.to have b.to go c.to take d.to make
7.I don’t mind ……. you to do the washing-up

a.help b.helping c.helped d.to help
8.Dad allowed Done ……. to the party

a.going b.to go c.go d.gone

9.You should try ……. English; You will find it very exciting
a.to learn b.learnt c.learing d.learn

10.My glasses are in my book, but I don’t remember …….. them there
a.putting b.to put c.put d.I put

EXERCISE 2

1.I enjoy to talk with my classmates about their future plans
A B C D
2.He began to studying English three years ago

A B C D

3.Sometimes, it’s difficult to avoid to drink when we enjoy an informal party
A B C D

4.Alma doesn’t like cities and want to live somewhere quiet
A B C D

5.Do you mind to stay up tonight to help me finish the homework?
A B C D

IV. READING

Many people now think that teachers give pupils too much homework. They
say that it’s unnecessary for children to work at home in their free time.

Moreover, they argue that most teachers do not properly plan the homework
tasks they give to pupils . The result is that pupils have to repeat tasks which
they have already done at school.

Recently in Greece, many parents complained about the difficult homework
which teachers gave to their children. The parents said that most of the

homework was a waste of time, and they wanted to stop it. Spain and Turkey
are two countries which stopped homework recently.In Denmark, Germany and
several countries in Europe, teachers cannot set homework at weekends. In
Holland, teachers allow students to stay at school to do their homework. The
children are free to help one another.Similar arrangements aslo exist in some
British schools.

1.According to the passage, many parents would like their children to

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c.do more homework d.do their homework at school

2.In which of the following countries children don’t have homework now?

a.Greece b.Turkey c.Holland d.Germany

3.In which countries can’t teacher set homework at weekends?

a.Spain and Turkey b.Denmark and Holland
c.Germany and Brutain d.Germany and Denmark

4.The word “repeat” in paragraph 1 means

a.do again b.state again c.reuse d.remake

5.According to the passage, which of the following sentences is NOT TRUE
 a.According may parents, a lot of homework has not been planned properly
b.Greek parents thought their children’s homework was not easy

c.In Greek, parents wanted to stop homework

d.In all schools in Britain children can do their homework at school and help
one another

IV. SPEAKING: Put a circle round the letter of the best reply to each question

1.What’s your new address?

a.It’s the old one b.Go straight on c.Flat 42B,225 Nathan Road, Kowloon

2.How far is it from here?

a.Two kilometres, at least b.No, it isn’t c.Yes, it’s rather far

3.How long does it take to get to Dave’s place from your flat?

a.It’s a long way b.About one kilometre c.Thirty five minutes

4.I think I’ll go by bus where’s the nearest bus stop?

a.Cross the road and turn left b.Five hundred metres, I suppose
c.It’s five minutes by bus.

V. WRITING: Write completed sentences with prompts below
1.I/remember/first day/secondary school/well/at/eleven/old

...
2.When/I/arrived/at the school/, the playground/full/big boys/and/some of

them/look/like men/to me.

...
3.I/frighten

...
4.I/ask/some boys/where to go/but/no one/anwer/me

...
5.When/I/find/classroom/teacher/angry/because/I/late.

...
6.I/miserable

...
7.I/want/go/home

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...
9.But.those/first/days/terrible.

...

UNIT 3: PEOPLE’S GROUND

A. THEORY

I. Pronunciation:/e/ and / /
II. Grammar

1.The past perfect

*Form:

- Afirmative:

S + had + V3/Ved

Ex: By May 3rd last year, she had worked in the central bank for three years.
- Negative:

S + hadn’t + V3/Ved

Ex: By midnight, they hadn’t come to an agreement

-Yes/no question:

Had + S + V3/Ved?

Ex: Had it begun to rain before you left the house this morning?

*Signal words: by, when, as soon as, after, before

III. Speaking: Talk about somebody’s background

IV. Writing: Write about people’s background
B. PRACTISES

I. PRONUNCIATION: Choose the word which has the underlined part
pronounced differently from the rest

1.a.happen b.many c.example d.family
2.a.tragic b.mature c.husband d.another
3.a.father b.education c.background d.career
4.a.mat b.man c.men d.sad
5.a.sand b.send c.pan d.bad
II. VOCABULARY : Choose the best answer

1. Marie Curie was ……. the Nobel Prize in chemistry.
a. won b. awarded c. delicated d.devoted

2. Being unfamiliar with the living…….. in Africa, he came back to his hometown
a. work b. conditions c. life d. cost

3. Mary……. the dream of becoming an actress as she was a child
a. liked b. received c. fed d.harboured

4. He was impolite to…….. me while I was speaking

a. interrupt b. take up c. determine d.follow

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6. She is interested in …….. She is a ……..

a. scientist/science b. science/scientist
c. scientific/science d. scientist/scientific
7. Without the pull of the Earth, we could not ……. anything

a. weigh b. weight c. weightless d. weightlessness

8. She harboured the thought of being a member in the Parliament to struggle
for women’s right

a. keep in mind b. determined c.passed d. took change of
9. Family……. is very important for a child to form his personality

a. name b. background c. specialization d. degree

10. The purpose of the test is to …….. the weight of the chemical element
a. ease d. interrupt c. determine d. receive

III. GRAMMAR

EXERCISE 1: Put the verbs in the past perfect or past simple
1. I felt very tired when I got home, so I (go) ……… straight to bed
2. I (take) …….. the book back to the library when I (read) ……… it.

3. Two days ago I (meet) …….. an old friend who (not,see) …….. for years.

4. Karen (not want)……. to come to the cinema with us because she (already/see)
…….. the film.

5. By the time we (arrive) …….. at the hall, the lecturer (make) ……. half of his
speech.

EXERCISE 2: Choose the best answer

1. After it ……. dry for two months, it rained heavily lastnight.

a. had been b. was c. has been d. would be
2. When I ……. to visit him, he…….. to work

a. came/ gone b. came/had gone
c. had come/ went d. had come/ had gone
3. Kenny…….. his driving test before he bought a car

a. had taken b. has taken c. was taken d. were taken
4.When you phoned me, it ……. my lunch time

a.was b.is c. being d. were

5.Miss Kim …….. all our books by the time we arrived

a. had marked b. have marked c. had marked d. will have
marked.

IV. READING: Read the passage below and choose one correct answer for
each question

Marie Curie, the Poloish-born chemist, was a courageous and

determined woman. She was born on November 7th, 1867. She left her home for

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Together, Pierre and Marie formed the most famous husband-and-wife
partnership in science history. They discovered the radioactive elements, Polonium
and Radium. They were awarded the Nobel prize for Physics in 1903

1. The word “determined” in line 1 means most nearly

a. resolute b. found out c. brave d. honest

2. What did Marie Curie go to France for?

a. To find a job b. To earn her living

c. To study d. To take up a new hobby

3. How was Marie Curie when she first lived in Paris?

a. bored b. poor c. rich d. lively

4. How old was Marie Curie when she won the first Nobel Prize?

a. 30 years old b. 36years old c. 44 years old d. 67 years old
5. Polonium is a

a. country b. science history
c. prize d. radioactive elements

V. SPEAKING: Choose the sentence or phrase that best completes the
dialogue

A: (1)……….
B: In a house near Brighton

A: (2)………
B: For three years

A: (3)………

B: The house we had before was too small. We need somewhere bigger
A: (4)………..

B: I work in a bank

A: (5)………

B: I doesn’t earn much. Just about USD 15.000 a year
1. a. What’s your address? b. Where are you?

b. Where you live? b. Where do you live?

2. a. You have lived there for how long? b.How long have you lived there?
c. How many years have you lived there? d. How long do you live there?
3. a. Why did you move?

b. Why you moved?
c. Why did you moved?

d. Can you tell me the reason why did you move?
4. a,. What do you work?b. What your job is?

c. What you do? d. What do you do?

5. a. How much do you earn b. How much do you take?

c. How about money do you earn? d. Do you earn how much money.
VI. WRITING: Use the facts from the box to write a short paragraph
1/ - Mailinh, Tien Giang, Vietnam

- father: engineer; mother: teacher
 - local school: 12 years

- college: 4 years

- now: sales representative

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………
………
………
………
………
2. - Mina, Kuala Lumper, Malaysia

- mother: dressmaker
- local schools: 10 years
- now: taxi driver.

………

………
………
………

Unit 4: SPECIAL EDUCATION
Pronunciation : / / and / /

Nhận dạng:

m / / : o + phụ âm + (phụ âm) : cost, cloth, long, got
A+ phụ âm : want, wash, squash, squat, watch

Aâm / /: aw, or, our, oor : saw, law, pawn, lawn, morning, door, more
Alk, all,ar : talk, walk, all, wall, small, warm, swarm, war, ward

Grammar:

1/ THE + ADJ  NOUN (collective noun: danh từ tập hợp )
động từ đi sau danh từ tập hợp luôn được chia ở số nhiều

ex: the blind: người mù, the deaf: người điếc, the disabled: người tàn tật
the young: người trẻ, the old: người già, the rich: người giàu, the poor: người
nghèo,….

Ex: The young has the future in their hand.
2/ USED TO + V / DIDN’T USE TO + V

Used to + V: đã từng, dùng để diễn tả một thói quen trong q khứ mà hiện tại
khơng cịn nữa

Ex: I used to play volley ball ( now I don’t play anymore)

Didn’t use to + V là thể phủ định cuûa used to + V

Did + S + use to + V là dạng câu hỏi

Ex: Our parents didn’t use to use mobile phones as we do now
3/ Đại từ quan hệ WHICH:

WHICH trong bài này được dùng để thay thế cho ý của tòan bộ phần đứng
trước nó của câu và giữa bộ phận câu trước Which với bộ phận sau Which ln
có dấu phẩy.

Ex: Neil has passed the examinations, which is a good news

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Writing: A letter of complaint ( 1 lá thư phaøn naøn)

Địa chỉ ( người viết)
Địa chỉ + tên ( người nhận)

Ngày tháng viết thư
Dear + name,

I am writing ti complain about ………….. ( nêu lí do viết thư bắt đầu bằng
những từ này )

Phàn nàn chung về vấn đề sắp nói
Nội dung phàn nàn ( chi tiết)

Kết thúc với gợi ý giải quyết vấn đề

Yours faithfully,

Name ( người viết)

Exercise:

1. Circle the word that has the underlined sound pronounced differently from 
the others:

1. a. some b. how c. other d. come

2. a. parent b. afternoon c. class d. father

3. a. five b. write c. child d. children

4. a. teach b. deaf c. reason d. realize
2. Rewrite the sentences, use USED TO + V or DIDN’T USE TO + V
1. Peolple/ travel on horseback  Peolple used to travel on horseback.
2. They/ not/ travel by plane

3. Women / wear long dresses
4. Trips/ take much longer

3. Choose the best answer among A, B, C or D that best completes each 
sentence:

1. John is always late for class, ________ annoys the teacher.

a. which b. this c. what d. that

2. Now I don’t go to school on foot as I ___________

a. had been b. did c. used to d. was

3. Without the Braille Alphabet it would be very difficult for _______
a. the disabled b. the deaf c. the mute d. the blind
4. Thuy’s class is different _______ other classes because the children are
disabled.

a. on b. from c. in d. at

5. Her job is ______ of mentally retarded children in the area.

a. looking b. taking care c. taking notice d. watching
6. They gave a clear _________ of their intentions

a. demonatrate b. demonstrative c. demonstration
d.demonstrating

7. The little buy is helping ______ cross the street.

a. the poor b. the rich c. the blind d. the young
8. What do you do _____ a living? I work as a fashion model.

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9. By the time he arrived, his classmates _______

a. had left b. had left c. was left d. left

10. They spent a lot of time ________ about what they would do.
a. talk b. to talk c. talked d. talking

Unit 3+4

I. Pick out the word whose underlined part is pronounced differently 
from the rest.

1.a. married b. worried c. harboure d. interested

2.a. mature b. education c. famous d. concentrate

3.a. beat b. eaten c. repeat d. head

4.a. send b. tent c. bench d. he

5.a. said b. sad c. man d. bad

6.a. teach b. deaf c. reason d. realize

7.a. parent b. afternoon c. class d. father

8.a. dream b. death c. real d. year

9.a. organise b. money c. force d. for

10.a.pity b. children c. blind d. finger

II. Answer the question.

1. When and where was Marie Curie born?

______________________________________________________________
2. What dream did Marie Curie harbour ?

________________________________________________________________
3. Why did Marie Curie work as a private tutor?

_______________________________________________________________
4. When did Marie Curie get married?

________________________________________________________________
5. What was Marie Curie’s real joy?

________________________________________________________________
6. What kind of student was she?

________________________________________________________________
7. For what service was she awarded a Nobel Prize in chemistry?

_________________________________________________________________
8. Does Thuy enjoy her teaching job?

_________________________________________________________________
9. Why is Thuy’s class different from other classes?

_________________________________________________________________
10. Where do Thuy’s student come from?

_________________________________________________________________
11. Why did many disabled children attend the class?

_________________________________________________________________
12. How do Thuy’s students feel?

_________________________________________________________________
III. Choose the best answer .

1. Where did Marie Curie go to school?

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2. Why did Marie Curie go to Paris?
a. to get University education
b. to find work for her living
c. to meet Pierre Curie.

3. While she was studying at the Sorbonne
a. she earned a lot of money.

b. she had to live in financial difficulty
c. she worked as a private tutor

4. What did Marie Curie do in 1914?

a. she became a University professor

b. she was awarded a Nobel Prize in chemistry
c .she found the Radium Institute

5. What did Marie Curie do in 1906

a. she took up the possition of her husband
b. she received Ph.D

c. she received Nobel Prize in chemistry
6. Sally is a ……….

a. olympic champion b. cyclo driver

c. teacher d. farmer

7. What kinds of books does Sally like?

a. romantic books b. children books

c. adventure books d. picture books

8. What does Sally want to be in the future ?

a. teacher’s diploma b. olympic champion

c. sports teacher d. athlete

9. How is the teaching job in Thuy’s class?

a. interesting b. time consuming

c. angry d. humorous

10. The children in Thuy’s class is………..

a. disabled b. deaf c. blind d. dumb

11. At first, the parents were ………the idea of sending their children to
the special class

a. interested in b. satisfied with
c. opposed to d. worried about

12. The writer feel ………toward Thuy’s work

a. admiring b. interesting c. admired d. interested
13. Many disabled children attended the class thanks to …………..of a

young teacher, Pham Thu Thuy.

a. opposition b. belief c. effort d. attitude
14. The time of the day they enjoy most ………….lesson

a. photography b. photograph c. photogenic d. photographer
15. How many photos are in a display of Vang Trang Khuyet club

a.50 b.30 c.19 d.20

16. The disabled children’s passion for taking a photograph helped them
escape their…………..

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IV. Find the mistakes in these sentences

1. He wants to be a photography in the future.
A B C D

2. The time of the day they enjoy most is photograph lesson

A B C D

3. Biology, chemistry, and mathematics are different types of scientist.
A B C D
4. People are interesting in the quality of the products they buy

A B C D
5. She told me to shut the door but I don’t lock it.

A B C D

6. Hellen said she went to the supermarket before coming to my house.

A B C D

7. After my uncle has bought a new car, he sold his bicycle.
A B C D

8. Tom has finished his homework before he went downtown .

A B C D

9. Tom said that he would borrow me his car if I wanted to use it.

A B C D

10. He used to travelling on horseback when he was a child.

A B C D

11. He didn’t used to visit HA NOI capital.
A B C D

12. The six –month – old photographic club, who comprises 19 members.

A B C D

13. He always goes to work on time ,where pleased her boss.
A B C D

14. I once took a photographer of my girlfriend.

A B C D

15. Tom stopped studying when he was a junior in college because he does
A B C D
not like school.

16. While George was reading in bed, two thieves had climbed into his

A B C D

Kitchen.

V. Read the passage and answer the questions.

When Edison was a boy at school, he asked a lot of question .The teacher
thought he was stupid and she sent him home. Edison’s mother taught her
son at home and he began to carry out a lot of experiments. He earned
money for his experiments by gardening .Later he worked on train and

continued to experiment there. Unfortunately, in one of his experiments, he set fire
to the train.

1. What did Edison do when he was a boy at school?
a. asked a lot of questions

b. made a lot of experiments
c. was quiet

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2. What did the teacher think about Edison at the time?

a. clever b. foolish c. timid d. intelligent
3. Who taught Edison when he was sent out of school?

a. his brother b. his tutor c. his father d. his mother
4. How did he earn money for his experiments?

a. by selling stamps b. by driving a car

c. by gardening d. by delivering newspaper

VI. Complete the sentences

1. She /used/ eat /ice cream /when /be /a /child.

____________________________________________________________
2. I /difficulty /speak/and/write /English.

___________________________________________________________

3. When /I / holiday /I /not/ enjoy/ get/ early.

___________________________________________________________
4. It /said/Robin Hood/rob/rich/and/give/money /poor.

___________________________________________________________
5. I/ not / happy /study / English centre.

____________________________________________________________
6. I /wish /apply /post/manager /company.

___________________________________________________________
7. I /write /complain /poor quality /service /your centre.

______________________________________________________________
8. I/ watch /TV /after /finish /homework.

________________________________________________________________
9. I/ dinner /before/go out/last night.

_________________________________________________________________
10. Deaf/and/dumb/can/communicate/each other/by/system/sign language.

__________________________________________________________________
UNIT 5: TECHNOLOGY AND YOU

Grammar:

1/ The present perfect tense: Hiện tại hòan thành
HAVE/ HAS + V( ED, 3)

ex: I have learnt English for 12 years.
Thì hiện tại hịan tàhnh dùng để:

- Diễn tả 1 hành động bắt đầu từ trong quá khứ và vẫn còn tiếp tục ở hiện tại:
Ex: I have known him for 8 years.

Với cách dùng này thì hiện tại hòan thành thường đi với : recently, in the lasat 
few days/ years, so far, since lunch, for ten days,…..

- Diễn tả 1 hành động vừa mới xảy ra, thường dùng với Just:
Ex: They have just finished their lunch.

- Diễn tả 1 hành động đã xảy ra nhưng không rõ thời điểm cụ thể, thường dùng
với Already để nhấn mạnh trong câu khẳng định.

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Đi với Yet trong câu hỏi đã làm hay chưa và được dùng trong câu phủ định để
nhấn mạnh ý chưa làm gì

Ex: I haven’t done my homework yet
Have your friends come yet?

Dùng với các cụm từ như this morning/ afternoon/ evening, this week/ month/ 
year, today ……….khi các khỏang thời gian này chưa kết thúc.

Ex: I have read 20 pages today.

- Dùng với For + a period of time, Since + a point of time

2/ Present perfect passive: HAVE/ HAS BEEN + BEEN + V(3/ED)

Ex: My father has planted 20 trees this week.

20 trees have been planted by my father this week.
3/ Mệnh đề quan hệ với WHO/ WHICH / THAT

ĐẠI TỪ Chủ ngữ Tân ngữ

Chỉ người Who, that Whom, that

Chỉ vật Which, that Which , that

- Bắt buộc dùng That khi danh từ đứng trước có tính từ chia ở so sánh nhất hoặc
danh từ là: someone, everyone, somebody, everybody, anyone, anybody

-Không được dùng THAT để thay thế cho Who, Which trong mệnh đề không
giới hạn ( non- restrictive clause), lọai mệnh đề này được để trong 2 dấu phẩy.
Ex: Sydney, where you came last month, is a wonderful place to visit.

Writing: imperative form of the verb : V + O

Ex: lift the receiver and listen to the dial tone
Insert your phone card in the slot

Press the number you require

Pronunciation: / u/ and /u:/

Nhận dạng:

m / u/: u + phụ âm + ( phụ âm) : put, full, fullfil, butcher, bull, bullet, bush

OO: good, book, foot, football

Aâm /u:/ : oo + phuï aâm: bamboo, boom, loot, shoot, food, booty, room
Ue, ui : sue, Tuesday, suet, suit, juice, blue

Exercise:

I. Write complete sentences, using WHO/ WHICH / THAT and begin with the
given words:

1. A girl was injured in the accident. She is now in hospital.
The ______________________________________________
A waitress served us. She was impolite and impatient.

The ______________________________________________
A building was destroyed in the fire. It has now been rebuilt.
The ______________________________________________
Some people were arrested. They have now been released.
The ______________________________________________
A bus goes to the airport. It runs every half hour.

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II. Change these sentences into passive voice:
1.Somebody has stolen my bike

_________________________________________________
2. They have postponed the class meeting

__________________________________________________
3. They have built a school near our house

___________________________________________________
4. Has somebody informed Lan of the change?

_____________________________________________________
5. They haven’t finished their assignments

_______________________________________________________

III. Choose the best answer among A, B, C or D that best completes each 
sentence:

1. What makes a computer such a ________ device?

a. miracle b. miraculous c. miraculuosly d. wonder
2. Computers are capable ____ doing almost anything you ask.

a. in b. at c. of d. with

3. You can relax with the computer games or by listening to ________ music
a. computer-played b. computers-played

c. computer-playing d. computers-playing

4. Quoc Hoc high school, ____________ we are studying, is a famous school in
Vietnam.

a. which b. that c. where d. in where
5. This box ________ for a long time yet.

a. hasn’t been opened b. wasn’t opened

c. hadn’t been opened d. wasn’t being opened
6. A new hospital _______ in the area lately.

a. was built b. was being built c. has built d. has been built
7. By the end of this month, we ________ the training course.

a. have finished b. will have finished

c. would have finished d. will have been finishing
8. I haven’t met him since a long time.

A b c d

9. A new hospital for children has built in our city.
A b c d

10. Here’s the computer program about that I told you.
A b c d

Unit 6: AN EXCURSION

Pronunciation: aâm / / and / /

Nhận dạng

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Grammar:

1/ The present propgressive with the future meaning

S + am/ is/ are + V-ing

diễn tả 1 kế hoạch trong tương lai, có thời điểm xác định
ex: I am visiting Dalat this Friday

2/ Be going to + V: diễn tả 1 dự định trong tương lai và 1 hiện tượng có dấu
hiệu

ex: I am going to London this year.

There are a lot of black clouds in the shy. It is going to rain

3/ Will + V : diễn tả 1 quyết định ngay lúc nói hoặc 1 sự phỏng đoán về tương
lai

writing: a confirmation letter
Dear + name,

Nêu cảm nghĩ khi nhận được lời đề nghị giúp đỡ
Xác nhận là sẽ giúp

Hẹn thời gian hoặc dời lại lúc khác ( nêu lí do)
Hẹn lúc khác( nếu lúc đó khơng rảnh)

Hẹn gặp lại

Love/ Yours
Name ( writer)
Ex:

Dear Lan,

I’m glad to hear that you are going to hace a party this Sunday.
I will buy a bunch of flowers for you.

I’m sorry that I will be busy at 4 p.m. this Sunday because I have to help my mom 
prepare the dinner. So I will be at your house at 5 p.m.

See you later.
Love

Hoa

Exercise:

Choose the word that has the underlined letter(s) pronounced differently from the 
rest:

1. a. wood b. cook c. blood d. push

2. a. excursion b. sunburnt c. nurse d. picture

3. a. weather b. ready c. early d. instead
4. a. site b. trip c. city d. invention

5. a. work b. term c. other d. early

Choose the word or phrase that best completes the sentence for the underlined 
word or phrase

1. I work from Tuesday to Saturday, and Sunday and Monday are my ______
a. working days b. days out c. breaks d. days off

2. The cottage is surrounded by the most glorious countryside.
a. ordinary b. honourable c. beautiful d. gloomy
3. Take an umbrella with you. It’s going to raining.

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4. There would be a lecture by Mr. Brown next week.
A b c d

5. Tell me your plan Lan. What _________ this Saturday evening”
a. are you doing b. have you done

c. would you do d. will you be doing

6. They are going _____ a boat trip on the Thames.

a. for b. in c.at d. on

7. I _________ when I heard my name _____________
a. shopped- called b. was shopping- was calling
c. was shopping- called d. shopped- was calling

8. We’ve run out of milk. Oh, have we? I ________ and get some.
a. would go b. will go c. will be going d. was going
9. We are going on a _____ to Vung Tau next week.

a. two day trip b. two-days trip c. two-day trip d. twoday trip
10. I can’t talk now. I ___________ the dinner.

a. was cooking b. am cooking c. will be cooking d. have cooked

Review Unit 7

Lý thuyết/Ngữ pháp (Grammar)

So sánh thì hiện tại hồn thành và thì q khứ đơn (Since, For, Ago)

Phân biệt cách sử dụng: Because of và In spite of (mở rộng Because, Spite,
Although)

Ex: In spite of the cold weather, we wore shorts.

Ex: Because of the cold weather, we kept the fire burning all day.
Phát âm (Pronunation): /ei/ play; / ∂ i / type; / / enjoy.

Viết (writing): Viết một đoạn văn về những thuận lợi và không thuận lợi: Radio,
TV, Newspapers, The internet.

Bài tập (Exercise)

I/ Pronunciation: Circle the word with the underlined letters pronounced 
differently from those of the others.

1- a. Play b. Height c. Buy d. Type
2- a. Voice b. Noise c. Enjoy d. Time
3- a. Televition b. Climb c Listen d. Magazine
4- a. Boil b. Noise c. Going d. Voice
5- a. Close b. Town c. Mouse d. Noise
6- a. Play b. They c. Today d. Noise

II/ Rewrite the following sentences, using Because of and In spite of, Because 
of, Because, Although.

Although he took a taxi, Bill still arrived late fore the concert.
In spite of

We went out in spite of the heavy rain.

Although ………
She didn’t go to school because She was seriously ill.

Because of ………
Rice grows well here because of the warm and wet cimate

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In spite of ………
In spite of his suffering from a bad cold, william still want to school.

Although ………
Although he had a good salary, he was unhappy in his life.

In spite of ………
Ba was punished because he was lazy.

Because of………
Because he is kind, everybody they have very little money.

Because of ………
They are always happy although they have very little money.

In spite of .………
III/ Complete the sentences with Although / In spite of / Because/ Because of.
……….it rained a lot, we anjoyed our vacation

a. ……….all our careful plan, a lot of thing went wrong.

b. ……….we had planned everything carefully, a lot thing went wrong.
3. a. I went home early………..I was feeling sick.

b. I went to work the next day………..I was still feeling sick.
4. I couldn’t get to sleep ………...there was a lot of noise.

5. I didn’t get the job………being extremely qualified.
6. ……….the traffic was bad, I arrived on time.

7. I couldn’t sleep………I was really tired.
8. The flight may be cancelled.

IV. Complete the sentences with the present perfect or past simple tense.
What………(He, see) on TV since last week?

Which programmer ……….(you enjoy) most this week?
What ……….(be) the best programmer so far this year.

The cooker ………(go) up at leat three time already.
She first went to see a play when She ………(be) a schoolgirl.
……….(you, visit) many palces when you were in paris?

Last night I…………..(arrive) home at haft past twelve. I……….(have) a
bath and then I………….(go) to bed.

Lan and I………..(not/ see) thos movie yet.
IV/ Write Since or For:

1. ………..six months 4………..twenly years
2. ………..last months 5. ………last summer
3. ………..2000 6. ………Monday.

VI/ Some of these sentences contain a mistake with a verb tense.
I’ve seen a really good paly on televition last night.

I sew him go into the theatre just a second age.
Recently there were several incidents like that.
Did you ever see any paintings by Goya.
In modern time, nothing like that happened.

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Review Unit 8

Lý thuyết / Ngữ pháp:

Câu điều kiện If loại 1 (Condition senrence type 1 )

Câu tường thuật gián tiếp với câu khẳng định ( Reported speech )
Phát âm (Pronunciation): /aʊ/ and/əʊ/

Writing : Hướng dẫn đi đường từ bản đồ (Giving directions)
Bài tập: Exereice:

I/ Pronunciation:

1- a. toy b. enjoy c. destroy d. type
2- a. couch b. phone c. close d. note
3- a. voice b. more c. noise d. destroy
4- a. rose b. hot c. host d. hope
5- a. road b. roar c. coat d. soap

II/ Rewrite each sentence as reported speech, beginning as shown
1. “I won’t have enough time to finish this job”

He said………
“ It is been a long time since I had such a good meal”

She said………
“ The weather may get much worse tomorrow”

He told us………
“ I think you should cut down on your smoking”

The doctor told me………
“ It’s time to go to bed, children”

She told………
“ I’ll see you tomorrow, John”

Peter told John………
“ I left my umbrella here two days ago”

Susan told

them………

8. “ I gave you this yesterday”

John said………
“ Your letter arrived yesterday”

David told me………..
Make me some coffee and I’ll give you one of my biscuits.

If you………
You press this button to stop the machine.

If you ………

STOP AND CHECK (Units 7 – 8)

I. Match a line in A with a line in B to make meaningful sentences.

1. If you go to Paris a. We’ll be late for school.
2. If I don’t hear from you today b. go inside the store

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II. Put the verbs in brackets in the correct tense form.

1. A (you, go)………..shopping this
afternoon?

B No, I (already, go)………this morning.
2. He and his wife (live)………next to me since their son, Tom, (bear)

…………..

3. I (never, be)………to Autrslia, but I’d like to go.
4. I (not see)………Keith for a while.

5. We (be)……….friend since we (be)………at college
together.

6. It’s quite simple really. If you (take)……….these tablets every
day, then You (lose)………..weight.

III. Complete the sentences with because, because of, although or in spite of.

1. Hefty died………she had a stroke.
2. ……….she was rich, she didn’t own a

house.

3. She could not sleep ………...the noise.

4. The workers on strike ………the working conditions were bad.
5. James never say a hard word to Ruth……….his love for

her.

6. ………..her wealth, she is not happy.

IV. Rewrite cach sentence, beginning as shown, so that the meaning stays the 
same.

1. “I’ll see you tomorrow, Join.”

Peter told John………..
2. “ I left my umbrella here two days ago”

Sunsan told them………..
3. “ I like this hotel very much”

David said……….
4. “ I gave you this yesterday”

John said………
5. “ Your letter arrived yesterday”

If you……….
6. Make me some coffee, and I’ll give you one of my biscuits,

If you……….
7. If you see Tom, tell him he should be here at 8.00

If you should……….
8. You press this button to stop the machine

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THE SECOND TERM

UNIT 9:

UNDERSEA WORLD

Period: 55

A- READING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims: - Students read about the undersea world.
2. Knowledge:

a. General knowledge: - Knowledge about the oceans and the undersea
world.

b. Language: - The present simple tense.

- Vocabulary concerning undersea world like: whale, jellyfish,
shark, ...

3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through vocabulary
Matching and Table completion exercises.

II. Anticipated problems:

- Students may lack vocabulary on undersea world.

III. Teaching aids: board, textbook, chalk, cassette player, tape.
IV. Procedures:

Teacher’s activities Students’ activities

1. Warm-up:( 3 mins)

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+ Networks:

- Sts are required to work in groups of 3 or
4 to make a list of words related to the
names of the animals in the sea in written
form.

- The group with the longest list will be the
winner.

2. Before you read( 12 mins)
- Aim: -Prepare information and
vocabularies for the topic.

+ Work with a partner 1:

- Asks sts to look at the map and give
Vietnamese names for the oceans on the
map.

- Allows sts to discuss in pairs in 2
minutes.

- Gets feedback and give remarks.

+ Work with a partner 2:

-Sts are required to do in the same way as

in “ work with a partner 1” to name the
sea animal in each picture.

- Asks some sts to report.
- Listens and give remarks.

- Work in groups of 3-4 students

- Give the lists to the teacher

- Work in pairs and do the work
orally.

- Some sts report.

+ Pa'cific ocean: Thái bình dơng
+ At'lantic ocean: Đại tây dơng
+ 'Indian ocean: ấn độ dơng
+ 'Arctic ocean: Bắc băng dơng

+ An'tarctic ocean ( southern
ocean): BiÓn nam cùc.

- Listen and copy down.

- Do as they have done in the
previous part

- Some sts report.
+ Picture1: Seal

+ Picture2: Jellyfish
+ Picture3: Turtle 
+ Picture4: Shark
- Self- correct

- Listen and then copy down

+ Vocabulary:

- Provide the sts with new
words/phrases:

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- Reads each word/phrase 3 times and ask 
the sts to repeat it.

- Leaves the sts 1 minute to self-practise 
reading the words.

- Asks 4-5 sts to read all the word/phrases 
aloud in front of the class

- Listens and help the sts to read the 
words/phrases correctly.

3.

While you read:( 20 mins)

- Aims: Read the passage for information 
to do the tasks.

+ Set the scene:

- You are going to read a passage about
undersea world. Read it and then do the
tasks that follow.

+ Task 1:Fill in each space with a 
suitable from the box.

- Asks sts to read the passage and do task 
1.

- Sts are required to compare their results 
with their partners.

- 5 sts are required to do the task orally in 
front of the class (1 st/ 1 time).

- Listens and helps sts to do the task

+ Subma'rine(n): Tàu ngầm
+ 'organism(n): cá thể

+ Biodi'versity(n): sự đa dạng sinh
học

+ at stake(phr) : Cã nguy c¬ tut
chđng = in danger

- Listen and repeat.

- Read these words silently.

- Soms sts read these words aloud
and others listen.

- Self-correct.

- Listen to the teacher.

- Read the passage and then do the
task.

- Share their answer with their
partners.

- Some sts report.

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correctly.

+ Task 2: Answering Questions:
- Asks sts to work in pairs to read the 
passage again and answer the questions in
task 2.

- Requires sts to underline the information
that supports the answers.

- Sts are required to compare their answers

with another pair.

- Asks 5-6 sts to read their answers aloud
in front of the class (1 st / 1 time).

- Gives correct answers.

4.

After you read:( 9 mins)

- Aims: Give the summary of the passage.
- Sts are required to work in pairs to fill in 
each numbered space with a word/phrase
in the box.

- 8 sts represent by reading aloud the 
answers.

- Listens and helps sts to do their task 
well.

- Work in pairs to ask and answer.
- Compare their answer with other
pairs.

- Some pairs report.
1. 75%

2. They do that by using modern

devices

3. They bring samples to the 
scientists to study

4. We can learn about the

temperature, depth, and the marine 
population

5. They are : + the bottom 
depending

+ current independing
 + tiny organism

- Work in pairs to do the task.
- 8 sts report.

1. three-quarters 
2. mysterious 
 3. modern 
4. discovery 
5. plants and animals 
6. huge

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5. Homework:( 1 min)

- Learn the summary of the reading
passage.

V. EXPERIENCE:

Period: 56 B - SPEAKING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims: - Students know about some actions to protect the oceans.
2. Knowledge:

a. General knowledge: - Students can talk about the protection of the
oceans.

b. Language: - "Should" and the simple present.
- Vocabulary on undersea world.

3. Skills: - Speaking about undersea world.

- Reading and ordering the importance to protect the oceans.
II. Anticipated problems:

- Students may not know many new words on the topic.
III. Teaching aids:

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IV. Procedures:

Teacher’s activities Students’ activities
1. Homework - checking: (7 mins)

- Asks sts to write the new words on the
board.

- Asks others to answer the questions of the
reading passage.

2. Before you speak: (13 mins)

Aims:to focus sts on the topic and introduce
the new words and phrases used to talk about
the protection of the oceans.

+ Task 1: There are some actions that should
be taken to protect our oceans. Put the actions
in order of importance and say what we
should or shouldn’t do.

- Asks sts to look at the task and give sts
some new words:

- Asks sts to read the new words aloud.

- Asks sts to work in pairs, using should or
shouldn’t to put the actions in order of
importance and talk about these actions.

- Goes around to help sts if necessary.

- T. may give sts some suggested phrases:
 What do you think of

How do you feel about + V- ing
 What’s your opinion of

Well, I think...

- One student write the new words
on board.

- Others answer the questions.

- Listen to the T.

- Write down the new words and
practise reading them.

- rubbish (n): rác rởi

- pollute (v): gây ô nhiễm
- dispose (v) of sth: vøt bá
- 'herbicides (n): thuèc diÖt cá
- 'pesticide (n): thuèc trõ s©u
- Work in pairs to do the task.

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In my opinion we should...

- Asks some sts to give their opinions.
3. While you speak( 15 mins)

Aims: Sts practise discussing the
consequences of the threats to the oceans and
some solutions.

- Asks sts to skim the sentences in Task 2 and
find the new words.

- Explains some new words:

- Asks sts to work in groups of three or four
to discuss the consequences of the threat to
our oceans listed in Task 2 and offer some
solutions.

- Gives sts some suggestions:

Threats Consequences Solutions
1. Beaches

are filled
with plastic
bags.

-polluted
water

- place

plastic bags

in proper
dustbins
2.Whales

are hunted
for food.

-extinct/
disappear

- not hunt or
sell whale
products
3.Explosives

are used to
catch fish.

- a lot of fish
died

- be banned.

4. Oil is
filled from
tanks

-polluted
water

-clean the
sea

water/punis
h captain.
- Goes around to help sts if necessary.
4.After you speak: ( 9 mins)

Aims: Sts report what they have discussed.
Task 3: Report to the class what your group

protect them.

- read the sentences and find the
new words.

- Listen and take notes.
 hunt (v )

explosive ( n)
 spill ( v )
 tanker ( n )

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has discussed.

- Asks some representatives to report their
group’s opinions in front of the class.

- Listens and asks others to listen to give their
opinions.

5. Homework: (1min)

- Write a passage about the threats to our
oceans and the solutions.

- Some sts report their opinions in
front of the class.

- Others listen and give remarks.

V. EXPERIENCE:

Period: 57 C - LISTENING

Class Teaching date Absentees

10A2

I. Objectives:

1. General knowledge:

- Sts know about the whales: how large they are, what they eat, where they
live, and if they are in danger.

2. Language: - Parts of the world

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3. Skills: - Listening: choose True/ False statements, answer the questions
- Speaking: - Talk about whales

II. Anticipated problems:
- There are too many new words.
- The tape's quality is not very good.
III. Teaching aids:

- Textbook , tape, pictures of whales and other sea animals.
IV. Procedures:

Teacher’s activities Students’ activities

1. Homework checking:(7 mins)

One sts talks about what people should do to
protect the oceans.

2. Before you listen:(10 mins)

Aims: to focus sts on the topic and review/
introduce the words and phrases used in the
listening text.

a. Focus sts on the picture of a whale and
ask sts to answer the following questions:
 - What animal is the largest in the world?
 - What do you know about whales?

- Why do people think whales are not 
fish?

- Why do people keep hunting whales?

- Ask some sts to give their answer.

b. Introduces some new words

One st presents. Others listen and give
remarks.

- Discuss in groups.

Some sts stand up and give their
answer.

Suggestive answers:

1.The whale is a mammal because it
raises its young on milk.

2. Because they want to catch whales
for food, oil, leather and other
products.

Sts copy the words and phrases.

- 'mammal (n): the animal that raise
the young on milk

- whaling (n): hunting whales

- krill(n): tiny shellfish found in the
seas (whales feed on krill)

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- Reads the words and ask sts to repeat.
- Asks sts to read the words in pairs.
- Asks some sts to read the words again.
- Asks sts to refer to the map of the world in
the textbook (p. 94) and revise parts of the
world, the oceans and discuss where there
are cold waters.

3. While you listen:( 17 mins)

+ Task 1:

Aims: Sts practise listening and marking
True/ False statements.

- Tells sts that they are going to listen to a
talk about whales.

- Asks sts to work in pairs, look at the
statements given and guess if they are true
or false.

- Asks sts to listen to the talk and tick the
right column to indicate their answer and
underline the false information. T plays the

- conser'vation (n): taking care of st,
the prevention of loss, damage...
- feeding / bearing ground (n): the

place where a species of animal find
food/ give birth.

-an/a/the increase/ decrease in st(phr):
- International whaling Commission:
an organization responsible for the
number of whales hunted.

- measure(n): an action taken to
achieve a purpose

- Listen and repeat.

- Read the words in pairs and correct
each other’s mistakes.

- Some individuals read the words
aloud.

- Look at the map, recall parts of the
world, the oceans and discuss where
there are cold waters.

- Listen to the T.

- Work in pairs to guess if the
statements are true or false.

- Listen to the tape and do the task

- Compare their answer.
- Give their answer.

1. F. It's the largest animal on earth.
2. T

3. T

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tape twice.

- Asks sts to compare their answer in pairs.
- Checks sts’ answer.

- Plays the tape once again, stop the tape
where necessary and conduct the correction.

+ Task 2:

Aims:Sts practise listening for specific
information by answering given questions.
- Asks sts to have a look at the questions in
the textbook and read them in pairs and
make sure they understand them. T
encourages sts guess the answer to the
questions.

- Asks sts to listen to the tape once or twice
again to answer the questions. Sts can note
down important information

- Asks sts to compare their answer in pairs.
- Checks sts’ answer.

- Plays the tape once again, stop the tape
where necessary and conduct the correction.
4. After you listen:(10 mins)

- Asks sts to work in pairs and tell each
other about the whales using the following
information:

food
 5. T

- Check their answer and then correct
their work if they have the wrong
answer.

- Work in pairs to read the questions
and try to answer them.

- Listen and do the task.
- Gives their answer.

1. It is about 30 metres in length and
over 200 tons in weight.

2. It is because there is a lot of krill 
-their favourite food

3. They are the cold waters in the
North and the South of the Pacific
Ocean and the Atlantic Ocean.

4. Heavy hunting.

5. They have asked the International
Waling Commission to stop most
whaling. 6. If we didn't take any
measures to protect whales, this kind
of animal would disappear forever
- Check their answer, and then correct
their work if they have the wrong
answer.

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largest- 30 -200 -most intelligent - cold
water North South Pacific Atlantic 
krill in danger hunting The Eskimo 
-not protect - disappear.

- Moves round to check the activities and to
make sure that sts are working effectively.
- Asks two sts to present in front of the
whole class.

- Checks and gives remarks.
5. Homework:(1 min)

Write a short paragraph about the whale

- Two sts present.

V. EXPERIENCE:

Period: 58 D - WRITING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education Aims: - Students can write a paragraph to describe information 
from a table.

2. Knowledge:

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b. Language: - Language used to describe animals.
- The present simple tense.

3. Skills: - Reading: read the sample paragraph.

- Speaking: work in pairs to find information to complete the table .
- Writing: write a paragraph to describe the facts and figures provided
in the table.

II. Anticipated problems:

- Students may have difficulty in using the information to write a full
paragraph.

III. Teaching Aids: board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking :( 5 mins)

- Asks one st to talk about whales.

- Asks other sts to listen to their friend and
give remarks.

- Checks and gives remarks.
2. Before you write:( 20 mins)

- Aims:to get sts to read the sample 
paragraph and to help them to prepare 
vocabulary and information before they 
write.

+ Task 1:

- Introduces the situation.
- Explains some new words:

- Listen to their friend and give
remarks.

- Listen to the teacher.

- Listen to the teacher carefully.
- Copy these words into theit
notebooks.

+ sperm whale (n): a kind of whale
that is hunted for an oily substance in
its head.

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- Asks sts to listen to the teacher and repeat ,
then write these words into their notebooks.
- Asks sts to work in pairs to read the
paragraph and then complete the table that
follows.

- Moves round to help if necessary.

- Asks sts to compare their ideas with other
pairs.

- Draws a table on the board and ask some
sts to go to the board and complete the table.

- Looks at the board and gives remarks.

+ squid (n): mùc èng

+ ges'tation period (n): the process of
carrying the young baby inside the
mother's body.

+ life span (n): the period from birth
to death

+ en'trapment (n): sù m¾c bÉy
+ 'offspring (n): con c¸i

- Listen to the teacher and then read
these words in chorus and

individually.

- Read the paragraph in pairs and do
the task.

- Share their answer with their
friends.

- Present their ideas.

+ Range and habitat: all oceans.

Prefer the waters with high squid 
populations.

+ Size: Male: 18 m in length, 54,000 
kg in weight.Female: 12 m in length, 
17,000 kg in weight.

+Feeding habits: Carnivores: Eat 
mainly squid. Eat up to 1,500kg of

food daily

+ Offspring: Give birth to one calf

every 5-7 years.

Gestation period: 14 – 19 months
+ Life span: Up to 60 – 70 years

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+ Task 2:

- Asks sts to work in pairs in 3 minutes to
read the second table with some information
about the dolphin.

- Moves round to help if necessary.
3. While you write:( 10 mins)

- Aims: Sts practise writing a paragraph
that describes the facts and figures about 
the dolphin..

- Asks sts to use the information in the table
and write a paragraph about the dolphin
basing on the information in the table.
- Lets sts write in 10 minutes.

- Moves around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.
- Gets feedback by asking some sts to read
their work aloud.

that have teeth on earth. Have the 
largest brain of all mammals.
+ Conservation concerns: At risk 
due to hunting and accidental fishing 
net entrapment.

- Listen to the teacher.

- Work in pairs to read the table and
try to understand the information.

- Do the writing task.

- Read their writing: ( a sample
paragraph)

Dolphins are not fish. They are 
mamals that live in the water.

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5. Homework: ( 1min)

- Part D ( page 67- workbook)

kg and is 10 metres long. Dolphins 
are carnivores and they eat mostly 
fish. A female dolphin gives birth to 
one calf every two years after a 
gestation period of eleven to twelve 
months. A dophin can normally live 
from twenty-five to sixty-five years 
and some species of dolphins can 
even live longer. Dolphin populations
at risk due to the population of their 
habitat and accidental entrapment in 
fishing nets.

V. EXPERIENCE:

Period: 59

E – LANGUAGE EOCUS

Class Teaching date Absentees

10A2

I. Objectives:

1. Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/

and /ʊə/ correctly.

- Students revise the use of "should" and conditional sentence type 2.
 2. Knowledge:

+ Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ .
- Should.

- Conditional sentence type 2.

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+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Anticipated problems:

- Students may confuse these sounds with some sounds in Vietnamese.
III. Teaching aids: - board, chalk, textbook.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Asks one st to read the text about the blue
whale.

- Asks another st to give remarks.
- Checks and gives a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce three sounds /ɪə/,/eə/

and /ʊə/ and help sts to practise these 
sounds.

a. Writes three sounds on the board and 
pronounces them clearly twice, then asks sts
to repeat.

- Tells sts how to pronounce these sounds
accurately.

- Asks them to look at the textbook, listen and
repeat.

- Then asks sts to work in pairs to read the
words again so that they can check for each
other.

- Moves around to help .

- Asks two sts to read again and give remarks.
b. Asks sts to look at sentences in page 101 in
the book.

- Asks them to work in pairs to read the

- One st read the text aloud in front
of the whole class.

- Give remarks.

- Listen to the teacher.

- Write down three sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/ɪə/ /eə/ /ʊə/

here pair poor
 dear chair sure
 clear square tour
 ...

- Read these words in pairs and check
for their partners.

- Look at the book and work in pairs.
- Answers:

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sentences and then find out the words
containing sound /ɪə/, sound /eə/ and
sound /ʊə/ .

- Asks them to work in 2 minutes.
- Moves around to conduct the activity.
- Asks one st to report and other sts to give
remarks.

- Checks and gives the correct answers.

- Asks some sts to read these sentences aloud.
- Listens and gives remarks.

3. Grammar: ( 29 mins)

Aims: to revise the use of " should" and 
conditional sentence type 2 and have sts do 
Ex1, EX 2 and EX3.

a. Should:

- Asks sts to tell the T the use of "should"
- Asks sts to give examples with "should" and
"shouldn't".

- Asks sts to do EX1.
+ Exercise 1:

- Asks sts to look at Ex1 and to do the task.
- Asks sts to do the exercise individually and
then compare their answers in pairs.

- Moves round to conduct the activity.
- Checks the exercise sentence by sentence.
- Listens and gives remarks.

- Introduces the use of " I think/ I don't 
think ... should ..."by using some examples:
eg: Joana and Andrew are planning to go 
skiing this weekend. You think it's a bad idea.

You; I think you should stay at home.

- Read the sentences.

- " Should " is a modal verb that is
used to give advice.

- Some sts give examples:

eg: You should get up early in the
morning.

People shouldn't hunt whales.
- Do Ex 1.

- Some sts sts report their work
sentence by sentence.

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I don't think you should go skiing thid 
weekend.

- Explains why " I don't think ... should...." is
preferred to " I think ... shouldn't...".
- Asks sts to do EX2.

+ Exercise 2:

- Asks sts to do Ex 2 individually and then
share the answers with their friends.

- Moves round to help if necessary.
- Asks two sts to do this exercise on the
board.

- Asks one st to give remarks.
- Checks and gives remarks.

b. Conditional sentence type 2:

- Reviews the form and the use of conditional
sentence type 2 by giving some examples:
eg: If my grandfather were still alive, he
would be 100 today.

If I had a lot of money, I would lend you 
some.

- Asks sts to read the examples and point out
the form as well as the use of conditional
sentence type 2.

+ Note: " were" is used with all persons.
- Asks some sts to give examples.
- Asks sts to do EX3.

+ Exercise 3:

- Asks sts to do the task in pairs.
- Goes round to conduct the activity.
- Asks some pairs to read sentence by

- Look at the examples and listen to
the teacher.

- Listen to the teacher.

- Do this EX individually.
- Some sts report.

2. I think smoking should be banned, 
especially in restaurants.

3. I don't think you should go out this 
evening.

4. I think he should resign.

- Listen to their friends and their
teacher.

- Read the examples and point out the
form and the use of conditional
sentence type 2:

+ Form:

If- clause , main clause
S + V( P.S) , S + would +
V

+ Use: an unreal situation at present
or in the future.

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sentence.

- Listens and gives remarks.
5. Homework ( 1 min)

- Part B ( page 54 - workbook)

3. would take 7. pressed
4. refused 8. wouldn't be
5. wouldn't get 9. didn't come
6. closed down 10. borrowed
 ...

V. EXPERIENCE:

UNIT 10: CONSERVATION

Period: 60

A – READING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims: - Students improve their knowledge about conservation.
2. Knowledge:

a. General knowledge: - Knowledge about conservation.
b. Language: - The present simple tense.

- Vocabulary concerning conservation.
3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through Matching
and True or False, identifying the main idea exercise.

II. Anticipated problems:

- Students may not have enough words, and knowledge about conservation.
III. Teaching aids: board, textbook, chalk.

IV. Procedures:

Teacher’s activities Students’ activities
1. Warm-up:( 3 mins)

+ Network..

- Ask sts to work in groups of 3 or 4.

- Ask sts to give a list of the animals which

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are in danger of extinction.

- After 3 minutes, the group which has the
longest list will be the winner.

2. Before you read:( 10 mins)

- Sts are required to answer the questions
given in the part:

1. Have you ever visited a zoo or a 
forest?

2. What animals are you interested in? 
Why?

3. Do we need to protect animals and 
forests?

+ For each question, 2-3 sts are required to
answer orally.

+ Vocabulary:

- Provide the students with some new
words/phrases

+Variety(n): a large number of different
kinds.

+ Species(n): = kind, type.

+ Eliminate(v): = disappear, remove

+ Destruction(n) destroy(v) destructive(Adj):

sù ph¸ hủ.

+ Hydroelectric dam(n): đập thuỷ điện.
+ Circulation(n): Sự chuyển động.
circulate(v)

+ Overnight(Adv): in a very short period of
time

- Read each word/phrase 3 times and ask sts
to repeat it.

- Leave sts 1 minute to self-practise.

- Some sts report the list in front of
the class.

- Think of the answers.

- Students give answers orally.
- others listen

- Copy down these words into their
notebooks.

- Listen and repeat

- Practise reading these words by
themselves.

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- Ask 4-5 sts to read all the word/phrases
aloud in front of the class

- Listen and help sts to read the words/phrases
correctly.

3. While you read:( 20 mins)

+ Task 1: Matching.

- Ask sts to read the passage independently
and match the words or phrases in A with
their meaning in B.

- Tell sts to refer to Vocabulary for help and
encourage them try to guess the meanings of
the words in the context of the reading.

- Call on some sts to read and explain their
answers aloud in front of the class.

- Get feedback and give correct answers.

+ Task 2: True or False.

- Ask sts to read the passage more carefully
and decide whether the statements are true(T)
or false(F). Correct the false information.

- Ask sts to highlight or underline the

information in the passage that help sts to find
the correct answers.

- 6 - 7 sts are required to give answers in front
of the class(1 st/ 1answer).

- Listen and help sts to do the exercise
correctly

+ Task 3: Main ideas.

- Ask sts to work in groups of 3-4 to choose

- Work individually.

- Try their best to do the task.
- Ask some sts to report.

1.c 2.a 3.d 4.b

-Listen and self-correct the exercise.

- Sts do the work individually

- Highlight or underline the
important information.

- 6-7 students do orally while others
watch

1. T 2. T
3. T 4. T

5. F( two last sentences of 
paragraph B)

6. F(last sentence of paragraph C)
- Self-correct the work

- Work in groups of 3-4 students
orally

- Some sts report.

A.3 B. 4 
C. 2

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the most suitable idea for each paragraph.

- Call on some representatives to read their
choice for each paragraph in front of the
class.

- Get feedback and give correct answers.
4. After you read:( 9 mins)

Questions - Answers

- Ask sts to work in pairs to give answers to

the questions.

- Go round to help the students with their 
work.

- 3-4 sts are required to give answers to one 
question orally in front of the class( 1 st/1
time)

- Listen and help sts to give correct answers.
5. Homework:( 1 min)

- Ask sts to write a paragraph of about 60
words on the sequence of losing forest, how
important water is, and what we should do for
the future of our planet.

- Work in pairs orally.

1. We wouldn't be able to use many 
plants to treat various dangerous 
diseases. Animals wouldn't have a 
place to live in...

2. Mankind and most plants and 
animals can't survive without 
water...

3. We should stop polluting the 
environment and destroying plants

and animals ...

V. EXPERIENCE:

Period: 61

B - SPEAKING

Class Teaching date Absentees

10A2

I. Objectives:

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a. General knowledge: - Students can talk about the advantages and
disadvantages of the new kind of zoo.

b. Language: - The passive voice.

3. Skills: - Asking and answering about the new kind of zoo.

- Showing agreement or disagreement about the new kind of zoo.
- Reporting on discussion results.

II. Anticipated problems:

- Students may not know some new words in this topic.
III. Teaching aids:

Textbook, chalk, board.
IV. Procedures:

Teacher’s activities Students’ activities

1. Warm-up ( 5 minutes )

- Ask sts some questions:

Have you ever visited the zoo?
 What did you see there?

Where are all the animals in the zoo?
- Introduce the new lesson: We are going to
discuss the new kind of zoo where wild animals
can live in their natural habitat.

2.Before you speak:( 10 minutes)

Aims: Sts can discuss the questions about the
features of the new kind of zoo.

+ Task 1: Read the paragraph and answer the
questions

- Ask sts to read through the two paragraphs.
- Give sts some new words:

+ sensitive (adj): be affected by slight changes,
influences: nhËy c¶m

+ imprison (v): put or keep in prison: bá tï 
+ reconstruct (v): build again

-Sts answer:

Yes, I have/ No, never
 I saw many animals there
 They are in the cages.

- Read two paragraphs silently.

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+ reintroduce (v): put a species of animal or
plant back into a former habitat: đa trở về môi
trờng sống tự nhiên

- Ask sts to read the new words orally

- Ask sts to work in pairs to discuss the
questions in two paragraphs.

- Go around to help sts .

- Ask some sts to present their answers.
- Get feedback and give remarks.

3. While you speak: ( 18 mins)

Aims: Sts can show their agreement or
disagreement about the new kind of zoo and
discuss the advantages and disadvantages of
the new kind of zoo.

+ Task 2: Put a tick in the right box and share
your ideas with a partner.

- Before sts do the task T elicits some
structures for asking opinions and giving the
opinions ...

Asking for opinions Giving opinions
What do you think

of ...?

Do you think...?
 Do you agree
with ....?

I think ...
 I don’t think ...
 In my opinion ..

Showing agreement Showing
disagreement
 I agree with ....

Yes , I think you are
right.

Exactly.

I don’t really think

so.

Yes, ..but...

I would doubt that ..
- Ask sts to work individually to do the task
- Ask sts to work in pairs to share their ideas.

- Practise reading the new words .

- Work in pairs.

- Some sts present in front of the
class.

1. They are opened to help
endangered species develop.

2. The animals are not kept in
cages. They can live in their
natural environment.

- Listen to the T.

- Work individually.

- Work in pairs to share the ideas .
- Say their opinions aloud.

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- Go around to observe and help sts

- Ask some sts to talk about their ideas.
- Listen and give feedback

+ Task 3:Discuss the advantages and
disadvantages of the new kind of zoo using the
cues below.

- Ask sts to work in group to discuss the
advantages and disadvantages of the new kind
of zoo.

Advantages Disadvantages
- the conditions the

animals are in

- the animals that
people can visit

- the money spent on
rescontructions of the
animals natural
environment

- the dangers that
keepers may have
- Go around to help sts if necessary.

- Take notes of Ss’ mistakes for later
correction.

4. After you speak:( 10 minutes )

Aims: Sts can report on their discussion results

+ Task 4: Make group report, sharing your
views with the rest of the class.

- Call on one representative from each group to
report what his/her group have discussed.

- Ask other sts to take notes and compare with
their groups’ ideas.

- Give remarks on Ss’ answers.
5. Homework ( 2 minutes )

Write a paragraph of the report that they have
discussed in the class.

new kind because they may have
better food.

...
- Listen to the teacher.

- Work in groups of three of four
to discuss the advantages and
disadvantages of the new kind of
zoo.

- Some sts present in front of the
class:

"There are some advantages of the
new kind of zoo. Firstly, the
animals can live in a better
environment and are safer than
when they are in nature..."

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V. EXPERIENCE:

Period: 62

C- LIS

TENING

Class Teaching date Absentees

10A2

I. Objectives:

1. General knowledge:

- Sts know how a forest fire starts and what campers have to remember to do
to protect the forests.

2. Language: - Some set expressions
- Vocabulary on forest

3. Skills: - Listening: order events ,mark True/False, detect sentences.

- Speaking: - Discuss how a forest fire may start and what every
camper ought to remember.

II. Anticipated problems:
- T may be short of time.

- The quality of the tape is not very good
III. Teaching aids:

- Textbook , tape, pictures of whales and other sea animals.
IV. Procedures:

Teacher’s activities Students’ activities
1. Homework checking:(5 mins)

- One st tell the whole class about the
advantages and disadvantages of a zoo of the
new kind.

- Listen and give remarks.
2. Before you listen:(10 mins)

Aims: to focus sts on the topic and review/

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introduce the words and phrases used in the
listening text.

a. Divide sts into 3 groups and ask each to
discuss one of the following questions:

a. How destructive can a forest fire be?
 b. What can cause a forest fire?

c. Do you know any famous forest fire?
Are there any forest fires in Vietnam? Which
countries have many forest fires every year?
- Ask some sts to give their answer.

b. Introduce the topic of the listening text
- Introduce some new words/ expressions
- campfire (n): the fire made on at
camping trip.

- forester (n): the person whose job is to
take cares of the forest.

- a heap of (n): a lot of thing on top of
one another.

- spread (v): to move to other places very
quickly]

- leave sb/ st doing: leave sb/st when it/he
is Ving

- Read the words again and ask sts to repeat.
- Ask sts to read the words in pairs.

- Ask some sts to read the words again and
give remarks

3. While you listen:( 26 mins)

+ Task 1:

Aims: Sts practise listening and numbering
the event in the correct order.

- Introduce sts that they are going to listen to

- Work in groups and discuss the
questions.

- One st from each group stands up
and gives their answer.

- Copy down the words and
phrases into their notebooks.

- Listen and repeat.

- Read the words in pairs and
correct each other’s mistakes.

- Some individuals read the words
aloud.

- Listen to the T.

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the tape about forest fires and they have to

number the given statements in the order
they hear.

- Ask sts to read the statements in pairs and
make sure that they understand them.

- Play the tape twice and ask sts to put the
number in the right box to indicate the order
of the events

- Ask sts to compare their answer in pairs.
- Check sts’ answer.

- Play the tape once again, stop the tape
where necessary and conduct the correction.

+ Task 2:

Aims: Sts practise listening and marking
True/ false.

- Ask sts to listen to the tape again and
decide whether the given statements are true
or false.

- Ask sts to read the statements to see if they
understand them.

- Play the tape once and ask sts to tick to the
box to indicate T/ F statement and underline

the false information

- Ask sts to compare their answer in pairs.
- Check sts’ answer.

- Play the tape once again, stop the tape
where necessary and conduct the correction.

+ Task 3:

Aims: Sts practise listening and ticking the
sentences they hear.

- Ask sts to have a look at the sentences

try to guess the order of the events.
- Listen to the tape / the teacher
and do the task

- Compare their answer.
- Give their answer.
Key: 3 - 2 - 5 - 1 - 4

- Check their answer, and then
correct their work if they have the
wrong answer.

- Listen to the T.

- Read the statements in pairs and

try to do the task.

- Listen to the tape / the teacher
and do the task

- Compare their answer.
- Give their answer.

1. F 2. F 3. T 4. T
5. F

- Check their answer say it aloud,
and then correct their work if they
have the wrong answer.

- Read the sentences and find out
the difference between sentences in
each pair.

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given to see if they understand them and
compare the sentences in each pair to see the
difference between them.

- Ask sts lo listen to the tape again and tick
in the box to indicate the sentences they
hear.

- Play the tape once.
- Check sts’ answer.

- Play the tape once again, stop the tape
where necessary and conduct the correction.
4 . After you listen:(8 mins)

- Ask sts to work in groups and use the
information in Task 1 and 2 to discuss the
following questions:

- How can a forest fire start?

- What does every camper have to
remember not to cause a forest fire?

- Move round to check the activities and to
make sure that sts are working effectively.
- Ask one or two sts to retell the story in
front of the whole class.

- Check and give remarks.
5. Homework:(1 min)

Write a short paragraph about what people
can do to protect forest from fires.

- Give their answer.
Key: 1. B 2. A 3. A

- Check their answer and then
correct their work if they have the
wrong answer.

- Work in groups to discuss.

- One/ two sts present.

V. EXPERIENCE:

Period: 63

D - WRITING

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10A2

I. Objectives:

1. Education Aims: - Students can write a letter of invitation.
2. Knowledge:

a. General knowledge: - A letter of invitation.

b. Language: - Language used to write an informal letter.
- Structures: "Let's ... "," Shall we...?", etc .

3. Skills: - Reading: read the sentences in task 1 and the incomplete letters in
task 2.

- Speaking: work in pairs to match the halves of the sentences in task
1 and to fill each blank in these invitation letters.

- Writing: write an invitation letter basing on the cues.
II. Anticipated problems:

- Students may not be able to distinguish some structures such as " Let's...", "

Would you like....?", "How about...?", etc.

III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:

Teacher's activities Students' activities
1. Homework checking :( 5 mins)

- Ask one st to talk about how a forest fire
may start and what every camper ought to
remember.

- Ask other sts to listen to their friend and
give remarks.

- Check and give remarks.
2. Before you write:( 20 mins)

- Aims:to get sts to write out the sentences 
by matching the first half in A with the most 
suitable half in B and then to use these 
sentences to fill the blanks in the invitation 
letters.

+ Task 1:

- Ask sts to read the requirement of task 1
carefully and then work in pairs to do the
task.

- Ask sts to pay attention to the meaning as
well as the structure of the two halves.
- Recall some structures so that sts can do

- Listen to their friend and give
remarks.

- Listen to the teacher.

- Listen to the teacher carefully.

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the task more easily.

Shall we/ Can you/ Why don't you + V- 
inf...?

Let's + V-inf.

Would you like/ Are you free + to-V...?
 Do you feel like/ How about + V-ing...?
- Ask sts to do in 4 minutes and move
around to help if necessary.

- Get feedback and give remarks.

+ Task 2:

- Ask sts to work in pairs to read the letters
in pairs and to use the above expression to
fill each blank.

- Introduce some new words/phrases:
+ for a while: for a period of time

+ 'disco (n): a club or party where people
dance with pop music

+ 'afterwards (adv): at a later time

- Ask sts to listen to the teacher and repeat ,
then write these words into their notebooks.
- Get sts to do the task in 5 minutes and then
get feedback letter by letter.

- Listen and give remarks
3. While you write:( 10 mins)

- Aims: Sts practise writing an invitation
letter.

- Ask sts to play the role of Nam's and to
write a letter to Lam, inviting him to spend a
weekend with him.

- Let sts write in 8 minutes.

- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read
their work aloud.

- Ask some other sts to give remarks.
- Check and give the correct answer.
- If there is enough time, T can have sts
exchange their writing among sts within a
group so that they can check their friend's
work and give remarks

- Do the task in pairs.

- Share their answer with their
friends.

- Present their ideas.

1.c 2. f/h 3. a 
4. g/d 5. h/f 6. d/g 7. e 
8.b

- Listen to the teacher.

- Work in pairs to read the letters and
try to understand the content of the
letters.

- Listen and repeat.

- Copy the words/ phrases

- Report their answer:

1.3/8 2.3/8 - 4/6 3. 
2/5-7

- Listen to the teacher.

- Do the writing task.

- Read their writing: ( a sample
paragraph)

"Dear Lam,

We haven't met since oyu moved. And
I miss you a lot.

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5. Homework: ( 1min)

- Part D (page 63- workbook).

very many young trees have been 
planted at the Trees Planting 
Festivals.

Do come if you find it possible and 
I'll make all the preparations then.
Please give my love to your parents.
Your friend,

V. EXPERIENCE:

Period: 64

E -

LANGUAGE FOCUS

Class Teaching date Absentees

10A2

I. Objectives:

1. Education Aims:- Students know how to pronounce the sound /b/ and /p/

correctly.

- Students revise the passive voice.
 2. Knowledge:

+ Language: - Pronunciation: /b/ and/p/ .
- The passive voice.

3. Skills: + Speaking: - Work in pairs to discuss the exercises.
+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Anticipated problems:

- Students may confuse sound / p / in English with sound / p / in Vietnamese.
III. Teaching aids: - board, chalk, textbook.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at
home aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce two sounds / b / and /
p / and help sts to practise these sounds.
a. Write two sounds on the board and

pronounce them clearly twice, then ask sts to
repeat.

- Tell sts how to pronounce these sounds
accurately.

/ b / : a voiced sound

- One st reads his/her letter aloud
aloud in front of the whole class.
- Give remarks.

- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and
repeat.

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/ p / : a voiceless sound

- Ask them to look at the textbook, listen and
repeat.

- Then ask sts to work in pairs to read the
words again so that they can check for each
other.

- Move around to help .

- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 110 in 
the book.

- Ask them to work in pairs to read the
sentences and then find out the words
containing sound / b / and sound / p / .
- Ask them to work in 2 minutes.

- Move around to conduct the activity.
- Ask one st to report and other sts to give
remarks.

- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

Aims: to revise the passive voice and have 
sts do Ex1, EX 2 and EX3.

+ The passive voice:

- Recall the form of the passive by giving an
example:

eg: Active: We clean this window every day.
Passive: This window is cleaned every
day.

- Ask sts to pay attention to the sentence
elements and to tell the T the difference
between the active sentence and the passive
sentence.

- Ask sts to tell the T the form of the passive.
+ Note: Only transitive verbs are used in the
passive. It is impossible to use verbs such as
happen, sleep, stand ( intransitive verbs) or 
seem, feel ( intensive verbs) in the passive.
- Ask sts to give some examples.

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task.
- Ask sts to do the exercise individually and
then compare their answers in pairs.

- Move round to conduct the activity.
- Check the exercise sentence by sentence.

bee pea 
 ban pan
 bad Paul
 ...
- Read these words in pairs and
check for their partners.

- Look at the book and work in
pairs.

- Answers:

/ b / / p /

Bill Pat
 big pan

black paper 
 ...

- Read the sentences.

- Listen to the teacher , read the
example and tell the whole class
their ideas.

+ In the passive, the object of an
active verb becomes the subject of
the passive verb.

+ Form:

S + V ( be + p.p )
- Listen to the teacher and take note.
- Give examples.

- Some sts report.

1. were reported 2. are grown 
3. be spoken 4. am not invited
5. are being built

- Listen and correct their work if 
necessary.

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- Listen and give remarks.
+ Exercise 2:

- Ask sts to do Ex 2 individually and then
share the answers with their friends.

- Move round to help if necessary.

- Ask two sts to do this exercise on the board.

- Ask one st to give remarks.
- Check and give remarks.
+ Exercise 3:

- Ask sts to read the requirement of Ex3 and
then do the task in pairs.

- Go round to conduct the activity.
- Ask some pairs to read the dialouge.
- Listen and give remarks.

5. Homework ( 1 min)

- Part B ( page 60- workbook)

EX 2:

1. came.... had ( been) 
started ... were

2. is standing... is being 
photographed

3. Have the students been told 
4. was being laid ... decided
5. will ... be planted

- Listen to the teacher.

- Read the requirement carefully.
- Do Ex 3.

EX3:

1. was organized 2. arrived
3. were met 4. taken
5. had been cleaned 6. had been 
put

7. was excellent 8. prepared
9. made 10. were 
served

V. EXPERIENCE:

UNIT 11: NATIONAL PARKS

Period: 65

A- READING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims:Students improve their knowledge about national parks . 
2. Knowledge:

a. General knowledge: - Knowledge about national parks.
b. Language: - The present simple tense.

- Vocabulary concerning national parks.
3. Skills: - Speaking : talk in pairs and in groups.

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II. Anticipated problems:

- Students may not have much knowledge about national parks.
III. Teaching aids: board, textbook, chalk.

IV. Procedures:

WRITTEN TEST

Time allowed: 15 minutes

Complete the second sentence so that it it has a similar meaning to the first one.

1. My sister cleans these rooms every day.

=> These rooms ...
2. Somebody will meet you at Noi Bai Airport.

=> You ...
3. They are going to build more schools for disabled children.

=> More schools...
4. He asked us many difficult questions.

=> We ...

5. The factory is producing more and more pollution.

=> More and more ...
6. People have used ballpoint pens for many years.
=> Ballpoint pens ...
7. Did Wright brothers build the first plane in 1903?
=> Was ...?
8. Viet is going to repaint these rooms tomorrow.
=> These rooms ...
 Answers

1. These rooms are cleaned every day.
2. You will be met at Noi Bai Airport.

3. More schools will be built for disabled children.
4. We were asked many difficult questions.

5. More and more pollution is being produced by the factory.
6.Ballpoint pens have been used for many years

7. Was the first plane built in 1903?

8. Viet's house is going to be repainted tomorrow.

Teacher’s activities Students’ activities
1. Before you read:( 9 mins)

Aims: to repare information and vocabularies 
for the topic.

- Ask sts to answer the question:

Can you name some national parks in 
Vietnam and in the world?

- Ask some sts to answer the question.

- Listen and give remarks.

- Listen and think of the
question.

- Some sts answer:

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- Introduce the reading text and provide sts with 
new words/phrases.

+ lo'cate(v): = to place

+ 'butterfly(n): an insect with very big wings that
can fly(con bím)

+ e'stablish(v): = to make/ build)
+ hike(v): to walk for health

+sur'vive(v): to be alive after accident)... 
survival(n)

+ 'orphan(v): to be made parentless(må c«i)
orphanage(n)

+ Sub-tropical(Adj): + 'wilderness(n): = wild
place

+ contami'nation(n)  contaminate(v): to make
something dirty/ polluted.

- Read each word/phrase 3 times and ask sts to
repeat it.

- Leave sts 1 minute to self-practise reading the
words.

- Ask 4-5 sts to read all the word/phrases aloud
in front of the class

- Listen and help sts to read the words/phrases
correctly.

2.

While you read:(15 mins)

Aims: Read the passage for information to do the
tasks.

+ Set the scene:

- You are going to read the passages about The 
National Parks. Read them and then do the tasks

that follow.

+ Task 1:Fill in each space with a suitable 
from the passages.

- Ask sts to read the passages and do task 1.
- Explain more about the definitions if necessary.
- Sts are required to compare their results with
their partners.

- 5sts are required to do the task orally in front of
the class (1 st/ 1 time).

- Listen and help sts to do the task correctly.
+ Task 2: Answering Questions:

- Ask sts to work in pairs to read the passages 
again and answer the questions in task 2.

- Require sts to underline the information from 
the passages that supports the answers.

- Required sts to compare their answers with 
another pair.

Alaska National Park.

- Listen and then copy down

- Listen and repeat.

- Read silently to self-practise.
- Some sts read these words
aloud and others listen.
- Self-correct.

- Read the passages and do the
task.

- Compare their results with their
parners.

- Present their answer:

2. contain 3. species 4. 
survival

5. sub-tropical 6. 
contamination

- Listen to the T and correct if
necessary.

- Work in pairs to read the
passages again and to ask and
answer.

- Underline the information from
the passages.

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- Ask 6 - 7 sts to read their answers aloud in 
front of the class (1 st/1 time).

- Listen and give remarks.
3. After you read:( 5 min)

Aims: to give the summary of the passage.
- Sts are required to work in groups to give 
reasons for their choice from one of the three
national parks in the reading passages.

- One representative is required to give their talk 
orally in front of the class

- Listen and help the students to do their task 
well.

4. Homework:( 1 min)

- Complete the talk in written form.

sts.

- Some pairs report:
1.200 square km:

2. Because the rainy season is 
over.

3. They can learn about the

habits of animals and how one 
species is dependent upon 
another for survival.

4. In the orphanage, orphaned 
and/ or abandoned animals are 
taken care of.

Everglades National Park is 
endangered because of the toxic 
levels of chemicals in the water
5. If more chemicals are

released into the water, plans 
and animals will die/ be killed/ 
destroyed.

- Work in groups to talk about
their choice.

- Present his/her ideas.
- Others listen

V. EXPERIENCE:

Period: 66

B - SPEAKING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims: - Students know about an excursion to Huong Pagoda.
2. Knowledge:

a. General knowledge: - Students can talk about an excursion and express
their regrets.

b. Language: - Conditional sentences types 3.
- Vocabulary on an excursion.

3. Skills: - Matching sentences in column A with the coresponding
consequences in column B.

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II. Anticipated problems:

- Students may not have sufficient vocabulary to talk about an excursion.
III. Teaching aids:

Textbook, chalk, board.
IV. Procedures:

Teacher’s activities Students’ activities

1. Warm-up:( 3 mins)
- Ask sts the questions:

- Have you have ever had a camping trip?
 - Tell me what you prepared for that trip?
- Ask one or two sts. to answer.

2. Before you speak:( 12 mins)

Aims:tofocus sts. on the topic and introduce
the words and phrases used in the task.

+ Task 1: Matching

Last week Nga’s class went on an excursion to
Huong Pagoda. Unfortunately, the excursion
turned out to be a disaster. Most of the things
they did went wrong. You are required to
match the thing in column A with the
coresponding consequences in column B .
- Ask sts to read through the sentences in the
two columns.

- Give sts some new words or expressions:
 + food poisoning:

+ fine (n ): cash paid as punishment 
 + get lost: unable to find way

+ carsick( adj ): feeling sick because of a
car’s movement

- Ask sts to read the new words orally and
individualy.

- Ask sts to work in pairs to do the task.

- Go around to observe sts working.

- Check sts ‘s answers by calling on some sts
to read out things in A and some others to read
out the corresponding consequences in B.
- Listen and give remarks.

3. While you speak:( 14 mins)

Aims: Sts can talk about their excursion to
Huong Pagoda and express their regrets.

+ Task 2:

Imagine that you are Nga’s classmates and
you are not happy with the excursion to
Huong Pagoda. Now you are talking with
some friends about what you wish you had or
hadn’t done.

- Before sts do the task, T asks sts to read the
examples in the textbook and recall what
grammatical structure is used in the example.
- Revise the conditional sentence type 3 by

- Some sts answer:
Yes, ew have.

We prepared food, drinks, tents, 
cameras …..

- Listen to the T.

- Read the sentences and find some
new words.

- Listen and copy down these
words into their notebooks.

- Read the new words.
- Work in pairs.

- Read the answers aloud.
1- f

2- e 
3- h 
4- g

5- b 
6- c 
7- a 
8- d

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giving an example:

+ Eg: If I had had money, I would have
bought this car. ( But I didn’t have money and
so I didn’t buy it.)

- Ask sts to look at the example and tell the T
the form as well as the form of the conditional
sentence type 3.

- Ask sts to work in groups.
- Go around to help sts.

- Ask sts to compare their answers with
another group.

- Call on some sts to speak out their answers in
front of the class.

- Listen to sts and give remarks.
4. After you speak:( 15 mins)

Aims: Sts practise telling about an excursion
to Huong Pagoda and expressing the regrets.

+ Task 3:

You are Nga. You are going to work in pairs.
Tell your partner about your class’s
excursion to Huong Pagoda and express your
regrets about what you did or didn’t do during
the excursion.

- Ask sts to work in pairs using the third
conditional to do the task.

- Go around to observe, offering help and
collecting mistakes.

- Ask one or more sts to tell about their
excursion in front of the class and give
remarks.

5. Homework:( 1 min)

- Write down what they have discussed in task
3.

- Read the examples and listen to
the T.

- Look at the example and tell the
whole class the form and the use:
+Form:

If + S + past perfect, S + would/
could +have + P II.

+Use: The third conditional is used
to talk unreal situations in the past.
- Work in groups.

- Compare the answers with others.
2. If we had brought enough food
and drinks we wouldn’t have spent
a lot of money eating in expensive

restaurants.

3. If some of us hadn’t had food
poisoning we could have enjoyed
our visit.

4. If we had had rain coats, we
wouldn’t have got wet and have
got a cold.

5. If some of us hadn’t left our
luggage on the coach when we
arrived, we could have had clothes
and money with us.

6. If we had been careful when
walking in Huong Pagoda, we
wouldn’t have got lost.

7. If we hadn’t thrown wast in the
forest, we wouldn’t have got a fine.
8. If we had stayed there more than
one day, we could have visited all
the pagodas.

- Listen to the T.

- Work in pairs.

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V. EXPERIENCE:

Period: 67

C- LISTENING

Class Teaching date Absentees

10A2

I. Objectives:

1. General knowledge:

- Sts get more information about Cuc Phuong National Park.
 2. Language: - Some set expressions

- Vocabulary on nature

3. Skills: - Listening: fill in the gaps, answer questions

- Speaking: - Discuss the special features of Cuc Phuong National
Park.

II. Anticipated problems:

- Sts may do not know some new words.
- The quality of the tape is not very good.
III. Teaching aids:

- Tape, cassette, textbook, chalk, board.
IV. Procedures:

Teacher’s activities Students’ activities

1. Homework checking:(5 mins)

- Ask one st to tell the whole class about
his/her class excursion to Huong Pagoda and
express his/her regrets about what he/she did
or did not do during the excursion.

- Listen and give remarks

- Listen to their friend and give
remarks

2. Before you listen:(10 mins)

Aims:to focus sts on the topic and review/
introduce the words and phrases used in the
listening text.

a. Divide sts into small groups and ask them
to discuss the following questions:

a. Where is Cuc Phuong National
Park?

b. What is the area of the rainforest in
Cuc Phuong National Park?

c. When is the best time to visit Cuc
Phuong National Park?

d. What can be seen in Cuc Phuong
National Park?

- Ask some sts to give their answer.

b. Introduce the topic of the listening text.

- Work in groups and discuss the
questions.

One st from each group stands up
and gives their answer..

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- Introduce some new words/ expressions
- o'fficially (adv): formally

- span (v): connect.

- 'fauna (n): all the animals of an area.
- f'lora (v): all the plants of a particular
area

- a'ttack(n): a violent attempt to hurt sb
- de'feat(v): win sb

- in'vader: (n) The French and Americans
were invaders.

- 'ethnic mi'nority (n): The Tay, Nung,

Dao ...

- Read the words again and asks sts to repeat.
- Ask sts to read the words in pairs.

- Ask some sts to read the words again.
3. While you listen:(20 mins)

+ Task 1:

Aims: Practise listening and filling in the
gaps.

- Introduce sts that they are going to listen to
the tape about Cuc Phuong National Park and
they have to fill in the gaps in each sentence
given

- Ask sts to read the sentences in pairs and
make sure that they understand them. Sts try
to guess the missing information.

- Play the tape twice and ask sts to fill in the
gaps.

- Ask sts to compare their answer in pairs.
- Checks sts’ answer.

- Play the tape once again, stop the tape
where necessary and conduct the correction.

+ Task 2

Aims: Practise listening and Answering
questions.

- Ask sts to listen to the tape again and
answer the given questions.

- Ask sts to read the questions to see if they
understand them.

- Play the tape once and ask sts note down the
neccessary information.

- Ask sts to compare their answer in pairs.

- Listen and repeat.

- Read the words in pairs and
correct each other’s mistakes.

- Some individuals read the words
aloud.

- Listen to the T.

- Read the statements in pairs and
try to guess the missing information.
- Listen to the tape and do the task

- Compare their answer.

- Give their answer.

1. 1960 2. 160 km south
west of

3. 100,000 visitors

4. 2,000; 450 5. Quen Voi
- Check their answer say it aloud,
and then correct their work if they
have the wrong answer.

- Listen to the T.

- Read the questions in pairs and try
to do the task.

- Listen to the tape and do the task.
- Compare their answer.

- Give their answer.

1. It covers 3 provinces: Ninh Binh,
Hoa Binh, and Thanh Hoa.

2. It is about 160 km.

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- Check sts’ answer.

- Play the tape once again, stop the tape
where necessary and conduct the correction.

4. After you listen:(8 mins)

- Ask sts to work in groups and use the
information in Task 1 and 2 and the reading
text to disscus the following problems:

- Time founded
- Area, location
- Numbers of visitors
- Historical event
- Local people.

-Move round to check the activities and to
make sure that sts are working effectively.
- Ask one or two sts to present in front of the
whole class.

- Check and give remarks.
5. Homework:(1 min)

Write a short paragraph about Cuc Phuong
National Park

4. Nguyen Hue defeated the Qing
invaders in the spring of 1789

5. They live mainly on bee keeping
and farming.

- Check their answer say it aloud,
and then correct their work if they
have the wrong answer.

-Work in groups to discuss.

- One/ two sts present.

V. EXPERIENCE:

Period: 68

D - WRITING

Class Teaching date Absentees

10A2

I. Objectives:

1. Education Aims: - Students can write a letter of acceptance or refusal.
2. Knowledge:

a. General knowledge: - A letter of acceptance or refusal.
b. Language: - Language used to write an informal letter.

- Expressions: "Yes, I'd like/love to."," I'm afraid I can't come
because...?", etc .

3. Skills: - Reading: read the expressions in task 1 to fill the blanks of the

incomplete letters. - Speaking: work in pairs to rearrange the sentences to
make a letter of acceptance.

- Writing: write a letter of acceptance or refusal.
II. Anticipated problems:

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III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:

Teacher's activities Students' activities
1. Homework checking :( 5 mins)

- Ask one st to talk about the special
features of Cuc Phuong National Park.
- Ask other sts to listen to their friend and
give remarks.

- Check and give remarks.
2. Before you write:( 15 mins)

- Aims: to get sts to read the expressions in 
the table and to do task 1 and task 2.

+ Task 1:

- Introduce the topic of the lesson: Write a
letter of acceptance or refusal.

- Introduce some new words:

+ a'cceptance (n): the noun of "accept"
+re'fusal (n) : the noun of " refuse"

+ dec'line (v) : refuse sth offered ( politely)
- Ask sts to listen and repeat and then copy
down these words into their notebooks.
- Ask sts to read the expressions in the table
in 2 minutes .

- Remind sts of three invitation letters that
they have already read in Unit 10 and ask
them to work in pairs to complete three
reply letters by using the expressions in the
table.

- Ask sts to do in 3 minutes and move
around to help if necessary.

- Get feedback and give remarks.

+ Task 2:

- Remind sts of the letter Nam wrote to Lam
to invite Lam to spend a weekend with him.
And now Lam write a letter accepting
Nam's invitation.

- Ask sts to work in pairs to rearrange the
sentences into a letter.

- Move round to help if necessary.
- Get feedback and give remarks.
3. While you write:( 15 mins)

- Aims: Sts practise writing a letter of
acceptance or refusal.

- Ask sts to read the requirement of task 3.
- Ask them to write a letter accepting or
declining his/her friend's invitation.

- Ask them to pay attention to the structure

- Listen to their friend and give
remarks.

- Listen to the teacher.

- Listen to the teacher carefully.

- Copy down the words into theit
notebooks.

- Do the task in pairs.

- Share their answer with their
friends.

- Present their ideas.

1. Accepting: Yes, I'd like/love to.
2. Refusing: I'm afraid I can't come 
because

3. Accepting: I'd be delighted to.
- Listen to the teacher.

- Listen to the teacher.

- Work in pairs to rearrange the
sentences into a letter.

- Present their ideas:

1.d 2. e 3. c 4. a 5. f 
6. b

- Listen to the teacher.

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of a letter: greeting, organisation
( introduction, body...)

- Suggest that they use letters in task 1 and
task 2 as sample letters.

- Let sts write in 13 minutes.

- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.
- Get feedback by asking some sts to read
their work aloud.

5. Homework: ( 1min)

- Part D (page 68- workbook).

- Listen to the teacher.

- Do the writing task.

- Read their writing: ( a sample
paragraph)

"Dear Binh,

It's lovely to hear that you are 
going for a picnic to Cuc Phuong 
National Park next weekend. Thank 
you for inviting me to join you but I'm
afraid I can't come.

My English friend, Maria, is coming
to Vietnam next weekend and I have 
promised to cook her some of our 
traditional dishes on Saturday

morning. After that, I'm going to take 
her to some famous places in Hai 
Duong.

I hope that you will have a 
wonderful day in Cuc Phuong.

Remember to show me the photos you
take in Cuc Phuong whem you get 
home.

Your friend,
V. EXPERIENCE:

Period: 69

E - LANGUAGE FOCUS

Class Teaching date Absentees

10A2

I. Objectives:

1. Education Aims:- Students know how to pronounce the sound /t/ and /d/

correctly.

- Students revise conditional sentence type 3.
 2. Knowledge:

+ Language: - Pronunciation: /t/ and/d/ .
- Conditional sentence type 3.

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- Read the sentences silently to do the exercises.
II. Anticipated problems:

- Students may confuse sound /t/ and /d/ in English with sound / t / and / d /
in Vietnamese.

III. Teaching aids: - board, chalk, textbook.
IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at
home aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce two sounds /t/ and /d /

and help sts to practise these sounds.
a. Write two sounds on the board and

pronounce them clearly twice, then ask sts to
repeat.

- Tell sts how to pronounce these sounds
accurately.

/ d / : a voiced sound
/ t / : a voiceless sound

- Ask them to look at the textbook, listen and
repeat.

- Then ask sts to work in pairs to read the
words again so that they can check for each
other.

- Move around to help .

- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 119 in 
the book.

- Ask them to work in pairs to read the
sentences and then find out the words
containing sound / t / and sound / d / .
- Ask them to work in 2 minutes.

- Move around to conduct the activity.
- Ask one st to report and other sts to give

remarks.

- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

Aims: to revise conditional sentence type 3 
and have sts do Ex1 and EX2.

+ Conditional sentence type 3:

- Recall conditional sentence type 1 and type

- One st reads his/her letter aloud
aloud in front of the whole class.
- Give remarks.

- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/ t / / d /

topic difficulty 
 contain invader

plant spend
 ...

- Read these words in pairs and check
for their partners.

- Look at the book and work in pairs.
- Answers:

/ t / / d /

next to third
 restaurant dear
 counter stayed
 ...
- Read the sentences.

- Listen to the teacher

- Read the example and tell the whole
class their ideas.

+ Form:

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- Revise conditional sentence type 3 by giving
an example.

eg: Tom didn't study hard so he fail the exam.

=> I can say: " If Tom had studied hard, he
would have passed the exam."

- Ask sts to tell the T the form and the use of
conditional sentence type 3.

Note:

- We can use could/might/should instead of

would in main clause.

- We can also use the past perfect continuous
in If - clause.

- Ask sts to give some examples.
+ Exercise 1:

- Ask sts to look at Ex1 and to do the task.
- Ask sts to do the exercise individually and
then compare their answers in pairs.

- Move round to conduct the activity.
- Check the exercise sentence by sentence.
- Listen and give remarks.

+ Exercise 2:

- Ask sts to do Ex 2 individually and then
share the answers with their friends.

- Move round to help if necessary.

- Ask two sts to write the sentences on the
board.

- Ask two sts to give remarks.
- Check and give remarks.
5. Homework ( 1 min)

- EX 3 ( page 120 - st's book)

If + S + V( past perfect), S + would 
+have

+ V(
PII)

+ Use:

- to talk about something that might
have happened in the past but didn't.
- Listen to the teacher and take note.

- Give examples.

- Some sts report.

1. had known 2. had had
3. would have gone 4. would have

passed

5. could have enjoyed 6. had known
7. had stopped 8. had called
- Listen and correct their work if 
necessary.

- Do the Ex individually.

EX 2: Each st writes three sentences
1. .... hadn't stopped so suddenly, the 
accidents wouldn't have happened.
2. .... that Lam had to get up early, I 
would have woken him up.

3. ... lent me the money, I would have 
been able to buy the car.

4. ... been wearing a seat belt, she 
would have been injured.

5. ... had braekfast, you wouldn't 
behungry now.

6. ... had some money on me, I would 
have got a taxi.

- Listen to the teacher.

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Period 70:

TEST YOURSELF D

Class Teaching date Absentees

10A2

I. Objectives:

1. Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11.
 2. Knowledge: - General knowledge in unit 9, unit 10 and unit 11.

- Language: pronunciation and grammar in the above units.
3. Skills: listening, speaking and writing.

II. Teaching aids: textbook, chalk, board.
III. Procedures:

Teacher's activities Students' activities
1. Homework checking:( 5 mins)

- Ask one st to do Ex 3 in the workbook on
the board.

- Ask one st to give remarks.
- Give remarks and marks.

2. The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at
home in advance to save time.

- Give sts the time duration for each part :

part II: 10 minutes, part III: 10 minutes, part
IV: 15 minutes.

- Ask sts to do listening in class.

2.1. Listening:

- Ask sts to read the requirement of the task.
- Introduce new words:

+ campground (n) : a place for camping
+ trail (n) : a path

+ geyser (n): m¹ch níc phun

- Play the tape twice and ask sts to do the

EX 3:

1. If I had been working at the restaurant
last night, I would have waited on your 
table.

2. If they had been paying attention, they 
would have seen the sign marking ....
3. If Carol hadn't been studying, she 
would have answered the phone.
4. If the sun hadn't been shining, we 
wouldn't have gone to the beach 
yesterday.

5. If the music hadn't been playing loudly
at the restaurant, I would have heard ...
- One st gives remarks.

- Look at the textbook and read the
statements.

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task.

- Ask sts to share their ideas with their
partners.

- Get feedback and play the tape again so
that sts can check their answers.

- Ask other sts to give remarks.

- Check and give feedback.

2.2. Reading:

- Ask sts to work in groups to compare their
answers.

- Ask some sts to report his/ her answers
aloud.

- Listen and check.

2.3. Grammar:

- Ask sts to discuss their answers in groups.
- Ask 2 sts to write their answers on the
board.

- Ask two other sts to give remarks.
- Check and give the correct answers.

2.4. Writing:

- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

3. Homework: ( 1 min)

- Part B ( Page 65 - workbook)

notebooks.

- Listen and read after the teacher.
- Listen carefully and do the task.

- Work in pairs to discuss their answers.
1. they go to a national park to enjoy the 
nature.

2. It became a national park in 1872.

3. No, it isn't. It's the world's largest 
park.

4. It has about 70 geysers.

5. They mustn't pick the flowers, feed or 
hunt the animals.

- work in groups to share their ideas.
- Some sts stand up to report.

1. a. junk and litter c. highway
 b. landscape d. healthy.
2. a. T b. T c. F

d. F e. T f. T 
- Discuss in groups.

- Answers:

a. 1. has been cleaned...2. have been 
turned on...3. are waiting

b. 1. knew ...2. would help...3. knows
c. 1. decided ....2. to stay...3. would 
have gone out ...4. hadn't been
- Read their writing aloud

" Dear Alex,

You will be delighted to know Father is 
giving a party to celebrate the New Year. 
He has invited some of our relatives and 
his friends to make the party a success.
I too have invited a number of my friends 
in the neighbourhood. Mother has asked 
me to tell you to come home for the New 
Year celebration.

I'm sure you will be here in time to share 
the fun with us on that day.

Your sister,
Helen

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Period: 71 + 72:

WRITTEN TEST 45' AND CORRECT THE TEST

Class Teaching date Absentees

10A2

I- Choose the word whose underlined part is pronounced differently (Chọn từ có
phần gạch chân được phát âm khác với những từ còn lại.)

1. A. cool
2. A. cup
3. A. outside
4. A. protect

B. good
B. become
B. bridge
B. psychology

C. cook
C. city
C. night
C. people

D. book
D. consider
D. idea
D. provide

II- Choose the the best answer by circling the letter A,B,C, or D (Chọn đáp án 
đúng bằng cách khoanh tròn chữ cái A,B,C, hoặc D).

1. He ... out with you if you hadn'tcome
A. would go B. wouldn't go
C. wouldn't have gone D. would have gone

2. She told me I ... an accident if I hadn’t taken more care.

A. would have had B. would have C. have D. had
3. If it was sunny, we……….go out for a walk.

A. shall B. would C. must D. will

4. If he………more carefully, he wouldn’t have had so many accidents.
A. drive B. hadn’t driven C. had driven D. drives
5. I would have sent you a postcard if I…………..your address.

A. have known B. had known C. know D. had know
6. If the wind ... so strong, the bridge wouldn't have collapsed.
A. hadn't be B. wouldn't be C. hadn't been D. wouldn't be

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There are four seasons in a year in Viet Nam. They are spring, summer, autumn
and winter. The weather in spring is usually warm and fine. There are many
flowers in spring. In summer the weather is hot. It's always sunny. When autumn
comes, the weather becomes cool. We have much rain in autumn. It's the season of
umbrellas. After autumn comes winter. It's a dry season. The weather is cold and it
doesn't rain very often. But it never snows in winter in Viet Nam.

1. How many seasons are there in Viet Nam?

...
2. What's the weather like in spring?

...
3. Why do peple call autumn the season of umbrellas

...
4. When is the dry season?

...
5. What's the weather like in winter?

...

6.Which of the following sentence is not true?

A. There are many flowers in spring. C. The weather is cold in the dry season.
B. The weather is cool in autumn. D. It usually snows in winter in Viet Nam.

III. Rewrite the following sentences so that they give the same meaning(viết lại 
các câu phía dưới sao cho nghĩa cuả câu không thay đổi)

a, Rewrite the following sentences into passive voice (viết lại các câu phía dưới 
sang câu bị động).

1. Hoa saw that film last night.

=> That film ……...……….
2. The manager will interview Tuan tomorrow.

=> Tuan will ...……….
3. Lan has cleaned the windows last Sunday.

=> The windows………
b, Rewrite the following sentences in conditional type III ( viết lại các câu phía 
dưới dạng câu điều kiện loại III).

1. They got wet because they didn't take an umbrella.

=> If they ...
2. Minh didn't work hard, so he failed the exams.

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IV. Complete the following sentences with the correct form of the verbs in 
brackets.( Cho dạng đúng của những động từ trong ngoặc).

1. If she (come) ... late again, she'll lose her job.

2. If we had had enough money, we (go) ... to the concert.
3. Michael will phone you if he (have)... time.

4. If we lived in a town, life (be) ... easier.
THE END

UNIT 12:

MUSIC

Period 73 : A - Reading

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims: - Students know more about the role of music in our life.
2. Knowledge:

a. General knowledge: - Knowledge about music.
b. Language: - The present simple tense.

- Vocabulary concerning music: rock 'n 'roll, mournful,
solemn...

3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through sentence
completing and answering questions.

II. Anticipated problems:

- Students may not have enough words, and knowledge about some kinds of
music.

III. Teaching aids: board, textbook, chalk, tape.
IV. Procedures:

Teacher’s activities Students’ activities

1. Warm-up:(5 mins)

- Play the tape with 5 pieces of music and ask
sts to guess what types of music they are.
- Get feedback and check.

2. Before you read:( 12 mins)

Aims: To provide sts with words/phrases 
about music.

a. Matching:

- Ask sts to work in pairs to match the

descriptions to the types of music given in the
part:

- Listen to the tape and guess.

- Stand up and say aloud the names
of the types of music.

...…...…...…

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- For each type of music, 2 sts from 2 pairs
are required to give their match orally.
- Listen and help sts to give correct match.

b.Vocabulary.

- Provide sts with the new words/phrases:
+ Emotion(n): a strong feeling e.g.: hate,
love...

+ Convey(v):= Show, express
+ Integral part(n): = necessary part
+ Lull sb (v): >< wake somebody up.
+ Delight(v): To make somebody happy.
+ Funeral(n): a funaral is celebrated when 
someone dies.

+ Solemn(adj): serious, not happy
+ Mournful(adj): sad

- Read each word/phrase 3 times and ask sts
to repeat it.

- Leave sts 1 minute to self-practice.
- Ask 4-5 sts to read all the word/phrases
aloud in front of the class( 1 st/ 1 time)

- Listen and help sts to read the words/phrases
correctly.

3. While you read:( 18 min)

Aims: Read for information to do the 
sentence completing, and answering 
excercises

+ Task 1: Sentence completing.

- Ask sts to read the passage indepently then
use the words/ phrases in the box to complete
the sentences.

- Tell sts to refer to Vocabulary for help and
encourage them try to guess the meanings of
the words in the context of the reading.

- Call on 7-8 sts to read and explain their
answers aloud in front of the class(1 st/ 1
time/ 1 sentence).

- Feedback and give remarks.

+ Task 2: Questions answering.

- Ask sts to work in pairs to read the passage
more carefully and find the answers to the
questions given.

- Ask sts to highlight or underline the

information in the passage that helps them to
find the correct answers.

- 5-6 sts from 5-6 groups are required to give
answers in front of the class(1 st/ 1 time/

1- b 2- e 3- d 4- a 5-
c

- Others listen

- Listen and read after the T.

- Write down these words into their
notebooks.

- Listen and repeat.

- Read these words and check for
their partner.

- Read the words aloud.
- Listen to the T.

- Work individually.

- Report their answers sentence by
sentence.

1. Communicate 2. Lull 
3. delights 4. integral part 
5. solemn 6. emotion 
7. mournful

- Listen to the T

- Students do the work in pairs
- Some pairs report their answers
while others watch.

1. Language and music.

2. It can express ideas, thoughts and
feelings.

3. It adds joyfulness to the

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1answer).

- Listen and help the students to give correct

answers.

4 . After you read:( 9 mins) 
+ Questions – Answers

Aims: Students' summary about the roles of 
music.

- Ask sts to work in pairs to give answers to 
the questions given in the part.

- Go round to help sts with their work.

- 2-3 pairs are required to give answers to one
question orally in front of the class.

- Listen and help sts to give correct answers.
5. Homework:( 1 min)

- Write about the roles of music and which
role is the most important.

5. It is a billion-dollar industry.
- Self-correct the work

- Work in pairs orally.

- Some pairs report while others
listen.

1. Students tell 5 roles.

2. Students give their own ideas.
- Listen to the T.

V. EXPERIENCE:

Period 74: B - Speaking

Class Teaching date Absentees

10A2

I. Objectives:

1. Education aims: - Students know about some favourite kind of music.
2. Knowledge:

a. General knowledge: - Students can talk about their favourite kinds of
music.

b. Language: - The simple present tense.
- Vocabulary about music.

3. Skills: - Asking and answering questions about music.
- Talking about favourite kinds of music

II. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:

Textbook, chalk, board, pictures.
IV. Procedures:

Teacher’s activities Students’ activities

1. Warm- up: ( 5 mins)
Aims : get used to the topic.

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about their names.

- Ask sts what they know about these singers
and name some of their songs.

2. Before you speak: ( 10 mins)

Aims: : focus sts on the topic and introduce the
words and phrases used in the task.

+ Task 1: Answering questions based on the
reading text.

- Introduce the situation: You are going to read
what Ha Anh says about music.

- Give sts some new words:
+ keep sb happy: make sb happy

+ cheer sb up: make sb happier/more cheerful
- Ask one st to read the passage aloud.

- Ask sts to work in pairs to ask and answer the
questions.

- Go around to observe sts working.

- Ask some sts to present their answers in front
of the class.

- Get feedback and give correct answers:
3.While you speak: ( 13 minutes )

Aims: Sts can talk about their favourite kind of
music.

+ Task 2: Asking and answering about music
taste.

- Tell sts that they are going to ask your partners
questions to get information to complete the
table below.

- Ask sts to look at the first column of the table
which includes 5 items they should ask their
friend about.

- Ask sts what questions they can ask if they
want to know about their friend’s favourite kind
of music , reasons for listening to music,
favourite band…….

- T. may introduce some adj. and expressions to
talk about music:

+ make sb excited/relaxed.

+ help sb forget troubles and worries
 + relaxing/ peaceful...

- Ask sts to form groups of 3. One of them will
be a journalist who will interview their friends
about their music taste. The journalist has to ask
two sts some questions and complete the table.
Sts can change their roles if time permits.

- Go around to help sts and collect the mistakes.

- Look at the pitures and give the
names of some foreign singers.
- Talk about these singers.

- Listen to the T.
- Take notes

- Listen and read the text .

- Work in pairs to ask and answer
the questions.

- Some sts present.

1. She likes pop music.

2. Because it keeps her happy.
 3. The Backstreet Boys.

4. She listens to music all the
time

- Listen to the T.

- Listen to the T and read the
information in the table.

- Think of the questions and say
aloud:

+ What kind of music do you like?
+ Why do you like it?

+ Who is your favourite singer/
musician?

+ What is your favourite
song/piece of music?

+ When do you listen to music?
- Listen and take notes.

</div>

Unit 6. An excursion

<b>Period 1: Get to know English 10</b>

UNIT1

<b>A DAY IN THE LIFE OF ....</b>

<b> </b>

Period 2

<b>: A. READING</b>

Period 3: B. SPEAKING

Period 4:

<b> C. LISTENING</b>

Period 5: D. WRITING

Period 6: E. LANGUAGE FOCUS

<b>Before you read</b>

<b>While you read</b>

<b>After you read</b>

Period 8: B - speakING

Period 9:

<b> C - listenING </b>

Unit 3:

Period 12:

<b> A - Reading</b>

Unit 3:

Unit 3:

Period 14:

<b> c - listening</b>

Unit 3:

Period 15: d - writing

Unit 3:

Period 16:

<b> E - LANGUAGE FOCUS</b>

æ

æ

Period 17:

<b>Test yourself A</b>

Period 18+19:

<b>WRITTEN TEST 45' + CORRECT THE TEST</b>

<b>UNIT 4: </b>

Period 20:

<b> </b>

Period 23:

Period 25:

Period 26:

Period 27:

Period 28:

<sub></sub>







<b> / - / u: / and read aloud</b>

<sub></sub>

<sub></sub>

Period 30:

Period 31:

Period 32:

Period 33:

<b>:</b>

<b>:</b>

Period 35:

TEST YOURSELF B

Period 36 +37:

WRITTEN TEST 45' + CORRECT THE TEST

<b>WRITTEN TEST 45'</b>

Full name: ...Class 10A2

<b>WRITTEN TEST 45'</b>

Full name: ...Class 10A2

Unit 7 THE MASS MEDIA

Period: 38

<b> A - Reading</b>

<b>10A2</b>

<b> </b>

UNIT 7 THE MASS MEDIA

Period: 39

<b>B- </b>

<b>Speaking:</b>

<b>10A2</b>

Period: 40 C- LISTENING:

<b>10A2</b>

UNIT 7 THE MASS MEDIA

<b>Period: 41 </b>

<b>D- WRITING:</b>