giao an 10 cb2010

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D.P: Period: 1
D. T:

INTRODUCING THE PROGRAMS OF ENGLISH 10

I.OBJECTIVE:

Guiding students how to learn English 10

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking Ss to answer some questions:

3- New lesson:

T Teacher’s activities Students’ activities

WARMER -UP: Lucky Number

-T divides the whole class into two groups and play
game

1.Lucky Number

2.How many boys are there in your class?

3.Do you know what your English teacher’s name
is?

4.Lucky Number

5.What do you prepare for this semester?

6.Do you like studying English ?Why or Why not ?
7.How do you learn English well?

8.Do you speak English fluently?

PRESENTATION:

I-Content: Including six topics
1.You and me

2.Education
3.Community
4.Recreation

5.Nature and Environment
6.People and places

-> six topics are divided into sixteen units

II-The design of each unit in textbook:
1.Unit: express the theme

2.Reading:developing reading skill
3.Speaking:developing speaking skill
4.Listening:developing listenning skill
5.Writing:developing writing skill

6.Language focus:learning grammar and
pronounciation

-After 3 unit , you have one period for test yourself.It
helps you test yourself about what you’ve learnt.

III-Test:

1-check frequence knowledge for the previous lesson.
2-Fifteen minutes test (2 times)

3-One period test (2 times )

4-Semester test (Once for each semester)

IV-The new point in learning E 10

-Communicative method /approach
-Task - based method /teaching

-Work in group of two.

The leader of each group chooses a
number for your own group and do the
following requirement in each question.If
the answer is correct,they will get 10
marks.

-Students listen to T’s explanation about
six topics

-Listen and take notes in their notebooks.

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-The book is designed with 4 skills
-Commplete and various tests
- Learner - centered approach

V-Results:

PRODUCTION

-T asks Ss to work in pairs and make acquainted with
a friend by using suggested questions:

1.What’s your name?
2.How old are you?
3.Where do you live?
4.Where do you study?

5.What subjects do you study at school?

6.What’s your favourite subject?Why do you like it?
7.What do you often do in your free-time?

8.What do you want to be in the future?

Work in pair and make a small
conversation with a friend.

IV. CONSOLIDATION:-Retell what you’ve learnt and what you willprepare for this semester

V. HOMEWORK: -Prepare tense: simple present, past simple,

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D.P: Period:2

D.T:

REVIEW SIMPLE PRESENT and PAST SIMLPE

I.

Simple present:
1) Form: S + V/Vs/es + O

2) Use: - Dùng để chỉ các hiện tượng thiên nhiên, quy luật vật lý.
Ex: the sun rises in the East and set in the West.

- Dùng để diễn tả thói quen ở hiện tại

Ex: I get up at 5 a.m every morning.

- Dùng để diễn tả chân lý lúc nào cũng đúng

Ex: Two and two are four

3) Adverbs : always, usually, often, sometimes, seldom, rarely, never.
Position: after tobe and before verbs

II.

Past simple:
1) Form: S + V2/ Ved + 0

2) Use: - dùng để diễn tả 1 hành động, một sự kiện hoặc một tình huống đã xảy ra và kết thúc

tại một thời điểm hoặc khoảng thời gian xacù định trong quá khứ.

3) Adverbs: Yesterday, last week/month/year , a week/ 2 days/ 2 months/ 3 years ago

III. Exercise

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1) We ...our dog. ( call)

2) Emma ...in the lessons. ( dream)
3) They ...at birds. ( look)

4) John ...home from school. ( come)
6) He...the laptop. (repair)

7) Walter and Frank ...hello. ( say)
8) The cat ...under the tree. ( sit)
9) You ...water. ( drink)

10) She...the lunchbox. ( forget)

11) I ...a good mark. (get)
12) Rita...an exercise. ( do)
13) We ...the table. ( lay)
15) Oliver...fun. ( have)

16) Maria...their room. ( tidy up)
17) He...a new MP3 player. ( buy)
18) The dog...out of the house. ( run)

19) You...your glasses. ( need)
20) She...a snake. ( touch)

Put the correct forms of the verbs into the gaps. Use the Simple Past in the statements

1) They ...something to drink. ( order)
2) Last summer I ...to Stuttgart. ( go)

3) She ...her homework in the afternoon. ( do)
4) He ...to 10. ( count)

5) Our cat ...a big mouse. ( catch)
6) In 2001 our class ...a trip to Norwich.
( make)

7) The weather ...really nice. ( be)

8) The secretary ...the file yesterday. delete)
9) Paul ...nothing to me. ( say)

10) The people ...something to each other.
( whisper)

11) Jane ...a film. ( watch)
12) He ...a box. ( carry)
13) They ...their father. ( help)

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**********************************************************************

D.P: Period: 3

D.T:

REVISION

1. My friend_____________ to the museum last weekend.

A. goes B. went C. had gone D. have gone
2. Thu and Lan______________ close friends for years.

A. are B. were C. had been D. have been
3. Our Singaporean friends _______________ to visit our school last year.
A. is coming B. come C. came D. have come
4. We_____________ Malaysia last summer.

A. visited B. were visiting C. are visiting D. have visited
5. The students used to______________ football in that stadium.

A. played B. play C. playing D. are playing
6. Her parents want him_______________ some good books to read.

A. to choose B. choose C. chose D. choosing
7. Would you like_____________ and visit my country?

A. come B. coming C. to come D. came
8. The children______________ their parents for a long time.

A. didn’t see B. haven’t seen C. don’t see D. haven’t see
9. I and Kenny____________ penpal friends since I____________ Singapore.

A. are-visit B. were-visited C. have been-visited D. were-have visited

10. Ba said he______________ some good marks last semester.

A. gets B. got C. getting D. have got
11. The word jeans comes from a kind of material that___________ in Europe.
A. made B. had made C. was made D. are made
12. Different styles of jeans______________ to match the 1960’s fashions.

A. designed B. are designed C. were designed D. had designed
13. The ao dai_______________ for years.

A. is modernized C. has been modernized B. was modernized D. has been modernized
14. A new hospital_____________ next year.

A. is built B. will be built C. has been built D. will build
15. Food_____________ direct to the market by trucks.

A. delivered B. deliver C. can be delivered D. delivers
16. The house has_______________ after the fire.

A. to rebuild B. to be rebuilt C. be to rebuilt D. rebuilt
17. All the homework_____________ at home.

A. should do B. should done C. should be done D. should be doing
18. The application form______________ to the university before May 31st

A. must send B. sent C. must be send D. must be sent
19. Traffic rules____________ strictly.

A. followed B. must followed C. must be followed D. must follow
20. Students_____________ to participate in the after school activities.

A. encourage B. is encouraged C. are encouraged D. encouraged
21. The students are reading some books____________ are on disasters.

A. who B. whom C. which D. whose

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A. whom B. that C. which D. where
23. They are reading the newspapers _____________ have just been published

A. who B. which C. when D. whom

24. Hoa and her dog______________ are standing over there go to the park.

A. that B. who C. whom D. which

25. My father will fly to Ha Noi,____________is the capital city of Viet Nam.

A. who B. whom C. which D. where

26. My classmates dislike postcards__________show rough sea and cloud sky

A. who B. which C. where D. when
27. Neil Armstrong,_______________was the first man walking on the moon, is an American.
A. who B. which C. whom D. that

28. They called their friends,__________have lived in the city for a long time

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D.P: Period: 4
D.T:

UNIT 1 A DAY IN THE LIFE OF...

A.READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve reading skills as scan for specific information
and guessing meaning of words based on context

II.TEACHING AIDS: text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: No check

3- New lesson: Lesson 1 :READING

T Teacher’s activities Students’ activities

WARM UP

-T asks Ss to close your textbooks and then share
handouts.

-T asks Ss to match the work and places together.
1.teacher a.market

2.doctor b.school
3.worker c.hospital
4.seller d.field

5.farmer e.factory

-After 3 minutes ,T goes around the class and asks Ss
T:Where does a teacher work?

S:He/she works at a school
...

-T : to understand more about the life of a famer,
today we learn Unit 1.

PRE-READING

Activity1:Describe the picture

-T asks Ss to look at the picture on page 12 and talk
about the activities of people in the picture

* Who is he /she?
* What is he/ she doing?
* Where is he/ she doing?...

Activity2:Present vocabulary:

T helps Ss to explain some newwords
+ peasant [ pezent]= farmer

+to lead the buffalo to the field.
+to plough and harrow:

+to repair the banks of the pilot of land ( translation):
+ fellow peasant(n) farmer working in the same field.
+to pump water:

+To take a short rest(translation):to have a rest for a
short time.

+transplant (v):grow rice

-T asks Ss to pronounce above words and phrases
loudly in chorus

WHILE- READING

-T asks Ss to read through the text and practise

Ss listen to T’s requirement
Ss work in groups of four

-Ss work in pair:Ask and answer the
same model.

Ss answer T’s questions and
Brainstorming:Farmer

->He leads the buffalo to the field.
Ss read silent through the text and find
newwords and phrases

Ss listen to teacher’s explanation and
take notes

The whole class pronounce all words in
chorus.

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TASK in textbook

TASK1:Multiple choice

-T asks Ss to read the passages individually and
choose the option A,B or C that best suits the
meaning of the italicised words.

-T goes around the class and provides helf if
necessary.

-T calls on some Ss to read aloud their answers. Ask
them to explain their choice.

TASK2:Answering Questions:

-Have Ss work in pair and ask and answer about the
passages

-Call on some pair to do the task in front of the class.
-Give feedback and suggested answers

TASK 3:Note completion

-T ask Ss to scan the passage and make a brief note
about Mr Vy and Mrs Tuyet’s daily routines.
-Tell Ss to compare their notes with a friend.
-Give correct answer

POST- READING

T asks Ss to close your textbooks and discuss about

the activities of daily life Mr Vy and Mr Tuyet.

Talking about activities of daily life of your

parents.

Expected answer:
1C ,2C ,3A ,4A

-Work in pairs
Expected answer:

1.He’s a peasant or farmer

2.He gets up at 4.30 and then he goes
down...

-Work in groups

-Work in small groups of four and then

representive of each group present their
ideas in front of class.

IV. CONSOLIDATION:-Talk about activities of somebody’s daily life

V. HOMEWORK : - Learn newwords and phrases by heart
- Prepare next lesson SPEAKING

*************************************************************************

D.P: Period: 5

D.T:

UNIT 1 A DAY IN THE LIFE OF...

B.

SPEAKING

I.OBJECTIVE:

By the end of the lesson Ss will be able to speak about one’s daily life

II.TEACHING AIDS:handouts; text book

III.PROCEDURE

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking a student to talk about your parent’s activities of daily life

3- New lesson: Lesson 2 :SPEAKING

T Teacher’s activities Students’ activities

WARM UP

-T gives handouts that writes ten subjects on the blackboard.
1.Civic education 6.Biology

Ss work in group of two

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2.Technology 7.Chemistry
3.Mathematics 8.History
4.Physics 9.Geography

5.Literature 10.Physical education
-T intoduce the new- lesson

PRE-SPEAKING
How to say the time

-to help Ss to revise how to say the time,T asks Ss to match a
number A with a suitable phrase in B

Handout1:

A B

7:15
8:05

8:55
9:45
10:40
17:00
6:00
18:30

a.a quarter to ten
b.five to nine
c.five past eight
d.a quarter past seven
e.twenty to eleven
f.half past six p.m
g.five o’clock p.m
h.six o’clock a.m
-T can help Ss remember the ways to say the time

WHILE- SPEAKING

-T asks Ss to practise TASK in textbook

TASK1:Set the scene

-T asks Ss to look at Quan weekly timetable on page 15.Ask
and answer questions with a partner,using the information
from the timetable.

Model:T makes a short dialogue with a student

T: What time does Quan have Civic education less on

Moday?

S:He has Civic education at a quarter past seven on Monday.
T:What lesson does Quan have at quarter past seven on
Monday?

S:He has Civic education lesson .

TASK2:Describe the picture

-T keeps Ss work in pair and ask them to study the picture.T
may help by asking questions such as:

*What is Quan doing in picture A?
* Is he getting up ?

*What time does he getup?...

-T goes around the class and provides helf if necessary.
-T calls on some Ss to Speak aloud their answers.

POST- SPEAKING

T asks Ss to close your textbooks and tell your classmates

about your daily rountine.

Note:Ss only talk about their main / important activities.
-T calls some Ss to present in front of class and give them

mark.

all subjects and then write down
them on the blackboard.If the
group has more correct
words,they will be winner.

-Ss work individually and the
compare their answers with a
friend.

Expected answer:
1d,2c,3b,4a,5e,6g,7h,8f
.

Ss look at Quan weekly
timetable and work in pairs.

Ss work individually and talk
about Quan’s activities, using
the picture .

Note :Use some conjunctions
such as:Then...

After...
After that..
Last...

-Ss work individually and then

present in front of class.

IV. CONSOLIDATION: - Ask and answer about somebody’s daily routine

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- Prepare next lesson LISTENING

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D.P: Period: 6

D.T:

UNIT 1. A DAY IN THE LIFE OF...

LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop such listening skill as listen for specific
information

II.TEACHING AIDS: text book; cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Calling 2 students to go to the blackboard:Ask and answer about
someboby’s daily life.

3- New lesson: Lesson 3 :LISTENING

Teacher’s activities Students’ activities

WARM UP:Categorising

-T asks to work in groups and put the sentences into the correct
column:

He is a teacher He is a farmer He is a cyclo driver
He gets up very early He works in the school

He works in the streets He gets people from one place to
He works with children another.

He lives in the country He meets a lot of people
He corrects homework He works in a farm.

PRE-LISTENING

Activity1:Ask and answer

- Tell Ss to work in pair to ask and answer the following
questions:

1.Have you ever travelled by cyclo?
2.When was it ?

3.Is it interesting to travel by cyclo?

4.Which do you prefer, going by bicycle or by cyclo ? give
reasons.

Activity 2:Pronounce these words ( textbook)

-T can explain these words quickly and asks Ss to listen and
repeat

+ district (n): smaller than a province
+drop (v):leave somebody at a place:
+ pedal ['pedl] (n): baøn đạp

WHILE- LISTENING

-TASK1:Matching pictures

-T asks Ss to open their textbooks and describe the pictures
first.Then T asks Ss to discuss the groups to guess the correct
order of pictures.

-Play the tape twice and checks the class.
-Play the tape the last time and give feedback.

Ss work in group of three

Each group put the sentences into
the column of their group

Work in pairs.

Listen and repeat after T
Take notes some meaning of
newwords

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TASK2:True or false

-T asks Ss to read the statements carefully first.

-Play the tape again and ask Ss to listen and decide whether the
statements are true or false.

-Call on some Ss to explain their answers

AFTER- LISTENING

Tell Ss to work in pairs and ask and answer questions about

Mr.Lam’s Activities by using the cues below.

Name...start...work...lunch
...occupation...passengers...rest
-T goes around the class and offer help if necessary.

-Call on some pairs and ask and answer in front of class.
Suggested answers:

1.What is the man’s name?

2.What does he do?

3.What time does he start work?

4.Who are his passengers?Is his first passenger an old man?
5.Where does he have lunch?

6.Does he take a rest?

-From above imfotmation ,retell the story in front of class.

Listen to the tape and give their
answers.

Expected answer:1e,2f,3a,4c,5b,6d
Expected answer:

1F(not given)
2T

3F( He takes his passengers from
District 5 to District 1)

4F( His first passenger is an old
man)

5F(He has lunch at a food stall
near Ben Thanh Market)
6F(He takes a short a rest)
Pair-work

IV.CONSOLIDATION: - Retell the story that you have just listen

V. HOMEWORK - Write a story about 50 words about Mr Lam
- Prepare next lesson WRITING

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D.P: Period: 7

D.T:

UNIT 1. A DAY IN THE LIFE OF....

D.WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to:
-write a narrative

II.TEACHING AIDS: text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking a student to retell the story about Mr Lam

3- New lesson: Lesson 4 :WRITING

T Teacher’s activities Students’ activities

4’

WARM UP:Answer questions

-T asks Ss to close their textbooks and answer Qs:

1.Have you ever heard a frightening story / an interesting
story ?

2.When did it happen?
3.Where did it happen?

-Ss listen to T’s Questions and
answer :

1.Yes, I have/ No, I haven’t
2.It happened when I was
young ../when I was in the 10th

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6’

7’

4.How did you feel about that?

-T introduces the situation.Now we study a frightening story

PRESENTATION

Activity 1:Read the story

-T helps Ss to read the story and find all the verbs that used in
the past simple and the connectors( time expressions)in the
story.

-T goes around to help if necessary
-T calls on some Ss to give answers

-T can explain the form and uses of the Simple Past
*It is used to express a habit ,an action in the past

Activity 2:Vocabulary

+ be due to (a): because of, owing to

+ stare death in the face(v): so scared, afraid
+ take off (v) (plane) leave the ground

+ air hostess(n) person who takes care of passengers on a plane
+ be in danger(v) to be in dangerous situation

PRACTICE

Activity 1: Practise TASK in textbook

TASK2-T explains to Ss the format of a narrative: the vents,
the climax, and the conclusion.

-T instructs the requirement in task 2 and skim the text and
then identify the events, the climax, and conclusion

-T goes around the class and offer help ifr necessary
-T asks Ss to report their results

PRODUCTION:

TASK3:Write a narrative

-Ask them to work individually , use the promts in task 1 to build up
a narrative about a hotel fire.

-Encourge Ss to finish the writing under time presure
-Ask Ss to have peer correction

- Call on some Ss to read aloud their writng in front of calss
-T comments and corrects mistakes if necessary.

3.At my house/in my school/
In my neighbourhood...

4.It made me frightened/ happy
/ bored.

-Work in groups and list all
verbs and the connectors

Expected answer:

Started took of was/were
Announced began got
Arrived felt realized
-At first,then,just,on that day, a
few minutes later, one hour
later.

-Ss listen to T’s eliciting
-Ss copy down

-Work in groups
Expected answer:

The events:got on plane, plane
took off, hostesses were just
begginning to serve lunch
when began to shake, plane
seemed to dip,people sreamed
in panic.

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

The conclusion:Pilot

announced that everything was
all right, we landed safely
-Work individually, then the

whole class.

IV. CONSOLIDATION: - How to write a narrative?

- Which tenses do you use in your passage

V. HOMEWORK: - Complete your writing

- Prepare next lesson LANGUAGE FOCUS

D.P: Period: 8

D.T:

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E.LANGUAGE FOCUS

I.OBJECTIVE:

By the end of the lesson Ss will be able to :
-identify the sounds :/ I / and / i : /

-Reviewing the present and past simple tense and adverbs of frequency

II. TEACHING AIDS: text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Writing a sentence with suggested words

3- New lesson: Lesson 4 :LANGUAGE FOCUS

Teacher’s activities Students’ activities

WARMER:Categorising

-T asks Ss to work in groups and give out 10 to 15
words and tell Ss to put them under correct heading

Adv of manner Adv of frequency Adv of time
Advebs:tommorow, sometimes, carefully, beautifully.
Yesterday,always,never, a few days ago,usefully...

PRONOUNCIATION: /I/ - /i:/

1.Example: sheep ship
/i:/ /I/

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

2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

GRAMMAR AND VOCABULARY

Review the present simple tense and past tense

-T asks Ss to work in pairs and discuss the form and
use of the present simple tense, past tense

- T takes notes on the blackboard.

Exercise 1:complete the blanks in the passage, use the
correct present simple form of the verbs in the box.
-Ask Ss to compare the answers with a friend.
-Calls on some Ss to read the completed passage

Exercise 2

-T asks Ss to revise the adverbs of frequency:
Note: the position of advs

+As a rule:at the beginning

+Usually, sometimes, always...:stand after be, before
ordinary Verb, between an auxilary V and the main V
-T asks Ss to do exercise 2

-Feedback and give suggested answer

Exercise 3

-T asks Ss to work in pairs and supply the correct past
simple form of the verbs in the blanks

Note :verb past: Regular verb

-Group work

-Listen and repeat in chorus
-Note: /ea/->meat

/e/ ->we, equal. me, these
/ee/ ->sheep, need, bee / i:/
/ie/ ->releive, believe

-Work individually
-Then speak loudly

-Ss listen to T and cope notes
-Work individually

Expected answer:

1is, 2 fish,3worry,4 are,5 catch,6 am, 7
catch,8 go,9 give up,10 says, 11
realize.12am.

Work individually
Expected answer:

1.He usually gets up early
2.She is never late for school

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Irregular verb
-Calls on some Ss to read the completed passage

aloud in front of class Work in pairs
Expected answer:
1.was done 10.crept
2.cooked 11.slept
3.were 12.woke
4.smelt 13.was
5.told 14.leapt
6.sang 15.hurried
7.began 16.found
8.felt 17.wound
9.put out 18.flowed

IV. CONSOLIDATION: - Pronounce:/i:/-/I/

- Tenses: simple present and simple past(form, use and adverbs)

V. HOMEWORK: - Practise all exercises again and completely
- Prepare Unit 2 lesson 1 READING

***************************************************************

D.P: Period: 9

D.T:

UNIT 2. SCHOOL TALKS

A. READING

I.OBJECTIVES:

I-By the end of the lesson Ss will be able to:

-Develop such micro reading skills as scanning for specific information and guessing meaning in
context

II.TEACHING AIDS: Text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to answer some questions about daily life.
3- New lesson: Lesson 1:READING

Teacher’s activities Students’ activities

WARMER:Brainstorming:SCHOOL

-T asks Ss to give a picture about school and asks Ss
to descride it

school yard

plants

teachers school playing 
games

-Tasks:When you meet your friend, Which topics do
you often talk about?

-Group work of four and give more words that
are related to school

-Work individually

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SCHOOL TALKS
PRE-READING

Activity 1 Present vocabulary

-T asks Ss to read through the text and find out
newwords and phrases

+ international language(n)
+hard(adj)

+ to be far + from (exp)
+ traffic(n)

-T asks Ss to pronounce these words

WHILE YOU READ

TASK 1: GAP- FILLING

-T asks Ss to complete each one blank with one of the
words in the box .There are more words than the
blanks.

- Have Ss compare the answers with a friend
- Feedback and give correct answers

TASK2 :Finding who ...

-T asks Ss to work in pairs .Read the small talks
again and find out who...

-Encourage Ss to discuss with their partners to get the
correct answers

- Call on some pairs to explain their answers to class.
-Give correct answers

TASK 3: Answering questions

-T asks Ss to keep on working in pairs .Read the talks
more carefully and answer the questions

-Calls on some Ss to read aloud the answers of the
class

-Feedback and give correct answers

POST- READING

*Tell Ss to work in groups : choose one of the
following topics and talk about 5 minutes.
-T goes to different groups and offer help if
necessary.

-take notes
Like

Enjoy + V-ing
Love

Want

Hope + to-inf
Decide

-Work in silent and then compare the answers
with a friend

Expected answer:

1.enjoy 4.crowed
2.traffic 5.language
3.worry

-Work in pairs
Expected answer:

Enjoy teaching Miss Phuong
Has to get up early Phong

...
-Work in pairs

Expected answer:

1.He studies at Chu Van An High school
2.He studies many subjects such as Math,
Physics, Chemistry..

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

5.Beacause his son has to ride his bike in
narrow and crowed streets on the way to
school.

-Work in groups and one representative of
each group will present their topic

IV.CONSOLIDATION:-Talk about the problems in school

V.HOMEWORK -Write a paragraph about yourself ,using a first paragraph as a frame
- Prepare Unit 2 lesson 2 SPEAKING

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UNIT 2. SCHOOL TALKS

B. SPEAKING

I.OBJECTIVE:

By the end of the lesson students will be able to make small talks in daily

II. TEACHING AIDS: Text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to answer some questions in previous lesson.
3- New lesson: Lesson 2:SPEAKING

Teacher’s activities Students’ activities

WARMER:Jumpled words

-T asks Ss to work in groups and rearrange the
jumpled words to make complete sentences
1.has,nice,to,you,talking,been,it,very.
2.weekend,did,nice,have,a you?
3.up,later,catch,you,with.
4.school,everything,how,at is?

-T corrects and asks Ss to give the open and end
conversation

=> Today we will practise speaking conversation
having starting and closing conversation

PRESENTATION

TASK 1:Giving Instruction

-T asks Ss to to give the expressions to open or end
a dialogue.

-Have Ss work in pairs to put the expressions which
are commonly used in making small talks under
appropriate heading

Starting a conversation Closing a conversation
-Have Ss to practise these expressions with his/ her
partner.

-Feedback and give correct answers

TASK 2 :Rearranging Sentences

-Tasks Ss to work in pairs to rearrange the sentences
to make an apprpriate conversation.

Let them have 3 minutes , then calls on some pairs
to practise the conversation in front of class.
-Comment on Ss’s performance and give feedback

TASK 3: Conversation Completion

-T asks Ss to keep on work in pairs : Complete the
conversation with suitable words, phrases or
sentences in the box.

-Calls on some pairs to practise the completed
conversation in front of the class.

POST- SPEAKING

-Pair-work
Expected answer:

1.It has been very nice talking to you.
2.Did you have a nice weekend?
3.Catch up with you later.
4.How’s everything at school?
-Listen to T

-Work in pairs
Expected answer:

Starting Closing

-Good morning/Hi Sorry, I’ve got to go
-How’s everything Talk to you later

at school Goodbye,See you
-Hello, how are you? later

-Hello!What are you Great.I’ll see you
doing? tomorrow.

-Hi,how is school? Catch up with you
later

-Work in pairs
Expected answer:

1D 4H 7G
2F 5E 8A
3B 6C

Pair - work
Expected answer:

A...What’s the matter with you ?
B...I feel tired.I’ve got headache

A...You’d better go home and I have a rest
B...

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-Work in groups :Make small talks on the following
topics, using the starting and closing conversation
- T divides the whole class into 4 groups and each
group choose one of the topics and discuss

- Then 2 representatives will practise their
conversation

-the weather

-last night’s TV programmes
- football

- plan for next weekend

representatives of each group to practise a
conversation

Topic 2:

A:Hello, Lan.How are you?
B: Fine, thanks.And you?

A:Well.What did you do last night ?
B:I watched a football match on TV.
A:It is interesting.I love it.

B:Oh, really? I wish I could see it
A:See you later.

IV. CONSOLIDATION: -How to start and end a conversation

-Retell the expressions about starting and ending a conversation

V. HOMEWORK: - Make a conversation about one of the topics that you have learnt
- Prepare Unit 2 lesson 3 LISTENING

*******************************************************************

D.P: Period: 11

D.T:

UNIT 2. SCHOOL TALKS

C.LISTENING

I.OBJECTIVES:

By the end of this lesson students will be able to listen to mini conversations for specific information.

II. TEACHING AIDS: Text book, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to present what they like or dislike doing at school.

3- New lesson: Lesson 3:LISTENING

T Teacher’s activities Students’ activities

WARMER:Make questions for these sentences
1.I’m taking English.

2.I really like it
3.For two weeks.

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

-T goes around the class and encourges them to make
a lot questions

-T calls some Ss to read their answers
- T introduces the new- lesson

PRE- LISTENING
Activity 1:Matching

-T asks Ss to work in pairs and match a question in A
with a response in B

- T calls on some pairs to read aloud the qustion and
response in front of the class.

-Feedback and give correct answers

Activity 2:Describing pictures

-Keep Ss to work in pairs and ask them to ask and
answer about pictures.T may also directly ask Ss

Work in pairs
Expected answer:

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

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

-Work in pairs
- Expected answer:

1C 4B
2E 5D
3A

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UNIT 2 SCHOOL TALKS

D. WRITING

I.OBJECTIVE:

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II-Skill : Writing skill

II.TEACHING AIDS: text book, teacher’s book,some kinds of form

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to speak some difficult problems at school.

3- New lesson: Lesson 4:WRITING

T Teacher’s activities Students’ activities

WARMER:Questions & answer

-T supplies for students some kinds of forms
and asks

1.What are they?

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

PRE-WRITING

Activity 1:Present vocabulary

+ country of origin: quê quán
+ Present address:địa chỉ hiện tại
+ Marital status:tình trạng hơn nhân
+ Block capital: chữ viết hoa

+ Applicable:thích hợp

-T asks Ss to read the newwords loudly

Activity 2:Matching

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

-Have Ss compare their answers with a
partner .

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

PRACTICE

TASK 3: Doing what Forms ask

-Have Ss do the task individually
-Go around the class and provide help if
necessary.

-Further explain and translate into
VietNamese if necessary

TASK 4: Filling in a form

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

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

-Correct the form as the whole class.

The whole class
Expected answer:
1.They are forms
2.to apply for a job
To open accounts

To send or receive money at the post office
To attend to a club

To change school ..etc..

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

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

1-D 5-B
2-F 6-C
3-E 7-A
4-G

Work individually

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

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

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PRODUCTION

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

-Let Ss write in 3 minutes and T goes
around to help if necessary.

-Peer correction

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

IV. CONSOLIDATION: - How to write a form ?

- What sort of information do you often write?

V. HOMEWORK - Complete your writing by T’s requirement.
- Prepare Unit 2 lesson 5 LANGUAGE FOCUS

**********************************************************************

D.P: Period: 13

D.T:

UNIT 2. SCHOOL TALKS

E . LANGUAGE FOCUS

I.OBJECTIVE:

By the end of the lesson students will be able to:
-pronounce the sounds /^/ and /a:/ correctly
- Using regund and to – infinitive appropriately

II.TEACHING AIDS: textbook, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2.Checking: Asking 2 Ss to retell sortb of information of a form
3- New lesson: Lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activities

Warmer : Jumpled letter

-T asks Ss to work in group of six and rearrange
the jumpled letter to make a meaningful word.
1. bsutcej---subject

2.skat ---task

3.imeeaf ---female

4.ctarfif ---traffic

5.evlo --- love

6.tearfh ---father
PRONOUNCIATION

1.Example: love father

/^/ /a:/
-T helps Ss to distinguish two sounds
-Ask them to listen and repeat

2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

Work in group of six

Each group which finishes the task first with the
most correct words will be winner.

-Note: distinguish two sounds
/^/ /a:/

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GRAMMAR AND VOCABULARY
I-Revise the form how to make questions

1.Example:Make questions for these responses
* Yes, I am tired.

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

* I learn English to get a good job.

-T asks: What do you call theses questions ?

Yes-No question

Wh -question

2.Form:WH-word+auxiliary V/be+S+V ?
3.Exercise 1:Make question for the following
responses

II-Distinguish the infinitive and gerund

1.The verbs can only be followed by to-infinitive
Agree decide plan

Refuse hope expect
Manage seem tend
Fail pretend want

2.The verbs can only be followed by gerund
Enjoy consider practise
Avoid miss postpone
Mind risk like

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

Remember Stop Forget
Regret try mean

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

Begin start like dislike
Love

4.Exercise 2,3:Supply the correct form of verbs in
the parenthese

-T asks Ss to work individually and the compare
their answers with a friend

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

- Feedback and give correct answers:

,enough,trouble,touch
-oe: does

-a:was

-The whole calssand make questions for
responses

-Are you tired today?

-What kinds of music do you like?

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

Listen to T’s eliciting and takes notes
Work individually

Listen to T’s eliciting and takes notes

Work individually and supply the correct form of
verbs

Expected answer:

Exercise1:

1.to hear 2.going 3.remembering
4.doing 5.worring 6.to pay
7.to go 8.visiting 9.seeing

10.hearing

Exercise 2:

1.to go 2.waiting 3.having
4.find 5.living 6.making
7.to call 8.to lend 9.talking
10.to post

IV.CONSOLIDATION:-Practise the sounds /^/and /a:/
-Make wh-question

-Use the infinitive and gerund of verb

V. HOMEWORK - Do all exercises 1,2,3 4,5,in Workbook.
- Prepare Unit 3 lesson 2 READING

D.P: Period: 14

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UNIT 3 PEOPLE’S BACKGROUND

A.READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve such micro reading skills as skimming for
general ideas and sanning for specificvspecificv information

II.TEACHING AIDS: text book, teacher’s book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking:

3- New lesson: Lesson 1:READING

T Teacher’s activities Students’ activities

3’

6’

7’

WARMER: Matching

Name Job

1.Mr Nam
2.Tra Giang
3.Quang Dung
4.Marie Curie
5.Nam Cao

a.scientist
b.teacher
c.writer
d.actor
e.singer

PRE-READING

Activity 1 Answering questions

1.Have you ever heard of Marie Curie?
2.What do you know about her ?

* Marie Curie - scientist - famous -physicist
-cancer -Nobel.

Activity 2:Presenting Vocabulary

-T helps Ss to explain some newwords and

phrases

+general education(n):giáo dục phổ thông
+brilliant(a):clever, quick at learning
+ private tutor (n):gia sư

+ to interrupt(v) gián đoạn

+PhD:Doctor of Phylosophy:tiến só

+tragic death: die painfully: cái chết đau khổ
+to be awarded: được trao giải

+atomic weight of radium:trọng lượng nguyên

tử

+humanitarian wish : mong muốn nhân đạo

WHILE-READING
Task 1:Matching

-T asks Ss to read the passage individually and
match the words or phrases in A with their
meaning in B.

-Encourage them to try to guess the meanings of
the words in the context of the reading.

- Call on some Ss to read and explain their

answers aloud in front of the class.

- Feedback and give correct answers:

TASK 2:TRUE or FALSE

-Have Ss read the passage more carefully and

Work in group of six and match the name of
famous people and their jobs

Brainstorming: Marie Curie

-The whole class answer T’questions
-Expected answer:

1.Marie Curie is a famous scientist
2.She is a physicist

3.Cancer made her become famous and was
the first person who found radium

4.She was awarded a Nobel Prize in
Chemistry

-Work individually

-Speak them in chorus and takes notes

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decide whether the statements are true (T) or

false(F).Correct the false information.

-T asks Ss to highlight or underline the

information in the passage thet helps Ss find the
correct answers.

-Feedback and give correct answers:

TASK 3:Answering questions:

-T asks Ss to do the task in pairs to answer the
qustions.

-Tell Ss to compare their naswers with other
pairs. Let them discuss and correct for one
another.

-Feedback and give correct answers:

POST-READING

Work in groups: Retell the background of MC,
using these questions:

1.Where was she born? when?
2.Why did she become so famous ?
3.What made her become famous ?
4.Who was her husband ?

5.When did she found radium?
6.When did she die?

Individual work
Expected answer:
1.T

2F (Her dream was to become a scientist)
3T

4F (She married Pierre Curie in 1895)
5T

-Work in pairs
-Expected answer:

1.MC was born in Warsaw on November 7,
1867.

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

4.She was awardes a Nobel Prize in

Chemistry for determining the atomic weight
of radium.

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

Work in groups, then role play

IV.CONSOLIDATION:-Retell the background about Marie Curie

V.HOMEWORK - Write a short passage about 100 words about Marie C
- Prepare Unit 3 lesson 2 SPEAKING

*******************************************************************

D.P: Period:15

D.T:

UNIT 3 PEOPLE’S BACKGROUND

B. SPEAKING

I.OBJECTIVES:

By the end of this lesson Ss will be able to :- talk about someone’s background

II.TEACHING AIDS: text book,

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking a student to retell some information about Marie Curie
3- New lesson: Lesson 2:SPEAKING

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WARMER: Jumpled Words

-T asks Ss to arrange jumpled words to make a
meaningful sentences

1.born,Marie Curie, November 7th,Warsaw, in was

,on,1867.

2.become,she,to,dream,her,was,a famous,scientist.
3.a PhD,receive,the

first,to,Marie,became,from,woman,from,the
Sorbonne.

-Tasks :Where can we get information of one
famous person?

->in books, magazines, newspapers, from an
interview.

Now we practise the concluding of an interview.

PRESENTATION

TASK 1:Expliciting the term

-T asks Ss to work in pairs and decide which
items can tell somebody’s background.

-Encourage Ss to discuss the items and choose the
appropriate ones.

 Family
 Education
 Experience

-Ask Ss to discuss the questions that can be used
to get information for each item.

PRACTICE:

TASK 2:Set the scene

-Imagine you are a journalist.Use the cues below
to interview a classmate about his/her background
or that of a person he/ she knows well

Note: Before carrying out the interview, Ss should
study the items of information carefully and find
the questions for each item.

-Then Ask Ss to carry out the interview in pairs.
-Make sure that all Ss have the form filled before
moving to the next activity.

PRODUCTION

TASK 3: Report an interview

-T asks Ss to work in groups and talk about the
person they have known through the interview.
-Call on some Ss to give a small talk in front of
the class.

-The whole class
Expected answer:

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

2.She wanted to become a famous scientist.
3.She was the first woman to receive a PhD
from the Sorbonne.

-Listen to T and answer t’s question
Work in pairs

Give correct qustions for each item

 Family

+How many people are there in your
family?

+What does your father do?

 Education

+Where did you study at high school ?
+What subjects do you like best?
+What degree do you have?

 Experience

+How long have you worked as a doctor/
teacher...?

+What experience do you have?

-Ss listen to T’s requirements and give 
some questions for each item.

+ birth of date:what’s your birthday?/when
were you born?

+place of birth:where were you born?
+parents:What does your father/mother do?
+bothers: how many brothers/sisters do you
have?what do they do?How old are they?
+primary school:which primary

school/secondary school did you go to?
+Subjects:What’s your favourite subject?
-Ss can begin :

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-Comment on Ss’s performance and make
necessary corrections.

IV. CONSOLIDATION:-How to get information from a person through an interview.

V. HOMEWORK - Write a short passage about information of a person that you have interviewed
- Prepare Unit 3 lesson 3 LISTENING

**********************************************************************

D.P: Period:16

D.T:

UNIT 3 PEOPLE’S BACKGROUND

C.LISTENING

I.OBJECTIVES:

After this lesson Ss will be able to improve listening skills as listening for specific information
about Olympic Champion

II.TEACHING AIDS: : text book, tapescript, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking 2 students to make an interview about background

3- New lesson: Lesson 3:LISTENING

T Teacher’s activities Students’ activities

WARMER:Answering Questions

-T gives a picture about Olympic Champions and
asks Ss to work in pairs and talk about them.
Suggest the questions:

+What do you know about Olympic ?

The whole class answer T’s questions

( When did the Olympic start ? How often is it
held ?)

+ Do you know any Olympic Champions ?
+Can you name any Olympic Champions?

+ What would you like to know about these people?

PRE- LISTENING

Activity 1:Presenting Vocabulary

+Olympic Champion

+ sports teacher: a teacher who teaches sports

+ Diploma(n) chứng nhận,văn bằng

+ romantic (adj)
+ Degree:bằng cấp

+ Certificate:giấy chứng nhận

Activity 2:Listening and repeating
WHILE -LISTENING

TASK 1:TRUE Or FALSE

-T asks Ss to to listen to the conversation between

Listen to T’s eliciting and copy down

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Bob and Sally. Decide whether the statements are
true or false.

-Before listening to the tape, T asks Ss to read all
statements and understand clearly.

- Encourage Ss to guess the statements if they are T
or F

-Play the tape several times if necessary
-Have Ss compare their answer with a friend

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

-Feedback and give correct answers:

TASK 2:GAP- FILLING

-Tell Ss to read the sentences carefully and try to
guess the missing words in the blanks.

- Ask Ss to listen to the conversation again and fill
the blanks.

- Play the tape once

- Feedback and give correct answers:

POST-LISTENING

Ask Ss to work in pairs :Ask and answer about
Sally

UNIT 3 PEOPLE’S BACKGROUND

D.WRITING

I.OBJECTIVES:

By the end of this lesson Ss will be able to write a CV about people’s background.

II.TEACHING AIDS: text book, chalks

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking 2 students to make an interview about Sally’s background
3- New lesson: Lesson 4:WRITING

T Teacher’s activities Students’ activities

WARMER:Matching

-T asks Ss to close their textbook and match the
items in A with the information in B

A B

1.Name
2.Date of birth
3.Place of birth
4.School attended
5.Exams passed
6.Previous jobs
7.Interests

a.Boston
b.Kengsinton
Highschool

c.English, Maths,French
d.Tourist guide

e.David Brown
f.12/11/86

g.Music and dancing
-T checks and asks Ss where these information are
listed.

Someboby’s background
PRESENTATION:

TASK 1:How to write somebody’s background

-T explains the elements of a C.V by asking Ss to
read Mr Brown’s C.V

C.V:cirriculum vitae -a form with details about 
somebody’s past education and jobs: lí lịch
C.V normally consists of following items
Personal information/data:

Education:
Previous jobs:
Interests:

-T asks Ss to work independently and write a
paragraph about Mr Brown, using the cues below.
Be born...like...go

to...school...from ...to...pass exams
in...travel agency...work as.

-Have Ss compare their wrting with a friend.

PRACTICE:
TASK 2:

-T asks Ss to work in pairs and ask the partner for
the information about his/her parents and complete
the form.

-Go around the class and provide help by giving
suggested Qs

Work in groups and match the items in A
with their information in B

Expected answer:
1e

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

Give correct answer:

Mr Brown was born on 12th November,

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

dancing.

Work in pairs

- Complete the information in a form
- Go to the blackboard and write them

Name Mr/Ms

Date of birth
Place of birth

Education:

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*Education: which school did you go to ? when?
* Exams: which exams did you pass? When?
*Hobby: what’s your hobby ? what do you do in
your free time?

* Sports:Do you like play sports? What sports do
you like playing?

* Job: What did you work ? when?

- Call 2 students to go the blackboard and write their
writing

-Peer correction

PRODUCTION:

TASK 3

Write a paragraph about your partner’s parents. Then
ask him/her to read the paragraph and check whether
the information is correct.

Previous job: Date from/ date to

Work individually

IV.CONSOLIDATION: - Write about somebody’s background

V.HOMEWORK : - Complete your writing

- Prepare Unit 3 lesson 5 LANGUAGE FOCUS.

******************************************************************

D.P: Period: 18

D.T:

UNIT 3 PEOPLE’S BACKGROUND

E.LANGUAGE FOCUS

I.OBJECTIVES:

After this lesson Ss will be able to:- distinguishing the sounds /e/ and /æ/ ,
Using the past perfect tense correctly

II.TEACHING AIDS: text book, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to read a paragraph about sb’s background
3- New lesson: Lesson 5:LANGUAGE FOCUS

T Teacher’s activities Students’ activities

WARMER:Table completion

-Ask Ss to work in groups and give each group a
table containing 10 verbs

-Tell Ss to complete the table following the
instruction

PRONOUNCIATION /e/ and /æ/
1.Example: pen hat

-Work in groups

-The group which completes the table first
and has more correct verbs will be winner.

Verb
infinitive

Past form Past
participle
take

met

Left
come

broke
Listen to T’s explanation
-Take notes

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

2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

GRAMMAR AND VOCABULARY

Review the past perfect tense
1 Form:

+ affirmative:S + had + PP 
+ negative: S + had + not + PP

+ question: Had + S + PP ?
2.Use:

The past perfect tense can be used to describe :
* an action before a point of time in the past:
EX:I had done all my homework before 7 p.m last
night

* An action that had happened before another past
action:

EX:I had done all my homework before I watched
TV.

3.Adv: BY + time

Before, after, when,as soon as + clause

PRACTICE:

Exercise 1:Use the verbs in brackets in the past
perfect.

-Note that the action in the past perfect is always
before another past action

-Have Ss compare their answers with a friend.
-Make sure all the verbs have been put the correct
form.

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

-Feedback and give correct answers:

Exercise 2: Put the verbs in brackets in the past 
simple or the past perfect.

-Tell Ss to do the exercise carefully and then
compare the answers with a friend.

-Feedback and give correct answers:

Exercise 3:Correcting mistakes

-T asks Ss to read the story carefully and ask them
some questions about the story to make sure Ss
have general understanding

+ What is the story about ?
+ Who are in the story ?...

-Have Ss work in pairs and find five mistakes in
the use of tenses in the story.

better,seven,depend,telephone.
-> a:many, any,anyone,said
+/æ / ->a:hat,bank, family ,example ,
happen,natural,fat,camera

_ listen and copy down

Work individually and the compare their
answer with a friend

Expected answer:

1.had broken 6.had been
2.had done 7.had left
3.had met 8.had moved
4.hadn’t turned 9.hadn’t seen
5.had ever seen 10.had broken in
-Work individually and then compare the
answers with a friend .

-Expected answer:
1.had just finished /came
2.had seldom travelled/went
3.went/had already taken
4.Did you manage/ had he gone
5.had just got/ phoned /had been
-Work in pairs and then compare the
answers with another pairs

Expected answer:

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

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- Ask Ss to join another pair to make a group and
compare and discuss the answers.

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

- Feedback and give correct answers:

IV.CONSOLIDATION: Retell all grammatical points that you have learnt

V.HOMEWORK : Prepare test yourself A

********************************************************************

D.P: Period: 19

D.T:

TEST YOURSELF A

I.OBJECTIVES:

Helping students to test yourknledge from unit 1 to 3

II.TEACHING AIDS: Text book , cassete

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking 2 students to give the correct form of verbs
3- New lesson: TEST YOURSELF A

T Teacher’s activities Students’ activities

WARMER:Answering questions
-T asks Ss to answer the questions

1.What have you learnt about grammar and
topic:you and me?

2.What are they?

The whole class

PRESENTATION:

I-LISTENING:Completing the table

-T asks Ss to look through the information of a
famous person and guess what words are suitable
to complete.

-T can help Ss by asking some questions and
explains newwords

+ fall in love:yêu, phải lòng
+ get married: kết hôn

+the black freedom movement:phong trào tự do

của người da đen

-T plays the tape twice and calls some Ss to give
answers

-Feedback and give correct answers:

II-READING: Reading the passage and
completing the blanks

-T asks Ss to read the passage and choose one
appropriate phrse in the box for each blanks .Note
there are more phrases than needed.

-First, Ask Ss to work in group and discuss what

-Work individually and compare their
answers with a friend.

-Expected answer:
1.15th,January1929

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

5.they got marrired
6.a minister at

7.the black freedom movement

8.heard his speech at the
9.in 1964

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kinds of phrase are suitable to complete in each
blank.

-T goes around the class and encourages help if
necessary.

-T explains some newwords:
+to be married with: lập gia đình
+ to do research:nghiên cứu
+ principal: hiệu trưởng

+ technical college: trường cao đẳng kĩ thuật
+ Public Health Council:Hội đồng sức khoẻ

công cộng

-T calls some Ss to give answers

III-GRAMMAR:Using the correct form of the
verbs in brackets to complete the letter of
application:

-T can explain the part of speech of word in each
blank and ask Ss to work in pair

-T calls some Ss to give answers in front of the
class.

-Feedback and give correct answers:

IV-WRITING:Writing a letter of reply
-T guides Ss to retell how to write a letter of
reply.

( how many parts, form,content...)
-T asks Ss to to work individually and peer
correction

- T calls 2 Ss to go to the blackboard and write
down your writing .

- T checks and corrects their mistakes

-Expected answer:
1.F

2.C
3.A
4.D

-Work in pairs
-Expected answer:
1.to apply 7.reading
2.am 8.know
3.attended 9.am able
4.passed 10.hearing
5.got

6.can

IV.CONSOLIDATION: - What you have learnt in Unit 1,2 and 3

V.HOMEWORK : - Review all grammtical points and vocabulary.
- Prepare ONE PERIOD TEST 1.

*********************************************************************

D.P: Period: 20

D.T:

THE FIRST ENGLISH TEST OF THE FIRST SEMESTER

I. Choose the word in each group having the underlined part pronounced differently from the rest

1.A.Sleep B. Cheese C. Pease D. Meat

2.A.Service B. Bed C. Send D. Pen

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A B C D

4. They were hungry, so she suggested have lunch early
A B C D

5. Young children enjoy to help with household tasks
A B C D

6. Before she had gone to school, she had had lunch with salad and fish
A B C D

III. Read the below paragraph and answer the question (2ms)

George Washington was born in 1732 in the United States of America. He was the commander-in-chief
of the American army in the Revolutionary War. The War began in April 1775. Thanks to his firm
leadership, the Americans gained their complete independence and freedom after seven years of harder
ship and struggle

Revolutionary War: cuộc chiến tranh cách mạng

7. What did George Washington do in the Revolutionary War?

...

8. When did the War break out?

...

9. How long did the Revolutionary War last?

...

10. When and where was George Washington born?

...

IV. Choose the best answer (3ms)

11. She enjoys... the English class of Miss Lan Phuong

A. attends B. attending C. to attend D. attended

12. Jane had gone to the supermarket …..…………. she got home.

A. when B. as soon as C. before D. after

13. Mr. Green ……….……. the Scotts after they had sold their house.

A. phones B. had phoned C. phone D. phoned

14. I'm a student ... Luong The Vinh High School.

A. at B. on C. in D. by

15. In 1995 Sally ... the Star Sports Club.

A. join B. joined C. had joined D. joins

16. How many countries ……… by May last year?

A. had they visited B. did they visit C. they visited D. they had visited

17. After he ... breakfast his mother took him to school

A. having had B. had C. has had D. had had

18. It was two weeks before Christmas and the mall was ... with shoppers.

A. crowded B. comfortable C. narrow D. tired

19. They decide ... shopping for new clothes.

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

20. I ... to music every day.

A. listened B. listen C. listens D. had listened

21. Mr. Lam goes to work on foot once a week. It means he ……....…….. walks to work.

A. never B. usually C. often D. sometimes

22. Which of the items below can NOT tell you about somebody's background?

A. family B. experience C. appearance D. education

23. As a child he received most of his ……..…….. at home.

A. general educational B. general educated C. general educate D. general education

24. Hello. My name's Nguyen Hong Phong. "Nguyen" is my... .

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V. Use the correct form of the verbs in bracket (1.5)
25. I am looking forward to (see) ... you

26. Before he went to Vietnam, he (visit) ... Japan

27. Don’t forget (write) ... to me soon

VI. Make question for the underlined words of the answer (1,5m)
28. They have two sisters

...

29. I am living in Bom Bo village now

...

30. She was born in 1986

...
**********************************************************************

D.P: Period: 21

D.T:

UNIT 4: SPECIAL EDUCATION

A.READING

I. OBJECTIVES:

By the end of the lesson Ss will be able to develop such micro reading skills as scanning for
specific information and guessing meaning in context

II.TEACHING AIDS: Text book, pictures

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking:

3- New lesson: lesson 1:READING

Teacher’s activities Students’ activities

WARM-UP:Brainstorming”disabled”

-T asks Ss to work in groups and make a list of the
people that are related to disabled

mentally deaf lisp(nãi ngäng)
retarded

Disabled

Dumb blind

PRE-READING:

Activity1:Look at the Braille Alphebat .Then work out
the message that follows.(textbook)

Activity2:Close your textbooks and asks Ss to look at
activities .Which ones do you think would be difficult for
blind, deaf and mute children.

Activities Deaf Mute Blind
Listen to teacher V

Pronounce words
Raise arms

Close/open fingers

-Work in group and discuss about
disabled.

-Ss are encouraged to give a lot of words
that are related to the topic.

-Work individually and then compare
with a friend

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Phone friends
Look at blackboard
Activity3: Vocabulary:

+dumb(adj) not being able to speak

+proper schooling(n):enough and good study (học hành
đầy đủ)

+opposïition(n) : sự đối lập -> to oppose(v)to
+to try one’s best =to make effort(v)

+to be proup of(adj)=take pride on

WHILE-READING:

TASK 1:Matching

-T asks Ss to read the paasage individually and to do
Task 1.The words in A appear in the reading

passage.Match them with their definition in B.

- T encourages Ss to guess the meaniong of the words in
the context.

- Tell Ss to compare their answers with a friend.

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

-Feedback and give correct answers:

TASK 2:Multiple choice

-Tell Ss to read the passage again more carefully and
complete the sentences by circling the corresponding
letter A,B,C or D

-Ask Ss to explanation for their choice.
-Feedback and give correct answers:

-Call on some Ss to read the passage aloud in front of the
calss.

POST -READING
1.Summary the text

-T asks Ss to work in pair and read the summary of the
passage carefully.

-Encourage Ss to guess the missing words.
-Have Ss complete the summary in pairs.

2.Answer question

* What would happen to the disabled children if a special
class wasnot organized for them.

-Listen to T’s eliciting and copy down

-Work individually
Expected answer:
1.C

2.E
2.A
4.B
5.D

-Work individually
Expected answer:

1.D

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

-Work in pairs.
-Expected answer:

1.disabled 6.time-consuming
2.read 7.Maths

3.write 8.arms
4.efforts 9.fingers
5.opposition 10.proud
-Work individually

-Ss are encouraged to give a lot .of
different ideas.

IV. CONSOLIDATION: - Call 2 Ss to read the text aloud in front of the class

V. HOMEWORK - Learn newwords by heart
- Prepare Lesson 2:SPEAKING.

D.P: Period:22

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UNIT 4 SPECIAL EDUCATION

B. SPEAKING

I.OBJECTIVES:

By the end of the lesson Ss will beable to talk about school life

II. TEACHING AIDS: cassete

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking 2 Ss to read the text and answer T’s Question

3- New lesson: Lesson 2:SPEAKING

Teacher’s activities Students’ activities

WARMER:Matching:

A B

1.Maths
2.Physics
3.History
4.Geography

5.Physical education
6.English

7.Chemistry
8.Biology

9.Information
Technology

a.Plants and animals
b.gymnatics

c.25x2+3x+10=0

d.E=mc2

e.H20

f.the countries of the words.
g.the 2nd World War

h.computers and their
applications

i.reading,writing and spelling
-T asks Ss to give feedback and answer T’s questions.
1.What are your favourite subject?

2.Which one don’t you like ?

3.How much time do you prepare for your lesson everyday?

PRESENTATION

TASK 1:Study the conversation

-Have Ss study the questions in the interview carefully.
-Ask Ss to work individually and fill in the blanks with the
right questions.

-GiveSs tips by asking them to r5ead the answers before
deciding the best question in the blanks.

-Give correct answer

PRACTICE:

TASK2: Make an interview

-T asks Ss to work in pairs and carry out the interview, using
the questions in task 1.

Note:Ss are suggested to use his/ her own information to
answer the questions. However , they may use the answer in
the book as samples:

Hanh went to Long Bien Lower-secondary school.She had 10

-Work in group and match the words
in A with their expressions in B

-The whole class answer questions

-Work individually
-Expected answer:

A.4 B.1 C.2

D.6 E.3 F.5 G.7

-Work in pairs
Work individually

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subjects to learn at scholl. She went to school in the morning 
and often had 5 classes each morning.

-Go around the class and provide help when necessary.

PRODUCTION:

TASK3: Report the interview

-Tell your class about what you know about your partner.
-Call on some Ss to use the information in the interview to
make a mini-presentation about his/ her partner.

-Tell the whole class to comment on presenter’s preformance.
-Make necessary corrections.

IV. CONSOLIDATION : - Ask and answer about activities at school.
- Report about your work and your partner.

V.HOMEWORK - Write a short paragraph about 50 words about your studying at schoo
- Prepare Lesson 3:LISTENING

**********************************************************************

D.P: Period: 23

D.T:

UNIT 4 SPECIAL EDUCATION

C.LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop such micro listening skills as listening for
specific information about a special class for disabled children.

II. TEACHING AIDS:Text book, Cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking 2 Ss to play a conversation about activities at their school
3- New lesson: lesson 3:LISTENING

Teacher’s activities Students’ activities

WARMER:Word form

-T asks Ss to work in groups of three to four and find
the different words that derive from the following
roots:

Sorry:
Second:
Decide:
Able:

PRE-LISTENING:

Activity1:Explain the newwords in the box

+photograph(n):a picture or imagine taken by ph.pher

-Work in group and the group with the
longest list of correct words will be the
winner.

-Expected answer:

Sorry -sorrow-sorrily...

Second-secondary-secondly-secondhand.
Decide-decision-decisive-decisively...
Able-disabled-disability...

+photographer(n):a person who takes pictures
+photography(n):nhiếp ảnh

+photogenic(adj):ăn ảnh

+photographic(adj):belong to photography

-T asks Ss to work in pairs and fill each of the blanks
with one word from the box.

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

-Feedback and give correct answers:

Activity2:Vocabulary

-T explains the following words that will appear in the
recording .

+surroundings(n) conditions, objects that make the
living environment:môi trường xung quanh

+ sorrow(n) pain or distress caused by loss or
disability(n):

+passion(n) great love for something: niềm đam mê
+exhibition(n):a display, a public showing

-Listen and repeat them.

WHILE-LISTENING:
TASK1:True or false

-T asks Ss to read the statements carefully.

-Encourage Ss to guess whether the statements are true

or false.

-Play the tape three times and then tell Ss to compare
their answers with a friend.

-Check the answers as the whole class.

TASK2:Gap-filling:

-T asks Ss to read a part of the talk carefully and have
a guess of the missing words.

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

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

-Feedback and give correct answers:

POST-LISTENING
Questions and answer:

-T asks Ss to answer the following questions:
1.Who are the members of the club ?

2.What are they doing in HaNoi?

3.How many photographs are on display ?
4.What are their photos about ?

5.What does their passion of taking photographys help
them ?

-Work in pairs
-Expected answer:
1.photographic
2.photography
3.photographer
4.photograph
5.photogenic

-Listen to T’s eliciting and copy the
meaning of these words

-Repeat after T in chorus.

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

-Expected answer:
1.T

2. F(Information not given)
3. T

4.F (The subjects of their photos about
people and scenery)

5.T

-Work individually
-Expected answer:

1.photographic 6.simple
2.19 7.peaceful
3.exhibition 8.chickens
4.50 9.stimulated
5.beauty 10.escape.

-Listen to T’s questions and answer them.
-The whole class.

IV. CONSOLIDATION: - Retell the main content

V. HOMEWORK: - Write a short paragraph about 50 words about this club.
- Prepare Lesson 4:WRITING

***********************************************************************

D.P: Period: 24

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CORRECT TEST

I.OBJECTIVES:

1-Knowledge: Helping students to correct ONE PERIOD TEST 1
2-Skill : Reading,speaking,listening and writing skill

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Sharing papers with Students

3- New lesson: Correcting ONE PERIOD TEST 1

I. (1m) 0,25m for each correct circle

1)A 2)A 3)B 4)D

II. (1m) 0,25m for each correct circle

5)B 6)D 7)B 8)A

III. (2m). 0,5 m for each correct answer

9) He was the commander-in-chief of the American army in the Revolutionary War.

10) The War began in April 1775

11) It lasted seven years

12) George Washington was born in 1732 in the United States of America.

IV. (3m) 0,25m for each correct circle

13)B 14)C 15)D 16)A 17)B 18)B 19)D

20)A 21)D 22)B 23)D 24)C 25)D 26)A

V. (1,5m) 0,5 m for each correct answer

27. seeing 28) had visited 29) to write

VI. (1,5m) 0,5 m for each correct answer
30. How many sisters do they have?
31. Where are you living now?
32. When was she born?

*****************************************************************

D.P: Period: 25

D.T:

UNIT 4 SPECIAL EDUCATION

D.WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to write a letter of comlaint

II. TEACHING AIDS: Text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking 2 Ss to give the correct form of words

1.My father is one of the most famous (photograph) in the city.
2.I have been studying (photograph) for 5 years.

3.The beauty of (day) life has been captured by disabled children.
4.The members of the club are the ( mental) retarded children.
Answer: 1.photographers,2.photography,3 daily,4.mentally

3- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activities

WARM-UP:categorising

-T asks Ss to work in groups of four. Give ten or more
adjectives and ask Ss to put them under two headings:

Work in groups and put the given
word into right box

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compliments(khen ngợi) and complaints(phàn nàn)

Bad, helpful, expensive, lazy, hard-working, good, careful,
poor, unhappy, beautiful, clever,clear

-Feedback and give correct answers:

-T gives definition and format of a letter of complaint:

Complaint is a kind of formal letter used when you are not

happy with a service, a contract,a course,...

A letter of complaint usually includes three main parts:

+ Opening

+ Explaining the problem
+ Suggesting a resolution
PRESENTATION:

Activity1:Study the advertisement:

-T asks Ss to read advertisement and discuss. Then complete in
the box.

Advertised

( promising things)

Reality

(disappointed things)
Teachers Native teachers VietNamese teachers
Numbers No more than 20

students

More than 30
students
Books and

cassetterplayer free Had to buy /expensive

Classrooms All air - conditioned No air -conditioned
Classtime 3 hours< 5.30 -

8.30>

Only two

hours<6.00-8.00>
-T can explain some difficult words:

+ native teachers:teachers who come from English- speaking
countries

+air -conditioned(adj) to be equipped/furnished with
air-conditioners

Activity2: Complete the dialogue in Task 1:

-T asks Ss to use the information in column to complete the
dialogue.

- Ask Ss to work in pair and then call some Ss to practise aloud
in front of class.

-Feedback and give correct answers:

PRACTICE:

TASK2:Complete the letter of complaint

-Have Ss read the letter of complaint in the book and complete
it basing on the dialogue in task 1.

-Ask Ss to use appropriate connectors to make the writing
smoother.

-Tell Ss to exchange their writing with a friend .
-Introduce peer correction.

- Pick up some writing to check the mistakes as the whole
class.

PRODUCTION:

-T gives a short passage and asks Ss to set out and punctuate
the following formal complaint letter. Divide it into paragraphs
if you think it is necessary.

Helpful

Hard- working

Bad
Expensive
-Listen to T’s eliciting

-Work in groups

-Take notes and copy down

-Work in pairs
-Expected answer:

B.I’m definitely not happy with it
at all

B.there are only few native

teachers, not all of them are native
ones.

B.in fact there are more than 30
students in my class.

B.I have to pay for them.
B.the room is not air

conditioned .There is only one
ceiling fan in my class room. It is
very hot.

B.in fact classes often start late and
finish early.Sometimes it starts 20
minutes late.

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IV.CONSOLIDATION: - How to write a letter of complaint.

- How many parts are there in this kind of the letter?

V. HOMEWORK - Write a letter of complaint fully.

- Prepare Lesson 5:LANGUAGE FOCUS.

***********************************************************************

D.P: Period: 26

D.T:

UNIT 4 SPECIAL EDUCATION

E. LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the sounds /ɔ/ and / ɔ:/

Using The+ adjective, used to+infinitive and which

II. TEACHNG AIDS: Text book, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking 2 Ss to complete these sentences:

1.Thank/your letter/inform/me/poor/service/center.
2.We /examine/the/situation/and/find/what/say/true.
3- New lesson: lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activities

WARM-UP: Bingo

bottle not dog
sport stop corner
morning walk boss

box Shop more

-Ss work in groups of 4 and listen to T’s
pronounciation and write words that they
listen clearly down on a small paper of each
group .If any group has more six words,they
will shout “bingo”and become a winner.
-T asks Ss to distinguish two sounds /ɔ/ and/ɔ: /

PRONOUNCIATION:/ɔ/ and/ɔ /
1.Example: bottle sport
/ ɔ / /ɔ:/
-T helps Ss to distinguish two sounds
*/ ɔ /:a short vowel

*/ɔ:/ :a long vowel(o+r,l)
-Ask them to listen and repeat
2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

GRAMMAR:

1:The +adjective:

a.Example:The young have the future in their
hands.

b.Use: to describe a group of people as a whole
The young = young people

The blind, the rich ,the poor...

-Listen to T’s eliciting andtake notes

-Work individually and speak aloud

-Listen to T’s eliciting andtake notes

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- These adjectives are followed by a plural verb.
c.Practice:Exercise1

-Ask Ss to work individually and complete the
sentences using the + one of the adjs in the book
-Have Ss compare their answers with a friend.
-Call on some ss to read their completed sentences.

-Feedback and give correct answers:

2.Revision of used to + infinitive

a.Example:When I was a chyild, we used to go to
school on foot.

b.Use:to exprexx a past action and state .It has no
present equivelent.

Note:the negative and question:
+What did you use to go on foot?

+ We didn’t use to do anything interesting.
c.Practice:Exercise 2

-Ask Ss to do exercise 2.Complete the sentences
with Used to...+ a suitable verb.

-Tell Ss to compare their answers with a friend.
-Check the answers as the whole class.

-Give correct answer:
3.WHICH:as a connector
a.Example:

She arrived on time, which amazed everyboby.
Sheila can’t speak English, which is disadvantage .
b.Meaning:

c.Use:to replace a preceding clause.
d.Practice:

-Ask Ss to work in pairs and do exercise 3. Join a
sentence from A with one from B to make a new
sentence using which

-Call on some Ss to read their sentences.
-Feedback and give correct answers:

1.the injured
2.the unemployed
3.the sick

4.the rich
5.the poor

-Listen to T’s eliciting andtake notes

-Work individually
-Expected answer:
1.used to have
2.used to live
3.used to eat
4.used to be
5.used to take
6.used to be

7.did you use to go

-Work in pairs

IV. CONSOLIDATION: Summarize the main content

V. HOMEWORK Do exercise 1,2, 3 again
Prepare UNIT 5:Lesson 1:READING

*************************************************************************

D.P: Period: 27

D.T:

UNIT 5 TECHNOLOGY AND YOU

A.READING

I.OBJECTIVES:

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II.TEACHING AIDS: Text book,computer, projector

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking 2 Ss to combine these sentences

3- New lesson: lesson 1:READING

Teacher’s activities Students’ activities

WARM-UP:Guessing game

-T gives Ss 4 facts ang asks Ss to guess what it is?
+This is a machine that is used to do the calculations.
+to play games

+to watch a film
+to listen to music

-Ss guess what it is
=>It is a computer

PRE-READING

Activity1:Answering questions

1.Do you have a computer?
2.Do you know to use it?
3.What do people use it for?
-T asks Ss to work in groups

Activity2.Matching pictures

-T asks Ss to work in groups and match the words or
phrases with each number

-T explains some words
+ visual display unit
+ keyboard

+floppy disks

-Call on some Ss to speak their answers in front of class

Activity 3:Vocabulary

+miracle(n)->miraculous(adj)-> miraculously(adv)
+calculating machine(n) a machine used for adding ,
substracting...

+lightning speed(n): very fast speed like the lightning
+storage device (n) a thing used to keep or store
information: thiÕt bÞ lu trữ thông tin

WHILE-READING

TASK1: Matching vocabulary

-T asks Ss to read the passage and match the words in A (
which appear in the reading passage) with the definition
in B

-Encourage Ss to guess the meaning of the words in the
context in which they appear.

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

-Feedback and give correct answers:

TASK2:Title for passage

-Tell Ss to read the passage more carefully and choose
the best title for it

- Let Ss discuss their answer with a friend .Encourage
them to explain their choice.

-Ss answer the questions
- to get information
-to send or receive mail
-to type documents
- to entertain
-to teach or study
- to cure disease

-to design houses ,bridges or building
-Work in groups

-Expected answer:
1.D 4.C 7.B
2.E 5.A

3.G 6.F

-Listen to T’s explanation and copy
down

-Then pronounce these words in chorus
-Work individually

-Expected answer:
1.c

2.e
3.a
4.b
5.d

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- Give correct answer:

Task3:Answering questions

-Have Ss work in pairs and answer the questions using
the given cues.

-Go around the class and provide help if necessary.
-Comment and give suggested answers:

POST-READING: Answer questions

1.Do you usually use computers ?

2.What can a computer do to help us in our daily life?
3.What uses of computer may bring bad effects to its
users?

-Key: C: What can the computer do?
Work in pairs

-Expected answer:

1.It helps us visit shops , offices and
places of interests, pays bills , read
newspapers , receive letters.

2.Because it is capable of doing anything
you ask, it can speed up the calculations,
allow you to type and print any kind of
document...

Ss discuss in pairs and then make a small
dialogue in front of the class

IV. CONSOLIDATION:- Retell the uses of the computer in our daily life.

V. HOMEWORK - Learnt newwords by heart
- Prepare UNIT 5:Lesson 2:SPEAKING

***********************************************************************

D.P: Period: 28

D.T:

UNIT 5 TECHNOLOGY AND YOU

B. SPEAKING

I.OBJECTIVES

Helping students to talk about the uses of modern inventions

II. TEACHING AIDS:Tïext book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking a student to read the passage and answer T’s questions

3- New lesson: lesson 2:SPEAKING

Teacher’s activities Students’ activities

WARM-UP:What is it?

-T divides the whole class into two big teams:A and
B

-Give team A a list of 10 words about modern
inventions:

1.TV 2.refrigerator
3.television 4.washing machine
5.radio 6.electric cooker
7.air condition 8.car

9.computer 10.fax machine

-Work in groups of two in the class

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PRESENTATION

TASK1:Asking and answering

-T asks Ss to work in pairs : Ask and answer
questions about the uses of modern inventions
following the example.

- T elicits the expressions

+ S+ be used for+ V-ing the use of s.thing
+ S+ be used to +V-ing

Model:

A:Can/Could you tell me what a cell phone is use
for?

B:Well, it is used to talk to people when you are away
from home

PRACTICE:

TASK2:Sentence Completion

-Tkeeps Ss in pairs and asks them to complete the
sentences by using the words in the box.

-Ask Ss to study the sentences carefully before
deciding which word to be used.

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

-Give correct answers;

TASK3:Ordering ideas

-T asks Ss to work in groups by joining two pairs
.Ask them to look at the ideas in task 2 and then rank
them in order of important.

-Encourage Ss to actively discuss in groups to give
the reasons to support their ideas and persuade the
others that your order is the right one.

-Suggest some structures in discussion.

T:In what way is important technology the most
useful to our lives?

S:I think/believe that the most important use of
important technology

is...
T Why do you think so?

S:Because...

Work in pairs

Expected answer:

2.Can/could you tell me what the TV is used
for?

-Well,It’s used to watch football matches, and
TV game shows.

3.Can/could you tell me what the fax machine
is used for?

-Well, it’s used to send and receive letters
quickly.

4.Can/could you tell me what the electric
cooker is used for?

-Well’it’s used to cook rice and keep rice
warm.

-Work in pairs
-Expected answer:

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

-Work in groups

-Example :

Because It can help us store ...

IV. CONSOLIDATION: - Talk about the importance of information technology to our daily life.

V.HOMEWORK - Learnt newwords by heart

- Prepare UNIT 5:Lesson 3:LISTENING

D.P: Period: 29

D.T:

UNIT 5 TECHNOLOGY AND YOU

C.LISTENING

I.OBJECTIVES:

Helping students to listen for gist and specific information about using a computer

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III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking a student to name some modern inventions and their uses
3- New lesson: lesson 3:LISTENING

Teacher’s activities Students’ activities

WARM-UP:Ask and answer

-T asks Ss to work independently and answer the question
by checking the right column.

*How often do you use each of the items below?
Very often sometimes never
Radio

Cell phone
Camcorder
Computer

TV
Fax machine

Tell ss to comparetheir answer with a friend and further
discuss the uses of these items.

PRE-LISTENING
Activity1:Vocabulary:

+to be worried(adj):to be anxious

+shy(adj) uneasy in front of other people
+memory(n)

+to refuse(v): reject to do something
+ to make an excuse(v): to say sorry
+ headache(n) pain in head

-Ask Ss to repeat the words several times to make sure they
pronounce them correctly.

Activity2: Rub out and remember
WHILE-LISTENING:

TASK1:TRUE or FALSE

-T asks Ss to read the statements carefully before listening
to the tape.

- Play the tape more than once if necessary
- Ask Ss to compare their answers with a friend
- Give feedback and give correct answers:

TASK2:GAP-FILLING

-Play the tape again and ask Ss to do task2 :Write the
missing words.

-Tell ss to write the exact word for the blanks.
-Let ss discuss the answers with a friend.
-Give correct answers:

POST-LISTENING

The whole class

-Listen to T’s eliciting and copy down

Ss look at the VietNamese one and
recall all the English words

-The whole class
-Expected answer:
1.F(he wasn’t worried)
2.T

3.T

4.F( He understood about computers
and became the man’s teacher.)
5.F( He didn’t understand the lesson
very well.)

6.F

Work individually
Expected answer:
1.invited

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-T asks Ss to work in pairs and ask and answer about the
man’s story.

1.What did the man’s son buy?
2.why did the man become worried?
3.What didn’t the man know?

4.What happened to the man’s memory?

5.What did the man suggest?

2.his secretary asked him for a
computer in his office

3.about computer screen.

4.he didn’t understand things which
his son told

5.He suggested we should leave the
lesson

IV. CONSOLIDATION Retell the old man’s story.

V. HOMEWORK - Learnt newwords by heart

- Prepare UNIT 5:Lesson 4:WRITING

**********************************************************************

D.P: Period: 30

D.T:

UNIT:5 TECHNOLOGY AND YOU

D.WRITING

I.OBJECTIVES:

Helping students to be able to write simple instructions

II. TEACHING AIDS: text book;

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking a student to tell the man’s story again in listening
3- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activities

WARM-UP:Matching

-T asks Ss to work in groups and match the words in A
with the words in B

A B

1.insert a.long bip
2.make b.button
3.press c.card

4.hear d.a call

Note:All the verbs are commonly used in the language

instructions

PRESENTATION
Activity1:Vocabulary:

+ to life(v) : raise to higher level
+ receive(n):èng nghe

+ insert(v) put things into another
+ slot(n) khe, r·nh

+ to press(v)

+emergency(n) -> ambulance: xe cÊp cøu

+ remote control(n) a device totune in , switch on and
off the TV from a distance

+ cord(n) thick string used as TV wire:
-Tasks Ss to open your textbook and asks:

-Work in group of two
-Expected answer:
1.card

2.a call
3.button
4.long bip

-Listen to T’s eliciting and copy the

meaning of newwords

- Repeat after T in chorus
-Rub out and remember

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1.What is it?

2.Have you ever seen /used a public telephone?
3.Can you show me how to use it?

Activity2:TASK2:Finding connectors and 
Imperatives

-T asks Ss to read the following set of instructions on
how to use a public telephone.

-T goes around the class and provide help if necessary
-Tell ss to work in pairs to find out the connectors and
the imperative forms of the verbs from the instructions
- Call on some Ss to read their answers aloud in front
of the class.

-Feedback and give correct answers:

PRACTICE

TASK3 : Answering questions

-T asks Ss to work in groups : Look at the TV and the
remote control and answer the questions on how to

operate the TV

-Let them have 4 minutes, then call some Ss to answer
them carefully

Feedback and give correct answers:

TASK4 :Writing instructions

-T asks Ss to write a set of instructions on how to
operate a TV with a remote control.Use the picture in
the book and the answers above as suggestions

-Tell ss to compare their writing with a friend
- Peer correction

-Feedback and give correct answers:

PRODUCTION

- Call on some Ss to write their writing on the
blackboard and the whole class correct together.

-Work in pairs and work individually
-Expected answer:

Connectors: first, next, then, until

Imperatives:life, insert, press, wait

-Work in groups of four
-Expected answer:

1.If you want to operate the TV with the
remote control, you have to make sure that
the cord is plugged in and the main is
turned on

2.-Press the POWER button

- to turn off the TV , press the POWER
again

3.Press the PROGRAMME button
4.Press the number 1,2,3,4...

5. Press the VOLUME button up and
down

6.Press the MUTE button
-Work individually

EX:If you want to operate a TV with a
remote control, you must make sure
that...

To turn on the TV , press...
- Correct their mistakes in writing

IV. CONSOLIDATION: - Howto write instructions

V. HOMEWORK - Make the instructions on how to use an ATM card

- Prepare UNIT 5:Lesson 5:LABGUAGE FOCUS

D.P: Period: 31

D.T:

UNIT:5 TECHNOLOGY AND YOU

E.LANGUAGE FOCUS

I.OBJECTIVES:

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-Review the present perfect and present perfect passive

II. TEACHING AIDS:text book, cassete player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking a student to instruct on hoe to use a public telephone
3- New lesson: lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activities

WARM-UP:Categorising

-T gives out 10 to 15 words and asks Ss to put the

words under the appropriate heading:

who which where

PRONOUNCIATION:/u/ and /u:/
1.Example: sugar ruler
/ u / /u:/
-T helps Ss to distinguish two sounds
*/ u/:a short sound

*/u:/ :a long sound

-Ask them to listen and repeat several times
2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

GRAMMAR AND VOCABULARY
The present perfect

-T asks Ss to revise the form and use of the present
perfect

1.Form:

+S + have/has + V(pp)
+S + have /has not + V( pp)
+ Have/ Has+ S + V(pp) ?

2.Use: to express an action which began in the past
and still continutes

ADV: “for” with a period of time, “since” a point in
time

3.Exercise 1:Study the situation and put the verbs in
the present perfect tense

- Call on some ss to give correct answers

The present perfect passive:

1.Form:AV: S+have/has +V(pp) +O

S+ have/ has+ been + V(pp) + by O
Ex: They have built a new bridge across the river

->A new bridge across the river has been built.
2.Exercise 2: Build the sentences after the model.Use

- Work in group and put the words order the
heading

+who: nurse, teacher, Lan, Mary’s parents,
professor

+ which: book, school ruler,
+ museum, house, hospital

-Listen to T's eliciting and copy down

-The whole class and give answers

-Listen to T's eliciting and takes notes
- Give examples

Expected answer:

1.Tan has opened the door.

2.He has turned / swiched on the TV
3.he has tidied the house

4.he has cleaned the floor

5.He has turned/ swiched on the lights
6.He has laid two bottles of water on the
table.

Work individually
Expected answer:

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the present perfect passive
- Check and give feedback

Relative Clause: WHO ,WHICH and THAT
Relative

pronoun

person thing function

Who x Subject

Which x Object

Whom x S.O

Whose x x Possessive

that x x S,O

-T asks Ss to do exercise 3: Fill in the blanks with
who which or that.

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

- Give correct answers:

2.Another man made satellite has been sent
up into space

3.More and more trees have been cut down
for woods by farmers...

-Work individually
-Expected answer:

1.which 7.whom
2.which 8.which
3.which 9.which
4.who 10. who
5.who

6.who

IV. CONSOLIDATION: - Retell the main content

V. HOMEWORK - Do exercise 1,2,3

- Prepare UNIT 6 Lesson 1:READING

************************************************************************

D.P: Period: 32

D.T:

UNIT 6. AN EXCURSION

A. READING

I.OBJECTIVES:

y the end of the lesson, Ss will be able to:

- get information about some famous places in Vietnam through activities Before and After you read.
- improve reading comprehension skill by doing Multiple choice and Answering questions exercises.

II. TEACHING AIDS: Textbook…

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking a student to give correct forms of verbs
3- New lesson: lesson 1:READING

Teacher’s activities Students’ activities

WARM-UP

-T goes around the class and asks Ss
1.Which places do you like to come best?

1.Do you usually have an excursion?When?Where?

T introduces the new lesson: Today we are going to read a letter
from Lan to her friend ,Minh about his recent interesting excursion
to cave near HaNoi.We will come to read the letter :

-The whole class

P1: It is Thien mu pagoda
P2:The one Pillar pagada
P3:Valley of love

P4:Ha Long Bay

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EXCURSION
PRE-READING

Activity 1:Brainstorming

-T asks Ss to answer the questions what activities do you often do
when you have a few days off.

Activites when you
 have some days off
Activity2 : Teaching vocabulary

-T asks Ss to work in pairs and match a verb with an object

Verb Object
1.to have
2.to make
3.to give
4.to make
5.to stay
a.an excursion
b.our love to them
c.a two -day trip
d.some days off
e.the night away from
home

-T helps them to elicit the meaning of phrases
- pronounce the in chorus

-Check their understanding by giving the correct form of above
verbs

Checking Vocabulary: Gap-filling

1.We are going to make an excursion when we have some days
off after the first term.

2.My family has stayed the night away from home at a hotel near
beach

3.When we come home, please give my love to your parents.
4.We will make a four-day trip by air port to Australia.

WHILE-READING
TASK1:Multiple choice

-After asking Ss to read a letter silently in 3 minutes. T asks to
choose the best answer A,B,C or D to complete each of the
sentences

- Tell ss to compare their answers with a friend.

- call on some ss to read and explain their answers in front of the
class.

-Feedback and give correct answers:

TASK2 Answer questions

-T asks Ss to work in pairs and answer the questions
-Call on some pairs to act out the activity in front of class
- Check their answers

POST-READING:

TASK3 :Summary Completion

-Have Ss to work in group and fill each blank with a suitable group
of words from the text

-Exchange their paper into another group to correct mistakes
- Ask Ss to look at the board and correct

-T corrects their comment of each group
- Feedback andgive correct answers:

CONSOLIDATION

-Ss work in groups of 4, then
go to the blackboard and write
their answers

-Expected answer:

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

-The whole class

-Ss answer T’s questions by
brainstorm of activites
+ going aboard / visiting a
foreign country

+ visiting friends/ relatives
+ travelling to cities/ travelling
through their own coutry by
car or train

-The whole class read through
the box and match them

-Ss give equivalent Vietnamese
meaning if necessarily

-Expected answer:

1.d 2.a 3.b 4.c
5.d

- Repeat after T

-Ss read the letter silently in 3
minutes after that doing task 1
-Ss compare their answer with
a partner

Key:

1.d ,2.b ,3.a ,4.c
-Work in pairs
-Expected answer:
1.After the 1st term ends

2. Have a two day trip and ...
Campfire

3.Her parent’s permission.
They may not want to let her
stay the night away from
home.

- Work in groups

Ss write their answers on a
small paper.Then exchange
into another group to correct
mistakes

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Game: Find someone who likes...

Find someone who likes... Name
Visiting a famous place

Taking a bicycle tour
Going fishing

Visiting relatives
Relaxing at the beach
Having a picnic

Staying at home and reading a book

Ss work in group of four and
make “yes-no” questions about
your excursion .If one

answers”yes”, write his/her
name into your paper. The
reprentative will stand up and
report their group’s result.

IV. CONSOLIDATION: - Ask Ss to close your textbook and retell a letter again

V.HOMEWORK - Learn newwords by heart

- Prepare UNIT 6 Lesson 2:SPEAKING

*******************************************************************

D.P: Period: 33

D.T:

UNIT 6. AN EXCURSION

B. SPEAKING

I.OBJECTIVES:

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

II.TEACHING AIDS:textbook….

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking a student to read the text and answer T’s questions
3- New lesson: lesson 2:SPEAKING

Teacher’s activities Students’ activities

Warm-up:
Brainstorming

-T asks Ss to brainstorm about things which they can plan
for an excursion.

Preparation for
 an excursion
PRESENTATION:

Activity1:Vocabulary

-T helps Ss to explain some newwords

+ sundeck(n) boong taìu

Work in groups of four

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+toget sunburnt(v) the skin hurt or destroy by the sunlight
+ travel sickness (n) the state of being sick due to travelling
+ air -conditioned >< non- airconditioned

+ refreshment(N) room that serves food and drinks to
refresh in a boat.

+ occupied(adj) being kept, in use

Activity2: Slap the board

-T draws the diagram of the ship in textbook and asks Ss to
slap the places in the blank.

-air-conditioned ---toilet

-non-air conditioned ----refreshment
- sundect ----exit

Activity3.Task 1&2 Conversation conduct

-T asks Ss to work in groups . Read the seat plan carefully
and decide the best seat for each person, using the

information in Task 1
* Suggest some structures

I don’t think so

To be suitable for...
 Why? Why not?
 What do you think?
What’s your idea?
Had better

-Tells Ss to conduct the conversation like the example the
book

- Go around the class and provide help when necessary.
-Call on some groups to conduct the conversation in front
of class.

-Comment and give correct answers:
Example:

A: I think seat 1 is most suitable for Mary.
B: Why?

C.Because she suffers from travel sickness so she can get a
lot fresh air from that seat.

...

PRODUCTION
Task 3: Give reasons

-Tell Ss to work in pairs and discuss:

-T supplies some suggested questions

* Which seat do you think the most suitable for you?
* Why?

* Use information in task 1 as suggestions

-Call on some Ss to talk about their seat reference in front
of the class.

-Comment and make necessary corrections.

-Listen to T's eliciting and take notes
- Repeat these words in chorus

-Read the information for suitable
person

-Ss make plan suitable seats for each
person

+ Mrs Andrew: aren’t in the sun deck ,
can help see all the students

( seat: 46,43,40,35,34)

+ Mary: have plenty of fresh air
( seat : 31,37,19,20,26,32)

+ Susan: near Mary , not want to get

sunburnt ( seat:33)

+ John: aren’t air-conditioned,
suitable for taking

photographs(seat:10,11,12)

+ Tim: are in the sundeck(seat:1,6)
+Sam: a good view( seat 16, 29, 34)

-Ss work individually and work in
pairs

-Ss choose a suitable seat on a boat for
yourself and give reason

-Free- talk

IV. CONSOLIDATION: - Summarise the main points

V. HOMEWORK - Learn newwords by heart

- Prepare UNIT 6Lesson 3:LISTENING

D.P: Period: 34

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UNIT 6. AN EXCURSION

C. LISTENING

I.OBJECTIVES:

By the end of the lesson, Ss will be able to improve their listening skill through Ordering,
Gap-filling and Answering questions exercises.

II. TEACHING AIDS:textbook; cassette….

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking 2 students to ask and answer about a plan for an excursion
3- New lesson: lesson 3:LISTENING

Teacher’s activities Students’ activities

Warmer:Find someone who...?

DO YOU... NAME

like to go for a picnic?
go with your family /friends?
always go to the beach for a picnic?
always go to the mountain for a picnic?

bring food with you when you go for a picnic?
like to take a lot of photos and sing together?

Hai

PRE-LISTENING

Activity1: Questions and answer

-T asks Ss to work in pairs and discuss the following
questions

* Do you often go for a picnic?

* When is the most important time for a picnic?
* Why do you go for a picnic?

* What do you prepare for a picnic?

Activity2:Present vocabulary

+ glorious( adj) beautiful, shining
+ assemble(v) = gather

+destination(n) a place to which a person is going to
+ left-over(n) the rest

+ delicious(a) tasty

+Botanic Garden ( translation)

+spacious(a) large, have a lot of space
+ sleep soundly(v) to be in deep sleep

-T asks Ss to repeat these and introduce these words will
appear in the listening

Activity3:Rub out and remember
WHILE-LISTENING

TASK1: Pictures ordering

-T introduces the situation and then asks Ss to work in pairs
and study the pictures carefully

- Make sure Ss have ideas about the pictures and they can
tell the differences among them

-Have ss to listen to the tape and number the pictures in
order you hear.Let Ss do the task in pairs

-Call on some Ss to explain their answers in front of class.
-Feedback and give correct answers:

TASK2:Gap -filling

-The whole class

-Ss go around the class and ask other
Ss what used to do when they were
small.If the answer is YES, write his/
her name in the table.

-The winner is the first one who
completes the Name column
-Work in pairs.Ask and answer

questions

-Free- talk

-Listen to T's eliciting and take notes
- Repeat these words in chorus

-Ss remenber the deleted words and
rewrite on the board

-Work in pairs .Listen and make order
the pictures

-Expected answer:

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

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-Listen again and fill the blanks with the exact words you
hear.

-before listening,T asks Ss to read the sentences xarefully
and have a guess of the missing words first.

-Play the tape twice times and asks Ss to compare their
answers with a partner

-Call on some Ss to read aloud their answers
-Check and give feedback

TASK3: Answering questions

-T asks Ss to work in pairs .Ask and answer the questions
-Let them have 2 minutes to practise and then call on some
Ss to practise aloud in front of class

- Feedback and give correct answers:

POST-LISTENING

Work in groups: If your class could go for a picnic this
weekend, what would your plan be?

+ destination:

+ Means of transport:
+ How many:

+ How long:
+ Who with:
+What activities:
+Bring any food?

-Expected answer:
1.was just a few
2.to pay a visit
3.at the school gate
4.a short tour

5.playing some more

-Work in pairs .Ask and answer
questions

Expected answer:

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

3.The garden was beautiful

4.They could sleep suondly beacause
it was so peaceful and quiet in the
garden

5.They took pictures plays games,
talked sang and danced

- Work in groups and talk about their
plan in front of class.

IV. CONSOLIDATION: - Retell a short talk about a picnic that you have just listened

V. HOMEWORK - Learn newwords by heart

- Prepare UNIT 6Lesson 4:WRITING

******************************************************************

D.P: Period: 35

D.T:

UNIT 6. AN EXCURSION

D. WRITING

I.OBJECTIVES:

By the end of the lesson, Ss will be able to write a confirmation letter responding to a request and
an invitaion.

II. TEACHING AIDS:textbook; cassette….

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking 2 students to ask and answer about a plan of your picnic at weekend
3- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activities

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T asks Ss to combine these words with LETTER
Bussiness

Friendly
Invitation
Apology

Thank you LETTER
Complaint

Love

Confirmation
Get well

PRE-WRITING:
Activity 1:

-Tasks: When do you write a request letter?
When do you write a confirmation letter?

- T explains the defintion of request and confirmation letters.

Activity 2: Presenting vocabulary

+ to pick someone up;(v)
+ to be convenient for (exp)

+ Let s.one have an early reply: meaning

WHILE-WRITING

Activity 1:TASK1: Finding out the request and
confirmation in two letters

-T asks Ss to work individually .Read the two letters and find

out the request and confirmation in Nga’s letter and

confirmation in Hoa’s letter.

-T calls on some Ss to read their answer.
- T listens and checks them

Activity 2: Useful language

+ I am glad / happy to receive/ join/ know...next Saturday.
+ Certainly , I will help you to ...everything for...
+ I am willing to help you ...for..

+ Firstly , let me congratulate you on your 15th birthday.

+ I look forward to seeing you soon .
+ I will be waiting for you tomorrow .
...

Activity 3: Reading two situations in the textbook

- T asks Ss to read two situations in the textbook and explain
the request in both two letters.

- Choose one situation that they want to write and make an
outline first.

- T goes around and help them

- T can collect their mistakes and then writes them on the

blackboard to correct and gives comments

PRODUCTION
Writing a full letter

- Let them have 10 minutes towrite , T calls on two Ss to
write them on the board.

- T asks Ss to look at carefully and give their ideas

- Finally , T checks again and give their comments with the
class.

- Ss read their answers

- The whole class listen and answer
T’s questions

- Ss discuss with another friend to
find out their definition

-Expected answer:

Request: is the letter that asks for
information for help

Confirmation:is the letter that
responds to the request. It confirms
whelther the help is provided or the

information is avaiable or not.
- The whole class read two letters
silents

-Ss read their answers
-Expected answer:

- Listen to T's eliciting and copy
down

- Work individually and the whole
class

- Choose one situation that they want
to write and make an outline first.

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IV. CONSOLIDATION: - How to write a confirmation letter

V. HOMEWORK - Learn newwords by heart

- Write your writing fully, Prepare UNIT 6:Lesson 5:LANGUAGE FOCUS
*******************************************************************

D.P: Period: 36

D.T:

UNIT 6. AN EXCURSION

E. LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson, Ss will be able to:
- pronounce the sounds /ə / and / З: / correctly

- distinguish the present progressive (with a future meaning) and be going to and use them
appropriately.

II. TEACHING AIDS:textbook;

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking Ss about tenses that you learnt

3- New lesson: lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activities

WARMER:

- T asks Ss to pick out the word whose underlined part is
different the others

1a.award b.thaw c.claw d.draw
2a.writer b.term c.preserve d.reserve
3a.earn b.bird c.fir d.other

4a.today b.nurse c.from d.of

PRONUNCIATION /ə:/ and /ə/

-T helps Ss to distinguish two sounds
*/ə /:a short sound

*/ə:/ :a long sound

-Ask them to listen and repeat several times

2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

GRAMMAR: Future tenses

1 Examples:T gives some situations and asks Ss to give the
correct form of verb in parenthese

a.Tom: I hear Mary is in hospital now
Jim: Really ? I (see)... her tomorrow
b.Mary : Let’s go to the cinema tonight

Mai: Sorry.I ( help) ...my sister with her homework
tonight.

c.Look! It’s cloudy and windy. It (rain) ...very hard
d.Tom: Where are you going now?

Jack: I ( buy)...something for my birthday party at
weekend.

2.Form and use:

- The whole class

- Some Ss read their answers aloud
-Expected answer:

1A 2.B 3.D 4.B

-Ss distinguish two sound and listen to
T’s elicit

- Listen and repeat the words in ther
textbook

Note :minimal pairs

/ə/ /ə:/

Was
Some

Does
from

were

sir
dirt

fir

-Ss give the correct form of verb in
parenthese

- Ss read and give their explanation
- Expected answer:

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a.S+ will/ shall -bare infinitive

-> talking about St coming out the moment at speaking
b.S+ am/is/are + V-ing + adverb of time with a future
meaning

-> talking about plan as in agenda(phải có/ làm việc gì)
-is used to replace to verbs:go , come, arrive in near future.
Ex: He is going to arrive at 11.30

He is arriving at 11.30

c.S + am/ is /are + going to + bare infinitive

-> talking about something planned before the moment of
speaking or something which is surely to happy soon.
-> talking about prediction(dựa vào những cái có ở
hiện tại)

PRODUCTION
Exercise 1,2,3

Exercise 1:Choose the best option

-Ask Ss to work individually and choose the best
option.Encourage Ss to give explanation.

-Have Ss compare their answers with a friend.
-Call on some ss to read their completed sentences.
-Feedback and give correct answers:

Exercise 2,3: Verb tense

-Ask Ss to work individually andgive the correct form of
verbs in parentheses .Encourage Ss to give explanation.
-Have Ss compare their answers with a friend.

-Call on some ss to read their completed sentences.
-Feedback and give correct answers

- The whole class discuss in pairs and
give the their forms and uses of future
tenses

- Ss write them into their notebooks

- Work individually

IV. CONSOLIDATION: - Retell the form and uses of future tenses

V. HOMEWORK - Do all exercises again and do more in workbook
- Prepare TEST YOUR SELF B

********************************************************************

D.P: Period: 37

D.T:

TEST YOURSELF B

I.OBJECTIVES:

Helping Ss test their knowledge that you learnt in unit 4,5,6

II.TEACHING AIDS: textbook…

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking Ss to answer about grammar

3- New lesson: TEST YOUR SELF B

Teacher’s activities Students’ activities

WARMER:Answering questions
-T asks Ss to answer the questions

1.What have you learnt about grammar and
topic:Education?

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2.What are they?

PRESENTATION:

I-LISTENING:Listening and completing the table
-T asks Ss to look through the information in the
table and understand them.

-T can help Ss by asking some questions and
explains newwords

+ location:What is reading located?

+ Population: How many people / inhabitants are
there in the reading?

+Noted for: What is this town famous for?

- T asks Ss to guess what kind of word to complete
in echa item?

-T plays the tape twice and calls some Ss to give
answers

-Feedback and give correct answers:

II-READING: Reading the passage and dicide

whelther the following staterments are true or false
-T asks Ss to read five statements and understand
them carefully

- Go back to the passage and find its location .Then
give their answer

-T goes around the class and encourages help if
necessary.

-T explains some newwords:
-T calls some Ss to give answers

III-GRAMMAR:Mstake correction

-T can explain how to do the exercise in grammar
- One word is missing from each line . Put a stoke
(/) where thw word has been omitted and write the
missing word in the space provided.

-Let them have 5 minutes to practise and encourage
them to compate their answers with a peer.

-T calls some Ss to give answers in front of the
class.

-Feedback and give correct answers:

IV-WRITING:Writing a letter of permission
-T guides Ss to retell how to write a letter of

permission

( how many parts, form,content...)
-T asks Ss to to work individually and peer
correction

- T calls 2 Ss to go to the blackboard and write
down your writing .

-Work individually

- Listen and complete the information in
the table

-Some Ss read their answers to the class

-Expected answer:

Reading Oxford

50 miles to the
west of London

In the central
England
120.000

inhabitants/ people

90.000 people

Market town

Biscuits factory
Computer industry

University
Car factory
Cowley Road
- Work in groups

-Expected answer:
1F( too much)
2.F( unneccessary)
3.T

4F(repeat)
5T

-Work in pairs
-Expected answer:
0-inventions are carried
1.out by scientists

2.opportunities for other people
3.there is a weekly

4.television programme which /that
attempts

5.all the various

6.oranizing the programme
7.inventions a /per year
8.developed by private
9.However, it is important
10.Will it be wanted?

- Listen to T's eliciting and work
individually

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- T checks and corrects their mistakes

IV. CONSOLIDATION: - Retell all grammatical points from U4 to U6.

V. HOMEWORK - Do all exercises again and do more in workbook
- Prepare ONE PERIOD TEST 2

D.P: Period: 3

D.T:

UNIT 7:THE MASS MEDIA

A.READING

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

- update with names of some popular TV programmes such as Quiz Show, Portrait of life…
- able to talk about their favourite programmes.

II. Materials

Textbook, whiteboard markets,…

TV schedules extracted from newspapers

III. Procedure.

1.Settlement: Greeting the class & checking students’ attendance.
2-Checking:

3- New lesson: lesson 1:READING

Teacher’s activities Students’ activities

WARMER: Jumpled letters

-T asks Ss to work in groups of two and arrange these
jumpled letters into a meaningful words

1.N T E N I E R T->
2.K B OO->

3.N P A E W S E R P->
4.D O I A R->

5.Z I N E M A A G->
6.L T E E I S O N V I ->
- T asks:

1.What are they?

2.Have you got a TV? Which programme do you usually
watch?

3.Which channel do you like most? Why?

PRE-READING

Activity 1: Vocabulary: RUB OUT AND REMEMBER

+ TV series:
+ population and development:
+ folk song:
+ News headlines:
+ Weather forecast:
+ Quiz show:
+ Portrait of life:
+ Documentary:
+ Wild life World:
+ Around the world:

- T deleles the VietNamese equivalent and asks Ss to go to
the board and write all of them again

- T asks Ss to read them carefully

Activity 2: TASK 1: MATCHING VOCABULARY

-Ask Ss to match the words in A appear in the reading
passage with their definitions in B

- Have Ss compare their answers with a friend

- Calls on some Ss to stand up and read their answer aloud
- Feedback and give correct answers:

WHILE- READING

Activity 3: TASK2:TRUE OR FALSE

-Tells Ss to read the programme carefully and decide
whether the staterments are true or false.Correct the fasle

- Work in groups of two and arrange
these jumpled letters into a meaningful
words

- Go to the board and write their
answers quickly

- Expected answer:
1.Internet

2.book
3.newspaper
4.radio
5.magazine
6.television

* They are THE MASS MEDIA

- The whole class answer T’s
questions

-The whole class read through the TV
programme on VTV1, VTV2 and
VTV3 and find out the

newwords

-Give the VietNamese equivalent of
some TV programme

- Rub out and remember
- Read them carefully

- Work individually and pair work
- Expected answer:

1.e 2.a 3.d 4.b

- Work individually and give answers
1.T

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information

- Ask Ss to explain their answer by giving evidence in the
reading passage

- Call on some Ss to give feedback

Activity 4: ANSWERING QUESTIONS

- Ask Ss to work in pairs and ask and asnwer the questions in
their textbook

- Call some pairs to practise aloud in front of class
- Listen and give the correct answers

POST -READING :ROLE-PLAY

- T gives some given words and asks Ss to work in pairs to
make a dialogue.

A: You/ often / watch/ TV?

B:...
A:How often/ you/ watch/it?

B:...
A:Which programme/ you / like / best?

B:...
A: Why?

B:...

3.F( on VTV3)
4.T

5.F( the last programme starts at
23:30)

- Work in pairs

1.There are five films on

2.At 9.00a.m , 12.ooat noon, 7.00p.m
on VTV1, and 7.00 p.m on VTV3
3.on VTV2

4.The quiz show
5.on VTV1
6.The football
- Role play

- Make a dilogue with your partner
In pairs

IV. CONSOLIDATION: - Retell the programme on TV that you like best and the reason why

V. HOMEWORK - Learn vocabularies by heart
- Prepare Lesson 2: SPEAKING

******************************************************************

D.P: Period:

D.T:

UNIT 7:THE MASS MEDIA

B.SPEAKING

I.OBJECTIVES:

Helping Ss talk about the differences and similaries of some popular types of the mass media

II. TEACHING AIDS: Textbook

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Telling what the programme on TV that you like best and the reason why
3- New lesson: lesson 2:SPEAKING

Teacher’s activities Students’ activities

Warmer: LUCKY NUMBER

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What is it ?

4 5
Questions:

1.It was invented in 1925

2.We can listen to the news but we can’t see it

3.It contains information and pictures

4.We use it to find information quiclky, chat with friends and
send email.

PRE-SPEAKING
Activity 1: TASK 1

- Ask Ss to work in pairs . Which of the following are the types of
the mass media ? Why?

- T helps Ss elicit the reason why

* Mass media or mass communcations refer to publi institution
that report news and other stories . Mas media also keep people
updated

Activity 2: Vocabulary:

+ to present(v):
+ to provide(v):
+ to deliver(v):

+ orally( adv) = through mouth
+ aurally(adv) = through ears
+ visually(adv) = through eyes

- T asks Ss to read these words in chorus

WHILE -SPEAKING

TASK 2: Cross (x) in the right column

- T asks Ss to look the table and cross the types of the mass media
with its features.

- T goes around to help them

Features The mass media
TV Radio Internet book
1.provide information and

entertainment orally

X X X
2.receive information aurally X X

3.present information and
entertainment visually.

X X X
4.receive information visually X X X
5.present information and

entertainment orally and
visually

X
6.get information aurally and
visually

X
7.provide/ deliver information

and entertainment X X X X
*T asks Ss to look at the table and answer T’s questions
T:When do you often get information ?

S: From TV

answer

-Expected answer:
1.Television

2.Radio The mass
media

3.Newspaper
4.The internet

- Work in pairs and give their
answers

+ television
+ the internet
+ newspaper
+ magazine
+ radio

- Read through the features the
types of the mass media in task 2
have in common and find out
some newwords

- Read them carefully

-Ss work in group and decide
which features of the mass media
in the table and cross

- Some Ss read their answers in
front of class.

- Work in pairs . Ask and answer
about the features of the mass
media

- Some pairs practise a dialogue
again in front of class

- Role- play:

A: What are the different types 
of the mass madia?

B.TV, films, books, magazines,
radio, newspaper, plays, the
internet

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T: What is the difference between getting information from 
TV and radio?

S: TV presents information and entertainment visually and we
receive them through eyes

*Substitution drills

- T asks Ss to practise the same dialogue that T has made in pairs
- Calls on some pairs to practise again in front of class

POST -SPEAKING

Work in groups : Talk about different types of the mass media
.Ask and answer the questions in textbook.

in common?

B.Provide information and
entertainment

A.What are their own features?
B. TV presents information and
entertainment visually

IV. CONSOLIDATION: - Retell the features of mass media

V. HOMEWORK - Learn new words by heart
- Prepare Lesson 3: LISTENING

***********************************************************************

D.P: Period:

D.T

UNIT 7:THE MASS MEDIA

C. LISTENING

I.OBJECTIVES:

Helping Ss listen two news on radio and get information improve listening skill

II.TTEACHING AIDS: Textbook

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking a student to tell about the features of TV
3- New lesson: lesson 3:LISTENING

Teacher’s activities Students’ activities

WARMER: Guessing game

What is it?
Questions:

1.It is one of the radio programme

2.It broadcasts daily and live from redio station
3.It updates you with the lastest informatin , current
affairs domestically and internationally

-> NEWS/ NEWS BROADCAST

PRE-LISTENING

Activity 1: Answering the questions

1.How often do you listen to the radio?

2.How many hours per week do you listen to it?
3.What programme do you like listening to and
why?

* T instructs to the new lesson: News broadcast is a
popular programme on the radio. Today you will
listen to a short news edition. You will listen and do
the tasks assigned

-The whole class listen to T’s questions
and guess what it is

- Give the explanation about it

-Free-talk

- Answer the questions in the textbook
- Listen to T's eliciting

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WHILE -LISTENING

TASK1: Ticking in the right column

- Elicit the items of the news and understand them
clearly

- Help Ss explain some newwords in the table
+ health(n) -> healthy( adj)

+ strong (adj)

+ cloud(n) -> cloudy(adj)

- Ask Ss to read them carefully and notice that these
words appear in the tape

- Play the tape three times for Ss listening
- Check their answers in front of class

TASK 2: Gap-filling

- Let Ss read the two news stories carefully and
have the guess of the missing words

- play the tape again and ask Ss to fill in the missing
words.

- EncourageSs to compare their answers with a peer

- call on some Ss to read completed stories loudly
- Listen to their comments

- feedback and give correct answers:

TASK3: Answering the questions

- Ask Ss to work in pairs and answer the question
without textbook.

- Call on some pairs to practise loud in frontof class
- Give the correct answers

POST -LISTENING:

Work in groups : Choose one of the new stories
and tell your classmate about it.

-Look at the table and understand them
- Give the meaning of the words
- Read them in chorus

News story

1 News story 2
Healthy

Strong
Young
Cloudy

Highest
Wonderfu
lly

V
V
V

- Work individually and pair- work
- Expected answer:

*.News story 1 *.News story 2
1.has caused floods 1.twenty third
2.have left their house 2.4.418
3.have risen 3.California
4.two metres 4.Wonderful
5.has stopped 5.young and
6.cloudy health
7.strong wind

- Work in pairs
-Expected answer:

1.Heavy rain has caused floods all over
the country during the night

2.Beacause riverts has risen

3.The old woman has climbed Mount
Whiteney twenty three times

4.Beacause it has kept her young and
healthy

IV. CONSOLIDATION: - Summary two news stories in groups

V. HOMEWORK - Learn new words by heart

D.P: Period: 3

D.T:

TEST CORRECTION

I.OBJECTIVES:

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2-Skill : Reading,speaking,listening and writing skill

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Sharing papers with Students

3- New lesson: Correcting ONE PERIOD TEST 2

4-Consolidation:- What have you learnt inUnit 4,5 and 6
5-Homework - Review all grammtical points and vocabularies.

- Prepare Unit 7 lesson 1: READING

D.P: Period:

D.T:

UNIT 7:THE MASS MEDIA

D. WRITING

I.OBJECTIVES:

Helping Ss write advantages and disadvantages about mass media.

II. TEACHING AIDS
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

1-Checking: Asking a student to retell about two stories in previous lesson
3- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activities

WARMER: QUESTIONS

-T asks Ss to close their textbook and answer T’s
questions

1.What are some kinds of the mass media?
2.Which one is the most popular?

3.What are advantages and disadvantages of TV?

PRESENTATION

TASK1: BRAINSTORMING

-T asks Ss to close their textbook again

- T divides the whole class into groups , asks them list
advantages and disadvantages of TV on small paper
- Let them have 3 minutes and then exchange their
paper into another group

- Open their book and check

- T elicits some newwords and structures
+ help sb do/ to do Sth

+ make sb/st/do st /adj
Ex: he makes me tired/cry

+ the popularity = to be famous for -> popular( adj)
+ to be aware of

- Work in pairs :Ask and answer the
questions in the textbook

- Some pairs practise loudly

-Work in groups of two.Brainstorm about
and disadvantages of TV

Group 1 Group 2
Advantages disadvantages
of TV of TV

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+ brain(n)

+ to encourage(v)-> encouragous(adj)
+ to interfere(v) = to prevent

TASK2:Talk about advantages and disadvantages 
of mass media

-T divides the whole class into four groups and discuss
about advantages and disadvantages of the following
mass media

Handout:

Mass media advantages disadvantages
1.Listening to

radio
2.Reading
newspaper

3.Using a
computer
4.Using The
internet

-T asks Ss to discuss and write their ideas in the
handout

-T lets them have 3 minutes .then calls on a
representative of each group present their ideas in
front of class

- Listen and give comments

WRITING

-T asks Ss to write a paragraph about advantages and
disadvantages of the following mass media

Discussed in Task 2
Useful language :

* There are some advantages and disadvantages that
radio brings us...

* Updated information , conviences...
*Firstly/secondly/next to/ Lastly
* In conclusion,..

-Let Ss work individually and write under time

pressure

-Peer correction

-Pick up some writing to correct in front of class

-Work in groups of four
-Discuss about the mass media

-The representative of each group present
their ideas in front of class

-Expected answer:
Radio:

* - make people happy
- Life easier /relax

-get /enlarge /broaden knowledge
understanding

*waste time

Make people passive
Newpaper:

*get information on many fields
:culture, art, bussiness

Relax and entertainment

*harm people eyes
Be short-sighted
Cost time and money
Make people passive
Internet:

*get information on many fields
Provide quick and daily access to
information and entertainment

*cost a lot of time and money
make people passive

Influence on the way people
Take tmes away from activites
Work individually and exchange their

writing into nather student to correct mistake
together

IV. CONSOLIDATION: - Summarize their main points

V. HOMEWORK - Write a letter completetly

- Prepare Lesson 5: LANGUAGE FOCUS

D.P: Period:

D.T:

UNIT 7:THE MASS MEDIA

E. LANGUAGE FOCUS

I.OBJECTIVES:

Helping Ss revise the present perfect and using because of and although.

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III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Talk about advantages and disadvantages of the following mass media
3- New lesson: lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activities

WARMER: Categorising

-T asks Ss to work in geroups of 4 and decide which
words go with SINCE or FOR

1990 Monday the age of five
Three months many years Last week
2005 Last Summer a long time
two hours

PRONUNCIATION

Activity 1:Table completion

-T gives the words and asks Ss to put them in tie
right column/ei/ ,/ai/, /oi/

Wildlife enjoy day style
Demonstration place toy fly
Afraid time climb destroy
Paper noise railway height
Buy airline play lie
-Help Ss to distinguish thses three sounds
-Instructs the way to pronounce them

-Ask the whole class listen and repeat them in
chorus

Activity 2:Practise the sentences
GRAMMAR:

Activity 1: Review the present perfect
1.Examples

We have just finished lesson 7 for 45 minutes
We have not finished lesson 7 for 45 minutes
Have you finished lesson 7 for 45 minutes?

2.Form : S+have/ has + V(3)
S+ have/ has +not+V(3)
Have / has + S+ V(3) ?
Adv: for / since

Already/ not /yet/ never/ ever...

3.use: express an action happened in the past and
still last in the present and future

4.Practice : Ask Ss to do exercise 1,2

Activity 2: Because and although
1.Examples:

a.Mary looks happy. She has just get good marks
->

b.He is very wealthy. He is not happy
->

2.Form

a.Clause and phrase of reason:

because + S+V-> because of + noun/ V-ing

b.Clause and phrase of concession:
Athough Despite

-Work in groups of four

- Put the given words which go with Since
or for

-give explanation for them

- Ss work individually and compare their
answer with a peer

-Ss read them in front of class

/ei/ /ai/ /oi/

day
Demonstration
Afraid
Paper
Place
railway
play
Wildlife
style
Buy
airline
climb
fly
height
lie
Enjoy
noise
destroy
toy

-Ss retell the form and use the present
perfect

-Ss go to the blackboard and write them
down

-While the others give another ideas
-Ss can give another examples

-Ss work individually and do exercise 1
-read their answers in front of class

- The whole class listen to T’s guidance
-Combine two pairs of sentences
-Expected answer:

1.Mary looks happy because she has just
get good marks

-> Mary looks happy because of having
just get good marks

2.Although he is very wealthy,he isnot
happy.

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Even though + S+V-> in spite of + noun/ V-ing
Though

3. Practice :Ask Ss to do exercise 3

-Ask Ss to work individually andcomplete the
sentences using the information in the box.

- Encourage Ss to give explanation and transtale
VietNamese meaning

-Have Ss compare their answers with a friend.
-Call on some ss to read their completed sentences.
-Feedback and give correct answers

-Work individually and read their answers
in front of class

IV. CONSOLIDATION: - Summarize their main points

V. HOMEWORK - Practise exercise 1,2 and 3 again and carefully
- Prepare Lesson 1: READING

********************************************************************

D.P: Period:

D.T:

UNIT 8:THE STORY OF MY VILLAGE

A.READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to understand the main content of the passage and hold on some
new words

II. TEACHING AIDS: Text book,…

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking a student to rewrite the clauses and phrases from T.
3- New lesson: lesson 1:READING

Teacher’s activities Students’ activities

Warm up: NETWORK

-Ask Ss to work in groupd of three or four and
make a list of words related to the “country”.
COUNTRY

Work in group

The group with the longest list will be
winner

Crop- harvest- farmers- plough- cows-
buffalo- mud- machine

PRE-READING

Activity 1: Picture description

-Look at the pictures

-have Ss work in pairs and discuss the questions in

the book.

Call on some pairs to read their answer aloud in
front of class

-feedback and give correct answers:

-Work in pairs
-Expected answer:

1.The farmers are harvesting the crop
2.They are working hard

3.It’s good crop/ bumper crop

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Activity 2: presenting vocabulary

+ straw(n) = dry cut stalks of various cereals: rơm
+ mud(n) -> muddy(adj)= wet, soft soil: bùn
+ technical high school (n): trường trung học KT
+ farming method(n): PP canh tác

+ brick house; house made of brick
+ thanks to(exp): nhờ vào

- T asks Ss to pronounce them loudly
- Rub out and remember

WHILE-READING

TASK1: MATCHING VOCABULARY:

- Ask Ss to read the passage and match the given
words which all appear in it in A with their
definitions in B

-Encourage Ss to guess the meaning of the words in
the context

-Have ss compare their naswers with a peer.

-Call on some ss to explain their answers in front of
class

-Feedback and give correct answers:

TAÏSK2: TABLE COMPLETION

-Ask Ss to scan the passage to get specific
information to complete the table

-Let ss to study the table carefully before doing the
task

-Go around the class and provide help when
necessary

- Tell Ss to discuss the answers with a friend
-Check the answers in front of class

-Give the correct answers

TASK3: ANSWERING QUESTIONS

-Get Ss to work in pairs : Read the passage again
and answer the questions in task 3

- Tell Ss to underline the information that suport the
answers

-Call on some Ss to practise loudly

- Give feedback and give correct answers:

POST -READING

-Ask Ss to work in groups and discuss the questions
“ How can people with an education help make 
the life their community better?”

- Go to groups and provide help when necessary

- Ss read through the passage and find out the
newwords and give their meaning

- Write all new words based on the
VietNamese meanings

-Listen to T's eliciting and do the task 1
- Read their answers

-Expected answer:

1b 2.d 3.a 4.e 5 c
-Give VietNamese equivalent :

1
2
3
4.
5.

- Work individually and pair work
-Expected answer:

Areas of
change

Before Now
houses Made of

straw and
mud

Made of
bricks
Radio and

Few
families

Many
Farming

methods old New

crops poor Good/
bumper

travel no By

motobike
- The reprentative of each group stand and
present their group’s ideas

-Expected answer:

+ introduce new farming methods
+ grow cash crops for export

+ help local people apply modern technology
in farming

+ Raise people’s awareness about foor safety
and environmental hygien..

IV. CONSOLIDATION: - Retell the changes in your own hometown or home village

V. HOMEWORK - Learn new words by heart
- Prepare Lesson 2: SPEAKING

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D.P: Period: 
D.T:

UNIT 8:THE STORY OF MY VILLAGE

B. SPEAKING

A.OBJECTIVES:

By the end of the lesson Ss will be able to talk about the plans to to improve the village

B.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.

II-Checking: Asking a student to read the passage and answer T’s questions
III- New lesson: lesson 2:SPEAKING

Teacher’s activities Students’ activities

WARMER:Brainstorming

T asks Ss to close your textbook and make a list of
the ideas that can be carried out to improve the
village life

- Encourage ss to have ideas of their own

PRE-SPEAKING

Activity 2: TASK1:Matching

-Ask Ss to open their books and look at the situation
in Task 1

“The village of Ha Xuyen are discussing plans to
improve life in the village “Match the plans with
possible results.

-Explain some new words:

+ resurface(v) =renew, put new surface on
+ cannal(n) =man made waterway for irrigation
+ muddy(adj) full of mud

-Have Ss do the task in pairs . Tell Ss to give
explanation following the model

A: Why should we widen the roads?

B:We should we widen them so that cars and 
lorries can get to the village

PRACTICE:

-Ask Ss to work in groups of three: Read and
practise the conversation

-Call on some groups to practise the conversation in
front of class

- T elicits Conditional sentences type 1:

If S + V(present) + S+ will/ can + V(bare-infinitive)
Ex: If the roads are widened , cars and lorries can
get to our village

- T provides some useful language:
*Giving agreement :

Roads

crops
medical

centre Improvement

Of the village houses
bridges schools

-Work in pairs by practising the model
- Some pairs practise loudly

-Expected answer:
1.B 2.G 3.D
4.E 5.F 6.C

-Work in groups of three

- Talk aboput the plans and possible results
in the village

- Practse it in front of class

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I think that we should...
That’s a good ideas
I think so. We should
I completedly agree with you

PRODUCTION: Conversation completion

A:I/ think/ we/ build/ football ground

B:I /completely/ agree with you. If /it/ built/ young
people/play sports/ improve/ health.

C: A football ground/ a place/ where/ people meet/
exchane ideas.

A: What about/ medical centre? I/ think/ necessary/
built/it.

B:That’s a good ides. If/ it /built/ people’s health/
looked after/ better.

C:Yes, and If/ we/sick. We/ not/have /go/district/
provincial hospital/for treatment.

-Work in groups again and complete the
conversation by using the given words from
T

- Practise it in groups again

IV. CONSOLIDATION: - Retell the plans and results in your village

V.HOMEWORK - Learn vocabularies by heart
- Prepare Lesson 3: LISTENING

***********************************************************************

D.P: Period:

D.T:

UNIT 8:THE STORY OF MY VILLAGE

C. LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to listen and understand the information about changes in a
small town.

II. TEACHING AIDS: Text book

III.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.

II-Checking: Asking a student to tell about the plans to improve your village in future.
III- New lesson: lesson 3:LISTENING

Teacher’s activities Students’ activities

WARMER: Find someone who

Did you use to...? Name
1.have a favourite toy when you

were a child
2.have a nickname?
3.have a pet?

-Work in groups of four

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4.cry at night when you were a
child?

5.hate school?

6.hate doing homework
7.play hide and seek?

PRE-LISTENING

Activity 1: Pictures description

- T asks Ss to look at two pictures in the text book and
talk about the differences between them in the past
and nowadays

- Call on some Ss to share their findings in front of
class.

- T gives the comments and writes them on the board

WHILE-LISTENING
TASK1:True Or False

-Before listening to the tape, T asks Ss to read all
staterments carefully and understand them.
- play the tape several times if necessary

-have Ss compare their answers with a friend and
correct the false ones

-Call on some ss to read their naswer aloud
-Feedback and give correct answers:

TASK2:Gap-filling

-Tell ss to read a part of thetalk carefull and have a
guess of the missing words.

- Ask Ss to listen to the tape again and fill the gaps
with the words they hear.

-Play the tape more than once if necessary
- Call on some Ss to read their answers
-Feedback and give correct answers:

POST-LISTENING

Work in groups:Discuss about the changes in your
own hometown or home village

Useful structures:
+ Used to

+ There is/ are used to
+ there didn’t use to

+ have /has done /been done...

- Have Ss work in group and talk about the changes in
your own hometown or home village

-Work individually

- Give their ideas about the pictures
In the past nowadays
-No cars, hotels

- small houses
-buffalos on the
roads and cows

grazing so the
roads are dirty
-the roads are
narrow.
-a lot of trees

There is a hotel in
the town.

Tall buidings
No cows, buffalos
- the roads are
widen, bigger,
clearner
-no trees
-The whole class

-Ss read the staterment and guess they are
true or false

- Stand up and speak loudly
-Expected answer:

1.F(It ‘s on the south coast of England)
2.F( It used to be a small quite town)
3.T

4.F( A lot of trees have been cut down for
wider streets)

5.F( Some people don’t like the changes ,
theymiss the quiet and peaceful life of the
town)

-Work individually and compare their answer
with a peer.

- Expected answer:

1.houses 2.hotel 3.widened
4.cut

5.car 6.shop
7.department 8.expensive

-Work in group

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- Call on some Ss to present their ideas’ groups in
front of class.

-Listen their comments and correct mistakes

IV.CONSOLIDATION: - Retell the changes in your own hometown or home village

V.HOMEWORK - Learn new words by heart
- Prepare Lesson 4: WRITING

************************************************************************

D.P: Period:

D.T:

UNIT 8:THE STORY OF MY VILLAGE

D. WRITING

I.OBJECTIVES:

By the end of this lesson, Ss will able to write a letter giving directions. Improve writing skill

II.TEACHING AIDS: Text book

III.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.

II-Checking: Asking a student to tell about the changes in your own hometown
III- New lesson: lesson 4:WRITING

Teacher’s activities Students’ activities

WARMER:Asking the questions

1.Where is your house?

2.Could you tell me the way to your house?

PRESENTATION

TASK 1: Reading the letter

- T introduces the situation and asks Ss to work in
pairs .Find Ann’s house on the map by reading
letter.

-Note: Ss can draw the directions while discussing
-Ask them to read the letter again and give

directions.

-T provides some useful expression about directions

* Asking for directions:

+Could you tell me the way to ...?
+ Can you show me how to get to ...?
* Answering for directions:

+ turn left/ right
+ come out of

+keeping walking/ riding/ driving
+ go over/ pass/ walk past/go through
+ take the first /second/third turning.
+turning on the left/ right

+ It’s opposite/ near/ next to/ in front of

TASK2: Asking and answering about directions

on the map

-T asks Ss to work in pairs .Ask and answer about
directions on the map in order to find where the
bookshop , sourvenir shop.

- T goes aroung and help them

-Some Ss answer T’s questions

-The whole class read the letter
-Find Ann’s house on the map
-give directions ans some expressions

-Listen to T's eliciting and copy down

-Work in pairs

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-Call some pairs to practise in pairs aloud
- Listen and correct errors

PRODUCTION

TASK3 Writing a letter giving directions

- T asks Ss to read the requirement in task 3and
explain it

- Ask Ss to write independently and go around the
class , provide help when necessary

-Have Ss compare their writing with a peer
- Peer correction

-Pick up some writing and correct in front of class
-Feedback and give correct answers:

-Work individually and pair work
- Exchange their writing into another
friend

- Correct their mistake from T

IV. CONSOLIDATION: - Summarize their main points

V. HOMEWORK - Write a letter completetly

- Prepare Lesson 5: LANGUAGE FOCUS

**********************************************************************

D.P: Period:

D.T:

UNIT 8:THE STORY OF MY VILLAGE

D. LANGUAGE FOCUS

I.OBJECTIVES:

I-Knowledge: Distinguish two sounds/əu/ and /ou/

Review the conditional sentence type I and Reported speech with statement
II-Skill : Practising skill

II. TEACHING AIDS
III. PROCEDURE

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Asking Ss about tenses that you learnt

III- New lesson: lesson 5:LANGUAGE FOCUS

Teacher’s activities Students’ activities

WARMER: Jumpled sentences

- T asks Ss to arrange given words into a meaning sentence
1.counted/ coming/ cows/ mountain/the/ Mr brown / down.
->Mr Brown counted cows coming down the mounted
2.knows/ Joe/ Rose/ phones/ Sophie/ Sophie/ and Joe/ but/
don’t know/ knows/ Rose.

-> Rose knows Joe phones Sophie, but Sophie and Joe don’t
know Rose knows.

PRONUNCIATION /əu and /ou/

-T helps Ss to distinguish two sounds
*/əu/ ->/a/ and /u/

*/ou/->/o/and /u/

-Ask them to listen and repeat several times

- The whole class

- Some Ss read their answers aloud
-Expected answer:

1A 2.B 3.D 4.B

-Ss distinguish two sounds and listen
to T’s elicit

- Listen and repeat the words in ther
textbook

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2.Practice:

-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction

GRAMMAR:

I-REPORTED SPEECH WITH STATEMENTS
1 Examples:

a.I say, “ You have to work harder, Nam”
-> I say to Nam that he has to work harder
b.I said, “ You have to work harder, Nam”
-> I said to Nam that he hadto work harder
2. Eliciting: Direct -> indirect speech

* say , tell in the present : no change tense of verb in
reported clause

*say , tell in the past : + change tenses of verb by moving
“one tense back”

+ change pronouns : S, O and
possesive adj

+ change adv of time and place

3. Practice: Ask Ss to do exercise 1,2

-T asks Ss to do exercise 1,2 in their text book
-Call on some ss to read their completed sentences.
-Feedback and give correct answers:

II- CONDITIONAL SENTENCES:
1.Examples:

T: What will you do if you have a lot of money?
S: If I have a lot of money, I will buy a new bicycle

2.Form and use

- T elicits Conditional sentences type 1:

If S + V(present) + S+ will/ can + V(bare-infinitive)
- To express Sthing that can happen in future

Note: Unless= If...not

3.Distinguish : When -clause & If- clause

When -clause : refers to “ all time” , not just the present or
future . They express a situation that is always true. It means
whenever

Ex: When winner comes, It ‘ll be very cold

4.Practice : Ask Ss to do exercise 3,4

-T asks Ss to do exercise 3, 4 in their text book
-Call on some ss to read their completed sentences.
-Feedback and give correct answers:

/əu/ /ou/

Cow
House

Town
Mouse
Couch

How

Coat
Bowl
Phone

Note
Bone
Close

- Listen to T's eliciting and change
into reported speech

-compare two senteces and give the
forms

- Give explanation of the way
- practise exercise 1, 2 in their
textbook

Note: say ( to s.o)that
tell s.o

talk to s.o

- Work individually

- Ss read loud their answers in front of
class

- The others listen and correct
mistakes

- Listen to T's eliciting amd copy
down

- Give the form and use

- Work individually

- Ss read loud their answers in front of
class

- The others listen and correct
mistakes

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V.HOMEWORK - Do all exercises again and do more in workbook
- Prepare TEST YOUR SELF

********************************************************************

D.P: Period:

D.T:

TEST YOURSELF C

I.OBJECTIVES:

1. Knowledge: Helping Ss test their knowledge that you learnt in unit 7,8
2. Skill : listening, reading, writing, speaking

II.PROCEDURE:

1. Settlement: Greeting the class & checking students’ attendance.
2. Checking: Asking Ss to answer about grammar

3. New lesson: TEST YOUR SELF C

Teacher’s activities Students’ activities

WARMER:Answering questions

-T asks Ss to answer the questions

1.What have you learnt about grammar and
topic:Entertainment?

2.What are they?

PRESENTATION:
I-LISTENING:

A-TRUE OR FALSE

-T asks Ss to look through the staterments and
understand them in 3 minutes

- T helps Ss to guess they are true or false
-T plays the tape twice and calls some Ss to give
answers

-Feedback and give correct answers:

B-GAP- FILLING

-Listen again and fill each blank with the word you
hear.

II-READING:

Reading the passage and answering the questions
below

-Work in pairs and practise them

-T asks Ss to read five questions first and understand
them carefully

- Go back to the passage and find its location .Then
give their answers

-T goes around the class and encourages help if
necessary.

- The whole class retell what they have
learnt from U4-U6

-Work individually

- Listen and decide if they are true or false
-Some Ss read their answers to the class and
give their explanation

-Expected answer:

A-1.F( Sheila lives in a small village called
Henfield)

2.F(You never have to queue..)
3.T

4.F(There is not much heavy traffic)
5.T

B-1.arenot 2.evenings 3.cinemas
4.theatres 5.knows

- Work in pairs and then exchange their
answers with another pairs

-Expected answer:

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-T explains some newwords if necessary
-T calls some Ss to give answers

III-GRAMMAR:GAP -FILLING

-T can explain how to do the exercise in grammar
- One word is missing from each line . Fill in each
blank with the correct form of a verb in the box.
-Let them have 5 minutes to practise and encourage
them to compare their answers with a peer.

-T calls some Ss to give answers in front of the class.
-Feedback and give correct answers:

IV-WRITING:Writing a letter about directions
-T guides Ss to retell how to write a letter about
directions ( how many parts, form,content...)
-T asks Ss to to work individually and peer correction
- T calls 2 Ss to go to the blackboard and write down
your writing .

- T checks and corrects their mistakes

3.Because they need to do nothing. They
don’t even use their legs and make no
choice. Everything is presented to them.
-Work in pairs

- Listen to T's eliciting and work
individually

--Expected answer:
1.have been/ hadn’t had
2.havenot given/ have paid
3.said

4.had taken

5.thought/ would come
6.told /have got

-Work individually

-Look at the map in the book and write a
letter about direction for your friend

- After finshing , Two Ss go to the board and
write them down.

IV. CONSOLIDATION: - Retell all grammatical points from U7 to U8.

V. HOMEWORK - Do all exercises again and do more in workbook
- Prepare REVIEW

*********************************************************************

D.P:29/11/09 Period:

D.T:01/12/09

REVIEW

A.OBJECTIVES

I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.
II-Skill : Four skills

B.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Asking Ss to answer about grammar

III- New lesson: REVIEW: TENSES & PASSIVE VOICE

Teacher’s activities Students’ activities

Warmer: BINGO

-T asks Ss to work in group of eight

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-Ss listen to write on a small paper and give the Past
and Past participle form of thses verbs

Make finish

go Leave

run See

Play
learn

PRESENTATION

-T asks Ss to give the form of tenses that students have
learnt.

-Complete in the table

Tenses Active Passive
Simple

present

S+V(e,es) S+is/am/are+Vpp
Present

continuous

S+is
/am/are+
V-ing

S+is/am/are+being+Vpp
Past Simple S+Ved/V2 S+was/were+Vpp
Example:

1.They have provided the victims with food and
clothing

-> The victims have been provided with food and 
clothing

2.People speak English in almost everycorner of the

world.

->English are spoken in almost everycorner of the 
world.

PRACTICE:
I .VERB FORM

1.We ( finish) our dinner half an hour ago.

2.How many times you (see)him since he went to
Edinburgh.

3.The farmers (work) in the field now.
4.Rivers usually (flow) to the sea.

5.Mrs Green always (go) to work by bus.
6.She (sit) under a tress when it began to rain.
7.She said she (forget) something at home yesterday.
8.When we (see) Mr Taylor tomorrow, I (remind) him
of that.

II-MULTIPLE CHOICE

1.Jack ...me that he was enjoying his new class.
a. told b.said c.talked d.asked
2.We...friends since we... at college together.
a.have been-were b.were- have been

c.were-were d.had- been

3.If you...me with this exercise ,I will do the
same for you one day.

a.helped b.would help c.help d.will help
4.The English ...good traditions

a.have much b.have many c.has much d.has many

-Work individually

- Listen to T’s instruction and complete
the table the form of active and passive
verbs

-Give the other wexamles to illutrate
Some Ss read their answers to the class
and give their explanation

-Ss work individually

-Give the correct form of tenses of verbs
in parentheses

Expected answer:

1.finished 2.have you seen
3.are working 4.flow

5.goes 6.was sitting

7.had forgot 8.see/ willremind
Expected answer:

1.told

2.have been –were
3.help

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5.If he ..., the results will be better

a. worked b.works c.has worked d.will work

III-MISTAKE CORRECTION

1.Mary is living in LonDon. She have been there for

12 years.

2.If Sarah knew you were here, she willnot go out
3.I have lived in a small house near the coast for

1990.

4.I seethis film three timesup to now.

Expected answer:
1.has been

2.would not
3.since

4.have seen

IV-Consolidation:- Retell all grammatical points from U7 to U8.
V-Homework - Do all exercises again and do more in workbook
- Prepare REVIEW: STRUCTURES

D.P: 30/11/09 Period:51

D.T: 02/12/09

REVIEW

A.OBJECTIVES:

I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.
II-Skill : Four skills

B.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Asking Ss to answer about grammar

III- New lesson: REVIEW: STRUCTURES

Teacher’s activities Students’ activities

WARMER:Find someone who...

Did you use to...? Name
have a favourite toy when you were a

child?

have a nickname?

cry at night when you were a child?
hate school?

play hide andseek?
have a pet?

PRESENTATION

I SENTENCE TRANSFORMATION

-T asks Ss to rewrite each sentence, beginning as shown ,
so that the mening stays the same.

1.She began to play the piano 3 years ago.

->She ...
2.He doesn’t play tennis any longer

->He used...
3.John has invited us to his party tonight.

->We...

4.Sharah got lost and this made her parents very worried.
->Sharah got lost ...

-The whole class make questions for
friends fine someone who used to..
If the answer is”yes” , you write his/her
name in the column

-Work individually
-Expected answer:

1.She has been playing the piano 3 years
ago

2.He no longer plays tennis
He used to play tennis

3.We have been invited to John party
tonight

4.Sharah got lost which made her parents
very worried.

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5.Although the children was poor, they were happy.
->In spite of...
6.Look at these louds !There ‘s no rains on the way.
-> Look at these clouds! It’s ...
7.Because he works harder, he will pass the exam.
-> Because of...

II-FORM :

1.S+ began /started + V-ing /to-inf...ago
->S+has/have/+(been)+ Ving/Ved...since/for
2.Not...any more/any longer

-> No longer/ used to + V-inf

3.Relative pronoun: replace the clause preceding
4.Although In spite of

Though +S+V-> Despite + N/Ving
Even though

5.Because + S+V -> because of + N/Ving
6.Used to + bare inf

Be used to + Ving
Be used to + Infinitive
Be used for + V-ing

III-MISTAKE CORRECTION

1.I’m tired because I’m not used to stayup late
2.Even though the extremely bad weather in the
mountains, my friend decided not to cancel their trip

across the mountain pass.

3.My car, that I have ownedfor five years , is a Ford.

4.If a drop of oil is placed in a glass of water, it would

float to the top.

5.Unless we work harder, we will finish on time
6.Is this the person whose you asked me about?
7.Lan was absent from class yesterday because of she

was ill.

8.Although his illness , he managed to come to school

poor.

6.Look at these clouds! It’s going to rain
on the way.

7.Because of working harder, he will pass
the exam

-Ss give their comment s about the
structures of sentences

-Ss speak loudly and explanation

-Ss work individually and compare their
answer with a friend

-Ss give the correct answers
-Expected answer:

1.to staying
2.In spite of
3.which
4.was replaced
5.If

6.whom
7.because
8.In spite of

IV-Consolidation:- Retell all grammatical points from U7 to U8.
V-Homework - Do all exercises again and do more in workbook
- Prepare REVIEW: REPORTED SPEECH

D.P: 05/12/09 Period:52

D.T:07/12/09

REVIEW

A.OBJECTIVES:

I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.
II-Skill : Four skills

B.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Asking Ss to answer about grammar

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Teacher’s activities Students’ activities
PRESENTATION

1.Examples:

a.“I saw her on my wayto school yesterday” he says
to me

->He says to me he saw her on his way to school
yesterday.

b.“I saw her on my wayto school yesterday” he said
-> He said he had seen her on herway to school the
day before

2.Eliciting:

*When verb: say tell in the present , present perfect
or simple future, no change tense of verb in the
reported clause

* When verb : say , tell in the past , we change the
tense of verb in the reported clause( to move one
tense back)

- change adv of time

- change pronouns , adj possessive for suitably

PRACTICE :

I.Change these following sentences into reported 
Speech

1.” I’ll see you tomorrow”
-> She said...
2.” I met her about three months ago”
-> He told me...

3.” I must go out to post thisbetternow, Mum,” he
said

-> He said ...

4.” If you want to lose weight , you should eat less
meat”

-> The doctor advised her...
5.” We cannot finish th etest in forty five minutes”
->They said...

6.”My husband has gone on business”
-> Mary said ...
7.” I am doing a business couse now”
-> She told me...

8.Mary said “ I canot go to the movie with you ,
John”

-> Mary said...

II.Mistake correction

1.At the interview, they asked me when can you 
start work.

2.She wanted to know whether I have seen Paul

recently

3.I asked Sean howto pronounce his name?

4.The teacher said to her students how many

people there were in their class.

5.He asked me how long had I been waiting for

him

-Ss retalk the ways to change directed
speech into indirected speech

-Distinguish two sentences

-Listen to T’s eliciting

Ss work individually and then compare
their answer with a friends

-Ss go to the board and write down
-The others check and correct mistakes
Note: * Change adv of time , place

Directed speech indirected speech
Here

Before
Last week
Next week
Now
This
These
Today
Tomorrow
yesterday

There
Ago/earlier
The week before
The next week
Then

That
Those
That day
The next day
The day before
The previous day
I

You
We
My

Yours truly, our
me

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IV-Consolidation:- Retell all grammatical points from U7 to U8.
V-Homework - Do all exercises again and do more in workbook
- Prepare REVIEW: CONDITIONAL SENTENCES

D.P: 23/12/08 Period:52
D.T:25/12/08

REVIEW

A.OBJECTIVE:

I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.
II-Skill : Four skills

B.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Asking Ss to answer about grammar

II- New lesson: REVIEW: CONDITIONAL SENTENCES

Teacher’s activities Students’ activities

CONDITIONAL SENTENCES
1.Real conditional sentences

a.Future possible

If + S+V(simple present), S+ will +V-bare inf
b.habitual

If + S+V(simple present), S+ V(simple present)

2.Present unreal conditional sentences

If + S+V(simple past), S+ would/could+V-bare inf
Be-> were

3.Past unreal conditional sentences

If + S+V(past perfect), S+ would/could+have +Vpp

4.If clause -> unless

* negative -> affirmative(main clause doesn’t change)
Ex: If you don’t study hard, you’ll fail in the exam
-> Unless you study hard, you’ll fail in the exam
*Affirmative -> Affirmative ( Main clause -> reverse)
Ex: If I have time . I’ll help you

-> Unless I have time , I won’t help you

5.As if and as though

-Ss listen and give out examples
Ex: If I have money, I will buy new
car.

Ex: Ann usually walks to school if
she has enough time

Ex: If you went to the post office, I
would meet you

Ex: If we hadn’t attended the
course , we would have failed the
exam

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* Real in present

S+V(present) + as if /as though +S+V( present)
* Unreal in present

S+V(past) + as if /as though +S+V( past)
* Unreal in the past

S+V(past) + as if /as though +S+V( past perfect)

PRACTICE
WORD FORM

1.If I (know )...his telephone number . I’d give it to
you

2.Hecould get a job easily if he (have ) ... a degree.
3.Henry talks to hisdog as if it (understand ) ... him
4.If she (not hurry) ..., she may be late

5.Water ( not run ) ...down hill if there were not
gravity

6.He looked tired as if he ( work ) ...very hard

7.If you ( turn ) ...out the light , we shall be in the dark.
8.He might get fat if he (stop) ...smoking

9.I ( accept) ... if they invite me to the party

REWRITING SENTENCES:

1.Alan always ate breakfast , he wouldnot overeat at
lunch

-> If...
2.The wind is blowing hard , so I won’t take the boat out
for a ride.

-> If...
3.We don’t visit our parents very often because they live
so far away

-> If...
4.I can’t look the word up because I havenot got a
dictionary.

-> If...
5.Nick can’t find the way because he hasnot got a map
-> If...

Ss work individually and then
compare their answer with a
friends

-Ss go to the board and write down
-The others check and correct
mistaks

IV-Consolidation: Ask Ss to retalk the grammatical points in this lesson
V-Homework -Do more exercises in work book

- Prepare REVIEW 5

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D.T:

REVIEW

A.OBJECTIVE:

I-Knowledge: Helping Ss revise the grammatical points from U1 to U8.
II-Skill : Four skills

B.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: Asking Ss to answer about grammar

II- New lesson: REVIEW: EXERCISES

Teacher’s activities Students’ activities

PRONUNCIATION

I -Choose the word whose underlined part is 
pronounced differently from that of the others

1a.around b.mouse c.count d.country
2a.mechanic b.achievement c.chemistry d.school
3a.cut b.fun c.pull d.button
4a.camera b.famous c.glad d.family
5a.seat b.leave c.increase d.ready

II-Stress:

6a.computer b.important c.village d.condition
7a.television b.community c.atmosphere d.damage
8a.persuade b.relax c.research d.export

MULTIPLE CHOICE

1.Yesterday , when I ...at the station , the train...for

15 minutes

a. arrived/ had left b.arrived /left
c.had arrived /left d.arrived/ has left
2.Would you mind...me hand with these bags?
a. give b.to give c .giving d.to giving
3.When I was a child I...fishing with my father on
Sunday morning.

a. went b.had gone c.used to go d. was used to going
4.Marie Curie harboured the dream of a ...career which
was impossible for a woman at that time.

a. scientist b. scientific c. science d. scientifically
5.This computer isnot capable ...running this software.
a.on b.of c.in d.for

6.Students for ...English is a secon language should
consider taking the course.

a. who b. whom c.that d.whose
7.If I ...John tonight , I ...him my plans

a.saw/told b.will see/will tell
c.see/will tell d.will see/tell

MISTAKE CORRECTION

1.Even though the extremely bad weather in the
mountains , my friends decided not to cancel their trip

across the mountain pass

2.Have the play already startedwhen you got to the
theater?

3.My car, that I have ownedfor five years, is a Ford.

Ss work individually and then
compare their answer with a
friends

-Ss go to the board and write down
-The others check and correct
mistaks

* Expected answer
pronunciation

1.d 2.b 3.c
4.b 5d

6.c 7.b 8.d
multiple choice
1.a 2.c
3.c 4.b
5.b 6.b
7.c

mistake correction

1.Even though-> Despite, In spite
of

2.Have -> Had
3.that-> which

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4.The installation of the new computer systerm will 
completedby next month

5.She wanted to knowif I saw Paul resently

IV-Consolidation: Ask Ss to retalk the grammatical points in this lesson
V-Homework -Do more exercises in work book

- Prepare THE FIRST SEMESTER TEST

D.P:06/12/09 Period:54

D.T:07,08,09/12/09

UNIT 9: UNDERSEA WORLD

A. READING

I.OBJECTIVES:

- Helping Students get knowlegde about undersea world

-Use vocabulary items related to the undersea world to read and talk about the topic

II.TEACHING AIDS: text book……

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: No

3- New lesson: Lesson 1: READING

Teacher’s activities Students’ activities

Warm up: Brainstorming

-T asks Ss to give words that are related to the sea and write into a
small paper

- T calls on some Ss to write on the blackboard
shark
UNDER

dolphin SEA Fish
Seal whale
Starfish

- Ss work in groups of six
and write the words related
to the sea and write into a
small paper

- Write them on the board

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PRE-READING

Activity 1: Names of the oceans on the map

-T asks Ss to look at the map carefully and give the VietNamese
names for the oceans on the map

- Work in groups of five

- The winner is the group who finds the correct answers in the
shortest period of time

- Rub out and remember

Activity 2: Names of sea animals

- T asks to give the VietNamese names of the animals in the
pictures

- Then T asks Ss for the English names of these animals
-If Ss do not know them in English , T should provide them

Activity 3:Pre-teaching vocabulary

+ Bay(n):
+ mystery(n):
+ beneath(pre) [bi'ni:θ]: under st/sb :
+Submarine:
+ Marine: life in the sea:

+ fall into: to be able to be divided into sth:
+ water current (n):

+ organism(n) ['ɔ:gənizm]:

+ at stake : at risk : bi de doa

-T may delete the English words and asks Ss to write them again
-Read them carefully

WHILE READING
TASK 1: GAP-FILLING

-Read the passage quickly and stop at the lines that contain these
words to guess their meanings

- Then read the sentences carefully to understand and choose the
most suitable one to fill in the blank.

- T asks Ss to work individually to do the task
- T goes around to help Ss when necessary

- Encourage Ss to exchange their answers with other Ss
- Tell them and explain their choices

TASK 2: ANSWERING QUESTION

-T instructs Ss to use some strategies to do the task

- Go back the passage to find out the information for the questions
- T asks Ss to work individually first and then discuss their
answers with peers

- T calls on some Ss to write their answers on the board and ask
them to explain their answers

-Feedback and give correct answers:

POST READING :SUMMARY THE TEXT

-Complete the passage by filling each blank with the word or
phrase given in the box .

- Work in groups

write the names of the
oceans on the map
- Expected answer:
1. Arctic Ocean:['ɑ:ktik]
2.Antartic Ocean:
[„n'tɑ:ktik]

3.Pacific Ocean: [pə'sifik]
4.Atlantic Ocean: [ət'læntik]
5.Indian Ocean: ['indjən]
-Expected answer:
1.Seal: [si:l]

2.Jellyfish: ['dʒelifi∫]

3. Turtle: ['tə:tl]
4.Shark: [∫ɑ:k]
- Work individually

- Pronounce these words in
chorus

-Rub out and remember

- Work individually
- Expected answer:
1.tiny

2.investigate
3.gulf

4.biodiversity
5.samples

-Expected answer:
1.three- quarters
2.mysterious
3.modern
4.discoveries
5.biodiversity
6.huge

7.plants and animals
8.closely connected

4-Consolidation:- Summarize the main points of the text
5-Homework - Learn by heart new words

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D.P:07/12/09 Period:55
 D.T:09,

UNIT 9: UNDERSEA WORLD

B. SPEAKING

I.OBJECTIVES:

By the end of the lesson Students will be able to

+ offer solutions to sea problems using should / shouldn’t
+ talk about causes and consequences of sea problems
+ report on discussion results

II.TEACHING AIDS: text book,picture
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Reading the passage and answering the questions without textbook
3- New lesson: Lesson 2: SPEAKING

Teacher’s activities Students’ activities

Warmer: Pictures description

-T asks Ss to work in groups to discuss
1.What can you see in the pictures

2.What problem is it?

PRESENTATION

TASK 1:OFFERING SOLUTIONS

- Work in pairs to put the actions in the order of importance and
then say what we should or should not do

- Before the task , T asks Ss to read through the actions
- Elicits vocabulary

+ to place= to put
+ sparingly (adv)

+ to threaten (v) = endanger(v)
+ herbicide(v) thuôc diêt cỏ
+ to dispose of(v): loai bỏ

+ pesticide (n): thuốc saâu

* In your opinion, which action should you do to protect oceans at
first?

* which action should not you do

- T goes around and help them if necessary

- Work in groups

- Picture 1 & 3: Rubbish in
the shore

-Picture 2: oil spill
- Ss speak their ideas in
front of class

- Before doing the task, Ss
read through the staterments
and understand them

- Pronounce the newwords
- give the Vietnamese
meaning of them

- Ss represent their ideas
about problems

a.we should
b.we should
c.we should
d.we should not
e.we should not
f.we should
g.we should

h.we should

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- T asks Ss to reprsent their answers

TASK2: DISCUSSING CONSEQUENCES AND OFFERING
SOLUTIONS

-T asks Ss to work in groups and discuss the consequences that
might occur and offer solutions

- Useful expressions

+ to make sth/ sb + adj : this makes the ocean polluted

+ to result in +N: Over-fishing results in the extinction of some
fish species

+ to cause: Oil spills cause ocean pollution

- T might give the handout to help them in discussing

Threats consequences solutions

1.beaches filled
with plastic bags

Polluted water Place plastic bags
in proper dusbins
2.whales and

hurnted for food

Extinct/ disappear Don’t let people
sell whale products
3.Explossives used

to catch fish

Polluted water Be banned
4.oil spilled from

tankers Polluted water Punish captain

POST-SPEAKING

TASK3: REPORTING THE RESULTS

- T calls on the representative of each group will present their
group’s ideas in front of class

- T listens their comments and gives feedback

the consequences that might
occur and offer solutions
-Ss write simple ideas into
the box

- Give more other

consequences and solutions

Example:

A: Beaches are filled with 
plastic bags , pieces of glass
and cigarette butts .This 
makes the sea polluted and 
endanges sea plants and 
animals

B. We should clean beaches 
and tell other people not to 
litter them.

-Report their result of their
group

- The others listen and
supply more ideas

4-Consolidation:- Summarize the main points of the text

5-Homework - Talking about the consequences and solutions of sea problems
- Prepare Lesson 3: LISTENING

D.P:13/12/09 Period:56

D.T:

UNIT 9: UNDERSEA WORLD

C. LISTENING

I.OBJECTIVES:

I-Knowledge: Helping Ss get information about sea animals
II-Skill : Listening skill

II.TEACHING AIDS: cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Talking about threats , consequences and solutions of oceans
3- New lesson: Lesson 3: LISTENING

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WARMER: Answering the questions

-T asks Ss to look at the picture and answerT’s questions first

1.Do you think whales are fish?Why not?
2.Why do people keep hunting for whales?

PRE-LISTENING
Activity 1:Vocabulary

-Before eliciting some newwords, T helps Ss to pronounce the
words given in the book.

-T read aloud first and ask Ss to repeat in chorus and

individually

+to keep+V-ing:

Ex: We keep working hard in this course
+ krill(n) :nhuyeãn thể

+ whaling(n) hunting for whales: săn cá voi

+to migrate(v) to move from one habitant to another according
to the seasons: di cö

+conservation(n) : sự bảo tồn

WHILE-LISTENING

TASK1:TRUE OR FALSE STATEMENTS

-T instructs Ss to listen to a passage about the whales.Listen and
decide whether the staterments provided are true or false.

-Before listening , T asks Ss to read all statements to understand
and underline key words.

-Play the tape three times
-Call on some Ss to answer
-Feedback

TASK2: ANSWERING QUESTIONS

- You are going tolisten to the tape again to answer the question
in the textbook

-Ss read through the questions and underline key words.

-Guess the answers to the question based on the previous times
of listening

- Play the tape again

- T asks Ss to work in pairs to exchange answers
- T checks their answers

POST-LISTENING

-Work in groups to talk about whales using the cues provided

The whole class look at the
pictures and answer Qs

+ They are not fish because they
raise their young on milk

+ Because they catch whales for
food , oil ,leather and other
products

-Work individually

- Speak aoud the newwords and

elicit ther meaning

- Guess what topic you will
listen today

- Work individually
- Read all statements to
understand and underline key
words.

- Expected answer:

1.F( it is the largest animal)
2.T

4F(because of heavy hunting
pressure)

5.T

-Work in pairs

-Guess the answers first
-Listen to the tape again and
answer the questions

-Expected answer:

1.30 metres in lengthand 200
tons in weight

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+ their length and weight

+their feeding grounds and food
+the reasons for protecting whales
-T goes around to offer help

-T asks some Ss to give a talk about whales
- Feedback and give correct answers:

5.to stop most whaling
6.Whales disappear forever

4-Consolidation:- Summarize the main points of the text

5-Homework - Talking about the information of whales and write a short paragraph
-Learn by heart new words

- Prepare Lesson 4: WRITING

D.P: 14/12/09 Period:57

D.T:

UNIT 9: UNDERSEA WORLD

D. WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to write a descriptive paragraph about dolphins by using
the facts and figures from table

II.TEACHING AIDS: text book
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Talking about information of whales from listening
3- New lesson: Lesson 4: WRITING

Teacher’s activities Students’ activities

WARMER:Brainstorming

-T divides the whole class into 8 groups
-In 3 minutes , Ss write many piecies of
information about dolphins as possible

-The group with the most details will be winner

Dolphin

PRESENTATION

TASK1:Exploiting the model
1.Vocabulary

-T elicits some newwords that appear in the
text or in the table

+ sperm whale(n) cá nhà táng
+ squid(n) :mực

+ gestation(n) : thời kì thai nghén
+ entrapment(n) :bị mắc bẫy
+habitant(n) :môi trường sống
+offspring(n)= a child , the young of an
animal

+ Life span(n)= the length of time that sth is
likely to live: tuổi thọ

-Work in groups of 8

-Write the words that are related to the words “
dolphin”

+ Length and weight

+ their food and feeding grounds
+ populations

+ reasons for protecting

-Work individually

-Give the VietNamese meaning of the words

from the paragraph

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2.Format of a descriptive paragraph

+ Topic sentence: what you want to derscribe
about

( provides the name of sthing you are going to
write about and its most remarkable feature)
+ the other sentences : describe the sthing’s
details

+the last sentence: problems , concerns and
people and you want to write

3.Filling in the table

-T asks Ss to read the paragraph carefuly and
complete the information in the table

-T gets ss to exchange with another peer
-T checks Ss answers by asking some Ss to go
to the board to write their answers

-Feedback and give correct answers:
4 TASK2:Writing :

-T asks Ss to write the topic sentence for the
paragraph

-T checks their topic sentences nd provide
feedback and give correct answers:back
- Then ask Ss to write the paragraphs : remind
them to refer to the model paragraph in task 1
-While Ss write , T goes around to observer
and provide help.

-If Ss find it difficult, T may ask them to write
sentence by sentence and combine them later
POST-WRTING

- T asks Ss to exchange their paragraph with
another student for peer correction

-Collects mistakes and errors
-T gives general cooments

-Ss format the paragraph by asking the teacher
-Work individually

-Work in pairs and complete the table
SPERM WHALE

Range& habit All oceans

Prefer waters with high squid
populations

Size Male:18m in length :
54,000kg in weight

Female:12m. 17,000 kg

Feeding 
habits

Carnivores :eat mainly
squid.Eat up to 1500 kg of
food daily

Offspring Give birth to one calf every
5-7 years.Gestation period
:14-19months

Life span Up to 60-70 years

Special 
features

Biggest animals that have
teeth on Earth.Have the
largest brain of all mammals

Conversation 
concerns

At risk due to hunting and
accidental fishing net
entrapment

4-Consolidation:- Summarize the main points of the text

5-Homework - Rewrite a a descriptive paragraph
-Learn by heart new words

- Prepare Lesson 5: LANGUAGE FOCUS

D.P:15/12/09 Period:58

D.T:

UNIT 9: UNDERSEA WORLD

E. LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the sounds/i /and /u /
- Grammar: should or shouldn’t andconditional type 2

II.TEACHING AIDS: Text book, cassette player
III.PROCEDURE:

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2-Checking: Talking about information of whales from listening

3- New lesson: Lesson 5: LANGUAGE FOCUS

Teacher’s activities Students’ activities

PRONUNCIATION:
Activity 1

*Examples:

Bear meat fear sure pure
/ea/ /i:/ /i / /u / /u /
-Help Ss to distinguish these the sounds

-Instructs the way to pronounce them

-Ask the whole class listen and repeat them in chorus

Activity 2:Practise the sentences
Grammar:

I-SHOULD and SHOULDNOT
1.Examples:

a.She looks tired.->She should go to bed

b.Peter has got avery bad cold-> He shouldnot go out
2.Form:

SHOULD

SHOULDNOT V-(bare infinitive)
3.Meaning:

SHOULD do sth= It is a good thing

SHOULD not do sth= It isnot a good thing
4.Practice : do exercise 1&2 in the textbook

-T asks Ss to do exercise 1 &2

-T goes around and help them

- call on some Ss to write their answer on the board
-feedback

II-CONDITIONAL SENTENCE : TYPE2
1.Example :

a.Today peter is ill, he cannot go to the school
-> If today Peter werenot ill, he would go to school
b.She eats too much sugar, she is very fat

->If she did not eat too much sugar, she wouldn’t be fat

2.Form:

If S+V(past subjunctive ) , S+ would/could + V(bare infi)
-> to express things or action that are unreal (not true or not
possible) in the present or in the future

Not : be ->were for all Subjects

3 Practice : do exercise 3(textbook)
Put the verbs into the correct form

PRODUCTION: Matching game

-T asks Ss to read the If-clause in the left column and the

main clause in the right column and matching them

If clause Main clause
1.If I had a big house

2.If she didn’t est much
sugar

3.If he did morning
exercises

4.If the students worked

a.They would give the good
marks

b.He would be fit
c.I could invite many
friends to my house
d.She would be fat

-Distinguish the sounds
-Repeat after T

-Practise the sentences

-Listen to T’s eliciting and copy
down

- Do exercise 1&2 in the textbook

-The whole class make the
conditional sentences
- Give the form and uses
- Practise exercise 3 in the
textbook

-Expected answer:
1.didn’t go

2.would feel
3.would take
4.refused
5.wouldn’t let
6.closed down
7.pressed
8.would be
9.didnot come
10.borrowed
11.walked

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harder

4-Consolidation:- Summarize the main points of the text
5-Homework - Review the conditional clauses

-Do exercise 1,2 and 3 again and do more in workbook
- Prepare Lesson 1: READING

D.P:21/12/09 Period:59

D.T:

UNIT 10: CONSEVATION

A.READING

I.OBJECTIVES:

By the end of this leson Ss will be able to improve reading skills as scanning for specific
information about Conversation and guessing meaning in context

II.TEACHING AIDS: Text book, pictures
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Rewriting the conditional sentences

3- New lesson: Lesson 1: READING

Teacher’s activities Students’ activities

WARM UP: BRAINSTORMING

-T asks Ss to give some difficult problems which people
have all over the world(poverty, hungry, Aids, ..)

-T asks Ss to work in group by brainstorming that related to
environment

-T says : One of solutions about environmet is
“Consevation”

* What is consevation?

PRE-READING

Activity 1: Answer the questions

-Look at the pictures, and then answer the questions:
1.Have you ever visited a zoo or a forest?

2.What animals are you interested in ? why?

3.Do you need to protect animlas and forests? Why or why
not?

-T goes around and to provide help

-T calls on some ss to answer the question in front of class

Activity 2:Present vocabulary

-T asks Ss toread through the passage and present
vocabulary

+ to destroy(v) end sth, kill sb/ sth

pollution
Environmental
forest fire problems

floods
Answer: Consevation is the

protection of naturalthings , such as
plants and animals

-Look at the pictures and answer T’s
questions

-Some Ss speak their ideas in front of
class

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-> destruction(n) sự phá hoại
+ to play an important in Sth

+ to clean up (v) : to make sth clean and neat
+ to consever(v) to protect sth from harm
+ to pass law(exp)

-To worsen(v) to become worse
-T asks Ss to read these words aloud
-Rub out and remember

WHILE-READING
TASK1: MATCHING

-T asks Ss to amtch the word in column A with a suitable
defition in column B

-T writes the words on the borad

- Call on some Ss to give the correct answer
-feedback

TASK2: TRUE OR FALSE

-T asks Ss to read the passage clearly and decide if the
staterments are ture or false

-Let them have 3 minutes to work in silent annd then
encourage them to compare with a friend

- T calls on some Ss to give ther answer in front of class
-Feeback

TASK3:MAIN IDEAS FOR EACH PARAGRAPH

-Choose the most suitable main idea for each paragraph
and get some evidents from the passage

-Calls some ss to give the correct annswer and support ther
explanation

POST-READING

Work in groups : Answer the questions

1.What is the consequence of losing forest?
2.How important is water in our life?

3.What should we do for the future of our planet?

out the newwords

-Give the VietNamese meaning
-Pronounce them aloud

-The whole class

-Read the passage and give the part
of speech of words in task1

- Match them with defition
-Expected answer:

1.C 2.A 3.D 4.B
-Th e whole class read the statements
and decide if they are true or fasle
-Some Ss speak out their answer and
explanation

-Asnwer:

1.T(line2 ) 2.T(line 3-5)
3.T(line11-12) 4.T(line15-16)

5.F(line 11-12) 6.F

-Work in pairs
-Answer:

A-3 B-4 C-2

-Work in groups of 6

4-Consolidation:- Summarize the main points of the text
5-Homework -Learn by heart new words

- Prepare Lesson 2: SPEAKING

D.P:28/12/09 Period:60

D.T:

UNIT 10: CONSEVATION

B.SPEAKING

I.OBJECTIVES:

By the end of this leson Ss will be able to talk about advantages and disadvantages of the
new kind of zoo

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III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Checking their new words

3- New lesson:Lesson 2: SPEAKING

Teacher’s activities Students’ activities

WARM UP:CATOGORIES

-Instruction: Below is the list of animals .Classify them to
the following catogories

Handout:

Farm animals Wild animals Pets
Horse, elephant, monkey, sheep, pig, hen, tiger, graffe,
snake, lion, cat, pirrot, tortoise, fish, panda, shinoceros...
-Make questions and answer them

1.Have you ever been to the zoo?

2.What animals can you see in the zoo and in the wild?
3.What are zoo opened for?

4.What animals are in danger?

PRESENTATION
TASK1:Discussion

Instruction: You are required to work in pairs to put the

actions in the order of importance and then say what we
should or shouldnot do

-T reads through two paragraphd loudly
-presents vocabularies:

+sensitive(adj)quick to response to: nhạy cảm
+Imprison(v) put or keep prison

+reconstruct(v) build again

+reintroduce(v)tha ûvề môi trường cũ
+to be famous for (exp)

-T asks Ss to answer Ss questions by discussing the
information in paragrapg A-B

-Call on some Ss to give the correct answers
-Feedback

TASK2: Agreement and disagreement

-T asks Ss to put a stick (v) in the right column to show
your agreement and dis agreement. Then share your ideas
with a partner.

-T asks to use structures to express someone’s opinion
*Useful language

+ Asking opinions:What do you think of...?

Do you think...?

Do you agree with...?
+ Giving opinions: I think... ... ...
I don’t think... ... ...
In my opinion... ... ...
+Showing agreement: I agree with you

Yes, I think you are right
Exactly

-Work in groups

- Go to the blackboard and write
down quickly

- Another Ss check and correct
*Expected answer

Farm
animals

Wild
animals

Pets
Horse,

sheep,
pig, hen,

fish

Elephant,
monkey,
snake, lion,
tortoise,
panda,
shinoceros

Cat,
parrot,
fish

-Listen and answer T’s questions

-Listen to T’s instruction

-Work in pairs
*expected answer:

1.They are opened to help
endangered species develop
2.The animals are not kept in
cages .They can live in their natural
environment

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+ Showing disagreement:I don’t really think so
Yes, ..but..

I would doubt that

-T set the model

T:I think It would be better for animals if they live in the
zoo of the new kind because they may have better food
S: I agree with you

TASK3: Advantages and disdavantages

-T asks Ss to work in groups again to discuss the

advantages and disdavantages of the new kind of zoo using
the cues provided in the textbook

-Then share group reports in front of the class

PRODUCTION : REPORTING

-Work in groups

-Talk about advantages and

disdavantages of the new kind of zoo
using the cues

-The representative of each group
will present their group’s ideas

4-Consolidation:- Summarize the main points of the text
5-Homework -Learn by heart newwords

- Prepare Lesson 3: LISTENING

D.P:29/12/09 Period:61

D.T:

UNIT 10: CONSEVATION

C. LISTENING

I.OBJECTIVES:

By the end of this lesson Ss will be able to get specific information about forest fires
-Improve listening skill

II.TEACHING AIDS: text book, cassette player
II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to speak your ideas about a new kind of zoo
3- New lesson: Lesson 3: LISTENING

Teacher’s activities Students’ activities

WARM UP: NOUGHT and CROSSES

-T puts a grid on the board with nine words which Ss have learnt from the
previous lessons

Conserve Clean up Destroy
imprison reintroduce Sensitive
Hydroelectric worsen destruction

PRE-LISTENING
1.Discussion

-T asks Ss to work in groups to discuss what may cause a
forest fire.

-T calls on some Ss to present their answer

2.Present vocabulary

+ forester(n) a person in charge of a forest or skilled in
forestry

+ awful(adj) very bad or pleasant
+ to put out(v) :dập lửa

-T asks Ss to listen and repeat the given words in the
textbook

WHILE-LISTENING

TASK1: NUMBERING EVENTS

-Ss work in pairs .One of the students
copies the grid in his /her book
-make sentences with these words

If the sts is correct , she /he puts the
mark “O” or “X” in that square

-Work in groups

The cause campfire

of forest fire butts of burning
cigarettes
lighting

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Instruction:You are going to listen to a passage about forest
fire .Listen and number the events in the order you hear
-First, T asks Ss to read through the sentences to
understand what each of them is about

-Underline key words

-Then play the tape sothat Ss listen clearly
-Call on some Ss to give their answers
-Listen and give the correct answer

TASK2: TRUE OR FALSE STATEMENTS

-Now listen again and decide whether the following
statements are true or false

-Before listening again , T asks Ss to read through the
sentences to underline words

-Play the tape again

--Call on some Ss to give their answers
-Listen and give the correct answer

TASK3: CHOOSE THE SENTENCES HEARD

-T asks Ss to put a tick (v) in the appropriate box after
listening again

-Read through the sentences you understand
-Check and give feedback

POST-LISTENING

Work in pairs : Say how a forest fire may start and what
every camper ought to remember

Student A: a journalist
Student B:a forester

-Listen to T’s eliciting

-Work individually and then compare
their answer with a peer

-Expecetd answer:
3-2-5-1-4

-Read the sentences and decide
whether they are true or false
- Give the correct answer and
explanation

- Pay attention to key words
*Expected answer:

1F(It spreads quickly)
2F( in late summer)
3.T

5F( It is the duty of everyone of us)
-Read them silently

-Pay attention to the different parts
-Give the correct answer

1.A 2.B 3.A
-Work in pairs

4-Consolidation:- Summarize the main points of the text
5-Homework -Learn by heart newwords

- Prepare Lesson 4: WRITING

D.P:30/12/09 Period 62

D.T:

UNIT 10: CONSEVATION

D. WRITING

I.OBJECTIVES:

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III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Talking about some causes of a forest fire

3- New lesson: Lesson 4: WRITING

Teacher’s activities Students’ activities

WARM-UP:Jumpled sentences

-T asks Ss to work individually and arrange these jumpled
words into a meaningful sentence

*Dinner/ evening/ for/ go/ like/ out/ this/ to/ you/ would?
-> Would you like to go out this evening for dinner?
*Ask some questions:

1.What purpose of this question is it?

2.Have you written a letter of invitation ? On which
occasion?

3.What do you often write in a letter of invitation?
4.What are some expressions do you write in
a letter of invitation?

PRESENTATION
TASK1:Matching
1.Vocabulary

-T asks Ss to read the requirements to understand .Then
match the first half in A with the suitable half in B
-T writes their answers on the board and gives any
correction

-T gives the form of the verb in the structures
1.Let’s + bare infinitive.
2.Why don’t you/ we + bare infinitive?
3.Would you like + to- infinitive?
4.Do you feel like + V-ing?

5. Can you/ could you + bare infinitive?
6.How about/ What about +V-ing?

7.Shall we + bare infinitive?
8.Are you free + to -infinitive?
9.I suggest + V-ing.

Task 2: Letter completion

Instruction: You are required to fill each blank in thses

invitation letters with a suitable expression provide in task
1. For each blank you can have more than one answer.
- First T asks Ss to read through the letters to understand
the content of them

-Pay attention to the form of the verb that follows the blank
and then find the suitable expression to complete.

-T gets ss to exchange with another peer

-T checks Ss answers by asking some Ss to go to the board
to write their answers

-Feedback and give correct answers:
4 TASK3:Writing :

-T asks Ss to write an invitation in which Nam invites Lam
to spend a weekend with him, using the cues provides.
-T reminds Ss that they sholud use all the language items
provides together with other items to produce meaningful

-Work individually and speak out the
sentence

-Give the VietNamese meaning of
the words from the paragraph
-Read them carefully

-The whole class listen to T and
answer Qs

-Listen to T's eliciting and copy
down

-Give another example

-Work individually

-Encourage Ss to exchange their
answers with another peer
- Give correct answers

1.Are you free/ Would you like
2.Would you like/ Are you free
How about/ What about

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and grammatically( tense of verbs, articles, prepostion...)
correct sentences

-T goes around and help them

-While Ss write , T goes around to observer and provide
help.

-If Ss find it difficult, T may ask them to write sentence by
sentence and combine them later

POST-WRITING

- T asks Ss to exchange their paragraph with another

student for peer correction

-Collects mistakes and errors
-T gives general comments

-Work individually
-Peer-correction

4-Consolidation:- Summarize the main points of the text
5-Homework - Complete the letter at home

-Learn by heart the strutures

- Prepare Lesson 5: LANGUAGE FOCUS

D.P: Period:63

D.T:

UNIT 10: CONSEVATION

E.LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish two sounds /b/&/p/, using Passive Voice
correctly

II.TEACHING AIDS: Text book, cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Checking their newwords

3- New lesson: Lesson5: LANGUAGE FOCUS

Teacher’s activities Students’ activities

PRONUNCIATION

Activity 1:Pronounce the two sounds separately
-T models the two sounds twice or three times
- T pronounces the sounds and asks Ss to repeat
-T gives feedback

Note: p, b stand after m-> they are not pronouced

Activity 2:Practise the sentences

-T reads the sentences and asks Ss underline the words with
the sounds and write/ b/or /p/ under them

-T asks Ss to practise the sentences in pairs
-T goes aroung to provide help

GRAMMAR: PASSIVE VOICE
1.Examples:

-T asks Ss to change thses sentences into passive voice
a.My mother wrote this article yesterday.

b.She can use English everyday.
->

c.We have used this car for ages
->

2.Form and use:

The whole class listen and repeat
the words in their textbooks.
-Some Ss read them loudly

-Practise the sentences individually

- Work individually

-Change the sentences into passive
voice

-Go to the board and write their
answers

-Give feedback

1.This artice was writtenby my
mother yesterday

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a.Form: AV: S + V + O
PV: S be+past participle by O
-T elicits the form and meaning , use of the passive voice
-T revises the ways to change a active sentece into a
passive one

+The passive can be used in various tenses
+ Meaning: Passive

+Use: express what happening , not who or what did it
3.Practice : do exercise 1 and2 in textbook

- T goes around and help them

-T asks Ss to compare their answers with another student
-T calls on Ss to write and give the correct comment

PRODUCTION

Mistake correction: Find out the mistake in the following
sentences and correct them

1.This room has been used by nobody for age
2.The article was written yesterday by my mother
3.Is beef eaten by people in India.

4.Books may be borrowed from our library by readers.
5.The chickens often are fed twice a day.

3.This car has been used for ages

-Retell the form , use and tenses in
passive sentences.

-The whole class do exercise 1,2,3
- Compare their answers with a peer
- Read their answers in front of class
and give explanation

-Work in groups

4-Consolidation:- Summarize the main points of the text

5-Homework - Practise exercises in textbook again and in workbook
-How to change a passive voice

- Prepare unit 11- READING

D.P:03/01/2010 Period:64

D.T:05;06;07/01/2010

UNIT 11: NATIONAL PARKS

A. READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve reading skills as scanning for specific

information and guessing meaning in context

II.TEACHING AIDS:text book, pictures…
III.PROCEDURE:

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2-Checking:

3- New lesson: A.READING

Teacher’s activities Students’ activities

PRE-READING

Activity 1:Answering the questions

1.Name some national parks in VietNam you know or hear
about

2.What trees and animals can you see in a national parks?
-T asks Ss to look at the pictures of three national parks on
page 112 and asks:

3.Where are they of them located?

4.What are the most important feature of them?

Activity 2: Presenting new words

+to be located in =to be in a particular place
+ establish(v) = set up

+ rain forest (n) = tropical forest = temperature forest
+ orphan(n) = a child without partents

An animal without mother-> orphanage(n) = home for
orphan

+ toxic (adj) = poisonous

Activity 3: Rub out and remember

WHILE READING

TASK1: WORDS’ DEFINITION

-T asks Ss to read the definition intask 1 and guess their
meaning .Then turn back the passage and find the words
that express its definition

- Encourage Ss to compare their answer with a partner
-Call on some Ss to speak and give the VietNamses
meaning if necessary

- Give the correct answers

TASK2; COMPREHENSION QUESTIONS

-T asks Ss to read the passage carefully again and answer
the questions in the textbook in pairs

- Call on some pairs to practise them
- Feedback and give correct answers:

TASK3:COLLECTING INFORMATION

-T asks Ss to work in groups of 4 and find the simple
information about three national parks

-Complete the following table

Cuc phuong Nairobi Everglades

Location In south west
of HaNoi-Vn

In kenya In the south
easten US
Special 
features
-butterflies ,
caves,
mountains,
1,000 year old
tree.

-contain 200
km2of

rainforest
-large

variety of
animals &
plants
-lots of
orphaned
animals are
taken care
-both
tropical &
temperate
forest
-toxic levels
of chemical
in the water

The whole class listen to T’s
questions and answer

Expected answer: cuc phoung, cat
Ba, Cat Tien , phong Nha -Ke bang,
Bach Ma, U minh.

2.Old trees and rare and endangered
animals

-Discuss in groups about two
questions

- Read through the three passage and
find out newwords that don’t mention

in task 1

- Give the meaning and make
sentences with them

- Pronounce them in chorus
- Rewrite them after T deletes
English words

The whole class do task 1.
-Expected answer:

1.establish 4.survival
2.contain 5.sub-tropical
3.species 6.contamination

- Read the passages and answer the
questions in pairs

- expected answer:
1.200 square km(line4)

2.because the rainy season is over
3.They can learn about the habits of
animal, how to recognise the

different and how one species is
dependent upon another for
survival(11-13)

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POST-READING

-Asnwering the questions in groups

1.In three national parks you’ve learnt what park would
you like to visit? Why?

2.Why do government set up national parks in their country
?

*to protect wildlife

-Work in groups

4-Consolidation:- Summarize the three passages
5-Homework - Learn by heart newwords
- Prepare part B: SPEAKING

D.P:04/01/2010 Period:65

D.T:

UNIT 11: NATIONAL PARKS
B.SPEAKING

I.OBJECTIVES:

By the end of this lesson Ss will be able to use conditional sentences type 3 to talk about an

excursion

Improve Ss’ speaking skill
II. TEACHING AIDS: Text book…
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Reading the passage and answerin gthe questions
3- New lesson: Part B: SPEAKING

Teacher’s activities Students’ activities

WARM-UP:Brainstorming

-T divides the whole class in two groups and give the
situation:

Last year we had a camping terip at school ( or picnic with
your friends or class) .Tell me what you prepared for that
trip?

- The representative of each group will present their result.
-T gives comment and supplies other ideas

PRESENTATION

Activity 1: TASK1: Matching

-T asks Ss to Ss to comebine the things in column A with
the corresponding consequences in column B and say out

the sentences

-T goes around and helps them
-T can explains some newwords
+ go by( bus, car, coach...)
+ fine:

+ food poisoning

+ get lost= unable to find way

+ carsick(adj)= feeling sick on the car
-Call on some Ss to talk loudly as a model

Model: They went to Huong Pagoda by coach so they got
carsick

-Listen to T's eliciting and play game
In groups

drinks

food tents
luggage Preparation for money
a camping trip

candles blankets
-Work individually and peer-
comparation

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Activity 2: TASK2: Showing regrets

Instruction: You are Nga’s classmates and you are not
happy with the excursion to Huong Pagoda.Now you are
talking with some friends about what you wish had or
hadn’t done as model

Model:If we had not gone by coach , we would not have 
got carsick

If we had gone by bike , we would not have got carsick

- before Ss do the task 2, T asks Ss to read model and tell
the grammatical structure is used

- Work in groups to do the task
- Go around and help them

- Call some Ss to speak loudly their sentences

POST-SPEAKING

TASK3: Asking and answering( look and say technique)
- T asks Ss to work in pairs .One of you is Nag and the
other in another school.Ask and answer about an excursion
- T gives the dialogue on the blackboard and asks Ss to
make the same

Model:Nga’sfriend: Last Saturday, I phoned you but you
weren’t at home . Your dad said that you were going on an

excursion. Where did you do?

Nga.I went to Huong Pagada with my class.
A: Really? Was that fun?

B Not really?
A: Why so?

B: Most of the things we did went wrong
A: Tell me, How did you do there?
 1

B: If we had not gone by coach , we would not have got 
carsick. 2

Nag’s friend Nga

-Ask about the means of transport
-.Ask about the food

- Ask about the duration of the excursion
-Ask what they did in Huong Pagoda

-Answer
-Answer
-Answer
-Answer

-Listen to T's eliciting and express
their regrets about an excursion

-Note : Type 3:

If + S+ had + past par , S+ would +
have + past par

Use: to express about unreal situation
in the past

-Work in pairs

4-Consolidation:- Express your regrets about an excursion by using the conditional sentences
5-Homework - Asking and answering about an excursion

- Prepare part C: LISTENING

D.P:10/01/2010 Period:66

D.T:

UNIT 11: NATIONAL PARKS
C. LISTENING

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- By the end of the lesson Ss will be able to get specific information about Cuc phuong
National Park

- Improve listening skill

II.TEACHING AIDS: Text book, cassete player pictures …
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking Ss to ask some Qs about an excursion
3- New lesson: Lesson3: LISTENING

Teacher’s activities Students’ activities

WARM-UP: Matching pictures

-T divides the class into 4 groups and gives each group a
handout Ss are required to match the name of each national
parks in Vietnam with suitabl description.

-The first group to have the correct nswer will be the
winner

PRE-LISTENING

Activity 1: Answerring the questions

- T asks Ss to read the questions in textbook and work in
pairs

-Call some pairs to practise loudly in front of class
- T listens and checks their answer

- T writes their answers on the board

Activity 2: Vocabulary

- Ask Ss to listen and repeat the newwords before
explaining their meaning

+ threatened and endangerd species:những loài bị nguy
hiểm và đe dọa

+ ethnic minority: dân tộc thiểu số
+flora(n) : hệ thực vật

+ fauna(n): hệ động vật

+defeat(v) to win a victory over a competitor
+ the Qing invaders:quân xâm lược nhà Thanh

WHILE LISTENING

Task 1: Filling missing information

-T: You are going to listen to the passage about Cuc
Phuong National Park in VietNam and fill in the missing
information

-Before listening , T asks Ss to read all sentences in task 1
and try to work out what they are going to hear . Then
anticipate the grammatical form as well vocabulary
Ex: in + year

located+ number
nearly+ number
there are +number
its+ noun

-Play the tape twice so that Ss listen the passage clearly
-Call on some Ss to give their answers

- Feedback

Task 2: Answering questions

- T asks Ss to read the questions first and understand them
-Underline the keywords

- Work in groups of four
-Listen information and match
pictures

A:Phong nha- Ke Bang
B:Ba Be

C: Bai Tu Long
D: Ba vi

E: Con Dao
- Work groups

-Discuss and give the naswers for Qs

in textbook

-Expected answer:

1.Is is the South West of HaNoi
2.It contains over 200 square Km of
rainforest

3.It is during the dry season , from
October to April when rainy season
is over

4.Visit Caves, see butterflies, hike
mountains and look at 1000 year old
tree

-Listen to T's eliciting and copy
down

-Pronounce the words after T
- The whole class

- Listen to T's eliciting and guess
their answers

- Listen to the tape and give the
correct answers

-Expected answer:
1.1960

2.160 km

3.100,000 visitors
4.2,000- 450
5.surprise attack

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- Guess the answers without listenning
-If not, T plays the tape again

- Encourage Ss to compare their answers with a friend
- Check and give feedback

POST-LISTENING:Summary the listening

-T asks Ss to summarize the main point to talk about the
special features of Cuc phuong National Park bu using cues
below

+ Cuc Phuong is the first...
+ It covers...

+In 2002, Nearly...
+ There are about ...
+Nguyen Hue’s army ...

and answer without listening
- Listen to the tape again and give
answer

- Expected answer:

1.It covers 3 provinces : Ninh Binh,
Hoa Binh and Thanh Hoa

2.It is about 160 km

3.tosmee the work being done to
protect endangered species
4.1789

5.on bee keeping and farming
- Work individually and peer-
correction

- Report again in front of class

4-Consolidation:- Talk about the special features of Cuc Phuong National Park
5-Homework - Write a short passage about Cuc Phuong National Park
- Prepare Lesson 4: WRITING

D.P:11/01/2010 Period:67

D.T:

UNIT 11: NATIONAL PARKS

D. WRITING

I.OBJECTIVES:

By the end of this lesson Ss be able to write letters of acceptance or refusal
-Improve writing skill

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to ask some Qs about Cuc phuong national park
3- New lesson: Lesson4: WRITING

Teacher’s activities Students’ activities

WARM- UP:NETWORK

-T prepares a handout with a network of the word “ letter”
LETTER

PRESENTAION

TASK1: FILING THE BLANK

-T asks Ss to completet the letters on page 117 by filling
each blank with one of the ways to accept or refuse an
invitation provides in the table

- T asks Ss to work in apairs and reminds them that for
each blank they have more than one answer

-T calls some Ss to go and write their answers on the board

TASK 2: MAKING ORDERLY

-Rearrange the following sentences to make a letter

-Ss are divided into 2 groupd and
give each group a handout
-Ss complete the network with
different types of letter they know
-The winner will be the group with
the quickest and correct answers
*Expected answer:

thanking

invitation LETTER love

acceptance ...
-Ss read through the expressions in
the table firstly to understand them
-The fill them in the blank and give
feedback

-Expected answer:
1.That a great idea
2.I’d love to, but

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accepting an invitation to spend a weekend in the country
- Ss do work individually and exchange their answer with

another student when they’ve finished

-Call on some Ss to speak out the letter

* Note :Features of a letter of acceptance or refusal

1.Write a letter of acceptance:
-Thank their friends for invitation :

- use one of the ways of accepting to say they agree to join
their friend

2.Write a letter of refusal

- Thank their friends for invitation

- use one of the ways of refusal to say they can’t join their
friend

-Give out the reason

TASk 3: WRITING A LETTER

- T asks Ss to read the situation and ask them to write a
reply letter accepting or declining his /her invitation
- T reminds them that they should pay attention to all the
features of this type of letter( 5 parts)

PRODUCTION

+ Peer- correction

+ Write their writing on the board
+ Correct in front of class

I’d love to/ I ‘d like
I’d be delighted to

- Ss give the contents that they can
write this letter

-Listen to T's eliciting and copy
down

-Work individually
- Make an outline

- Write their writing silently

-Peer- correction
-Give their comment

4-Consolidation:- How to write a letter of acceptance or refusal
5-Homework - Complete their writing at home

- Prepare Lesson 5: LANGUAGE FOCUS

D.P:12/01/2010 Period:68

D.T:

UNIT 11: NATIONAL PARKS

E. LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the two sounds /t/ and /d/
and practise conditonal sentences Type 3

- Improve writing skill

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III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Checking their new words

3- New lesson: Lesson5: LANGUAGE FOCUS

Teacher’s activities Students’ activities

PRONUNCIATION

1.Present the two sounds /t/ and /d/:

-T asks Ss to close textbook and read the requirement
T: Listen to me carefully and write the words that you’ve
listened( play game “ listen and write”)

+ team, ten , top , tooth, plant , protect, indirect, intention.

hoped

+ damp, door, damage doctor, intend, depend, cleaned,
student

- The student writes 6 words correctly in all , T gives him/
her marks

2. Elicit:

+ t -> /t/ : ten ,top, table
-> / t / : nature, question
-> / / potential, essential

Regular verb: ed ->/t/ when the end sound /p//k/f/s/ / /
+ Regular verd: ed -> /d/ ex: arrived, cleaned, played

3.Practise the senteces

GRAMMAR: The third conditional sentence

1.Examples

T: Did you go to school yesterday?
S: Yes, I did/ No, I did not

T : What would havehappen if you hadnot gone to
school yesterday?

S: I would not have understood the lesson.

-T writes this sentence on the board

If you had not gone to school yesterday, you would not

If-clause main -clause

have understood the lesson.

2.Form:

S+ could/ would + have + V3, If +S + had+ V3

3.Use: to express the thing or action that was unreal in the
past

4.Practise : do exercise 1,2,3 in the textbook

Exercise 1: Complete the following the senteces , using the
correct form of the verbs in blanks

- Work in pairs

-T goes around and help them

Exercise 2&3; Write the sentences with If for each
situation

-T asks Ss to work individually and then compare a peer
- T goes around and offer to help

- feedback and give correct answers:

PRODUCTION

Make conditional sentences for each of the following

-Play game :Listen and write
- Distinguish two sounds in the
words that they have listened

-Listen to T's eliciting and copy
down

- Work in pairs

- Retell the form and use the third
conditional sentence

-Give the form and use

- Work individually and compare
their answer with a peer

- Give feedback and explanation
Expected answer:

Ex1:

1.had known 2.had had
3.would have gone4.would

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situations

1. He crashed his car because he fell asleep while driving
-> If

2.We couldn’t go to the concert because we didn’t have
enough money

3.The wind was so strong that the bridge collaped
->

-Work in pairs
-Expected answer:

1.If he hadnot fallen asleep while
driving, he wouldnot have crased
2.If we had had enough money , we
could have gone to the concert
3.If the wind had not been strong ,
the brigde wouldnot have collaped

4-Consolidation:- How to distinguish two sounds /t/ and /d/
-The form , use of the third conditional sentence
5-Homework - Practise exercise 1,2,3 again and in workbook
- Prepare TEST YOURSELF D

D.P:17/01/2010 Period:69

D.T:18;

TEST YOURSELF D

I.OBJECTIVES:

By the end of this lesson Ss will be able to do all the exercises that they have learnt in
unit 9,10,11

-Improve four skills

II. TEACHING AIDS: Text book, cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking Ss to rewrite the conditional sentences

a.I was lost because I did not have a map of a city.->If………
b.He couldnot call Lan because he did not have her number->If……….

c.We was carsick because we went there by coach.-> If………
3- New lesson: TEST YOUR SELF D

Teacher’s activities Students’ activities

WARM- UP:Answering questions
-T asks Ss to answer the questions

1.What have you learnt about grammar and

topic:Education?

2.What are they?

PRESENTATION:

I-LISTENING:Listening and answering the
questions

-T asks Ss to look through the questions and
understand them first.

-T can help Ss by explaining newwords if necessary
+ geyser:

- T asks Ss to guess the answer without listening
-T plays the tape twice and calls some Ss to give
answers

-Feedback and give correct answers:

II-READING: Reading the passage and doing the
requirements

- The whole class retell what they have
learnt from U9-U11

-Work individually

- Listen and and answer the questions

-Some Ss read their answers to the class
-Expected answer:

1.They go to a national park to enjoy
nature

2.It became a national park in 1872
3.No, it isn’t .It’s the world’s argest park
4.It has about 70 geysers

5.They mustnot pick the flowers, feed or
hunt the animals

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1.Find the words or phrases which mean following
-T asks Ss to read 4 words or phrases and

understand them carefully

- Go back to the passage and find its location .Then
give their answer

-T goes around the class and encourages help if
necessary.

-T explains some newwords:
-T calls some Ss to give answers
2.True or false

- T asks Ss to read the statements and decide if it is
true or false and give correct evident from the

passage

III-GRAMMAR:VERB-FORM

-T can explain how to do the exercise in grammar
- Giving the correct form of verb in parenthese
-Work in pairs.

-Let them have 5 minutes to practise and encourage
them to compare their answers with a peer.

-T calls some Ss to give answers in front of the
class.

-Feedback and give correct answers:

IV-WRITING:Complete a letter of invitation
-T guides Ss to completethe letter of invitation,
using the words and phrses given cues

-T asks Ss to to work individually and peer
correction

- T calls 2 Ss to go to the blackboard and write
down your writing .

- T checks and corrects their mistakes

1a.junk and litter
b.landscape

c. highway
d.healthy

-Work in groups
-Expected answer:

a.T b.T c.F d.F
e.T f.T

- Listen to T's eliciting and work
individually and compare their answer
with a peer

- After finshing , Two Ss go to the board
and write them down.

-Expected answer:

a1.has been cleaned b1.knew
2.have been turned on 2.would help
3.are waiting 3.knows

C 1.decided 3.I would have gone out
2.to stay 4.I had not been

- Two students go to the board and write it
down

- Give their comment
Dear Alen,

a.You are delighted to know that your
father is giving a party to celebrate the
new Year.

b.He has invited some relatives and his
friends to make the party a success.
c.I too have invited a number of my
friends in the neighbourhood. Mother has
asked me to tell you to come home for the
NewYear celebration.

d.I’m surwe you will be here in time to
share the fun with us on that day.
Love, Helen

4-Consolidation:- Retell all grammatical points from U9 to U11.
5-Homework - Do all exercises again and do more in workbook
- Prepare ONE PERIOD TEST 3

D.P: Period:72

D.T:

CORRECT THE 45 MINUTES TEST-NO3

I.OBJECTIVES:

Helping Ss check their knowledge in One Period Test 3
II.TEACHING AIDS:

III.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance.
II-Checking: No

III- New lesson: TEST CORRECTION 3

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- T gives some comments before correcting in
front of class

+ Most students understood about the knowledge
that they have learnt in Unit 9 and 11

+ They used four skills( pronunciation, reading,
writing, and grammar ) well to do this test
+ They mastered the content of two topics about
nature and environment to test vocabularies and
word form

Besides Some students are bad at their

vocabularies and grammar such as Passive Voice
and conditional sentences.They can rewrite the
sentences, using given words and understand how
to use passive and conditonal sentences

DeA

I- PRONUNCIATION (1M)

1.A.tomb

2.B.beer.
3.A.worked

4.A.travelled

II-MULTIPLE-CHOICE(3MS)

1.A would buy
2.B.investigating
3.B.won

4.C.in
5.C.sickness
6.Adestruction
7.A.polluted
8.A.buying
9.D injured
10.B.of
11.A watched
12.B has worked

III-MISTAKE CORRECTION(1M)

1.B.be

2.B.has->have
3.A.play-> plays

4.B.to buy-> buy

IV-SENTENCE TRANSFORMATION(3MS)

1.If he weren’t ill, he wouldn’t stay at home.
2.If Laure hadn’t eaten so much , she wouldnot
have put on weight

3.The film was being watched on TV

4.Three books have been written by my sister
recently

5.If he had a bicycle , he would walk to school
6.Newwords are learnt by heart by her everyday.

V-READING (2m):

1.D
2.A
3.B

- The whole class listen to T’s comments
and remember

DeB

I- PRONUNCIATION (1M)

1.A.tomb

2.B.beer.
3.A.worked

4.A.travelled

II-MULTIPLE-CHOICE(3MS)

1.A would buy
2.B.investigating
3.B.won

4.C.in
5.C.sickness
6.Adestruction
7.A.polluted
8.A.buying
9.D injured
10.B.of
11.A watched
12.B has worked

III-MISTAKE CORRECTION(1M)

1.B.be

2.B.has->have
3.A.play-> plays
4.B.to buy-> buy

IV-SENTENCE

TRANSFORMATION(3MS)

1.If he weren’t ill, he wouldn’t stay at home.
2.If Laure hadn’t eaten so much , she wouldnot
have put on weight

3.The film was being watched on TV

4.Three books have been written by my sister
recently

5.If he had a bicycle , he would walk to school
6.Newwords are learnt by heart by her

everyday.

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

4-Consolidation: -Summarize the main point of this lesson
5-Homework -Revise all grammatical points from unit 9-11.
-Learn the forms and uses by heart

-Prepare Unit12 Lesson1:READING

D.P:23/01/2010 Period:72

D.T:25;26;27/01/2010

UNIT 12:MUSIC

A. READING

I.OBJECTIVES:

By the end of this lesson Ss will be able to improve reading skills as scanning for specific
information and guessing meaning in context

II.TEACHING AIDS: Text book, pictures
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: No

3- New lesson: Lesson1: READING

Teacher’s activities Students’ activities

WARM-UP:Completing game
 Jazz music

Pop music MUSIC rock music

Blue music

-T can ask Ss some questions :
1.Do you like listening to music ?
2.What band do you like best?
3.What singer do you like best?

4.What sort of music do you often listen to ?

5.Can you name some singers or bands who play pop
music?

PRE-READING
Activity 1: Matching

-T asks Ss to hear some songs then match them with a kind
of following music

1.Yesterday ( the Bettles)

2.Baby Once More Times( Britney Spears)
3.Ly NguaNgo (dan ca nam bo)

-Ss close their tewxtbook and
complete a diagram with key
word:MUSIC

-jazz music
-Classical music
-pop music
-rock music
-folk music

-Listen to T’s questions and answer
them in front of class

-Listen to the songs and give the kind
of music

-> Rock’n roll
->Pop

->Folk

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4.Turkish March (Morazt)
5.Narah Johns

Activity 2: Presenting Vocabulary

-T asks Ss to read through the passage and find out the new
words

- Give the meaning of them

+express(v) :show meaning by gesture, behaviour
+ convey(v) express sth:

+ funeral (n)âđám tang
+ sense(n)giác quan

WHILE-READING
TASK1: Matching

-T asks Ss to read the words in the box and give the part of
speech

- T writes these words on the board and asks Ss to guess
their meaning

-Then complete them in the sentences
-Ask Ss to pronounce them in chorus

TASK2: Answering the questions

-T asks Ss to read the passage again and answer the
questions in the book

-Call on some Ss to answer in front of the class
-Listen and give feedback

POST-READING

Make the dialogue: Work in pairs
A:How often/you.listen/music?
B:...
A:What type/ music/like?

B:...
A:Why?

B:...
A: What /you /think/music?

B:...

-> Jazz

-Find out the newwords and give the
meaning

- Pronounce them after T’s eliciting

-The whole class guess the meaning
of the words from the box

-Give the VietNamese meaning if
necessary

-Fill them in the sentences
-Expected answer:

1.communicate 2.lull

3.delights 4.intergral part
5.solemn 6.emotion
7.mournful

-Read the questions and answer them
- Some pairs practise aloud

-Expected answer:
1.Language and music

2.It can express ideas , thought and
feelings

3.It adds joyfulness to the

atmosphere of a festival and makes a
funeral more solemn and mournful
4.It makes people happy and
excited .It delight the senses
5.It is a billion -dollar industry

4-Consolidation:- Summarize the main points
5-Homework - Learn by heart newwords
- Prepare Lesson 2: SPEAKING

D.P:24/01/2010 Period:73

D.T:

UNIT 12:MUSIC

B. SPEAKING

I.OBJECTIVES:

I-Knowledge: Helping Ss ask and answer about music
II-Skill : Speaking skill

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1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Asking Ss to make the dialogue

3- New lesson: Lesson2: SPEAKING

Teacher’s activities Students’ activities

WARM-UP:Matching pictures

-T gives some pictures about famous singers around the world and
their names: T asks them to a match

1.Nick Carter
2.Quang dung
3.Britney Spear
4.Alicia Keys
5.Backstreet boys

PRESENTATION

TASK1: Reading The Passage And Answer The Questions

-T asks Ss to read through the passage that talk about what Ha Anh
says about music.

-T reads aloud the passage and explains some newwords
* Newwords:

+ keep sb happy= make sb happy
+ cheer sb up

+ band (n) =a group of musicians
+easy to listen to

--T asks Ss to work in pairs to answer 4 questions in the book
-T calls on some pairs to practise loudly

-T gives feedback

TASK2: Ask And Answer About The Music

-Before do the task , T asks them to look at the first column of the
table which includes 5 items. They should ask their friends

Ex: kind of music:

What type/ kind of music do you like?
Classical music

I like classical music

T tells Ss to form of groups of three and make the questions and
answer

Items Asking Answering

Kind of music What kind of music do
you like?

reasons Why do you like it?
Favourite

band / musician

Who is your favourite
singer/ musician?
Favourite song/

piece of music

What is your Favourite
song/ piece of music?
When listen to

music

When do you listen to
music

-T goes around observing , offering help and collecting any
mistakes and errors for later correction

-T provides Ss with adjectives and expressions
+ make sb excited/ feel relaxed/ comfortable/ happy
+help sb forget troubles and worries

+ relaxing

-The whole class look at the
pictures and match them
-Speak out their answer

-Listen to T

- Give the meaning of the
newwords from the passage
- Listen to T’s eliciting
Key:

1.She likes pop music
2.because it keeps her happy
3.The Backstreetboys

4.She listens to music all the
time

- Listen to T’s eliciting
-Make the dialogue with the
items

- Make the questions and
answer

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-T calls on some pairs to practise a dilogue in front of class

PRODUCTION

TASK3: Reporting On The Information

-Now report what you have found out to the whole class
-Before Ss report, T elicits the structures they can see

+ Both A and B like

+ A likes ... so does B
+ A likes ...and B does ,too
+ A likes ...but B prefers ..
+ A likes ...but B likes...

-Work in group of fout and
then a journalist of each
group will report the
information what they’ve
found out about their partner.

4-Consolidation:- Summarize the main points
5-Homework - Learn by heart newwords
- Prepare Lesson 3: LISTENING

D.P:25/01/2010 Period:74

D.T:

UNIT 12:MUSIC

C. LISTENING

I.OBJECTIVES:

By the end of this lesson Ss will be able to listen to get specific information about listening
passage

-Improve Ss’ listening skill

II. TEACHING AIDS: Text book, cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Asking Ss to make the dialogue about the music
3- New lesson: Lesson3: LISTENING

Teacher’s activities Students’ activities

WARM-UP: Network

Foreign Musician VietNamese

PRE-LISTENING

Activity 1: Talk about Van Cao

-T asks Ss to look at the picture on pae on 127and tell the class
anything they know about Vancao

-T reads the names of the sons on page 128 out lod .Whenever T
speaks oput a song name ,Ss say whether it is a Vancao or not.
-If the songis not one by Vancao , T asks Ss if they know who
wrote that song

Activity 2: Vocabulary

T presents vocabulary

+ rousing(adj): phấn chấn
+lyrical(adj): trữ tình

-T asks ss to work in groups to
complete a network with the
word “ musician “ as quickly as
possible .T can print this

handout one copy to each group
-The 1st group to produce the

correct and complete network
will be the winner

-Look at the picture and talk
about him

- Expected answer

+Van cao’s songs: Soui Mo,
Tien Quan Ca, Truong Ca Song
Lo, Lang Toi

+Tinh Ca-> Hoang Viet

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+ rural(adj) :

+ sweet and gentle(adj) : ngọt ngào và nhẹ nhàng
-T asks ss to repeat them in chorus

WHILE-LISTENING
TASK1:TRUE OR FALSE

-before listening , T asks Ss to read through the sentences to
understand clearly

- Ss give the prediction for the sentences

- Play the tape three times and pay attention keywords
- T calls on some ss to give the correct answer

-Feedback

TASK2: ANSWERING THE QUESTIONS

-T asks ss to read the questions first and answer them
-If not, T plays the tape again

- Calls on some Ss to answer and give explanation
-T checks and gives feedback

POST-LISTENING

Game: FIND OUT SOMEONE WHO

Quand Hung’s ideas Person who
agrees

Person
who

disagrees

Reaso
ns
1/The best VietNamese

musician of all times is
VanCao

Tien Quan Ca is hard and
solemn

3/His songs about rural
life in VN are sweet and
gentle and very lyrical

-Pronounce them in chorus
-The whole class read all the
statements and understand
- Guess if they are trueor false
-Listen to the tape and give their
answer

* Asnwer:

1F( the guest is Quang Hung)
2.F( he likes some VietNamese
musician)

3.T

4.F (1994)

5.F( he always feels pround of
his country when he hears the
songs )

- Answer the questions in pairs
-Answer:

1.It’s “ my favourite Musician”
2. Tien Quan Ca

3.It’s hard and solemn, it makes
him feel great amnd pround of
his country

-Play game

-Ss go around and interview
different students to complete
the table

- Report the names of their
friends

4-Consolidation:- Summarize Van cao’s information and his music
5-Homework - Learn by heart newwords

- Prepare Lesson 4: WRITING

D.P:30/01/2010 Period:75

D.T:

UNIT 12:MUSIC

D.WRITING

I.OBJECTIVES:

By the end of this lesson Ss will be able to write a profile based on prompts provided
-Improve teir writing skill

II. TEACHING AIDS:text book,…
III.PROCEDURE:

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3- New lesson: Lesson4: WRITING

Teacher’s activities Students’ activities

WARM-UP: MATCHING PROFILES

-T divides the whole class into 4 groups and gives
each group a handout

-T asks Ss to read the profiles and find name of
each singer and musician as quickly as possible
-The winner will be the group with the quickest and
correct answers

PRESENTATION

TASK 1: SENTENCES COMPLETION

-Instruction:You are required to make up complete
sentences about Scott Joplin, a famous American
musician using the prompts provided

-T divides the whole class into groups of six
-Each group member will write a sentenc
-T goes around to help

Note: Tense of verb

Articles in each sentence
Prepositions

-T calls on 6 groups to go to the board and each of
them will write down a sentence

-T elicits self and precorrection

HOW TO WRITE A PROFILE

1.Name

2.place of bith/ date of birth
3.Family

4.Profession
5.Interests
6.Works

7.date /place of death

WRITING

TASK2: Writing about the life story of Van cao

-T asks Ss to read the information below and write a
profile about the life story of Van cao

--Before writing , T asks them to read through
prompts. T reminds Ss to use the right tense4 of
verbs, supplement, articles, prepositions...when
necessary

- T asks Ss write it in 10 minutes

FFEDBACK ON WRITING

-T asks Ss to exchange their writing with another
student for a peer correction

- T goes around and collects mistankes and errors

-Work in ngroups of four

-Listen and match the name with its profile

-Answer:

1.My Tam

2.Trinh Cong Son
3.Celine Dion
4.My Linh

-Listen to T’s eliciting

- Complete the sentences , using the cues
-Work in groups

-The representative of each group will go to
the borad and write the sentences

-Correct and give their comments

-Listen to T’s eliciting

- Givethe information that a profile has
- Pay attention the tenses, supplement,
articles, prepositions...when necessary

-Work individually

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4-Consolidation:- How to write a profile
5-Homework - Complete their writing

- Prepare Lesson 5: LANGUAGE FOCUS

D.P:31/01/2010 Period:76

D.T:

UNIT 12:MUSIC

E. LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the sounds /s/ and /z/
And use To- infinitive and clause of purpose

II.TEACHING AIDS: text book, cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Checking their new words

3- New lesson: Lesson5: LANGUAGE FOCUS

Teacher’s activities Students’ activities

PRONUNCIATION

1.Examples: find out the different word that pronounce 
the others

1a.peas b.zoo c.relax d.prize

2a.Susan b.spring c.sad d.solf
3a.fiction b.listens c.wish d.mission
4a.music b.finish c.option d.depression

2 Eliciting: /s/ and /z/

-T helps Ss to distinguish two sounds
/s/ see, sight , slow

/z/ has, is, was, jobs, reason
* s / ∫/ sure, sugar, wash

/ ʒ/ usually, dicision, vision
* singular verb and plural noun +s
/s/ books, stops, laughs, months
S /z/ cn lải

/iz/ +es glasses, boxes, churches

3/Listen and repeat

-T asks Ss to read the words in the book
-Practise the sentences

-T reads the sentences and asks Ss to underline the words
with the sounds and write /s/ or /z/

GRAMMAR:

I- To infinitive and clause of purpose

1.Examples:

T: What do you learn English for ?
S1: to get knowledge

-The whole class
-Expected answer:

1.C 2.A 3.B 4.A

-Listen to T’s eliciting and copy
down

-distinguish the sounds
- Give the other examples

-Listen and repeat
-Practise the sentences
-Work individually

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S2:to find out the a good job

2.Form :

a.Phrase of purpose

in order to + bare infinitive
so as to

Negative form

In order not to + bare infinitive
So as not to

b. clause of purpose

so that + clause(S+ can /could +bare-inf)
in order for

3.Meaning : to express a purpose of an action

II-WH-question
1.Examples:

What are you doing?
When was you born?

2.Form :

Wh-word + auxiV+ S +V?

3.Matching

When time
Where manner
Who reason
Why person
How many/ much quantity

What place

How object/idea/ action

PRACTICE

Exercise 1: Give the correct words in brackets to answer
questions

-T reminds them to use a suitable verb for each the sentences
Exercise 2.Gap-filling

Exercise 3: Make wh-questions for the underlined words /
phrases in the following sentences

the meaning of the sentences
-Give the form and use of phrase
and clause of purpose

-Give the other exampls
EX:

She got up early so that she could
not be late for meeting

-> She got up early in order not to
be late for meeting

-The whole class read the questions
and give the form

-Match Wh- word and its meaning

-The whole class do exercise 1,2
and 3

- Go to the board and write their
answer down

-The others give comment and the
correct feedback

4-Consolidation:- Retell the grammatical points

5-Homework - Practise exercise 1,2,and 3 again and prepare lesson 1: READING

D.P:01/02/2010 Period:77

D.T:04;05;06/02/2010

UNIT 13:FILMS AND CINEMA

A. READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop such micro-reading skills as scanning for
specific information and guessing meaning in context

II.TEACHING AIDS: text book, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Making Wh-questions for the sentneces

3- New lesson: Lesson1: READING

Teacher’s activities Students’ activities

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-T divides the whole class into two groups and asks Ss
tocompletet network releted to the cinema

Horror film

Cartoon CINEMA science film

Drama

PRE_READING

Activity 1: Answering the questions

-T asks Ss to listen and answer the questions in pairs
1.What do you see in the picture in the textbook?
2.Why do people come here?

3.Do you want to see a film at the cinema or on TV? Why?
4.What kind of film do you like?

5.Can you name some of the films you have seen?

Activity 2:Presenting vocabulary

-T asks Ss to read through the passage and find out the
newwords

-Help them give the meaning of these words
+motion(n) the act of moving : chuyển động
+ set sth in motion(exp)=move sth

+ still(adj) =silent

+ audience(n) =viewer: people watch film in the theatre
+ spread (v) =to extend over a place

+ to replace(v) =to take place of

WHILE-READING

TASK1:Find the word and match

-T asks ss to read the passage silently and then do the task 1
- Find the word in the passage that can match with the
definition on the right column

- T goes around and help them if necessary
- T calls on some ss to give their answer
-feedback

TASK2: Answering the questions

-T asks Ss to work in pairs : Ask and asnwer the questions in
their book

- T calls on some pairs to practise aloud
- T listens and give the correct feedback

TASK3: Main idea

- Tasks Ss to read the option A,B,C and find out the
differences betewwn them

-T can help them explain newwords
- Get Ss’s information from the passage
-T gives feedback

POST-READING :Summary the history of cinema

time Events and film form

-Work in groups of two

-List the kinds of film that they
know

-The group has more words and
quickest , will be the winner

-Listen to T’s questions and answer

them in front of class

-Find out the newwords and give
the meaning

- Pronounce them after T’s eliciting

-The whole class guess the meaning
of the words from the right column
-Give the VietNamese meaning if
necessary

- Find the word and match
-Expected answer:

1.cinema 2.sequence
3.decade 4.rapidly
5.scene 6.character
-Read the questions and answer
them

- Some pairs practise aloud

-The whole class
-Expected answer:

B A brief History of cinema

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In the early 19th C (1)...

Moving photographs, 1 minute long
1905 (2) ...

Early 1910s (3) ...
1915 (4) ...

Late 1920s Sound was introduced , old silent
films were replaced by spoken ones .
(5)...

- Work in groups

- Write their answer on the board

4-Consolidation:- Talk about the history of cinema , using the cues below
5-Homework - Learn new words by heart

-Prepare lesson 2: SPEAKING

D.P:07/02/2010 Period:78

D.T:09;

UNIT 13:FILMS AND CINEMA

B. SPEAKING

I.OBJECTIVES:

By the end of the lesson Ss will be able to talk about the kind of film that they like and the reason

-Improve speaking skill

II.TEACHING AIDS: text book…
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Talking about the history of cinema

3- New lesson: Lesson2: SPEAKING

Teacher’s activities Students’ activities

WARMER: BRAINSTORMING

-T divides the whole class into four groups and brainstorm of
the adjectives describing of film

Boring FILMS interesting

-T asks:

How much do you like each kind of film ? why?

PRESENTATION:
Activity 1: Tick the table

-T asks Ss to open their book and tick in the table that suit
the preferences for a particular type of films

-Then T asks Ss to move around the class room and find as
many friends that have the same preferencesas them as
possible

-T calls on some Ss to report their likes and dislikes and the
number of friends who have the same tables as them

TASK2: Practise the dialogue

-T explans Ss how to make a dialogue about asking and
answering of feeling films

- T asks Ss to read the given words in the tavble and

Work in groups of four

-List the adjs describing films that
they know

-The group has more words and
quickest , will be the winner
* Asnwer: boring, exciting,
interesting, surprising, violent,
moving, terrifying, disappointing,
funny, thrilling, bad,..

-Work individually and mingling
activity

-Ss have to take notes of who and
have many friends like or dislike
the same types of films as them

-Listen to T’s guiding and practise
the same

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understand clearly
* Vocabulary+ structures

+ Sb+ Find + sth/sb+ adj: to express one’s opinion about sth
or sb

Ex: I find horror film fascinating

Note: I don’t agree I agree with you
I disagree You are right

- T asks Ss to make a small group and practise the model
conversation

A:What do you think of ...?
B:Oh, I find them ...

C: I don’t agree with you .I find them ...
I agree with you .I find them ...

TASK3: Talk about the preferences for film

* Note: Prefer sth/V-ing to sth/V-ing:thêch ...hån

Ex: I prefer romantic film to action film

-T asks Ss to practise the dialogue as the model:

A: Which do you prefer, ...or...?
B: Well, it’s difficult to say .But I suppose I prefer...to...

PRODUCTION:

TASK4: Work in groups:Talk about a film you have
seen.Use the suggestions below

- Work in groups

-Work in groups

-Work in pairs

* Expected answer:

I saw a very good film on TV last
night .It’s an educational film.It is
about a man who felt sorry for what
he had done in the past and then he
tried to do sonething as a

compensation for his terrible
mistakes.It is moving film I like it
and learn many things from it .It
also gives me good lessons for life

4-Consolidation:- Talk about a film you have seen
5-Homework - Practise the dialogues again
-Prepare lesson 3: LISTENING

D.P: Period:79

D.T:

UNIT 13:FILMS AND CINEMA

C. LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to master infromation about plan of Lan and
Huong next week

-Improve listening skill

II. TEACHING AIDS: Text book, cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Talking about the film that you have seen
3- New lesson: Lesson3: LISTENING

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WARM-UP: FIND SOME ONE WHO 
LIKES ...in free time

Find some one who likes... Name

Going shopping
Watching TV
Chatting on the Net
Reading books
Cooking

Going to the cinema with friends
Going swimming

PRE-LISTENING

Activity 1: TABLE COMPLETION

-T asks Ss to look at the table on page 136 and
goes over the points together with the whole class
by asking questions

such as:

How often do you go to the cinema?
How about listening to the radio?

-T calls on some Ss to answer their ideas

Activity 2:LISTEN AND REPEAT

T asks Ss to listen and repeat the words given

- Then T helps them explain the meaning of these
words

+ Titanic: the name of a film
+ instead(conj): thay vì
+ suppose(v) cho rằng
+ guess(v)

+ picnic(n)

-T asks Ss to pronounce them in chorus

WHILE-LISTENING
TASK1: PREDICTION

-T asks Ss to look at the picture in the textbook abd
predict the content of the conversation

- T elicits by asking questions such as:
1.What can you see in the picture?
2.What film may they want to see?

-Then T plays the tape and Ss answer the question
in the textbook

TASK2: PLAN COMPLETION

-T asks Ss to remember what Lan and Huong talk
about their plans from the previous listening
-T writes answers on the board and check with the

whole class if they are correct

-Listen again and write Lan and Huong plans for
the next week on the calendar

-T calls on some Ss to write their answer on the
board

-T gives the correct feedback

TASk3: ASNWER THE QUESTION

T: What day can Lan and Huong meet ?

-Ss go around and ask the other what they do
in their free time .Then write their names in
the paper

-Report the result in front of class

-The whole class

- complete the table and answer T’s questions

- listen and repeat the words given
-Give the meaning of these words
- pronounce them in chorus

- look at the picture in the textbook abd
predict the content of the conversation

-Listen to the tape and answer the questions
Answer: Titanic ison Thang Tam Cinema
next week .They are going to there to see
-Work in pairs

- Compare their answer with another pairs

Day Lan Huong

Mon See a play
Tues

Wed Work and go

to the singing
club

Thurs Visit

grandparents

Fri Study chinese

Sat Work (busy)

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-Look at the calendar and answer the question

POST-LISTENING

Make the dialogue : Plan for the next week

A: I’m going to give a picnic with my family for
the next week.Can you go with me ?

B:(Busy)

A:Are you free on ...?
B: :(Busy)

A:...

-Key: Tuesday because they are both free on
Tuesday

-Pair work : Ask and answer the question to
plan for the next week

- Practise as the model

4-Consolidation:- Talk about your plan for the next week
5-Homework - Learn vocabulary by heart

-Prepare lesson 4: WRITING

D.P: Period:80

D.T:

UNIT 13:FILMS AND CINEMA

D. WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to write a descriptive paragraph about a film they have
seen

-Improve Ss’ writing skill
II.TEACHING AIDS: Text book…
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.

2-Checking: Talking about the plan that you are going to make with friends next week
3- New lesson: Lesson4: WRITING

Teacher’s activities Students’ activities

WARM-UP: Talk about the film

-T asks Ss to close their book

T asks : What do you know about the Titanic?

PRESENTATION:

TASK1: Working with the model

-T asks Ss to open their textbook and read through
the passage .

-T helps them to elicit some newwords:
+ sink (v): chìm

+ disaster(n): thảm họa

+generous(adj): phóng khống
+ occur(v)=happen

+ engaged(adj):

-T asks Ss to read these words after T’s
explanation

-T asks Ss to answer the questions and draw the
table of summary on the borad

-T goes around to help Ss to complete the task
-T calls on some ss to answer and gives the correct

-Dicusee in groups
*expected answer:
-Large luxury liner
-famous

-Sink
-Icebery
-Lovers

-Many people died
-The whole class

- Read the passage and understand

- Answer the qeustions and complete the table
- Write them on the board

Title Titanic

Type Love story film
Plot A tragic story of

love and the sinking
of a luxury ship in
the Atlantic Ocean ,
causing more than
1,5000people died
Filming(place) America

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answer

HOW TO WRITE A DESCRIPTIVE 
PARAGRAPH OF FILM

1.The title of film
2.Type

3.Plot

4.Filmimg : where the film is made
5:Based on: what the film based on

6.Main charaters

MAKE AN OUTLINE

-T asks ss to work in groups of four and make an
outline by using the table below about the film that
they have seen.

Title
Type
Plot

Filming(place)
Based on
Main charater

_ T asks ss to do in 5 minutes and then calls on 3
students to go the board and write them

- T helps ss to correct their mistakes and give the
comment

WRITING

- T introdues the task: Then T asks Ss to spend 10
minutes gathering and organizing for paragraph,
using an outline above

-T asks Ss to exchange their paper ibnto another
group to check their mistake

- T goes around and help them

- Calls on 2 students and write their writing on the
board

-T corrects their mistakes in front of class

Titanic diaster in
1912

Main charater Jack: young and
generous adventure
who died in the
disater

Jose: was saved by
Jack and with whom
she fell in love later
-Work in group

-Make an outline about a film that they have
seen

- Write their on the board

-Work in group again

-Encourage them to exchange their writing
- Peer-correction

4-Consolidation:- How to write a descriptive paragraph about a film they have seen
5-Homework - Learn vocabulary by heart

-Complete their writing

-Prepare lesson 5: LANGUAGE FOCUS

D.P: Period:81

D.T:

UNIT 13:FILMS AND CINEMA

E. LANGUAGE FOCUS

I.OBJECTIVES:

By the end of this lesson Ss will be able to distinguish the sounds/f/and /v/ and use some
attitudinal adjectives, article, and some structures

II.TEACHING AIDS: Text book, cassette player
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Checking their new words

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Teacher’s activities Students’ activities
PRONUNCIATION

1.Examples: find out the different word that 
pronounce the others

1a.laugh b.cough c.orphan d.though

2a.phone b.photo c.enough d.weigh

3a.loaf b.leave c.over d.live

2 Eliciting: /f/and /v/

-T helps Ss to distinguish two sounds
gh

/f/ ph
F

*/f/ is silent: gh stand after: i ou :sight, weigh,
neighbor, though , although

/v/ -> of

3/Listen and repeat

-T asks Ss to read the words in the book
-Practise the sentences

-T reads the sentences and asks Ss to underline the
words with the sounds and write /f/ or /v/

GRAMMAR:

I- ATITUDINAL ADJECTIVES
1.Examples:

a.This film is interesting

-> We are interested in thins film
b. He found this trip boring

-> His trip makes him bored
2.Form and meaning:

* Adjectives ending with V-ing used with nouns
refering to things implying the active meaning
* Adjectives ending with V-ed used with nouns
refering to people implying the passive meaning

II-Structure: It was not until ...
1.Examples:

a.I did not graduate from University before 1996
-> It was not until 1996 that I graduated university
b.Her did not know to play the piano until he was ten
years old

-> It was not until he was ten years old that he knew to
play the piano

2.Form :

It was not until +time / clause of time that +S+ V2

III-ARTICLES:

1.Examples: complete a/an or the

I have ...dog...dog is very intelligent. It likes
to play with ...orange

2.Eliciting:

a.A/AN: indifinite aritcles

a +consonant + singular noun
an + vowel

Not: an Mp a uniform

-Read the words

- Distinguish two sounds in the words that
they have listened

-Listen to T's eliciting and copy down
-Practise the sentences

- Work in pairs

- Give the different between two

adijectives in each sentences

-Give the form and meaning

-Listen to T’s explanation
-Give the form of structure

- Work individually and compare their
answer with a peer

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An hour a university
A union

b.THE:+noun( singular, plural, uncountable noun)
+ definite noun

+ the + a vowel .->/ i:/

PRACTICE:do exercise 1,2,3

-The whole class do exercise 1,2 and 3

- Go to the board and write their answer down
-The others give comment and the correct feedback

-Work individually and compare their
answer with a friend

-Speak their answer in front of class

4-Consolidation:- Retalk the grammatical points in this lesson
5-Homework - Practise grammar and do exercise in the workbook
-Prapare Lesson 1: READING

D.P:27/02/2010 Period:82

D.T:01;02/03/2010

UNIT 14:THE WORLD CUP 
A. READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop their reading skills as scanning for specific
information and guessing meaning in context

II. TEACHING AIDS: text book,pictures
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking:

3- New lesson: Lesson1: READING

Teacher’s activities Students’ activities

WARM-UP:

-T plays the music and asks
1.What is the name of the song?

2.What is the song about ?

3.Do you know any information about World Cup?

T: to understandmore about the Wrold Cup .Let’s move to the
nnew lesson, The World Cup

PRE-READING

Activity 1: Multiple Choice

1.How often is the World Cup held?

a.every year b.every four year c.every two year
2.Where was the 2002 World Cup held?

a.Japan b.Uruguary c.Argentina d.Japan and South Korea
3.Brazil defeated ...and won the World Cup in 2002.
a.Holand b.Germany c.Italy d.Japan

4.When did the first World Cup take place?

a.1930 b.1951 c.1966 d.1998

Activity 2:Presenting vocabulary

-T asks Ss to read through the passage and find out the
newwords

-Help them give the meaning of these words

+ Championship(n) :state of being a champion
+ witness(n) to see -> witness person

+ elimination game :

+continent(n)Asia, africa, European

-The whole class listen to the
music and answer T’s questions
Expected answer:

1.The cup of life

2.About football/ World Cup

-Listen to T’s questions and
choose the best answer them in
front of class

-Expecetd answer:
1.B 2.D 3.C
4.A

-Find out the newwords and give
the meaning

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+finalist : the team who goes to the final match
+ honoured title(n) : danh hieäu cao quí

WHILE-READING

TASK1: Matching

-T asks ss to read the passage silently and then do the task 1
- Find the word in the passage that can match with the definition
on the right column

- T calls on some ss to give their answer

TASK2:Gap-filling

-T asks Ss to scan the passage and complete each of the
following sentences with one word or number

- T asks Ss to give the part of speech of each blank before to do
this task

- T goes around and help them if necessary
-T calls on some ss to answer in front of class

TASK3: True or false

-T asks Ss to work individually and read all the sentences and
decide whether they are true or false.Then correct the false ones
- T goes around and help them if necessary

- T listens and give the correct feedback

POST-READING :Summary the table

Year Events

(1)... FiFa was set up

1930 Only(2) ...took part in the first
tournament

1930 (3) ...

(4)... The world witness 17 world cup
tournament

Up to now National football teams must

compete in elimination games within
their own region beforwe becoming
one of the ...(5)

2002 (6)...

-The whole class guess the
meaning of the words from the
right column

-Give the VietNamese meaning
if necessary

- Find the word and match
-Expected answer:

1.b 2c 3.a 4.e:

5.d:

-Work individually and then
compare their answer with
another friend

-Read their answer

1.13 2.32
3.Argentina 4.one 5.26
-Read the questions carefully
and give the correct answers
- Some Ss practise aloud
-Key:

1.F->1930

2.F-> every four years
3.T

4.F-> 32national teams compete
in the final tournament

5.F->Brazil was awarded the
gold cup in the 2002 World cup

4-Consolidation:- Talk about the history of World cup , using the cues below
5-Homework - Learn vocabulary by heart and Prepare lesson 2: SPEAKING

D.P:27/02/2010 Period:83

D.T:02;03;04/03/2010

UNIT 14:THE WORLD CUP 
B. SPEAKING

I.OBJECTIVES:

By the end of this lesson Ss will be able to practise asking and answering about World Cup

II.TEACHING AIDS: Text book
III.PROCEDURE:

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Teacher’s activities Students’ activities
WARMER: JUMPLED WORDS

1.W-E-R-N-N-I
2.O-I-C-H-P-A-M-N
3.R-C-O-E-R

4.N-N-E-R-U-R-P-U

5.T-O-H-S T-O-C-U-R-N-Y

-T asks Ss to rearrange jumpled words into the meaningful
words

Ask:Can you guess what topic will we discuss today?
-> Today we will talk about World Cup

PRESENTATION

Activity 1: A World Cup 2006 quiz

-T can write the questions on a different cards

Q1: which team do you like best in World Cup 2006?
Q2: Who was the captain of the French national football in
World Cup 2006 final ?

Q3:What place did Germay hold in World Cup 2006?
Q5:Who was the head coach of the German team in World
Cup 2006?

Q6:How many times has Italy won the trophy up to World
Cup 2006?

Q8:Which nationality was the top scorer in World Cup
2006?

Activity 2: Present vocabulary:

-T helps Ss to explain some newwords
+ draw(v,n) a score of 1-1

+lose the match to sb

+defeat sb= beat sb: đánh bại ai đó
+ penalty shoot cut

+ quarter final:

+ semi final:hiệp phụ

PRACTICE:

TASK1: Asking And Answering About World Cup

-T asks Ss to ask and answer Qs as model by following
table

- Before doing the task , T asksSs to look at the table and
explain

- T sets the model

T: Where was the first World Cup held?
S:It was held in ...

T: Which teams played in the final match ?
S:...and ...

T:Which team became the champion?
S:...

T: What was the score of the match?
S: ...

TASk 2:Complete the diagram

(1)

Korea and (2)

-Work in groups of two and
rearrange jumpled words into the
meaningful words

-Then answer the question

-Work in groups of two

-Play the game and choose the
number for groups

-Answer the questions about the
World Cup 2006

-Expected answer:
2.Zidan

3.5-3

4Jurgen Klinmann
5.Miroslav Klose
6.Four times
7.David Beckham
8.German

-Give the VietNamese meaning of
the words

-Work in pairs

-Listen to the model and practise the
same

Note : pronounce the score
0-0:nil-nil

2-0: two-nil
1-1:one all

The whole class complete the
diagram

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Final (3)
defeated

BRAZIL (4)
was defeated

(5) 0

(6) Runner-up

-Then complete the diagram , T asks Ss to look at it and
talk , beginning

The 17th World Cup was held

in ... ... ...

1.2002
2.Japan
3.match
4.Germany
5.2

6.champion

Ex: The 17th World Cup was held in

2002 in Korea and Japan.The final
match was between Brazil and
Germany. Brazil defeated Germay
by 2-0.Brazil was the champion and
Germany was the runner up.

4-Consolidation:- Talk about World cup , using the diagram

5-Homework - Learn vocabulary by heart and Prepare lesson 3: LISTENING

D.P:27/02/2010 Period:84

D.T:03;04;05/03/2010

UNIT 14:THE WORLD CUP 
C.LISTENING

I.OBJECTIVES:

Helping Ss develop such listening micro skills as intensive listening for specific information
II.TEACHING AIDS: Cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Talking about the World Cup winners
3- New lesson: Lesson3: LISTENING

Teacher’s activities Students’ activities

WARMER:Answer the questions

-T asks Ss some questions

1.Name some Of the famous football players in the world?
2.Who do you like best? Why?

3.Among some famous football players , who is the
greatest players of all time?

PRE-LISTENING

Activity 1 :Answer the questions about PELE

-T asks Ss to look at the picture about PELE and answer
the questions

1.Do you know anything about Pele?
2.Who is he ?

3.Where was he born ?

4.Was he an ambassador for the sport?
5.What was he good at in football?
6.How many scores did he get?

Activity 2:Listen and repeat

-T helps Ss to explain the words and then repeat them
+goal-scorer(n):người ghi bàn

+hero(n)

+ambassador(n):đại sứ
+to kick(v)

+retirement(n) -> retire(v)
+promote(v)

-The whole class
-Free-talk

-Asnwer the questions

Answer: Pele is the greatest player of
all time .He was born in Brazil

He was an ambassador for the sport
He was good at kicking and

controlling the ball.He scored 1200
goals and has become a national hero

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+championship(n)

WHILE-LISTENING

TASK1:COMPLETE INFORMATION:

-T introduces the task and gets to study the table before
they listen

-T gets across to Ss that while they listen and take notes
-T plays the tape twice and asks Ss to complete

-T calls on some Ss to give their answer
-Listen and give feedback

TASK2: ANSWER QUESTIONS

-T asks Ss to read all the questions and answer them
before listening again

-If not , T plays the tape again and asks Ss to answer them
aloud

- Then work in pairs

-T calls on some pairs to practise in front of class

POST LISTENING: SUMMARY INFORMATION
PELE

1940
1956
1958
1962
1970
1974

before 1977
1977

-T asks Ss to summary the information about Pele by
completting the table above

- Calls on 2 Ss to go to the board and write their answer

-Work individually
-Expected answer
1.1940

2.joined a Brazilian culb
3.1962

4.1974
5.retired

-Work in apirs
-Expected answer:

1.Pele was famous for his powerful
kicking and controlling the ball
2.He participated in 3 World Cup
3.He played for an American football
culb before he retired

4.He became an international

ambassador for football. He works to
promote peace and understanding
through friendly sport activities

4-Consolidation:- Talk about Pele, a famous football player
5-Homework - Learnt vocabulary by heart

-Prepare lesson 4: WRITING

D.P:06/03/2010 Period:85

D.T:08;09/03/2010

UNIT 14:THE WORLD CUP 
D. WRITING

I.OBJECTIVES:

- Helping Ss write a short announcement about a sport event

-Improve writing skill

II.TEACHING AIDS:
III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance.
2-Checking: Talking about the Pele

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Teacher’s activities Students’ activities
WARMER:

-T gives an announcement and asks
1.What is it ?

2.Where do you often see the announcement?
3.What do we use announcements for?

4.Have you ever read any English announcements?
->Today we learn how to write to announce something.

PRESENTATION

TASK1:Read and answer the questions

-T asks Ss to read Task 1 and answer the questions
-Then T checks the answers with the whole class

HOW TO WRITE AN ANNOUNCEMENT

-T elicits from Ss what possible details to include in an

announcement

1. who announcers?
2.What event?
3.When?
4.Where?
5.Why?

-T might also want to remind Ss of the structure of a
paragraph of this type:

S+would like +to announce + phrase
wishes (to) + clause
is/are sorry to

regret to

is/are pleased to

Ex: The Youth Uniopn is pleased to announce their first
meeting on Sunday 24 December ,2008

TASK2: WRITING

-T asks Ss to read the topices individually and then work
with a partner to analyse the topices, using the following
table os Summary to help them take notes

Who?what?when? where? Why?

-Then calls on some Ss to write their notes on the board

PRODUCTION

Write an announcement to raise money for people in

-ss answer T’s questions after looking
at announcement

-Expected answer:
1.It’s an announcement

2.we often see announcement on
newspaper, TV, notice board,
magazine

3.to announce something such as
news

4.free talk
-Ss work silently
-Expected answer

1.The national football championship
organizing committee

2.The postponing of the match
between Nam Dinh and Bing Duong
which was initially schedule on
Sunday...due to the bad weather

3.at 3p.m Sunday April 25

-Listen to T’s eliciting and copy down

-Work in pairs
-Peer-corrrection

-Encourage Ss to make an outline before writing
their writing

TopicA Topic B
Who? The school

football
team

The HCM
Communist...
What? Seek new

players,
then 1st

meeting of
the team

A friendly
amtch with
New Stars
Football Culb

When

? Up to you 5p.m Sunday April 20th

Wher
e?

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flooded areas

Announcer: the monitor of class 10B4

Contents: the musical performance of class 10B4 to 
raise money for flooded areas.

Place: school meeting hall

Time: 7.30 pmThursday 23th April
Ticket prize: 2,000VND

Club
Why? For new

football
reason

-Two Ss write their writing down the
board

-Read an anouncement and write it

4-Consolidation:- How to write an anouncement
5-Homework - Complete their writing

-Prepare lesson 5: LANGUAGE FOCUS

D.P:06/03/2010 Period:86

D.T:09;10;11/03/2010

UNIT 14:THE WORLD CUP 
 E. LANGUAGE FOCUS
I. Objectives:

- Students know how to pronounce the sound /g/ and /k/ correctly.
- Students revise: - The uses of will.

- The difference between will and be going to.

II. Anticipated problems:

- Students may not know the difference between will and be going to.

III. Teaching aids: - board, chalk, textbook.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask two sts to read the announcements they wrote

aloud.

- Ask another st to give remarks.
- Check and give marks.

2. Pronunciation:( 10 mins)

a. Write two sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.
/ k / : a voiceless sound

/ g / : a voiced sound

- Then ask sts to work in pairs to read the words
again so that they can check for each other.

- Move around to help .

- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 150 in the
book.

- Ask them to work in pairs to read the sentences and
then find out the words containing sound /g / and
sound /k / .

- Ask them to work in 2 minutes.

- Move around to conduct the activity.

- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.

- Two sts read the announcements aloud.
- Give remarks.

- Listen to the teacher.
- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/ g / / k /

group club 
 game kick
 together cup
 ...

- Read these words in pairs and check for
their partners.

- Look at the book and work in pairs.
- Answers:

/g/ /k/

group scored
 goal took

Uruguay cat

...

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- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

Aims: to revise the difference between will and be
going to, and the uses of will, and have sts do
EX1,EX2 and EX3.

a. will vs. be going to:

- Firstly ask sts to look at the examples and tell the
difference

E.g:

- Wife: This dress looks beautiful. It must fit me well.
 Husband: Ok. I will buy it for you.

- A: Why did you buy so much paint?

B: I'm going to repaint my bedroom tomorrow.

- Listen to the S and give remarks.
- Ask sts to do task 1.

+ Exercise 2:

- Ask sts to do Ex 1 in pairs and then share the
answers with their friends.

- Move round to help if necessary.
- Ask some pairs to report.

- Check and give remarks.
b. Will: making predictions

- Give an example so that sts can remember the use
of will.

E.g: A: I like that car very much but I don't have
enough money to buy it.

B: Ask Jack for some money, please. He is rich
and generous. I'm sure he will lend you some.

- Ask sts to read the examples and tell the teacher the
use of will in this situation.

+ Exercise 3:

- Ask sts to do Ex2 individually and then share the
answers with their friends.

- Move round to help if necessary.

- Ask two sts to write their answers on the board.
- Check and give remarks.

c. Will: making offer

- Give an example so that sts can revise the use of
will:

E.g: A: I'm so tired but I still have a lot of work to do.
 B: Oh, I will help you to finish it.

- Ask sts to do Ex 3.
+ Exercise 3:

- Ask sts to do this execise in pairs.
- Move round to help if necessary.
- Ask some sts to report.

- Check and give remarks.

5. Homework ( 1 min)

- Part B( page 81 - workbook

- Listen to the T.
- Look at the examples.
- One st tells the difference:

+ Will: to talk about the future and the
decision is made at the moment of speaking.

+ Be going to: to talk about intentions/
decisions which are made before we report
them.

- Some pairs report.

1. I'll get 2. I'm going to wash
3. are you going to paint

4. I'm going to buy 5. I'll show
 ...

- Listen and correct their work if necessary.
- Read the example.

- Pay attention to the underlined part.

- Tell the T that will is used to talk about
what the speaker predicts about the future.
- Do the Ex individually.

EX3:

1....he will help ...
2. ... won't lend me ...
3. ... it will rain...

...

- Listen to the teacher.

- Read the example.

- Pay attention to the underlined part.
- Tell the T the use of will in this situation:

to make offer/ to show willingness.

- Do the exercise in pairs.
- Some pairs report:

1. I will make you a glass of orange juice.
2. I'll open it.

3. I'll lend you some.

...

- Listen and correct their work if necessary.

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D.T:10;11;12/03/2010

TEST YOURSELF E
I. Objectives:

1. Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14.

2. Knowledge: - General knowledge in unit 12, unit 13 and unit 14.
- Language: pronunciation and grammar in the above units.
3. Skills: listening, speaking and writing.

II. Teaching aids: textbook, chalk, board.

III. Procedures:

Teacher's activities Students' activities
1. Homework checking:( 5 mins)

- Ask one st to do Ex 4 in the workbook on the
board.

- Ask one st to give remarks.
- Give remarks and marks.

2. The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at home
in advance to save time.

- Give sts the time duration for each part : part II:
10 minutes, part III: 10 minutes, part IV: 15
minutes.

- Ask sts to do listening in class.
2.1. Listening:

- Ask sts to read the requirement of the task.
- Introduce new words:

+ 'Jupiter (n): Sao Méc
+ senior citizen (n): ngời già

+ re'duce (v): giảm

- Play the tape twice and ask sts to do the task.
- Ask sts to share their ideas with their partners.
- Get feedback and play the tape again so that sts
can check their answers.

- Ask other sts to give remarks.
- Check and give feedback.
2.2. Reading:

- Ask sts to work in groups to compare their
answers.

- Ask some sts to report his/ her answers aloud.

- Listen and check.
2.3. Grammar:

2.3.1.

EX 4:

2. It will look ... 3. you will like...
4. you will get ... 5. They'll be....
6. we'll meet ... 7. she'll come...
8. I'll be...

- One st gives remarks.

- Look at the textbook and read the statements.
- Try to focus on the important words.

- Copy down these words into their notebooks.
- Listen and read after the teacher.

- Listen carefully and do the task.
- Work in pairs to discuss their answers.
- Some sts report.

1. 8.45 2. students
3. Mountain 4. are reduced
5. 7.30

- work in groups to share their ideas.
- Some sts stand up to report.

1.He/She has to do a lot of practice and often
spends a Saturday or Sunday away from
home.

2. They are often played on Saturdays and
Sundays.

3. To play against other school teams.

4. No. Sometimes parents, friends and other
students will travel with them.

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- Ask sts to discuss their answers in groups.

- Ask some sts to report.

- Ask two other sts to give remarks.
- Check and give the correct answers.

2.3.2. to-infinitive:

- Ask sts to share their answers with their friends.
- Ask 2 sts to write on the board.

- Check and give remarks.
2.4. Writing:

- Ask some sts to read their writing aloud.
- Ask some sts to give remarks.

3. Homework: ( 1 min)

- Part A ( Page 80 - workbook)

- Discuss in groups.
- Answers:

1. 0 ...2. the ...3. 0...4. 0
5.the ...6. a...7. the ...8. the
9. the ...10. a

- Compare their answers with their parners.

- Write these sentences on the board.

1. I stayed in to watch a film on T.V.

2. I wrote them a letter to thank them for the
weekend.

3. She went to university to study egineering.
4. You should go to Britain to improve your
English.

5. You should book your tickets well in
advance to see that football match.

- Read their writing aloud

" The monitor of class 10G wishes to
announce that the musical performance of
class 10G to raise money for the people in the
flooded areas will be held at 7.30 p.m on
Thursday, November 23rd in the school
meeting hall. The ticket price is 5,000 VND."

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Forty five – minute test
I. Listening:

You are going to listen to a talk about Maximilian. Listen carefully and decide if the following
statements are true or false. Tick in the right box to indicate your answer. You will listen to the tape

twice.

T F

1. After leaving school, Maximilian worked on his brother's farm.
2. He left the village when he was 18.

3. The ship he worked on was sailing to the UK.
4. He made a lot of money on Wall Street.
5. He became a millionaire when he was 35.
6. His first wife was a model.

7. He lives with his first wife now.

8. Both of his daughters have become drug addicts.

9. He loves travels and he has visited every country in the world.
10. Neither he nor his brother is happy.

II. Reading:

Complete the following passage by choosing one of the given phrases to fill in each blank.

a. was watched b. elimination rounds c. organised by
d. every four years e. elimination tournaments f. host nation
g. the sport's governing body h. viewed and followed i. was held
k. the final tournament

World Cup is the most important competition in international football, and the world's
most reprentative team sport event. (1) ... Federation Internationale de Football
Association (FIFA), (2)..., the World Cup is contested by men's national football teams

which are FIFA members. The World Cup is held (3) ... (except in times of war), but the
(4)... of the competition (which narrows the field of as many as 197 teams down to the
final 32 teams) take place over a three-year period, using regional (5)...

The (6) ... phase (often called the "Finalists") involves 32 national teams competing
over a four-week period in a previously nominated (7)... Only seven nations have won the
World Cup Finals. The most recent football World Cup (8)... in Germany between June 9
and July 10, 2006. The World Cup Finals is the most widely (9)... sporting event in the
world. The final match of the 2002 World Cup (10)... by more than one billion people.
III. Writing:

Use the prompts below to make up complete sentences about Cher, a famous American pop star.
1. Cher/ born/ May 20th, 1946/ El Centro/ the USA.

...
2. She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles

...
3. She/ plan/ take/ acting lessons/ there.

...
4. However, she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19.
...
5. Cher/ get married/ twice/ and/ have/ a daughter/ a son.

...
6. 1977/ she/ decide/ turn/ acting/ again.

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7. Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987.

...
8. Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star.

...

IV. Language Focus:

A. Choose the word that has the underlined part pronounced differently from the others.
1. a. laugh b. photo c. orphan d. Stephen
2. a. because b. tense c. nose d. please
3. a. village b. engineer c. age d. game

4. a. team b. bread c. meat d. season

5. a. God b. globe c. phone d. host

B. Complete the second sentence so that it it has a similar meaning to the first one.
1. He didn't return to his native village until the war ended.

It was not...

2. We couldn't relax until all the guests had gone home.

It was not ...

3. I only recognized him when he came into the light.

It was not until...

4. Roger wants to buy a book, so he's gone to town.

Roger has gone ...

5. Jane wanted to earn some pocket money, so she got a part-time job.

Jane got ...
ANSWERS

I. Listening:

+ key: 1- F 2 - T 3 - F 4 - T 5 - F

6 - T 7 - F 8 - F 9 - F 10 - F

+Tape script:

When he left school, Maximilian also started work on the family farm. But he soon became bored.
Country life wasn't for him. And so at the age of 18 he left the village. He's only been back three times
since then. He went to Buenos Aires and there he got a job on a ship that was sailing to the USA. On the
ship he met a rich American businessman. He liked Maximilian and offered him a job. Maximilian learnt
quickly and in the next ten years he made a lot of money on Wall Street. He became a millionaire when
he was only 25. Since then he has been part of the international jet set. He's had three wives. When he
was 30 he married a beautiful model, but she died two years later in a car crash. His second and third
marriages both ended in divorce. For the last ten years he has lived alone in his luxury villa in the
Bahamas. His family life has not been happy. Two years ago his son went to prison. One of his two
daughters has become a drug addict. He's been on television several times and the newspapers have
followed his life closely. For the whole of his life he has loved to travel. He's visited almost every
country in the world. ' Yes, I've made a lot of money. I've been everywhere and I've done everything. But
has it made me happy? Not really. Now look at my brother, Emilio. For several years his life hasn't
changed at all. But he's happy. Yes, Emilio is a happy man.'

II. Reading:

(1) - c 2)- g (3) - d (4) - b (5)- e
(6) - k (7) - f (8) - i (9) - h (10) - a

III. Writing:

Use the prompts below to make up complete sentences about Cher, a famous American pop star.
1. Cher was born on May 20th, 1946 in El Centro in the USA.

2. She left high school when she was 16 and went to Los Angeles.
3. She planned to take acting lessons there.

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6. In 1977 she decided to turn to acting again.

7. Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987.
8. In her long career Cher has been successful both as a serious actress and as a pop star.

IV. Language Focus:

A. Choose the word that has the underlined part pronounced differently from the others.
1.- d ; 2 - b; 3 - d; 4 - b ; 5 - a.

B. Complete the second sentence so that it it has a similar meaning to the first one.
1. It was not until the war ended that he returned to his native village.

2. It was not until all the guests had gone home that we could relax.
3. It was not until he came into the light that I recognized him.
4. Roger has gone to town to buy a book.

5. Jane got a part-time job to earn some pocket money.

...

D.P: 15/03/2010 Period 90
D.T:17;18;19/03/2010

UNIT 15: CITIES
A. READING
I. Objectives:

1. Education aims: - Students know more about New York City.
2. Knowledge:

a. General knowledge: - Knowledge about New York City.
b. Language: - The passive.

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II. Teaching aids: board, textbook, chalk, some pictures.
III. Procedures:

Teacher’s activities Students’ activities

1. Warm-up:(3 mins)

- Ask sts some questions so that they can find out
which city they are reading about.

What is the largest city in the USA?
 Where is the Statue of Liberty situated?

- Introduce the topic of the lesson.

2. Before you read:( 12 mins)

Aims: To introduce the topic and provide sts with
words/phrases about New York City.

a. Answering questions:
Do you know these places?
 What are they?

- Encourage sts to answer freely.

- Guide sts to read the names of these places aloud.
- Ask them to match the names to the pictures.

- Ask sts to work in pairs to ask and answer the
questions in Before you read.

- Go round to help if necessary.
- Ask some sts to give answers.

- Listen and check. Sts may give different answers.
b.Vocabulary.

- Provide sts with the new words/phrases:

+ lo'cate (v): đặt ở
+ 'harbour (n):bến cảng

+ 'global (a): belong to globe
+ 'finance (n):tài chính
+ 'business (n):kinh doanh
+' characterise(v):đặc trng hoá

- Read each word/phrase 3 times and ask sts to repeat
it.

- Leave sts 1 minute to self-practice.

- Ask 4-5 sts to read all the word/phrases aloud in
front of the class( 1 st/ 1 time)

- Listen and help sts to read the words/phrases
correctly.

3. While you read:( 20 mins)

Aims: Read and guess the meanings of the words
from contexts, and find specific information.

+Task 1: Matching:

- Ask sts to read the passage independently then read
the words in column A as well as the definitions
given in column B and scan the passage to match.
- Tell sts to refer to Vocabulary for help and
encourage them try to guess the meanings of the
words in contexts of the reading text.

- Ask sts to share their answers with their partners.
- Call on 5 sts to read their answers aloud in front of
the class.

- Listen to the T and find the answer.

S1: New York City is the largest city in the
USA.

S2: It is situated in New York.

- Listen to the T.

- Look at the pictures and answer the T.

Ss: Yes, we know.

S1: No 1 is the Empire State Building.
S2: No 2 is the United Nations
Headquarters.

...

- Work in pairs to ask and answer.
- Give answers orally.

1. It is in the northeast of the USA.
2. Sts' answer.

...

- Others listen

- Listen and read after the T.

- Write down these words into their
notebooks.

- Listen and repeat.

- Read these words and check for their
partner.

- Read the words aloud.
- Listen to the T.
- Work individually.

- Report their answers one by one.

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

- Listen to the T

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- Get feedback and give remarks.
+ Task 2: True or False.

- Ask sts to read the sentences in task 2 first, and
focus their attention on key words.

- Move round to help and ask sts to share their ideas
and correct the false sentences.

- Call on 5 sts to read and explain their answers aloud
in front of the class.

- Feedback and give remarks.
+ Task 3:

- Ask sts to read the passage again and work in pairs
to ask and answer the questions.

- Ask sts to share the answers with their friends
- Ask 5 pairs to give answers.

- Listen and check.

4 . After you read:( 9 mins)

Aims: to test sts' understanding about the reading
passage.

- Ask sts to work in groups of three or four to discuss
two questions.

If you could visit New York, which place(s) of interest
there would you like to see?

Why?/ Why not?

- Some presentatives of the groups are required to
report in front of the class.

- Listen and help sts to give correct answers.

5. Homework:( 1 min)

- Write a paragraph to answer the questions in After
you read.

on the key words.

- Read the passage again and do the task.
- Share their ideas with their friends.
- Report their answers sentence by
sentence.

1. T

2. F. It is ice-free in all seasons.

3. T. It is on the Hudson & Passaic River.
4. T

5. T

- Listen to the T

- Read the passage again and work in pairs
to ask and answer.

- Present their ideas:

1. It's in the southeastern part of New
York state.

2. 7 million in the city and 19 million in
the metropolitan region.

3. Because it was founded by the Dutch.
 ...

- Listen to their friends and the T.
- Work in groups orally.

- Some sts report.
- Listen to the T.

D.P: 20/03/2010 Period 91
D.T:22;23/03/2010

UNIT 15: CITIES
B. SPEAKING
I. Objectives:

- Students can talk about the differences between London and New York.
- Asking and answering questions about the two cities.

- Making the comparisions between London and New York..

II. Teaching aids: Textbook, chalk, board, handouts.

IV. Procedures:

Teacher’s activities Students’ activities

1. Warm- up: (5 minutes)

Aims : get used to the topic.

- Divide the class into 2 big groups and introduce the
quiz: T is going to read out the questions about Hanoi
and Ho Chi Minh City. Sts need to listen and give the
answers quickly.

- The quiz:

1. Which city is larger in area- Hanoi or Ho Chi Minh

- Work in groups and find the answers
quickly.

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City?

2. Which city has a bigger population- Hanoi or Ho Chi
Minh City?

3. Which city is older- Hanoi or Ho Chi Minh City?
2. Before you speak: (8 minutes)

+ Task 1: Complete each question in A with a suitable
word in B

- Ask S to do the task individually.

- Ask some S to go and write their answers on the board.

3. While you speak: (20 minutes)

Aims: Sts can ask and asnwer about the two cities .

+ Task 2:

- Ask sts to work in pairs: One S read the infformation
about New York city and the other about London, then
ask and asnwer about the cities

- In their pairs, Ss will take turn to ask and answer about
New York and London using the questions in Task 1.
- Go around to check and offer help.

- Ask sts to share their answers with other pairs.

- Call on some pairs to perform in front of the class and
give feedback.

- Listen and give remarks.
+ Task 3:

- Introduce the task: S are going to work in pairs again

and compare the two cities they have just asked and
answer about.

- Call on two students to read aloud the model
conversation in the textbook.

a Equal Comparison
+ Structure:

S + V + as adj / adv
as +

S + Modal V/Aux V/Be
NP

Pro

- Equal comparison of nouns:

... as+ many/ few+ countable N+ as

...as+ much/ little+ uncountable N+ as
Eg.: as many parks as/ as much money as

b Comparative form:
+ Structure:

S+V+ comparative adj /adv
+than+

S + Modal
V/Aux V/Be
NP

Pro

- Comparative nouns: more + count/ uncount - N
E.g: more buildings, more money

2,095 km2, Hanoi: 921 km20

2. Ho Chi Minh City. ( pop. Of HCM:
6. 2 milion, Hanoi: 3 milion)

3. Hanoi ( founded in 1010)

-Listen to the T
- Work individually.
- Some S write on board
- Answers:

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

- Work in pairs to ask and answer.

S1: Do you know when NY was
founded?

S2: It was founded in 1624. And what

about London?

S1: It was founded in 43AD. Ans what
is the population of New York?

S2: 7 milion. What about London?
S1: 7 milion, too. What’s the area of
New York?

S2: It covers an area of 946 km2. And
how large is London?

...
.

- Read the model aloud.

- Pay attention to the words/ phrases in
bold.

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- Ask S to work in pairs to compare the two cities, basing
on the model conversation.

- Go around to help Sts.

- Ask some Sts to perform in front of the class.

4. After you speak:(10 minutes)

Aim: S can talk about the preferences and give the

reasons.

+ Task 4:

- Introduce the task: S are going to work in groups to talk
about their preferences and to give reasons to back up
their opinions.

- Ask S to draw this table and take notes of their friends’ opinions .
Name City preferred Reasons

- Go around to observe and offer help if necessary.
- Call some S to report their findings.

- Give corrective feedback.

5. Homework: (2 minutes )

Write a paragraph about New York and London.

- Work in pairs.

- Compare the two cities.

- Some pairs present in front of the
class.

- Work in groups to listen and take
notes their opinions into the table.
- some sts present:

E.g.:Hoa prefers New York to London
because people are friendlier and
opener. Binh prefers living in London
because there are more high buildings
but Nga prefers working in London
because there are more holidays ……
D.P: 21/03/2010 Period 92
D.T:23;24;25/03/2010

UNIT 15: CITIES
C.LISTENING
I. Objectives:

By the end of this lesson Ss will be able to get the specific information about the Statue of Liberty
II.Method: Integrated, mainly communicative

III.Teaching aids: pictures of the Statue of Liberty, some pictures of some famous cities, lesson plan,
textbook

IV. Procedure:

Teacher’s activities Students’activities

Warm up: (3minutes) Matching:

- Uses a poster: Match the names of the cities in
column A with the names of the countries in
column B

- Corrects

* Pre-listening (6minutes)

- Gets Ss to work in pairs to answer 6
questions in textbook

* While-listening (23minutes)
+ Task 1.

- Go to the board and match the words
Ss’answers may vary

1. It is the Statue of Liberty

2. It is the Statue of a woman /It is tall/ It is
big

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- Explains the instruction and has Ss read the
task quickly in 1 minute before listening
- Plays the tape twice

- Listens to Ss’answers(from 1-5) and get Ss
to listen the last time to make sure that they
can correct their answers by themselves.

+ Task 2

- Explains the instruction

- Gets Ss to read quickly Task 2 in 1 minute
- Plays the tape twice

- Asks Ss what they have heard.
- Listens to Ss’answers

- Plays the tape the last time to make sure that
Ss can fill in the table enough with correct
information

* Post- listening (13minutes)
- Divides the class into 2 groups

- Has the students sit in groups of six and
retell their friends what they have learnt about
the Statue of Liberty, using the information in
the table.

- Goes around to help students

- Gets 2 representatives of two groups to
present their talks

- Gives feedback

Homework

Assigns homework

Comment

- Read the task quickly

- Listen and choose the correct answers

Answer key:

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

- Give their answers

- Listen again to correct their answers
-Listen to teacher’s explanation
- Read the task quickly

- Listen to the tape and fill in the table

- Give their answers

- Listen to the tape and correct the answers

Answer key

1. Liberty Enlightening the World
2. 46 meters

3. 205 tons

4. Copper (outside) and iron (frame)
5. (Made of) stone and concrete
6. 9.30 a.m to 5 p.m daily (everyday)

except Christmas Day
- Work in groups

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D.P:21/03/2010 Period 93
D.T:24;25;26/03/2010

UNIT 15: CITIES
D. WRITING
I. OBJECTIVES :

By the end of the lesson, students will be able to write a paragraph describing a city.

II. KNOWLEDGE :

* General knowledge : students learn how to describe a city
* Language : - Grammar :

+ Defining and non defining relative clauses
+ Simple present, simple past.

- Vocabulary :

+ Some new words related to the topic
III. Teaching aids : pictures, texbook.

IV. PROCEDURE :

Teacher’s activities Students’ activities

I. Warm up : (3’)

- asks some questions Answer
1. What do you know about London? (individually)
2. Do you like it? Give reason(s)

II. Pre - writing : (15’)

- asks students to look at the pictures in the
texbook

- asks students to read paragraph in silence.

- Work in groups, discuss, and answer the
questions in task 1

- goes around class to help students

- explains some structures when describing a city
+ (be) situated

+ cover an area of

+ (be) founded by
+ (be) famous for

+ The best thing about …… is ……

- Answers

1. In southern English, on river thames

2. It covers an are a of 1,610 sguare
kilometres

3. 7 million

4. It is a capital city

5. It was founded by the roman in 43AD
6. It is famous for many things : such as St
paul’s cathedral and the houses of parliament,
its museums and its many shops

7. The best thing about London is the park
- Gives feedback

III. While - writing : (15’)

- Elicits 2 famous cities
Give cues

* HCM city : - Population – about 8 million

people

- Area : 2,092 square km
- Founded : 1968

- Famous : BenThanh market,
Duc Ba church.

* CanTho : - Population - about 2 million people
- Area : 2,964 square km

Founded : 2004
-Famous:NinhKieupier,Canhoport

- Give the name of two famous cities

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- asks students some questions about each of them
(questions in task 1)

- asks students to write a paragraph to describe
one of the two above cities (based on questions in
task 1) by using posters.

- Goes around class to help students
- asks ss to exchange their writings
- goes around tohelp them if necessary

- asks one student in each group to stick the
posters on the board

- work in groups to write about a city of their
interest

- exchange their writings and correct them
each other

IV. Post - writing : (11’)

- corrects mistakes

- T & ss work together - correct

V. Homework : (1’)

- asks students to write a short paragraph about the
province of Ben Tre

- do the work at home.

D.P:27/03/2010 Period 94
D.T:29;30/03/2010

UNIT 15: CITIES
E. LANGUAGE FOCUS
 I.Objectives:

By the end of the lesson, students will be able to pronounce two sounds /θ/, / ð / correctly; use “
Non-defining and Non-defining Relative Clauses” and “ Although” correctly

II. Skills : listening, speaking, readings , writing.

III. Teaching aids: pictures, posters, lesson plan, textbook, etc.

IV. Proceture

Teacher, s activities Students’ s activities

Pronuciation(12mns)

-There are three brothers in Tom’s family.

/θ / / ð /

- asks students to read this sentence in chorus.
- asks them to pronounce two sounds:

- describe how to pronounce the 2 sounds clearly.
A. Exercise 1

Non-defining and defining relative clauses.

Relative pro: which, who, whom, whose,that.

-read in chorus.

-pronounce the sounds in chorus

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Activity 1:

New York Harbour, which is ice-free in
 N – R - Clause
 all seasons, is one of the largest and finest
harbours in the world.

- Writes this sentence on the blackboard
- explain

Gives another example.

*The man who lives next door is very friendly.
-explains.

Theory: Mđề quan hệ giới hạn (defining
relative clause) cung cấp thông tin rất cần
thiết. Để đảm bảo nghĩa của câu, ta không
thể bỏ mệnh đề này.

@ Note

“That” is not used in non-defining rela clauses

Activity 2.

Do exercise 1:
Gives the instruction.

Asks students to work individually
Gets students to correct in pairs.

Gets some sts to do this exercise before the class.
Correct

B.Exercise 2

Connecting contrasting ideas: Although.

Activity 1

Gives an example
Asks questions: It ……
What are they doing?

Says: Although it is raining,they’re still playing
football. S V

Writes this sentence on the b.b
Explains

Asks ss to look at the example in their textbooks
Ex: Although New York is not the capital of the
S V

U.S.A, it is the home of the United Nations.
-analyses

-explains

@ notes

_Although = Even though= Though

ex: Though it is raining, they’re still playing
football.

Activity 2.
Do exercise 2

Asks students to work individually
-gets them to correct in pairs
-corrects

Homework:

It is New York Harbour

“Who lives next door” is relative clause
-

Work individually
Correct in pairs
Answers:

1.Washington, D.C., which is located on the
East Coast of the United States, has many
interesting and historical places to visit.
2. Brasilia, which is the capital of Brazil, is
less than 50 years old.

3.Mexico City, which has a population of
nearly 20,000,000, is the largest metropolitan
area in the world.

4. Seoul, which hosted the 1988 Summer
Olympics, is well-known for its shopping
centres.

5. Kyoto, which used to be the capital of
Japan, has many temples.

It is raining

They are playing football

Answers:

1. Although there is not much to do in the
countryside, I prefer living in there.

2. Although there is a lot of pollution in Los
Angeles, it is an ideal place to live.

3. Although the shops are crowded, people
are not buying much.

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Teacher assigns homework. destination for many people, it has its
problems.

5. Although it is a safe neighbourhood, it is
best to be careful

Do the exercises again

D.P: Period 95
D.T:

Unit 16: Historical places
A.READING
I. Objectives:

- Reading for general ideas and specific information.
- Choosing the best suitable words and guessing in context.
- Deciding on True or False statements.

- Discussing in group.

II. Teaching aids: - Textbook, blackboard, chalk, ...….

III. Procedure

Teacher’s activities Students’ activities

1. Warm-up: Network..(5minutes)

- Ask students to work in groups of 3-4 students .

- Ask the students to name some historical places in Vietnam.

- After 2 minutes, the group which has the longest list will be the
winner

2. Before you read: (8 minutes)

Aims: To provide students with words/phrases about historical places.

- Students are required to work in pairs to answer the questions in the
textbook.

- Go around to offer help S.

- Ask some S to answer the questions.
- Listen and help S to give correct answers.
Suggested answers:

1. Co Loa Citadel. Hoa Lu Capital. Con- Son- Kiep Bac Site. Den
Hung Remains, Quang Tri Citadel, Hue Imperial City. Hoi An City,
etc.

2. Yes, it is. It is the first university of Vietnam.

3. Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry.
It is one of the most visited places in Hanoi.

- Give S some new words:
* The new words/phrases are:

+ Confucian ( a): ngời theo đạo Khổng, nhà nho
 + engrave ( v): khắc, trạm trổ

+ stelae ( n): bia đá

Read each word/phrase 3 times and ask the students to repeat it.

Ask 4-5 students to read all the word/phrases aloud in front of the class

- Work in groups

- Work in pairs.

- Some S answer the
questions

- Read after the T and then
read individually.

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(1 student/ 1 time)

Listen and help the students to read the words/phrases correctly.
3. While you read: (20 minutes)

Aims: Read for information to do the task, and do the tasks.

Task 1: Guesing in context

- Ask the students to read the passage indepently then find the italicised
words in task 1.

- Write these words on board:

Originally, representative, memorialise, engrave, flourish.

- Ask S to go back to the text to locate and underline these words and
try to guess the meanings.

- T might want to check that S understand all these words by callingon
some S to tell the meanings in Vietnamese.

- S are required to compare their answers with their partner.

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

- Feedback and give correct answers:

* Key:

1. b 2. a 3. c 4. b 5. c 
 Task 2: Deciding on True or False statement

- Ask S read the text more carefully and decide whether the
statements are true (T) or false (F). Correct the false information.
- Ask s to do the task individually and then check their answers with
their friend.

- Ask some representatives to give their choice orally in front of the
class and explain their answers.

- Listen and help S to give the right answer.

Answer:

1. F ( it was built in 1070) 2. T
3. F ( from 11th century to 18th century)

4. F ( it is an example of well- preseved traditional Vietnamese
architecture)

5. T 6. T

4. After you read: (10 minutes)

Aims S can talk briefly about Van Mieu- Quoc Tu Giam.:

- Ask S to work in groups of 3 or 4 and prepare a talk about Van
Mieu-Quoc Tu Giam, using the suggestions in the textbook.

- Go round to help the students with their work.

- Ask some S to talk in front of the class and give feedback.

Suggested talk:

Van Mieu- Quoc Tu Giam is a historical and cultural relic of
Vietnam, which attracts a great number of visitors every year. Van
Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in
Hanoi. Quoc Tu Giam was considered the first university of Vietnam,
which was established on the grounds of Vietnam. Royal exams used to
take place here and the first comers were honoured by having their
names carved on the stone stelae. These talae were carried on the

-- Work individually

- Some S do the task orally
while others listen.

- Read the text and do the
task individually

- Check the answers with a
partner.

- Some S present.

-- Listen to the T
- Work in groups

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backs of giant tortoises,which can still be seen today.

5. Homework: (2 minutes)

- Write a passage about Van Mieu- Quoc Tu Giam.

Van Mieu- Quoc Tu Giam.

D.P: Period 96
D.T:

Unit 16: Historical places
B.SPEAKING
I/ Objectives

- Asking and answering questions about a historical place.
- Talking about historical places.

II/ Teaching aids:

Textbook, chalk, board, handouts.

III/ Procedure:

Teacher’s activities Students’ activities

1. Warm- up: (5 minutes)
Aims : get used to the topic.

- Introduce the game: You are going to work in groups to match the

names of different historical places of interest in Hanoi with their
English translatations.

1. Chïa Mét Cét a. Presidential Palace
2. Cét Cê Hµ Néi b. Temple of Literature
3. Bảo tàng Cách mạng c. Ho Chi Minh Mausoleum
4. Văn Miếu d. National Museum of Ethnology
5. Lăng Hå Chđ TÞch e. Co Loa Citadel

6. Phđ chđ TÞch f. National Museum of Fine Arts
7. Bảo tàng Dân tộc học g. One Pillar Pagoda

8. Bảo tàng Lịch sử h. Flag Tower of Hanoi
9. Bảo tàng Mỹ thuật i. Revolution Museum

10. Thµnh Cỉ Loa j. Vietnamese National History
Museum

- Go around to observe and check that S work.
- Check with the whole class.

2. Before you speak: (8 minutes)

Aims: : focus sts. on the topic and introduce the words and
grammar used in the task.

Task 1: Ask and answer about President Ho Chi Minh
Mausoleum.

- Ask S to study the fact sheet of the monuments and explain

new words if any.

+ stand : place

+ late( adj): nguyªn, cè cùu
 + maintenance ( n): b¶o dìng

- Ask S to read the model conversation in the textbook.

- Ask S some questions as examples.

- Work in group.
- Give the answers.:
1-e 2- h 3- i
4- b 5- c 6- a
7- d 8- j 9- f
10- e

- read the fact sheet and listen
to the T.

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- Ask S to work in pairs to ask and answer about President Ho Chi
Minh’s Mausoleum.

- Go around to help S.

- Call on some pairs to perform in front of the class.
Suggested questions:

+ Where is it located?

+ When did the construction start?
 + When did the constuction finish?
 + How many floors are there?
 + What is the use of each floor?
 + What time is it open?

+ What time is it closed?

+ Is photography allowed inside?

3. While you speak: (20 minutes)

Aims: Sts can ask and asnwer about the two historical places .

Task 2: An information gap activity

- Introduce the task: S going to ask and answer about Hue Imperial
City and Thong Nhat Conference Hall.

- Give S some new words:

+ World Cultural Heritage:Di sản văn ho¸ thÕ giíi
 + Comprise (v): bao gåm

+ The Royal Citadel: Hoµng thµnh
 + The Imperial Enclosure: Thµnh néi

+ The Forbidden Purple City: Tư cÊm thµnh
 + Admission: giá vé vào cửa

+ Reunification Hall: Dinh Thèng nhÊt

+ To be heavily damaged: bÞ phá huỷ nặng nề
 + Air bombardment: ném bom

+ Chamber: phßng

- Ask S to work in pairs

- In their pairs, Ss will take turn to ask and answer about two
histirical places using the questions in task 1.

- Go around to check and offer to help.

- Call on some pairs to perform in front of the class and give
feedback.

4. After you speak: (10 minutes)

Aim: S can talk about the historical place they have been to.

Task 3:

- Introduce the task: S are going to work in groups to ask and answer
questions about a historical place they have been to.

- Remind S to take notes of their friends’ talk while listening so that
they can report in front of the class.

- Go around to help S .

- Call some S to report their findings.
- Give corrective feedback.

5. Homework: (2 minutes )

- Answer the teacher’s
questions.

- Work in pairs.

- Some pairs present in front
of the class.

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Write a paragraph to talk about a historical place .

D.P: Period 97
D.T:

Unit 16: Historical places
C.LISTENING
I. OBJECTIVES:

To help Ss listen and understand about Hoi An, a historical place in Vietnam (listening for
specific information).

II.TEACHING AIDS: text book,cassette

III. PROCEDURE:

1. Settlement: Checking attendance
2. Checking: New words

3. New lesson: Listening

Teacher’s Activities Students’ Activities

* Warm up: Guess the word

- Have Ss play the game "Guess the word"

(A word consists of 11 letters with some available.)

D I O N

- T gives some cues: + This word has 11 letters.
+ It begins with a letter D.
+ It ends with the suffix -ION.
- T asks some lead-in questions:

1. Do you know about the world cultural heritage sites in
Vietnam?

2. Can you name the one in Middle Vietnam, its name
begins with an H and ends with an N?

1. Before you listen:

a. Have Ss look at the pictures in textbooks and answer the

questions:

- What is the name of the place?
- What places have you been to?

- Which one would you like to visit most and why?

b. Vocabulary:

- tile-roofed (a)  picture : mái ngói

- well-preserved (a)  Example : được bảo quản tốt

- carve (v)  picture : khắc

- construct (v)  explanation : xây dựng
2. While you listen:

a. Task 1(textbook): Listen and choose A, B or C that best
completes the sentences:

- Have Ss work in pairs

- Have Ss read the MCQ for a few minutes.
- Have Ss guess the answers.

- Have Ss listen the text twice.

- Have Ss discuss the answers in pairs.
- T gives feedback

b. Task 2 (textbook): Listen and answer the following
questions

Group work

Key: DESTINATION

Hue, Ha long Bay, Hoi An, Phong Nha,
My Son

Hoi An

Individual work
Key:

Pic 1: Notre Dame Cathedral in Ho Chi
Minh City

Pic 2: Bo Nau Grotto, Ha Long Bay
Pic 3: The Huc Bridge, Hoan Kiem
Lake, Ha noi

Pic 4: Ngo Mon Gate, Imperial City in
Hue.

Copy down
Pair work

Guess the answer

Listen to the tape

Key:

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

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- T divides the class into groups of 4 .
- The text is divided into 2 parts:

Part 1: " The ancient town ...designers"

Part 2: "One of the main ... Cultural Heritage
site"

- T turns on the part 1, asks the groups to listen and answer
the questions 1 4.

- T does the same for the part 2.

- Have Ss listen the whole text for checking.
- T gives feedbacks.

3. After you listen:

- Have Ss work in 3 groups to talk about the ancient town of
Hoi An, using the following cues:

 its location and roles in the past
 its attractive characteristics at present

 its main tourist attractions and their features

Ss listen twice.
- Key:

1. Its lies on the Thu Bon River, 30 km
south of Da Nang.

2. It was known as the major trading
centre in Southeast Asia between the
16th and 17th centuries.

3. Hoi An is now famous for its old
temples, pagodas, small tile-roofed
houses and narrow streets.

4. They were made of wood and their
pillars were carved with ornamental
designs.

5. It is 153 years old.

6. It was built nearly two centuries ago.
7. The house now looks almost exactly
as it did in the early 19th century.
8. In 1999.

Group work

IV. Consolidation:

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D.P: Period 98
D.T:

Unit 16: Historical places
D.WRITING
I. Objectives:

1. Education Aims: - Students can describe a chart.
2. Knowledge:

a. General knowledge: - Student knows how to read the information in a chart.
b. Language: - Language used to describe a chart.

- The past tenses.

3. Skills: - Reading: read the model description.
- Speaking: discuss in pairs.

- Writing: write a description.

II. Anticipated problems:

- Students are not familiar with this type of writing.

III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' activities

1. Homework checking :( 5 mins)

- Ask one st to talk about the ancient town of Hoi An.
- Ask other sts to listen to their friend and give
remarks.

- Check and give remarks.

2. Before you write:( 20 mins)

- Aims: to get sts to know how to write a description
of a chart.

+Task 1:

- Firstly, ask sts to look at the chart and explain the
information in the chart.

- Ask them to look at the chart and then answer the
questions in pairs.

- Move around to help if necessary.

- Ask sts to compare their answer with other pairs.

- Get feedback and give remarks.

- Introduce some useful words/expressions that sts
can use when describing a chart.

+ Beginning: Answer the question: " What does the
chart show?"

- Answer: The chart shows...

The chart presents some information ....
+Expressions: As we can see from the chart, ...

- Listen to their friend and give remarks.
- Listen to the teacher.

- Read the chart and try to understand the
information in the chart.

- Work in pairs to ask and answer and then
share their answer with their friends.

- Present their ideas.

1. The USA had the biggest number of
visitors to Vietnam in 2001.

2. 99,700 visitors.
3. Australia did.
4. No, it isn't.
5. France did.

6. The number of American visitors to
Vietnam in 2002 increased by 29,497 in
comparison with that in 2001.

- Listen to the teacher.

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It can be seen from the chart that ...
 According to the chart, ...

+ Verbs: increase >< decrease
 reduce, rise, ...

+ Adverbs: rapidly, quickly, sharply, steadily, etc.

+ Comparatives and superlatives.

3. While you write:( 10 mins)

- Aims: Sts practise describing the chart.

+ Task 2:

- Ask sts to write a description of the chart.

- Ask them to use the answers to the questions above
to write.

- Let sts write in 10 minutes.

- Move around to conduct the activity.

4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read their work
aloud.

- Ask some other sts to give remarks.
- Check and give the correct answer.

- If there is enough time, T can have sts exchange
their writing among sts within a group so that they
can check their friend's work and give remarks.

5. Homework: ( 1min)

- Part D (page 95 - workbook).

notebooks.

- Do the writing task.

- Read their writing: ( a model description)

" The chart shows the number of visitor
arrivals to Vietnam from the USA, France
and Australia in 2001 and 2002. The
statistics were provided by Vietnam
National Administration of Tourism. It is
clear from the chart that the number of
visitors to Vietnam from the USA, France
and Australia in 2002 is higher than that in

2001. According to the chart, the USA had
the biggest number of visitors to Vietnam
with 230,470 visitors in 2001 and 259,967
in 2002. France ranked second with 99,700
visitors in 2001 and 111,546 in 2002... "

D.P: Period 99
D.T:

Unit 16: Historical places
E.LANGUAGE FOCUS
I. Objectives:

Students know how to pronounce the sound /ʒ / and / ʃ / correctly.

- Students revise: - Comparatives and superlatives.
II. Anticipated problems:

- Students may forget the knowledge about comparisons.

III. Teaching aids: - board, chalk, textbook.

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Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask two sts to read the description of the chart they
wrote at home aloud.

- Ask another st to give remarks.
- Check and give marks.

2. Pronunciation:( 10 mins)

a. Write two sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.
/ʃ / : a voiceless sound

/ ʒ / : a voiced sound

- Ask sts to pay attention to the length of two sounds.
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words
again so that they can check for each other.

- Move around to help .

- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 175 in the
book.

- Ask them to work in pairs to read the sentences and
then find out the words containing sound /ʒ / and
sound / ʃ / .

- Ask them to work in 2 minutes.
- Move around to conduct the activity.

- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

a. Comparatives and superlatives:

- Firstly ask sts to look at the examples and revise the
comparative and superlative form of the adjectives.
E.g: My house is smaller than your house.

My house is the smallest in this street.
 Exercise 1 is more difficult than exercise 2.
 Exercise 1 is the most difficult in this book.
- Ask sts to tell the T the comparative and superlative
form of the adjectives.

- Listen to the S and give remarks.
- Notes:

Irregular adjs

good => better => the best
bad => worse => the worst

far => further/farther => the
furthest/farthest

- Ask sts to do EX 1.

+ Exercise 1:

- Ask sts to do Ex 1 in pairs and then share the
answers with their friends.

- Move round to help if necessary.

- Two sts read the announcements aloud.
- Give remarks.

- Listen to the teacher.
- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/ ʒ / / ʃ /

television shop 
 pleasure machine
 measure Swedish
 ...

- Read these words in pairs and check for
their partners.

- Look at the book and work in pairs.
- Answers:

/ ʒ / / ʃ /

pleasure shouldn't
 Asia shop 
 illusions washing
 ...

- Read the sentences.
- Listen to the T.
- Look at the examples.

- One st tells the T the comparative and
superlative form of the adjectives:

Adjectives Comparatives Superlatives
Short adjs ...- er the ...- est

long longer the longest
hot hotter the hottest
.... ... ...

Long adjs more ... the most ....

expensive more expensive the most ex.
 ... ... ...

- Some sts report.

1. young => younger => the youngest

2. happy => happier => the happiest
3. big => bigger => the biggest
4. busy => busiest => the busiest
 ...

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- Ask some pairs to report.
- Check and give remarks.
+ Exercise 2:

- Ask sts to read the requirement and the example
carefully.

- Ask sts to do the Ex individually.
- Move round to help if necessary.

- Ask sts to share their ideas with their friends.
- Ask two sts to write the sentences on the board.
- Ask other sts to give remarks.

b. Making comparisons:
- Ask sts to EX3.

+ Exercise 3:

- Ask sts to do Ex3 in pairs and then share the
answers with their friends.

- Move round to help if necessary.

- Ask some sts to report in front of the whole class.

- Check and give remarks.

5. Homework ( 1 min)

- Part B( page 91 - workbook)

- Do the Ex individually.

2. My sister is younger than me.
3. Who is the oldest in the class?

4. Concord used to be the fastest passenger
plane in the world.

...

- Listen to the teacher.

- Do the exercise in pairs.
- Some sts report:

1. v 2. so 3. more
4. the 5. the 6. v
7. than 8. of 9. v
 ...

- Listen and correct their work if necessary.

D.P:10/04/2010 Period 100
D.T:12;13/04/2010

TEST YOURSELF F
I. Objectives:

- By the end of the lesson Ss will be able to do all the exercises correctly.

II. Teaching aids: textbook, chalk, board.

III. Procedures:

Teacher's activities Students' activities
1. Homework checking:( 5 mins)

- Ask one st to do Ex 4 in the workbook on the
board.

- Ask one st to give remarks.
- Give remarks and marks.

2. The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at home
in advance to save time.

- Give sts the time duration for each part : part II:
10 minutes, part III: 10 minutes, part IV: 15
minutes.

- Ask sts to do listening in class.
2.1. Listening:

EX 4:

3. larger 4. the longest 5. the worst 
6. happier 7. the most popular

...

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- Ask sts to read the requirement of the task.
- Play the tape twice and ask sts to do the task.
- Ask sts to share their ideas with their partners.
- Get feedback and play the tape again so that sts
can check their answers.

- Ask other sts to give remarks.
- Check and give feedback.
2.2. Reading:

- Ask sts to work in groups to compare their
answers.

- Ask some sts to report his/ her answers aloud.
- Listen and check.

2.3. Grammar:

2.3.1. Non-defining Relative Clauses:

- Ask sts to discuss their answers in groups.
- Ask some sts to write on the board.

- Ask two other sts to give remarks.
- Check and give the correct answers.

2.3.2. Comparisons:

- Ask sts to share their answers with their friends.
- Ask some sts to report:.

- Check and give remarks.
2.4. Writing:

- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

3. Homework: ( 1 min)

- Part A ( Page 85 - workbook)

- Look at the textbook and read the statements.
- Listen carefully and do the task.

- Work in pairs to discuss their answers.
- Some sts report.

1. three 2. friends 3. capital
4. crowds 5. noisy 6. interesting
 ...

- work in groups to share their ideas.
- Some sts stand up to report.

1. C 2. A 3. A 4. A 5. A

- Discuss in groups.
- Answers:

1. Their house, which is quite big and modern,
....

2. The new English teacher, who I met
yesterday, ...

3. Sandra has got a new job with Capital
Insurers, which is a much ...

...

- Compare their answers with their parners.
- Answers:

1. bigger 2. best

3. better 4. more polluted
5. more stressful

- Read their writing aloud

"Taipei, which is the capital city of Taiwan,
was founded in the 18th century. It has a
population of 2.3 million. It is the country's
most exciting city, but the weather there is very
humid and not very pleasant. Taipei is a busy
city, and the streets are always full of people. It
is famous for excellent museums."

- Listen to the teacher's remarks.

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D.T: 13;14;15/04/2010

REVIEW
***
I. OBJECTIVES:

By the end of the lesson Ss will be able to use conditional sentences correctly

II. TEACHING AIDS:
- text book; …..

III. PROCEDURE:

1. Settlement: Checking attendance
2. Checking: Who is absent today?
3. New lesson: Lesson 1

Teacher’s activities Students’ activities

I- Revision:

- Teacher gives examples and asks: “What tenses are
used in the second and in the third conditional
sentences?”

Ex: If I were a bird, I would be a while pigeon.

(I’m sorry I can’t be a bird)

If I had studied harder, I would have passed the exam.

(I failed the exam, because I didn't study hard enough)

- Teacher notes:

+ If the "if" clause comes first, a comma is usually used.
If the "if" clause comes second, there is no need for a
comma.

+ We use WERE for the verb TOBE in the second
conditional sentence.

II- Practice:

Exercise 1: Complete the sentences with the verbs in
parentheses.

1. There would be less crime if everyone (have) ...
a job.

2. If I (not, go) ... out so late last night, I (not be,
punish) ...

3. I (meet) ... my old friend in the party yesterday if I
(not, leave) ... so early.

4. If all the factories (be, move) ... out of the city
centre, the air pollution (be) ... less serious.

5. - Nga, please answer the phone.

- I (will) ... if I (can) ... . I’m in the bathroom.
6. If there (be) ... no sunlight, life (not, exist) ...
7. If I (not be) ... tired last night, I (go) ... out to

have a coffee with my friend.

8. Mr Nhan is a poor worker but if he (have) ...
enough money, he (buy) ... a motorbike.

9. It (be) ... very hot if there (be) ... two suns.

Activity 1: Group work

- Sts discuss the form, use of the first, second
and the third conditional sentences.

- Students answer the question: the simple
present tense, the simple future, the past
perfect and past future perfect tenses

- The leader writes down on the board

* The second conditional sentence:

If clause Main clause

S + simple
past tense

S + should/would/ could
+ infinitive

* The third conditional sentence:

If clause Main clause

S + had + PP S + would/ could/ mighthave + PP

- Sts give some more examples

Activity 2: Pair work

- Students do practice in pairs
Expecting answer

1. had

2. had not gone/ wouldn’t have been
punished

3. would have met/ hadn’t left
4. were moved/ would be
5. would/ could

6. were/ wouldn’t exist

7. hadn’t been/ would have gone
8. had/ would buy

9. would be/ were

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10. If I (know) ... that you arrived in HCM last
Saturday, I (pick) ... you up at the station.

Exercise 2 : Choose the correct answer

1. I want to buy a car, but I don't have enough 
money.

a. If I have enough money, I buy a car.
b. If I have enough money, I will buy a car.
c. If I had enough money, I would buy a car.

d. If I had had enough money, I would have bought a
car.

2. He stepped on the mine and it exploded.

a. If he doesn't step on the mine, it doesn't explode.

b. If he doesn't step on the mine, it won't explode.
c. If he didn't step on the mine, it wouldn't explode.
d. If he hadn't stepped on the mine, it wouldn't have
exploded.

3. Unfortunately, I don't know Philosophy, so I can't
answer your question.

a. If I know Philosophy, I can answer your question.
b. If I know Philosophy, I will be able to answer your
question.

c. If I knew Philosophy, I would be able to answer your
question.

d. If I had known Philosophy, I would have been able to
answer your question.

4. - I have never been to a job interview before.

a. If I were you, I will dress formally.
b. If I were you, I could dress formally.
c. If I were you, I would dress formally.
d. If I were you, I can dress formally.

Pair work

- Some students write down on the board.
Answer key

1. c
2. d
3. d
4. c

4. Consolidation:

5. Homework:Revise the lesson again

1. Mr. Mills lost his job because he was late every day.
If Mr. Mills...
2. Without this treatment, the patient would have died.

D.P: 10/04/2010 Period 102
D.T:14;15;16/04/2010

REVIEW
I. OBJECTIVES:

By the end of the lesson Ss will be able to use the relative clauses correctly
II. TEACHING AIDS

-text book…….

III. PROCEDURE:

1. Settlement: Checking attendance
2. Checking: Who is absent today?
3. New lesson: Lesson 2

Teacher’s activities Students’ activities

1. Revision:

- Teacher asks students: “What relative pronouns

Activity 1: Group work

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can you use in the relative clauses?
- Teacher explains:

a. Defining Relative Clauses

give detailed information defining a general term
or expression.

- are not put in commas.

* Imagine, Tom is in a room with five girls. One
girl is talking to Tom and you ask somebody
whether he knows this girl. Here the relative
clause defines which of the five girls you mean.
Do you know the girl who is talking to Tom?
- Defining relative clauses are often used in

definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can

be dropped. (Sentences with a relative clause
without the relative pronoun are called Contact
Clauses.)

The boy (who/whom) we met yesterday is very
nice.

b. Non-Defining Relative Clauses

- (also called non-identifying relative clauses or

non-restrictive relative clauses) give additional
information on something, but do not define it.
- are put in commas.

* Imagine, Tom is in a room with only one girl.
The two are talking to each other and you ask
somebody whether he knows this girl. Here the
relative clause is non-defining because in this
situation it is obvious which girl you mean.

Do you know the girl, who is talking to Tom?

- Who/ Which may not be replaced with that.
Object pronouns in non-defining relative clauses
must be used.

Jim, who/whom we met yesterday, is very nice.

2. Practice:

Exercise 1: Combine the sentences using relative
clauses

1. We bought a car last week. The car is blue.
The car ...
2. The girl is a singer. We met her at the party.

Relative

pronoun Use Example

who subject or object pronoun for
people

I told you about the
woman who lives
next door.

which

subject or object
pronoun for
animals and
things

Do you see the cat

which is lying on
the roof?

which referring to a
whole sentence

He couldn't read

which surprised me.
whose

possession for
people animals
and things

Do you know the
boy whose mother
is a nurse?

whom

object pronoun
for people,
especially in
non-defining relative
clauses (in
defining relative
clauses we
colloquially
prefer who)

I was invited by the

professor whom I
met at the

conference.

that

subject or object
pronoun for
people, animals
and things in
defining relative
clauses (who or

which are also
possible)

I don't like the table

that stands in the
kitchen.

- Students take notes

Activity 2: Pair work

Expecting answer

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The girl ...
3. The bananas are on the table. George bought

them.

The bananas ...
4. We watched a film last night. It was really

scary.

The film ...
5. A monk is a man. The man has devoted his life

to God.

A monk (thầy tu)...
6. I have one black cat. His name is Blacky.

I have ...
7. A herbivore is an animal. The animal feeds

upon vegetation.

A herbivore (động vật ăn
cỏ)...

8. Carol plays the piano brilliantly. She is only 9
years old.

Carol ...
9. Sydney is the largest Australian city. It is not

the capital of Australia

4. The film which we watched last night was really
scary

5. A monk is the man who has devoted his life to
God.

6. I have one black cat whose name is Blacky.

7. A herbivore is an animal which feeds upon
vegetation.

8. Carol, who is only 9 years old, plays the piano
brilliantly.

9. Sydney, which is not the capital of Australia, is
the largest Australian city.

10. The new words which I have to learn are very
difficult.

4. Consolidation:

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D.P: 18 /04/2010 Period 103
D.T: 19,20 /04/2010

REVIEW
A. OBJECTIVES:

I. Knowledge: Students revise the passive form and to- infinitive of purposes.
II. Skills: Speaking, Writing

B. PROCEDURE:

I. Settlement: Checking attendance
II. Checking: Who is absent today?
III. New lesson: Lesson 3

Teacher’s activities Students’ activities

I-PASSIVE FORMS :

- Teacher gives example and asks students to write out
the form of the passive

1. Breakthe glass into small pieces.
V O

-> The glass is broken into small pieces.

- Teacher gives some more examples and asks students
to give the specific form.

Ex1:

 Films are shown at the cinema.

Ex2:

 My watch was made in Japan.

Ex3:

 The letters will be mailed next week.

1. Active: Tom painted the chair.

Passive: The chair was painted (by Tom).
2. Active: Tom painted the chair carefully
yesterday.

Passive: The chair was carefully painted (by Tom)
yesterday.

3. Active: They dry the beans in the sun.
Passive: The beans are dried in the sun.
4. Active: They have turned on the lights
Passive: The lights have been turned on.

II- Infinitive of purposes

For + noun/ To + infinitive: individual purpose

If we want to express individual purpose with a verb 
pattern, we are obliged to use to + infinitive:

 I stopped by at the supermarket to buy some apples

on the way home.

 I popped into his office to have a chat about our

marketing policy.

I decided to save up to buy a new computer.
For is commonly used with nouns to express

individual purpose:

 I popped into the supermarket for some apples on

the way home.

(Not: I popped into the supermarket for buying some
apples)

- Students work in pairs

Be + V3 (past participle)

ACTIVE S V O

PASSIVE S’ (to be V3) (byO’)

1. Simple Present:

Subject + am / is / are + V3

2. Simple past

Subject + was / were + V3

3. Simple future:

Subject + will be + V3

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 I stopped by at his office for a chat about our

marketing strategy.

(Not: I stopped by at his office for having a chat 
about marketing.)

 I decided I would save up for a new computer.

(NOT: I decided I would save up for buying a new 
computer.)

Exercise 1: Rewrite the sentences using infinitive of
purpose

Example:

I went to Holland because I wanted to see the tulips.
-> I went to Holland to see the tulips.

1. I’m going to Moscow because I want to see the
Kremlin.

2. Paul is going to London because he wants to buy
some clothes.

3. Roger went to India because he wanted to visit the
Taj Mahal.

4. Tracey often goes to the disco because she wants to
dance.

5. Tim is going to America because he wants to see the
Niagara Falls.

Exercise 2: Change these sentences into the passive
1. People don’t use this dictionary very often
-> This dictionary ...
2. They have found oil in the Antarctic (South Pole)
-> Oil ...
3. Someone gave Mary this present an hour ago.
-> Mary ...
-> This present ...
4. They will translate her new book into a number of
foreign languages.

-> Her new book ...
5. They told me that our teacher was sick.

-> I ...

- Students listen to the teacher’s explanation
and copy.

- Students work individually.
Answer key

1. I’m going to Moscow to see the Kremlin.
2. Paul is going to London to buy some clothes.
3. Roger went to India to visit the Taj Mahal.
4. Tracey often goes to the disco to dance.
5. Tim is going to America to see the Niagara
Falls.

- Students work in pairs

1. This dictionary isn’t used very often
2. Oil has been found in the Antarctic
3. Mary was given this present an hour ago
(or) This present was given to Mary an hour
ago

4. Her new book will be translated into a
number of foreign languages.

5. I was told that our teacher was sick

IV. Consolidation:

V. Homework:

D.P: 25/04/2010 Period: 104

D.T:

EXERCISES

I/ Rewrite the following sentences, using Conditional Sentences Type 3

1. He didn’t hurry, so he missed the train.

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2. My brother didn’t leave the car keys, so I couldn’t pick him up at the station.

If my brother __________________________________________________

3. We didn’t go because it rained.

 If it hadn’t ____________________________________________________

4. We didn’t go on holiday because we didn’t have enough money.

If we _________________________________________________________

5. Susan felt sick because she ate four cream cakes.

 If Susan ______________________________________________________

6. Without this treatment, the patient would have died.

 If he _________________________________________________________

7. We got lost because we didn’t have a map.

If we ________________________________________________________

8. He lost his job because he was late every day.

 If he _________________________________________________________

9. Peter is fat because he eats so many chips.

If ____________________________________________________________
10. Robert got a bad cough because he started smoking cigarettes.

If Robert ______________________________________________________

II/ Give the correct form of the adjectives or adverbs in brackets.

1. It was an awful day. It was the (bad)_____________ day of my life.

2. He was a bit depressed yesterday, but he looks (happy)____________today
3. John’s car runs (well)________________ than Mary’s.

4. That’s the (far)_______________ way to the city center.
5. I feel (good)_________________ today than I did last week.
6. HCM City is the (big)______________ city in Viet Nam.
7. Marjorie has (many)_______________ books than Sue.
8. He acts (badly)______________ than ever before.

9. This bottle has (little)______________ water than my bottle.
10. Nam is (nice)_______________ than Minh.

III/ Rewrite the following sentences, using Comparative

1. My homework is worse than yours.

Your homework is____________________________________________

2. He does the test more easily than Nga.

Nga________________________________________________________

3. An dictionary is more expensive than an English book.

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4. He behaves now worse than he used to.

He used to__________________________________________________

5. My uncle is fatter than my father.

My father__________________________________________________

6. Viet Nam isn’t as large as the USA

Viet Nam__________________________________________________

Procedure:

T Stages & Content T’s activities Ss’ activities
3

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I. WARM UP: Slap the pictures
II. PRE-READING:

1. Look at the map and give the Vietnamese
names for the oceans on the map

2. Name the sea animals in the pictures
3. Vocabulary:

- biodiversity (n) : đa dạng sinh học
- gulf (n) : vịnh

- submarine (n) : tàu ngầm
- at stake (exp) : bị đe dọa
- investigate (v) : điều tra
III. WHILE-READING:
* Task 1: Gap-fill

* Task 2: Comprehension questions
IV. POST-READING:

- Complete the summary

- Draw the pictures of the undersea world
& tell how to preserve the sea environment
V. HOMEWORK:

Complete the lesson
-Set the scene

-Introduction
-Elicit
-Model

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Giáo án 10 nâng cao

Giáo án 10 nâng cao

Giáo án 10

Giáo án 10 nâng cao

GIÁO ÁN 10 NC

một số giáo án 10

giao an 10 cb2010

<b>INTRODUCING THE PROGRAMS OF ENGLISH 10</b>

<b>REVIEW SIMPLE PRESENT and PAST SIMLPE</b>

I.

II.

<b>REVISION</b>

<b>UNIT 1 A DAY IN THE LIFE OF...</b>

<b>A.READING</b>

<b>UNIT 1 A DAY IN THE LIFE OF...</b>

<b>B.</b>

<b>SPEAKING</b>

<b>UNIT 1. A DAY IN THE LIFE OF...</b>

<b>LISTENING</b>

<b> </b>

<b> UNIT 1. A DAY IN THE LIFE OF....</b>

<b>D.WRITING</b>

<b>E.LANGUAGE FOCUS</b>

<b>UNIT 2. SCHOOL TALKS</b>

<b>A. READING</b>

<b>UNIT 2. SCHOOL TALKS</b>

<b>B. SPEAKING</b>

<b>UNIT 2. SCHOOL TALKS</b>

<b> C.LISTENING</b>

<b> UNIT 2 SCHOOL TALKS</b>

<b>D. WRITING</b>

<b>UNIT 2. SCHOOL TALKS</b>

<b>E . LANGUAGE FOCUS</b>

<b>UNIT 3 PEOPLE’S BACKGROUND</b>

<b>A.READING</b>

<b>UNIT 3 PEOPLE’S BACKGROUND</b>

<b>B. SPEAKING</b>

<b>UNIT 3 PEOPLE’S BACKGROUND</b>

<b>C.LISTENING</b>

<b>UNIT 3 PEOPLE’S BACKGROUND</b>

<b>D.WRITING</b>

<b>UNIT 3 PEOPLE’S BACKGROUND</b>

<b>E.LANGUAGE FOCUS</b>

<b>TEST YOURSELF A</b>

<b>THE FIRST ENGLISH TEST OF THE FIRST SEMESTER</b>

<b> UNIT 4: SPECIAL EDUCATION</b>

<b> A.READING</b>

<b>UNIT 4 SPECIAL EDUCATION</b>

<b>B. SPEAKING</b>

<b>UNIT 4 SPECIAL EDUCATION</b>

<b>C.LISTENING</b>

<b>CORRECT TEST</b>

<b>UNIT 4 SPECIAL EDUCATION</b>

<b>D.WRITING</b>

<b>UNIT 4 SPECIAL EDUCATION</b>

<b>E. LANGUAGE FOCUS</b>

<b>UNIT 5 TECHNOLOGY AND YOU</b>

<b>A.READING</b>

<b>UNIT 5 TECHNOLOGY AND YOU</b>

<b>B. SPEAKING</b>

<b>UNIT 5 TECHNOLOGY AND YOU</b>

<b>C.LISTENING</b>

<b>UNIT:5 TECHNOLOGY AND YOU</b>

<b>D.WRITING</b>

<b>UNIT:5 TECHNOLOGY AND YOU</b>

<b>E.LANGUAGE FOCUS</b>

<b>UNIT 6. AN EXCURSION</b>

<b>A. READING</b>

<b>UNIT 6. AN EXCURSION</b>

<b> B. SPEAKING</b>

<b>UNIT 6. AN EXCURSION</b>

<b>C. LISTENING</b>

<b>UNIT 6. AN EXCURSION</b>

<b>D. WRITING</b>

<b>UNIT 6. AN EXCURSION</b>

<b>E. LANGUAGE FOCUS</b>

<b>TEST YOURSELF B</b>

<b>UNIT 7:THE MASS MEDIA</b>

<b>A.READING</b>

<b>UNIT 7:THE MASS MEDIA</b>

<b>B.SPEAKING</b>

<b>UNIT 7:THE MASS MEDIA</b>

<b>C. LISTENING</b>

<b>TEST CORRECTION</b>

<b>UNIT 7:THE MASS MEDIA</b>

<b>D. WRITING</b>