unit 1 friendship english 11 141 unit 1 friendship lesson 1 reading period 1st i aims help ss understand the passage about friendship identify the main idea guess the meaning in context express their

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UNIT 1: FRIENDSHIP Lesson 1: Reading Period: 1st 
I/ AIMS: Help Ss

- Understand the passage about friendship.
- Identify the main idea

- Guess the meaning in context.

- Express their own ideas about friendship.

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

- Develop such reading micro- skill as scanning fr specific ideas , skimming for general information , and
guessing meaning in context.

- Use the information they have read to discuss the topic.
III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

A.WARM UP:

Discussing the picture :

- What are the girls and boys doing in picture?
- How do they feel?

- What does the pictue tell you?
Suggested answers:

- One boy is playing the guitar , and the other girls and boys
are singing.

- They seem very happy because I can see their smile.

- The picture tells me that friends can happily do many things
together ./ Friendship is a nice thinf that brings happiness to
us.

B. NEW LESSON :
1.Pre- reading :

Question: What do you think of the friend in the poem on 
page 13.

Suggestion : The friend in the poem is very dedicated and 
thoughtful. He/ She is willing to help his / her friend in any
circumtances.

Hand out:

- Do you have a lot of friends?

- How many close friends do you have?

-Whatdo you think are the qualities of friendship?
VOCABULARY:

_ acquaintance /o’kweitons/ (n): a person that you know but
who is not a close friend.

_ incapable of = impossible.
- unselfishness [,ʌn'selfi∫nis] (n) :
 unselfish ( adj) # selfish ( adj)
- two- side affair: vđ hai mặt
- give – and – take: cho & nhaän

- constancy ['kɔnstənsi] (n) :the quality of staying the same & not
changing.

Asks the whole class to
look at the picture on
page 12 and asks them
some questions.

Asks Ss to read the
short poem on page 13
and answer the

question.

Calls on some Ss to
ansewr the question.

Teaches voc..
Model

Pair work &
whole class.
Ss answer the
question

Pair work.

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8’

5’
10

5’

 constant (adj)

- enthusiasm [in'θju:ziỉzm] (n) : sự nhiệt tình
- loyalty ['lɔiəlti] (n) :lòng trung thành

 loyal(adj) to :trung thành với
- suspicion [sə'spi∫n] (n) :sự nghi ngờ
suspicious (adj)

- rumour ['ru:mə] (n): tin đồn.

- gossip ['gɔsip] (n): chuyeän nhảm nhí
- trust [trʌst] (n): lòng tin

- mutual ['mju:tjuəl](adj) : lẫn nhau
- sympathy ['simpəθi] (n): sự thông cảm
- pursuit [pə'sju:t](n): cái mưu cầu
2.While reading:

TASK1:Fill each blank with one of the words in the box.
1. mutual 5.give-and-take

2. incapable of 6. loyal to
3. unselfish 7. suspicious
4. acquaintance; friend

TASK2: Which of the choices A, B, C, or D most adequately
sums up the ideas of the whole passage?

Answer: B. Conditions of true frienfship
TASK3:Answer the questions.

1. The first quality for true friendship is unselfishness. It tells
us/ me that a person who is concerned only with his own
interests and feelings cannot be a true friend.

2. Changeable and uncertain people are incapable of true
friendship because they take up an interest with enthusiasm,
but they are soon tired of it, and they feelthe attraction of
some new object.

3. The third quality for tru friendship is loyalty. It tells us/ me
that the two friends must be loyal to each other, and they

must know each other so well that there can be no suspicions
between them.

4. There must be a mutual trust between friends because if
not, people cannot feel safe when telling the other their most
intimate secrets.

5. Talkative people can’t keep a friend long because they
cannot keep a secret, either of their won or of others’.

6. The last quality for true friendship is sympathy. It tells us/
me that to be a true friend you must sympathize with your
friend. Where there’s no mutual sympathy between friends,
there’s no true friendship.

3. Post reading:

Discuss the question: “ Why do we need to have friends?” 
Then report the results of discussion to the class.

 We need to have friends b/c they are the people we can
trust & share our interests , feelings, sorrows, and hapiness

Writes the words on the
board.

Instructs Ss to read the
passage quiskly to
guess their meaning.
Gives Ss sometime to

re-read the passage.
Calls on Ss to answer
Asks Ss how to do this
task.

Calls on some Ss to
write their answer on
the board and ask them
to explain their choices.
Give the correct

answers

Asks Ss to discuss the
question in the book
Goes around to help Ss.
Asks every two pairs to

Work
individually
Exchange their
answers

Answer and
explain their
choices.

Individual two
pair work.
Pair work.

Skim the six
questions to
understand them.
Read the part
carefully to find
the answer.
Discuss the
answers with
their peers.

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2’

with & who completely sympathize with us….
C/ HOMEWORK:

Write about yourself:

_ Can you be a good friend?

_ Which of the qualities mentioned in the reading text do you
have? Which don’t you have?

share ideas

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UNIT 1: FRIENDSHIP

Lesson 2: Speaking Period: 2nd
I/ AIMS: Help Ss.

_ Describe physical characteristics.

_ Discuss personalities.

_ Talk about a famous/ close friend

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

Describe the physical characteristics and personalities of their friends, using appropriate adjectives.
III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

A . WARM UP: Slap the board
1. nose: straight, crooked
2. hair: blond, long, wavy
3. face: oval, large, round
4. forehead: broad, hight

The first member to slap at the correct part of the body gets
1 mark. After 1 minute, the group with more marks wins the
game.

B. NEW LESSON :

1. Pre- speaking : VOCABULARY
_ height (chieàu cao): tall, medium, short.

_ build( cơ thể): slim, plump( bụ bẫm, đầy đặn), oerweight,

bese( béo phì), thin, muscular( vạm vỡ), athletic, stocky
(thấp và chắc nịch), well-built( lực lưỡng).

_ hair: + length: long, short, shoulder- length.

+ style: straight, wavy, curly, crew cut( đầu cua)
+ colour: black, grey, red, brown.

+ others: a fringe( mái), a bun, a plait(s)(đuôi sam),
receding, bald( hói)

_ face: oval, round, large, square, skinny, chubby( phúng
phính), long, with hight checkbones.

_ eye: small, big, black, brown, blue.

_ nose: straight, crooked, turned-up, big, small, flat( teït).
_ chin: pointed chin( nhoïn), double chin, no chin.

_ lips: thin, full, narrow, heart- shaped.
_ forehead: broad, hight.

_ skin: white, pale, suntanned,oriental, dark, brown, coffee-
coloured, black.

_ a smooth compexion/ pale complexion, dark complexion,
clear skin, greasy skin ( da nhờn).

_ general appearance: beautiful, handsome, pretty, good-
looking, plain(bình thường)

_ age: She was in her late teen( 18, 19 tuoåi)/ he was in his
early twenties( 21, 23) , she was about thirty years old/ his
twevle-year- old son/ a middle- aged woman/ a man in his

Divide the class
into two groups.
Read some ads

Elicits, teaches
words

Four

representative
s of each
groups go to
the BB
Slap the
correct part of
the work they
hear.

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sixties (khoảng 60 tuổi).
2. While speaking:

TASK 1: Look at the people in the book and describe their
physical characteristics.

Suggested answer:

1. The boy is about 16 years old. He may be shortsighted b/c
he’s a wearing a pair of glasses. He has short blach hair, a
round face with a broad forehead, a small nose, thin lips and
a small chin. He’s quite good- looking.

2. The girl is about 14. She’s also wearing a pair of glasses.
She has shoulder- length black hair, and she’s wearing a
ribbon. She has an oval face with a straight nose, full lips
and pointed chin. She’s quite pretty.

3. The man is in his forties. He’s tall and well-built. He has
short brown hair and a square face with a broad forehead,
small eyes, a crooked nose and thin lips. He’s quite good-
looking.

4. The woman is in her twenties. She’s quite tall and slim.
She has long curly brown and an oval face with a broad
forehead, big eyes, a straight nose, heart- shaped lips and a
small chin. She’s very beautiful.

TASK 2: Discuss & number the following personalities in
oder of importance in friendship. Report your results to the 
class.

VOCABULARY

_ caring(adj.): kind, helpful and showing that you care about
other people.( chu đáo)

_ hospitable(adj): hiếu khách
_ sincere( adj): chân thành

_ understanding( adj): thông cảm, thông hiểu

Suggestion: My groups thinks that being caring is the most 
important in friendship b/c when friends care about each
other , they will know when to share happiness or difficulty
with their friend…

3. After speaking:

TASK 3: Role- play: Talk about a famous friend
VOCABULARY

_ quick- witted(adj): thoâng minh, nhanh trí
_ good- natured(adj): tốt bụng, đôn hậu

 his/ her physical characteristics: What does he/ she look
like?

 his/ her hobbies: What does he/ she like doing in his/ her
free time? What are his/ her hobbies?

 his/ her personalities: How is he/ she? Is he/ she
friendly? …

Suggestion:

A: What’s his name? _ B: He is Nam.

Asks Ss to
describe the
people in the
picture.

Calls on some SS
to present their
answers

Give feedback.

Asks SS to look at
the list of

adjectives
provided in the
book.

Elicitsor explain
some adjs
quickly.

Divides the class
into groups to
discuss.

Goes around to
offer help.

Calls on some Ss
to report the
results.

Gets the Ss have
a look at their
roles on p. 16 and
the suggestions
on p.17

Elicits the
questions they
may ask

Work in pairs
Present their
answers to the
class.

Understand
these
adjectives.
Work groups.
Give the
results to the
class.

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A: When was he born? _B: In 1990
A: Can you describe him a little bit?

_B: He’s thin and tall. With a bright face, a broad forehead
and thick glasses, he looks very intelligent.

A: what about his personalities? What makes him a good
friend?

_B: He’s friendly, and helpful. What I like most about him
is that he is he is very humourous.

A: What does he do in his free time?

_B: He likes playing pingpong. He says that this sport
relieves him of stress.

A: Why nis he interest in Maths?

_B: He often tells me that he can see lots a magic things in
this subject.

A: How much time does he spend on Maths every day?
_B: He can study Maths days anmd nights.

A: What do you think is the main reason for his success?
_B: I think that is precisely b/c he is studious, patient and
eager to learn anything related to Maths.

A: Thank you very much for your answers.
_B: You are wellcome.

C/ HOMEWORK:

Write about the friend you have just talked about.

Makes clear the
meanings of some
adjectives.

Asks Ss to
perform the
interview in 7
minutes.

Goes around to
offer help.
Calls on some
pairs to perform
the interview.
Elicits feedback
from the class and
gives final

comments.

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UNIT 1: FRIENDSHIP

Lesson 3: Listening Period: 3rd
I/ Aim(s): Helps Ss

_ Identify specific details
_Takes notes.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Develop such listening micro-skills as intensive listening for specific information and taking notes while
listening.

III/ Lexical items:
_ Vocabulary
_ Structures.

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English 11 8
-VI/ Self- 
evaluation:
5’
5’
10
15
8’

A.WARM UP: Talk about your best friend.
_ Who is your best friend?

_ How did you meet him/ her?

_ How long have you known each other?

_ What qualities do you admire in your best friend?
B.NEW LESSON:

1.Pre- listening:

Vocabulary:

_ apartment builđing (n): tịa nhà có nhiều căn hộ
_ sense of humour: khiếu hài hước

_ give sb a ring: phone sb

_ go through a rough time: trải qua thời kỳ khó khăn
2. While speaking:

TASK 1:Listen and decide whether the statements are
True(T) or False(F)

Instructs Ss to use somr strategies:

_ First, read throught the statements to understand them,
underline key words

_ Listen to the tape and pay attention to the key words.
_ Decide whether the statements are true or false based
on what they can hear.

Answer:
Lan’s Talk:

1 2 3 4 5 6

F F T F T F

Long’s Talk:

1 2 3 4 5

F F T T T

TASK 2: Listen again and the ideas in the table below.
 Answer:

How & where

they meet What they like about their friends.
Lan _ They used to

live in the same
residential area
in ha noi.

_Lan went on a
holiday to do Son
and Ha went
there to visit her.

_ Ha’s very friendly
and helpful.

_ Ha’s sociable. She’s
got many friends in Do
Son and she

introduced lan around.

Long _ They met in

college.

_ Minh played
the guitar, Long
was a singer.
_ They worked
together.

_ Minh has a sense of
humour.

_ Minh likes to go to
plays and movies.
_ minh is a good
listener.

_ Minh is friendly and
helpful.

3. After you listen:

Take turns to talk about how Ha has been Lan’sbest

Asks Ss to give their
opinions.

Calls some pairs to
report to the class.

Teaches new words.
Reads aloud first
Gets Ss to make
sentenceswith the
words and gives
corrective feedback.
Plays the tape once
for Ss to do the task.
Asks for Ss’answers
and writes them on
the board.

Plays the tape the
second time for the
Ss to check their
answers.Checks and
corrects Ss’ answers
by calling on some Ss
and asks Ss to

explain their answer.
If many Ss cannot
answer the questions,
plays the tape one or
two more times and
pauses at the answer
for them to catch
Plays the tape again
for Ss to do the task.
Checks their

answers.

Calls on some Ss to
give the answers and
elicits feedback from
other St.

Gets Ss to talk about
how Ha has been

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UNIT 1: FRIENDSHIP

Lesson 4:Writing Period: 4th
I/ AIMS: Help Ss

_ Describe a friend of theirs.
_ Talk about their friends.

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

_ Write about a friend, real or imaginary, using the words and the expressions that they have learned in previous
lessons

III/ LEXICAL ITEMS:words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. charts.
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

7’

10’

15’

A/ WAMR UP: Guessing game

One student goes to the board and T gives him/ her a
piece of paper with the name of a student in the class .
Other Ss have to ask Yes/ No questions to find out who
the student is. Ss should ask about the appearance,
personalities, or clothes, ….

Ss may ask questions such as:
_ Is the person a girl?

_ Is she tall?

_ Is she short- sighted?
_ Is she friendly?...

The game can continue until time is up.
B/ NEW LESSON:

1.Pre- writing: Categorizing.

Tall short dark long round blue flat fair smooth thin high
pointed open- hearted sincere largew slim sociable

weather- beaten fat overweight thick oval helpful.
Put the adjectives under the following.

Hair:short, long, thick Nose: hight, flat, pointed
Eyes: round, blue, dark,

large

Complexion: fair, smooth,
weather- beaten

Build: slim, fat,

overweight Personality: open- heart, sincere, sociable, helpful
Face: round, thin, oval

Write about a friend , real or imaginary, following these
guilines.

_ give your friend’s name, age, sex and home address,
when and where you met him/ her.

_ describe his/ her physical characteristics( height, hair,
eyes, face, clothes, …) and his/ her personalities( helpful,
sincere,…)

_ say what you like about him/ her.
2. While writing:

Suggested writing:

Introduces the
game.

Hangs on a chart
with descriptive
adjectives on the
board.

Asks Ss to put
the Adjs. Under
the following
headings.
Gives feedback
on what Ss have.
Gets Ss to read
the task and the
guidelines
silently and work
out what they are
require to write
about.

Elicits the verb
tenses.

Gets Ss to write
about their friend

Work in groups

Work in groups
Write the
answers.

Whole class.

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10’

3’

Of all my classmates, I like to play with Hoa, who is also
my good neighbor. If you first meet her, you’ll be

impressed by her short hair, hight nose and big brown
eyes, which always shine. I can read in them her most
intimate feelings and intelligence. Hoa has a strong
tendency to be sociable. She is willing to help me
overcome difficulties in my study and my daily work as
well. I hope our friendship will last forever.

3. Post- writing: 
Peer correction

C/ HOMEWORK:

_ Learn by heart the descriptive adjectives.
_ Prepare for the next lesson.

Move around to

control and give
help with voc.
When the Ss
have finished,
collects Ss’
writing.

Delivers each
group pieces of
writings and tells
them to read and
choose the best
piece of writing.
Calls a St to read
their group best
writing and gives
comments.
Gives feedback.

writing and
exchange it
with their peer
Whole class.

Work in groups.

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UNIT 1: FRIENDSHIP

Lesson 5:Language focus Period: 5th
I/ AIMS: Help Ss

_ Distinguish between the two phonemic sounds / dz/ and /ts/
_ Use the verbs followed by To-infinitive and infinitive without To
II/ OJECTIVES:By the end of the lesson , students will be able to :
_ Distinguish two sound.

_ Pronounce the words and sentences containing these sounds correctly.

_ Use some structures containing infinitives with and without To appropriately.
III/ LEXICAL ITEMS:Two sounds; structures.

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

3’

10’

A/ WARM UP: 
Group A and group B.

Write the phonetic sounds /d /and /t / on the board.
Ss in each group to write on the board as many as words
containing these sounds as possible.

Time limited: 1 minute.

The group with more correct words wins the game.
B/ NEW LESSON:

PRONUNCIATION:
_ /d /: “ch”, “tu”, “tch”.

Ex: chop, rich, culture, mature, catch, kitchen, …
 Notes: “t”, “ti”

Ex: righteous (đạo đức, ngay thẳng), question.
_ /t /: “j”, “g”, “dg”.

Ex: jam, joke, gentle, giant, edge, bridge, …
 Notes: “di”, “du”

Ex: soldier, educate.

GRAMMAR:
1.Presentation:
a. Infinitive with To:
_ Meaning:

_ Form:

+ Nouns / pronouns + To Inf.
Ex: I have letters to write.
+ Adjective + To- inf.

( pleased, surprised, hard, important, impossible,…)

Ex: His explainations were difficult to understand.
+ Verb + To- infinitive.

( decide, try, manage, want, hope, promise, choose, forget,
need, help, …)

Ex: How did you manage to get this part- time job?

Divide the class
into two groups.
Asks Ss in each
group write the
words containing
the sounds.
Reads aloud the
words that contains
the sounds.

Reads the words
again and asks Ss
to repeat.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Groups work

Listen and
repeat.
Whole class.
Chorol
Individual

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15’

5’

2’

+ Who, what, where, how…+ To inf.
Ex: Can you tell me how to do this?
Show me what to do.

+ Something, Nothing,…+ To inf.
Ex: I’ve got nothing to do.

b. Infinitive without To:

+ Make/ Let + Inf.(without To)
Ex: Nothing can make him cry.

+ See, watch, hear, feel,…+ Inf. (withoutTo)
I saw the man get into the car.

2. Practice:
Exercise 1:

1.Who wants something to eat?
2. I have some letters to write.

3. I am/ was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk asbout.
6. It’s lovely to see you again.

7. It’s/ was too cold to go out.

8. I’m happy to know that you have passed the exams.
Exercise 2:

1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.

4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.

6. Do you think the company will make him pay some
extra money?

7. I felt the animal move toward me.

8. Do you think her parents will let her go for a picnic?
3 Production:

Give some extra examples.
C/ HOMEWORK:

Pick out the inf. In the following sentences and describe
the function of each.

1.It is delightful to hear the sound of the sea.
2. The dog wants something to eat.

3. I saw him run the mile in four minutes.
4. Everybody wishes to enjoy life.

5. He went to Paris to perfect his knowledge of French.
D/ Self – evaluation:

Calls on some Ss to
give out some
verbs that are
followed by bare
inf.

Asks ss to do Ex1.

individually and
then compare their
answers with other
student.

Calls on some ss to
read out their
answers.
Gives correct
answers.

Asks Ss to do Ex2
in pairs. Calls on
some ss to write
their answers on
the board.Gives
correct answers.

Asks Ss to give
more example
about the structure.

Groups work.
Give the
answers.

Whole class.
Individually
Compare the
answers.

Pairs work.
Compare
these
answers.

VI/ SELF- EVALUATION:

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I/ AIMS: Help Ss

_ Scan read for specific information.

_ Understand the text and express their ideas about past experiences.
II/ OJECTIVES: By the end of the lesson , students will be able to :

_ Develop such reading micro- skill as scanning fr specific ideas , identifying the sequence events and guessing
meaning in context.

_ Use the information they have read to discuss the story.
III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

10’

5’

10’

A . WARM UP:

Discribing the pictures

_ What can you see in the picture A?

_ What do you think might be relationship between the girl
and the man? Why?

_ What do you see on the table? Whose money do you
think it is ? Why?

_ …

B. NEW LESSON :
1. Pre- reading :
VOCABULARY.

_ make a fuss about something: become angry or excited
about sth and complain.

_ sneaky( adj): vụng trộm, lén lút.
_ glance (v) at sth/ sb (miming)
_ idol( n): ; thần tượng.

Checking: Gap- fill ( hang on a chart)

1. The girl was so shy that she didn’t look at him in the
face. She just ………. at him and look awayø.

2.She complains noisily about anything she doesn’t like.
She is the typeof person who is always………

3. Teenagers nowadays often have their own ………….. who
they really love and intimate in different ways.

4. I don’t like the look of that man. There is something ……..
about him.

2.While reading:

TASK1:The words/ phrases in the box all appear in the
passage. Use them to fill the blanks in the sentences.

1. glanced 4. idols
2. making a fuss 5. sneaky
3. embarrasing

TASK2: Put the pictures of the events ( on page 22) in the
order they happened in the story.

1. Picture d 2. Picture b 3. Picture f
4. Picture e 5. Picture a 6. Picture c
TASK3:Answer the questions.

Asks the whole class to
look at the picture on
page 12 and asks them
some questions.

Gets Ss to make sense
of the pictures on the
page 22.

Calls on some Ss to
present their ideasbut
should not correct them.
Teaches new words,
elicits words/ phrases in
the context.

Model

Hangs on a chart.
Makes Ss clear the
chart.

Gets Ss to complete the
chart,but not correct
yet.

Checks that ss
ubnderstand all the
words correctly.

Calls on some Ssto tell
the meaning of the
words in Vnese.
Callson a St to put the
pictures in order and
explain.

Gives feedback.

Makes Ss skim 5 qs. to

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8’

2’

1. A red floppy cotton hat.

2. So that she could buy the hat for herself./ To buy the hat
for herself.

3. a wad of dollar notes exactly like the ones her father had
given her before.

4. Because she didn’t like to make a fuss.
5. She bought the hat with it.

3. Post reading:

Discuss the question: “What do you think the girl had to do

after she discovered that the money she had taken from the
boy’s bag was not hers?”

Suggested:

_ put up a notice at the school board.

_ get on the same bus the next day and look for the boy to
return the money to him.

_ do nothing.
_ keep it a secret.

_ tell her father and ask him for advice,…

 I think the girl would put up a notice at the school board.
 In my opinion, the girl should get on the same bus the
next day and look for the boy to return the money to him.
 As for me, I would tell my father and ask him for advice
if I were her.

C/ HOMEWORK:

_ Learn by heart the new words.
_ Retell the story in text book.

understand them.
Gets Ss to checks their
answers with a peer.
Calls on Ss to write the

answers on the board.
Corrects the answers.
Teaches some
structures that canbe
used for giving
suggestions.

Goes around to check
and offer help.

Calls on the group to
tell and explain their
choice.

Gives corrective
feedback.

Summarises the main
points of the lesson.

Groups work

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UNIT 2: PERSONAL EXPERIENCES
Lesson 2: Speaking Period: 7th
I/ AIMS: Help Ss.

_ Talk about their personal experiences and how they affect their life.
II/ OJECTIVES: By the end of the lesson , students will be able to :

_ Identify structures that are used to talk about past experiences and their influences on one’s life .

_ Use these structures to talk about a past experience and how it affects their life.

III/ LEXICAL ITEMS:Vocabulary, structures.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

A . WARM UP: My situation

My most embarrassing experience happened when I had
just left university. I had just stared teaching (1) ……... A
Liverpool secondary school. One morning, my clock didn’t
(2)…………. I had forgotten to wind it up. I woke up at half
past eight and school (3)……… at nine. I quickly washed,
shaved, dressed, jumped into my car and drove (4)…………..
work. When I arrived, the pupils had already been in class.
I didn’t go to the staffroom but(5)……… straight into class .
After 2 or 3 minutes, the (6)……….. began laughing and I
couldn’t know why! Suddently, I (7)………….. down and
understood. I had (8)……….. on one black shoes and one
brown shoes.

Answer: (1).at; (2).ring; (3).began,started; (4).to; (5).
walked; (6).class, students; (7).looked; (8).put.

B. NEW LESSON :

1. Pre- speaking : VOCABULARY
_ appreciate(v):đánh giá cao, xem trọng

_ attitude to:thái độ đối với ai

STRUCTURE.

Make sb do sth/ Make sb + Adjective
2. While speaking:

TASK 1: Match the things you minght have done or
experienced in box A with how the experience might have 
affected you in box B.

Suggested answer:

1 2 3 4 5

d c a b e

TASK 2: A student is talking to her friend about one of her
past experiences and how it affected her. The lines in their 
conversation are jumbled. Put them in the correct order, 
then practise the dialogue.

Answer:

1 2 3 4 5 6 7 8

b d h a e g c f

3. After speaking:

Divide the class
into small groups.
Gets Ss to

complete the par.

Elicits, teaches
words.

Writes str. on
board, elicits their
meaning and
uses.

Introduces the
task.

Calls on Ss to
read out the
answers.
Corrects.
Introduces the
task.

Calls on Ss to
read out the
answers.
Corrects.

Work in

groups.

Whole class

Individual,
whole class.

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TASK 3: Talk about past experiences in the dialogue in
Task 2 , then used the structures and the ideas in Task 1 to 
make similar dialogues.

Suggestion: 
C/ HOMEWORK:

Prepare for listening lesson

Hangs a chart
with the dialogue.
Asks Ss to

practise speaking
the dialogue
Put the chart
away.

Calls on Ss to act
out the dia. In
front of the class .
Gives comments.

Work in pairs
Present their
answers to the
class.

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UNIT 2: PERSONAL EXPERIENCES
Lesson 3: Listening Period: 8th
 I/ Aim(s): Helps Ss

_ Listen for specific information.
_ Understand the passage.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Develop such listening micro-skills as intensive listening for specific information and taking notes while
listening.

III/ Lexical items:
_ Vocabulary
_ Structures.

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5’
5’
10
10
12
3

A.WARM UP: Guessing thing: What is it?
_ It destroys buildings, houses and forests.

_ It can kill people.

_ It gives out a lot of smoke.
_ You need water to put it out.
B.NEW LESSON:

1.Pre- listening:
Vocabulary:

_ memorable(adj) # unforgettable
_ scream (v):shout very loudly
_ gas stove (n):

_ protect (v):
_ embrace (v):
2. While speaking:

TASK 1:Listen and decide whether the statements are
True(T) or False(F)

Instructs Ss to use somr strategies:

_ First, read throught the statements to understand them,
underline key words

_ Listen to the tape and pay attention to the key words.
_ Decide whether the statements are true or false based
on what they can hear.

Answer:

1 2 3 4 5

T F F F T

TASK 2: Listen again and fill in the gaps in the
summery of Christina’s story below..

Answer:

1. small 2. everything
3. family 4. replaced
5. took 6. appreciate
3. After you listen:

Family is more important than things b/c it can’t be
replaced. It gives you mutual love, support and sincere
understanding . it brings the individual place and
happiness.

Nothing is more precious than the sweet moment when
every member of the family finds themselves among
their dear ones, taking a good meal and getting through
a peaceful night.

C/ HOMEWORK:

_ Summarises the main points of the lesson

_ Learn by heart the new words

Divides the class into
two groups A and B .
Asks Ss to guess
guess what it is.
Helps Ss to
pronounce them
correctly

Teaches new words.
Model first

Elicits the meanings

Gets Ss to make
sentences with some
important words and
gives corrective
feedback.

Plays the tape once
for Ss to do the task.
Asks for Ss’answers
and writes them on
the board.

Plays the tape the
second time for the
Ss to check their
answers.Checks and
corrects Ss’ answers

by calling on some Ss
and asks Ss to

explain their answer.
If many Ss cannot
answer the questions,
plays the tape one or
two more times and
pauses at the answer
for them to catch
Plays the tape again
for Ss to do the task.
Checks their

answers.

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UNIT 2: PERSONAL EXPERIENCES
Lesson 4:Writing Period: 9th
I/ AIMS: Help Ss

_ Write a personal letter

_ Tell their memorable past experiences.

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

Write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in
previous lessons.

III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. charts.
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

7’

10’

20’

A/ WAMR UP: Hand out.

Complete the sentences , using the adjectives in the box.
proud (1), jealous (2), embarrassed (3), angry (4), sad
(5), frightened (6).

1.He was very ……….. when his father appeared on TV with
the Prime Minister.

2. He was very ……….. when his best friend went out with
the girl he really like.

3. He was very ……….. when he sent her a birthday present
on the wrong day.

4. He was very ……….. when someone stole his money.
5. He was very ……….. when he heart that his aunt died.
6. He was very ……….. when he saw those big dogs running

toward him.

B/ NEW LESSON:

1.Pre- writing: A sample outline.

What happened? I nearly drowned

When it happened? A year ago, my last summer
vacation

Where it happened? A river near my grandparents’
house.

How it happened? When I was swimming , I
suddently caught a cold, I felt
dizzy and I was too weak to
swim.

Who was involved? Some of my friends were also
swimming at the time, one tried
to save me.

How it affected you? I learned that life is so important
2. While writing:

A sample letter:

Hanoi 15 May 2007
Dear Peter,

How have you been doing? Have you got any plan for the
coming school break? Perhaps I will go to see my

Introduces the
game.

Hangs on a chart
on the board.
Gives example
Asks Ss to plan
their stories
according to the
question on the
board, then
compare and
check with a
peer.

Goes around to
check and
offerhelp

Gives feedback
on what Ss have.
Gets Ss to read
the task and the
guidelines
silently and work
out what they are

Work in groups

Work in groups
Write the
answers.
Whole class.
Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.

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5’
3’

grandparents in the countryside. I haven’t seen them since
my last school holiday.

Let me tell you about my last summer vacation at my
grandparents’. It was almost a year ago and was one of
my most unforgettable experiences.

My grandparents live in a small village, which is about 70
kms southeast of HN. There’s a large river at the back of
their house where I often do swimming every afternoon
when I spend my vacation with them.

One day when I was swimming with some of my friends, I

suddently caught a cold. I felt so dizzy and was too weak
to continue swimming, so I started to sink. I thought I was
going to drown but I couldn’t call out for help b/c I was
too tired to and terrified . Luckily , one of my friends saw
that and shouted for help . Immediately, another friend
who swims the best among us swam towards me and tried
to pull me up. Then orther friends swam towards us to
help him push me in. My life was finally saved.

Now recalling the moment I thought I was going to die , I
understand how precious life is. This event definitely
taught me to appreaciate my life.

What about you? Have you got any unforgettable holiday
that you would like to share with me?

See you soon.
Nam

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Revise their letters according to their peer’s suggestions 
and submit for making in the next lesson.

require to write
about.

Elicits the verb

tenses.

Gets Ss to write
about their
experiences
Move around to
control and give
help with voc.
When the Ss
have finished,
collects Ss’
writing.

Delivers each
group pieces of
writings and tells
them to read and
choose the best
piece of writing.
Calls a St to read
their best writing
and gives

comments.
Gives feedback.

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UNIT 2: PERSONAL EXPERIENCES
Lesson 5:Language focus Period: 10th
I/ AIMS: Help Ss

_ Revise Simple Past, Past Perfect and Past Continuous tenses and talk about the past.
_ distinguish the sounds /m/, /n/ and / /.

II/ OJECTIVES:By the end of the lesson , students will be able to :
_ Distinguish the sounds /m/, /n/ and / /.

_ Pronounce the words and sentences containing these sounds correctly.

_ Distinguish the udes of different verb tenses:present simple for indicating the past, past simple, past continuous
and past perfect.

_ Use these verb tenses to sovle communicative tasks.
III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

3’

7’

10’

A/ WARM UP:

Write words in the correct column of the table.
Nest, King, Mummy, knife, angel, banana, mountain.

/m/ /n/ / /

B / NEW LESSON: 
PRONUNCIATION:
_ /m /: “m”

Ex: mother, may, map, moment, some, …
_ /n /: “n”

Ex: Notebook, name, sunny, thin,….

 Notes: /n/ khơng được phát âm khi theo sau « m » trong
cùng một âm tiết.

Ex: column, autumn, solumn, hymn,……
_ / / : « ng », « nk »

Ex : kings, hungry, thank, drink, single,….
GRAMMAR:

1.Presentation:
a. Present simple:

* Meaning: present time.

* Form: I/ We/ You/ They + V(inf.) without To.
He/ She/ It + V-s/es

* Use: to express the idea that an action is repeated or 
usual. The action can be a habit, a hobby, a daily event, a

scheduled event or something that often happens. It can
also be something a person often forgets or usually does
not do.

Ex: The train leaves every morning at 8 am.
b. Past simple:

* Meaning: Past time
* Form: S + V-ed/ V2

Divide the class
into two groups.
Asks Ss in each
group write the
words containing
the sounds into the
right colmn.

Reads aloud the
words that contains
the sounds.

Reads the words
again and asks Ss
to repeat.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise

reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some
verbs that are
followed by bare
inf.

Groups work

Listen and
repeat.
Whole class.
Chorol
Individual

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7’

4’

* Use:to express the action in the past ( yesterday, last…, …
ago, …)

Ex: Mozart, the famous composer, died at the age of 35.
They bought this house two years ago.

c. Past progressive:

* Meaning: to express the action happening in the past.
* Form: S + was/ were + V-ing.

Ex: When Bill arrived, we were having dinner.
d. Past perfect:

* Meaning: to express the action finished before other 
action or time in the past.

* Form: S + had + V-ed/ V3

Ex: I phoned carrol at 7 am., but she had left her home.
2. Practice:

Exercise 1:

1.invites 2. sets 3. gets 4. waves
5. promises 6. carries 7. contains 8. has baked
9. is 10.is shining 11. are singing 12. is

Exercise 2:

1. borke/ was playing 2. wrote/ was

3. was working/ broke 4. started/ were walking
5. told/ were having 6. didn’t listen/ was thinking
7. phoned/ didn’t answer/ were (you) doing.

8. was not wearing/ didn’t notice/ was driving
Exercise 3:

1. had eaten/ arrived 2.found/ had taken
3. got/ had closed 4. got had left
5. got/ had arrived 6. paid/ had phoned
7. went/ said/ hadn’t arrived 8. had looked/ asked/ cost
3 Production:

Give some extra examples.
C/ HOMEWORK:

Asks ss to do Ex1.
individually and
then compare their
answers with other
student.

Calls on some ss to
read out their
answers.
Gives correct
answers.

Asks Ss to do Ex2
in pairs. Calls on
some ss to write
their answers on
the board.Gives
correct answers.
Asks Ss to Ex 3.
Gives corrective
feedback.

Asks Ss to give
more example
about the structure.

Groups work.
Give the
answers.
Whole class.
Individually
Compare the
answers.
Pairs work.
Compare
these

answers.
Individual
work

Whole class.

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Period: 11th: test for 45’; Period 12th: Correct test
Grade: 11

Name: Wednesday, October 03, 2007

TEST FOR 45’

Read the passage and decided whether the statements are True or False.

When I was young I argued with my brothers and sisters all time. I used to share most of my toys with my
brother, but he specialised in keeping them for himself. When I asked him for anything he simply used to refuse to give
it to me, and then I became very angry with him. Our sisters blamed everything on us when our parents accused us of
quarelling all the time. My brother and I got annoyed about this, but only succeeded in making matters worse. Our
parents didn’t approve of our quarelling so much, and insisted on not taking sides. They either laughed about it , or told
us to forgive each other for everything . Soon we became good at getting on well with each other.

1…… When young, the author always got on well with his brother and sisters.
2. …….His brother never shared anything with him.

3. …….His sisters always took sides with him.

4. …….His parents disapproved of hic quarelling with his brother and sisters.
5. …….His parents showed them how to get on well with each other.

Choose the word with the different pronunciation of the underlined part.

6. A. party B. take C. cake D. place

7. A. character B. chorus C.chemistry D. chilly

8. A. selfish B. serious C. sure D. sing

Find the word that has different stress pattern from others.

9. A. career B. birthday C.golden D.quiet

10. A. embarrass B. extremely C. experience D. excellent
Choose the word A, B, C, or D that best completes each sentence.

11. Unless mutual sympathy ……… between friends, friendship is impossible.

A. exists B. has C. feels D. lays.

12. My father never sleeps in the afternoon……… he is very tired.

A. but B. unless C. because D. until

13. My favourite holiday is Thanksgiving when my family ……… to share food andd watch football.

A. gathers B. arrives C. gets D. foccuses.

14. Carol always wants ……….. by everyone she meets.

A. being admired B. be admired C. to being admired D. to be admired

15. Last summer we ……….. to travel overland through Australia.

A. enjoyed B. decided C. didn’t mind D. suggested.

16. I met Jane in our first year at hight school. It was the start of a lifelong ……….
A. friend B. friendship C. sympathy D. loyalty.

17. Don’t be ……….. by whispers, rumours or gossips. Trust your friends.
A. concerned B. suspicious C. influenced D. uncertain.
18. The 25th wedding anniversary is called the ……… anniversary.

A. golden B. special C. silver D. diamond

19. In general, parents still play a significant role vin arranging ………

A. marriages B. couple C. marry D. wedding.

20. I dislike ……… by my friends.

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21. Why don’t you let your son ……… camping with his classmates?

A. to go B. going C. go D. to going

22. Rosemary ……… to agree with us now.

A. is appearing B. appears C. appeared D. appear.
23. Eric ……… a flat yet, so he’s still living with his parents.

A.is fiding B. didn’t find C. found D. hasn’t found
24. I wasn’t thirsty because I …………. some milk.

A. drunk B. had just drunk C. just drank D. have just drunk.
25. Water ……… at 100 degree Celsius.

A. boiling B. boil C. is boiling D. boils.

26. I’m sorry I ……… to do my homework yesterday.

A. am forgetting B. have forgotten C. forget D. forgot.
27. The film ………. when we arrived at the cinema.

A. has begun B. begins C. had begun D. begun.

28. After having a bath, he ……….. his supper.

A. has eaten B. ate C. had eaten D. was eating
Fill each gap in the sentence with the correct form of the word in brackets.
29. The two companies are in …… with each other.( compete)

30. The players are all have …….. in their manager. ( cofide)
31. We had a good time at my friend’s ……… last Sunday. ( birth)

Complete the sentences with the correct form, Gerund or To- infinity.
32. She decided ( give up)…….. smoking when she becam prenant. 

33. The president doesn’t mind ( attack)…….. by the press. 
34. The farmers enjoy ( drink)………. tea after every meal. 

Rearrange the clues to make a letter of invitation.
35. I look forward to your reply.

36. Since your family moved to Ipoh, things are not the same here. I really enjoyed the things we did together.
37. How are things getting on with you? I’m fine here.

38. Anyhow, the holidays are about to begin. Would you like to come over to my house for a short stay? We could
spend some time on the beach again , swimming, catching crabs, etc. My parents say that they will be glad to see
you.

39. Dear Jessy,

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UNIT 3: A PARTY

Lesson 1: Reading Period: 13th
I/ AIMS: Help Ss

_ Scan read for specific information.
_ Identify and correct fasle information

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

_ Develop such reading micro- skill as scanning fr specific ideas , identifying the sequence events and guessing
meaning in context.

_ Use the information they have read to discuss celebration in their culture.
III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

7’

10’

5’

A . WARM UP:

Discribing the pictures:

_ Can you tell me what party in Vietnamese?

_ Look at the picture and tell me whatit meansin this situation?
_ On what occasion do people usually give/ hold a party?
Sugessted answer:

 on someone birthday.
 at Christmas.

 before saying goodbye to someone ( a farewell party)
 when people move into / in a new house( a house warming
party)

 on someone’s wedding anniversary.
B. NEW LESSON :

1. Pre- reading :

Handout: Write the names of things yiu need for a birthday party.

Sugessted answer: candles, flowers, a birthday cake, toys, cards, 
presents/ gifts.

Questions:

1.What do you often need for a birthday party?
2. What do you often need for an anniversary party?

Handout:Match the verbs on the left with the words on the right
1. tell a. the candles

2. say b. Happy anniversary
3. sing c. a birthday song
4. eat d. flowers

5. blow out e. someone a joke
6. receive f. some cake
7. open g. a gift/ a present
Answer:1.e; 2.b; 3.c; 4.f; 5.a; 6.d; 7.g
2.While reading:

Read the test in silence and answer the question:
What do these numbers in the text refer to?
30 25 50.

Answer: _ 30: Many Americans over the age of 30 don’t like to

Asks the whole
class to look at
the picture on

page 32 and asks
them some
questions.
Gets Ss to make
sense of the
pictures on the
page 32.

Calls on some Ss
to present their
ideas but should
not correct them
Gives handout.
Asks Ss work in
pairs

Goes around to
offer for help.
Gives corrective
feedback.
Gives handout .
Asks Ss work in
groups.

Corrects

Gives comments.
Gets Ss to read
the text, then find
out the

information that
related to the
question.

Pair work & whole
class.

Ss answer the
questions

Individually
Exchange with
their partner
Pairs work.

Give the answer to
the class.

Groups work

Read the passage
silently.

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5’

12’

1’

talk about their age.( par.2)

_ 25: People call the 25th is the silver anniversary. ( last par.)

_ 50: People call the 50th is the golden anniversary. ( last par.)

TASK1:Decide which of the actvities below takes place at a
birthday party or at a wedding anniversary party or at both 
Answer: 1. birthday party.

2. both
3. both

4. wedding anniversary party.
5. wedding anniversary party.
6. wedding anniversary party.
7. birthday party.

TASK2: In each of the following sentences, there is ONE word
which is not true according to the reading passage. Underline the 
wrong word and provide the correct one.

1. eighth  seventh
2. makes  eats
3. food  presents
4. anniversary  age.
5. months  years
6. 5th  50th

7. silver  golden.

3. Post reading:Answer the following questions.

1.Where do you prefer to celebrate your birthday, at home or in
the restaurant? Why?

2. Do your parents celebrat their wedding anniversaries?

3. Are you going to celebrate your wedding anniversaries in the
future?

Suggested:

1.I prefer to celebrate my birthday at home b/c I will have my
parents, my sister and lots of my friends comfortably attend my
party in a cosy atmosphere. Besides, it will save my parents a lot
of money if I have a party at home.

2.  Yes, they celebrate their wedding anniversaries every year.
Normally, my father buys my mother a big fresh rose and my
mother cooks an especially delicious meal for the whole family.
In the evening , we sit together and my parents tell us about the
time when they fell in love and gave birth to us.

3.  I think I willcelebrate my wedding anniversaries in the
future b/c they are the milestones that mark the progress in our
relationship. Additionally, they will remind us of sweet memories
and inspire us in our presentlife, which is very necessary and

advisable for married couples.

C/ HOMEWORK:

Calls on some Ss
give the answers
to the class.
Gives comments.
Gets Ss to read
the text again
and tick in the
right collumn.
Corrects.

Gets Ss to read
the sentences
carefully .
Scan the text
again to find a
correct answer.
Corrects

Gets Ss to discuss
the questions
Calls on Ss to
give the answers
to the class.

Pairs work

Groups work

Individually.
Whole class
Give the answers.

Work in groups

UNIT 3: A PARTY

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I/ Aim(s): Helps ss

_ To talk about parties.
_ To plan parties.

II/ Objectstive(s): By the end of the lesson, students will be able to :
_ Talk about parties.

_ Know how to plan parties.
III/ Lexical items: _ Vocabulary:

_ Structures: Use some sentences to talk about parties.
IV/ Teaching aids: Textbook, pictures , cards

V/ Procedures:

T Contents Teacher’s Students’

5’

10’

5’

A / WARM UP: 
Talking about a party

_ Whose party was it? _ Where was it?
_ On what occasion? _ Was it fun?
B / NEW LESSON:

1. Pre- speaking:

Supposed you have been to a party and now you want
to tell your friends about it. What do you want to tell them?

Who? Who gave the party?

What? What exactly was it about/ A family
gathering? A socialparty? etc.

Where? Where did it take place? Was it a nice
place?

When? When did it take place? What time did it
start and end?

Why? On what occasion was the party held? Why
was it held? For whom? etc.

How? How was it organized? How did it go? What
activities did you do there? Did you have a
good time? How were the people like? What
about music? What about food and drinks?
etc .

_ to enjoy oneself

_ to kick up one’s heels( to have a really good time)
_ house warming party

_ graduation
_ give a party

_to bring your own drinks

_ to bring a plate( to bring food to share with others)
_ soft drink

_ finger food
2. While speaking:

Task 1:Think of a party you have been to. Choose from the 
list the things you want to talk about.

-host: chủ nhaø

Asks follow – up
questions

Elicites Ss’ ideas
& write on the
board

Teaches necessary
language for
talking about
parties.

Introduces the

Whole class

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5’
8’

10’

2’

- decorations [dekə'rei∫n]: sự trang hoààng
Task 2: Tell your partner about the party.

Task 3:You are going to take part in a competition to 
organise the best party . Decide on the following:
- when? ( date & time)

- where? ( home? Restaurant?)

- dressing codes (formal? Informal?costumes?)

- who to invite?(family?relatives?friends?classmates?)
- decorations: (colored light bulbs?flowers?)

-entertainment?(dance?music?games?)

-budget?(yhow much to spend?how much to contribute?)
- food and drinks?(cook our own or order? vegetarian
foods?)

.3. Post – speaking:

Task 4:Tell the rest of the class about your party . Try to 
convince them to come.

+Plan to do something; intend to do something, expect to
do something.

Ex: We’re planning to have a famous students’ music band
play in our party.

We’re expecting 200 people to come and have fun with us.
+ Expression for inviting an persuading:

Would you like to come…?
We would love to have you….
We welcome your presence….
Please do come….

It’s our pleasure to invite you….

You don’t know what you’ll miss out of if you don’t come
C/ HOMEWORK: Write a paragraph about a party

task , goes over the
Qs with the class.
Goes around ,
check.

Based on the
outline

Introduces the task
Elicits things they
consider when
planning a party

Gets Ss to their
task.

Elicits what they
have to do.

Calls on Ss to give
their answers to
the class.

Gives comments.

about the party
Take notes while
doing so

Pairs work
Groups work

Groups work

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UNIT 3: A PARTY

Lesson 3: Listening Period: 15th
 I/ Aim(s): Helps Ss

_ Decide on the true or false statements of the passage.
_ Understand the passage.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Develop such listening micro-skills as intensive listening for specific information .
III/ Lexical items:

_ Vocabulary
_ Structures.

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English 11 31
-5’
5’
10

10
12
3
A.WARM UP:

The groups should generate as many words related to
birthday and birthday parties as possible in 5 minutes.
Which group has more correct words wins the game.
Sugessted words: age, balloon, birthday, blow out, cake, 
candle, cards, candy, cookies, chocolate, conffeti,
decorations, gift,/ present, icing, flowers, fun, party,
song, ect…

B.NEW LESSON:
1.Pre- listening:
Vocabulary:
_ clap (v):
_ decorate (n):

_ icing(n): a sweet mixture of sugar, water, milk and
butter or egg white that is used to cover or decorate
cakes.

_ slice (n):

Discuss: _ When would you like to organize your 
birthday party, during the day or in the evening?
_ What foods and drinks are often have at the party?
_ What activities do you often have at the party?
2. While listening:

TASK 1:Listen and decide whether the statements are
True(T) or False(F)

Instructs Ss to use somr strategies:

_ First, read throught the statements to understand them,
underline key words

_ Listen to the tape and pay attention to the key words.
_ Decide whether the statements are true or false based
on what they can hear.

Answer:

1 2 3 4 5

F F F T F

TASK 2: Listen again and answer the questions.
 Answer:

1. She was 16 years old.

2. Because it is noisy and expensive.

3. She served them soft drinks and biscuits at the
beginning of the party.

4. the birthday cake was brought out at about four thirty.

5. It was beutifully decorated with pink and white
icing( and 16 colourful candles sat in the middle of the
cake).

6. They clapped their hands eagerly and sang “ Happy
Birthday”.

7. At about six in the evening.
3. After you listen:

Takes turns to talk about Mai’s birthday party.
CARD A

_ Place where the party
was held?

CARD B

_ It was held at Mai’s place.
_ It lasted about 3 hours.

Divides the class into
small groups.

Asks Ss to find the
words related.

Teaches new words.
Model first

Elicits the meanings

Asks Ss to discuss
following questions.

Gets Ss to make
sentences with some
important words and
gives corrective
feedback.

Plays the tape once
for Ss to do the task.
Asks for Ss’answers
and writes them on
the board.

Plays the tape the
second time for the
Ss to check their
answers.Checks and
corrects Ss’ answers
by calling on some Ss
and asks Ss to

explain their answer.
If many Ss cannot
answer the questions,
plays the tape one or
two more times and

pauses at the answer
for them to catch

Plays the tape again
for Ss to do the task.

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UNIT 3: A PARTY

Lesson 4:Writing Period:16 th
I/ AIMS: Help Ss

_ Write an informal letter of invitation.

II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Define the format and structure of an informal letter of invitation
_ Write an informal letter of invitation.

III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. charts.
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

7’

15’

A/ WAMR UP: The jumbled letter.
1.This is my address : 150 Au Co Road.

2. It’s a beautiful house and it looks over the West Lake
and the Water Park.

3. Dear Patricia,

4. Guess what! I’ve just moved to a new house in Tay Do
District.

5. Woulk you like to come?

6. Please let me know your answer as soon as possible
7. See you

8. My parents are giving a house – warming party
Saturday evening, around 6:30 pm.

9. Hoa

10. I think Chris and Kim are coming, too.

11. We’ll have “ Pho” and some other special dishes.
B/ NEW LESSON:

1.Pre- writing:

_ The event ( what you invite your friends to)
_ The place.

_ the time and date.

_ The invitation itself ( would you like to come?)
TASK 1: Ask ans answer the following questions .

Occasions for
giving party

birthday, graduation, wedding
anniversary, moving to a new house,
family gathering, Christmas, New Year,
etc…

Dressing

codes Formal: dresses, high-heel shoesfor women; sits and ties for men.
Informal: anything can do: jeans, T-
shirt, skirts, etc.

Presents give Anything can do: books, CDs, flowers,
scarves, ties, paperweights, pens, bags,
hats, ect. Sometimes people might want
to bring wine as a gift.

TASK 2: Complete the letter of invitation below with the
words/ phrases in the box.

Introduces the
game.

Gets Ss to

rearrange the
jumbled letter.
The group wins
is the first.

Gets Ss to work
out the content of
their letters by
answering the
questions.

Gets Ss to read
the letter and

Work in groups

Work in groups
Write the
answers.

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10’

10’
3’

_ refreshment:

1. at my house 2. to come 3. refreshments
4. to cook 5. winners 6. by Monday.
2.While writing:

TASK 3: Write a letter of invitation to invite your
classmates to your party.

A sample letter:
Dear Nam,

It’ll be my birthday next Saturday. I’d like to invite you to
come to the party, which will be at my house probably at 4
pm. Can you come to joinus?

Give me a call before Saturday.
Hope to see you then.

Best wishes,
Lan.
3. Post- writing:

Peer correction
C/ HOMEWORK:

Revise their letters according to their peer’s suggestions 
and submit for making in the next lesson.

complte it.
Calls on Ss to
give the answers.
Asks Ss to write
a letter.

Goes around and
give help.

Gives feedback
on what Ss have.
Gets Ss to read
the task and the
guidelines
silently and work
out what they are
require to write
about.

Asks Ss to
exchange their
writings and
correct the
mistakes.

Gives feedback
and comments.

Work in groups.

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UNIT 3: A PARTY

Lesson 5: Language focus Period: 17th
I/ AIMS: Help Ss

_ Distinguish the phonemic sounds /l/, /r / and / h /.

_ Understad the use of the Infinitive, Gerundand Passive infinitive.

_ Use some verbs or phrases followed by the Infinitive or gerund in sentences.
II/ OJECTIVES: By the end of the lesson , students will be able to :

_ Distinguish the sounds /l/, /r / and / h /.

_ Pronounce the words and sentences containing these sounds correctly.
_ Distinguish the udes of Infinitive and Gerund in active and passive voices.
_ Use these structures to sovle communicative tasks.

III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

3’

7’

10’

A/ WARM UP: Game: Bingo.

_ Hangss on a posters with the following words:
House/ holiday/ library/ lemonade/ hospital/ husband/
ready/ really/ resturant/ like/ lovely/ lunch.

_ Read the words aloud for the Ss to cross out.

_ Asks Ss say BINGO if they have cross out all the 5 words
they have chosen.

B / NEW LESSON: 
PRONUNCIATION:
_ /l /: “l”

Ex:lesson, clap, level, life,…
_ /r /: “r”

Ex: rich, poor, arrange, draw, ring, …
_ / h / : « h »

Ex : Hi, hand, hight, …

 Notes : /h/ không phát âm trong các trường hợp sau.
Ex : hour, honest.

GRAMMAR:
1.Presentation:

a. Infinitive and Gerund:
* Infinitive:

_ Meaning: To add information to what is expressed in
certain verbs.

_ Form: Verb + To inf.

_ Verbs/ verbal phrases followed by To- inf.: would like,
be able, demand, seem, want, agree, invite, decide, hope,
expect, offer, manage, refuse, mean, tell.

_ Ex: He seems to be a famous person.
* Gerund:

_ Meaning: To add information to what is expressed in
certain verbs.

_ Form: Verb + V-ing.

Divide the class
into small groups.

Reads aloud the
words that contains
the sounds.

Reads the words
again and asks Ss
to repeat.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some
verbs that are
followed by bare
inf.

Groups work

Listen and
repeat.
Whole class.
Chorol
Individual

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7’

4’

_ Verbs/ verbal phrases followed by the Gerund: enjoy,
miss, risk, appreciate, avoid, detest, dislike, It’s no use…,
can’t help, postpone, mind, be worth, mention, keep, count
on, give up, ..

_ Ex: My father gives up smoking.
b. Passive infinitive and Gerund.
* Passive infinitive:

_ I don’t want anyone to disturb me. (active)
 I don’t want to be disturbed . ( passive)
* Passive Gerund.

_ He enjoys people admiring him. ( active)
 He enjoys being admired. ( passive)
2. Practice:

Exercise 1:

1.having 4. practising
2. getting. 5. to see.
3. to tell

Exercise 2:

1.B 4. B
2. A 5. A
3. B

Exercise 3:

1.D. 4. B
2. C. 5. C
3. B.

3 Production:

Give some extra examples.
C/ HOMEWORK:

Asks ss to do Ex1.
individually and
then compare their
answers with other
student.

Calls on some ss to
read out their
answers.
Gives correct
answers.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give

Gives correct
answers.

Asks Ss to Ex 3.
Gives corrective
feedback.

Asks Ss to give
more example
about the structure.

Groups work.
Give the
answers.
Whole class.
Individually
Compare the
answers.
Pairs work.
Compare
these
answers.
Individual
work

Whole class.

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1 2 3 4 5

</div>
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II/ READING:

1. B/c they had been chidless for 10 years after they were married.
2. To take some photographs of the happy family.

3. The boy was dressed in a smart, brand-new outfit and looked like a little prince.
4. b/c he was interested in the toys.

5. He felt that it was delightful and looked forward to the next day to have the films developed.
III/ PRONUNCIATION AND GRAMMAR:

1. Pronunciation: 1. nine; 2. hour; 3. matching; 4. jam.

2. Gammar: 1- to see; 2- To be; 3- to phone; 4- pay; 5- to be met; 6- to be appointed.
IV/ WRITING.

Lan is one of my best friend. We have many things in common so we often meet and do things together. We live on
the saame street. It’s interesting that her birthday is also in June but a week before mine so we often help each other to
celebrate it. Last June we had a very special birthday party. We didn’t have it at home as usual but we had our

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UNIT 4: VOLUNTEER WORK
Lesson 1: Reading Period: 19th
I/ AIMS: Help Ss

_ Scan read for specific information.
_ Understand volunteer work.

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

_ Develop such reading micro- skill as scanning fr specific ideas and skimming for general information
_ Use the information they have read to discuss the topic.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

7’

8’

A . WARM UP:

Reading between the lines:

“If you give me a fish,
I will eat today
If you teach me to fish,
I will eat my whole life long.”
Sugessted answer:

If SO gives you Sth to eat, you will not feel hungry anymore but
this won’t last long. If SO gives you an opportunity to work or
teaches you how to work, you will earn your own living for a long
time.

The pictures.
Questions:

_ What is the old woman doing in the picture?
 She teaching the boy to read.

_ What does this mean by “ Little Moments big Magic”?

 The phrase means that your little contribution and help may
lead to significant results/ may greatly change a person’s life.
_ What does the picture tell you?

 The picture tell me that everybody, no matter what they are
young or old , can do volunteer work.

B. NEW LESSON :
1. Pre- reading :
VOCABULARY.
_ volunteer (n):

 to volunteer to do sth/ volunteer for Sth.
 volutary ( adj)

 voluntarily (adv):
_ The aged= the old
_ orphanage (n):
_ to overcome:
_ to participate in:
_ to suffer Sth

_ remove = far away
2.While reading:

Asks the whole class
to look at the saying
on page 46 and
discuss it.

Calls on some Ss to
present their ideas
but should not
correct them

Asks Ss work in pairs
Goes around to offer
for help.

Gives corrective
feedback.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Pair work &

whole class.
Ss discuss the
saying

Whole class.
Listen.
Repeat.
Chorus.
Individually.

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5’
5’

5’

13’

2’

TASK 1: Fill each blank with one part of speech of the word “
volunteer” and writes these words on the board.

Answer:1. voluntary; 2. voluntarily; 3. volunteer; 4. volunteered
TASK2: You are to read the passage and choose the best answer 
from A, B, C or D for each of the following sentences.

1 2 3 4 5

A D B D B

TASK3:You are required to answer the three questions in the
book

1. they read book to the people there, play games with them or
listen to their problems.

2. they give care and comfortto them and help them to overcome
their difficulties.

3. They volunteer to work in remote or mountainous areas.
3. Post reading:

Discuss the following questions.
“ Why do people do volunteer work?”
Suggested ideas.

_ collecting donations from friends, family and involving them in
fundraising activities ( to help the poor student).

_ taking part in the Red Cross of the school ( to give presents to
the best students living in remote areas on New Year’s Festival
( to help the agent orange victims)

_ participating in the Green Saturday Movement ( to clean the
steers and river banks ( to plant trees / to raise people’s

awareness of protecting the enviroment…)
C/ HOMEWORK:

Asks Ss work in

groups.

Corrects

Gives comments.
Calls on some Ss
give the answers to
the class.

Gives comments.

Gets Ss to discuss the
questions

Calls on Ss to give
the answers to the
class.

Exchange with
their partner
Pairs work.
Give the
answer to the
class.

Groups work

Read the
passage
silently.

Give the
answers
Individual.
Groups work
Groups work

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UNIT 4: VOLUNTEER WORK
Lesson 2: Speaking Period: 20th
I/ Aim(s): Helps ss

_ Identify types of volunteer work.
_ Talk about volunteer work.

II/ Objectstive(s): By the end of the lesson, students will be able to :
Talk about different kinds of activities related to volunteer work.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, pictures
V/ Procedures:

T Contents Teacher’s Students’

3’

10’

15’

2’

A / WARM UP:

Write down as many words you remember about volunteer
work in not more than 2 minutes.

B / NEW LESSON:

1. Pre- speaking:VOCABULARY.
_ invalid (n): _ martyr (n):

_ intersection (n): _ disadvantaged (adj):
Task 1:Decide which of the following activities are 
volunteer work.

_ Helping people in remote or mountainous areas.
_ Giving care and comfort to the poor and the sick

_ Providing education foe disadvantaged children.Joining
the Green Saturday movement.

2. While speaking:

Task 2: Practise the dia. And then make similar 
conversations, using the activities that follow.
Dialogue- building:

A: What kind of vol. work are you participating in?
B: I’m taking part in derecting the traffic.

A: What exactly are you doing?

B: I’m directing vehicles at the intersections.
A: Do you enjoy the work?

B: Yes. I enjoy the work very much b/c I like helping pp.
3. Post – speaking:

Task 3:Talk about a kind of volunteer work your friends 
and you usually do to help people.

What should you do to help children in poverty in your
hometown ?

 _ saving pocket money.
_ raising money.

_ collecting old clothes.

_ collecting old textbooks and toys.
C/ HOMEWORK:

Asks follow – up
questions

Teaches new
words.

Elicits

Asks ss to read the
activities and
decide which of
them are vol.work.
Calls on some ss to
answer.

The rest of the
class give
comments.

Asks Ssto practise
speaking.

Goes around to
offer helps.
Calls on some
pairs to role play in
front of the class
Makes corrections
in pronunciation,
intonationand
grammar.

Puts Ss into groups.
Asks them to
discuss the

question.

Calls on some gr.
To report the deas.
Gives feedback.

Work in groups.

Whole class
Individually.

Groups work.

Work in pairs.

Groups work

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Lesson 3: Listening Period: 21st
I/ Aim(s): Helps ss

_ To listen for specific information.
_To know more about volunteer work.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Develop such listening micro- skills as intensive listening for specific information and taking notes while
listening.

III/ Lexical items:
_ Vocabulary

_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

Time Contents Teacher’s activities Ss’ activities

5’

8’

10’

A.WARM UP:

Competition game – Slap the board

The aim of this actiity is to help Ss revise the
vocabulary items Ss learnt in previous lessons.
War invalid, martyr, intersection, the aged,
orphanage, remote, suffer.

B.NEW LESSON:
1.Pre – listening:
Discussing the questions
Vocabulary:

_ fund- raising activities :

_ donation(n):

_ Informal schhol:

_ Organization for Educational development:
_ co- operate= work together

_ disadvantaged children:
_ co- ordinate:

_ sponsor(n):
2.While listening:

TASK 1:Listen and fill in the missing words
Answer:

1. informal

2. 30 street childtren

3. 250 children ( with specical difficulties)
4. 1998

5. volunteer, june

TASK 2: Listen again and answer the questions
Answer:

1. It provides classes to disadvantaged children in Ho

Puts the Voc. Items on
the board.

Gives the meaning of
words on the board
Ss hit the correct words
Elicites the new words
Models

Now you are going on
to listen to a passage
about Spring School, a
special school in HCM
city.

Plays the tape once for
Ss to do the task

Asks for Ss’ answers
and writes them on the
board

Plays the tpe the
secondtime for Ss to
check their answers
Asks Ss to try to
answer the questions
with th things they
remember from the
previous times of

listening

Groups work

Listen
Repeat in
chorus
Individually

Individually
Pairs work

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10’

2’

Chi Minh city.

2.Dance, theatre, singing and folk music classes were
set up in 1999.

3. Because they need money to continue their english
and Performance Arts classes.

4. They dance, sing and play music at one of the
largest hotels in Ho Chi Minh city.

5. They are needed because the school needs help to
organise the dinner held annually in June.

3. Post listening:
After you listen:

Summarize the story about Spring School or attend
classes following suggestions

* The aim of Spring School.

* The number of children who live and study at the
school take part in.

* The acivities the children at the school take part in.
* The kinds of volunteers that Spring School requires.
C/ HOMEWORK:

_ Summarises the main points of the lesson
_ Learn by heart the new words

Plays the tape again for
Ss to do the task.
Gets Ss work in pairs
and check their
answers

Calls on some Ss to
give the answers and
elicits feedback from
other St.

Gets Ss to work in

group

Groups work

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UNIT 4: VOLUNTEER WORK
Lesson 4:Writing Period:22nd
I/ AIMS: Help Ss

_ Write a formal letter expressing gratitude.

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

_Write a thank you letter to a donor to acknowledge the donor’s contribution.
III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

7’

10’

5’

15’

A/ WAMR UP: Game: Jumbled word
STANHK

Key: THANKS.

Lead- in: When do you say “Thanks”?
Expected answers:

_When SO gives you a present.
_ When SO does you a favor.
_ When SO helps you with Sth.

Today, you’ll learn how to write a formal letter to express
gratitude or thanks.

B/ NEW LESSON:
1.Pre- writing: 
VOCABULARY.

_ amount ( n) = a sum of money.
_ donation ( n):

_ issue (v):
Re- ordering:

a.An offer to pay and a renewal of thanks.

b. A personal remark about the usefulness of the gift or
present.

c. An acknowledgement and thanks.
d. Closing.

e. A fuller expression of gratitude.
Expected- answer:

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

TASK 1: Read the letter and underline the sentences that
express the following points:

_ The opening of the letter: Dear Sir or Madam

_ The amount that is donated: I am very happy to receive
a donation of $500 from your company some days ago.
_ How the money is used: The money will … students.
_ How the receipt is used: We will… possible.

_ The gratitude to the donor: I would like… company.
_ The closing of the letter: I look forward… faithfully.
2.While writing:

TASK 3: Write a thank-you letter
A sample letter:

Introduces the
game.

Gets Ss to
rearrange the
jumbled letter.
The group wins
is the first.

Elicits.

Hangs on a chart
with parts of a
thank-you letter
arranged in the
wrong order.
Asks Ss to put in
a logical order of
a letter.

Calls on some ss
to give the
anbswers.
Checks with the
class.

Gets Ss to work
out the content of
their letters by
answering the
questions.
Calls on Ss to
give the answers.
Asks Ss to write
a letter.

Goes around and

Work in groups

Work in groups
Write the
answers.

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7’
1’

Dear Sir or Madam,

It is our honour to have received a donation of one million
dong from your esteemed organization. The money will
surely help us to build our school library. We will
certainly issue a receipt as soon as possible.

I wuold very much like to express our deepest thanks for
the donation from your organization and hope to get more
assistance and cooperation from you in the future.

I look forward to hearing from you soon.
Your faithfully,

Thuy Hang.

Secretary of School building Fund.
3. Post- writing:

Peer correction
C/ HOMEWORK:

Revise their letters according to their peer’s suggestions 
and submit for making in the next lesson.

give help.
Gives feedback
on what Ss have.
Gets Ss to read
the task and the
guidelines
silently and work
out what they are
require to write
about.

Asks Ss to
exchange their
writings and
correct the
mistakes.

Gives feedback
and comments.

Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.

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UNIT 4: VOLUNTEER WORK

Lesson 5: Language focus Period: 23rd
I/ AIMS: Help Ss

_ Distinguish between the sounds /w/, /j / and practice pronunciation.
_ Understad the use between Gerund andPresent participle..

II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Distinguish the sounds /w/, /j /

_ Pronounce the words and sentences containing these sounds correctly.

_ Use Gerunds, present participle, perfect gerund and perfect participles appropriately.
III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

3’

7’

10’

A/ WARM UP:

Bring along a yardstick and a whistle to show to Ss and ask
them what the things are.

Answer: a yardstick & a whistle.
Introduce the sounds /w/ , /j/
B / NEW LESSON:

PRONUNCIATION:
_ /w /: “w”

Ex:warm, swing, saw,…
 Notes: Sword /s rt/
_ /j /: “j”, “y”

Ex: jaw, jam, yard, …
GRAMMAR:

1.Presentation:

a. Gerundand Perfect Gerund:
* Gerund:

_ Meaning: the same Noun.
_ Form:V-ing.

_ Use:

+ Subject: Reading can help broaden your knowledge
+ Complement after “Be”:My hobby is cycling.
+ after preposision; Jane is very good at cooking.

* Perfect Gerund:

_ Meaning: To express an action happened in the past.
_ Form: Having + Past participle.

_ Ex: The man denied having robbed the bank.
b. Present participle and perfect participle
* Present participle:

_ Meaning: the same Verb.
_ Form:V-ing.

_ Use:

+ with the continous tense:I’m cooking dinner.
+ as an Adjective: Boiling water turn to steam.

+ Reducing relative clause: The woman answering my

Guess the things.
Reads the words
aloud.

Asks Ss to give the
initial consonant
sounds of the
words.

Reads aloud the
words that contains

the sounds.

Reads the words
again and asks Ss
to repeat.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Groups work

Listen and

repeat.
Whole class.
Chorol
Individual

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7’

4’

phone call was very polite

+ Verb + Object + V-ing.:They watched the two boxers
fighting.

* Perfect participle:

_ Meaning: To express an action had happened in the past.
_ Form: Having + Past participle.

_ Ex: Having two hurs over dinner, they left the restaurant.
2. Practice:

Exercise 1:

1.listening 2. bending.
3. behaving 4. meeting

5. spending 6. waiting
7. starting

Exercise 2:

1.burning, rising 5. preparing
2. reading 6. trying

3. lying 7. modernizing
4. shopping

Exercise 3:

1.having made 4. Having tied
2. Having been 5. Having read
3. having been 6. having taken
3 Production:

Give some extra examples.
C/ HOMEWORK:

Asks ss to do Ex1.
individually and
then compare their
answers with other
student.

Calls on some ss to
read out their
answers.

Gives correct
answers.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.

Asks Ss to Ex 3.
Gives corrective
feedback.

Asks Ss to give
more example
about the structure.

Groups work.
Give the
answers.
Whole class.
Individually
Compare the
answers.
Pairs work.
Compare
these
answers.
Individual
work

Whole class.

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THE SECOND TEST FOR HOUR & CORRECT TEST Period 24th, 25th
Name:

Grade: Thursday, October 25th , 2007
TEST FOR 45’

Reading:

Five years ago, Rachel Lopez graduated from college with a degree in history. Today, she work for a large
software company. Now twenty- seven, Rachel takes classes twice a week after work. She is learning to use the
computer programme PowerPoint. “ I enjoyed college, but my job doesn’t use informationi learned when I was doing
my degree,”Rachel says. “ This course is helping me to do my job better. In the future, I might go back to school and
get an MBA.”

In the past when students graduated from college and got a job, they usually stopped studying. Today, lifelong
learning is becoming more common. In the United States, people can return to school in their late twenties, thirties, or
oder to get a highter degree, such as a masteror Ph.D. Like Rachel, many more are taking training courses to improve
their workplace skills. With many classes now available through the Internet, it is easier for people to get higher
degree by distance learning.

True or False sentence:

1Rachel Lopez graduated from college when she was 27 years old.
2.Today, she works for a large software company.

3.She teaches two classes a week after work.

4.She is learning to use the computerprogramme PowerPoint because it is part of her MBA course
5.In the past, students stopped studying when they got a degree and a job.

6.Today, lifelong learning is become more common.

7.Now it is easier for people to get higher degrees by attending classes from distance through the Internet.
Answer the questions:

8. When did Rachel graduate from college?


9. Why does she take classes twice a week after work?


10. What is becoming more common ? Why?


Vocabulary:

Choose the best answer:

11. Vietnam had sixty- four …………. And cities in the year 2007.

A. provinces B. towns C. villages D. districts

12. The report warned that unless …………. is eradicated, the uneducated will slow down the national economy and
defence.

A. literate B. illiterate C. literacy D. illiteracy

13. Telecommunications enables people around the world to contact one another, to access information instntly, and
to communicate from ………. areas.

A. far B. distance C. future D. remote

14. They advise patients on proper hygien ………. To prevent tooth and gum disease.
A. skills B. technology C. techniques d. technicians

Fill each gap in the sentence with the correct form of the word in brackets.
15. She does ……… work for thre Red Cross two days a week. ( volunteer)

16. When shall I do the ….? ( shop)

17. They want to improve public …….. , especially education. ( serve)
18. We finished the job, but only with great …… ( difficult)

19. Some athletes take drugs to improve their ……….. (perform)
20. Their grandchildren are a constant source of ……….. ( happy)

Pronunciation:

21. A. found Bwithout C. young D mountain

22. A. mind B hospital C provide D organise

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Matching A with B to make a compound:

24. high a. income

25. text b. rate

26. head c. respect

27. literacy d. book

28.self e. land

29.low f. master

Matching A with B to make a pair of synonyms.

30. remote a. go down

31. eradicate b. rapidly

32. rise c. far

33 drop d. eliminate

34. concentrate e. increase

35. sharply f. focus

Grammar:

Choose the best verb form t ocomplete the following sentences:

36 The police (pay)……no attention to Clair’s complaint because she (phone) them so many times before
37. After you ( take) …….. the medicine, you ( feel) …….. better.

38. Who (drive) ………. the Mercedes that’s parked outside?
Choose one suitable word in brackets to fill in the blank:
39. Try to be kind (to/ with)…….. everyone you meet.

40. Are you cofident ( with/ about)……… your english or do you think you must improve?
41. You shouldn’t be jealous ( about/ of)……….. your brother’s success.

Rewrite the sentences:

42. “ Leave your things here” my mother said ( ADVISE)
 My mother

43. “ Don’t leave these books on the table, put them back on the shelf” The librarian said to the students. (TOLD)
--. The librarian ………. but to put them back on the shelf

44. “ Don’t forget to do your homework” The teacher said ( REMIND)
 The teacher

45. “ Woul you like to come over to my house for a slide show” My friend said ( INVITE)
My friend

Writing:

Answer the questions:

46. Do you usually take part in volunteer work? What kind of volunteer work? When ? Where?
47. What do you usually do in that kind of volunteer work?

48. What do you think about that kind of volunteer work?

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UNIT 5: ILLITERACY

Lesson 1: Reading Period: 26th

I/ AIMS: Help Ss

_ Scan read for specific information.
_ Skim read for detailed information.
_ Know about illiteracyproblems.

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

_ Develop such reading micro- skill as scanning fr specific ideas and identifying meaning in context.
_ Use the information they have read to discuss illiteracy issues.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

7’

8’

5’

A . WARM UP: Handout.

Match the adjectives from column A with the right word they
modify in column B.

A B

1.effective
2.relevant
3.illiterate
4.mountainous
5.successful
6.honourable
a.region
b.way
c.people
d.material
e.campaign
f.job

Sugessted answer:1-b; 2-d; 3-c; 4- a; 5-e; 6- f 
B. NEW LESSON :

1. Pre- reading :

Going through the picture:
Questions:

1.Who comes attend this class?( illiteracy people)
2.Where are they? ( in remote/ mountainous regions)
3. What are they doing? ( learning to read)

4. What kind of text book are they learning? (relevant materials
for their level)

5. Is this kind of class held in the day time/ the evening? Why?
(night time b/c they are busy working in the day time)

VOCABULARY.
_ campaign (n):

_ eradicate (v) = eliminate/ get rid of
 eradiation (n)

_ ethnic minority (n):
_ expand = become larger
2.While reading:

TASK 1:Find the Vnese equivalent to the following expressions.
Answer:

1. Phổ cập giáo dục tiểu học.
2. Hội khuyến học Việt Nam.
3. Xóa mù chữ.

Asks the whole class
to match the column.
Calls on some Ss to
give the result

Asks Ss work in pairs
Goes around to offer
for help.

Gives corrective
feedback.

Gets Ss to discuss the
picture.

Asks Ss to answer
the questions.
Calls on ss to gives
the answers in front
of class.

Gives corrective
feedback.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Asks Ss to read the
text silently and
underline the
expression given in

Pair work &

whole class.

Work in groups

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5’
10’

13’

2’

4. Kỹ thuật canh tác.
5. Kế hoạch hóa gia đình
TASK2: Finding the main ideas.
Answer: D. The fight against illiteracy.
TASK3:Answer the questions:

1. 94% of the population.

2. The campaign for illiteracy eradiation.
3. 600 students in 2000 and 800 sts in 2001.

4. They willingly/ voluntarily spent their vacations teaching ethnic
minority illiterate people to read and write.

5. Illiteracy will soon be eradiated.
3. Post reading:

Discuss the following questions.

1.Are there any illiterate people in your neighborhood?

2. What do you think we should do to help them read and write?
Suggested ideas.

_ to donate used textbooks, books or newspapers to the library.
_ to persuade illiterate children to go to school.

_ to give lessons to illiterate people who can’t go to school’
_ t ohelp people in their learning.

C/ HOMEWORK:

Task 1.

Do the t. & exchange
the ideas with
partner

Asks Ss work in pairs
Calls on some Ss
give the answers to
the class.

Gives comments.
Gets Ss to discuss the
questions

Calls on Ss to give
the answers to the

class.

Groups work
Read the
passage
silently.
Give the
answers
Individual.
Groups work
Groups work

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UNIT 5: ILLITERACY

Lesson 2: Speaking Period: 27th
I/ Aim(s): Helps ss

_ Talk about illiteracy problems.
_ Offer solutions to the problems.

II/ Objectstive(s): By the end of the lesson, students will be able to :
_ Talk about schooling and literacy related problems.

_ Suggest solutions to these problems.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

5’

10’

15’

13’

A / WARM UP: Brainstorming
* Problems: _ cutting classes
_ making noise
_ cheating

_ forgeting teasing
_ doing homework

Lead- in: _ Do you meet with these problems in your
class? _ How do you solve them?

Today, we will discuss the problems your class cope with
and offer some solutions to these problems.

B / NEW LESSON:

1. Pre- speaking:VOCABULARY.

_ enforce (v): _ tutoring lesson(n):
_ low- income(adj): _ school regulation (n):
Task 1: Match each problem in A with its appropriate 
solution(s) in B.

1 2 3 4 5

b-g a-e d-f c h-i-j

2. While speaking:

Task 2: Talk about your school problems and offer 
solutions.

Dialogue- building:

T: Many Students cannot buy all the required textbooks.
What do you thinkwe should do to help them?

S: I think we should ask the school headmaster to provide
free textbooks for students from low income family.

T: We should also collect used textbooks for school library.
3. Post – speaking:

Task 3: Think of three or four problems your class is 
coping with. Talk about them and offer solutions.
Suggested answer:

1.Classsize: an ideal class size is 10 – 15 students, so the
school should recruit more teachers and open new classes.

Asks ss to
brainstorm the
problems they
often encounter at
school.

Teaches new
words.

Elicits

Asks ss to read the
activities and
match problem
with solution.
Calls on some ss to
answer.

The rest of the
class give
comments.

Asks Ss to practise
speaking.

Goes around to
offer helps.

Calls on some
pairs to role play in
front of the class
Makes corrections
in pronunciation,
intonationand
grammar.

Puts Ss into groups.
Asks them to
discuss the
question.

Work in groups.

Whole class
Individually.
Groups work.

Work in pairs.

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2’

T should encourage Ss to work with different groups, not
with the same group all the time.

2. Desks: buy larger desks or if there are new classes, the
current number of desk is adequate.

3. Equipment: buy/ hire facilities such as computers and

OHPs, upgrade the classroom.

C/ HOMEWORK:

Write a paragraph about a school problem and one or two
solutions to it.

Calls on some gr.
To report the
ideas.

Gives feedback.

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UNIT 5: ILLITERACY

Lesson 3: Listening Period: 28th
I/ Aim(s): Helps ss

_ To listen for specific information.

_To talk about condition for better learning.

II/ Objectstive(s): By the end of the lesson, students will be able to :
_ Develop extensive listening skills.

_ Use the information they have listened to for other communicative tasks.
III/ Lexical items:

_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

Time Contents Teacher’s activities Ss’ activities

8’

5’

A.WARM UP: School survey

In an effective shool Yes No
The T. treats Ss as individuals with both

their strengths and weaknesses.
The T. encourages Ss to set realistic
goals for their own learning.

The T. encourages Ss to have positive
attitudes towards themselves and
others.

The T. is motivating and interested in
what Ss do

Learning is centred on important life
skills such as communication, building
self- respect & self- confidence,
learning from failure, and time

management.

The social side of the shool is cosidered
as important as academic activitives.
Ss are involved in making decisions
which have a direct effect on

themselves.
_ treat:

_ Set realistic goals:
_ be centred on:
_ self- respect:

_ learning from failure:
_ time management:
_ be involved in:
B.NEW LESSON:
1.Pre – listening:
Vocabulary:
_ marturity (n):

Gets Ss to move
around and collect
their friends’
opinions

Calls on Ss to report
the results of their
survey.

Elicites the new
words

Models

Elicits the maning of
the words.

Gives corrective
feedback.

Mingling
activity and
whole class.

Listen
Repeat in
chorus
Individually

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10’

10’

2’

_ academic ( adj):

_ performance (n):
2. While listening:

TASK 1:Listen and choose thebest option to complete
the following sentences.

Answer:

1 2 3 4

D B B C

TASK 2: Listen again and answer the questions
Answer:

1. The survey/ it took place in perth.
2. 80 per cent of the students.

3. They felt that they should be allowed to give
someinput into (be involved in) school decision
making.

3. Post listening:
After you listen:

Discuss the question; Which do you think is more
essential for better learning- good teachers or good
textbook?

* Good teachers

_ without good teachers
+ Ss learn without orientation

+ creativity and interest may be discouraged
_ with good teachers

+ Ss are motivated to learn

+ creativity and interest are encouraged
* Good textbooks

_ without good textbook

+ knowledge is not provided propely
+ Ss may e overloaded and discouraged
_ with good textbooks

+ Ss are provided with god input
+ Ss are motivated to learn.
C/ HOMEWORK:

_ Summarises the main points of the lesson
_ Learn by heart the new words

Gets Ss to read the
Qs. carefully.
Gets Ss to read the
options

Plays the tape again
for Ss to do the task.
Gets Ss work in pairs
and check their
answers

Calls on some Ss to
give the answers and
elicits feedback from
other St.

Gets Ss to work in
group

Gets Ss to discuss.
Divides class into
small groups.

Goes around to check
and offer help.

Listens and takes
note of their errors.
Provides correctives
feedback after that.

Individual work
Pairs work
Whole class.

Groups work

Individual work
Pairs work
Whole class.

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UNIT 5: ILLITERACY

Lesson 4:Writing Period:29th
I/ AIMS: Help Ss

_ Describe information in a table.

_ Write a paragraph based on the information in the table.
II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Interpret information presented in tables.

_ Identify language to be used for describing tables.
_Write descriptions of tables.

III/ LEXICAL ITEMS:Words, expressions.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

7’

10’

15’

A/ WAMR UP: Game: Word category.

increase, gradually, drop, steadily, steady, fall, decrease,
gradual,slight, sharply, rise, sharp, sightly.

Expected answers:

nouns verbs adjectives adverbs

increase
drop
rise
fall
decrease
increase
drop
rise
fall
decrease
sharp
gradual
slight
steady
sharply
gradually
slightly
steadily
Lead- in:_ What do you think about these words?

_ When do you use them?

These words are usually used to describe information in a
table

B/ NEW LESSON:
1.Pre- writing: 
TASK 1: Gap- fill.
Expected- answer:

1. varied 2. rise 3. who 4. number
5. different 6. between 7. dramatically 8. for
2.While writing:

TASK2: Describing the tables

+ Bố cục thường gặp của bài viết mô tả biểu bảng.
_ Giới thiệu chung về biểu bảng

The table describes/ presents/ shows………
_ Trình bày các thông tin có trong bảng.
As can be seen from the table, …..
According to the table, ……

As we can see from the table, …….

_ Tóm tắt thơng tin đã mô tả/ kết luận/ kiến nghị.
A sample writing:

The table describes the trends of literacy rates in sunshine

country from 1998 to 2007. As can be seen from the table,
they varied considerably during this period. Dramatic rise

Divides class
into small
groups.

Asks Ss to sort
these words into
four groups: N,
V, Adj, Adv.
The first group
wins.

Asks ss to read
the pas. And
choose a suitable
word from the
box to fill in each
space of the pas.
Checks with the
class.

Gets Ss to work
out the content of
their letters by
answering the
questions.
Calls on Ss to
give the answers.

Asks Ss to write
a writing

Work in groups

Work in groups
Choose the
suitable words.

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10’
3’

is seen in Lowlands where the literacy rate increased
from 50% in 1998 to 95% in 2007. Meanwhile, in the
Midlands, the literacy rate went up steadily from 70% in
1998 to 85% in 2007. Highlands is the only place of which
the literacy rate dropped sharply. In 1998, 50% of its
population is literate but this number went down to 30% in
2007. These figures minght be useful for policy- markers
in the educational development in Sunshine country.
3. Post- writing:

Peer correction
C/ HOMEWORK:

_ Learn by heart the words used to describe information 
in a table.

Goes around and
give help.

Gives feedback
on what Ss have.
Gets Ss to read
the task and the
guidelines
silently and work
out what they are
require to write
about.

Asks Ss to
exchange their
writings and
correct the
mistakes.

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UNIT5: ILLITERACY

Lesson 5: Language focus Period: 30th
I/ AIMS: Help Ss

_ Practice pronunciation and distinguish the sounds /pl/, /pr /,/br/ and /bl/
_ Understad and use reported speech with To- infinitive.

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

_ Distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly.
_ Understand reported speech with infinitives and use these structures to solve communicative tasks

III/ LEXICAL ITEMS:The sounds; structures.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

7’

10’

A/ WARM UP: Game: Odd one out
1. wear please hair
2. bull wool prune
3. brandy flower hour
4. come some blame

Expected answers:1. please; 2. prune; 3. brandy; 4. blame.
 Introduce the sounds /pl/, /pr/, /bl/, /br/

B / NEW LESSON: 
PRONUNCIATION:
_/pl/: please

_ /pr /: prune
_ /bl/: blame
_/br/:brandy

GRAMMAR:
1.Presentation:

Reported speech with infinitive(s)

_ Meaning and use: We usually use an inf. Structure to
report oders, requests, advice, suggestions, threats,
warning, promises, agreements, disagreements, and so
on.We don’t use “say” in this structure.

_ Form:Verb + Object + (NOT) Infinitive
_ Ex: I told the kids to be quiet.

The policeman told me not t opark there.
Note: _ now  then

_ today  that day
_ here  there

_ This/ these  that/ those

_ tomorrow  the following day, the day after
- yesterday  the previousday, the day before
_ ago  before

_ next  the following ….. , the ….after
_ last  the previous….., the …… before
2. Practice:

Exercise 1:

1.They promised to come back again.

Asks Ss to circle
the one that is
different

The pair who has
the correct answers
and first finishes
wins.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Gets Ss to do Ex1
then find a partner

Groups work

Listen and
repeat.
Whole class.
Chorol
Individual

Pairs work.
Whole class.

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10’

4’

2. The lifeguard advised us not to swim too far from the
shore.

3. John asked Peter to close the window.

4. The teacher encouraged Eric to join the football team.
5. John promised to giveit to him the next day.

6. My Mum wanted Lan to become a doctor.

7. My sister reminded me to lock the door before going to
shool.

8. His boss advised him to go home and rest for a while.
Exercise 2:

1.He advised me not to drink too much beer.

2. She invited me to come and see her whenever I want.
3. John wanted me not to smoke in his car.

4. He told Sue to give him her phone number.
5. He reminded me to give the book back to Joe.
6. He promised not to do it again.

7. He agreed to wait for me.

8. John asked me to lend him some money.
3 Production:

Give some extra examples.
C/ HOMEWORK:

to check their
answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.
.

answers.
Whole class.
Individually
Compare the
answers.

Pairs work.
Compare
these
answers.
Individual
work

Whole class.

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UNIT 6: COMPETITIONS
Lesson 1: Reading Period: 31st
I/ AIMS: Help Ss

_ Scan for specific details

_ deduce the meaning of some words in certain context

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

_ Develop such reading micro- skill as scanning for specific ideas and identifying meaning in context.
_ Use the information they have read to discuss the related topic.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

5’

12’

A . WARM UP:

What is the meaning of “ competition”?

To compete (in Sth) (against/ with Sb) ( for Sth)
Competition (n) :

Competitor (n):

Questions: _ What competitions do you know?

_ Can you list the competitions that you know?
B. NEW LESSON :

1. Pre- reading :

Match the photos with the words in the boxes.
Expected answers:

a. Quize “ Roard to Mount Olympia”
b. London Marathon.

c. Sao Mai Television Singing Contest.
d. Olympic Games.

VOCABULARY.

_ sponsor (n):  sponsor (v)
_ contest (n):

_ judge (n):  judge (v)

_ announce (v):  announcement (n);
_ recite (v):

_ apologize (v):

2.While reading:

TASK 1:Match the words or phrases on the left with their 
definitions on the right.

1 2 3 4 5 6

d f e c b a

TASK2: Answer the questions:

1.The representatives of three classes of the school took part in
the annual final Eng. Competition last Saturday.

2. Its aim was to stimulate the spirit of learning English among Ss.
3. The Student’s parents Society sponsored the competition.
4. They had to complete five activities in all. On completion of
each activity, they hadto answer the questions in the worksheets
within two minutes.

Asks the whole class
to answer the

question

Calls on some Ss to
give the answer
Gets Ss to discuss the
picture.

Asks Ss to answer
the questions.
Calls on ss to gives
the answers in front
of class.

Gives corrective
feedback.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Asks Ss to read the
text silently

Do the test &
exchange the ideas
with partner

Calls on some Ss
give the answers to

the class.

Gives comments.
Gets Ss to discuss the

Pair work &
whole class.

Work in groups

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5’

8’

2’

5. They had to observe and score the students’ performance. The
maximum scorefor each activity was 15. At the end of the

competition they would announce the total score of each group.
The group that got the highest score would be the winner.
6. The winner would be awarded a set od CDs for studying
English and an Oxford Advanced Learner’s Dictionary.
TASK3: Read the par. 3 again and complete the sentences.
1. ……… to recite/ to complete the poem.

2. ……… became the winner of the competition.
3. ……… 60 points.

4. ……… “ For me the most important thing was our participation in

the competition and the enjoyment we had from it.”

3. Post reading:
Translation.

_ patter:rơi lộp độp.

_ windowpane: khơng cửa kính.
Suggested translation:

Bạn có thích ngắm bầu trời đêm tối
 Sao bồi hồi tỏa ánh sáng long lanh
 Có thích khơng những buổi sáng mát xanh
Ngàn mây trắng lững lờ trôi phiêu lãng

Tơi thích lắm nắng sớm mai mùa hạ
 Tỏa nhẹ nhàng theo mỗi bước chân ta
 Thích những khi cuộn mình nghe mưa lạnh
 Lộp độp rơi trên ô cửa hiên nhà.

C/ HOMEWORK:

questions

Calls on Ss to give
the answers to the
class.

Asks Ss to complete
the sen.

Calls on Ss to read
aloud their sen.
Asks Ss to translate
the poem that Hung
recited at the
competition.

Helps the Ss with the
meaning of some
new words.

Groups work

Work in groups.

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UNIT 6: COMPETITIONS
Lesson 2: Speaking Period: 32nd
I/ Aim(s): Helps ss

_ Talk about a competition or contest.

_ Ask for and give information about types of competitions.
II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Talk about a competition or contest.

_ Ask for and give information about types of competitions.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

8’ A / WARM UP: Handout

History
1.The Roman Empire was smaller
than the Greek Empire

True/ False
2. World War II was shorter than

World War I True/ False

3.The Parthenon is older than the
Pyramids.

True/ False
4. Which technology is newer? The silicon chip/

the laser
Geography

5. Norway is bigger than Sweden. True/ False
6. The river Nile is longer than the

River Amazon.

True/ False

7. Which is neare? NY to LA/

Lisbonto Istanbul
8. Which is deeper? The Atl. O./ The

Pac. O.
Science

9. Which is heavier? A pound/ a kg
10. Which is hotter? The earth/ The

moon
11. Bread is good for you, but which

is better?

Brown bread/ 
white bread
12. Fat is bad for you, but is worse? Butter/ margerine

People

13. Who is richer? Queen Elizabeth II/ Paul
Mc cartney

14. Who was younger when

they died? Marilyn Monroe/ Mozart

15. Who was taller? Stan Laurel/ Oliver Hardy
Who was poorer when they

died? Van Gogh/ Leonardo da vinci

Prepares four
handouts.
Divides four
groups.

Gets Ss to answer
the question in
each handout.

Work in groups.

Whole class
Individually.
Groups work.

Work in pairs.

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10’

15’

10’

2’

General knowledge
17. Which is more common

in English? “e”/ “i”

18. Which is more

expensive? Paris/ Tokyo

19. Which is less valuable? A dollar/ a pound
20. Which is more

dangerous?

Travelling by bus/
travelling by boat.
B / NEW LESSON:

1. Pre- speaking:
VOCABULARY.
_ sculpture:

_ athletics meeting:
Task 1:Read ans tick: 
2. While speaking:
Task 2: Interviewing
Asking for opinions:

What do you think about………?
What’s your opinion about……….?
How do you feel about………?
Do you like……..?

Giving opinions:

I think….. is/ are good/ fun/ great/ wonderful/ perfect…..
I think….. is/ are boring/ silly/ dull

Example:

T: What do you think of the English Competition?

S: Oh, it’s interesting. It’s a good time for practising Eng.
3. Post – speaking:

Task 3: Talk about a competition or contest you have 
recently joined or seen.

Suggested answer:

1.Where: in the stadium/ the school yard/ in the park/ on
the river,…

When: last Saturday/ last summer/ just yesterday,….
2.What type: ( Task 1)

3. Who organised: Teachers/ the Youth Union, class,…

4. Who participated: 10th, 11th, 12th from students/

representative of class/ all students,….
5. Who won:

6. Your feeling:
 C/ HOMEWORK:

Asks Ss to tick the
competition/
contest that they
like or dislike in
the right column,
comparing their
answers with a
partner’s.

Makes sure that Ss
know what they
are going to do.
Moves around to
control and give
help.

Calls on some
pairs to act out
their conservation.
Asks Ss to practise
speaking.

Goes around to
offer helps.

Puts Ss into groups.
Asks them to
discuss the
question.

Calls on some gr.
To report the
ideas.

Gives feedback.

Whole class.
Individuals.

Work in pairs.

Work in groups.

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UNIT 6: COMPETITIONS
Lesson 3: Listening Period: 33rd
I/ Aim(s): Helps ss

_ To listen to get specific information.

II/ Objectstive(s): By the end of the lesson, students will be able to :
_ Develop extensive listening skills.

_ Use the information they have listened to for other communicative tasks.
III/ Lexical items:

_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

Time Contents Teacher’s activities Ss’ activities

5’

10’

8’
2’

A.WARM UP: Jumbled words
1. tohamarn  marathon
2. sifihn  finish

3. renurn  runner
4. chiatelt  athletic
5. crae  race.
B.NEW LESSON:

1.Pre – listening:

1. It’s one of the most prestigious marathon sporting
events of the world.

2. Every one.
Vocabulary:
_ to clock:

_ formally (adv):
_ association (n):
_ race (n):

2 While listening:

TASK 1:True or false statements
 Answer:

1 2 3 4 5 6

T T F F T F

TASK 2: Listen again and answer the questions
Answer:

1. ( He came from) New York.

2. ( She became the first official female champion) in
1972.

3. 8 ( women started and finished the race in 1972)
4. 6164 ( runners joined the Boston Marathon in
1984)

3. Post listening:

After you listen:Name some famous runners in 
Vietnam and say what is special about them.
C/ HOMEWORK:

Divides class into
groups.

Asks each group to
rearrange the letters
to make good words
Gets Ss to answer the
questions.

Helps Ss to

pronounce the words.
Checks that Ss know
the meaning of these
words

Asks Ss to listen to
the dia. About the
Boston Marathon and
check if their

prediction is right or
wrong.

Let Ss to listen for
the second time.
Plays the tape again
for Ss to listen and
answer the questions.
Gets Ss to check their
answer with a partner
Goes around to check
and offer help.

Groups
work.

Pairs work.

Repeat after
the T in
chorus/
individually
Individually
Whole class.

Pairs work
Whole class.

Groups work

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Lesson 4:Writing Period:34th
I/ AIMS: Help Ss

Write a letter of replying.

II/ OJECTIVES: By the end of the lesson , students will be able to :
Write a letter to reply to the request of information.

III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

4’

15’

A/ WAMR UP: Guessing Game:

_Prepare a picture of an English speaking competition.
_ Move the picture quickly 1or 2 times so that Ss can’t see
what ‘s in the picture clearly.

_ have Ss guess the competition in the picture by asking
Yes/ No questions. Within 2 minutes which group can
guess the picture will be the winner.

1.Pre- writing:
VOCABULARY:
_ native ( adj):

_ entry procedure ( n):
_ venue (n):

TASK 1: Gap- fill.
Expected- answer:

When? ( the date and time)
Where? ( the venue)

Who? ( who can participate, who are the hosts/ judges,
who to contact, ect.)

How? ( how to apply to participate, how the contest
proceeds, how the candidates’ performance is assesses,
ect.)

What? ( what is expected of the candidates, what the
award is)

Format of a letter of replying.

Headings Parts of a letter

1.Opening a
letter.

2. Confirming
the letter you’ve
received.

3. Providing
necessary
information.
4. Closing and
ending a letter

Dear Lan,

I’ve got your letter dated back on 1st

June and I am really delighted when
learning that you can take part in
our contest.

Here is the important information
you should know about the contest
First of all.

I look forward to meeting you soon.
Yours sincerely,

Ruth Korn.
2.While writing:

TASK2: Writing a letter of replying.

Divides class
into small
groups.

Gets Ss to read
the letter in Task
1 individually.
Asks Ss ti
identify who
wrote the letter,
for what purpose,
what information
she requested
and compare
their answers
with the ideas on
the board.

Work in groups

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20’

5’
1’

A sample writing:
Dear Thu Trang,

Thank you for your letter and welcome to our English
speaking Competition. Here are some details that you

required:

The number of participants is limited – just 25. The
competition is held on 25th November 2006, at 106 Tran

Hung Dao Street, Hoan Kiem district, Hanoi. It starts at
8.00p.m; however, contestants should be present one hour
before the comprtition for registration.

If you need more information please contact me on the
phone number: (04)9838188, or e- mail:

Best wishes,

Kate Johnson
Secretary.

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Asks Ss to write
a letter to
respond to Thu
Trang based on
the details given
in Task 2.

Goes around to

control and help.
When they have
finished, collect
Ss’ writings.
Deliver each
group pieces of
writing.

Tells them to
read and correct
their friends’
narratives.

Whole class.
Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.

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UNIT6:COMPETITIONS

Lesson 5: Language focus Period: 35th
I/ AIMS: Help Ss

_ Pronounce correctly the sounds /tr/, /dr /,/tw/
_ Make speech with Gerund

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

_ Distinguish the clusters /tr/, /dr/, /tw/, and pronounce the words and sentences containing them correctly.
_ Understand reported speech with Gerund and use these structures to solve communicative tasks

III/ LEXICAL ITEMS:The sounds; structures.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

7’

10’

A/ WARM UP: Game: Tongue Twisters.

Put on a boarb a sentence consisting of the 3 particular
twisters /tr/ /dr/ /tw/:

“ While a twin was trying to drive his dramatically
dreadful truck to a travel agent at twelve he hit a tree”
B / NEW LESSON:

PRONUNCIATION:
_/tr/: try, truck, travel, tree

_ /dr /: drive, dramatically, dreadful
_ /tw/:twelve, twin

GRAMMAR:
1.Presentation:

Reported speech with Gerund

_ Meaning and use: We usually usea gerund structure to
reportthanking, apologies, accusations, and so on.We don’t
use “say” in this structure.

_ Form:Verb +( Object) + Preposition +(NOT) V-ing
_ Ex: I apologised the teacher for submitting my
assignment late.

We thank you for having helped us generously.
Note: Some verbs do not need a preposition: stop, deny, 
admit, suggest.

_ now  then
_ today  that day
_ here  there

_ This/ these  that/ those

_ tomorrow  the following day, the day after
- yesterday  the previousday, the day before
_ ago  before

_ next  the following ….. , the ….after
_ last  the previous….., the …… before
2. Practice:

Exercise 1:

1.John congratulated us on passing our exams.
2.Mary apologised for not phoning me earlier.

Asks Ss in each
group must have
go out at saying the
tongue twisters
chosen as many
times as he can,
both quickly and
correctly and
scores a point for
his team.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Groups work

Listen and
repeat.
Whole class.
Chorus
Individual
Pairs work.
Whole class.

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10’

3’

3.Peter insisted on driving linda to the station.

4.The teacher accused the boy of not paying attention to
what he said .

5.Bob has always dreamed of being rich.

6.I warned ann against staying at the hotel near the airport.
7.Her mother prevented Jane from going out that night.
8. miss White thanked Jack for visiting her.

Exercise 2:

1.tom insisted on paying for the meal.

2. Mr. and Mrs. Smith looked forward to meeting their
children soon.

3. The boy denied breaking the window of the woman’s
house.

4. The policeman stopped the customer leaving the shop.
5. the thief admitted stealing Mrs. Brown’s car.

6. Ann suggested having a party the next Saturday.
7. John and his wife were thinking of buying the house.
3 Production:

Give some extra examples.
C/ HOMEWORK:

Gets Ss to do Ex1
then find a partner
to check their
answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.
.

Individually
Compare the
answers.

Pairs work.
Compare
these
answers.

Individual
work

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TEST YOURSELF B Period: 36th
I/ LISTENING:Listen and choose the best answer.

1 2 3 4 5

A B D C B

II/ READING: Answer the questions.

1 2 3 4 5

D B B C C

III/ PRONUNCIATION AND GRAMMAR:
1.Pronunciation:

1. play 2. drive 3. twice 4. proud

2. Complete the text

1. talking 2. to go 3. smoking

4. saying 5. do 6. going

IV/ WRITING:

I enjoy watching television and often spend one or two hours watching it everyday.I sometimes spend more time
watching it at weekends. One of my favourite programmes is “ The way to Olympia Peak”. It is always on from 9
o’clock to 11 o’clock on VTV3 on Sundays. I like watching it because the three competitors on each show are very
intelligent. They are all advanced students from different school. They have to answer several questios about general
knowledge of natural and social sciences. Many questions are very challenging for me. I am interested in watching it
but I don’t think I am able to take part in the programme.

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UNIT 7: WORLD POPULATION
Lesson 1: Reading Period: 39th
I/ AIMS: Help Ss

_ Scan for specific information

_ Guess the meaning of words based on context.

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

_ Develop such reading micro- skill as scanning for specific ideas and identifying meaning in context.
_ Use the information they have read to discuss the topic.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

10’

15’

A . WARM UP:Describing the pictures.
_ Who can you see the first picture?

_ How many children does the man have?
_ How is the house which his family live in?
_ What does the man do to earn his living?
_ What do the two pictures tell you?

Countryside, big- sized family, poor, slum, city, hard, poor living 
standard.

B. NEW LESSON :

1. Pre- reading :Answer the questions.

1. The first picture is a scene in a poor and crowded family.

The second picture is a scene of people living in slums in a city.
2.The first picture tells the poverty of a big- sized family. They
live in a small cottage. The parents have to work hard to feed
their six children, who are all small.

The second picture tells the hard life of people in a slum. They
have to do hard jobs ( pumping tyres, selling tea, cycling, etc.) to
maintain their livings.

VOCABULARY.
_ B.C: Before Christ
_ A.D: Anno Domini.
_ Third world (n):
_ available ( adj) :
_ decrease (v):
2.While reading:

TASK 1:Gap – filling.

1. Although 2. method 3. increase 4. resources
5. figures 6. limit 7. international 8. control
TASK2: Answer the questions:

1 The population of the world in 10,000 B.C was 10 million, in
1750 it was 625 million, in 1850 it was 1300 million, in 1950 it
was 2510 million, 1985 it was 4760 million, in 2000 it was 6.6
billion.

2. By the year 2015, the population of the world is expected to be
7 billion.

Asks the whole class
to answer the

question

Calls on some Ss to
give the answers
Gets Ss to discuss the
pictures.

Asks Ss to answer
the questions.
Calls on Ss to gives
the answers in front
of class.

Gives corrective
feedback.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Asks Ss to read the
text silently

Do the test &
exchange the ideas
with partner

Calls on some Ss
give the answers to
the class.

Gives comments.

Pair work &
whole class.

Whole class.
Listen.
Repeat.
Chorus.
Individually.
Individually
Exchange with
their partner
Pairs work.
Give the
answer to the
class.

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5’

2’

3. Some scientists say it can, but others say it can’t.
4. No, they don’t.

5. ( They can’t limit the size of their family) because they know
of no safe way to have fewer children.

3. Post reading:Discussion.

“ What are the five world largest countries in population? Which
is the richest? Which is the poorest country?”

Expected answer:

_ The 5 largest countries in population are:
1. China ( Asia)

2. India( Asia)
3. Russia ( Europe)

4. The U.S.A ( Latin America)
5. Indonesia ( Asia)

_ The richest country is the U.S.A
_ The poorest country may be India.
C/ HOMEWORK:

_ Find the country beloning to the 3rd world.

_ Find solutions to control the world over population.

Gets Ss to discuss the
questions

Calls on Ss to give
the answers to the
class.

passage
silently.
Give the
answers
Individual.
Groups work

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UNIT 7: WORLD POPULATION
Lesson 2: Speaking Period: 40th
I/ Aim(s): Helps ss

Give their opinions about the causes and the problems facing over populous countries.
II/ Objectstive(s): By the end of the lesson, students will be able to :

Talk about the causes of population explosion, problems of population booms and solutions to these problems.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

5’

10’

13’

A/ WARM UP: Questions.

1. How many children do your parents have?
2. Do you want to have more or fewer / Why?

3. Do you know any families that have more than 10
children nowadays?

4. According to you, what are the causes to population
explosion?

Introduce the lesson:

Today, we are going to talk about the causes to population
explosion and try to find out the solutions to this problem.
B/ NEW LESSON:

1. Pre- speaking:
VOCABULARY.

_ explosion (n): _ overpopulation (n)
_ aware of: _ shortage of (n):
_ religion(n): _ living standard:
_ insurance (n): _ reward (n):

Task 1: Put the causes in order of importance and explain. 
GIVING OPINION

In my opinion………..
As for me………..

As far as I’m concerned……….
From my point of view, I think………
It would seem/ appear to me that………..

2. While speaking:

Task 2: List the problems facing poor and overpopulated 
countries. Then report your results to the class.

poor living conditions.
low living standards

not enough/ expensive food

lack/ shortage of schools/ hospitals/ teachers.

Example: shortage of jobs unemployment social evils.
Polluted environment  bad health  low life expectancy
Task 3:Work out the solutions to the problems to

overpopulation. Report your results to the class.

If you were a Prime Minister of Vietnam, what would you

Asks Ss to answer
the questions.
Note Ss’ ideas in
the board.

Teaches new
words.

Elicits

Tells Ss to read the
causes of

population
explosion

Gets them to put in
order importance
and explain why.
Goes around to
offer helps.

Puts Ss into groups.
Asks them to
discuss the
question.

Gives feedback.
Asks Ss to use the
sugggestion in the
useful language

Work in groups.

Whole class
Individually.
Groups work.

Work in pairs.

Groups work

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5’
2’

do to solve the problemof overpopulation?

Example: Raise an awareness of the problems of
overpopulation by pointing out its consequences and
educating people of significance of having fewer children.
Execies reward and punishment policies: giving

scholarships as rewards for vparents with 1-2 children,
financially fining parents with more than 2 children.
3. Post – speaking:

Task 4: Talk about the problems of overpopulation and 
offer solutio:

C/ HOMEWORK:

_ Summarises the main points.

and encourage
them to add more
ideas.

Work in groups

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UNIT 7: WORLD POPULATION

Lesson 3: Listening Period: 41st
I/ Aim(s): Helps Ss

Develop such listening micro – skills as extensive listening for specific information and summarize while
listening.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Develop such listening micro – skills as listening for specific information and listening.
for general information.

III/ Lexical items:
_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

Time Contents Teacher’s activities Ss’ activities

5’

7’

8’

15’

A.WARM UP: Discuss the questions.

1. Do you think that our world is overpopulated?
2. What continent has the largest population?
Expected answer:

1. Yes, of course.B/ it has more than 6 billion people.
2. The cotinent that has the largest population is Asia
( almost 4 million people)

B.NEW LESSON:
1.Pre – listening:
Vocabulary:
_ Latin America:

_ Rate of population growth:
_ developing countries:
_ to rank:  rank (n)
_ fall (n) = decrease
_ generation (n):
2.While listening:

You will hear Dr. Brown, a world population expert,
talk about the world population.Listen to the

interview and do the task that following.

TASK 1:Choose the best answer A, b, C, or D for the
following sentences.

Answer:

1 2 3 4 5 6

A D C D A C

TASK 2: Listen again and answer the questions
Answer:

1. According toexperts, by the year 2015, the
population of the world will be over 7 billion.
2. He said that the population growth rates in some
part of the world are not the same. The population
grows more quickly in some parts of the world than
others.

Divides class into
groups.

Gets Ss to answer the
questions.

Helps Ss to

pronounce the words.
Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.
Plays the tape once

for Ss to listen and do
the task.

Gets Ss to find a
partner to check their
answer with.

Encourages Ss to
read through all the
questions.

Plays the tape again
for Ss to listen and
answer the questions.
Gets Ss to check their
answer with a partner

Groups
work.

Pairs work.
Repeat after
the T in
chorus/
individually

Individually
Whole class.

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8’

2’

3. According to the expert, the reason for a fall in the
earth rates is the improvement of public health
services and medical care.

4. The problems ( which) population explosion causes
to the world, particularly to developing countries are
shortage of food, lack of hospitals and schools,
illiteracy, and poor living conditions.

5. The expert offered 4 solutions. They are (i) to
educate people and make them aware of the danger
of having more children, (ii) to provide safe,

inexpensive birth – control methods, (iii) to strictly
implement a family planning policy, and (iv)to
exercise strict and fair reward and punishment
policies.

3. Post listening:

After you listen:Discussing

1.How many questions did the interviewer ask?
2. What is the interview about?

3. What did the expert say about the population of the
world, including:

+ the causes of populatio explosion.

+ the problems it causes to the world, particularly to
developing countries.

+ the solutions to the problem.
 C/ HOMEWORK:

Then checks with the
whole class.

Plays the tape again
and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Gets Ss to orally
summerrise the main
ideas of the listening
passage.

Goes around to offer
help.

Corrects Ss’

mistakes.

Calls on some groups
to present their
summery.

Work in
groups.
Whole class.

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UNIT 7: WORLD POPULATION
Lesson 4:Writing Period:42nd
I/ AIMS: Help Ss

Read and describe the information in a chart.

II/ OJECTIVES: By the end of the lesson , students will be able to :
Write descriptions of pie charts, using appropriate language.
III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

10’

13’

A/ WAMR UP: Greeting

B/ NEW LESSON:
1. Pre – writing:

Discovering the distribution.
Suggested ideas:

1.What is the topic of the chart? The distribution of
world population.

2. How many regions are there?  There are 7 regions.
3. Which continent has the largest population?  South
Asia

4. Which continent has the smallest population? 
Oceania

5. Is the population of Europe larger or smaller than
Africa?  larger

Re ordering:

1. North America is home to 514 million (8%).

2. Asia accounts for over 60% of the world population
with almost 3.8 billion people.

3. Europe’s 710 million make up 11% of the world’s
populatin.

4. Africa follows with 840 million people, 12% of the

world’s population.

5. The chart shows the distribution of world population in
2005.

6. Generally, the world population is distributed unevently
through regions.

7. China and India alone comprise 20% and 16%
respectively.

Expected answer: 5- 6 – 2 – 7 – 4 – 3 – 1.
Outlining:

1 Introduction: tell the chart is about ( time, location,
things described in the chart).

Ex: The chart shows the distribution of world population
in 2005.

2. Body:begin with a sentence to sum up the overall trend.
Ex: Generally, the world population is distributed

unevenly through regions.

Divides class
into small
groups.
Has Ss open
their books

working in pairs,
one asks the
information in
the chart and the
other answer.
Checks the
answer with the
whole class.
Asks Ss to look
at the chart read
the sentences
and put them in
the logical order.

Asks Ss to write
a writing.Gets Ss
to correct each
other’s writing.
Moves around to
control and give
help.

Work in groups

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15’

7’
1’

- describe the chart in detail ( in a logical order)

Ex: in the example above, the regions are presented
according to percentage of the population.

Asia is ranked first b/c it has the larefest percentage.
3. Conclusion:Summarize the main points ( optional)
2.While writing:

A sample writing:

The chart shows the distribution of world population by
regions. It is obvious that world population is unevenly
distributed among Asia, Europe, Africaamerican and
Oceania. Asia only acounts for more than half of the
world population with 32% of world populationin the
South and 26% in the East. Meanwhile, the population in
Europe accounts for nearly half of that in South Asia with
15% of world population and as for Africa, it is even
fewer with only 11% America , including Northern and
Latin America makes up only 6% and 8% of the world
population respectively. Oceania ranks last with 2% of the
world population. It can be seen that Asia is the most
densely populated region of the world.

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Deliver each
group pieces of
writing.

Tells them to
read and correct
their friends’
narratives.

Calls on a
student to copy
the writing on
the board.
Gives feedback
and comment.

Whole class.
Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.

Work in groups
VI SELF- EVALUATION:

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I/ AIMS: Help Ss

_ Distinguish the sounds /kl/, /gl /,/gr/ and /kw/

_ Pronounce the words and sentences containingthese sounds correstly.
_ Use conditional type 1,2,3 and conditional in reported speech appropriately.

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

_ Distinguish the clusters /kl/, /gl/, /gr/, and /kw/

_ Pronounce the words and sentences containing these clusters correctly.

_ Use conditional sentences (type 1,2,3) and conditional sentencesin reported speech appropriately.
III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

10’

7’
8’

A/ WARM UP: Handout.

Words: clown; groom; queen; glass; icecream; clean;
green; glean; cream; quick.

Put words in the correct column.

/kl/ /gl/ /kr/ /kw/ /gr/
B/ NEW LESSON:

PRONUNCIATION:

_/kl/: clean, class, claim, quickly, …………
_ /gl /:glean, glass, struggle, ugly,…………..
_ /kr/:crowd, cranky, crash, creature,………
_ /gr/: grow, green, grouping, ground,…………..
_ / kw/: quarrel, quarter, quality, queen,………
GRAMMAR:

1.Presentation:

1.Conditional sentences (three types)

Type If- clause Main- cl. Meaning
1 Am, is, are

V(inf)./V-s/es

Will
+V(inf.)

The situation is
real.

2 Were

V-ed/ V2

Would+

V(inf.)

Unreal in present
3 Had + V-ed/

V3 Would + have+V-ed/
V3

Unreal in the past.
2.Conditional sentencesin reported speech.

_ Conditional type1: we apply all the necessary changes as
usual.

_ Conditional type2,3:We do not change the tenses.
2. Practice:

Exercise 1:

1.would drive 2. could 3. is

4. will take 5. closed 6. will come
Exercise 2:

1.had been told
2.had realised

3. wouldn’t have been

Asks Ss to

rearrange the
words into right
column.

Corrects.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Gets Ss to do Ex1
then find a partner
to check their
answer

Provides corrective
feedback.

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10’

4’
1’

4. woul have bought
5. had studied.
Exercise 3:

1. The man told her he would cometo see her if he had
time.

2. He asked her what she would say if someone stepped on
her feet.

3. They told me if it didn’t rain, they would g0 out with me.
4. The man asked the woman what she would do if she was
a billionaire.

5. The man told me if had asked him, he would have lent
me his motorbike.

6. The man told his daughter they would be very
disapointed if she did not come.

7. The boy told the girlhe was sure they would understand
if she explained the situation to them.

3 Prsduction: 
C/ HOMEWORK:

answers.

Gets Ss to do Ex3
then find a partner
to check their
answer

Provides corrective
feedback.

Compare
these
answers.
Individual
work

Whole class.

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UNIT 8: CELEBRATIONS
Lesson 1: Reading Period: 44th
I/ AIMS: Help Ss

_ Scan for specific information
_ Skim for the gist of the text.

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

_ Develop such reading micro- skill as scanning for specific ideas and identifying meaning in context.
_ Use the information they have read to discuss the topic.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

A.WARM UP: Optional
FEBRUARY

2007
17
THỨ BẢY
Tháng giêng (Đ)

1
Đinh hợi

_ What day is it?
_ What monthis it?
_ What year is it?
_ Is this a special day?

_ Is this Tet for Western people ? so when?
B.NEW LESSON :

1. Pre- reading :Discuss the questions.
VOCABULARY.

_ kumquat tree (n): _ candi fruit ( n):
_ peach blossom (n): _ ancestra altar (n):
_ fruit tray (n): _ lucky money (n):
_ fireworks (n):

1. It’s winter/ Tet holiday.

2. They are gathering for Tet holiday. The gandmother is giving
lucky money to her niece and nephew. The children are thanking
her and wishing her good health. The grandfather and the parents
are watching and smiling.

3. The room is decorated with flowers and plants: peach blossom
on the left and a kumquat tree on the right. On the ancestral alter
and candied fruit tray, vases and lights.

On the table there are a tray of sweets and candied fruit and a
square sticky rice cake.

VOCABULARY.

_ grand (adj): _ pray (v):
_ banner (n): _ spread(v):

Asks the whole class
to answer the

question

Calls on some Ss to
give the answers
Gets Ss to discuss the
pictures.

Asks Ss to answer
the questions.
Calls on Ss to gives
the answers in front
of class.

Gives corrective
feedback.

Teaches new words.
Elicits.

Model

Calls on some Ss to

repeat

Gives comments.
Gives corrective
feedback.

Pair work &
whole class.

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10’

5’
10’

5’

2’

_ agrarian ( adj):
2.While reading:

TASK 1:Find the meaning of the world.
1.Grand: impressive and large

2. Banner: a long piece of cloth with a message on it that is
carried between two poles or hung in a public place to show
support for Sth

3. Sugared apples:

4. Agrarian: connected with farming and the use of land for
farming

5. Pray: to speak to God, especially to give thanks or ask for help
6. Excitement: the state of feeling excited.

TASK2: True or False sentence.

1 2 3 4 5 6

F F T F T F

TASK 3: Answer the questions.

1. It’s sometime beteen 19 January and 20 February.
2. For moths.

3. They are decorated with coloured lights and red banners.
4. They buy gifts, clean and decorate their houses and cook
traditional foods.

5. It’s made from sticky rice, green beans and fatty pork.
6. It is candied fruit such as sugared apples, plums or tomatoes.
7. Visiting friends and other family members, exchanging wishes,
going to the pogoda, playing games, etc.

3. Post reading:
Discussion.

“Tell each other about your last Tet holiday”

Expected answer:

My Tet holiday

My last Tet holidaywas a exciting experience. Weeks before Tet,
I cleaned all the doors and windows and decorated them with
coloured ribbons. My mum and I went to Nghia Tan market to buy
flowers and potted trees to make the living room more beautiful.
On the first day of the New Year, my family all went tovisit my
grandparents in my hometown, Hatay province. There I suddenly
met some of my old friends, and we had lots of fun together. I was
invited to eat secial Western food sent from Switzerland by my
friend’s sister. It was great. Then we played games and sang a lot.
I was so happy that this year. I would spend the whole Tet holiday
in my hometown.

C/ HOMEWORK:

Write these words on
the board.

Asks Ss guess the
meaning of words
based on the
contexts.

Asks Ss to read the
text silently

Do the task &

exchange the ideas
with partner

Calls on some Ss
give the answers to
the class.

Gives comments.
Asks Ss to do this
task, then discuss
their answer with
their peers.

Calls on some Ss to
write the answers on
the board.

Gives the correct
answers.

Gets Ss to discuss the
questions

Calls on Ss to give
the answers to the
class.

Individually
Exchange with
their partner

Pairs work.
Give the
answer to the
class.

Groups work
Read the
passage
silently.
Give the
answers
Individual.
Groups work

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UNIT 8: CELEBRATIONS
Lesson 2: Speaking Period: 45th
I/ Aim(s): Helps ss

Talk about the celebrations of Tet and other festivals’ activities.
II/ Objectstive(s): By the end of the lesson, students will be able to :

Talk about the celebrations of Tet and other festivals’ activities.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

5’

10’

15’

5’

A/ WARM UP: Find word that go with TRADITIONAL
Expected answer:

Traditional food/ flowers/ clothes/ games/ costumes.
B/ NEW LESSON:

1.Pre- speaking: Lead in:

_ Do you think that Lunar New Year is popular in the
world?

_ Let’s study the following dialogue to see if Anna who is
Mai’s new English friend, know about it or not.

Task 1: Practicing the dialogue.( on page 93)
2. While speaking:

Task 2: Match the holidays with its main purpose and acts.
Picture 1: Mid – Autumn festival.

Picture 2: Thanksgiving
Picture 3: Valentine’s Day.
Answer: 1. cC; 2. aA; 3. bB

Task 3: Ask and answer the holidays
Useful expressions.

What do you know about…?
When is it exactly?

What do people often do at…
Oh, that sounds really interesting.
Model:

T: What do you know about Mid – Autumn festival?
S: It falls on/ comes on the fifteenth day of the 8th lunar

month.

T: What do people do on that day?

S: People eat mooncakes and lots of fruits. Then they carry
their beautiful glowing lanterns along the streets in their
neighbourhood. Dragon dance is also a special activity on
this day.

T: Oh, that sounds really interesting
3. Post – speaking:

C/ HOMEWORK:

Asks Ss to find
some words that go
with Traditional
Note Ss’ ideas in
the board.

Calls on Ss to read
the dialogue.
Do not correct any
mistakes at this
stage.

Asks Ss to look at
the 3 pics. on page
93 and work out
the name of
eachholiday.
Matching.

Asks Ss to use the
sugggestion in the
useful language
and encourage
them to add more
ideas.

Work in groups.

Whole class
Pairs work
Work in pairs.

Groups work

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Lesson 3: Listening Period: 46th
I/ Aim(s): Helps Ss

Listen and pick up specific details.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Develop such listening micro – skills of intensive listening for specific information.
III/ Lexical items:

_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

Time Contents Teacher’s activities Ss’ activities

5’

7’

8’

15’

8’

A.WARM UP: Discuss the questions.

1. What is special about New Year holiday in Japan?
2. Can you guess what Japanese do on these days?
Expected answer:

- The Apricot flowers are in bloom/ peach flowers
are in blossom

_ decorate their houses
_ make special food
_ wear special clothes
_ visit friends ans relatives.
B.NEW LESSON:

1.Pre – listening:
Vocabulary:
_ kimono (n):
_ shrine (n):
_ longevity:
_ pine tree:
_ represent:
2.While listening:

TASK 1:You are going to listen to two people talking
about how the New Year is celebrated in Japan.

Listen and tick the things you hear.

Key: 1, 2, 3, 4, 6, 8, 10, 11

TASK 2: Listen again and answer the questions
1. Because they want to get rid of the dirt of the old
year and welcome the New Year.

2. Form television or the radio.
3. Kimonos or special dress.

No. New Year ‘s Day is mostly celebrated among
family only.

3. Post listening:

After you listen:Discussing

Compare the following aspects of the Vietnamese
New Year with those of the Japanese oe.

Expected Answer:

Aspects Vietnamese Japanese

Divides class into
groups.

Gets Ss to answer the
questions.

Helps Ss to

pronounce the words.
Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.

Plays the tape once
for Ss to listen and do
the task.

Gets Ss to find a
partner to check their
answer with.

Encourages Ss to
read through all the
questions.

Plays the tape again
for Ss to listen and
answer the questions.
Gets Ss to check their
answer with a partner
Then checks with the
whole class.

Plays the tape again

Groups
work.

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2’

Preparations _ clean the house
_ decorate the
house with
kumquat trees,
peach/aricot
flowers

_ cook special
foods.

_ clean the
house

_ decorate the
house with pine
trees.

_ cook special
food

Activities
on New

Year’s Eve

_ gather together
and wait for the
New Year to
come.

_ give lucky
money to children
_ go to Pagoda.

_ watch

Nationalsinging
contest on TV.
_ listen to the
bell ringing
_ visit the
shrine.
Food and

close _eat Chung cake and Mut.
_ wear ao dai or
special dress.

Eat special
foods and dring
wine

_ wear kimono

and drink wine
People to

celebrate
with

_ mostly among

family members _ mostly amongfamilym
embers

C/ HOMEWORK:

and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Gets Ss to orally
summerrise the main
ideas of the listening
passage.

Goes around to offer
help.

Corrects Ss’

mistakes.

Calls on some groups
to present their
summery.

Whole class.

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UNIT 8: CELEBRATIONS
Lesson 4:Writing Period:47th
I/ AIMS: Help Ss

Write about some popular celebrations in Vietnam and greeting cards.
II/ OJECTIVES: By the end of the lesson , students will be able to :
Write a description of a popular celebration.

III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

10’

12’

15’

A/ WAMR UP: Tell some Festivals in VN you know.

Expected answer: Independence Day, Mid – fall festival, 
Tet holiday, Women’s Day, Valentine’s Day, Teachers’
Day,…

Chatting:

T: What do people usually do on these festivals?
S: ( Answer)

T: What are some traditional foods people often cook?
S: (Answer)

T: Do you like these festivals?
S: ( Aswer)

B/ NEW LESSON:
1. Pre – writing:

Sets the scene: You are going to write a description of one 
of the popular celebrations in Vietnam.

Suggested ideas:The description includes 6 main points.
_ Name of the festival

_ Purpose of the festival
_ Time of the festival

_ Main activities of the festivals/ what people do in the
festival

_ Food eaten

_ People’s feeling about the festival ( like/ dislike?
Reason(s)?)

Brain storming.

1. Independence Day:marches, parades, meetings, flags,
banners, demonstration, a day off.

2. Mid – Autumn Festival: lanterns, dragonor lion dance,
mooncakes, full moon, children.

3. Women’s Day: flowers, gifts, housework.
4. Teachers’ Day: flowers, gifts, gratitude, visit,
performances, dance, sing.

2.While writing:
A sample writing:

The Mid – Autumn Festival comes on the fifteenth day of
the eighth lunar month. It’s the time when the moon looks
the most beautiful so it is celebrated to admire the full

Divides class
into small
groups.

Calls on some
groups to give

their opinions.
Checks the
answer with the
whole class.

Asks Ss to write
a writing.Gets Ss
to correct each
other’s writing.

Work in groups

Individually.
Whole class.

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7’
1’

moon ( of the eighth lunar month). On this day parents
taketheir children out, carrying beautiful glowing lanterns.
There are also performances at the city center where large
crowds gather to watch children sing and dance. Adults sit
outdoors, drinking tea and having mooncakes. People can
also enjoy dragon or lion dance performed by grouyp of
boys who come to each family to dance and receive some
money as rewards.

I like this activity best because it’s so funny and full of
joys.

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Moves around to
control and give
help.

Deliver each
group pieces of
writing.

Tells them to
read and correct
their friends’
narratives.
Calls on a
student to copy
the writing on
the board.
Gives feedback
and comment.

Whole class.
Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.

Work in groups

VI/ SELF- EVALUATION

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Lesson 5: Language focus Period: 48th
I/ AIMS: Help Ss

_ Distinguish the sounds /fl/, /fr/ and / r/

_ Use pronouns one(s), someone, no one, anyone, and everyone.
_ Have further practice in vocabulary about holidays and celebrations.
II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Distinguish the clusters /fl/, /fr/, and / r /

_ Pronounce the words and sentences containing these clusters correctly.
_ Use one(s), someone, no one, anyone, and everyone appropriately.
_ Use vocabulary about holidays and celebrations appropriately.
III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

10’

A/ WARM UP: Handout.

Words: flower, flag,frog, thread, fruit, three, flood, fridge,
throat.

Put words in the correct column.

/fl /fr/ / r/
B/ NEW LESSON:

PRONUNCIATION:

_/fl/: flag, flat, flow, floor, fly, flower, …
_ /fr/:free, France, fresh, from, front, fruit, …
_ / r/: threw, thrive, through, thread, tthree, …
GRAMMAR:

1.Presentation:
1.Pronouns one(s):
Setting the situation:

T: I have some pens. Would you like one?
S: Of course.

T: Which one would you like?
S: The red one.

T: Have a look at these bue ones. They are so nice.
_ One and Ones are used to replace a previously

mentioned noun when we do not want to repeat that noun.
_ One replaces a singular noun, and ones replaces a plural

noun.

2. Pronouns someone, no one, anyone, and everyone
_ Someone = somebody. It used with a singular verb in an
affirmative statement or a question when the speaker /
writer expects the “yes” answer.

_ Anyone = anybody. It used with a singular verb in a
negative statement or a question.

_ No one usually takes a singular affirmative verb.
_ Everyone = everybody. It usually goes with a singular
verb. It is used to refer to every person or all people.
2. Practice:

Asks Ss to
rearrange the
words into right
column.

Corrects.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise

reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Groups work

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7’

8’

10’

4’
1’

Exercise 1:

1.anyone 2. Someone 3. anyone
4.someone 5.no one 6. everyone
7. no one

Exercise 2:

1.Of the three bags I like the blue one.

2. Mai is making a fruit cake, Huong is making one, too.
3. I like reading books, especially the ones about the
natural world.

4. I don’t have a computer, and my father doesn’t want me
to have one.

5. They let me choose a pencil, and I took the red one.
6. These are several celebrations In VN, but perhaps the
most meaningful one is Tet.

7. We told each other both happy stories and sad ones
about our lives.

Exercise 3:

1. traditional 2. grand
3. gifts 4. celebrating
5. polite 6. good luck
7. excitement

3 Production:

Give some extra examples.
C/ HOMEWORK:

Gets Ss to do Ex1
then find a partner
to check their
answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.

Gets Ss to do Ex3
then find a partner
to check their
answer

Provides corrective
feedback.

Groups work.
Give the
answers.
Whole class.

Individually
Compare the
answers.
Pairs work.
Compare
these
answers.
Individual
work

Whole class.

VI/ SELF- EVALUATION

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UNIT 9: THE POST OFFICE
Lesson 1: Reading Period: 55th
I/ AIMS: Help Ss

_ Scan for specific details

_ Deduce the meaning of some words in certain context.

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

_ Develop such reading micro- skill as scanning for specific ideas and identifying antonyms.
_ Use the information they have read to discuss the post office services.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.

V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

7’

10’

A.WARM UP: A matching game

1. Express Mail Service a. Thư chuyển bằng đường hàng
không

2. surface Mail b. Dịch vụ điện hoa
3. Air Mail c. Dịch vụ điện thoại
4. EMS Mail d. Dịch vụ phát hành báo
5. Parcel service e. Dịch vụ gửi fax

6. Express Money Transfer f. Thư chuyển bằng đường bộ,
đường sắt, hoặc đường biển
7. Messenger Call service g. Dịch vụ thư chuyển phát nhanh.
8. facsimile service h. Dịch vụ chuyển phát tiền nhanh
9. Press Distribution i. Dịch vụ chuyển phát bưu phẩm
10. Flower Telegram

Service j. Thư chuyển phát nhanh

Answer:

1. g 3. a 5. i 7. c 9. d

2. f 4. j 6. h 8. e 10. b

B. NEW LESSON :

1. Pre- reading :Discuss the questions.

1. It is …….. from my home to the nearest post office.
2. I go there not very often to send letters.

3. The post office may offer a number of various services such as
VOCABULARY.

_ equip (v): _ notify (v):
_ express (adj) = very fast _ recipient (n):
_ transfer (v): _ subscibe to (v):
2.While reading:

TASK 1:Circle the word that has the opposite meaning to the
italicised word.

Answer:

1 2 3 4

C B D C

TASK2: Answer the questions.

Divides class into
small group.

Gives handouts for
Ss to do the matching
task.

Which group finshes
it first and has all the
correct answers will
be the winner.

Gets Ss to discuss
and give the results.
Elicits new words

Gets Ss to read the
task and locate the
words in italice in
the passage then
guess their

Group work &
whole class.

Whole class.
Listen.
Repeat.

Chorus.
Individually.

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8’

5’

2’

1. Than Ba Post Office is equipped with advanced technology and
has a spacious and pleasant front office.

2. Mail and Parcel Service, Express Money Transfer, Phone Calls
and Faxes, Press Distribution.

3. They are air mail, surface mail and the Express Mail Service
(EMS).

4. It is used for notifying the recipient of the time and place to
receive the call.

5. You will have to subcribe to your favourite newspapers and
magazines.

TASK 3: Find evidence in the text to support the statements.
1. The post office opens daily from 7a.m. to 9 p.m.

2. We offer a very competitive rate for parcels under 15 kg.
3. We also have the Express Mail Service and your EMS mail will
be delivered in the shortest possible time.

4. We offer the speedy and secure service of transfering money in
less than 24 hours.

3. Post reading:
Answer the questions.

1. Which service provided by Thanh Ba Post Office do you think
is the most important and why?

2. What services do you think Thanh Ba Post Office should have
in the future?

Expected answer:

1. I think mail and parcel service is the most important b/c
nowadays most families have a telephone machine and they can
call at anytime they want. But they can’t always send mail or
parcel by themselves

2. I think they need to have Internet service. I do not have
Internet home but I need to use it often.

I think they should have a service that helps you change your
money. Or tourists can change their money when they go to VN.
C/ HOMEWORK:

meanings.

Gtes Ss to do the task

, dicuss the answers
with the

partnerChecks with
rthe whole class.
Asks the whole class
to answer the

question

Calls on some Ss to
give the answers

Asks Ss to answer
the questions.
Calls on Ss to gives
the answers in front
of class.

Gives corrective
feedback.

Groups work
Read the
passage
silently.
Give the
answers
Individual.

Groups work

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UNIT 9: THE POST OFFICE
Lesson 2: Speaking Period: 56th
I/ Aim(s): Helps ss

Make requests and talk about different postal services.

II/ Objectstive(s): By the end of the lesson, students will be able to :

Use appropriate language to make requests in formal business situations.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

5’

15’

A/ WARM UP: Jumbled words
1. mali  mail

2. nomey trerfans  money transfer
3. xaf  fax

4. repss deervyli  press delivery.

Question: What are these? . Postal services.

Introduce the lesson: Today we are going to talk about 
some postal service.

1. Pre- speaking:

Task 1: Practicing the dialogue.( on page 103)
Answer the question:

What service is the customerising in the dia?

Key: The service the customer is using is the fax service.
2. While speaking:

Task 2: Make a conversation from the suggestions below. 
The conservation takes place at the post office between a 
clerk (A) and a customer (B), who wants to have a 
telephone line installed at home.

A: Good morning. Can I help you?

B:Yes. I want to have a telephone line installed at home.
A: OK. Where do you live?

B: I live at 67 Ngoc Ha Street. When can you install it?
( When does the installation take place?)

A: We can install it one week after you have registered.
( The installation takes place one week after your
registration.)

B: Can you come on Friday?

A: Yes. That’s fine. Do you have a telephone yet?
B: Yeah, I have a telephone already. How much is the
installation fee and monthly fee ?

A: The installation fee is 1.4 million dong and the monthly
fee is 27 thosand dong.Can you fill in this form?

Task 3: Imagine that one of you is a clerk at the post office
and the other is a customer, make a dia. For each of the 
following situation.

A: Good morning. Can I help you?

Asks Ss to order
the words

The winner is the
first.

Leads in the new

lesson.

Asks Ss to pratice
thedia. on page
103 and work out
theservice that the
customer using.
Explains the task
and new words.
Elicits some useful
structures

Gets Ss to practise
the dialogue
together based on
the information
given in the task.
Elicits feedback
from class.

Explains the task.
Gets Ss to practise
the dialogue
together based on

Work in groups.

Whole class
Pairs work

Work in pairs.

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5’

B: I would like to subcribe to Lao Dong daily newspaper.
A: Yes. How long would you like to subcribe to it?

B: For a year, please.

A: Where would you like to get the newspaper?
B: At home, please. I live at 67 Ngoc Ha Street.
A: OK.

B: Oh, can I get the newspaper every morning before
6.30?

A: Well, it might be a little bit too early. How about before
7.30?

B: OK. That’s fine. Thank you.
A: Right. Can you just fill in this form
3.Post – speaking:

Role play.

C/ HOMEWORK:

the information
given in the task.
Gets Ss to act out

the dia. Together
firstly in close
pairs and then in
open pairs.
Elicits feedback
from class.
Asks Ss think of
situations that they
themselves need to
go to the post
office

Gets Ss act out the
conservation
Calls on some pair
s to act out the
conservation front
of the class.

Work in groups.

VI/ Self- evaluation.

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I/ Aim(s): Helps Ss

Listen to a monologue about the development of Vietnam’s telephone systeem for details.
II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Develop such listening micro – skills as listening for specific and detailed information.
_ Use the acquired language to summarize the information they listen to.

III/ Lexical items:
_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

Time Contents Teacher’s activities Ss’ activities

5’

7’

8’

A.WARM UP: Discuss the questions.

1. Is your family on the phone? What is your phone
number?

2. Does any member of your family have a
cellphone? What make is it?

3. What do you think are the advantages and
disadvantages of cellphone?

Expected answer:

1. Yes, we are.Our phone number is …………./ No, we

are not.We do not have a number.

2. Yes, my mother/ my father uses a cellphone. It is a
Nokia/ Samsung/ Siemens…

Advantages Disadvantages

_ can be in touch with
people anytime.
_ text messages to
others.

_ listen to music or play
games, even take pic.
_ look fashionable

_ costly( to buy, to pay
phone bill)

_ can be got in touch
anytime even when you
do not want to.

_ wast of time (play
games, listen to music,
text messages to friends,
….)

B.NEW LESSON:
1.Pre – listening:
Vocabulary:

_ commune (n):  communal (adj)
_ rural network (n):

_ capacity (n):
_ subcriber (n):
2. While listening:

TASK 1: You will hear some information about the
development of VN’s telephone system over the past 
few years. Listen and do the tasks that follow.
Answer:

1 2 3 4 5

Divides class into
groups.

Gets Ss to answer the
questions.

Helps Ss to

pronounce the words.
Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.

Plays the tape once
for Ss to listen and do

Groups
work.

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15’

8’

2’

B D C D C

TASK 2: Listen again and answer the questions
1China has the highest growth in the number of
telephone subcribers.

2. In the early 1990s, there were only 140,000
telephones in VN.

3. In 1996, the fixed telephone numbers were
changed from six to seven digits in Hanoi ans HCM
City as well as five to six digits in other provinces.
4. In 2001.

5. There are 6,014 communal post offices in VN.
3. Post listening:

After you listen: summarise the main ideas of the 
listening passage.

Expected Answer:

Over the past few years, VN’s telephone system has
quickly developed at a rank second to only china. We
have upgraded our fixed phone networks by adding
digits to the existing telephone numbers. The

monthly telephone fees have been reduced. And the
telephone networks have been expanded to

communes with 6, 014 communal post offices across
the country.

C/ HOMEWORK:

the task.

Gets Ss to find a
partner to check their
answer with.

Encourages Ss to
read through all the
questions.

Plays the tape again
for Ss to listen and
answer the questions.
Gets Ss to check their
answer with a partner
Then checks with the
whole class.

Plays the tape again
and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Gets Ss to orally
summerrise the main
ideas of the listening
passage.

Goes around to offer
help.

Corrects Ss’
mistakes.

Calls on some groups

to present their
summery.

Pairs work
Whole class.

Work in
groups.
Whole class.

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UNIT 9: THE POST OFFICE
Lesson 4:Writing Period:58th
I/ AIMS: Help Ss

Write a letter to express satisfaction or dissatisfaction

II/ OJECTIVES: By the end of the lesson , students will be able to :
Write a formal letter to express their evaluation of a service.
III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

5’

12’

20’

A/ WAMR UP: Handout

Read the following adjectives and underline those can 
make people satisfied

Polite, rude, cold, helpful, spacious, cramped, large,
small, good, bad, reasonable, expensive, cheap, arrogant,
punctual, reliable.

Answer: polite, helpful, spacious, large, good, reasonable,
cheap, punctual, reliable.

Introduce the new lesson: Writing a letter to express 
satisfaction.

B/ NEW LESSON:
1. Pre – writing:

Task 1:Imagine that you have been using someof the 
services provided by Thanh Ba Post Office. Discuss the 
things that may make you satisfied ( or dissatisfied) with 
the service there.

Suggested answer:

What do you think about …( the quality of equipment/ the
attitude of the staff) at Thanh Ba Post Office?

How about ….(the prices, the opening hours, the quality..)?

Well, they are quite punctual.

I am satisfied with the qality of…
I am not happy at all with…

I would be happier if the staff was more helpful…
2.While writing:

A sample letter: 
Dear Mr. director,

We are quite satisfied with the services you offer us here.
You open very early. The equipment at the post office is
good. And it’s very secure there. Moreover, the staff is
very helpful most of the time.

However, we would be happier if the prices of some of
your services could be reduced. For example, we have to
pay almost twice for fax service compared to the price in
Hanoi. And about the punctuality of your delivery, I often
receive my morning newspapers at noon or just before
noon.

Divides class
into small
groups.

Calls on some
groups to give
their opinions.

Checks the
answer with the
whole class.
Asks Ss to talk
about things that
they like or do
not like about
the services.
Elicits answers
from Ss Write
good answers on
the board.
Checks

Reminds Ss of
the format and
layout of a
formal letter.
Gets Ss to write
the letter
Goes around to
check and help.

Chooses one
letter and read it
to class.

Work in groups

Work in pairs

Whole class.
Prepare an
outline for the
writing and
exchange it
with their peer

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7’
1’

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Elicits corrective
feedback from
the class and
give final
comments
VI/ SELF- EVALUATION

UNIT 9: THE POST OFFICE

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I/ AIMS: Help Ss

_ Distinguish the sounds /sp/, /st/ and /sk/

_ Use defining and non – defining relative clauses appropriately.
II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Distinguish the sounds /sp/, /st/ and /sk/

_ Pronounce the words and sentences containing these sounds correctly.
_ Distinguish the uses of defining vs. non – defining relative clauses

_ Use these two structures correctly and appropriately to solve communicative tasks.
III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

3’

10’

7’

A/ WARM UP: Writing words.

_ Write 4 words containing the sound /sp/ like speak.
_ Write 4 words containing the sound /st/ like street
_ Write 4 words containing the sound /sk/ like ask
Expected Answer:

/sp/ /st/ /sk/
B/ NEW LESSON:

PRONUNCIATION:

_/sp/: speech, crisp, spacious,…
_ /st/: Stanley, best, text,…
_ /sk/:disk, skill, school,…
GRAMMAR:

1.Presentation:

A. Defining relative clauses:

Mệnh đề quan hệ xác định được dùng để chỉ rõ người nào
hoặc vật nào mà người nói muốn đề cập đến. Do đó,
Mđqh xác định khơng thể thiếu trong câu, vì nếu khơng có
nó câu sẽ không rõ nghĩa.

EX: The picture which was stolen yesterday is worth
millions dollars.

Notes:

_ Không dùng dấu “,” trước hoặc sau mđqh xđ.

_ Dùng tất cả các mđqh đại từ; Who, Whom, which, That,
Whose, Where và When với loại mđxđ.

B. Non-defining relative clauses:

Mệnh đề quan hệ không xác định được dùng để cho thêm
thông tin, khi mà mđ chính đã đầy đủ ý nghĩa. Loại mđ
này thường được tách biệt với mđ chính bằng các dấu “,”.
EX: Picasso, who died in 1973, was a painter and sculptor.

Notes:

_ Không dùng “That” trong mđqh không xác định.
_ Không thể lược bỏ qhđt trong mđqh không xđ.
2. Practice:

Exercise 1:

1.A burglar is SO who breaks into a house to steal things.

Asks Ss to write
words containing
the sounds

Corrects.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Gets Ss to do Ex1

Groups work

Listen and
repeat.
Whole class.
Chorus
Individual

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7’

8’

2’

2Ø. A customer is SO who buys Sth from a shop.

3. a shoplifter is SO who steals from a shop.
4. a coward is SO who is not brave.

5. a tenant is SO who pays rent to live in a house or flat.
Exercise 2:

1.who
2. whose
3. whom/ who
4. whose
5. whom/ who
Exercise 3:

1.The man who answered the phone told me you were
away.

2. the waitress who served us was very impolite and
impatient.

3. The building which was destroyed in the fire has now
been rebuilt.

4. The people who were arrested have now been released.
5. The bus which goes to the airport runs every half an
hour.

Exercise 4:

1. Peter, who has never been abroad, is studying french
and German.

2. You’ve all met michael wood, who is visiting us for a
couple of days.

3. We are moving to Manchester, which is in the north
west.

4. I’ll be staying with Adrian, whose brother is one of my
closest friends.

5. John Bridge, who has just gone to live in Canada, is one
of my oldest friends.

3 Production:

Give some extra examples.
C/ HOMEWORK:

then find a partner
to check their
answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.

Asks Ss to do Ex3
in pairs. Calls on
some ss to give
Gives correct
answers.

Gets Ss to do Ex4
then find a partner
to check their
answer

Provides corrective
feedback.

Groups work.
Give the
answers.
Whole class.
Individually
Compare the
answers.
Pairs work.
Compare
these
answers.
Individual
work

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TEST YOURSELF C Period: 60th

I/ LISTENING:Listen and choose the best answer.

1 2 3 4 5 6 7 8 9 10 11

g b e f d j h k c a i

II/ READING: Answer the questions.

1. They gather before midnight and select twelve grapes from a large bunch.
2. Because the twelve grapes are symbols of the twelve months of the year.
3. In Iran.

4. It lasts for thirteen days.

5. They read from the Koran, then all embrace each other and say, “ May you live 100 years”.
III/ PRONUNCIATION AND GRAMMAR:

1.Pronunciation:

1.glean 2. fry 3. thrive 4. overthrow

2. Join the sentences using Who or Which.
1.Earth is planet which can support life.

2. The book is about a girl who runs away from home.

3. A dictionary is a book which gives you the meaning of words.
4. The man and the woman who live in flat 8 are from Scotland.

3. Match the clause in column A with the one in column B to make a complete conditional sentence.

1. c 2. b 3. a

IV/ WRITING:

Tet is one of the most important traditional holiday in our country. It celebrates the Lunar New Year. Actually Tet
starts on the first day of the lunar year, however people always prepare for it well in advance. The house is usually
cleaned and decorated with beautiful things such as flowers and pictures. Peach flowers and kumquat trees are very
typical at Tet. Almost every house has at least either peach flowers or kumquat trees, some even have both in their
houses at Tet. During Tet people enjoy traditional foods such as banh chung, fruit jams,… On the first day of the
Lunar New Year, people often go to pagodas or churches then they visit their rtelatives. I enjoy Tet holidays because
we often have “ lucky money” at Tet and we can get up later than usual. The only thing I don’t like at Tet is that the
weather is wet and cold.

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Lesson 1: Reading Period: 61st
I/ AIMS: Help Ss

_ Understand the passage.
_ Identify the main ideas.
_ Guess the meaning in context.

_ Express their own ideas about nature in danger and the endangered animals.
II/ OJECTIVES: By the end of the lesson , students will be able to :

_ Develop such reading micro- skill as identifying main ideas and guessing meaning in context.
_ Use the information they have read to discuss environmental destruction and conservation.
III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

7’

A . WARM UP: Handout: Matching.

Cause Effect Solution

1. Cutting

down trees. a. Rare animalsdisappearing A. Banning releasing harmful chemicals into the
environment

2. Producing

harmful gases b. Reducing water supply B.Building dams for water storages.
Calling people to save
water.

3. Killing
animals

c. Destroying
the air

C. Planting forests .
Banning cutting trees.
4. Using water

for industry
and

agriculture.

d. Changing
weather

D. Enlisting rare animals in
the red book.

Banning killing animalsfor
food or industry.

Breeding and raising rare
animals.

Answer:1. d. C; 2.c. A; 3. a. D; 4. b. B
B. New lesson :

1. Pre- reading :Discuss the questions.

1. The facts above show that the numbers of some wild/ rare
animals such as cheetahs, pandas and siberian tigers become
small/ extinct.

2. The numbers of these animals have become small because they
are killed for food, fur or skin.

VOCABULARY.

_ respect (n): area _ pollutant (n):
_ result in (v): cause _ decrease(v):
_ prohibit (v): ban, not allow _ extinct(adj):
_ off spring (n): children _ interference (n):
_ coexist (v): live together _ endangered (adj):
2.While reading:

TASK 1: Fill each blank with a suitable word.

1. extinct 3. decreasing 5. endangered

Asks Ss to match the
cause with effects
and solution to the
problems.

Calls different
groups to present
their answers.
Introduce the new
lesson.

Asks Ss to gives their
opinions about this
topic.Then give the

answer to the class.
Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Gets Ss to read the
passage silently ,

Pair work &
whole class.

Work in pairs

Whole class.
Listen.
Repeat.
Chorus.
Individually.

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8’

10’

5’

2. protect 4. pollutants 6. interference.
 TASK2: Circle A, B, C,or D that best sums up each paragaph.

Par. Key Content

1 C Human beings interfere with nature

2 B Human beings are responsible for the changes in
the environment.

3 A Human beings have made efforts to protect the
environment.

4 C Conditions for a peaceful co-existence.
TASK 3: Answer the questions.

1. Four ways that people change the world are:

_ They are changing the environment by building cities and
villages.

_ They are affecting the water supply by using water for industry
and agriculture.

_ They are changing weather conditions by cutting down trees in
the forests.

_ They are destroying the air by adding pollutants like smoke
from factories and fumes from cars.

2. The serious consequences of people’s interference with the
environment are:

_ many kinds of rare animals are killed.

_ the environment where these animals are living is baddly
destroyed.

_ The numbers of rare animals are decreasing so rapidly that they
are in danger of becoming extinct.

3. Many things have been done to protect endangered nature such
as:

_ many organizations have been set up and money has been
raised to save rare animals.

_ thousands of national parks have been established.

_ laws have been passed to prihibit killing endangered animals.
3. Post reading:Discussion.

Find out why some animals have become extinct.
Expected answer:

_ I think some animals have become extinct b/c people hunt them
down for their skins like tigers, for ivory like elephant.

_ Some have become extinct b/c of bad weather long long time
ago like dinosaurs. I watched that on TV.

Some animals died out b/c they didn’t have anything to eat , or a
place to live . That’s what I guess.

C/ HOMEWORK:

then do task 1.
Checks the answers
with the whole class.
Asks Ss to do task 2.
Asks them to

compare the answer
with their peer.
Elicits answers from
Ss .

Calls on some Ss
give the answers to
the class.

Gives comments.
Asks Ss to do this
task, then discuss
their answer with
their peers.

Gets Ss to read the
questions carefully,
then answer the
questions.

Gets Ss to check
their answers with a
friend.

Calls on some Ss to
write the answers on
the board.

Gives the correct
answers.

Gets Ss to discuss the
questions

Calls on Ss to give
the answers to the
class.
Pairs work.
Whole class.
Individually
Exchange with
their partner
Pairs work.
Give the
answer to the

class.
Groups work
Read the
passage
silently.
Give the
answers
I
ndividual.
Groups work

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I/ Aim(s): Helps ss

_ Talk about endangered nature.

_ Express their own ideas about measures for protecting endangered.
II/ Objectstive(s): By the end of the lesson, students will be able to :

Talk about endangered nature vand ways to protect it.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

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5’

10’

13’

12’

A/ WARM UP: Answer the questions

1. Why do we call some animals such as tigers, bears,
elephant, whales endangered animals?

2. What should we do to protect them?
Expected answer:

1. Because they are hunted or killed in large number that
they are in danger of becoming extinct.

2. As a student you should stop eating and killing wild
animals.

B/ NEW LESSON:
1. Pre- speaking:

Task 1: Put the reasons why nature is threatened in order 
of importance.

T:In your opinion which reason is the most important?
A: I think burning the forests is the most important.
Because animals and plants will die, which causes the air
polluted.

B: I think using fertilizersand pesticides for cultivation is

the most important. B/c these are chemicals that causes the
air polluted and effects the water supply and

people’shealth.

C: As for me, I think cutting down trees and plants is the
most important b/c without trees and plants, most water
wuold run off and cause not only erosion but also floods.
2. While speaking:

Task 2 : Match thereasons in Task 1 with possible 
measures for protecting endangered nature in the box 
below .

REASONS MEASURES

1.Killing endangered
animals for fur, skin and
food.

2. Keeping animals as
pets.

3. Hunting or capturing
animals for recreation and
entertainment.

4. Cutting down trees for
wood and burning the
forests.

5. Using fertilizers and
pesticides for cultivation.
6. Discharging chemicals
pollutants into

environment.

_ Killing endangered
animals for fur, skin and
food should be banned
_ Keeping animals as pets
should be discouraged.
_ Animalsss should not be
captured for recreation and
entertainment.

_ Planting trees should be
encouraged.

_ decreasing the use of
fertilizers and pesticides
for farming should be
encouraged.

_ Discharging chemicals
pollutants into environment
should be prohibited.
Task 3: State the negative impacts made by people on the

Asks Ss to answer
the questions.
Gives comments .

Explains the
requires of the
task.

Model

Clls on some Ss to
practise in front of
class.

Gtes Ss to read
through the task.
Explains new
words.

Asks ss to match
the problems with
appropriate
solution .
Elicits more
solution.

Helps S express
their ideas
correctly. Writes
the ideas on the

board.

Goes around to

Work in groups.

Whole class
Pairs work

Work in pairs.
Whole class

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VI/ SELF- EVALUATION

UNIT 10: NATURE IN DANGER
Lesson 3: Listening Period: 63rd
I/ Aim(s): Helps Ss

_ Listen and understand the general ideas.
_ Pick up the specific ideas.

II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Develop such listening micro – skills as listening for specific and detailed information.
_ Use the acquired language to summarize the information they listen to.

III/ Lexical items:
_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

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5’
7’
8’
15’
8’
2’

A.WARM UP: Discuss the question.
Name some national parks in Vietnam.
Expected answer:

_ Cuc Phuong National Park
_ Cat Ba National Park
_ Bach Ma National Park
_ Phong Nha National Park
_ Cat Tien National Park
_ BaBe National Park
B.NEW LESSON:
1.Pre – listening:
Vocabulary:
_ scenic features:
_ devastating (n):
_ maintenance (n):
_ approximately (adv):
_ completely (adv):
2.While listening:

TASK 1: Listen to the passage and decide if the statements 
are true or false.

1 2 3 4 5

T T F T T

TASK 2: Listen again and answer the questions
1. There are 52 national parks in the United States.
2. Millions of people visit national parks evry year.
3. Rare animals are killed or hunted or fur, skin or other
parts. Trees are cut down for wood. Large areas of
national parks experience devastating fires caused by
careless people. The increasing number of visitors is
harming the parks due to the pollution from their
vehicles.

4. Rare animals and trees should be protected, fires
caused by careless people should be limited, pollution
from their visitors’ vehicles should be decreased and
money should be raised for the parks’ staff and
maintenance of their resources.

3. Post listening:

After you listen:Discuss the questions.
Suggested Answer:

_ Have you ever visited a national park in our country?
Or have you ever seen a national park in Vietnam on TV?

_ What is there in the National Park?

_ Does it have the same problems as the other national
parks?

_ What should we do to protect our national parks and
what shoudn’t we do to destroy them?

C/ HOMEWORK:

Divides class into
groups.

Gets Ss to answer the
questions.

Helps Ss to pronounce
the words.

Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.
Plays the tape once for
Ss to listen and do the
task.

Gets Ss to find a

partner to check their
answer with.

Encourages Ss to read
through all the

questions.

Plays the tape again
for Ss to listen and
answer the questions.
Gets Ss to check their
answer with a partner
Then checks with the
whole class.

Plays the tape again
and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Gets Ss to orally
summerrise the main
ideas of the listening
passage.

Goes around to offer
help.

Corrects Ss’ mistakes.

Groups work.

Repeat after the
T in chorus/
individually

Individually
Whole class.
Pairs work
Whole class.

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UNIT 10: NATURE IN DANGER
Lesson 4:Writing Period:64th
I/ AIMS: Help Ss

_ Understand the information about cat Ba National Park.
_ Write a description of a location.

II/ OJECTIVES: By the end of the lesson , students will be able to :
Describe a national park based on given information.

III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

5’

12’

20’

A/WAMR UP: Guessing game.

_ It has a lot of tropical forests, beautiful landscapes, rare
animals.

_ It is in North- East of Vietnam.

_ It is on an island 20km east of Hai Phong.
Expected answer:

It is Cat Ba National Park.
Lead in:

Have you ever been Cat Ba?

When did you go? What is Cat Ba like?

If No  Would you like to know some information about
Cat Ba.

Today, I would like to introduce yto you some more

information about Cat Ba national park.

B/ NEW LESSON:
1. Pre–writing:
VOCABULARY.
_ coastal waters (n):

_ abundant (adj):= plentiful, more than enough.
_ Ha= hecta

_ stone tool (n):
_ human bone (n):
Question and answer.

_ Where is Cat Ba National Park?/ Where is it located?
_ What are the special features of Cat Ba National Park?
_ How large is it?

_ What do you know about the animals and plants in Cat
Ba National Park?

_ What are some of the historic features of the Park?
2.While writing:

A sample writing:

Cat Ba National Park, which was declared as a
national park in 1986, is situated on Cat Ba Island, 120 km
from HaNoi and 20 km east of Hai Phong.

Cat Ba National Park is the only side in Viet Nam
endowed with both tropical forests and coastal waters

Divides class into
small groups.

Calls on some groups
to give their opinions.
Checks the answer
with the whole class.

Explains new words.
Teaches NW

Checks Ss to know the
meaning of the new
words.

Asks Ss to answer the
questions.

Moves around to give
help or di correction.
Elicits from Ss what
they would include in
a description .

Asks Ss to write a
writing.Gets Ss to
correct each other’s

writing.

Moves around to
control and give help.

Work in groups

Individually.
Whole class.

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7’
1’

with white sand beaches, abundant natural resources,
beautiful landscapes and many kinds of rare animals and
plants. It covers 15,200 ha, including 9,800 ha of land and
4,400 ha of ocean.

Cat Ba National Park preserves approximately
300 species of fish, 40 kinds of animals, 150 different
birds and 620 species of plants.

The stone tools and human bones found in the
island’s limestone caves reveal that people inhabited
there at least 6,000 years ago.

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Deliver each group
pieces of writing.
Tells them to read and
correct their friends’
narratives.

Calls on a student to
copy the writing on
the board.

Gives feedback and
comment.

Whole class.
Prepare an
outline for the
writing and
exchange it with
their peer

Whole class.
Work in groups
VI/ SELF- EVALUATION

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I/ AIMS: Help Ss

_ Distinguish the difference between the consonant clusters /sl/, /sm/, /sn/ and /sw/
_ Understand the use of Relative Pronouns with prepositions.

_ Write the sentences with relative pronouns with prepositions.

II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Distinguish the sounds /sl/, /sm/, /sn/ and /sw/.

_ Pronounce the words and sentences containing these clusters correctly.
_ Master the use of relative pronouns with prepositions.

_ Use this structure correctly and appropriately to solve communicative tasks.
III/ LEXICAL ITEMS:The sounds; structures.

IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’
10’
3’
7’
8’
7’

A/ WARM UP: Finding words.

Write on the board as many words containing these sounds
as possible.

/sl/ /sm/ /sn/ /sw/
B / NEW LESSON:

PRONUNCIATION:

_/sl/: slave, sleep, slim, slowly,…
_ /sm/: small, smart, smell, smoke, …..
_ /sn/: snack, sneeze, snooker, snowy, ……
_ /sw/: swallow, swim, swing, switch,……
GRAMMAR:

1.Presentation:

Relative pronouns with prepositions.
Karen is the schoolgirl I told you about.

Karen is the schoolgirl who/ that/ whom I told you about.
Karen is the schoolgirl about whom I told you.

2. Practice:
Exercise 1:

1.whom 2. which 3. whom
4. who 5. that 6. whom
7. which

Exercise 2:

1.The man to whom I talked yesterday was very kind.
2. The man about whom I told you works in the hospital.
3.The woman about whom I am telling you teaches me
Engish.

4. The movies about which they are talking as fantastic.

5. The picture at which she was looking was beautiful.
6. I’ll give you the address to which yu should write.
Exercise 3:

1.that 2. which
3.who 4. whom
5.which/ that 6. which
7. who 8. whom

Asks Ss to
rearrange the
words into right
column.

Corrects.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs
Gets Ss to do Ex1
then find a partner
to check their
answer

Provides corrective
feedback.

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4’
1’

3. Production:

Give some extra examples.
C/ HOMEWORK:

Gets Ss to do Ex3
then find a partner
to check their
answer

Provides corrective
feedback.

work

Whole class.

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UNIT 11: SOURCES OF ENERGY
Lesson 1: Reading Period: 66th
I/ AIMS: Help Ss

_ Understand the passage.
_ Identify the main ideas.
_ Guess the meaning in context.

_ Express their own ideas about sources of energy.

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

_ Develop such reading skills as understanding main ideas, scanning for specific information, guessing meaning
in context, and summarizing..

_ Use the information they have read to discuss the advantages and disadvantages of different sources of energy.
III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

7’
10’

A. WARM UP: Handout

List: endangered animals, power, pollutant, fuel, weapon,

nuclear, air, solar, environment, wind fertilizer, water, food, heat,
oxygen, geothermal, zoos, renewable, non- renewable, earth,
moon, windmill, cooker, oil, forest, coal, gas, ocean, dust,
electricity, petroleum, pesticides, soil, smoke.

Finds the words related to ENERGY
Answer:

B. NEW LESSON :

1. Pre- reading :Discuss the questions.
1. wind power, solar energy, water power

2. we need energy for generating electricity and heat for
industrial and domestic use.

VOCABULARY.

_ alternative (adj):that can be used instead of Sth else.

_ reserve (n): supply of Sth that is available to be used in the
future or when it is needed.

_ to exhaust (v): to run out of, to weaken, to empty
_ released ( adj): be free

_ limited(adj):
2.While reading:

TASK 1: Fill each blank with a suitable word.

1.released 3.energy 5. exhausted
2.alternative 4.limited

TASK2:Scan the passage and write down the advantages and 
disadvantages of each alternative source of energy.

Sources of
energy

Advantage(s) Disadvantage(s)
Nuclear

power

It’s unlimited It can be very dangerous.
Geothermal

heat

It’s available It is only possible in few
places

Divides class into
small groups.
Calls different
groups to present
their answers.
Each correct word
gets one point
Which group has
more points wins the
game.

Introduce the new
lesson.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Gets Ss to read the
passage silently ,
then do task 1.
Checks the answers
with the whole class.
Asks Ss to do task 2.
Asks them to

compare the answer
with their peer.
Elicits answers from
Ss .

Groupswork &
whole class.

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8’

5’

2’

Solar energy It is not only

plentiful and infinite
but also clean and
safe.

It’s only possible during

the day time.

Wind power It is a clean &

unlimited. There’s no wind energy when there is no wind.
Water

power

It’s clean &
unlimited

It is expensive.
TASK 3: Answer the questions.

1. Our major source of energy comes from fossil fuels.
2. Five sources of energy are mentioned in the text.
I think solar energy is the most potential.

3. Post reading:

Complete the summary of the reading passage by filling each 
blank with a suitable word from the box.

1. energy
2. one
3. fuels
4. limited
5. alternative
6. sources

7. unlimited
8. environment
C/ HOMEWORK:

Calls on some Ss
give the answers to
the class.

Gives comments.
Asks Ss to do this
task, then discuss
their answer with
their peers.

Gets Ss to read the
questions carefully,
then answer the
questions.

Gets Ss to check
their answers with a
friend.

Calls on some Ss to
write the answers on
the board.

Gives the correct
answers.

Gets Ss to complete
the passage

Calls on Ss to give
the answers to the
class.

Individually
Exchange with
their partner

Pairs work.
Give the
answer to the
class.

Groups work
Read the
passage
silently.
Give the
answers

VI/ SELF- EVALUATION

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Lesson 2: Speaking Period: 67th
I/ Aim(s): Helps ss

_ Talk about advantages and disadvantagesof energy sources..
_ Express their own ideas about alternative source of energy.

II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Use the required language and knowledge to talk about the advantages and disadvantages of using
alternative sources of energy.

_ Use the required language and knowledge to talk about the advantages and disadvantages of the use of
alternative sources of energy in the future.

III/ Lexical items: _ Vocabulary:
_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

5’

10’

13’

A/ WARM UP: Jumbled words
1. sosifl seulf  fossil fuels

2. vetiretalan secourc  alternative source
3. ralos genery  solar energy

4.lamrehtoeg ygener  geothermal energy
5. wpero eralucn  nuclear power

B/ NEW LESSON:
1. Pre- speaking: 
VOCABULARY.

_ renewable (adj):that is replaced naturally #
nonrenewable.

_ reactor (n):
_ radiation (n)

_ hydro electricity (n): using the power of water to produce
electricity.

Task 1:Read the sentences in the box and tick if these facts
are advantages or disadvantages

1 2 3 4 5 6 7

D D D A D A D

2. While speaking:

Task 2:Talk with your friend about the advantages and 
disadvantagesof using each alternative source of energy
Asking for and giving opinions.

_ What do you think about…?
_ What’s your opinionabout…?
_ What’s your feeling about…?

_ What’s your point of view about…?
_ How do you feel about…?

_ Do you have any opinions about…?
Expressing

opinions

Expressing
agreements

Expressing
disagreements

Asks Ss to reoder the
words.

Elicits answer from
Ssand gives correct
answer.

Gets ss to read through
the statements 7 do the
task.

Checks the answer
with the whole class&
elicits more A/D
Gets some pairs to
read aloud the dia.

Explains new words,
structures.

Gets Ss to discuss the
good points and bad
points about using
different kinds of
energy.

Goes around to check
and help.

Calls on some pairs to

Work in
groups.

Whole class
Pairs work

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12’

5’

I think…
Personally, I
believe…
I feel …

In my opinion….

From my point of
view…..

I agree
I think so,too
That’s true, and…
That’s right,
and….

Well, maybe,
but…

That might be
true, but…

Well, my feeling
is that….

Model:

T: More and more people worry about the shortage of
fossil fuels.

S: That’s true and I think that wind power can be an
alternative source of energy.

T: Why do you think so?

S: B/c our major source of energy is running out while the
wind is abundant and unlimited.

T: I know it is also clean and safe to the environment.
However, it is not available when there is ni wind.
Task 3: Express your belief on the increasinguse of 
alternative sources in the future.

Model:

A: I think that more and more people will use the solar
energy.

B: Why do you think so?

A: B/c it’s available, unlimited and easy to use.

C: But it’s expensive and we can only have it at specific
time of the year.

A: I hope that the progress of science and technology will
help to overcome this problem.

B: That’s right and then we don’t have to worry about the
shortage of energy.

C: And our life will be more comfortable with cheap
simple devices run on the solar energy.

3. Post – speaking:
C/ HOMEWORK:

perform in front of the
class and elicits

feedback from the
class

Gives corrective
feedback afterwards

Gets Ss to read the
task requirements and
elicits some ideas .
Helps Ss to express
their ideas correctly.
Goes around to check
and help.

Calls on Ss to present
the ideas.

Gives corrective
feedback.

Work in pairs

Groups work

VI/ SELF- EVALUATION

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_ Listen to specific information.

_ Express their own ideas about how to protect environment.

II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Develop such listening micro – skills as listening for specific and detailed information.
_ Use the acquired language and knowledge to talk about different kinds of energy
III/ Lexical items:

_ Vocabulary
_ Structures.

</div>
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VI/ SELF- EVALUATION

T Contents Teacher’s activities Ss’ activities

5’

7’

8’

15’

8’

2’

A.WARM UP: Pick out the odd one from the following 
words and explains why.

The air, the sun, the land, the ocean, the house.
Expected answer:

The house: the other words can be sources of energy.
Question: What kind of energy can be taken from each of 
these resources?

The air  wind power.
The sun  solar energy
The land  geothermal heat
The ocean  water power.
B.NEW LESSON:

1.Pre – listening:
Vocabulary:

_ ecologist (n): person who studies ecology.
_ to conserve: to avoid wasting Sth.

 conservation (n)
2.While listening:

TASK 1:Listen and complete the sentences by circling the 
letter A, B, C or D.

1 2 3 4 5

D C D A C

TASK 2: Listen again to the last part of the talk and write
in the missing words

1.unlimited 3. may 5. amount
2. atmosphere 4. gases

3. Post listening:

After you listen:Discuss the questions.

Which group do these sources of energy belong to?

Nonrenewable Renewable

Coal Geothermal heat

Petroleum Solar energy

Oil Wind energy

Gas

C/ HOMEWORK:

Divides class into
groups.

Gets Ss to give the
answer.

Helps Ss to pronounce
the words.

Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.
Plays the tape once for
Ss to listen and do the
task.

Gets Ss to find a
partner to check their
answer with.

Plays the tape again
for Ss to listen
andcomplete the par..
Gets Ss to check their
answer with a partner
Then checks with the
whole class.

Plays the tape again
and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Groups work.

Repeat after the
T in chorus/
individually

Individually
Whole class.
Pairs work
Whole class.

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UNIT 11: SOURCES OF ENERGY
Lesson 4:Writing Period:69th
I/ AIMS: Help Ss

_ Read the information from the chart.
_ Write a description from a chart.

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

Interpret and compare date described in chart/ graph/ table from and write a report of the data analysis.
III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

5’

10’

A/ WAMR UP: Questions:

What kind of energy is consumed the most in Vietnam?
Which one ranks next? Why?

Expected answer: 
1. Petroleum.
2. Coal

3. Nuclear and hydroelectricity.
Lead in:

Are you intrested in the energy consumption in your
family? Your city? your country?

Do you know how much energy your country consume in
a year?

To know how to read and to write a chart of energy
consumption, we will study the lesson today.

B/ NEW LESSON:
1. Pre – writing:

1. Topic

sentence Tells what the chart is about; that is the time, the location, and what is being
described in it.

Ex: The chart describes the literacy rates
of population in different parts of the
country of Fancy from 1998 to 2007.
2.

Supporting
sentences

_ A sentence that sums up the general
trend.

Ex: The literacy rate of population varied
considerably between 1998 and 2007.
_ Sentences that describe the table in
detail.

Concluding
sentence

Summarises the main points or draws a
revelant conclusion.

Ex: These data may help the researchers

or planners make suitable plans for
educational development in each area of
the country.

However, this sentence is optional.

Divides class
into small
groups.

Calls on some
groups to give
their opinions.
Checks the
answer with the
whole class.

Checks Ss to
know the
meaning of the
new words.
Asks Ss to
answer the
questions.

Moves around to
give help or
gives correction.
Elicits from Ss
what they would

include in a
description .

Work in groups

Individually.
Whole class.

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5’

13’

2’

TASK 1: Study the chart about energy consumption in
Highland in 2000 and fill the gaps with the information 
from the chart.

1._117
2. _ coal
3. _ smallest
2.While writing:

TASK 2: Description of the trends in energy consumption
in the year 2005 in Highland.

1. What is the topic of the chart? Does it describe the past,
the present, or the future?

2. What patterns are shown? How are the pieces of
information related?

a. Which made up the largest amount of consumption:
petroleum, coal, or nuclear and hydroelectricity?
b. Which consumption ranked the second?

c. Which made up the smallest amount of consumption?
A sample writing:

In 2005, nuclear and hydroelectricity made up the largest
amount of energy consumption, reaching 75 milliontons.
Coal consumption experienced minor increase to 45
millions tons, compared to 40 in 2000, while petroleum
went down by 7 millions in a period of 5 years (50 million
tons)

TASK 3: Describe the chart . 
A sample writing:

As we can see from the chart, the most dramatic trend in
energy consumption is the impressive increase in the use
of nuclear and hydroelectricity power, roughly 75%, after
only 5 years. Both coal and petroleum experienced minor
changes in different ways: the consumption of coal
slightly increased by 5 million tons to reach 45 while that
of petroleum settled at 50 million tons in 2005 compared
to 57 in 2000. All that made the total energy consumption
climb up to 170 million tons, nearly 1,5 times of the

2000’s figure.

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Asks Ss to write
a writing.Gets Ss
to correct each
other’s writing.
Moves around to
control and give
help.

Deliver each
group pieces of
writing.

Tells them to
read and correct
their friends’
narratives.
Calls on a
student to copy
the writing on
the board.
Gives feedback
and comment.

Whole class.

Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.
Work in groups

VI/ SELF- EVALUATION

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I/ AIMS: Help Ss

_ Distinguish the consonant clusters /r/, /spl/, /spr/

_ Understand the use of Relative clauses replaced by participles and To- infinitives.
_ Write the sentences with relative clauses replaced by participles and To- infinitives
II/ OJECTIVES: By the end of the lesson , students will be able to :

_ Distinguish the sounds /sr/, /spl/, /spr/.

_ Pronounce the words and sentences containing these clusters correctly.

_ Use relative clauses replaced by participles and To- infinitives correctly and appropriately to solve
communicative tasks.

III/ LEXICAL ITEMS:The sounds; structures.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

10’

3’

A/ WARM UP: Finding words.

Write on the board as many words containing these sounds
as possible.

/ r/ /spl/ /spr/
B/ NEW LESSON:

PRONUNCIATION:

_/spl/: splendid, splash, splendor,…
_ /spr/: spring, spread, spray, …
_ / r/: shrimp, shrine, shrill,….
GRAMMAR:

1.Presentation:

Relative clauses replaced by participles.
a. Relatives replaced by present participles.
_ The man talking to the teacher is my father.

( The man who is talking to the teacher is my father)
_ A lorry carrying concrete pipes overturned and hit two

cars.

( A lorry which was carrying concrete pipes overturned…)
b. Relatives replaced by past participles.

_ The book published last week is her first novel.
( The book which was published last week is her first
novel.)

_ Present Kenedy was murdered by a man called Lee
Oswald.

(Present Kenedy was murdered by a man who was called
Lee Oswald.)

Relative clauses replaced by To- infinitives.

a. To- inf. Is used to replaced R.Cl. after “the first, the
only,the last,...

Ex: Andrew was the only student to give the correct
answer.

b. To- inf. Is used to replaced R.Cl. after superlative + N
Ex: Ryan Giggs is the most famous footballer to play on
this ground.

Asks Ss to
rearrange the
words into right

column.

Corrects.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

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7’

8’

7’

4’
1’

c. To- inf. Is used to replaced R.Cl. that express purpose or
permission.

Ex: I think she had something to say.
2. Practice:

Exercise 1:

1.The boy playing the piano is Bend.

2. Do you know the woman coming toward us.

3. The people waiting for the bus in the rain are getting
wet.

4. The scientists researching the causes of cancer are
making progress.

5. The fence surrounding our hose is made of wood.
6. We have an apartment overlooking the park.
Exercise 2:

1.The ideas presented in that book are interesting.
2. I come from a city located in the sothern part of the
country.

3. They live in a house built in 1890.

4. The photographs published in the newspaper were
extraordinary.

5. The bexperiment conducted at the University of
Chicago was successful.

6. they work in a hospital sponsored by the government.
Exercise 3:

1.John was the last man to reach the top.

2. The last person to leave the room must turn off the light.
3. The first person to see is Mr. Smith.

4. This is the second person to be killed in that way.
5. The first person to catch the ball will be the winner.
3. Production:

Give some extra examples.
C/ HOMEWORK:

Gets Ss to do Ex1
then find a partner
to check their

answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.

Gets Ss to do Ex3
then find a partner
to check their
answer

Provides corrective
feedback.

Pairs work.
Whole class.

Groups work.
Give the
answers.
Whole class.
Individually
Compare the
answers.

Pairs work.
Compare
these
answers.
Individual
work

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TEST YOURSELF D
Period: 71st

I/ LISTENING:Listen to the passage about water conservation and complete the following sentences.
1………..cannot live.

2.……….it rains.

3. ……….planting vegetation.
4. ………hold back the water.
5. ………..dry seasons
II/ READING: Answer the questions.

1. Air, water and soil are necessary to the survival of all living things.

2. Badly polluted air can cause illness, and even death. Polluted water kills fish and other marine life . Pollution of soil
reduces the amount of land that is available for growing food.

3. Because much pollution is caused by things that benefit people. For example, exhaust from automobiles causes a
large of percentage of air pollution; but the automobile provides transportation for millions of people.

4. They would have to stop using many things that benefit them.

5. Governments can pass and enforce laws that require bussinesses and individuals to stop, or cut down on certainn
polluting activities.

1.Pronunciation:

1.sneeze 2. smash 3. shrimp 4. spread

2. Complete the sentences.
1.living

2. ringing
3. to leave
4. to drink
5. invited
6. blown
IV/ WRITING:

We are trying to find solutions to environmental pollution problem. People should stop cuuting trees for timber.
Instead, they should plant more trees and forests. They should reduce using cars and motorbikes that cause noise and
aie pollution. We should prevent farmers from using fertilizers and pesticides that damage the soil. People should not
leave litter on the land and in the water. We should prohibit factories from dumping industrial waste into rivers and
lakes. It is high time governments over the world had measures that require companies and individuals to stop or cut
down on polluting activities.

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Name:

Form: 11

TEST FOR 45’

Match each type of alternative sources of energy in column A with its desccription in column B. (1pt)

Types of energy Descriptions

1. geothermal heat a. This is one of the most resourceful sources of energy for the future. One of the
reasons for this is that the total energy we receive each year from thev sun is around
35,000 times the total energy used by man.

2. solar energy b. This kind of energy is generated using uranium, which is a metal mined in various
parts of the world.

3. wind power c. This kind of energy is obtained from the internal heat of the planet and can be used
to generate steam to run a steam turbine. This is turn generates electricity, which is a
very useful form of energy.

4. nuclear power d. This kind of energy is highly dependent upon weather and location. We use
windmills to change it into energy.

Complete the following passage, using who, whom, whose, which or of which.(2pts)

Robert Clark, (1)_________ is the world’s oldest practicing astrologer, celebrated his 90th birthday yesterday.
His wife, (2) ________ name is Astrid and (3) __________ he met 75 years ago, is also still active as an artist. She
loved her husband (4) ___________ helped much in her life and she always encouraged him in his work (5)
____________ Mr. Clark’s books, (6) ___________ are all on the subject of astrology, have benn translate into 16
languages. His most famous books, (7) __________ his wife illustrated, are The Stars and Me, The Stars and Us, and
The Stars and You. His most recent volumn, the title (8) ___________ is The Stars and You II, has already sold half a
million copies.

Choose the word which has the main stress on a different syllable from the others in each group.(0.5pt)
1. A. technology B. relatives C. transmission D. recipcient.

2. A. document B. messenger C. convenient D. surface

Choose the word whose underlined part is pronounced differently from that of the others in each group.(0.5pt)

1. A.lose B. close C. loose D. move

2. A. human B number C. future D. huge

Choose the word or phrase that best completes each sentence.(2.5pts)

1.Human beings are destroying their environment by releasing __________ into the air.
A. polluted B. pollution C. pollutants D. polluting

2. Many other species of animals are seriously ________ because their nateral environment is being destroyed.

A. danger B. endangered C. dangerous D. dangerously

3. The war brought death and __________ to the city.

A. destruction B. destruct C. destroyed D. destroy
4. Help is immediately sent to the _______ of the earthquake.

A. surviving B. survivor C. survivors D. survival

5. Smoking cigarettes is _________ in many public places. One must not smoke in those places.
A. allowed B. prohibited C. encouraged D. stopped

6. We must do our best to find _________ sources of energy because we are running out of our present one.
A. replace B. indifferent C. unfamiliar D. alternative

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A. geothermal energy B. wind power C. water power D. solar power

8. People usually get solar energy by putting _________ on the roofs of the their houses.

A. boards B. nets C. antennas D. solar panels

9. We should ________ soil if we want to grow healthy plants.

A. fertilize B. stimulate C. feed D. change.

10. This hotel ___________ the sea.

A. directs B. observes C. overlooks D. supervises

Choose the word or phrase ( A, B, C or D) that best completes each sentence.(1.5pts)
1.Mrs. Wilson is a wonderful woman __________ I have a great deal of respect.

A. who B. which C. for whom d. for that

2. the girl _______ we are talking sits over there.

A. about whom B. to whom C. on whom D. to who

3. This is the bus _______ we’ll go to school.

A. in that B. from which C. by which d. on which

4. Do you know the person _________ they were talking.

A. to who B. to whom C. in whom D. by whom

5. They showed us the village ________ my father was born.

A. at which B. in that C. in which D. in where

6. The freezing point is the temperature _________ water turns into ice.

A. at which B. on that C. in which D. of which

Replace the relative clauses by using present or past participle phrases.(1pt)
1. The couple who live in the house next door are both architects.

……….
2. Only a few of the movies that are shown on this TV channel are suitable for children.
……….
Replace the clauses by an infinitive or infinitive phrase (1pt)

1. Here are some attractive novels that you should read.

………
2. We had a river, in which we could swim.

………..

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I/ AIMS: Help Ss

_ Understand the passage.
_ Scan for specific information.
_ Guess the meaning in context.

_ Remember some events abot Asian games.

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

_ Develop such reading skills as scanning for specific information, guessing meaning in context.
_ Use the information they have read to discuss the Asian Games.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

8’

7’

10’

8’

A . WARM UP: Handout: Questions.
1. What sports do you know?

2. Which one do you like to play? Why?

3. In which sporting events are these sports competed?
Answer:

1. They are: volleyball, football, basketball, table tennis, rugby,
hockey, wushu, bodybuilding,…

2. I like to play ……….. b/c it makes me healthy.
3. In Sea Games and Asian Games.

B. NEW LESSON :

1. Pre- reading :Discuss the questions.
1. Every four years

2. 42

3. Wushu, bodybuilding.
VOCABULARY.

_ effort (n) = attempt = struggle
_ aquatic (adj):  aquatic sort.

_ to appreciate (v) : to undersand the value of Sb. Sth
_ to advance; to make progressive

_ facility (n): equipment that is provided for a particular purpose
_ enthusiasm (n):

2.While reading:

TASK 1: Fill each blank with a suitable word.

1.facilities 3.enthusiasm 5. advancing

2.aquatic 4.effort 6. appreciated
TASK2:Scan the passage and complete the following table.
(1). 1951

(2). The 2nd Asian Games in Manila, the Philippines.

(3). 1958.

(4). Squash, rugby, fencing and mountain biking.
(5). 2002.

TASK 3: Answer the questions.

1. The purpose of the Asian Games is to develop intercultural
knowledge and friendship within Asia.

2. 9,919 participants took part in the 14th Asian Games.

Divides class into
small groups.
Calls different
groups to present
their answers.
Introduce the new
lesson.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective
feedback.

Gets Ss to read the
passage silently ,
then do task 1.
Checks the answers
with the whole class.
Asks Ss to do task 2.
Asks them to

compare the answer
with their peer.
Elicits answers from
Ss .

Calls on some Ss
give the answers to
the class.

Gives comments.
Asks Ss to do this
task, then discuss
their answer with
their peers.

Groupswork &
whole class.

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5’
2’

3. They won the gold medals in bodybuilding, billiards and
women’s karatedo at the Busan Games.

3. Post reading:

What sports is Vietnam good at?

What sports don’t we play or are not very good at?
C/ HOMEWORK:

Gets Ss to read the
questions carefully,
then answer the
questions.

Gets Ss to check
their answers with a
friend.

Calls on some Ss to
write the answers on
the board.

Gives the correct
answers.

their partner
Pairs work.
Give the
answer to the
class.

VI/ SELF- EVALUATION

UNIT12: THE ASIAN GAMES
Lesson 2: Speaking Period: 75th
I/ Aim(s): Helps ss

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_ Express their own ideas about sport results and about their favourite games or athletes.
II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Use the required language to ask and answer about the Asian Games and sports.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

T Contents Teacher’s Students’

5’

8’

15’

A/ WARM UP: Stop the bus.

Group A Group B
Country: ………

Sport: ……….
Ex: Country: Malaysia

Sport: Mountain climbing.

Suggested ideas: - T, P, V ; - B, C, M –
T: Thailand – Table tennis/ Tennis
P: Philippines/ Pakistan – Ping pong.
V: Vietnam – Volleyball

B: Brunei – Basketball/ Boxing/ Bodybuilding/ Billiards.
C: Cambodia – Chess

M: Malaysia/ Myanmar – Mountain biking/ climbing.
S: Singapore – Snookers/ Squash

B/ NEW LESSON:
1. Pre- speaking:

What Asian countries have tken part in the Asian Games?
What sports have been introduced in the Asian Games?
Asian countries Games

……….. ………
……….. ………..
Useful language:

_ Use simple past tense to talk about events in the past.
_ Passive voice can be used to talk about the year the
Asian Games took placed.

2. While speaking:

Task 1:Ask and answer questions about theAsian Games, 
using the information from the table.

Settng model:

A: When and where were the 1st asian Games held?

B: In 1951 in India.

A: How many countries took part in the Games?
B: 11

A: How many sports were competed at the Games?
B: 6.

Task 2:Take turns to talk about the sports results of the

Vnese athletes at 14th Asian Games.

Model:

Puts Ss in teams.
Gives Ss a letter from
alphabet.

Checks Ss understand
the instructions.
Declare the wining
group.

Asks Ss to find the
answers.

Asks Ss to copy them
on the board

Checks the answer
then practice speaking.

Gets Ss to use the
information in the
table to substitute
information

Goes around to check
and help.

Calls on some pairs to
perform in front of the
class and elicits

feedback from the
class

Gives corrective
feedback afterwards

Work in
groups.

Whole class
Pairs work

Work in pairs.
Whole class

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2’

T: In which sport did Vnese athletes won medals?
S: Body building, Billiards, Karatedo, Shooting, wushu.
T: How many medal did they win?

S: 10.

T:In which sport did Vnese athletes win 2 gold and 1
bronze medals?

S: Karatedo.

 At the 14th Asian Games held in Busan, Korea, in

bodybuilding, the Vnese athletes won one gold medal and
one bronze medal. In billiards, they won one gold medal
and one silver medal.

3. Post – speaking:
C/ HOMEWORK:

Gets Ss to read the
task requirements and
elicits some ideas .
Helps Ss to express
their ideas correctly.
Goes around to check
and help.

Calls on Ss to present
the ideas.

Gives corrective
feedback.

Groups work
VI/ SELF- EVALUATION

UNIT 12: THE ASIAN GAMES
Lesson 3: Listening Period: 76th

I/ Aim(s): Helps Ss

_ Listen to specific information.
_ Express their own ideas about

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_ Develop such listening micro – skills as listening for specific and detailed information.
_ Use the acquired language and knowledge to talk about sports and sportmen

III/ Lexical items:
_ Vocabulary
_ Structures.

IV/ Teaching aids: Textbook, cassette player, handout.
V/ Procedures:

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5’

12’

8’

10’

8’
2’

A.WARM UP: Bingo Game

_ Ss write down nine words of sports on a square.
_ T says out words of sports randomly.

_ Ss listen and tick the word they have on their list.When they
make a straight line with all the words ticked, they shout
BINGO to win the game.

B.NEW LESSON:
1.Pre – listening:
Questions.

1. What are the names of these sports?

2. Have you ever watched sports like these on TV?
3. Which sports do you like best? Why?

 1. High jump, swimming, gymnastics and long jump.
 2. Yes. I’ve watched many times.

 3. I like gymnastics most b/c the athletes always move
beautiful on stage. And they look beautiful, too.

Vocabulary:

_ to come live = to be sent out while the event is actually
happening, not recordedfirst and broadcasting later.
_ freestyle (n):

_ gymnasium: = gym  gymnast (n):
_ bar (n):

_ to land:

2.While listening:

TASK 1:Listen and complete the sentences by circling the letter 
A, B, C or D.

1 2 3 4 5

C A B B D

TASK 2: Listen again and answer the questions.
1.10.15 p.m.

2. 6 gold medals.
3. 2 times.
4. High jump

5. He was very disappointed.
3. Post listening:

After you listen:Discuss the questions.
Talk about a famous athlete you know.
_ How old is the athlete?

_ When did s/he bigin playing the sport?
_ Where did s/he train?

_ What are his/ her major achievements?
C/ HOMEWORK:

Divides class into
teams

Gets Ss to play the
game.

Gets Ss to look at the
book and answer the
questions.

Helps Ss to pronounce
the words.

Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.
Plays the tape once for
Ss to listen and do the
task.

Gets Ss to find a
partner to check their
answer with.

Plays the tape again
for Ss to listen
andcomplete the par..

Gets Ss to check their
answer with a partner
Then checks with the
whole class.

Plays the tape again
and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Groups work.

Repeat after the
T in chorus/
individually

Individually
Whole class.
Pairs work
Whole class.

Work in groups.
Whole class.

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UNIT 12: THE ASIAN GAMES
Lesson 4:Writing Period:77th

I/ AIMS: Help Ss

_ Read the information from the table.
_ Write a description from a table

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

Write a paragraph describing the preparation for the Asian Games usinng future verb tenses.
III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

5’

15’

A/ WAMR UP: Handout.

Match the verbs in column A with the noun phrases in 
column B

A B

1. build a. the training areas

2. upgrade b. one more National Stadium
3. widen c. people to serve the Games

4. equip d. the National Sports Centres
5. advertise e. hotels with modern facilities

6. recruit f. a competition to choose an official song
7. hold g. sports – places – dates and time

Expected answer:

1. b; 2. d; 3. a; 4. e; 5. g; 6. c; 7.g
Lead in:

Suppose Vietnam is going to hold the Asian Games. What
will we have do to prepare for the Games?

To go to the details , today we are going to write a
paragraph to describe the preparation for the Games.
B/ NEW LESSON:

1. Pre – writing:
Questions:

1. What will you do first?

2. Why will we have to upgrade the National Sports
Centres and stadiums?

3. What about the training areas and the roads?

4. What will we have to equip the hotels and guest houses
with? What for?

5. Which form of mass media will be used to advertise all
the preparations for the Games?

6. Who will you recruit to serve the Games?
7. What competition will we have to hold?
Expected answer:

1. We’ll have to build one more National Stadium and
some sports buildings and car parks

2.Because they are not in good condition.

Divides class
into small
groups.

Calls on some
groups to give
their opinions.
Checks the
answer with the
whole class.

Checks Ss to
know the
meaning of the
new words.
Asks Ss to
answer the

questions.

Moves around to
give help or
gives correction.
Elicits from Ss
what they would
include in a
description .

Work in groups
Individually.
Whole class.

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15’

8’
2’

3. We will widen the training areas the roads and the
sports building.

4. We will have to equip all the hotels and guest houses
with modern facilities – to welcome foreign athletes and
visitors.

5. The radio and television will be used for advertising.
6. We should recruit university teachers and students with
good English?

7. We should hold a competition to choose an official song
for the coming Asian Games.

2.While writing:
A sample writing:

If we are to organize a successful Asian Games, we need
to do a lot of preparation. To start with, we will need one
more National Stadium with some sports buildings and car
parks. Next, we will upgrade the existing National Sports
Centres and local stadium because they are in bad

conditions. Then, training areas and roads to sports

buildings need widen. In addition, hotels and guest houses
will be equipped with modern facilities and special
services for disabled athletes will be provided….
3. Post- writing:

Peer correction
C/ HOMEWORK:

Asks Ss to write
a writing.Gets Ss
to correct each
other’s writing.
Moves around to
control and give
help.

Deliver each
group pieces of
writing.

Tells them to
read and correct
their friends’
narratives.
Calls on a
student to copy
the writing on
the board.
Gives feedback
and comment.

Whole class.
Prepare an
outline for the
writing and
exchange it
with their peer
Whole class.
Work in groups

VI/ SELF- EVALUATION

UNIT 12: THE ASIAN GAMES

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I/ AIMS: Help Ss

_ Distinguish the different between the consonant clusters /str/, /skr/, /skw/
_ Revise the use of Relative clauses

_ Understand and write sentences with omission of relative pronouns.
II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Distinguish the sounds /str/, /skw/, /skr/.

_ Pronounce the words and sentences containing these clusters correctly.

_ Master the use of relative clauses and equivalent types of clauses without relative pronouns.
_ Use these structures correctly and appropriately to solve communicative tasks.

III/ LEXICAL ITEMS:The sounds; structures.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

10’

15’

A/ WARM UP: Pronunciation

/str/ / skr/ /skw/

Street
Strong

Strange
Strength

Scream
Screen
Screw
Scratch

Square
Squeeze

Squash
Squeak
Repetition.

B / NEW LESSON: 
PRONUNCIATION:
_/skw/: square
_ /skr/: screen
_ / str/: strength
GRAMMAR:
1.Presentation:
Relative clauses

1. Relative clauses (general revision): (Mđqh ôn tổng
quát)

Relative.
Đại từ

Used for
Dùng cho

Used as
Dùng như

WHO People Subject &

Object
WHICH Things &

Animals Subject &Object

WHOM People Object only & after
preposition

THAT People,Things &
Animals

Subject &
Object
WHOSE People,Things &

Animals Of whomOf which

WHERE Places Adverb of places

WHEN Time Adverb of time

WHY Reason Reason

WHAT The things which Subject &

Asks Ss to repeat
after the T.
Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to
read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

Groups work

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8’

7’

4’
1’

Object

2.Omission of relative pronouns: lược bỏ quan hệ đại từ.
Khi đại từ quan hệ “ who/ whom/ which/ that” được dùng
như túc từ ( object) chúng ta có thhể lược bỏ nó. Cách
dùng này được gọi là “ zero relative”.

Ex: The doctor I spoke to told me not to worry.
The mistake I made was not very serious.

Notes: _ Không lược bỏ quan hệ đại từ khi nó làm chủ ngữ
Ex: The doctor who/ that treated me told me not to worry.

_ Khơng lược bỏ quan hệ đại từ khi nó đứng sau
dấu phẩy( Non- defining relative clause), dù nó làm túc từ.
Ex: Mr. Walker, whom I invited to dinner, didn’t come.

_ Không lược bỏ quan hệ đại từ whom/ which khi
nó theo sau giới từ.

Ex: The people with whom I went on holiday were very

kind.

2. Practice:
Exercise 1:

1……….. you lost?

2.……… he invited to the party ………..
3. ……….. John told ……….

4. ………. I bought yesterday ………
5. ………we met this morning.

6. ………. We had for lunch………..
Exercise 2:

1……… I work with.

2. ………..we went to ………
3. ……….. we’re living in ………
4. ………. they were talking about.
5. ………he applied for.

6. ………slept in was………..
Exercise 3:

Number: 1; 3; 5; 6.
3 Production:

Give some extra examples.

C/ HOMEWORK:

Gets Ss to do Ex1
then find a partner
to check their
answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.

Gets Ss to do Ex3
then find a partner
to check their
answer

Provides corrective
feedback.

Pairs work.
Whole class.
Groups work.
Give the
answers.
Whole class.

Individually
Compare the
answers.

Pairs work.
Compare
these
answers.
Individual
work

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UNIT 13: HOBBIES
Lesson 1: Reading - Period: 79th

1. Aims:

 Helps S understand the passage and their hobbies.
 Helps S know the some vocabulary about the hobbies

2. Objectives: By the end of the lesson, Ss will be able to:
 explain meaning in context and understand the passage.

3. METHOD: Integrated, mainly communicative

4. TEACHING AIDS:

Illustration, examples, textbooks, handouts

5. PROCEDURES:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5’

15’

7’

I/ Warm up:

- Asks S to work in groups to look at the pictures and
write down what are in the pictures are doing.

T Gives some questions

- When do people do these kinds of things?
- What is your way of spending youe free time?
- What do you call things you do in your free time?

HOBBIES

T introduces the new lesson

II/ Before reading
Vocabulary:

T asks Sts the meaning and explains some new words

- accompany/ə'kmpəni/ (v)

accompaniment /ə'kmpənimənt/ (n)
accompanist /ə'kmpənist/ (n)
- tune (n)

- avid (adj)= very enthusiasm

- indulge /in'd / (v) = to allow yourself to have or
do sth for pleasure

- occupied = busy (adj)

Have Ss read the new words in chorus

While-reading

Task 1: Using a dictionary to get their meaning:

- T has Ss work in pairs to give the meaning

1. accomplish: well-trained, skilled

2. accompany: going with a singer, using a musical
instrument

3. modest: hamble, unasuming:
4. avid: eager

5. discarded: thrown away

6. induge in: allow oneself the pleasure of

- Sts look at the picture andwrite down what
are in the pictures are doing.

Picture 1: playing football

Picture 2: swimming

Picture 3: playing the guitar

Picture 4: watching picture films

Picture 5:singing

- Sts give the answer

Give Vietnamese meanings:

Đệm đàn cho ai
Nhạc đệm
Người đệm đàn
Giai điệu, ban nhac
Thiết tha

Ham mê , thích thú

-Read in chorus

Work in pairs to give the meaning

1. accomplish: tài ba, tài hoa
2. accompany: dem (dan)
3. modest: nho, khiem ton
4. avid: say me

5. discarded: da bi bo di

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10’

7. keep me occupied: keep me busy

- Correct misteakes

Task 2: Answer the question:

-Ask Ss to read the passage individually and do task 
2 in pairs

- Call on some Ss to write their answers of questions 
3, 5, 7 and 9 on the board and the rest play parts to 
ask and answer the questions

1. What is the writer's first hobby?
2. Is the writer an accomplished guitarist?
3. Why does the writer admire his uncle?
4. What is the writer's second hobbies?
5. How did he collect his fish?

6. What kind of stamp collect is writer?
7. Where does he collect the stamps?

8. Which does the writer get more of, local stamps or
foreign stamps?

9. What does the writer do with the less common
stamps and with the common one?

- Corrects and give comments

- Correct mistakes

IV/ After you read
Discussing

- Asks Ss to work in groups to talk about their hobby.

Homework: Ask Ss to write a short passage to
answer the questions

Among the three hobbies mentioned in the passage 
which one are you interested in?

- What else would you do for it?

Preparation: Speaking

- Ss read the passage individually and do 
task 2 in pairs

-Ss to write their answers of questions 3, 5, 
7 and 9 on the board and the rest play parts 
to ask and answer the questions

The answer:

1.His first hobby is playing his guitar.
2. No, he isn't

3. Because he's an accomplished guitarist and
he is good at accompanying people singing
by his guitar.

4. His second hobbies is keeping fish.

5. He bought some from the shop and
collected some from the rice field near his
house.

6. He is an avid stamp collector.

7. He collecs them from discarded evelopes
his relatives and friends give him.

8. Local stamps.

He keep the less common ones inside a small
album. The common one he usually gives
away to others or if no one wants them he

simply throws them away.

- S work in groups to fill in the blanks
- Sts read the answers

+ Write a short passage to answer the 
questions

Preparation: List sth you like to do
Explain some new words and translate the
dialoge into Vietnamese

Feedbacks:

………
………
………
………..

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Lesson 2: Speaking – period: 80th

1.Aims: Help Ss how to ask and give information about their hobbies
2.Objectives: By the end of the lesson, Ss will be able to:

 ask for and give information about their hobbies

 talk about their hobbies

 make conversations and talk about collecting stamps

3. TEACHING AIDS: Integrated, mainly communicative,pictures , textbook, board, chalk, chart.

4. PROCEDURES:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

2’
8’

5’

10’

- Greeting
- Checking up
I/ Warm up:

Ask Ss to close the book and work in groups to 
give the verbs that go with STAMPS

Correct mistakes
Introduce the lesson

I/ Before you speak:

Task 1: Say which of the following you should

like/ not like to do and why

Ask Ss to work in pairs to ask and answer 
according to the model.

Ex:

A: Which of the hobbies would you like to do?
B: Swimming. I like it best because I find it
interesting to swim in the swimming pool with
my friend. It's also good for my health and help
me to say fit.

A: And which one woulnn't you like to do?
B: Fishing. I'm not patient enough.

- Correct mistakes

II/ While speaking:

Task 2: Lan is talking to Huong about her 
bobbies of collecting books. Practise reding 
their dialoge with a partner.

- Ask Ss to read the dialoge one times and pick 
out some new words.

Vocabulary:

- stall /stɔ:l/ (n) = small shop

- classify /klǽsəfai/ (v)
- category /kǽtəgəri/ (n)
- name tag

Have Ss read the new words in chorus

- Ask Ss to work in pairs to practise the 
dialoge

Answer the question of the teacher

Close the book and work in groups to give the
verbs that go with STAMPS

The answer
- to collect
- to keep
- to get
- to buy
- to throw
- to classify
- to organize
- to exchange

STAMPS

Work in pairs to ask and answer according to
the model

A: Which of the hobbies would you like to do?

B: Watching TV. I like it best because I find it
interesting to get more knowledge and

entertainment.
………

Read the dialoge one times and pick out some 
new words.

Phan loaò
Theo tung loai

Nhan ten

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10'

5’

- Correct some mistakes when Ss read the 
dialoge

Task 3: Make a similar dialoge about 
collecting stamps:

- Ask Ss look through the suggestions in the 
text book.

- Write down some new words

- Ask S to work in pairs to make the dialoge

- Remind some mistakes that Ss usually have.

Correct mistakes

IV/ Post-speaking
Talk about Ss hobies
Ask Ss to talk in individual

Homework: Write the dialoge on the book
V/ Comments:

Preparation: listening
Ask Ss:

- Explain some new words in before listening
- Find meaning of the Task 1 and 2

Work in pairs to practise the dialoge

- Look through the suggestions in the text 
book.

- Write down some new wordsand explain 
meaning.

Model:

T: What is your hobby, Lam?

S: Well, I like collecting stamps. I have been
collecting them more than five years.

T: Wow! You must have a lot of stamps noe.
Could you tell me how you collect your
stamps?

S: I get them from old envelopes and
sometimes my relatives or my friends give me
some. If I have money, I can go to the post
ofice and buy some valuables ones.

T: Do you put them in categories?

S: In categories of course. I put local stamps
in one and foreign stamps in another, then I
classify them in categories like plants, birds,
landscape …

T: I see. What do you plan to do next.

S: I will attend stamp exhibitions to learn
more rom experience collectors to make my
collection more valuable.

T: …

Talk about in individual

Explain some new words in before listening
- Find meaning of the Task 1 and 2

Feedbacks:

………
………
………
………
………

………
………
………
………..

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Lesson 3: Listening-Period: 81

st
1.Aims: Help Ss develop their listening skill through T/F tasks and gap-filling tasks.
2.Objectives: By the end of the lesson, Ss will be able to:

 understand the listening passage and do the tasks correctly
3. Teaching Aids: pictures , textbook, board, chalk, chart.

4. Procedures:

- Checking attendance:
- New lesson:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5’

10'

- Greeting
- Checking up
I/ Warm up:

Ask Ss make somes sentences as possible with 
the words provided:

Stamps – fish – books – swimming
Ex: What kind of food do you like to eat?
Do you like swimming?

……

Introduce the lesson
I/ Before you listen:

* Write down three benefit of reading books. 
Then share your ideas with the class.

Ask Ss to work in groups to give the answer.

Correct some mistakes

 Listen and repeat

Ask Ss to explain meaning some new words 
and repeat after the teacher

Magazine /'mægəzi:n/

continually /kən'tinjuəli/ Tiếp tục

otherwise / /: Trái lại,ngược lại
gigantic / /: Khổng lồ, kết xù
profitably / /: Có lợi, có ích.
available /əveiləbl/ : Có sẵn.

bygone / /: quá khứ, đã qua
ignorantly /ignərəntli/: ngu dốt, khơng biết
gì.

Correct mistakes

II/ While listening:

- Going through the statements.

- Going through the vocabulary in task 1
Task 1: Listen to his talk and decide whether 
the statements are true (T) or false (F)

Let Ss read through the sentences to understand 
the meaning.

- Explain some new words

- Have Ss listen two times

1. The writer started his hobby when he was

Ss make somes sentences as possible with the
words provided

Work in groups to give the answer.

The answer:

- Books help to widen our knowledge.
- Books give us valuable experience.
- Books are good sources of information
- Books make our life better

……

Explain meaning some new words and 
repeat after the teacher

S: Maybe about reading books, magazines and
its benifit

Read the sentences given before listeing to the

tape

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10’

5’

young.

2. His parents were interested in reading fairy
tales and other stories to him.

3. The writer didn't start with ABC books.
4. Now he reads all the books available.

5. Reading helps the writer know many things.
6. According to the writer, by rading he does not
have to study hard.

7. The writer is able to know about a tiger
through reading.

8. Books might help him in his daily life.

- Checking up and corect mistakes

- Let Ss listen to again to check up mistakes
Correct mistakes

Task 2: Listen and write the missing words

Ask Ss to work in individual to read the passage 
once and explain some new words before 
listening.

- Play the tapes two times

- Ask Ss works in pairs to compare the answer

The (1) _____ thing about reading is that I do not
have to learn things the very hard way. For
example, I do not have to catch a (2) _______ to
know that it can kill me. I know the danger so I
can avoid it. Also I do not have to go deep into
the (3) _______ to dind out about tigers. I can
read all about it in a book.

Books provide the reader with so many facts and
so much information. They have (4) _____
helped me in my daily life. I am better equipped
to cope with living. Otherwise I would go about
(5) _______ learning things the hard way.
So I continue to read. Reading is indeed a good
hobby.

Listen again and correct mistakes

III/ After you listen:

Talking about the advantages of over-reading
(reading too much)

IV/ Comments:
Home work

In not more than 50 words, write about the
advantages of over-reading

Preparation: Writing

- Name of your collection/ How you collect
them? …

1. T
2. F
3. F
4. F
5. T
6. T
7. T
8. F

Checking up and corecting mistakes
-Listen to again to check up mistakes

Work in individual to read the passage once
and explain some new words before listening
Works in pairs to compare the answer

The answer:
1. wonderful

2. disease
3. jungle
4. certainly
5. ignoranrly

Correct mistakes
Work in groups

Feedbacks:

………
………
………

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2./ Objectives: By the end of the lesson, Ss will be able to write about their collection. 
IV/ Procedure:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5’

7’

15’

Greeting
Checking up
I/Warm up

Ask Ss to close the books and find the words
going with COLLECT

Correct mistakes

- Introduce the lessons
II/ Before writing

Have sts answer the following questions

1- Can you name your collection?
2- When did you start your collection?
3- How do you collect them?

4- How do you classify them?
5- How do you keep them?
6- Why do you collect them?

7- What do you plan to do next?

- Expession: to classify … into

II/While writing

Ask Ss to write a paragraph about their
collection, real or imaginary, using the
guidelines above.

Go around the class to help.

III/ After writing

Call two Ss to write on the board
Collect some papers to correct.

(suggested description)

My hobby is collecting stamps. I have been
collecting both local stamps and foreign stamps
for more than 5 years so I have a great collection
now.

. My hobby got started when I was a little girl. I
had always wanted the beautiful pictures on the
stamps so I thought a way to keep them. At first
I only collected local stamps which I got from
the letters of my friends and relatives. Then my
relatives went abroad so many collection of
foreign stamps started to increase.

Now I have two albums, one for local and the
other for foreign ones. I classify the stamps into

- Work in groups to find the words going with
COLLECT

Example:

Stamps, stickers, dolls, toys cars, old money,
coins, pens, key rings, …

Answer the following questions
Example:.

1. stamp collection
2. 5 years ago

3. Both local stamps and foreign stamps from
the letters of friends and relatives

4. In categories, put stamps of animals,
flowers, birds, landscap, herroes on different
pages.

5. In two albums, one for local and other for
foreign ones

6. Keep beautiful pictures on the stamps/
broaden knowledge about the world/ an
effective way to be good at geography.

7. Join stamp exhibitions to learn from
experienced stamp collectors/ can expose
collection at an exhibition in the fure

- Sts have to use the cues given to write a 
paragraph

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3’

categories before putting them into my stamp
album. I put stamps of animals, flowers, birds,
landscape, heroes on different pages, which
makes ie easier to look for them.

When I have extra stamps of the same kind I
often exchange then with my friendss to enrich
my collection. If I have money, I also go to the
post office to buy some valuables ones.

I am very proud of my collection. It helps to
broaden my knowledge about the world around
me and it is also an effective way to improve my
geography.

I plan to join the stamp exhibitions to learn
from experienced stamp collectoras and maybe I
can expose my collection at an exhibition in the
future.

IV/ HOME WORK:

-Asking Ss reread the passage they wrote and 
review the use of relative pronouns and prepare 
the language

Preparation: Language focus
Cleft sentences

- Subject, object and adverbial focus

-whole class

- Take notes.
- Correct

Feedbacks:

………
………
………
………
………

………
………..

UNIT 13: HOBBIES

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 Help Ss to distinguish and pronounce the clusters / pt / / bd / / ps/ / bz/ .
 Review relative clauses and omitted object relative pronouns

2./Objectives: By the end of the lesson, Ss will be able to

 Distinguish and pronounce the clusters / pt / / bd / / ps/ / bz/ correctly
 Review relative clauses and omit object relative pronouns correctly.
3./ Methods:

 Knowledge: - Pronunciation: / pt / / bd / / ps/ / bz/
- Grammar:Cleft sentences

- Subject, object and adverbial focus
 Skills: Practicing to grasp grammar points

II/ Materials: textbook, handouts
IV/ Procedure:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

2’

10’

Greeting
Checking up

I/ Pronunciation: / pt / / bd / / ps/ / bz/

Have sts listen to the teacher.

Have sts repeat the words in the book.

* Listen and repeat

/ pt / / bd / / ps/ / bz/
stopped

jumped

stepped
trapped

robbed
stabbed
grabbed
bribed

stops
steps
maps
shops

robs
bribes
rubs
clubs
* Practise the following sentences

Ask Ss to pay attention to the pronunciation then
repeat the words and sentences

- Correct the mistakes

-Models the three clusters / pt / / bd / 
/ ps/ / bz/

for a few times and explains how to produce 
them.

-Reads once for Ss to hear the words containing 
these clusters.

-Reads again and asks Ss to repeat.

* Practise reading aloud these sentences

-Asks Ss to work in pairs and take turn to read 
loud the given sentences.(goes around to listen 
and takes notes of the typical errors.)

-Calls on some Ss to read the sentences again 
and provides corrective feedback.

II/ GRAMMAR: Cleft sentence

Ex: Bob would see Michelle after the movie.
 S O averbial modifier
Different parts of the sentence can be
emphasised in this way:

- It was Bob who would see Michelle after the
movie. (Subject focus)

- It was Michelle who Bob would see after the
movie. . (object focus)

- It was after the movie that Bob would see

Listen and fill in this game

 Pronunciation: / pt / / bd / / ps/ / bz/
Listen and repeat

 Practice reading these sentences (6
sentences)

-work in groups.

- discuss st about Relative clauses/ pronouns.
 * WHO: +V

* WHO(M):+S +V
* WHICH : (+S) +V

* THAT = WHO, WHOM, WHICH trong
defining relative clause.

* WHOSE : + N

-work in pairs to define the function of the
R.P in each sentence.

Ex1:

Whom = that =O  

-Give their ideas from the ex.

-Take note

-Work in pairs to define the function of the
R.P in each sentence.

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10’

6’

Michelle. . (adverbial focus)

Cleft constructions, then, exhibit the pattern:
 It + be + focus + clause 
(This is called a CLEFT SENTENCE because
the original sentence has been divided (or
"cleft") into two clauses)

Exercise 1. Write the following sentences after
the model, paying attention to the subject of 
the sentence.

Example:

The man gave her the book.

- It was the man who gave her the book.

Ask Ss to work in pairs to write the sentences

- T collects and corrects on the board
Giving the form:

It + be + Noun (phrase) + who/that + V
- Exercise 2: Write the following sentences
 after the model, paying attention to the object 
of the sentence.

Example:

The boy hit the dog in the garden.

It was the dog that the boy hit in the garden.

Ask Ss to work in pairs to write the sentences

T collects and corrects on the board
Giving the form:

It + be + Noun (phrase) + who/that + S + V
Exercise 3. Write the following sentences after 
the model, paying attention to the adverbial 
modifier of the sentence

Example:

She bought him a present at the shop.
- It was at the shop that she bought him a
present.

Whom = that =O  

-Give their ideas from the ex.
-Take note

Work in pairs to write the sentences
Present the answer on the board

1. The boy visited his uncle last month. 
- It was the boy who visited his uncle last
month.

2. My mother bought me a present on my
birthday.

- It was my mother who bought me a present
on my birthday

… book …

Work in pairs to discuss.

Work in pairs to write the sentences
Present the answer on the board

1. The man is learning English.

- It is English that the man is learning.
3. She sent her friend the postcard

- It was the postcard that see sent her friend.
5. The little boy greeted his grandfather in a
strange language.

- It was his grandfather that the little boy
greeted in a strange language.

… book …

Work in individuals then compare the answer
with a friend.

1.The boy hit the dog in the gardern.
- It was in the gardern the boy hit the dog
2. She made some cakes for tea.

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2’

- Correct the answer
Giving the form:

It + be + adverb + that + S + V
IV/ HOME WORK

- Do all the exercises on the notebook
- Give the cleft construction

Preparation: Unit 14 (Reading)

- Read the passage and find new words and

prepare the tasks

Book …

-Whole class
-Take notes

Feedbacks:

………
………
………
………
………

………
………
………
………..

UNIT 14: RECREATION

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_ Read about friendship.
_ Scan read for specific ideas.
_ Skim read for general ideas.

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

_ Develop such reading skills guessing meaning of worda in context, and scanning for specific ideas.
_ Use the information they have read to discuss the related topic.

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:

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5’
10’
10’
10’
8’
2’

A . WARM UP: Handout

Look at the picture in the book and work out which activity is
described in each picture.

Answer:

A. Reading books B. Reading newspapers
C. Playing volleyball/ sports D. Shopping

E. Singing F. Meeting friends
G. Listening to music H. Watching TV
I. Watching sports J. Fishing

K. Playing the guitar L. Birdwatching.
B. NEW LESSON :

1. Pre- reading :Discuss the ideas.

Entertaiments Recreations

(Hoạt động giải trí.) (Hoạt động để giải trí.)
- Listening to music - Cooking

- Watching films/ TV. - Gardening

- Reading books - Playing chess/ sports
- Watching sports - Walking.

VOCABULARY.
_ pastime (n):
_ household (n):
_ course (n);

_ apart from expect:
2.While reading:

TASK 1: The words/ phrases in italics in the following sentences 
all appear in the passage. Circle the correct answer .

1 2 3 4 5 6

A B B A B A

TASK 2: Answer the questions.

1. Because without them people will become dull/ bored.

2. Football and rugby in winter, and cricket and athletics in
summer.

3. Walking and swimming.

4. because this is a new kind of entertainment which gives them
pleasure.

3. Prost reading:Discuss the question.

Which of the British leisure activities mentioned in the passage are
also popular in Vietnam? Which are not?

Leisure activities that are also 
popular in vietnam.

Leisure activities that are not 
popular in vietnam.

Watching telvision
Listening to music
Walking

Swimming

Watching football

Gardening (only the old)
Do-it-yourself home
improvements.

Snooker, pool (only the yong
men) darts.

C/ HOMEWORK:

Divides class into
small groups.
Calls different
groups to present
their answers.
Each correct word
gets one point
Which group has
more points wins the
game.

Introduce the new
lesson.

Teaches new words.
Elicits.

Model

Calls on some Ss to
repeat

Gives comments.
Gives corrective

feedback.

Gets Ss to read the
passage silently ,
then do task 1.
Checks the answers
with the whole class.
Asks Ss to do task 2.
Asks them to

compare the answer
with their peer.
Elicits answers from
Ss .

Calls on some Ss
give the answers to
the class.

Gives comments.
Asks Ss to do this
task, then discuss
their answer with
their peers.

Gets Ss to read the
questions carefully,
then answer the
questions.

Groupswork &
whole class.

Work in pairs

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Calls on some Ss to
write the answers on
the board.

Gives the correct
answers.

VI/ SELF- EVALUATION

UNIT14: RECREATION

Lesson 2: Speaking Period: 85th
I/ Aim(s): Helps ss

_ Express agreements and disagreements about entertainment activities and stating the reasons.
II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Express agreements and disagreements about entertainment activities and state the reasons.
III/ Lexical items: _ Vocabulary:

_ Structures

IV/ Teaching aids: Textbook, handout.
V/ Procedures:

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5’

10’

A / WARM UP: Game: Nodding and shaking chairs.
1. Yes, let’s do that.

2. I quite agree with you.
3. I don’t think so.

4. I respect your opinion, but…
5. For sure

6. I don’t see it that way

7. You could be right, but don’t you think that…?
8. You are exactly right.

Agreeing: 1, 2, 5, 8.
Disagreeing: 3, 4, 6, 7.
B/ NEW LESSON:
1. Pre- speaking: 
VOCABULARY.
_ tent (n):

_ equipment (n):

_ scenery (n):
_ effective (adj):

Task 1:The following are some phrases that can be used to 
express agreement or disagreement. Put (A) beside an 
expression of agreement and (D) beside an expression of 
disagreement

1 2 3 4 5 6 7

A D A A D A A

2. While speaking:

Task 2:The students of class 11A2Ø will have a two day 
holiday. They are discussing whether they should go on a 
camping holiday. Read and practise the conversation.
_ Can + V(inf.) = khả năng

_ If- clause (type 1)
 Setting a model:
A: Let’s go camping.

B: Yes, let’s do that. Then we can rest and enjoy ourselves
in the quiet countryside.

C: Oh, I don’t think it’s a good idea. If we go camping,
we’ll have to bring a lot of equipment with us.

Task 3: Imagine you are the students of class 11A 2.

Continue the discussion. Express agreement or 
disagreement using the reasons below .

Model:

A: Camping is great. We can have a lot of outdoor
activities.

B: Yes, I agree with you. We can have campfire and cook
our own meals. That’s great.

C: I see what you mean but don’t you think that it is very
expensive?

B: I don’t understand what you mean. Why do you think
so?

Divides into 2

groups.Puts 2 chairs in
front of class

Says some phrases
agree. or disagree.
Agreements  Ss sits
on the nodding chair
and score 1 mark.
Disagreement  Ss
sits on the shaking
chair and score 1

mark.

The group with more
marks win the game.

Gets ss to read through
the statements to do
the task.

Checks the answer
with the whole class&
elicits more A/D
Gets some pairs to
read aloud the dia.
Explains new words,
structures.

Gets Ss to discuss the
agreement and
disagreement.

Goes around to check
and help.

Calls on some pairs to
perform in front of the
class and elicits

feedback from the
class

Gives corrective
feedback afterwards
Work in
groups.
Whole class
Pairs work

Work in pairs.
Whole class

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VI/ SELF- EVALUATION

UNIT 14: RECREATION

Lesson 3: Listening Period: 86th
I/ Aim(s): Helps Ss

_ Listen to specific information.
_ Listen for general ideas.

II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Develop such listening micro – skills as intensive listening for specific information and taking notes while
listening.

III/ Lexical items:
_ Vocabulary
_ Structures.

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T Contents Teacher’s activities Ss’ activities

5’
7’
8’
15’
8’
2’

A.WARM UP: Let’s decode

Find what this word is: 8.15.12.9.4.1.23

We know the order of the letters in the alphabet A  Z = 1
26.

Answer:HOLIDAY
Lead in:

_ Where you often spend your holiday?
_ Who do you usually go on holiday with?
_ How do you like your holiday?

Today, You are going to listen to someone talk about his/
her holiday.

B.NEW LESSON:
1.Pre – listening:
Vocabulary:
_ desert (n):
_ solitude (n):
_ waterfall (n):

_ depressed (adj):
2While listening:

TASK 1:Three students are talking about how they would 
like to spend their holiday. Listen and decide whether the 
statements are true or false.

1 2 3 4 5 6

T T F T F T

TASK 2: Listen again answer the questions.

1. Riding their dirt bike in the desert, taking showers in
waterfall and swimming in lakes and rivers.

2. In sleeping bags or tents.

3. Because more and more people are coming to these
places and leave trash in the forests and take rocks and
plants with them.

4. He thinks nature is also important in the world.
5. In cities.

6. Because she can’t put up umbrella tent in the wind or
make a fire in the rain or carry a heavy backpack.
3. Post listening:

After you listen:Discuss the questions.

List three advantages of a camping holiday.

There are lots of advantages if you take a camping
holiday. First of all, you can enjoy spectacular scenery.
You have a chance to discover the nature, such as camping
in the forest. Secondly, this is a good opportunity to get
closer to your friends. If you go camping, you have to
preparea lot, and you will have many activities during the
holiday. Thanks to them, you know more about your
friends. You will therefore understand more about each
other…

C/ HOMEWORK:

Divides class into
groups.

Gets Ss to give the
answer.

Helps Ss to pronounce
the words.

Checks that Ss know
the meaning of these
words.

Plays the tape and
asks Ss to repeat.
Plays the tape once for

Ss to listen and do the
task.

Gets Ss to find a
partner to check their
answer with.

Plays the tape again
for Ss to listen
andcomplete the par..
Gets Ss to check their
answer with a partner
Then checks with the
whole class.

Plays the tape again
and pauses at difficul
points if many Ss
cannot complete the
task.

Goes around to check
and offer help.

Groups work.

Repeat after the
T in chorus/
individually

Individually
Whole class.

Pairs work
Whole class.

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UNIT 14: RECREATION

Lesson 4:Writing Period:87th
I/ AIMS: Help Ss

_ Work in pairs/ groups effectively.
_ Write about a camping holiday.

II/ OJECTIVES: By the end of the lesson , students will be able to :
Describe a camping holiday.

III/ LEXICAL ITEMS:Words, expressions.

IV/ TEACHING AIDS: Textbook, handouts. pictures
V/ PROCEDURE:

Time CONTENTS TEACHER’S STUDENTS’

8’

10’

20’

A/ WAMR UP: Questions:

Imagine that your class is going for a camping trip in Ao 
Vua, a place which is around 50 km from Hanoi and has 
many mountains, streams and waterfall. Now discuss in 
your groups to work out the things you should prepare 
before the camping trip. After 4 minutes, which group has 
the most suitable things will be the winner.

Expected answer:

_ Things to bring: food, drinks, tent, shovel, flashlight,
sleeping bag, blanket, whistle, mattress, tarp, compass,
first aid kit, swimming suit, spare clothes, strong shoes,
stove, cooker, guitar.

_ Things to do: hire a coach, hire the tent, buy necessary
things, prepare some games and songs.

B/ NEW LESSON:
1. Pre – writing:

TASK 1: Last weekend, class 11A 2 went to BaVi for a 
camping holiday. Below are some of their activities during
their two- day holiday. Match them with the correct 
pictures.

1 2 3 4 5 6 7 8 9

g a b c f d h i e

2.While writing:

TASK 2: Imagine you are one of the students in class 11A
2. Write a passage about your class’s camping holiday, 
using the information in Task 1.

A sample writing:

Last weekend we all to Ba Vi for a camping holiday. We
went to school at 4.30 because the bus would leave at 5
a.m. The first thing we did at the campsite was putting up
the umbrella tent. Next we went around to watch wildlife
in the forest. Some went fishing and swimming in the
lake. Then we went back to our tents and prepare lunch.
We cooked food over an open fire. After having lunch we
took a rest. In the evening we sang and danced around the
camp fire and also played a quiz game there. We left the

Divides class
into small
groups.

Calls on some
groups to give
their opinions.
Checks the
answer with the
whole class.
Checks Ss to

know the
meaning of the
new words.
Asks Ss tomatch
the sentences.
Moves around to
give help or
gives correction.
Elicits from Ss
what they would
include in a
description .
Asks Ss to write
a writing.Gets Ss
to correct each
other’s writing.
Moves around to
control and give
help.

Deliver each
group pieces of
writing.

Tells them to
read and correct
their friends’
narratives.

Work in groups

Work in groups.
Whole class.

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5’
2’

campsite at 4 p.m. the next day. Although all of us were
tired, we had a good time to live together.

3. Post- writing: 
Peer correction
C/ HOMEWORK:

Calls on a
student to copy
the writing on
the board.
Gives feedback
and comment.
VI/ SELF- EVALUATION

UNIT 14: RECREATION

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I/ AIMS: Help Ss

_ Distinguish the 4 sounds /ts/, /dz/, /t t/and /dzd/.

_ Know how to use the conjunctions both…and, not only… but also, either… or, neither…nor.
_ Know how to use the cleft sentences in the passive.

II/ OJECTIVES: By the end of the lesson , students will be able to :
_ Pronounce the clusters /ts/, /dz/, /t t/and /dzd/.

_ Pronounce the words and sentences containing these clusters correctly.

_ Use both…and, not only… but also, either… or, neither…nor and cleft sentences in the passive correctly to do the
exercises and solve communicative tasks.

III/ LEXICAL ITEMS:The sounds; structures.
IV/ TEACHING AIDS: Textbook, handouts.
V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

5’

10’

8’

A/ WARM UP: Handout: Pick out the odd one in each 
group of words.

1. a. sweets b. weets c. needs d. seats
2. a. lends b. sends c. friends d. rents
3. a. watched b. wished c. finished d washed
4. a. intended b. arraged c. protected d.provided.
Suggested answer: 1. c; 2.d; 3.a; 4. b

Lead in : What sound are we going to learn today?
 The sounds: /ts/, /dz/, /t t/and /dzd/.

B/ NEW LESSON: 
PRONUNCIATION:
_/ts/: sits, meets, eats,…
_ /dz/: reads, friends, kinds,…

_ /tst/: marched, watched, reached,…
_ dzd/: bridged, raged, managed, ..
GRAMMAR:

1.Presentation:

1.Cleft sentences in the passive: Dạng bị động của câu nói 
nhấn mạnh

Ex: _ The taxi was baddly damaged, not the bus.

 It was the taxi that was baddly damaged, not the bus.
_ Tom is being questioned, not Fred.

 It is Tom that / who is being questioned , not Fred.
_ Their house has been sold, not their car.

It is their house that has been sold, not their car.
2.Conjunctions: Liên từ

a. “both…. and”:

Ex: She’s both pretty and clever.
b. “not only…. but also”:

Ex: We go there not only in winter, but also in summer.
c.“either …or”

Ex: You can have either tea or coffee

You can either come with me now or walk home.

Asks Ss to
rearrange the
words into right
column.

Corrects.

Reads aloud the
words that contains
the sounds.

Asks Ss to practise
reading the words
in the text book.
Asks Ss to practise
reading the

sentences.

Calls on some Ss to

read aloud.

Gives examples.
Explains.

Asks some Ss to
comment on the
examples.

Calls on some Ss to
give out some Exs

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10’

2’

d.“neither….nor”

Ex: I met neither Mary nor her husband.
( I didn’t meet either Mary or her husband.)
She neither answered my letter nor phoned me.

( She didn’t either answered my letter nor or phone me)
Notes: _ both… and : động từ số nhiều

_ either… or; neither… nor: động từ tùy thuộc shủ từ thứ hai.
2. Practice:

Exercise 1:

1.Both Jim and Carol are on holiday.
2. George neither smokes nor drinks.
3. Neither Jim nor Carol has (got) a car.
4. The film was both long and boring.

5. That’s man name is either Richard or Robert.
6. I’ve got neither time nor money to go on holiday.
7. we can leave either today or tomorrow.

8. Helen lost both her passport and her wallet at the
airport.

9. … they are both clean and easy to park.

10. …I either go to the cinema or stay home and watch TV.
Exercise 2:

1.It was Christina who was given a lot of flowers by fans.
2. It was the policeman who was asked for direction to the
post office.

3 It was his house that was talked a lot about.

4. It was a bicycle that was bought for him for/as his
birthday.

5. It was his home town that was described in his novel.
6. It was the children who were frightened.

7. It was her glasses that were broken.

8. It was my younger sister who was kissed at the party by
the Prince

9. It was this story book that was given to me as a birthday
present by my father.

10. It was Tet that is celebrated as the greatest occasion in
a year by the Vnese people.

3 Production:

Give some extra examples.
C/ HOMEWORK:

Gets Ss to do Ex1
then find a partner
to check their
answer

Provides corrective
feedback.

Asks Ss to do Ex2
in pairs. Calls on
some ss to give
Gives correct
answers.

Gives corrective
feedback.

Pairs work.
Whole class.

Groups work.
Give the
answers.
Whole class.
Individually
Compare the
answers.

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TEST YOURSELF E
Period: 89th
I/ LISTENING:Listen and complete the sentences.

1. Television brings pictures and sounds from around the world into millions of home.

2. A person sitting in his house can watch the president make a speech or visit a foregn country.
3. Home viewers can see and clean about people, places, and things in far- away lands.

4. Entertainment programmes consist of plays or dramas, light comedies, sporting events, and motion pictures.
5. People find it more convenient as well as cheaper to sit comfortably at home than to go out.

II/ READING: True or False sentences.
1. T

2. F
3. T
4. T
5. F

1.Pronunciation:

1.street 2. squeeze 3. meets 4. managed

2. Complete the sentences.
1.who

2. that
3. (that)
4. who
5. who
6 (that)
IV/ WRITING:

My hobby is reading. I read story book, magazines, newspapers and any kind of material that I find interesting.
I started reading when I was a little girl. I used to ask my father to read fairy tales. Then I learned to read. At first I
read simple books, then stories. Now I read everything. I love reading novels. Even I can read short stories in English,
especially I’m interested in reading funny stories. Through reading, I can learn about many things: how people live,
how things go on everywhere in the world. Books provide me with necessary information and facts. I don’t have to
learn things the hard way. The books have certainly helped me so much in my daily life. Books would be my life-
long friends. I would never stop reading them in my life.

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Name:

Grade: 11

TEST FOR 45’

People collect a lot of objects: stamps, posters, dolls. Some people collect objects which are connected
with historical events or with famous people. But one of the strangest collections is that of eggcups. Kevin
Murphy in Yorkshire has 10,000 of them. Not surprisingly, his favourite eggcup is one in the shape of a typical
Yorkshire man.

Kevin’s hobby began seven years ago, after he lent an elephant eggcup to a granddaughter who took such
a liking to it that she insisted on keeping it. Kevin saw a few eggcups he liked at a sale at a local shop, and started
collecting them. Others lie Kevin’ eggcups too. “ I have just bought a replacement for one of my favourites,
which mysteriously disappeared last week,” he said.

True or false sentence.

1._____ Kevin’s hobby is collecting objects.

2._____ Kevin has pursued his hobby seven years ago.

3._____ The eggcups he lent his granddaughter is in the shape of an elephant.
4._____ He saw his eggcup at a local shop

5. _____ Kevin’s hobby is different from other people’s.
Answer the questions:

6. What is Kevin’s hobby?


7. How long has Kevin pursued his hobby?


8. What did he lend to his graddaughter?



9. What happen to Kevin last week?


10. According to the passage, is Kevin’s hobby different from other’s people?


VOCABULARY: Choose the best answer.

11. My English teacher , Mr Brown, has never lost her _______ for teaching.

A. fondness B. interest C feeling D. enthusiasm

12. The singer was _______ on the piano by her sister.

A. supported B. accompainied C. performed D. played
13. How often are the Asian Games _______ ?

A. held B. formed C. opened D. taken place

14. My mother is an elegant and accomplished woman.

A. excellent B. skilled C. complete D. intelligent
15. His only ________ are drinking beer and working in the garden.

A. activities B. relaxation C. recreations D. hobbies

16. The Asian Games are held to _______ riendship and solidarity among Asian countries.

A. promote B. promise C. prolong D. protect

17. Members of bony fish make up by _____ the largest group of fish in the world.

A. most B. all C. far D. this

18. I will ______ to feed your dogs while you are away.

A. undertake B. overtake C. undergo D. overdo

19. Golf is a popular _______ sport , attracting thousands of fans to tournaments.

A. audience B. spectator C. viewer D. field

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A. varied B. cut C. classified D. divided
GRAMMAR:Choose the best answer.

21. Neither my hat nor my gloves ______ with this dress.

A. go B. goes C. is going D. has gone

22. It was _____ 1951 ______ the first Asian Games took place.

A.on/ which B. on/ that C. in/ which D. in/ that
23. The party _______ last night was very enjoyable.

A. that we went B. we went to C. we went D. which we went to it
24. The film was ______ boring ______ long. It made me fall sleep.

A. both/ and B. neither/ nor C. either/ or D. not only/ and

25. It is baseketball _______ me the most.

a. that interest B. that interests C. which interest D. which interests

26. Although the police searched everywhere, ______ the mssing boy nor his dog ______ be found.
A. either/ could B. neither/ could C. both/ couldn’d D. but/ couldn’t

27. Spectator sports _______ sports people often________

A. were/ watched B. were/ watch C. are/ watched D. are/ watch
28. Neither Tom nor _______ wanted to lose the game of tennis so we both tries hard.

A. me B. mine C. my own D. I

29. It is my cousin Mary ______ is considered an excellent classicalguitarist.

A. whom B. she C. who D. her own

30. They live buried in dry mud for months at a time, during which they neither ____ nor drink.

A. eat B. eating. C. to eat D. eaten

Choose the worrd with the different pronunciation of the underlined part.

31.A. camped B. hoped C. jumped D. robbed

32. A. sports B. spends C. sets D. saints

33. watched B. indulged C. pitched D. reached

Choose the word with the different stress pattern.

34. A. athletic B. aquatic C. successful D. average
35. A. solidarity B. spectacular C. enthusiasm D. appreciated

Rewrite the following into cleft sentences with “ It + be+ a relative clause”. Turn the relative clause into 
the passive.

36. He’s reading “ Gone with the wind”.


37. We’ve studied English for 5 years.


38. They chose the love story book for reading.


39. My mother often buys fresh fruits for our deserts


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UNIT 15: SPACE CONQUEST
Lesson 1: Reading - Period: 92nd
1./

Aims :

 Helps Ss understand the passage about the space and astronauts, especially about Yuri Alekseyevich Gagarin.
 Helps S know the some vocabulary about astronauts

2./ Objectives: By the end of the lesson, Ss will be able to:

 Identify the main ideas of each paragraph.

 understand the passage about the space and astronauts, especially about Yuri Alekseyevich Gagarin.
 Summarize the passage.

3./ Teaching Aids:

Illustration, examples, textbooks, handouts, Powerpoint lesson plan, CLT method.
4./ Procedures:

Time TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5’

10’

I/ Warm up:

- Asks S to work in groups to look at the pictures
and write down what are in the pictures

T Gives some questions

1. Look at the picture and tell me what you see in
picture 1 & 2.

2. What do you call a person who flies a plane/
spaceship?

3. Between them which job do you prefer? Why

do you like it?

T introduces the new lesson

II/ Before reading

- Look at the picture and match them with the 
decriptions

a. The first Vietnamese astronaut.
b. Yuri Alekseyevich Gagarin.
c. The orbit and a sattellite.

Ask Ss to answer the questions

1- Who is the first human to fly into space?
2- Can you name the first human to set foot on
the moon?

- Ss look at the picture and write down what
are in the pictures are doing.

1. Picture 1: It's a plane
Picture 2: It's a spaceship

2. A person who flies a plane is called a pilot
and a person who flies a spaceship is called
an astronaut.

3. I like pilot because I want to travel

everywhere.

I like to be an astronaut because I want to the
moon/ fly in the space.

- Sts give the answer

Picture 1: b
Picture 2: c
Picture 3: a

1. The first human to fly into space is Yuri
Alekseyevich Gagarin.

2. The first human to set foot on the moon are
Neil Armstrong and Buzz Aldrin.

3. The first Vietnamese fly into space is
Pham Tuan

Give the meaning

- an astronaut from the former Soviet Union

-Read in chorus

- Copy down.

- Work in pairs to match the heading to the
paragraphs

The answer:

Paragraph 1 B. The lift - off
Paragraph 2 E. Uncertainties

Paragraph 3 D. A view on Earth Paragraph
4 C. Congratulation

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15’

5’
2'

3- Who is the first Vietnamese fly into space?
Vocabulary:

T asks Sts the meaning and explains some new 
words

- lift - off (n): sự phóng (tên lửa, tàu vũ trụ)
- cosmonaut (n) = astronaut

- launch (v)= leave the ground and rise into
the air: phóng

- precisely (adv)= exactly

- psychological tension: sự căng thẳng tâm lý
- deal with = solve a problem

Have Ss read the new words in chorus

While-reading

Task 1: Match the heading to the paragraphs:
- T has Ss work in pairs to match the heading to
the paragraphs

Paragraph 1 A. The tragic accident
Paragraph 2 B. The lift - off
Paragraph 3 C. Congratulation
Paragraph 4 D. A view on Earth
Paragraph 5 E. Uncertainties
- Correct misteakes

Task 2: Answer the question:

-Ask Ss to read the passage individually and do 
task 2 in pairs

- Call on some Ss to write their on the board and 
the rest play parts to ask and answer the

questions

1. How old was Gagarin when he became the
first human being in space?

2. How long was he in space?

3. What questions were raised before Gagarin's
space flight?

4. What was the speed of his spacecraft in orbit
around the Earth?

5. Why couldn't Gagarin make a new spaceship?
6. What was done after Gagarin's death to honour
this national hero?

- Corrects and give comments

IV/ After you read

Complete the summary of the reading passage 
by putting the words/ phrases in the box into 
blanks

- Asks Ss to work in groups to fill in the blank.
- Correct mistakes

Homework:

Ask Ss to learn new words and read the reading
and translate into Vietnamese

Preparation: Speaking

Read the passage individually and do task 2 
in pairs

1. He was 27 then

2. He was in space for 108 minutes.
3. They were: "What would happen to a
human being in space or how the body would
react to the extreme changes in temperature
and how the mind would deal with the
spychological tension?"

4. It was more than 17,000 miles per hour.
5. Because he died in a plane crash on a
routine training flight in March 1968.

6. After his death, his hometown of Gzahatsk
was renamed Gagarin, and the Cosmonaut
Training Centre at Star City, Russia, was
given the name of this natioanal hero.

The answer:

1. cosmonaut 2. in space
3. lasted 4. success
5. gravity 6. view
7. impossible 8. named after

Work in groups to fill in the blank

Preparation: List sth you like to do
Explain some new words and translate the
dialoge into Vietnamese

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1./Aims:

 Help Ss how to ask and answer questions on given information.
 Help Ss how to talk about historical events in the space conquest.
2./ Objectives: By the end of the lesson, Ss will be able to:

 know some astronauts and talk about them

 talk about name, age and some important events of astronauts
 make conversations and talk about astronauts

C. TEACHING AIDS: pictures , textbook, board, chalk, chart. 
D. PROCEDURE:

- Checking attendance:
- New lesson:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

7’

8’

5’

Warm-up: Shark attacks : Key words:
astronaut.

Give some suggestions.
I/ Before speaking:

Ask Ss to close the book and look at the 
pictures and give the answer.

1. Who are they?

2. What are their nationalities?

Correct mistakes
Introduce the lesson

II/ While speaking:

Task 1: Read the following piece of news, then 
ask and answer questions:

- Ask Ss to read the news one times and ask 
and answer the questions:

Ex:

1. A: When did China launch its first manned
spacesraft into space?

B: On Otober 15, 2003

- Work in pairs 7 minutesto ask and answer

- Give notes (do/ be) when asking

Play game

Look at the picture and work in pairs to give 
the answer.

The answer:

Picture 1: He's Pham Tuan – Vietnamese
astronaut

Picture 2. He's Yuri Gagarin – Russian
cosmonaut

Picture 3: He's Amstrong – American astronaut
Picture 4: He's Buzz Aldrin - American
astronaut

Picture 5: He's Valentina Tereshkova - Russian
cosmonaut

Picture 6: He's Liwei - Chinese astronaut

Read the news one times and ask and answer
the questions

Some questions and the answer:

2. A: What is the name of China's First manned
spacesraft?

B: its name's Shenzou 5

3. A: What is the name of the astronout?
B: His name's Yang Liwei

4. A: How old was he when he flew into space?
B: He was 38 years old.

5. A: How important was the successful flight
to China?

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15’

5’

Correct mistakes

Task 2: Take turns to talk about the important 
events in space explorations:

- Work in pairs and use the information in the 
book and the question in task 1 toask and 
answer.

Setting model:

1) A: When did Russia launch its first artificial
satellite?

B: On October 4, 1957

A: What is the name of Russia's First artificial
satellite?

B: Sputnik

A: How important was the artificial satellite to
Russia?

B: The firat artificial satellite marked the
beginning of Space Age.

- Correct mistakes

IV/ Post-speaking

Give some notes about the astronauts
Homework: Write a short paragraph about 
the one important event in space conquest
V/ Comments:

Preparation: listening
Ask Ss:

- Explain some new words in before listening
- Find meaning of the Task 1 and 2

6. A: How many countries in the world have
been able to carry out independent named
space activities? What are they?

B: There has been three. They are: Russia,
The US and China.

Use the information in the book and the
question in task 1 toask and answer.

The answer:

2) A: Who is the fist woman to fly into space?
B: That Valentina Tereshkova, a Russia
cosmonaut

A: When did she fly into space?
B: On June 16, 1963

3) A: Who is the fist human to set foot on the
moon?

B: On July 20, 1969

4) A: Who is the fist Vietnamese to fly into
space?

B: That's Pham Tuan

A: With whom did he go along into space?
B: He went with V.V Gorbotko a Russian
cosmonaut.

A: How long did he stay in the orbit?
B: He stayed 8 days in the orbit.

Talk about in individual

Explain some new words in before listening
- Find meaning of the Task 1 and 2

Feedbacks:

………
………
………
………
………

………
………
………
………..

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 To develop listening skill.

 To give Ss some knowledge of the men setting foot on the moon
2./ Objectives: By the end of the lesson, Ss will be able to:

 listen to the first event that men set foot on the moon and do the tasks correctly.
 enhance their listening skill.

Integrated, mainly communicative

3./ Teaching Aids: pictures , textbook, board, chalk, chart. 
4./ Procedures:

TIM
E

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5’

10’

I/ Warm up:

Ask Ss to answer the questions:

1.Can you name the first men to set foot on the
moon?

2. What are their nationalities?

3. When did they set foot on the moon?
Introduce the lesson

I/ Before you listen:

*Match the pictures with the captain.

Ask Ss to work in pairs to give the answer.
Correct some mistakes

 Listen and repeat

Ask Ss to explain meaning some new words 
and repeat after the teacher

Congress: quốc hội 
Challenge: thách thức
NASA

mission (n): sứ mệnh, nhiệm vụ.

reminder (n): sự (cái) làm gợi nhớ, nhắc nhở
achievement (n): thành tựu.

Correct mistakes

II/ While listening:

- Going through the statements.

- Going through the vocabulary in task 1
Task 1: Listen to his talk and decide whether 
the statements are true (T) or false (F)

Let Ss read through the sentences to understand 
the meaning.

- Explain some new words

- Have Ss listen two times

1. In a speech to the press, US President Kenedy
asked the nation to put a man on the moon.
2. There were 11 astronauts on board the
spacecraft to the moon.

3. The astronauts landed on the moon's surface at
the same time.

4. To walk on the moon, the astronauts had to
carry a suitcase with with oxygen in it.

5. An American flag was placed on the moon's
surface after the moon landing.

- Checking up and corect mistakes

- Let Ss listen to again to check up mistakes

Answer the questions

The answer:

1. They are Neil Amstrong and Buzz Aldin.
2. They are American

3. On July 20, 1969

Work in pairs to give the answer

The answer:

Picture a: - 2 The Apollo

Picture b: - 5 The first foot print on the moon
Picture c: - 3 Walking on the moon.

Picture d: - 1 orbiting

Picture e: - 4 The moon landing

Explain meaning some new words and repeat 
after the teacher

S: Maybe about reading books, magazines and
its benifit

Read the sentences given before listeing to the
tape

Listen the tape the first time
Do exercise

1. F (in a speech to the congress)
2. F (Three)

3. F (They landed at different time)
4. F (They had carry a suitcase with a

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15’

5’

Correct mistakes

Task 2: Listen again and answer the questions

Ask Ss to work in individual to read the questions
once and explain before listening.

- Play the tapes two times

- Ask Ss works in pairs to compare the answer

1. Which program was developed to meet
President Henedy's challenge?

2. When was the Apollo 11 launch?

3. What was the portable life support system for?
4. How long did the astronauts stay on the
surface of the moon?

5. What did they do while they were staying on
the surface of the moon?

6. When did the astronauts return to the Earth?

Listen again and correct mistakes

III/ After you listen:

Discuss the following questions

1. In your opinion, what is the reason for the
human interest in Mars and other planets
in the solar system?

2. If you were offered a chance of going to
the moon and you could take three things
with you, what would you choose and
why?

- Correct mistakes

IV/ Comments:
Home work

In not more than 50 words, write a paragraph
about the first human moon landing.

Preparation: Writing

Checking up and corecting mistakes
-Listen to again to check up mistakes

Work in individual to read the passage once
and explain some new words before listening
Works in pairs to compare the answer

The answer:

1. NASA's Apollo Program was developed to
meet President Henedy's challenge.

2. The Apollo 11 launched on July 16, 1969.
3. The portable life support system was used
for

Controlling the oxygen, the temperature and
pressure inside the spacesuit.

4. They stayed on the surface of the moon for
two and half hours

5. While they were staying on the surface of
the moon they performed a variety of

experiments and collected soil and rock
samples to return the Earth.

6. They returnrd to the Earth on July 24,
1969.

Correct mistakes
Work in groups

1. I think- human beings like advantures.
Or we think they want to find out possible
of life outside the earth.

……

2. I/ We would like a camera with us/ me
a tent and some food

Feedbacks:

………
………
………
………
………

UNIT 15: SPACE CONQUEST
Lesson 4: Writing - Period: 95th
1./ Aims: To help Ss know how to write a biography.

2./ Objectives: By the end of the lesson, Ss will be able to:

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 Develop writing skill.

3./ Materials: textbook, handouts, posters
4./ Procedures:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5’

10’

15’

10’

I/Warm up

Ask Ss to look at the picture and answer the
questions

1. Who is he?

2.Is he a Russian and an American astronaut?
3. Who did he set foot on the moon with?

Correct mistakes

- Introduce the lessons

Today we practise writing aboutNeil Amstrong.
II/ Before writing

Put each of the headings in the box in the
appropriate blank

Career Place of birth Date of birth
Quote Known as

Neil Armstrong
American Astronaut

(1) ______ 5th August 1930
(2) ________ Wapokoneta, Ohio

(3) _________ The first person to walk on
the moon

(4) ________ 1949-1952: pilot in United
States Navy

II/While writing

Get Ss write a biography of Neil Amstrong from
the information given in task 1

Go around the class to help.
III/ After writing

Call two Ss to write on the board
Collect some papers to correct.

(suggested description)

Neil Amstrong is an American astronaut. He is
known as the first person to walk on the moon.
He was born on August 5th , 1930 in Waponeta
in Ohio. From 1949 to 1952, he worked as a
pilot in the United States Navy. Amstrong
received his BS from Purdue University in 1955.
He joined the NASA astronaut program in 1962.
Neil Amstrong became the first human to step
on the moon's surface on July 20th, 1969. He was
joined by Buzz Aldrin forty minutes later.
Amstrong and Aldrin spent two and a half hours
on the moon's surface. Amstrong received his
M.S from the year later and from 1971 to 1979,
he taught at the University of Cinsinnati. In 1986
Amstrong was appointed vice chairman of the
committee that investigated the Challenger
shuttle disater. He is alsowell-known for what he

- Look at the pictures and answer the
questions

Example:

1. He is Neil Amstrong.

2. He is an American astronaut

3. He set foot on the moon with Buzz
Aldrin

Answer the following questions
Example:.

Work in pairs to do exercise

1. Date of birth 
2. Place of birth
3. Known as
4. Career
5. Quote

Write a biography of Neil Amstrong from the
information given in task 1.

-write on the board

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5’

said he stepped on the moon surface: "That's one
small step for man, one giant leap for mankind.

IV/ HOME WORK:

-Asking Ss reread the passage they wrote And 
review the use of relative pronouns and prepare

the language

Preparation: Language focus
- Could/ be able to

- Tag questions

- Take notes.

Feedbacks:

………
………
………
………
………

………
………
………
………..

UNIT 15: SPACE CONQUEST
Lesson 5: Language focus - Period: 96th
1./ Aims:

 To help Ss to distinguish and pronounce the clusters / nt/ / nd / / nө/ / ns/ /nz/ correctly.
 To review the the usage of could/be able to and Tag questions.

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 distinguish and pronounce the clusters / nt/ / nd / / nө/ / ns/ /nz/ correctly

 review the the usage of could/be able to and Tag questions
3. / Materials: textbook, handouts.

4./ Procedures:

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

10’

 I/ Pronunciation: / nt/ / nd / / nө/ / ns/
/nz/

Have sts listen to the teacher.

Have sts repeat the words in the book.

* Listen and repeat

/ nt/ / nd / / nө/ /ns/ /nz/
went
rent
tenant
didn't
end
remind

warned
friend
month
seventh
tenth
thirteenth
chance
Florence
glance
tense
Phones
Learns
Barnes
tonnes
* Practise the following sentences

Ask Ss to pay attention to the pronunciation then
repeat the words and sentences

- Correct the mistakes

 -Models the three clusters / nt/ / nd / / nө/
/ ns/ /nz/

for a few times and explains how to produce them.
-Reads once for Ss to hear the words containing 
these clusters.

-Reads again and asks Ss to repeat.

* Practise reading aloud these sentences

-Asks Ss to work in pairs and take turn to read loud 
the given sentences.(goes around to listen and takes 
notes of the typical errors.)

-Calls on some Ss to read the sentences again and 
provides corrective feedback.

II/ GRAMMAR: 
1. Could/ be able to:

Ex: 1. He could run very fast when he was a boy.
 2. We were able to get tickets for the match
yesterday.

- Ask Ss to compare the example above

Explain: - "Could" is used to express an ability in
the past.

- "were able to" is used to express an any
complete success in the past

Ex: - 3. When I was young I could/ was able to climb
any tree in the forest.

4. In those day we had a car, so we could/ were
able to travel very easily.

Correct mistakes

Exercise 1: Complete the sentences, using could,
couldn't or was/ were (not) able to:

Ex:

I look everywhere for the book but I couldn't find it.
They didn't want to come with us at first but we were
able to persuade them.

Listen and fill in this game

 Pronunciation: / nt/ / nd / / nө/
/ ns/ /nz/

 Listen and repeat

 Practice reading these sentences

Compare the example above

Look at examples 3 & 4 and give the way
to use

"Could/ be able to" are used to express the
ability or the chance in the past

-Give their ideas from the ex.

-Take note

work in pairs then compare the answers

The answer:

1. couldn't/ wasn't able to
2. was able to

3. could/ was able to
4. was able to
5. could/ was able to
6. couldn't/ wasn't able to
-Give their ideas from the ex.
-Take note

Looking at the examples and give form
S +V (affirmative) + …, Aux- Negative 
+ S?

S +V Negative + …, Aux- (affirmative)
+ S?

Work in pairs to discuss.
Write notes

Work in individuals then compare the
answer with a friend.

1. It's expensive, isn't it?

2. The film was great, wasn't it?

3. She has/ has got a loudly voice, doesn't
she?

4. It doesn't look very good, does it?
5. You have had your hair cut, haven't
you?

- Do individual then check up in pairs

The answer:

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8’

5’

- Ask Ss to work in pairs then compare the answers

- T collects and corrects on the board

2. Tag questions:
Give the situation:

T: You haven't had lunch, have you?
S: No, I haven't

T: Is the sentence a question?

S: Yes, it is. It contain a tag question
Example:

It's a beautiful day, isn't it?
It wasn't a good film , was it?
Some notes:

+ I'm late, aren't I? (informal)

I am supposed to be here, I am not? (formal)
+ will/ would/can/ can't/could you? Are used as a
request

Ex: Do sit down, Won't you?
Give me a hand, will you?
+ Let's + …, shall we?

Ex: Let's have a party, shall we?

+ It is replaced this, that, everything, nothing in tag
qs

Ex: That's isn't Tom, is it?

+ barely, hardly, hardly ever, little, neither, never, no,
no one, nobody, none, nothing, scarely, seldom have
negative tag questions

Ex: There's little we can do about it, is there?

Ask Ss to work in pairs to write the sentences

Exercise 2: Read situation and write sentence with 
a tag question

Ex:

You look out the window. The sky is blue and the
sun is shining. What do you say to your friend?
(beautiful day) It's a beautiful day, isn't it

- Correct mistakes

Exercise 3. Complete the questions with tag 
question

Ask Ss Do individual then check up in pairs

- Correct the answer

IV/ HOME WORK

- Do all the exercises on the notebook
Preparation: Unit 16 (Reading)

- Read the passage and find new words and prepare
the tasks

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Unit 16

THE WONDERS OF THE WORLD

Lesson 1:Reading _ period: 97th

A. Aims and Objectives: By the end of the lesson, students will be able to:

- Read and understand about space conquest.
- Skim for general ideas.

- Scan for specific ideas.

B. Materials and Teaching Aids: Textbook, handouts, pictures.

C. Procedures:

Stages/Time Activities Interactions

1. Warm-up
 7 minutes

* Game: Word hunting

- Divide the class into two groups.

- T prepares a song beforehand from the tape. T asks Ss to listen to
the song. After listening to it, they have to write down the words
consisting letters: e, w, r, o, n, d from the song. T asks one student
of each group to go to the board and write the answer. The group
with more correct words wins the game.

- T asks Ss to answer the question.

+ Question:

1. Who can use the letters: e, w, r, o, n, d to make a meaningful
word?

+ Answer key: Wonder

- Declare the winner.

- Lead in: T asks Ss to tell her some wonders in the word. (The
Pyramids, The Great Wall, The Lighthouse...)

T <--> Ss

T <--> Ss
2.

Pre-reading
8 minutes

* Questions:

- T asks Ss to answer some questions:

1. Can you name these two wonders of the world?
2. Where do you think they are located?

3. What do you know about them?

+ Suggested answers:

1. These two wonders are the Great Pyramid Cheop (Khufu), and
the Taj Mahal.

2. The Great Pyramid Cheop in Cariro, Egypt, and the Taj Mahal in
India.

3. They were built as tombs for their royal families. The Great
Pyramid was built over 4000 years ago. And the Taj Mahal was
built between 1630 and 1652 by an Indian prince.

* Teaching Vocabulary:

- T asks Ss to skim the passage and underline the new words.
- T explains the new words.

1. tomb (n) (picture)
2. pyramid (n) (picture)
3. construction (n) (gap-fill)

He designed the houses. He works for a famous construction
company.

4. treasure (n) (translation): kho b¸u

- Ask Ss to give the Vietnamese equivalent (if necessary).
- Read a new word three times. Ss listen and repeat after the

teacher.

T <--> Ss

3. While- 
reading
20 minutes

* Activity 1: Gap-fill

- Ask Ss to read the text and do task 1 in pairs.

- Instruction: The words in the box all appear in passage. Fill each
blank with a suitable word.

- Move around to help Ss.

- Go over the answers with the class.

+ Answer key: 1. tomb 2. wonder 3. ramp
4. chamber 5. mysterious 6. spiral

* Activity 2: Questions and answers

- T divides the class into groups of four or five.

- Ask each group to read the text again and write down the answers
to the following questions.

- T moves around class to give help.

+ Suggested answer:

1. It is located on the west bank of the Nile River and was built

Ss <--> Ss
 T <--> Ss

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around the year 2560 BC.

2. It was about 147 meters high on a base of 230 meters square.
3. The purpose of this huge stone pyramid was to serve as a tomb
when the Egyptian Pharaoh Khufu died and to protect the burial
chamber from the weather and from thieves who might try to steal
the treasures and belongings there.

4. It is thought that the ancient Egyptian used straight or spiral
ramps or huge weight arms to lift and place the blocks of stone in
place.

5. The boat is believed to have been used to carry the body of
Khuful in his last journey on Earth before being buried inside the
pyramid.

+ Feedback: Teacher asks some Ss to ask and answer the

questions.

Activity 3: Scan for information

- Ask Ss to scan the passage and work in pairs to say what the
following words refer to.

- T moves around class to give help.

+ Suggested answers:

1. who (line 4) refers to the thieves.
2. it (line 8) refers to the Great Pyramid.
3. it (line 9) refers to the Great Pyramid.
4. each (line 12) refers to the block of stone.

Ss <--> Ss

T <--> Ss
 S <--> S

4. Post- 
reading
8minutes

* Discussion

- Ask Ss to work in pairs to discuss this question:

Which of the wonders of the world do you like best? Why?

- Move around to help Ss.

- Ask some pairs to act out their conversation.
- T gives feedback.

T <--> Ss
S <--> S

5. Homework

2 minutes - Learn by heart the words in reading part.- Prepare the next part. Ss <--> Ss
D. To instruct Ss how to do the homework

E. Self – study:

Unit 16:

THE WONDERS OF THE WORLD

Lesson 2:Speaking – period:98th

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Express their own ideas about facts and opinions.

- Use facts and opinions to talk about features of man-made places.

B. Teaching Aids: Textbook, handouts.

C. Procedures:

Stages/Time Activities Interactions

1. Warm-up
 5 minutes

* Little things

- Divide the class into two groups. The teacher is going to ask Ss
to give her some “Little” things. The members in each group have
to give T the thing she needs as quickly as possible. When the Ss
give one thing, they will get one mark for his group. The group
with more marks wins the games. There will be 8 things.

T says: I need a pen/ ruler/ book/ pencil/ watch/ note of money/
notebook/ eraser.

- T declares the winner.

T <--> Ss

2. 
Pre-speaking
8 minutes

+ Lead-in:

- T sticks the picture of the Great Pyramid on the board and asks
Ss:

1. What is this? ( The Great Pyramid)
2. Is the Great Pyramid high? (Yes)

3. What do you think about the Great Pyramid? (I think it is great)
- T writes on the board:

+ The Great Pyramid is high.

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+ The Great Pyramid is great.

- T asks Ss: Which sentence describes fact and which one
describes opinion?

+ Expected answers: The first describes fact and the second
describes opinion.

Ss <--> Ss

3. 
While-speaking
20 minutes

* Activity 1: Distinguish facts and opinion

- Ask Ss to work in pairs to read the statements and decide if each
one describes fact or opinion.

- Walk round and help them, give the some information.

+ Feedback: Teacher asks some Ss to give their answers.

+ Suggested answers:

- Facts: 2, 3, 4.
- Opinions: 1, 5, 6, 7.

* Activity 2: Pair-work

+ Useful language:

- To express opinions and facts:

I think/ I am sure...

It is said/ believed/ thought that...
They might/ may / can have...
Probably/ Maybe they...
Example:

I think the Great Pyramid was built by an enormous giant.
- Ask Ss to work in pairs and tell their partner about some facts and
opinions of the Great Pyramid of Giza, using the information in
Task 1.

Example:

Fact: The Great Pyramid of Giza was 147 metres high.

Opinion: The Great Pyramid is believed to have been built over a
20-year period.

- Walk round and help them, give the some information.

+ Feedback: Teacher asks some Ss to give their answers.

T <--> Ss
Ss <--> Ss

Ss <--> Ss

4. Post 
-speaking
10 minutes

* Group work

- Ask Ss to discuss possible answers to the following questions.
- Walk round and help them, give the some information.

- Listen to Ss and collect their mistakes for indirect correction.
- T gives feedback.

+ Suggestions:

- The Great Pyramid of Giza was built by an Egyptian Pharaoh
Khufu.

- It is said that it took him a 20-year period to complete it.

- They are now many theories about it. One theory says the stones
were taken from the site on the Giza Plateau, about 5 km away, and
one other theory says the stones were transported from the east
side of the Nile River from a distance of over 500 miles.

- These stones might have been transported on wooden sleds.

T <--> Ss
Ss <--> Ss

5. Homework

2 minutes - Write a report on what your friend told you about how the Great Pyramid was built in activity above.
- Prepare the next part.

T <--> Ss

D. To instruct Ss how to do the homework

...
...
...

...
E. Self – study:

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Unit 16

THE WONDERS OF THE WORLD

Lesson 3:

Listening – period:99

A. Aims and Objectives: By the end of the lesson, students will be able to:

- Listen for specific information about the Great Wall.
- Listen for general ideas.

B. Materials and Teaching Aids: pictures, a tape CD, coloured chalk.

C. Procedures:

Stages/Time Activities Interactions

1. Warm-up
 5 minutes

* Game: Guessing a noun phrase

- Divide the class into two groups. T tells Ss that T is thinking
about a noun phrase. T will give some clues about the noun phrase
and members of each group can make a guess about the noun
phrase at any time. Each group has only two chances to guess
about the noun phrase. The first group to give the correct answer
will win the game.

* Cues:

1. This word is a noun phrase with three words. It is one of the
wonders of the world.

2. It is enlisted in the World Heritage by UNESCO.
3. It is the symbol of China.

4. We can see it from the Moon.

* Key word: The Great Wall

- Declare the winner.

* Lead-in:

- In today’s lesson, you are going to listen about the Great Wall.

T <--> Ss
Ss <--> Ss

2. 
Pre-listening
8 minutes

* Questions

- Ask Ss some questions:

+ Have you ever seen the Great Wall on TV?
+ How old do you think it is?

+ Would you like to visit it some day?
- Ss’ answers may vary.

* Teaching vocabulary

- T helps Ss understand some new words.
1. ancient (adj) = very old

2. Ming Dynasty (n): (translation) Triều đại nhà Minh
3. significance (n) = importance

4. Beijing (n): (explanation) The capital of China

+ Checking Vocabulary: - Elicit the new words by asking
questions, using the techniques suggested above.

- Ask Ss to give the Vietnamese equivalent (if necessary).
- Read a new word three times. Ss listen and repeat after the T.

T <--> Ss

3. While 
-listening
20 minutes

*Activity 1 : True or false

- Ask Ss to read task 1 carefully, guess the answers. Listen to the
tape twice and decide the answers.

- Ask Ss to compare their answers.
- T gives the handouts.

+ Feedback: - Let them call out their answers.

+ Key: 1. the Moon 2. 1987 3. the Ming Dynasty

T <--> Ss

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4. 200 5. 200 B.C 6. 6,000 km
7. 11 meters 8. stones

*Activity 2: * Questions and answers:

- Ask Ss to work in pairs to discuss the following question:
- Ask Ss to read the questions carefully before they listen to the
recording again (twice).

- Ask them to listen and take notes the answers.
- Ss exchange their answers.

- Check If Ss have the same answers.

- Ask Ss to listen to the recording for the last time and check their
answers.

- Go over the answers with the class.

+ Key:

1. The ancient Chinese started to build the Great Wall in 1368.
2. (It covers) 5 provinces.

3. Because it can be seen from the Moon.

4. It’s the part in the northwest of Beijing, for it is still in its
original state.

T <--> Ss
Ss<--> Ss

4. Post 
-listening
10 minutes

* Group work

- Ask Ss to work in groups to tell their partners why the Great
Wall is considered one of the greatest wonder in the world and
how it was built.

- Walk round and help them, give the some information.

+ Feedback: - Call on some Ss to present their ideas in front of the
class.

- Give comments on them.

T <--> Ss
Ss<--> Ss

5. Homework

2 minutes - Prepare the next part. Ss <--> Ss

D. To instruct Ss how to do the homework

...
...
...

...E. Self – study:
...
...
...

...

Unit 16

THE WONDERS OF THE WORLD

Lesson 4:

Writing – period:100

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- Write a report on a man-made place.
- Work in pairs/ groups effectively.

B. Materials and Teaching Aids: hand outs, textbook.
C. Procedures:

Stages/Time Activities Interactions

1. Homework

5 minutes * Homework- Ask Ss to say some information about the Great Wall.
- Listen and give comments and mark.

T <--> Ss

2. Pre- 
writing
8 minutes

* Activity 1: Vocabulary :

- Introduce some words/ phrases relating to the writing.
1. consist of (v) (example)

Water consists of two elements: hydrogen and oxygen.
2. in honor of (expression) (translation) thĨ hiƯn sù t«n kÝnh
3. statue (n) (picture)

4. Buddha (n) (picture): §øc PhËt

- Ask Ss to give the Vietnamese equivalent (if necessary).
- Read a new word three times. Ss listen and repeat after the T.

T <--> Ss

3. While- 
writing
18 minutes

* Activity 1: Writing

- Ask Ss to look at the notes made by a visitor to the Ponagar Cham
Towers in Nha Trang.

- Ask Ss to use the note to write a report on the visit.
- Go around giving help.

* Feedback: - Ask Ss to compare their answers.

- Call on some Ss to go to the board and write their paragraph.
- Listen to Ss and collect their mistakes for indirect correction.

* Checking

- T finds out the mistakes and correct with Ss.
- T gives feedback on Ss’ work.

- T points out some common mistakes made by Ss.
- Ask Ss to give comments on the others’ writing.

+ Sample development.

My visit to Nha Trang last year included a brief tour to Ponagar
Cham Towers. This complex town is one of the most beautiful
examples of Cham architecture in central Vietnam.

The Ponagar Cham Towers consists of four towers. They are
located on Cu Lao Marble Hill two kilometers north of Nha Trang.

They were built between the 8th and 3rd centuries.

Each town was dedicated to a different God. The largest tower
was built in honor of Lady Thien Y. The 22,5 m high tower

contains her sandstone statue sitting on Buddha’s throne. The 26m
high statue has 10 hands, holding specific objects illustrating the
power of Buddha.

The tour to Ponagar Cham Towers lasted 5 hours. I felt tired but
the visit was enjoyable, memorable and informative.

T <--> Ss
 S

4. 
Post-writing
12 minutes

* Role-play

- T asks Ss to read the tourist’s report again and work in pairs to
play the role of the tourist and the tourist’s friend, who are talking
about the tour to Ponagar Cham Towers. This time, the two friends
talk on the phone. The conversation should be opened like this:

Ann: Hello, May I speak to Ben please?
Ben: Ben here. Who s speaking?’

Ann: It s me, Ann.’

Ben: Oh, Ann. A long time no see. Where have you been?

Ann: I have just come back from Ponagar Cham Towers in Nha 
Trang.

Ben: Oh, how nice. Please tell me about it.
Ann:...

- Go around giving help with the new words.

- Listen to Ss and collect their mistakes for indirect correction.

* Feedback:

- Ask Ss to go to the board and write their conversation.
- T points out some common mistakes made by Ss.

T <--> Ss
S <--> Ss

5. Homework

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- Prepare for the next part.
D. To instruct Ss how to do the homework

...
...
...

...
Self – study:

...
...
...

Unit 16

THE WONDERS OF THE WORLD

Lesson 4: Language focus – period:101st

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Distinguish the difference between the consonant clusters: / ft/, / vd /, / fs /, / vz/.
- Know how to use: It is said that...and People say that.

B. Materials and Teaching Aids: Textbook, pictures, colored chalks.

C. Procedures:

Stages/Time Activities Interactions

1. Warm-up
 5 minutes
2.

Presentation 1

10 minutes

* Homework

- Ask Ss to read their report.

- Listen and give comments and mark.
- T leads Ss to the lesson.

* Pronunciation:

- Hang on a flipchart of the sounds on the board and introduce the
sounds to the Ss. Teacher reads the sounds three times.

/ ft/ / vd/, /fs/ / vz/

gift
lift
soft

arrived
loved

moved

coughs
laughs
roofs

behaves
loves
knives

* Repetition:

- Ask Ss to read the words aloud.

T <--> Ss

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Presentation 
2

14 minutes

3. Practice:
14 minutes

5.Homework
2 minutes

- Ask Ss to add some more words that contain the sounds.

* Practice reading aloud the sentences.

- Practice reading aloud the sentences.

- Ask some Ss to read the aloud the sentences.
- Correct their mistakes if necessary.

* GRAMMA:

1. It is said/ believed that...and People say that...

- Teacher gives examples:
It is said that time is money.
People say that time is money.

- T remarks: Cả hai cùng có nghĩa là: Ngời ta nãi r»ng.

+ It is said/ believed that: Dùng cho dạng bị động của câu với túc từ
là một mệnh đề.

- T focuses the form:

S1 + V1 (that) + S2 + V2 + 0 + M

 It + be + V1 (V-edP2) (that) S2 + V2 + 0 + M

 S2 + be + V1 (V-edP2) + V2 (infinitive) + 0 + M

- T asks Ss to give some examples and rewrite the sentences using the
above structures.

- Teacher gives examples:

It is said that health is more precious than gold.
 Health is said to be more precious than gold.

a. Mệnh đề chính và mệnh đề túc từ cùng thời gian (cùng thì): V2 đợc ở
dạng nguyên mẫu đơn.

People believe (that) knowledge is the key to open all things.
 Knowledge is believed to be the key to open all things.

b. Mệnh đề túc từ diễn tả hành động xảy ra trớc hành động của mệnh
đề chính V2 đợc ở dạng ngun mẫu hồn thành.

They know that the prisoner escaped from the jail.
 The prisoner is believed to have escaped from the jail.

c. Mệnh đề chính và mệnh đề túc từ cùng thời gian nhng khác thì: V2 
đ-ợc ở thì tiếp diễn và V1 ở thì đơn.

They think that the police are searching for the murderer.
 The police are thought to be searching for the murderer.

* Exercise 1: - Ask Ss to work in pairs to do Exercise 1.
- Give enough time for Ss to do it.

- Move around to help if necessary.

* Feedback: - Call on some Ss to read the sentences aloud.

+ Key: 1. Many people are said to be homeless after the floods.
2. The prisoner is thought to have escaped by climbing over the wall.
3. He is believed to have driven through the town at 90 km an hour.

4. Two people are reported to have been seriously injured in the 
accident.

5. Three men are said to have been arrested after the explosion.

6. The strike is expected to begin tomorrow.
7. He is said to speak English well.

* Exercise 2: - Ask Ss to do exercise 2 in pairs.
- Move around to help if necessary.

- Ask Ss to compare their answers together.

* Feedback: - Call on some Ss to read their answers aloud.
+ Key: 1. He is thought to be very clever.

2. The wanted man is believed to be living in New York.

3. He is known to be very rich.

4. The film is supposed to be very good.

5. Many people are thought to have been killed in the accident.

6, About a million puppies are thought to be born each year.

7. The factories are said to be worse.

8. Those dogs are said to be dangerous.

- Prepare for the next part.

- Make two sentences using It is said that...and People say that.

* Choose the best answer:

1. It was in this village that Mr. John...17 years ago.

A. were born B. was born C. born D. has been born

T <--> Ss
T <--> Ss

S<--> S
 
T <--> S

Ss <--> Ss

S

Ss <--> Ss

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2. Nam is said ...a big company in Ho Chi Minh city now.

A. be B. to have been C. been D. has been
3. His wife is said...for her husband ten years before she
remarried.

A. be running B. to have run C. run D. will be running
4. The woman was said ...in the rain for 10 minutes.

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TEST YOURSELF F Period: 102nd

I/ LISTENING:Listen anddecide whethwer True or False senmtences..
1. T

2. F
3. F
4. T
5. T

II/ READING: Answer the questions.

1. Many very important discoveries were made in medicine in the 19th and 20th centuries.
2. A German doctor named Roentgen developed the X-ray machine in 1895.

3. It was discovered in 1928.

4. Doctors can save people’s lives by giving them a new heart or a new kidney. Hospitals have large computers
and machines that help sick people live better lives.

5. It is a vary old method of treating sickness and pain. It uses needles to help the human body fight pain and
desease.

1.Pronunciation:

1.rent 2. tenth 3. lived 4. loves

2. Complete the sentences.
1.isn’t it?

2. didn’t he?

3. Rewrite the sentences.
1. Jane is thought to be rich.

2. She is said to have won a special prize
3. He is said to know five foreign languages.

4. The thief is thought to have got in through the kitchen window.
IV/ WRITING:

MARK TWAIN (1835 – 1910)

Mark Twain was known as one of the greatest American writers. His real name was Samuel Longhorn Clements. He
was born in Missouri in 1835. He grew up on the banks of the Mississippi River. He started writing during the Civil
War. He worked as a newspaperman in Nevada and California. In 1870, Mark Twain married Olivia Langdon. His
wife had great influence on his books. Mark Twain was also a famous lecturer. He traveled around the country, giving
talks on a variety of subjects. His best novels are “ The Adventures of Tom Sawyer” and “ The Adventures of

Huckleberry Finn” and another novel “ Life on the Mississippi” which told of his adventures on the river boats of his
era. His last novel was written in 1909. He died at the age of 75.

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