Giao an avan 10CB

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Date of preparing:

LESSON PLAN

Date of teaching: REVIEW

Period 1, 2

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

II. Languages focus:

 Grammar : the simple past, the past continuous, the past perfect tense
 New words :

III. Teaching aids: pictures, handout, extra board

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Check up:
II. Lead in:
III. Presentation:

Yesterday when I (cross) the road I (step) on a
banana and (fall)heavily.

the simple past tense

1. mot hanh dong da hoan thanh tai mot thoi diem xac
dinh trong qua khu.

Ex: He (visit) me yesterday → visited

2. Mot hanh dong da hoan tat trong sout mot khoang
thoi gian trong qua khu.

Ex: I often (play) football from 95 to 97

3. Mot thoi quen

Ex: I often (play) football when I (be) young 4. Mot
loat hanh dong xay ra ke tiep nhau trong qua khu

Ex: Yesterday when I (cross) the road I (step) on a
banana and (fall)heavily.

the past continuous tense

1. mot hanh dong dang dien ra o mot thoi diem xac
dinh trong qua khu.

Ex: He (watch) TV at 11 o’clock yesterday.

2. Mot hanh dong dang dien ra trong qua khu thi co
mot hanh dong khac xay den

Ex: The phone (ring) when he ( watch) TV.

3.Hai hay nhieu hanh dong dang dien ra dong thoi
trong qua khu.

Ex: Tom(do) homework while his brother (watch)
TV yesterday.

the past perfect tense.

1. Mot hanh dong da hoan thanh truoc mot thoi diem
xac dinh trong qua khu.

Ex: Tom (finish) his work before 10 o’clock
yesreday. → had finished

2. Mot hanh dong da hoan thanh truoc mot
hanh dong khac cung dien ra trong qua khu

Ex: Yesterday when I (come) here, she (leave) here.

Handout.

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IV. Controlled 
 practice

V. Homework

→ came, had left.

Use the correct verb tense( form) by choosing the 
best answer:

1/ Mrs Reed (turn) on the radio in her car while she
( drive) home yesterday. She (listen) to some music

when she suddenly( hear) a siren. She (look) in her
mirror and (see) an ambulance behind her.

1. a. turned c. was turning
b. had been turning d. had turned
2. a. drove c. has driven
b. was driving d. had driven
3. a. is listening c. was listening
b. listened d. had listened
4. a. had heard c. had been hearing
b. heard d. was hearing
5. a. looked c. had looked
b. was looking d. has looked
6. a. has seen c. had been seeing
b. was seeing d. saw

2/ Our teacher (tell) us yesterday that he (visit)
England in 1970.

a. told, visited c. told, was visiting
b. had told, had visited d. tells, visited

3/ Before Alice (go) to sleep, she (call) her Mun
a. went, called c. went , had called
b. goes, called d. goes, calls

4/ Tom (see) a serious accident while he (stand) at the
bus stop.

a. sees, stands c. saw, is standing

b. has seen, stands d. saw, was standing
5/ After they had gone, I (sit) down and (rest)
a. sat, rested c. was sitting, rested
b. sat, was resting d. sit, rest

6/ Mr Clark (be) in New York 2 months ago. Mr
Rossi (be) in NewYork until 2 months ago.
a. had been, was c. was, was

b. was, had been d. had been, had been
7/ My friend (thank) me for what I (do) for him
a. thanked, had done c. thanked, did

b. has thanked, did d. has thanked, do
Tells story using 3 tenses.

_ Learn 3 tenses by heart.

_ Do all exercises into your notebooks.
Prepare Unit 1: WHO USES ENGLISH ?

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Date of preparing:

LESSON PLAN

Date of teaching: Unit 1: A DAY IN THE LIFE OF…

Period 3 Lesson: Reading

I. Objectives: By the end of the lesson, students will be able:
- To read the passage.

- To ask and answer the questions

- To talk about the daily routine of a farmer/parents/friends

II. Languages focus:

 Grammar : simple present, progressive present

 New words : lead the buffalo to the field, plough, harrow, pump water,,,,
III. Teaching aids: pictures, handout, extra board

IV. Procedure:

Stages Teacher’s activities Students’ activities

I.Warm up:

II.Pre-reading:

III. 
While-reading:

- shows the pictures of some people:
Who are working?

(actor, engineer, teacher, farmer)
- asks Ss: What does she/he do?
What does a farmer do?

- says: to understand more about the life of a
farmer, let’s study Unit 1,Lesson Reading

- has Ss ask and answer questions about their
daily routine.

Ex: What time do you get up?

What time do you have breakfast?...
- comments.

- uses the pictures relating to the farmer’s
daily activities to teach new words.

* New words:

+ lead the buffalo to the field
+ plough (v,n)

+ harrow (v,n)
+ pump water (exp)
+ transplant (v)
+ fellow (n) = friend
+ peasant (n) = farmer

* Task 1:

- guides Ss to scan to get information.
- comments

- work in individual
- give answers

- express the farmer, lead the
new lesson.

- work in pairs
- give feed back

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IV. 
Post-reading:

V. Home 
work:

* Task 2:

- Ss read the text again and answer the
questions.

- calls some pairs to answer the questions.
- remarks

- Ss close their books then ask and answer
about Mr Vy and Mrs Tuyet.

- corrects and remarks

* Task 3:

- explains the requirement.

- divides the class into 4 groups to make the
brief note about a daily routine of Mr Vy and
Mrs Tuyet (in the morning, in the afternoon,
after dinner)

- calls 1 or 2 Ss to present answer in front of
the class.

- remark and give marks.

- calls 1s to talk about them in front of class.
- comments and give marks.

- write a passage about 80 words that talk
about your parents or yourself daily routine.
- prepare the new lesson SPEAKING

task.

- work in individual

- do exercise and give keys.
- work in pairs

- work in pairs

- scan the text to get

information to fill in the table.
- work in groups

- listen and give more
information.

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Date of preparing:

LESSON PLAN

Date of teaching: Unit 1: A DAY IN THE LIFE OF…

Period 4 Lesson: Speaking

I. Objectives: By the end of the lesson, students will be able to:
- ask and answer some information about their daily routines.
- talk about their daily activities and their classmates.

II. Languages focus:

* Grammar: the present simple

* New words: Civic Education, Class Meeting

III. Teaching aids: pictures, handout, worksheets

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II.Pre-speaking:

III.While-speaking:

- matchs the words with the pictures.
- divides the class into 2 sides

(A&B).Each side has 1 st to go to the
board.

- matchs the pictuers of the subjects on
the board.

- hands out the words of subjects for 2
sides.

- corrects and remarks.

* Task 1:

- asks Ss to look at their books page 15
and to read Quan’s timetable.

- gives some new words:
+ Civic Education:
+ Class Meeting

- bases on Quan ‘s timetable, Ss ask and

answer the questions to get information.
Ex:What time does Quan have Civic 
Education lesson on Monday?

He has Civic Education lesson at
7.15am.

- helps Ss if necessary.

- invites some pairs to practise their
dialogues.

* Task 2:

- describes Quan’s activities, using the

- work in groups.

- match the words with the
pictures.

- work in individual.
- do Task 1 as the model
sentence.

- work in pairs.

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IV.Post-speaking:

V. Home 
work:

below pictures.

- asks Ss some questions about the
content of the pictures in Task 2 (Using
the present simple tense)

Ex: (look at the picture 1)
T:What does Quan do at 2 pm?

S:At 2 pm Quan gets up after taking a
short nap.

- asks Ss to work in group to describe
Quan’s activities.

- walks around the class and helps Ss if
necessary.

- asks some groups to present their the
results before the class.

* Task 3:

- asks Ss to sit in group of 4 and tell one
another about their daily routines.

- asks Ss to present their daily routine

before the class.

- asks Ss to write 5 sentences about what
they often do everyday.

- work in groups.

- Ss present their results before
the class while the others listen
and remark.

- work in groups.
- listen and remark.

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Date of preparing:

LESSON PLAN

Date of teaching: Unit 1: A DAY IN THE LIFE OF…

Period 5 Lesson : Listening

I. Objectives:By the end of the lesson, students will be able to:
- listen to one’s daily activities.

- listen to take information to do Task.

II. Languages focus:

* Grammar:

* New words: food staff, pedal, drop...

III.Teaching aids: cassette player

IV. Procedure:

Stages Teacher’s activities Students’activities

I. Warm up:

II. 
Pre-listening:

- asks Ss to arrange words into the
meaningful words.

* jumbled words: + APNLE
+ RITNA
+ CLCYO
+ YBCLCEI

- checks the result and gives the situation.
- says: My father is a pilot. He often
travels around the world by his plane.
- shows a picture and asks:

+ Who is he?

- says to understand about a cyclo’s daily
activities. Today you ‘ll listen to the tape.
- asks Ss to answer the questions.

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

3. Was it interesting to travel by cyclo?
4. Which do you prefer, going by bicycle
or by cyclo?

- gives reasons and comments.

* Listen and repeat:

+ district + office
+ drop + ride
+ routine + food stall
+ passenger + pedal
+ purchase + park

- explains and read the difficult words.

- work in group of 4.

- work individually.
+ He is a cyclo driver.

- work in pairs.

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III.While-listening:

IV. 
Post-listening:

V.Home 
work:

- asks Ss to look at the pictures on page 16
and guesses the order of the pictures.

* Task 1:

- listens to the tape once.
- checks Ss’ answer.
- listens again and checks.
- listens to the tape 3rd time.
* Task 2:

- asks Ss to listen the tape to decide
whether the statements are True/False.
- asks Ss to listen the tape three times and
checks the result with a partner or the
teacher.

- asks Ss to ask and answer the question
about Mr Lam’s activities, using the cues
below.

+ name + occupation
+ start work + passengers
+ lunch + rest

- retells his story to the class.

- asks Ss to write a passage about 50-60
words talking about Lam’s morning
activities.

- prepare the lesson:WRITING

- work individual and compare
the answers with a partner.
- listen number the pictures in
the correct orders.

- work individual and in pairs.

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Date of preparing:

LESSON PLAN

Date of teaching: Unit 1: A DAY IN THE LIFE OF …

Period 6 Lesson: Writing

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

- understand the context, language and the structure of a narrative.

- write a narrative about a hotel fire and use the given instructions/prompts.

II. Languages focus:

* Grammar:

* New words: stared death in the face, fasten our seat belts, dip, we had only minutes to
live.

III.Teaching aids: extra board, paper …

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II.Pre-writing:

III.While- 
writing:

- asks Ss to answer the questions:
1. Have you ever heard an interesting
story/frightening story?

2. When/Where did it happen?
3. How did you feel about that?

- how to write it now let’s begin to the
lesson WRITING

* Task 1:

- asks Ss to look at the text book on page
17 & 18.

- read the model narrative in silence.
- explains some difficult words and
phrases.

* New words:

+ satred death in the face
+ fasten our seat belts
+ dip

+ we had only minutes to live

- asks Ss to read and find all verbs that
are used in the past simple and the
connectors in the story.

* Task 2:

- asks Ss to identify the events, the
climax, and the conclusion of the

story.Then checks the results the before

- work individually

- read in silence.

- work individually.

- work in group of 4.

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IV. 
Post-writing:

V. Home 
work:

class.

- checks and comments
* Task 3:

- asks Ss to use the prompt below to
build up a narrative about a hotel fire.
- provides 2 & 4 extra boards for 2 & 4
groups to write their narrative.

-goes around the class to check

Ss’practice and help them if necessary.
- asks 2 & 4 Ss to hang their extra boards
on the board and guides the others to
find out the common mistakes.

- directs Ss to correct the mistakes.
- gives feed back.

- gives the key.

- asks Ss to write the narrative correctly
- prepare the new lesson: LANGUAGE
FOCUS

- look for the mistakes.

- correct the mistakes.

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Date of teaching: Unit 1: A DAY IN THE LIFE OF …

Period 7 Lesson : Language focus

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

- Pronounce exactly and fluently the sounds /i/ &/i:/ in words and in sentences.
- Use the simple present, the simple past tense & adverbs of frequency correctly in
speaking and writing.

II. Languages focus:

- Pronunciation:/i/ &/i:/

- Grammar: review the simple present and the simple past tense.
The position: Adverbs of frequency.

III.Teaching aids: a cassette

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II.Pronunciation:
Activity 1:

Activity 2:

III. Grammar 
and Vocabulary:

Activity 1:

- writes the sentence on the board.
Ex: He sits in the sitting room and
drinks tea every morning.

- underlines the sounds and leads into
the lesson.

* Listen and repeat:

- writes two sounds /i/ &/i:/ on the
board.

- read two times.

- read the words in the textbook.

* Practise these sentences:
- reads the sentences.

- asks Ss to pay attention to sentence
stress.

- picks out the words containing the
sounds /i/ & /i:/.

- check the result.

* More exercise: (play the tape)
- asks Ss to tick the words they
recognize in the sentences they hear.

- asks Ss to answer the questions.
1. What time do you go to school?
2. How do you go to school?

Which tense is used in these sentences?

* Exercise 1:

- directs Ss to do exercise 1, using the

- close the books.

- read and say what sounds are
repeated the sounds /i/ 7/ i:/

- repeat in chorus.

- say loudly the number of the
sound here.

- open the books.
- read in pairs.
- listen and repeat.

- read individual as directed.
- work in pair.

- read the result.
1.ship/sheep
2.bean/bin
3.cheeks/chicks
4.cheap/chip

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Activity 2:

Activity 3:

IV. Home work:

simple present tense.
- check the result.

* Exercise 2:

- order these words to make complete
sentences.

He/to/by/usually/goes/bike/school.
He/late/is/school/for/sometimes.

- In this exercise, we’ll practise how to
use adverbs of frequency in the

sentences.

* Note: As a result (Put at the beginning
of a sentence).

- checks the result.

* Exercise 3:

- answer the question.
What did you do last night?

- mentions and reminds the simple past.
- let’s do exercise 3.

- supplies the correct past simple form
of the verbs in brackets.

- goes around to help Ss if necessary.
- checks the result.

- does the exercise of language focus in
workbook page 6.

exchange the result in pairs.

He usually goes to school by
bike.

He is sometimes late for
school.

- work in pairs.

I watched TV.

I went to the cinema.
- work individually.
- work in pairs.

- compare the result with a
partner.

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Date of teaching: Unit 2: SCHOOL TALKS

Period 8 Lesson: Reading

I. Objectives: By the end of the lesson, students will be able to:
- read a passage for specific information.

- learn how to introduce oneself and express likes and dislikes.

II. Languages focus:
* Grammar:

* New words: words related to school

III. Teaching aids: picture, handout

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. 
Pre-reading:

III. 
While-reading:

* Play a game:

- use an extra-board to write the list of 3
topics.

- asks Ss to look at and try to remember
the list in 2 minutes.

+ sports and games + hobbies
+ entertainment + holidays

+ health problems + films

+ weather + work and study
- takes the extra board away and asks Ss
to retell the topics in the list.

- checks and finds out the winner.
- asks Ss to answer the questions.

Ex: When you meet your friends, which
topics do you often talk about?

- leads the new lesson.

- asks Ssto list words related to:
+ subjects: Maths, History…
+ kinds of school: high school,…

* Task 1:

- asks Ss to sit in groups of 4 to do the
exercise in their text book.

- corrects their mistakes

- asks Ss to scan the passage and then to
do Task 2.

* Task 2:

- asks 2 pairs to present their results
before class.

- work individually.

- answer individually.

- answer the questions.

- work in groups.

- work in pairs.

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IV. 
Post-reading:

V. Home 
work:

- asks Ss to reread the passage and then
do Task 3.

* Task 3:

- asks Ss to do the exercise in the text
book.

- corrects their mistakes.

- asks Ss to sit in group of 4 and talk

about:

+ What subjects they like learning best
and why.

+ What they like or dislike doing at
school.

+ What they worry about at school.
- asks some groups to present their talks
before class.

- asks Ss to write a short paragraph about
what you like or dislike.

- prepare the new lesson: SPEAKING

- work in pairs.

- work in groups.

- some Ss present their talks
before class.

- do the exercise at home.

Date of preparing:

LESSON PLAN

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Period 9 Lesson: Speaking

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

- give responses in a small talk.

II. Languages focus:
* Grammar:

* New words: words related to school

III. Teaching aids: picture, handout

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. 
Pre-speaking:

III. 
While-speaking:

- asks Ss to complete the open conversation in
a minute.

A: ……….(1)
……….
B: Hi,Nam.How are you?

A: I’m fine. Thanks. And you?

B: Very well. Thanks. I hanen’t seen you for a
long time. Let’s go somewhere for a drink.
A: Sorry,………(2)………
- explains something about these sentences.
- leads into the new lesson.

* Task 1:

- gives Ss some expressions which are

commonly used when people start or close a
conversation.

Ex: . It’s niceto meet you
. How is everything?
. Bye.

. See you again.
- asks Ss to do Task 1.

- asks some pairs to present their pratice
before the class.

- asks Ss to read these expressions.
* Task 2:

- asks Ss to scan Task 2 and do it.

- asks Ss to practise the dialogue in pairs.
- corrects their mistakes if necessary.
* Task 3:

- work individually

- listen and remark.

- work in pairs.

- present their results before
the class while the others
listen and remark.

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IV. 
Post-speaking:

V. Home 
work:

- asks Ss to scan Task 3 and find out difficult
words.

- explains their meaning if necessary.
- asks Ss to practise the dialogue in pairs.
- walks around the class and helps Ss if
necessary.

- asks some pairs to present their practice
before the class.

* Task 4:

- divides the class into groups (T asks Ss ti sit
in group of 4).

- asks Ss to do Task 4.

- walks around the class and helps Ss if
necessary.

- asks some groups to present their practice
the class.

- asks Ss to write about the conversation done
in groups.

- work in individually.

- work in pairs.

- present their practice before
the class while the others
listen and remark.

- work in groups

- some groups present their
result before the class while
the others listen and remark.

- do Home work at home.

Date of preparing:

LESSON PLAN

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Period 10 Lesson: Listening

I. Objectives: By the end of the lesson, students will be able to:
- listen to short conversations.

- match them with suitable pictures.

II. Languages focus:
* Grammar:

* New words: words related to school

III. Teaching aids: picture, cassette player

IV. Procedure:

Stages Teacher’s activities Students’ activities

I .Warm up:

II. 
Pre-listening:

III. 
While-listening:

- shows a picture of Ha long Bay.
- asks Ss some questions:

1. Have you been Ha long Bay?

2. Do you enjoy spending your holidays
in Ha Long Bay?

3. How do you like the weather in Ha
Long Bay?

- encourages Ss to make questions about
this picture.

- repeats good statements to lead in the
new lesson.

- suggests Ss to arrange a question in A
with a respone in B.

- goes around and helps Ss if necessary.
- comments and corrects.

* Task 1:

- divides the class into groups of 4.

- asks Ss to try describing the pictures in
the text book.

- play the tape and asks Ss to listen to 2
&3 minutes.

* Task 2:

- plays the tape again and asks to listen
and get information.

- asks Ss to ask and answer questions .
- plays the tape again to correct the
answers.

- answer individually.

- work in pairs.

- work in groups

- present before the class.

- listen and match the

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IV. 
Post-listening:

V. Home 
work:
(5’)

* Task 3:

- plays the tape and asks Ss to fill the
missing words into the blanks.

- goes around and checks some.
- plays the tape and corrects.

- asks Ss to talk about the problems that
they have experienced at school.

- asks Ss to write 5 questions about
personal hobbies.

- describes the picture that the teacher
gives.

- work in pairs.

- work in groups.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 2: SCHOOL TALKS

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I. Objectives: By the end of the lesson, students will be able to write and fill in a form

II. Languages focus:
* Grammar:

* New words: words related to forms

III. Teaching aids: forms and extra-board.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. 
Pre-writing:

III.

While-- gives a game.

F

J O B

B I R T H

P E R M I S S I O N

- asks the questions:

1.What do you look for after graduating
from high school?

2. Phu Yen is my place of ……….?
3. What is noun of the verb “permit”?
4. Key: FORM

- lead in the new lesson.
* Task1:

- give some forms and hang extra-board
with some questions:

1. Do you know what they are?
2. What do you use forms for?

3. What sort of information do you often
have to provide when you fill in a form?
- summarize information of each answer
on the board.

* Task 2:

- asks Ss to match a line in A with a
question in B after presenting some new
words.

+ marital status
+ block capital
+ applicable

- asks Ss to work in pair.

- corrects.

- choose the numbers and answer
the questions.

- guess the key.

- ask and answer in pairs.

- correct and remark.

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writing:

IV. 
Post-writing:

V. Home 
work:

* Task 3:

- asks Ss to fill in the form.

- helps Ss and checks when Ss do.
- corrects.

* Task 4:

- asks Ss to fill in the form.

- asks Ss to hang the extra boards while
others correct their friend key.

- corrects the common mistakes on the
extra board.

- gives the feed back.

- divide the class into many small groups
and ask them to use learnt information to
write a form about one of topics below.
+ apply for a job.

+ apply for a scholarship.
+ send money in a bank.
+ attend to the club.
+ make a library card.

- asks Ss to do them and helps and
corrects.

- asks Ss to do them at home.
- prepare to the new lesson:
LANGUAGE FOCUS.

- work individually
- exchange and correct.
- work individually.
- write it on the board.

- work in group.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 2: SCHOOL TALKS

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

- pronounce exactly and fluently the sound /^/ & /a:/ in words and in sentences..
- use Wh-questions in writing and communicating.

- use “ing and to-infinitive” form of verbs in speaking and writing.

II. Languages focus:
* Grammar:

* New words:

III.Teaching aids: a cassette, extra board

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II.

Pronunciation:
* Activity 1:

* Activity 2:

- writes sentences on the board.
Ex: I like studying English but my
cousin doesn’t.

My father has got a car.

- underlines the sounds and lead to the
new lesson.

* Listen and repeat:

- writes 2 sounds /^/ &/a:/ on the board.
- reads the sounds.

- reads the words and sentences in text
book.

- asks Ss to close the books and

remember the number of 2 sounds from
1 to 2.

- reads the words in text books.
- helps and corrects if necessary.

* Practise these sentences:

- asks Ss to pay attention to the sentence
stress.

- asks Ss to pick out the words
containing the sounds /^/ & /a:/.
- helps and corrects.

* More exercise:

- asks Ss to rearrange words in correct
the sounds /^/ &/a:/: cup, fat, car, stuck,
dumb, fast, flood, cartoon, mud, shark.
- corrects.

- asks Ss to answer three questions.

- close your books.

- St reads and says what sounds
are presented. The sounds
/^/&/a:/.

- open the books.
- read in chorus.
- read individually

- say loudly the numbers of the
sounds heard.

- open the books and read these

words in pairs.

- listen and repeat.
- read individually.
- read the result.

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III. Grammar 
and

Vocabulary:

IV. Home 
work:

(5’)

1. Do you like learning English?
2. Why do you want to learn it?
3. How long have you learnt it?
- underlines “learning” & “to learn”
- asks Ss to repeat the usage of Gerund
and Infinitive.

* Exercise 1:

- asks Ss to make questions for the
following respones.

- calls some Ss to write on the board.
- checks and corrects.

* Exercise 2:

- asks Ss to fill in the blanks with “ing or
to-infinitive” form of the verbs.

- corrects.

- asks Ss to do exercises of language
focus in workbooks.

- answer the questions.
1. Yes,I do / No, I don’t

2. Because I want to be a teacher.
3. For 4 years.

- work individually.

- work in groups.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 3: PEOPLE’S BACKGROUND

Period 13 Lesson: Reading

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- read better through Matching and True or False exercises.

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

II. Language focus:

* Grammar: the simple past, the past perfect tense.
* New words: relating to the field of science.

III. Teaching aids: text book, pictures.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. 
Pre-reading:

III. While -

- has Ss work in groups 4.

- asks them to make a list of famous
scientists.

- after 5s, the group with the longest list
will be the winner.

- asks Ss to work in pairs and answer the
following questions about Marie Curie.
1. Have you ever heard of Marie Curie?

2. What do you know about her?

- Marie Curie is the world famous

scientist. She made great contributions to
the world’s science. Today, we will learn
about her life and her research. Firstly,
let’s have a quick look at some new
words and phrases that you will come
acroos in the passage.

* New words:

- general education (n):
- brilliant (a): clever
- mature (n):

- harbour the dream of: leave university
- PhD: Doctor of Phylosophy

- tragic death: die painfully

- to be awarded: to be presented with
- atomic weight of radium:

- work in groups

- work in pairs and the whole
class.

- write new words
- practise in chorus and
individually

Famous
scientists
(Marie

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reading:

IV. Post 
reading:

V. Home 
work:

- humanitarian:

* Task 1: Matching

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

- helps Ss to try to guess the meanings of
the words in the context of the reading.
- calls some Ss to read and explain their
answers in front of the class.

- feedback and give correct answers:

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

* Task 2: True or False

- has Ss read the passage mare carefully
and decide the statements are True or
False.

- correct the false information.
- underlines the information in the
passage that helps Ss to find the correct
answers.

- explains the answers.
1T, 2F, 3T, 4F, 5T

* Task 3: Answering questions

- asks Ss to do the Task in pairs to
answer the questions.

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

- feedback and give correct answers.
- makes sure Ss understand all the
adjectives in the book.

- explain if necessary.

- asks Ss to work in groups and highlight
or underline the evidence that they find
in the passage.

- summaries the main points
- assign home work.

- work in pairs and after that work
individually.

- work individually.

- work in pairs.

- work in groups.

- whole class.

- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 3: PEOPLE’S BACKGROUND

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

- talk about their own background and know how to ask for other people’s background.

II. Language focus:

* Grammar:

* New words: relating to the field of science.

III. Teaching aids: small cards, posters, interview form.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. Pre 
reading:

- gives some words that aren’t orderly,
Ss rearrange into the correct order.
Jumbled sentence

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

_ Answer: Marie Curie was born in
Warsaw on November 7th 1867. 
- asks some question in front of the
class.

Where can we get information of one
famous person?

- leads the new lesson.
* Task 1:

- asks Ss to work in pairs and decide
which items can tell somebody’s
background.

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

- explains and give the correct answers.
* Family

* Education
* Experience

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

- calls on some Ss to give questions for
each items.

- give suggested answers.
* Family:

-How many people are there in your
family?

- What does your father do?

- listen and answer the question.

- discuss in groups of 4.
- give the key: in books,

magazines, newspapers, from an
interview.

- work the whole class.

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III. While 
reading:

IV. Post 
reading:

V. Homework:

* 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?

- What experience do you have?
* Task 2:

- give Ss the interview form or ask Ss to
draw a form by themselves.

- gives questions for the information
items.

+ Greeting: Good morning.

+ Date of birth: When were you born?
+ Place of birth: Where were you born?
+ Home: Where do you live?

+ Parents: Can you tell me about your
parents?

+ Favourite subject: What subjects do
you like best?

+ Experience: How do you work at
school?

+ Thanking: Thank you very much.

- asks Ss to carry out the interview in pairs. 
Rearrange Ss’seats to make them sit face to 
face.

- goes around and helps if necessary.
- asks Ss to work in groups and talk about 
the person they have known through 
interview.

- calls on some Ss to give a small talk in 
front of the class.

- comments on Ss’ performance and make 
necessary corrections.

- suggested answers: The person I interview 
is Lan. She was born in 1991 in Phu Yen. 
There are 4 people in her family…

- summaries the main points.
- assign home work.

- work in pairs.

- work individually in front of the
class.

- work in groups.

- give the key.

- work in the whole class.
- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 3: PEOPLE’S BACKGROUND

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

- talk about one of the Olympic champions by using information regarding her
background and career.

II. Language focus:

* Grammar:

* New words: relating to sport activities.

III. Teaching aids: text book, pictures, cassette...

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. 
Pre-listening:

III. 
While-listening:

- gives some pictures of champions and

medals.(gold, silver and bronze medals –
football player, swimmer, tennis player)
- asks Ss to work in pairs to match the
pictures with words.

- feedbacks and gives correct answers.
* Vocabulary:

- diploma (n)
- certificate (n)
- degree (n)

- sports teacher (n): a teacher who
teaches sport.

- asks Ss to make sentences with the
above words and make sure they
understand the meanings of the words
clearly.

- gives some questions to know about the
Olympic Games.

1. Do you know any Olympic
champions?

2. What kind of sports does he/she take
up?

* Task 1: True or False

Sally has been the Olympic champion.
You are going to listen to a conversation
between her and Bob.

- plays the tapes several times if
necessary.

- has Ss compare their answers with a
friend.

- work in pairs.

- give the key.

- read in chorus

- give the meaning of the words
- work in pairs.

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IV. 
Post-listening:

V. Home 
work:

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

- feedbacks and gives correct answers.

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

* Task 2: Gap-filling

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

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

- plays the tape more than once if
necessary.

- checks the task as the whole class.
- gives correct answers.

1. general education 2. family
3. different - swimming 4. love stories
5. teacher’s diploma

- gives Ss the outline of Sally’s
background.

1980 …. local schools ….15…. family
…. basketball and swimming …. sports
teacher …. teacher’sdiploma.

- asks Ss to work in groups and base on
these guidelines to make a short talk

about Sally.

- calls on some Ss to give the talk to
class.

- comments on Ss’performance
regarding pronunciation and body
language.

- summarizes the main points.
- assign home work.

- work individually

- work in groups.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 3: PEOPLE’S BACKGROUND

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I. Objectives: By the end of the lesson, students will be able to:
- write a simple Curriculum Vitae.

- get to know the format, layout and essential information of a Curriculum Vitae.

II. Language focus:

* Grammar:

* New words: relating to Curriculum Vitae.

III. Teaching aids: text book, some C.V samples.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. 
Pre-writing:

III. While
writing:

- asks Ss to close your books.

- guides and introduces the exercise.
Match A with B:

1.Name a. Boston

2.Date of birth b. Kensington High
School

3. Place of birth c. English, French,
Maths

4. Schools attended d. Tourist guide
5. Exams passed e. David Brown
6. Previous jobs f. 12/11/69
7. Interests g. Music and dancing
- asks Ss to work in pairs.

- goes around and helps if necessary.
- leads the new lesson.

* Task 1:

- asks Ss to open your books and
introduces C.V of Brown.

- explains the information about C.V of
Brown.

- asks Ss to read a form with details about
C.V of Brown.

- asks Ss to write each sentence about
Brown, if they have difficulty T helps
them.

Ex: David Brown/be born/ November
12th, 1969/Boston.

* Task 2:

- asks Ss to read Task 2 and do the

information about his/her parent and

- look at the exercise on the
board.

- work in pairs.

- give the keys.

- open your books.

- listen the explanation of T
about C.V of Brown.

- read C.V of Brown.

- have difficulty T guides Ss to
make sentences.

- read the Task 2.

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IV. Post 
-writing:

V. Home 
work:

complete the form.

- suggests the questions for Ss to do it

easily

Ex: Education:

+ Which school did you go to?
+ When did you start study there?
+ When did you graduate?

Language:

+ How many languages can you speak?
+ How much do you know English?
+ Are you good at speaking English?
Hobby:

+ What’s your hobby?

+ What do you do in your free time?
Sport:

+ Do you play sports?

+ What’s your favorite sport?

- goes around tests and helps if necessary.
* Task 3:

- asks Ss to write a paragraph about your
partner’s parent and complete the form.
- bases on the Task 1 of Brown.

- summarizes the main points.
- assign home work.

- give the answer in front of the
class.

- work in pairs and individual.

- work in the whole class.
- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 3: PEOPLE’S BACKGROUND

Period 17 Lesson: Language focus

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- pronounce exactly and fluently the sound /e/ & / / in words and in sentences.

- use the past perfect tense, make a distinction between the simple past and past perfect tense.

II. Language focus:

* Grammar: 
* New words:

III. Teaching aids: text book, pictures, a cassette.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

)

II.Pronunciation:

* Activity 1:

* Activity 2:

III. Grammar:

- shows some pictures in the class or
brings the pictures.(cat, bed, pan,
superman…) or real objects (hat, pen,
bag…) and asks some questions.
1. What is it?

2.What can you see in the picture?
- asks Ss to answer and write on the
board.

- checks the results.

- underlines the sounds and leads in to
the new lesson.

* Listen and repeat:

- writes two sounds /e/ &/ /.
- reads the sounds.

- reads the words in the text books.
* Practise these sentences:

- reads the sentences.

- asks Ss to pick out the words
containing the sounds /e/ & / /.
- checks the results.

* More exercises:

- reads some minimal pairs and asks Ss
to say what sounds they hear.

+ /e/: end, bed, beg, ten, send, men.
+ / /: bad, bag, tan, sand, man.
- checks and reads these words.
- asks Ss to answer the questions.
1. What did you do last night?
2. What has you done before you
watched TV?

- Which tenses are used in the

- answer and write their

name on the board.

- read and say what sounds
are repeated.The sounds /e/
& / /.

- open the books.

- repeat in chorus.
- read individually.

- listen and repeat.

- work in pairs and read the
results.

- say loudly the sounds they
hear.

- repeat the words in chorus.
- answer the questions.
_ I watched TV.

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* Activity 1:

* Activity 2:

* Activity 3:

IV. Home work:

sentences?

- asks Ss to write the forms and the
usage of the past perfect and the simple
past tense.

- checks and corrects.
- introduces the exercises.
* Exercise 1:

- directs Ss to do the exercise 1 by using
the past perfect tense.

- checks the results.
* Exercise 2:

- gives an example.

Ex: He has done his homework before
he watched TV.

- checks and corrects.

- directs Ss to do exercise 2 .
- checks the results.

* Exercise 3:

- directs Ss to do the exercise 3.

- goes around and helps Ss if necessary.
- checks the results.

- does the exercise of the language focus
in workbook page 19 & 20.

perfect.

- write the forms of these
tenses and say their usage.

- work in pairs and give the
results

- discuss and explain the
differences between the
simple past and the past
perfect.

- work in dividually then
exchange the results with the
partner.

- work in groups of 4, read
the story carefully to find out
the mistakes then correct
them.

- work in the whole class.

- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching:

TEST YOURSELF A

Period 18

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- do the test 45’.

- remember the old lessons from 1 to 3.

II. Language focus:

* Grammar: the simple past, the past perfect tense, the simple present, 
V-ing/to-inf/bare inf...

* New words: relating to unit 1,2,3.

III. Teaching aids: text book, paper.

IV. Procedure:

Stages Teacher’s activities Students’ activities

* Activity 1:

* Activity 2:

* Activity 3:

* LISTENING:

- ask Ss to listen the passage to fill in the
blanks.

- read 2 times.

- asks Ss to give the keys.
* Keys:

1. 15,January 1929 2. in 1951
3. for 4 years 4. he met
5. they got married 6. a minister at
7. the black freedom movement 9. in 1964
8. heard his speech at the 10. 4, April 1968
* READING:

- asks Ss to read the passage and chooses the
correct word.

- helps Ss to find some new words.
* Vocabulary:

- to be married with: da lap gia dinh
- do research: nghien cuu

- principal: hieu truong

- Technical college: truong dai hoc ky thuat

- Public Health Council: hoi dong suc khoe
cong dong.

* GRAMMAR:

- remember the old lesson of the grammar
from 1 to 3.

- suggests Ss to talk about the simple past,
present and past perfect/V-ing,to-inf,bare-inf.
* Keys:

- work individually.
- listen to the tape.
- give the keys.

- read the passage and do
exercise in the text book.
- give the meaning of the new
words.

- work in pairs.

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* Activity 4:

Home work:

1.to apply 2. am 3. attended

4. passed 5. got 6. can
7. reading 8. know 9. am able
10. hearing

* WRITING:

- asks Ss to read the letter of Sally Green and
replys the letter.

- guides Ss to write the letter.

Tuy Hoa, Phu Yen, Viet
Nam.

20th ,October 
2006

Dear Sally,

I am very delighted to be your pen friend. I’m
sixteen years old and I am only 1.50 metres
tall. I’ve got dark, short hair and black eyes.I
live in Tuy An with my parents and younger
sister.She is a student at Le Van Tam

Secondary School.I am a student at Le Thanh
Phuong High School.It’s big and beautiful
school in Tuy An.There are one thousand
students and seventy teachers in my school. I
study many subjects: English, Chemistry,

Maths… I like English most because I want to
sing English songs. I go to school in the
morning and have five periods every day from
7:00 to 11:15. In the afternoon I study at
home and help my parents with the
housework.

I’m looking forward to hearing from you
soon.

Give my best wishes to your parents and two
sisters.

Yours sincerely,
Phong

- prepare the Test 45’

- read the letter of Sally.
- reply letter for her.

Date of preparing:

Date of testing: ONE- PERIOD TEST

Period 19

Choose the best answer:

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1. A. continue B. physics C. thin D. like

2. A. teacher B. beat C. breakfast D. eating

3. A. passenger B. several C. begin D. repair

4. A. meeting B. weekly C. engineer D. free

5. A. realize B. pea C. cheese D. asleep

Choose the best answer:

6. I was late for school this morning because my alarm clock didn’t_____.

A. go on B. go away C. go off D. go up

7. “_______ do you get to school?” _ “By bike”

A. What B. How C. How often D. How far

8. We____ dinner at home on Sundays.

A. haven’t had B. didn’t have C. aren’t have D. don’t have
9. I enjoy (A)to talk (B)with my classmates (C) about their (D)future plans.

10. The children agreed _____ the candy equally.

A. divide B. to divide C. dividing D. to dividing

11. Mai is interested_____ taking an art course.

A. in B. on C. of D. with

12. After it_____ dry for two months, it rained heavily last night.

A. was B. has been C. had been D. would be

13. It was the most beautiful beach that ________.

A. we had ever visited B. we has ever visited C. we should ever visit D. we will ever visited
14. If he had studied harder, ________.

A. he won’t have failed the exam B. he wouldn’t fail the exam
C. he wouldn’t have failed the exam D. he hadn’t failed the exam
15. My father ______ coffee for breakfast.

A. used to have B. use to have C. use to having D. use be having
16. The government should have special policies to help the______.

A. disable B. disabled C. disability D. disablement

17. I______ up late at night.

A. use to stay B. am used to staying C. am used to stay D. used to staying
18. The air conditioner (A) who is (B) in the sitting room (C) is out of (D) order.

19. I’ve been in this city for a long time. I ____ here sixteen years ago.

A. have come B. was coming C. came D. had come

20. Oh, no! I don’t believe it. My mobile phone ______.

A. is stolen B. was stolen C. has been stolen D. was being stolen
21. been / our / a / has / built / village / new / just / in / school.

A. A new school in our village just been has built C. A school new in our village built has just been
B. A school new has been just built in our village D. A new school has just been built in our
village

22. Tom and I ______ to Mary’s birthday party together.

A. am going B. are going C. will going D. are going to go

23. We’re going to make a two- day _____ to visit Huong Pagoda.

A. travel B. excursion C. voyage D. gone

24. She___ sixteen years old next Saturday.

A. is B. is going to C. will be D. has

25. I ______ a cough since yesterday.

A. have B. had C. have had D. was having

26. ____ the heavy rain, he went out without a raincoat.

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27. I haven’t watched a good film for a long time.

A. I watched a good film at the early age C. I last watched a good film a long time ago

B. It’s ages since I last watched a good film D. The last time I watched a good film was a long ago
28. “_____ do you look so sad?” – “ I got bad marks in the first semester exam”

A. What B. How C. Who D. Why

29. The students refused ________ to the meeting in the afternoon.

A. returning B. to return C. return D. to returning

30. If he comes here, I ____ it.

A. make him do B. make him doing C. will make him do D. will make him doing
31. ____ the bad condition of the house, we didn’t buy it.

A. In spite of B. Although C. Because D. Because of

32. I _____ one of Charles Dickens’s books at the moment.

A. read B. am reading C. have read D. was reading

33. My father ____ any cigarette since 2002.

A. doesn’t smoke B. didn’t smoke C. hasn’t smoked D. isn’t smoking
34. I can’t see you on Saturday. I promised ___ my children to the zoo.

A. take B. to take C. taking D. will take

35. I _______ about the change of the date of the meeting yet.

A. wasn’t told B. am not told C. haven’t been told D. hasn’t been told

Read the passage below and choose one correct answer for each question

Prague has a population of over one million people. It is not the biggest city in Europe, but it is certainly
one of the most beautiful. It is built on seven hills on the banks of the River Vitava. Fifteen bridges cross the
river. The most famous is Charles Bridge, which joins Prague Castle and the old town. The view of the castle
from the river is famous.

Some people call Prague “ The Golden City” and “ The Mother of Cities” because it still has many
beautiful medieval buildings and statues . Perhaps the most popular buildings is the Old Town Hall with its
amazing 15th century astronomical clock.

People also call Prague “ Europe’s School of Music”. There are many concert halls, and every May there
is a famous music festival” “ Prague Spring”. There are also twenty theatres and many old pubs, wine bars,
and restaurants. There is now a modern underground, but traffic is still a problem. It is often better to walk
and feel the atmosphere of the pretty little streets.

36. Prague was built ______.

A. on 7 hills B. on the left bank of a river C. on 15 bridges D. on the right bank of a
river

37. The most famous building in Prague was ______.

A. Prague Castle B. Old Town Hall C. Charles Bridge D. Europe’s School
38. “ Prague Spring” is the name of ______.

A. a castle B. a bridge C. a school D. a festival

39. The writer advises us to ______ on Prague’s streets.

A. cycle B. drive C. go by underground D. go on foot

40. According to the passage, which of the following statements is NOT true?

A. Prague is the biggest city in Europe. C. Prague is called “The Mother of Cities”.
B. Prague is one of the prettiest cities in Europe. D. Prague is famous for its music

Date of preparing:

CORRECTION

Date of correcting:

Period 20

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

Choose the best answer:
6. C

7. B
8. D
9. A
10. B
11. A
12. C
13. A

14. C
15. A
16. B
17. A
18. A
19. C
20. C
21. B
22. B
23. B
24. C
25. C
26. D
27. C
28. D
29. B
30. C
31. D
32. B
33. C
34. B
35. C

Read the passage below and choose one correct answer for each question
36. A

37. B
38. D
39. D
40. A

Date of preparing:

LESSON PLAN

Date of teaching: Unit 4: SPECIAL EDUCATION

Period 21 Lesson: Reading

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- understand the term special education.

- talk about it through Matching and Multiple Choice exercises.

II. Language focus:

* Grammar: The + Adj / Used to + infinitive / Which as a connector.
* New words: exhibition, surroundings, stimulate…

III. Teaching aids: text book, pictures about special classes and Braille Alphabet.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
reading:

III. 
While-reading:

- asks Ssto work in groups and make a list of
the activities that blind and deaf people would
have difficulty doing.

- gathers ideas and introduce the topics of the
lesson.

* Vocabulary:

- disabled (a): be unable/incapable of doing
something.(tan tat)

- dumb (a): not being able to speak (cam)
- proper schooling (n): enough and good
study (hoc hanh day du)

- oppostion (n): opposing ideas, disagreeing
viewpoints (y kien phan doi)

- make affort (v): try, attempt(no luc,co gang)
- to be proud of (a): take pride on (tu hao)
* Task 1: Matching:

- asks Ss to read the passage individually and
do Task 1.

- encourage Ss to guess the meaning of the
words in the context.

- tell Ss to compare their answers with a

friends.

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

- gives correct answers and explain all the
words carefully to make sure Ss understand
the meaning of the words.

1.c 2.e 3.a 4.b 5.d
* Task 2: Multiple Choice:

- tell Ss to read the passage again more
carefully and complete the sentences by

- work in groups.

- work in the whole class.
- find the new words.

- give the meaning of the new
words.

- read in chorus.
- read individually.

- work individually.
- check the result with a
partner.

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IV. 
Post-reading:

V. Home
work:

circling the corresponding letter A,B,C andD.
- asks Ss to give explanation for their choice.
- feedbacks and gives correct answers.

1.D 2.B 3.A 4.C 5.D
- calls on some Ss to read the passage aloud
in front of the class.

- makes necessary correction regarding Ss’
pronunciation and intonation.

- gives explanation to other words and
expressions in the passage.

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

- encourages Ss to guess the missing words.
- has Ss complete the summary in pairs.
* Note: Ss may not be familiar with this kind 
of exercise. T should provide help when
necessary.

- calls on some Ss to read the complete

summary aloud in front of the class.
- feedbacks and give correct answers.
- summarizes the main points.

- assigns home work.

partner.

- read the answers in front of
the class.

- work in pairs.

- compare the keys with their
partner.

- work in the whole class.
- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 4: SPECIAL EDUCATION

Period 22 Lesson: Speaking

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- actively engage in an interview.

II. Language focus:

* Grammar: the simple past, the past perfect tense.

* New words: relating to the field of science.

III. Teaching aids: text book, pictures.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. Pre- 
speaking:

- asks Ss to work in groups and make a list
of words relating to school.

- the group with the longest list will be the
winner.

* Note: The words must be correctly spelled 
and related to the topic.

- suggests answers.

Subjects (English, Maths…), Tests (oral,
final, mid-term), Break, Home work,
Teacher, Secondary (lower and supper
secondary).

* Task 1:

- has Ss study the questions in the interview
carefully.

- asks Ss to work individually and fill in the
blanks with the right questions.

- gives Ss tips by asking them to read the
answers before deciding the best question in
the blanks.

- calls on some Ss to explain their answers.
- gives correct answers.

A.4 Which lower secondary school did you
go to?

B.1 What were your subjects then?
C.2 What was your timetable?

D.6 Can you tell me about the tests and
examinations at your school then?
E.3 What about homework?

F.5 What part of the school life didn’t you

- work in groups.

- find some words that related
to the school.

- work individually.

- discuss a partner to give the
correct answers.

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III. While- 
speaking:

IV. 
Post-speaking: 
(10’)

V.Homework:

like then?

G.7 What did you like best about your
school then?

* Task 2:

- 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 answers in the
book as samples.

- goes around the class and provide help
when necessary.

* Task 3:

- calls on some Ss to use the information in
the interview to make a mini-pre-speaking
about his/her partner.

- tell the whole class to comment on his
performance.

- summarizes the main points.
- assign home work.

- work in pairs.

- work individually and the
whole class.

- work in the whole class.
- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 4: SPECIAL EDUCATION

Period 23 Lesson: Listening

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

- listen better through True or False and Gap-filling exercises.

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* Grammar: 
* New words:

III. Teaching aids: text book, tape, cassette player.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II.Pre-listening:

* Word form:

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

sorry: (sorrow,sorrily…)
second:

(secondary,secondly,secondhand…)

decide: (decision, decisive, decisively…)
able: (disabled, disablity…)

- the group with longest list of correct words
will be the winer.

* Note: Encourages Ss to find the words 
they have learnt.

- suggested answers.

- explains the meaning of the words in the
box.

+ photograph (n): a picture or image taken
by photographers (tam anh).

+ photographer (n): a person who takes
pictures (nghe si nhiep anh).

+ photography (n): the study/the art of
forming and fixing images by the chemical
action of light and other elements (mon
nhiep anh).

+ photogenic (a): having interesting features
that are suitable for photographing (an anh).
+ photographic (a): belonging to

photography (thuoc ve nhiep anh).

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

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

- feeds back and gives correct answers.
1. photographic 2. photography
3. photographer 4. photograph
5. photogenic

- work in groups from 3 to 4.

- work in the whole class.

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III. 
While-listening: )

IV. 
Post-listening:

* Vocabulary:

+ surroundings (n): conditions, objects that
make the living enviroment (moi truong
xung quanh).

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

+ pasion (n): great love for something (niem
dam me)

+ labourer (n): a person who works
manually, working class (nguoi lao dong)
+ mute (a): unable to speak (cam)

+ exhibition (n): a display, a public showing
(trien lam)

* Task 1: True or False

- lets Ss read the statements carefully.
- asks Ss to listen to the tape and decide
wether the statements are true or false.
- plays the tape once more if necessary.
- tell Ss to compare their answer with a
friend.

- checks and gives correct answers.
1.T 2.F 3. T 4. F 5. T
* Task 2: Gap-filling

- asks Ss to read a part of the talk carefully
and have aguess of the missing words.
- has Ss listen to the tape and write in each
blank with a suitable word.

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

- feedbacks and gives correct answers.

1. photographic 2. 19

3. exhibition 4. 50
5. beauty 6. simple
7. peaceful 8. chickens
9. stimulated 10. escape
- tells Ss to work in groups.

- asks and answers about the Vang trang
Khuyet Photographic Club.

- suggests some questions.

- read the new words in
chorus.

- read the statements and
choose the correct answers.
- check the results with a
partner.

- read the passage and fill the
correct answers.

- check and give the correct
answer aloud in front of the
class.

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V. Home 
work:

1. What is the name of the club?
2. Who are the members of the club?
3. Where do they come from?

4. How many are there?

5. How many photographs are on display?
6. What are their photographs about?
7. What does their passion of taking
photographs help them?

- summarizes the main points.
- assigns home work.

- learn the old lesson.
- prepare the new lesson.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 4: SPECIAL EDUCATION

Period 24 Lesson: Writing

I. Objectives: By the end of the lesson, students will be able to write a letter of complaint.

II. Language focus:

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* New words:

III. Teaching aids: text book, extra-board.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:
II. 
Pre-writing:

III.
While-writing

IV. Post 
writing:

V.Home 
work:

- T gives a letter.

- Ss read and give the kind of the letter:
A letter of complaint

1. Greetings: Dear …….,

2. Purpose of the letter: I’m writing a letter to
 complain about …..

3. Suggestions: I hope that……

4. Closing: Yours,
 Love,

I look forward to hearing from you …

5. Signature

Write a letter to complain about your travel to
HaLong Bay last week (the tour guide, the
hotel rooms, the food….)

The tour guide was unfriendly and rude.
The hotel rooms were small and not air 
conditioned…

The food wasn’t fresh and delicious…
- T goes around and helps if necessary.

- T calls 2 students to write their letter on the
board.

- T corrects

- Prepare Language focus.

- Ss work in individual.

- Ss read the outline.

- Ss give the sentences using for
each part in the outline.

- Ss listen and copy into their
notebook.

T guides Ss to write
Ss work in individual.

Ss writes their letter on the board

Date of preparing:

LESSON PLAN

Date of teaching: Unit 4: SPECIAL EDUCATION

Period 25 Lesson: Language focus

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

II. Language focus:

III. Teaching aids: text book, extra board

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II.Pronunciation:

III. Grammar
and
Vocabulary:

* Find someone who:

- prepares a two-column table with Yes/No
questions and Name.

- lets Ss go around the class and asks other
Ss what they used to do when they were
small. If the answer is YES, write his/her
name in the table.

- the winner is the first one who completes
the Name column.

Did you use to… Name

Cry at night?
Go to bed late?
Be afraid of ghost?
Eat a lot of ice-cream?
…

- demonstrates the sounds / /and/ /by

pronouncing them clearly and slowly.
- instructs the way to pronounce the two
sounds - / / first pronounce the sound / /
then put your tongue slightly back and bring
your lips slightly forward.

- / /: is a short sound.

- / /: first practice the sound then put the
back of your tongue up a little.

- / /: is a long sound.

- makes sure that Ss are aware of the
difference between the two sounds.
- asks Ss to repeat several times.

* The + adjective:

- explicit the use of The + adjective by
analysing the example.

Ex: The young have the future in their
hands.

The young = young people

- work in groups.

- go around the class to give

informations.

- work in the whole class.
- work individually.

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IV. Homework:

- We use the + adjective to describe a group
of people as a whole:eg: the blind, the rich,
the poor. So the rich means a group of 
people who are all rich.

- These adjectives are followed by a plural
verb

* The + one of the adjectives in the book:

- asks Ss to work individually and complete
the sentences using the + one of the

adjectives in the book.

- has Ss compare their answers with a
friend.

- calls on some Ss to read their completed
sentences.

- feesbacks and give correct answers.

2. the injured 3. the unemployed
4. the sick 5. the rich – the
poor

* Used to + infinitive:

- we used to + inf to express a past action
and state. It has no present equivalent.
Ex: When I was a child, we used to go on
holiday to the seaside.

- notices the negative and the question.

2. used to have 3. used to live
4. used to eat 5. used to be
6. used to take 7. used to be
8. did you use to go

* Relative clause WHICH:

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

- asks Ss to work in pairs and do exercise 3.
- asks Ss to go around the class and find the 
ideal partner. It means that Ss have to find the 
student who has the most suitable sentence to 
make a new one.

- calls on some couples to read their sentences.

- feedbacks and gives correct answers.

- summaries the main points.

- work in the whole class.
- work in pairs.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 5: TECHNOLOGY AND YOU

Period 26 Lesson: Reading

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- use a number of words about computer such as CPU, VDU, CD ROMS, floppy
disks… and talk about their benefits in our modern life.

- improve reading skill through Matching and Answering questions exercises.

II. Language focus:

* Grammar:

* New words: relating to modern devices and equipment.

III. Teaching aids: text book, pictures about different parts of a computer.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
reading:

III. 
While-reading:

Look at the illustrations of different parts of
a computer system and match each number 
with one of the words or phrases in the box.
- T goes around the class and provides help
when necessary.

- T calls on some Ss to read their answers in
front of the class.

1D 2E 3G 4C 5A 6F 7B 8H
- T asks Ss to repeat the words several times
to make sure Ss pronounce the words

correctly.
* Vocabulary:

- miraculous(a): wonderful, fantastic (tuyet
voi)

- calculating machine (n): a machine used
for adding,… (may tinh)

- calculations (add, subtract, multiply,
divide): (phep tinh)

- lightning speed (n): very fast speed like the
lightning (toc do anh sang)

- store device (n): a thing used to keep or
store information (thiet bi luu giu thong tin)
- memos = memorandums (n) brief notes of
things to be remember/informal letters
usually sent from one person to another in
an office (so ghi nho, tin nhan)

- request for leave (n): asking the for
absence from class or office.

* Task 1: Matching:

- encourages Ss to guess the meaning of the

- Ss work in individual.

- work in the whole class.
- work in groups.

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IV. 
Post-reading:

V. Homework:

words in the context in which they appear.
- calls on some Ss to read and explain their
answers in front of the class.

- feedbacks and gives correct answers.
1c 2e 3a 4b 5d
* Task 2: Passage headings:

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

- let Ss discuss their answer with a friend.
- Encourages them to explain their choice.
+ What can a computer do?

* Task 3: Answering questions:

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

- goes around the class and provide help if
necessary.

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

- comments and gives suggested answers.

1. What can the computer do to help us in
our daily life?

2. Why is computer a miraculous device?

- asks Ss to work in pairs or groups and discuss 
other uses of computer in daily life.

- T suggests questions for discussion:
1. Do you usually use computers?

2. What do you do when you use computers?
3. What do you like most about computers?
4. What uses of computer may bring bad 
effects to its users?

- summarizes the main points.
- assigns home work.

- work individually.

- work in pairs.

- work in groups.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 5: TECHNOLOGY AND YOU

Period 27 Lesson: Speaking

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- talk about the uses of modern inventions in daily life such as radio, TV, fax machine, air
conditioner…

II. Language focus:

* Grammar:

* New words: relating to the field of modern devices and equipments

III. Teaching aids: text book, pictures, real objects of modern inventions.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre 
speaking:

III. While 
speaking

What is it?

- divides the class into big teams A and B
- gives team A a list of 10 words about
modern inventions.

1.TV 2.Fax machine 3.Air conditioner
4.radio 5.electric cooker 6.fridge
7.cell -phone 8.washing machine 9.car
10.microwave oven

- Team A has to explain the words and team
B has to guess what the word is.

* Task 1: Asking and answering

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

* Note that five inventions are in the games.
- calls on some pairs to ask and answer in
front of the class.

- comments and gives suggested answers.
1.Can/Could you tell me what a radio is
used for?Well,it’s used to listen to the news
and learn foreign language.

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 letter 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.

* Task 2: Sentence Completion

- work in teams.

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IV.Post 
speaking

V. Home 
work:

- keeps Ss in pairs and ask them to complete
the sentences by using the words in the box.
- asks Ss to study the sentences carefully
before deciding which word to be used.
- calls on some pairs to read the sentences
aloud in front of the class.

- gives the correct answers.

* Information technology is very useful to
our lives.It allow us to:

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

* Task 3: Ordering

- has Ss work in groups by joining two
pairs. Ask them to look at the ideas in Task
2 and then rank them in order of

importance.

- encourages 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.

- suggests some structures in discussion.
I think/believe that the most important use
of information technology is…because…
- has Ss work in groups and talk about their
most favourite invention of our daily life.
- calls on some Ss to give a short talk about
their favourite invention in front of the
class.

- comments on Ss’performance and make
necessary corrections.

- summarizes the main points.
- assign home work.

- work in pairs.

- work in groups.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 5: TECHNOLOGY AND YOU

Period 28 Lesson: Listening

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- know how a person learns to use a computer and improve listening skill through True
or False and Gap filling exercises.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, pictures, cassette player.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre-

listening

III. 
While-listening:

- 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 compare their answers with a friend
and further discuss the uses of these items.
* Vocabulary:

+ worried(a): to be anxious, at ease (lo lang)
+ shy (a): self conscious: xau ho

+ memory(n): bo nho
+ refuse(v): reject (tu choi)

+ headache(n):continous pain in head(dau dau)
*Task 1: True or False

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

- plays the tape more than once if necessary.
-asks Ss to compare their answers with a friend.
- feedbacks and gives correct answers:

1F (He wasn’t worried)
2T 3T

4F(He understood about computers and became
the man’s teacher)

5F (He didn’t understand the lesson very well)

- work individual and
work in pairs.

- work in the whole class
- repeat the words several
times

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IV. 
Post-listening

V. Home 
work:

* Task 2: Gap-filling:

- plays the tape again and ask Ss to do Task 2:
Write the missing words.

- tells Ss to write the exact word for the blanks.
- lets Ss discuss the answers with a friend.
- give correct answers:

1.invited 2.still 3.refused 4.excuse 5.anything
- asks Ss to work in pairs and answer about the
man’s story.

1. What did the man’s son buy?

2. Why did the man become worried?
3. What did the man know?

4. What happened to the man’s memory?
5. What did the man suggest?

- summarizes the main points.
- assign home work.

- work individual.

- work in pairs.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 5: TECHNOLOGY AND YOU

Period 29 Lesson: Writing

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- write simple instructions on how to use some household appliances.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, picture.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
writing:

III. 
While-writing
IV. 
Post-writing: 
V.Homework:

- T gives the pictures and asks :
T: What is it?

Ss: It’s a public telephone

T: Who knows how to use a public telephone?
Ss: lift the receiver, insert your phone……
Today we learn how to write instructions

- T gives the set of instructions on how to use a public 
telephone.

*Vocabulary:

+ lift (v):raise to higher level

+ receiver (n): machine for receiving transmitted
signals (ong nghe)

+insert (v):put things into another (dua vao)
+ slot (n): khe

+ press (v): an nut

+ emergency(n): cap cuu
+ ambulance (n): xe cap cuu

+ remote control(n): dieu khien tu xa
+ cord (n): day dan

- T asks Ss to find the connectors and Imperatives
+ Connectors: first, next, then, until

+ Imperatives: lift, insert, press, wait

- T gives the picture and asks Ss to write a set of
instructions on how to operate a TV with a remote
control. .

- T goes around and helps if necessary.

- T calls some Ss to write their instructions on the
- Ss prepare lesson Language focus.

- work in groups.

- Ss read it

Ss work in individual.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 5: TECHNOLOGY AND YOU

Period 30 Lesson: Language focus

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- pronounce the sound /u / and / u: / clearly and correctly.

- review: the present perfect, the present perfect passive, who, which, that

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, picture, extra-board, tape.

IV. Procedure:

Stages Teacher’s activities Students’ activities

1. Warm up:

2.Pronunciation :
Activity1

Activity 2

3. Grammar 
and vocabulary:

Activity 1

Activity 2

Activity 3

4.Homework:

- T gives the picture and asks Ss to write the
sentence:

She is looking at the moon

- T underlines the sounds and leads into the
lesson.

Listen and repeat

- T writes two sounds /u / and / u: / on the board.
- T reads 2 times.

- T numbers from 1 to 2 two sounds.
- T reads the words in the textbook.

Practice these sentences

- T plays the tape.

- T asks Ss to pick up the words containing the
sounds /u / and / u: /

- T checks the result.

The present perfect tense

- T asks Ss to remind the form, the use of the
present perfect tense.

The present perfect tense passive

- T asks Ss to remind the rule.

who, which, that

- T overviews who, which, that.

- Prepare Unit 6

Ss read & say what
sounds are repeated.

Ss repeat in chorus.
Ss say loudly.

Ss listen and check up.

Ss remind.

Ss do Exercise 1.
Ss remind.

Ss do Exercise 2.

Ss do Exercise 3.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 6: AN EXCURSION

Period 31 Lesson: Reading

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- get information about some famous places in Vietnam through activities before and
after you read.

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

II. Language focus:

* Grammar: the present progressive (future meaning): be going to
* New words: words related to excursion.

III. Teaching aids: text book, pictures.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
reading:

III. 
While-reading:

* Net words:

- asks Ss to work in groups in three to four
and make a list of famous places in Vietnam.
- The group with the longest list will be the
winner.

- gathers ideas and asks Ss to work in pairs:
Match the photos with the information in the
book, then tell each other which of the places
you would like to visit and gives reasons.
* Note: T may hang large pictures on the 
board so that T can help Ss follow easily and
keep them interested.

- calls on some Ss to tell their answers in
front of the class.

- feedbacks and gives correct answers.
1.Thien Mu Pagoda 2.Ha long Bay
3. One pillar Pagoda 4.Da lat City
- has Ss work in pairs: Ask and answer the
following questions.

- sets the scene: You are going to read a letter
from Lan to her friend, Minh about his recent
fantastic excursion to a cave near Hanoi. You

read the letter and do the tasks followed.

* Task 1: Multiple choice

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

- tells Ss to compare their answers with a

- work in groups

- work in pairs

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IV. 
Post-reading:

V. Home 
work:

friend.

- calls on Ss to read and explain their answers
in front of the class.

- feedbacks and gives correct answers.
1C 2.D 3A

* Task 2: Answering questions:

- asks Ss to work in pairs and answer the
questions.

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

- checks the answers in front of the class as a
whole.

1.They are going on a trip when they have
some days off after the first term.

2. …

3. It’s only over 20 km.
4….

5….

* Summary completion:

- has Ss work independently and fill each
blank with a suitable group of words from the
text.

- asks Ss to read the summary carefully
before doing the task.

- asks Ss compare the answers with a friend.
- calls on some Ss to read the completed

summary.

1.going to make 2.some caves 3.want to
see

4.have learnt 5.their trip 6.only problem
7.to persuade them 8. her classmates.
- summaries the main points.

- assign home work.

- work in pairs.

- work individually.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 6:

AN EXCURSION

Period 32 Lesson: Speaking

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

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II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, chalk.

IV. Procedure:

Stages Teacher’s activities Students’activities

I Warm up

II. Pre- 
speaking:

- gives out a crossword which has 7 horizontal
lines and one vertical line. The word in the vertical
line is made up of 7 letters from the 7 horizontal
lines.

- give information/definition of the words in the
horizontal line.

- asks Ss to work in groups and find the words.

1 C A V E

2 S U N S H I N E

3 R I V E R

4 E X C U R S I O N

P A G O D A

6 G E O G R A P H Y

7 M O U N T A I N

1. A natural cavity below the earth surface orin the
mountain.

2. Light of the sun.

3. A large natural stream of water.
4. A short journey usually for pleasure.

5. A temple or sacred tower in Asian countries.
6. The science that studies the surface of the earth
and its associated physical, biological, economics,
political features.

7. A hill of impressive height.
* Vertical line: Chicago
* Vocabulary:

- sundeck (n): platform extending from side to side
of a ship (boong tau)

- get sunburnt (v): the skin hurt or destroyed by the
sunlight.(ram,chay nang)

- travel sickness (n): the state of being sick due to
travelling (say tau xe)

- air conditioned# non air conditioned:dieu hoa

- work in groups.

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III. 
While-speaking

IV. 
Post-speaking

V.

Homework:

- refreshment (n): room that serves food and drink
to refresh in a boat(phong uong,giai khat tren tau)
- occupied(a): being kept, in use (co nguoi su
dung)

* Sentence modeling:

- asks Ss to make sentences with the new words
they have learnt.

- makes certain that Ss understand the meaning of
the words and pronounce them correctly.

* Task 1,2: Conversation Conduct:

- 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.
- further explain the seat plan if necessary.
- suggests some useful 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 in the book.

- goes around the class and provide help when
necessary.

- calls on some groups to conduct the conversation
in front of the class.

*Task 3: Giving reasons:

- tells Ss to work in pairs and discuss.

Which seat do you think the most suitable for you?
Why? Use information in Task 1 as suggestions.
- calls on some Ss to talk about their seat

preference in front of the class.

- comments and makes necessary corrections.

- summarizes the main points.

- assign home work.

- work in groups.

- work in pairs.

- work in the whole
class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 6: AN EXCURSION

Period 33 Lesson: Listening

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- improve their listening skill through Ordering, Gap-filling and Answering question
exercises.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, cassette.

IV. Procedure:

Stages Teacher’s activities Students’activities

I Warm up:

II. Pre- 
listening

* Find someone who:

- prepares a two- column table with Yes/No
questions and Name.

- lets Ss go around the class and ask other Ss
what they used to do when they were small.If
the answer is Yes, write his/her name in the table.

Do you … Name

Like to go for a picnic?
Go with your friends/family?
Always go to the beach for a
picnic

…..

* Question and Answer:

- asks Ss to work in pairs and discuss the
following questions.

1.Do you often go for picnics?

2.When is the most important time for a
picnic?

3.Why do people for picnics?

- gathers ideas from some pairs and introduce
some important vocabulary in the listening.
* Vocabulary:

+ glorious (a): beautiful,shining (dep troi)
+ assemble (v): gather (tap hop)

+ left-over (n): the rest (thuc an con thua)
+ Botanic Garden (n): (Vuon bach thao)
+ spacious(a): large (rong, nhieu khong gian)
+sleep soundly(v):to be in deep sleep (ngu
say)

- write all the new words on the board.

- asks Ss to write down the words they hear in
order 1,2,3…

- work in the whole class.

- always go to the mountain
for a picnic?

- bring food with you when

you go for a picnic?

- work in the whole class.

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III. 
While-listening:

IV. 
Post-listening:

V. Home 
work:

* Task 1: Pictures Ordering

- asks Ss to work in pairs and study the
pictures carefully.

- makes sure Ss have ideas about the picturres
and they can tell the differences among them.
- plays the tape more than once if necessary.
- calls on some Ss to explain their answers in
front of the class.

- feedbacks and gives correct answers.
1a 2e 3b 4c 5f 6d
* Task 2: Gap-filling

- asks Ss to listen the tape again and fill in the
blanks with exact words they hear.

- tells Ss to read the sentences carefully and
have a guess of the missing word first.

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

- gives correct answers:

1.most was just a few 2.to pay a visit
3.at the school gate 4.a short tour
5.playing some more

* Task 3: Answering Questions

- plays the tape again and asks Ss to answer
the questions independently.

- has Ss compare answers with a friend.

- calls on some Ss to read aloud their answers
in front of the class and gives correct answers.
1.The weather was very nice. 2.Yes,it was.
3.The garden was beautiful.

* Group work project:

- asks Ss to work in groups of three or four
and map out the plan for the picnic this
weekend.

- goes around the class and provide help if
necessary. Comments and makes corrections.
- summarizes the main points.

- assign home work.

- work individual.

4.They could sleep soundly
because it was so peaceful
and quiet in the garden.
……….

- work in groups.

Means of transport/How
many/How long/Who
with/What activities/Bring
any food?

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 6: AN EXCURSION

Period 34 Lesson: Writing

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- write a confirmation letter responding to a request and an invitation.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, chalks.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
writing:

* Jumbled words:

- divide the class into small groups.

- gives each group one card containing 10
words whose letters are jumbled.

- asks Ss to rearrange the letters to make
good words.

- The group which finishes the task first

with the most correct words will be the
winner.

- explains the definition of request and
confirmation letters.

+ Request: is the letter that asks for
information or help.

+ Confirmation: is the letter that responds
to the request.It confirms whether the help is
provided or the information is available or
not.

* Task 1: Finding Requests and 
Confirmation:

- asks Ss to work in pairs:Read the two
letters below and find the requests in Nga’s
letter and confirmation in Hoa’s.

- tells Ss to underline thee structure showing
requests and confirmation.

- calls on some Ss to explain their answers
inn front of the class.

- feedbacks and gives suggested answers.
+ Request: Can you go shopping with me to
buy prepare everything you need for the

trip.

+ Confirmation:Certainly,I will help you to
prepare everything we need for the trip.
- calls on two Ss to read the letters aloud in

- work in groups.
1.ubsutnrn → unburnt
2.cpinci →picnic
3.snisksecs →sickness
4.pdccouie →ccupied
…

- work in the whole class.

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III. 
While-writing:

IV. 
Post-writing:

V. Home 
work:

front of the class.

* Task 2: Writing confirmation

- asks Ss to read the situations carefully and
find the requests in both of them.

- makes sure Ss get the requests clearly:
- tells Ss to choose one of these situations to
write a confirmation letter responding to
each of them.

- asks Ss to exchange their writing with a
friend.

Dear Lan,

Firstly,let me congratulate you on your 15th
birthday.Certainly,I will help you to prepare
everything you need for the party.I will go
to the nearby market and get them on
Saturday morning.Luckily,Saturday is
weekend so I have the whole day free.
I will be at your house at 6.30 p.m on
Saturday.

Love,

* Mistakes correction:
- asks Ss to work in pairs.

- gives out a confirmation letter which
contains 10 mistakes.Ss have to find out the
mistakes and correct them.

1.receives → have received

2.requests → requesting

3.apply → application 4.ask → are
asked5.send → sending 6.we → us
7.attaching → to attach 8.are → is
9.refund → refundable 10.hear →
hearing

- summaries the main points.
- assign home work.

Dear Minh,

I’m happy to tell you that the
book you want to borrow is
available.You can use this for
the next two weeks. However
I will not be at home this
Saturday.Can you come on
Sunday?I will be waiting for
you all day.

See you then,
Yours,

- work in pairs.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 6: AN EXCURSION

Period 35 Lesson: Language focus

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- distinguish the present progressive (with a future meaning) and be going to and use
them appropriately.

II. Language focus:

* Grammar: the present progressive and be going to.
* New words:

III. Teaching aids: text book, chalks.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II.Pronunciation:

III. Grammar 
and vocabulary:

* Find someone who:

- prepare a two column table with yes/No
questions and Name.

- lets Ss go around the class and ask other
Ss what they used to do when they were
small.If the answer is Yes,write his/her
name in the table.

Are you going to … Name

Take an English class I the evening?
Spend summer holiday on the beach
Go to the cinema?

….

- The winner is the first one who complete
the name column.

- desmonstrates the sounds / /and / :/ by
pronouncing them clearly and slowly.
- helps Ss to distinguish these two sounds.
- plays the tape and asks them to repeat.
- calls on some Ss to repeat the sounds
clearly in front of the class.

- asks Ss to work in pairs and practice the
sentences.

- goes around the class and provide help if
necessary.

- explains future forms.

* Will: expresses an intention or decision 
made at the moment of speaking.

Ex: I’ll give you my phone number. Ring
me tonight.

* Going to: expresses an intention or

- work in the whole class.

- work in pairs.

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Activity1

Activity 2

Activity 3

IV. Home work:

decision thought about before the moment
of speaking.It expresses a plan.

Ex: We’re going to have a holiday in Sam
Son this summer.

* Present progressive: can be used to 
express a future arrangement between
people.It’s common with verbs such
as:go,come.see….

- asks Ss to do exercise 1:Choose the
correct option in bracket.

- has Ss compare and discuss the answers
with a friend and calls on some Ss to read
and explain their answers in front of the
class.

- asks Ss to do exercise 2: Put the verbs in
brackets in the present progressive and be
going to.

- asks Ss to compare their answers with a
friend and checks the answers in front of
the class.

- asks Ss to do exercise 3 in pairs:

Complete the exchanges, using the present
progressive or be going to.

- calls on some pairs to act out the
exchanges in front of the class.
- makes necessary and gives correct
answers.

1.Are you going to see it?/ I’m doing my
homework.

2.we are visiting our grandparents.
- summaries the main points.
- assign home work.

- work in pairs and
individual

1.are you doing
2.is getting married
3.Are you going to
4.am going to be
5.is going to

- work in dividual.

1.are going 2.are having
3. is going to catch

4.are you putting
5.is not going to give
- work in pairs.

3.What’s he going to do
with it?/he’s going to buy a
new motorbike.

4.It’s going to rain soon.
5.I’m going to clean them
later.

- work in the whole class.

Date of preparing: LESSON PLAN

Date of teaching: TEST YOURSELF B

Period 36

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- do the test 45’.

- remember the old lessons from 4 to 6.

II. Language focus:

* Grammar: the + adjective, used to + infinitive, WHICH, WHO, THAT, the present 
perfect tense, the present perfect passive, be going to, the present progressive

* New words: relating to unit 4, 5, 6.

III. Teaching aids: text book, paper.

IV. Procedure:

Stages Teacher’s activities Students’ activities

* Activity 1:

* Activity 2:

* Activity 3:

* LISTENING:

- ask Ss to listen the passage to complete the
table

- read 2 times.

- asks Ss to give the keys.
* Keys:

1. 50 miles to the west of London
2. 120,000 inhabitants/ people
3. market town

4. biscuit factory
5. computer industry
6. in central English
7. 90,000 people
8. university
9. car factory
10. Cowley Road
* READING:

- asks Ss to read the passage and chooses the
correct word.

- helps Ss to find some new words.
1. F 2.F 3.T 4. F 5. T

* GRAMMAR:

- remember the old lesson of the grammar
from 4 to 6.

* Keys:

1.out by scientists

2. opportunities for other
3. there is

4. which attempts

- work individually.
- listen to the tape.
- give the keys.

- read the passage and do
exercise in the text book.
- give the meaning of the new
words.

- work in pairs.

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* Activity 4:

Home work:

5. all the

6. organizing the

7. inventions a/ per / every
8. developed by

9. it is

10. it be wanted
* WRITING:

- T gives the outline.
- Ss write the letter.

- T goes round and gives help if necessary.
- Ss write their letter on the board.

- T corrects.

- Prepares Test 45’

Ss work in individual.

Date of preparing:

ONE- PERIOD TEST

Date of testing:

Period 37

Choose the word that has the underlined part pronounced differently from the rest:

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2. A. tooth B. foot C. school D. food

Choose the word whose main stress is placed different from the others:

3. A. technology B. computer C. newspaper D. miraculous

4. A. entertainment B. communicator C. interaction D. electronic

Choose the best answer:

5. We are going to build a school for_____ in this area.

A. blinder B. the blinding C. The blind D. the

blinder

6. People who are deaf, dumb, blind or mentally retarded are called__________.

A. disabling B. disable C. the able D. the disabled

7. The street is very noisy, ______ makes sleeping difficult.

A. that B. what C. which D. it

8. Our flight was delayed, _______ meant we had to wait for hours at the airport.

A. that is B. this is C. which D. which is

9. Mai has lived alone for 10 years. She _____ alone.

A. is used to live B. is used to living C. used to D. is used to
10. We _____ reading books and magazines in English.

A. are used to B. are used for C. used to live D. is used for living
11. In spite of her deafness, she played the violin very well.

A. inability to speak B. inability to see C. inability to hear D. mentally impairment
12. After each period, we have a _____ break...

A. five minutes B. five minute C. fifth- minute D. fifth-minutes
13. We _______ Peter since he moved to work in our company.

A. had known B. have known C. knew D. know

14. A lot of trees _________ for fire wood by the farmer..

A. were cut B. had been cut C. is cut D. have been cut

15. A number of political prisoners_______ since Independent Day.

A. released B. have released C. was released D. have been released
16. We’ve already met the man _______ often appears on TV every night.

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

17. – You look great in this new dress. _ ____________.

A. With pleasure B. Not at all C. I’m glad you like it D. Do not say anything about it
18. _ How well you are playing! _ _________.

A. Say it again. I like to hear your word B. I think so. I am proud of myself

C. Thank you too much D. Many thanks. That is a nice compliment
19. - A: What will we do when we want to call an ambulance? - B: ___________________.

A. Dial 116 B. Dial 115 C. Dial 114 D. Dial 113

20. My parents ____ tomorrow to stay with me for a few days.

A. come B. will have come C. are coming D. came

21. The firework display, part of the city’s centenary celebration, ___ place on the 21st august in Cannon.

A. will take B. is taking C. is going to take D. takes

22. After the meeting, the whole class has agreed they___ Huong Pagoda tomorrow.

A. are visiting B. can visit C. go and visit D. have visited
23. Some children in the village are_____ retarded.

A. mental B. mentally C. mentality D. mentalism

24. We’ve recently studied the ____ of stones in the kidneys.

A. building B. formation C. structure D. block

Choose the correct sentence with the same meaning as the one in italics:

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A. He has been learning English for 5 years. C. He has been started to learn English for 5 years
B. He has been starting to learn English for 5 years D. He has been started learning English for 5 years
26. Dennis used to smoke 40 cigarettes a day.

A. Dennis often smokes 40 cigarettes a day B. Dennis didn’t use to smoke 40 cigarettes a day
C. Dennis often smoked 40 cigarettes a day D. Dennis is used to smoking 40 cigarettes a day
27. The architect designed these new flats. He has moved to HCM city.

A. The architect, who designed these new flats, moved to HCM city.
B. The architect who designed these new flats has moved to HCM city.
C. The architect who designed these new flats. He has moved to HCM city.
D. The architect designed these new flats and moved to HCM city.

28. Somebody has robbed the bank near our houses.

A. The bank has been robbed near our houses. C. The bank near our houses have been robbed
B. The bank near our houses has been robbed. D. The bank near our houses has robbed
29. Would you please shut the door?

A. Are you going to shut the door? C. Will you shut the door, please?
B. Do you shut the door? D. Are you shutting the door, please?

30. They are going to hold next year’s congress in San Francisco.

A. Next year’s congress is going to be held in San Francisco. C. Next year’s congress are going to hold in San Francisco.

B. Next year’s congress are going to be held in San Francisco. D. Next year’s congress is going to hold in San Francisco.

Read the text and choose the best answer:

A) My husband and I had a problem (31) ____ our holiday last year. I wanted to have a lazy seaside holiday
(32) _____ I was tired and needed to relax. I love flying in the (33) _____, drinking iced beer and reading a
good book. But Robert (34) _____ busy, cultural holidays. He likes (35) ______ museums and art galleries.
He (36) ______ sunbathing because he always goes red, not brown

31. A. on B. with C. to D. about

32. A. because B. although C. but D. and

33. A. moon B. lake C. waterfall D. sun

34. A. takes B. dislikes C. likes D. has

35. A. visiting B. traveling C. collecting D. seeking

36. A. likes B. hates C. has D. takes

B) Jane’s family decided go to London last week because they wanted to make a tour. The sight in London
was so interesting that she’s been there few days but it seems to her only to be yesterday. She enjoyed this
trip very much. Her parents and she stayed in a very big hotel with two hundred rooms.

From the hotel they can easily reach Hype Park, a very big park in London. Behind the railings of the park,
they can see a place where orators deliver speeches on Sunday afternoons. People can buy almost anything
they need, from a needle to an elephant, in two best shopping streets, Regent Street and Oxford Street.

37. Jane and her parents decided to go London.

A. to make a tour B. to see Hyde Park C. to make a trip D. A and C
38. Her parents and she stayed ____ hundred rooms.

A. in a hostel with two B. in a hotel with two C. in a hotel with one D. A and B
39. Orators deliver speeches on_____.

A. weekends B. Sunday afternoons C. Sundays in Hyde Park D. Sunday afternoons in Hyde Park
40. Regent Street and Oxford Street are_____.

A. small streets B. two best shopping streets in London

C. two best streets in London D. B and C

Date of preparing:

CORRECTION

Date of correcting:
Period 38

Choose the word that has the underlined part pronounced differently from the rest:

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Choose the word whose main stress is placed different from the others:

3. C 4.B

Choose the best answer:

5. C 10. A 15. D 20. C

6. D 11. C 16. A 21. B

7. C 12. B 17. C 22. A

8. C 13. B 18. D 23. B

9. B 14. D 19. B 24. B

Choose the correct sentence with the same meaning as the one in italics:

25. A 26. C 27. B 28. B 29. C 30. A

Read the text and choose the best answer:

31. B
32. A
33. D
34. C
35. A
36. B
37. D
38. B
39. D
40. B

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 7: THE MASS MEDIA

Period 39 Lesson: Reading

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- be updated with names of some popular TV programmes such as Quiz Show, Portrait
of life.

- be able to talk about their favorite programmes.

II. Language focus:

* Grammar: .

* New words: relating to the mass media.

III. Teaching aids: text book, pictures.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
reading:

III. 
While-reading:

* Jumbled words:

- gives 10 words whose letters are in the
wrong order. Note Ss that all the words are
forms of mass media.

- asks Ss to work in groups and rearrange
them in good order to make the right words.
- has Ss work in pairs: ask and answer the
following questions.

1.When do you often watch TV?
2.How many channels are there in our
national TV?

3.How many hours per week do you watch
TV?

- gathers ideas and gives some background
information about TV channels in Viet nam.
VTV1:combination of Politics,Economics
and Entertainment.

VTV2: Science and Education.
VTV3: Entertainment.

VTV4: For the overseas Vietnamese.
VTV5: For the Ethnic Minority groups.
* Vocabualry:

+population and development:dan so phat
trien

+ TV series: phim truyen hinh dai tap.
+ quiz show: tro choi truyen hinh

+ Portrait of life:chan dung cuoc song

+ wildlife world: the gioi thien nhien hoang
da

+ around the world: vong quanh the gioi

- work in groups.

1.enslieisov → television
2.rwepeapns → newspaper
3.idora → radio

4.agenmiza → magazine
…

- work in the whole class.

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IV. 
Post-reading:

V. Home 
work:

* Task 1: Matching

-asks Ss to read three TV programme
schedules and do Task 1.

- has Ss compare and discuss their answers

with a friend.

- further explain and give correct answers.
1c 2a 3d 4b
* Task 2: True or False

- tells Ss to read the programmes carefully
and decide whether the statements are True
(T) or False (F).Correct the false

information.

- asks Ss to explain their answers by giving
evidence in the reading passage.

- checks the answers in front of the class as
a whole .Gives correct answers.

1T 2T 3F(at 15.15 on VTV3) 4T
5F(VTV1 starts at 5.30 and finishes at
23.30)

* Task 3: Answering questions

- asks Ss to work in pairs and ask and
answer the questions in the book basing on
the information in the reading passage.
- calls on some pairs to ask and answer in
front of the class.

- feedback and gives correct answers.

- keeps Ss in pairs and ask them to tell their
partner about one of the TV programmes
they like watching best and explain why.
- calls on some Ss to give short talks on the
given topic.

- gives suggested answers.
- summarizes the main points.
- assign home work.

- work individual.

- work in pairs.

1.There are five films on.
2.At 9.00a.m,12.00 at

noon,7.00 p.m, on VTV1 and
7.00 on VTV3.

3.VTV2. 4.The Quiz Show
5.VTV1 6.The football
- work in pairs.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 7: THE MASS MEDIA

Period 40 Lesson: Speaking

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- talk about the differences and similarities of some popular types of the mass media.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, pictures, chalk.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
speaking:

III. Wile 
-speaking:

* Noughts and Crosses:

- draws a table containing words in each
cell.

- divides class into two groups:
Noughts(O) and Crosses (X).

- asks Ss to choose the word in the cell and
make a sentences with that word. A

correct sentence with the given word will
give one O or X. The group with 3 O or X
vertically, horizontally, or even diagonally
first will be the winner.

* Vocabulary:

+ orally (adv):spoken by mouth
+ visually (adv): seen by eyes
+ aurally (adv): heard by ears

- asks Ss to work in pairs and decide
which items are types of the mass media.
- notices Ss to refer to the definition of the
mass media.

- calls on some pairs to explain their
answers in front of the class.

- checks the answers in front of the class
as a whole.

- gives correct answers.
* Set the scene:

- asks Ss to work in pairs and carry out the
activity using the cues in the book.

- goes around the class and provide help
when necessary.

- calls on some pairs to explain their
answers in front of the class.

- feedbacks and gives suggested answers.

- work in groups.

newspaper Internet cartoon

magazine TV News

radio book drama

- gives some new words.

- work in pairs.

1.TV 2.Radio 3.Newspaper
4.The internet

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IV. 
Post-speaking

V. Home 
work:

The mass
media

Provide/deliver
information and
entertainment.

The radio provide information and
entertainment orally.
(through mouth)
receive information
aurally (through ears)
Newspapers present information and

entertainment visually
(through eyes)

receive information
visually (through eyes)
Television present information and

entertainment orally
(through mouth) and
visually (through eyes)
get information aurally
(through ears) and visually
(through eyes)

-has Ss work in groups and talk about
different types of the mass media.
- Note: T may use thee questions in the
book of the following:

1. Which types of the mass media do you
usually get information from?

2. Which one do you like most? Why?
3. Which types of the mass media is
developing and will develop in the future?
- gathers ideas and have final thoughts on
the topic.

- summaries the main points.
- assign home work.

- work in groups.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 7: THE MASS MEDIA

Period 41 Lesson: Listening

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

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II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, chalks, cassette.

IV. Procedure:

Stages/Time Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
listening:

III. 
While-listening:

* Guessing game:

- provides three clues about word News/News
broadcast. Ss have to guess the word. If Ss guess
the word in the first clue, they get 30 points,20
points in the second clue and 10 in the third clue.
1. It is one of the radio programmes.

2. It broadcasts daily and lives from radio
station.

3. It updates you with the latest information,
current affairs domestically and internationally.
* Q and A:

- asks Ss to work in pairs and ask and answer the
questions.

1. How often do you listen to the radio?

2. How many hours per week do you listen to it?
- gathers ideas and introduces the listening.
News broadcast is a popular programme on the
radio. Today you will listen to a short news
edition. You listen to it and do the tasks
assigned.

* Task 1: Ticking the words:

- listens and checks the answers in front of the class.

News story 1 News story 2

Healthy V

Strong V

Young V

Cloudy V

Highest V

Wonderful V

Fine V

* Task 2: Gap-filling:

- lets Ss read the two news stories carefully and
have the guess of the missing words.

- plays the tape and asks Ss to fill in the missing

- work in groups.

- work in pairs.

- work individual.

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IV. 
Post-listening:

V. Home 
work:

words.

- notices Ss to catch the exact words for each
blank.

- calls on some Ss to read completed stories.
- asks for comments from other Ss.

- feedbacks and gives correct answers.
* News story 1:

1.has caused floods 2.have left their home
3.have risen 4.two metres

5.has stopped 6.cloudy
7.strong wind

*News story 2:

1.twenty third 2.4,418 3.California
4.wonderful 5.young and healthy
*Task 3: Answering questions:

- asks Ss to work in pairs and answer the
questions in the book.

*Note:Ss are encouraged to do the task without
looking back to the stories on page 77.However
Ss can look back if necessary.

- feedbacks and gives correct answers.

- asks Ss to work in groups and use their own
words to tell other members about one of the two
news stories.

- calls on some Ss to present the story in front of
the class.

- asks for comments from other Ss.
- summarizes the main points.
- assign home work.

- work in pairs.

- work in groups.

- work in the whole
class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 7: THE MASS MEDIA

Period 42 Lesson: Writing

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

- write a paragraph about advantages and disadvantages of TV and other types of mass media.

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* Grammar:
* New words:

III. Teaching aids: text book, chalks.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- writing:

III. While 
writing:

- gives some pictures of mass media and
ask;

+What’s this?

+What are disadvantages and
disadvantages?

- analyses the meaning of advantages and
disadvantages by examples:

ex: TV helps us to learn more about the
world.

TV makes us passive.

- asks Ss to read about the disadvantages
and disadvantages of TV.

- has Ss underline the key words of each
idea.

- goes around the class and provide help
when necessary.

- makes sure Ss understand all the

advantages and disadvantages mentioned in
the book.

- asks Ss to work in pairs and discuss the
advantages and disadvantages of the mass
media and write them down in the column.
- lets Ss choose of the three types of mass
media to discuss.

- encourages Ss to find the ideas related to
the topics. Asks Ss to share the ideas with
other pairs.

* Radio:

Advantages Disadvantages

- it provides you
hourly-updated
news and
information.

- it only provides
information aurally.
- it can be boring
because we can’t

- work in the whole class.

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IV. Post 
writing:

V. Home work:

- it is convenient
because you can
listen to it almost
everywhere.

watch films or
sports programmes.

* Newspaper:

Advantages Disadvantages

- it provides news
and current affairs
updately. It’s very
mobile because we

can bring them
along everywhere
ago.

- it’s cheap. A
Vietnamese daily
newspaper costs
appropriately
2000VND.

- it’s less updated
than other kind of
media as there is no
more information
until the next
edition.

- it may not be
available

everywhere due to
bad condition of
transportation.
* The internet: home work

- asks Ss to write a paragraph about

advantages and disadvantages of one of the
mass media discussed in Task 2.

- lets Ss work independently and write
under time pressure.

- pick up some writings to correct in front of
the class as a whole.

- gives suggested writing: home work.
- summarizes the main points.

- assign home work.

- work individual.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 7: THE MASS MEDIA

Period 43 Lesson: Language focus

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- master the use of the present perfect tense and use “because of and in spite of”
appropriately.

II. Language focus:

* Grammar: the past perfect tense with adverbs, because of and in spite of
* New words:

III. Teaching aids: text book, chalks.

IV. Procedure:

Stages Teacher’s activities Students’activities

I Warm up:

II.Pronunciation:

III. Vocabulary 
and grammar:

Activity 1

- give out 10 to 15 words.

- asks Ss to work in pairs or groups and
decide which words go with since and for.
- suggested words: 1990, three months, two
weeks…

- desmonstrate the sounds /ei/,/ai/ and / i/
by pronouncing them clearly and slowly.
- help Ss to distinguish these two sounds.
- plays the tape and asks them to repeat.
- calls on some Ss to repeat the sounds
clearly in front of the class.

- asks Ss to work in pairs and practice the
sentences.

- goes around the class and provides help if
necessary.

- review the form and the use of the present
perfect tense.

* Note: Ss to present the form and the use
of this tense. If Ss have difficulty, let Ss
answer questions about this tense.

* Task 1:

- asks Ss to do exercise 1 independently:
Complete the letter, using the present
perfect of the verbs in the box.

- has Ss compare their answers with a
friend.

- calls on some Ss to read the letter in front
of the class.

- feedbacks and gives correct answers.
1.have been 2.has lived 3.have met4.have

- work in groups.

- work in the whole class.

- work in pairs.

- work in the whole class.

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Activity 2

Activity 3

IV. Home work:

done

5.have had 6.have taken 7.have watched
* Task 2:

- asks Ss to do exercise 2 in pairs: complete
the sentences using for, since, ago.

* Note: This is probably an easy exercise
so let Ss do it orally.

- calls on some Ss to read and explain
theirs answers in front of the class.

1.since 2.ago 3.for 4.for 5.Since 6.for
7.ago 8.ago 9.since 10.since

- explain the use and the difference of
because of and in spite of.

- because of shows the cause.
- in spite of shows the confession.

- make sure Ss understand the difference
between because of and in spite of.

- has Ss do exercise 3: complete the

sentences using the information in the box.
- has Ss to compare the answers and

discuss them with a friend.

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

- make necessary corrections.
- summarizes the main points.
- assign home work.

- work individual.

- work in the whole class.

- work individual.

- work in the whole class.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 8:

THE STORY OF MY VILLAGE

Period 44 Lesson: Reading

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

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- enlarge vocabulary about country life .

II. Language focus:

* Grammar:

* New words: straw, mud, technical, high school, farming method, brick houses,
bumper crops, cash crop, thanks to.

III. Teaching aids: text book, pictures.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm- up:

II. Pre-reading:

III. While
reading:

- T gives one picture and put the questions:
1. What are they working?

2. How are they working?

- T leads the new lesson after putting
questions.

- T gives the pictures, talks the content of
the text and writes new words on the board.
New words:

- straw: dry cut stalks of various cereals
- mud: wet, soft soil

- farming method
- bumper crop
- cash crop

- brick houses: houses made of bricks
- technical high school

- thanks to : owing to, because of

Task 1: Matching vocabulary

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

- T makes necessary corrections.

Task 2: Completing table

- T asks Ss to scan the passage to get
specific information to complete the table.
- T checks the answer in front of the class as
a whole.

Task 3: Answering questions

- T tells Ss to underline the information that
support the answer.

- T calls on some Ss to read their answer
aloud in front of the class.

- T corrects and gives feedback.

Ss answer

Ss listen and guess meaning.

Ss work in individual.

Ss work in pairs.

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IV. Post-
reading:

V. Homework:

- T asks Ss to discuss the question:

How can people with an education help 
make the life of their community better? 
- T tells Ss to look back the passage to get
the ideas for the questions.

- T goes round and helps if necessary.
- Ss present their speech in front of the
class.

- T makes necessary corrections.
- Learn new words by heart.

- Clarify the idea: “ Our lives have changed
a lot thanks to the knowledge our children 
brought home”

- Prepare lesson Speaking.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 8:

THE STORY OF MY VILLAGE

Period 45 Lesson: Speaking

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II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, pictures.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I. Warm up:

II. Pre- speaking:
Task 1:

III. While-speaking
Task 2:

IV. Post- speaking:
Task 3:

V. Homework:

- T asks Ss to give the
changes in the village in the
reading without looking back
the book.

- T writes the changes on the
board and asks Ss to give the
plan and possible result from 
their answer.

- T leads to the new lesson.
- T explains some possible

new words.

- T calls on some Ss to read
the answer aloud in front of
the class.

- T corrects.

- T emphasizes on

Conditional sentence type 1
in Task 2.

- T goes round and gives help
if necessary.

- Ss practice their

conversation in front of the
class.

- Ss continue the conversation
in task 2.

- T asks Ss to add out their
own ideas in the

conversation.

- T goes round and gives help

if necessary.

- Ss practice their

conversation in front of the

Ss answer.

Ss work in individual.

Ss work in groups.

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class.

- Prepare Listening

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 8:

THE STORY OF MY VILLAGE

Period 46 Lesson: Listening

I. Objectives: By the end of the lesson, students will be able to improve their ability to listen
to news editions through True- False exercise.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, pictures, tape.

IV. Procedure:

Stages/Time Teacher’s activities Students’ activities

I Warm up:

II. Pre- 
listening: 
III. 
While-listening:

IV. Post 
listening

- T gives two pictures and asks Ss to give the
difference between them.

- Ss discuss.

* Task 1:

- T plays the tape two times.
- Ss listen and give the answer.

1. F 2. F 3. T 4. F 5. F
* Task 2:

- Ss listen to the talk again.

- T plays the tape one time.
- Ss give the answer.

1. houses 5. car
2. hotel 6. shop

3. widened 7. department
4. cut 8. expensive

Discuss the changes in your own hometown or 
home village.

- T goes round and helps if necessary.
- Ss present their speech.

- work in individual.

Ss listen.

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V. Homework - Prepare writing.

Date of preparing:

LESSON PLAN

Date of teaching: Unit 8: THE STORY OF MY VILLAGE

Period 47 Lesson: Writing

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

giving directions.

II. Language focus:

* Grammar:
* New words:

III. Teaching aids: text book, chalks, film.

IV. Procedure:

Stages Teacher’s activities Students’ activities

I Warm up:

II. Pre- writing:

III. While 
writing:

IV. Post 
writing:

V. Home work:

- T plays the film and asks:
What are they asking?

They are talking about directions.

Task 1:

- T gives the letter and the map.
- Ss read and find Ann’s house.

Task 2:

- Ss give the words or phrases using for
giving directions.

turn right
turn left
keep walking
go straight
go ahead…..

Your house is a on the map. Write a letter to
Jim, telling him the way to your house from
Roston Railway Station

- T goes round and helps if necessary.
- Ss exchange their letter each other to
correct.

- Ss write their letter on the board.
- T corrects.

- work in individual.

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- Prepare Language focus.

Date of preparing:

LESSON PLAN

Date of teaching:

Unit 8:

THE STORY OF MY VILLAGE

Period 48 Lesson: Language focus
I. Objectives: By the end of the lesson, students will be able to:

- pronounce the sound /au/, / əu/ clearly and correctly.

- review : Conditional sentence type 1, reported speech: statements.

II. Language focus:
* Grammar:
* New words:

III. Teaching aids: text book, pictures, tape.

IV. Procedure:

Stages Teacher’s activities Students’activities

I Warm up:

II.Pronunciation:
Activity 1

Activity 2

III. Vocabulary 
and grammar:

Activity 1

Activity 2

Activity 3

- T gives the pictures.
What is it?

It’s a cow, a bowl
- T writes : cow , bowl

Listen and repeat

- T writes two sounds on the board.
- T plays the tape and Ss listen.

Practice these sentences

- Ss pick out the words containing these
sounds.

- T corrects

Reported Statement

- Ss remind the way of changing reported
speech of statements.

- Ss do exercise 1

Conditional sentence type 1

- Ss remind Conditional sentence type 1.
- Ss do exercise 2.

Look at what Ha Anh hopes will happen in
the future. Make sentence, using If….., …
will…..

- Ss answer.

- Ss listen.

- Ss work in individual..

- Ss work in individual.

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Activity 4

IV. Home work:

Put when or if into each gap
- summarizes the main points.
- assign home work.

Date of preparing: LESSON PLAN

Date of teaching:

TEST YOURSELF C

Period 49

I. Objectives: By the end of the lesson, students will be able to:
- do the final test.

- remember the old lessons from 7 to 8.

II. Language focus:

* Grammar: the present perfect tense, because of, in spite of, reported speech, 
conditional sentence

* New words: relating to unit 7, 8.

III. Teaching aids: text book, paper.

IV. Procedure:

Stages Teacher’s activities Students’ activities

* Activity 1:

* Activity 2:

* LISTENING:

- ask Ss to listen the passage to complete the
table

- listen 2 times.

- asks Ss to give the keys.
* Keys:

A) 1. F
2. F
3. T
4. F
5. T
B)

1. aren’t
2. evening
3. cinemas
4. theatres
5. knows
* READING:

- asks Ss to read the passage and chooses the
correct word.

- work individually.
- listen to the tape.
- give the keys.

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* Activity 3:

* Activity 4:

Home work:

- helps Ss to find some new words.
- Ss answer.

- T corrects.
 * GRAMMAR:

- remember the old lesson of the grammar
from 8.

* Keys:

1. have been , haven’t had
2. haven’t given, haven’t paid
3. said

4. had taken

5. thought, would come
6. told, have got

* WRITING:

- T gives the outline.
- Ss write the letter.

- T goes round and gives help if necessary.
- Ss write their letter on the board.

- T corrects.

- Prepares Final test.

words.

- work in pairs.

- remember the old grammar.

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Date of preparing:

Date of reviewing: REVIEW
Period 50

Choose the word that has the underlined pronounced different from the others:

1. A. rubbish B. suburb C. lunch D. consume

2. A. seat B. meat C. head D. heat

3. A. computer B. produce C. calculate D. put

4. A. chance B. watching C. school D. children

5. A. cow B. now C. know D. town

Choose the best answer:

6. After he ______ home, it rained heavily.

A. had arrived B. was arriving C. has arrived D. arrived
7. He is tired. He stops _____ a cup of tea.

A. having B. to have C. have D. has

8. _____ her poorness, she feels happy.

A. Although B. Because C. If D. In spite of

9. Jack _____ for school two years ago.

A. leaves B. left C. had left D. has left

10. _____ the storm warning, we didn’t go out last night.

A. Since B. In spite of C. Because D. Instead of

11. We _____ to Dalat several times.

A. have gone B. were C. were being D. would go

12. Without the Braille’s alphabet, the _____ can’t know any words.

A. deaf B. poor C. blind D. rich

13. They_____ living on farms and working on fields.

A. are used to B. is used to living C. used to live D. is used for living
14. Mary has lived alone for ten years. She _____alone.

A. is used to live B. is used to living C. am used to live D. is used for living
15. You can change the TV channels with this ____ control.

A. far B. remote C. standby D. special

16. I have studied English ____ I was a little girl.

A. for B. since C. during D. when

17. “______ did you go yesterday? – “ I went to the post office”

A. Where B. What C. When D. Why

18. The____ are those who don’t have a job.

A. injured B. sick C. unemployment D. rich

19. She should stay _______home today because of her sickness.

A. in B. to C. for D. at

20. We all feel sad ______ the bad news.

A. because B. because of C. though D. despite

21. He can’t walk_____ his leg was broken.

A. Because B. Although C. Because of D. In spite of

22. We haven’t seen each other___ we left school.

A. for B. before C. after D. since

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A. has been built B. was built C. were built D. is built
24. People are deaf, dumb, blind, or mentally retarded are called______.

A. disabling B. disable C. the able D. the disabled

25. A teacher is a person ____ gives lessons to the students.

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

26. He’s always late for class, ____ annoys the teacher.

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

27.”____ do you go to work? “ _ “ By bus”

A. Who B. Why C. How D. What

28. John passed his examination, _____ is a good new.

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

29. Jim _____ TV every evening.

A. watches B. is watching C. watched D. has watched

30. I haven’t seen him since he ______ school.

A. was leaving B. left C. had left D. was left

31. When we lived in the countryside, I ____ go fishing with my father.

A. use to B. used to C. using to D. useful

32. Where is the book _____ he gave you on your birthday.

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

33. Jane works for a company____ makes shoes.

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

34. A lot of tree____ for firewood by the farmer.

A. were cut B. had been cut C. is cut D. have been cut

35. we / seen / left / haven’t / we / since / school / her

A. we left school since we haven’t seen her C. We haven’t seen her since we left school
B. We haven’t left school since we seen her D. We left school since we haven’t seen her
36. We have learnt English for 6 years.

A. I started learning English 6 years ago C. I have learnt English since 6 years
B. I learnt English in 6 years D. I begin learning English 6 years ago
37. How / you / English / have / learnt / long?

A. How long have you learnt English? C. How long you have learnt English?
B. How long English have you learnt? D. How long have learnt you English?
38. The film is (A) about the boy (B) which lost all (C) money in (D) the fire.

39. Hanoi, (A) that is (B) the capital of our country, (C) is a city (D) of peace.
40. Nam (A) isn’t (B) used to (C) drive (D) on the left.

41. We (A) had to cancel (B) the match (C) because the (D)bad weather.
42. I haven’t met him for a long time.

A. I met him since a long time C. I have seen him for a long time
B. I last saw him a long time ago D. a long time I saw him

43. Last week his father _______ him to the zoo.

A. has taken B. was taking C. took D. takes

44. Tom studies many____ such as Maths, Physics, English and so on.

A. sports B. subjects C. hobbies D. language

45. He spent his holidays in Ho Chi Minh city.

A. life B. task C. vacations D. game

Read the passage and choose the best answer to fill in the blank:

THE FIRST WOMAN SCIENTIST

Hypatia was born in Alexandria, in Egypt, in 307 A.D for many centuries she was (46) _______ only woman scientist
to have a place in the history books.

Hypatia’s father was a director of Alexandria University, and he (47) _____ sure his daughter had the best education
available. This was unusual, as most women then had few (48) ______to study.

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46. A. a B. an C. the D. one

47. A. said B. made C. put D. could

48. A. opportunities B. teacher C. customs D. classes

49. A. there B. which C. how D. where

50. A. for B. in C. by D. from

Date of preparing:

Date of reviewing: REVIEW
Period 51

Choose the word that has the underlined pronounced different from the others:

1. A. chat B. kitchen C. children D. chemistry

2. A. about B. play C. today D. radio

3. A. printer B. scenic C. multiply D. device

4. A. media B. television C. scene D. secret

5. A. husband B. button C. circus D. funny

Choose the best answer:

1. The man ______ works in the hospital is my father.

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

2. I ______ be an eleven- grade next year.

A. will B. would C. going to D. am going to be

3. _______ need our help.

A. The poor B. The rich C. Disable D. injure

4. ______ his serious illness, he was determined to finish his work.

A. Although B. Because of C. In spite of D. Because

5. I _____ to work, but now I don’t.

A. used to cycling B. used to cycle C. am used to cycling D. use to cycle
6. There is a good film on TV last night.

A. play B. comedy C. drama D. movie

7. ______ the heavy rain, he went out without a raincoat.

A. Although B. In spite of C. Despite D. Even

8. I _____ to school yesterday.

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

9. The ____ are unable to see anything.

A. blind B. rich C. sick D. injured

10. I’ve lived in a small house near the coast_____1990.

A. for B. from C. in D. since

11. He______ it yet. He only ____ it one hour ago.

A. doesn’t finish / starts C. hasn’t finished / started
B. didn’t finish / started D. haven’t finished / starts
12. I really enjoy____ with my mother.

A. cook B. to cook C. cooking D. cooked

13. The alarm _____ at 6 o’clock and Nam starts a new day.

A. go through B. go on C. go off D. go away

14. I look forward to ______ from you.

A. to hear B. hear C. heard D. hearing

15. This is the book ___ I bought yesterday.

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

16. “ Someone has typed the document”

A. The document has been typed C. The document had been typing
B. The document had been typed D. The document has typed
17. The (A) girl (B) which you (C) met yesterday (D) is Lan

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19. (A) She couldn’t (B) come in time (C) because of she missed (D) the bus.
20. If I______ the bus this afternoon, I’ll get a taxi instead.

A. will miss B. miss C. missed D. had missed

21. Many peasants find it difficult to make ends meet

A. apply new farming method B. earn enough money for living

C. better their life D. get plenty of food

22. _______ is one of the most interesting subject at school.

A. Physic B. The physic C. The physics D. Physics

23. ______his lack of time, he watches football every Sunday.

A. Although B. Because C. In spite of D. Because of

24. ________ she was absent from school yesterday, she couldn’t understand the lesson

A. Despite B. Because of C. As D. Because

25. The road through our village is so narrow that the local government have decided to ______ it.

A. increase B. extend C. widen D. lengthen

26. _______ 108 if you want to speak to the telephone operator.

A. Ask B. Hear C. Dial D. Turn

27. They are living in a house______ they bought last month.

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

28. ______ the bad condition of the house, we didn’t buy it.

A. Thanks to B. Apart from C. In spite of D. Because of

29. If he comes here, I _______ it.

A. make him do B. make him doing C. will make him do D. will make him doing
30. I have never been to Lake Michigan before.

This is ________________________________.

A. the first time I’ve ever been to Lake Michigan C. the last time I’ve gone to Lake Michigan

B. the first time I went to Lake Michigan D. the only time I’ve been to Lake Michigan
31. – “ Which _______are you good at?” – I think I’m doing well in Maths and English”

A. studies B. topics C. hobbies D. subjects

32. I can’t see you on Sunday. I promised _____ my children to the zoo.

A. take B. to take C. taking D. will take

33. Office hours will be from 8.30 ____ 5.00

A. at B. by C. and D. to

34. Would you mind_____ me a hew minutes, Mrs Jones?

A. giving B. to give C. could give D. for giving

35. The government says they are trying to improve the living conditions of _______.

A. disable B. disabled C. the disabled D. disability

36. Which _______ do you often watch: VTVI, VTV3, HTV7 or HTV9?

A. program B. film C. channel D. comedy

37. Snow White and the Seven Dwarfs is a very popular_____ made by Walt Disney.

A. documentary B. cartoon C. drama D. quiz show

38. According to the weather_____, there will be rain tomorrow.

A. program B. information C. forecast D. news

39. It’s a long time____ I last went to the cinema.

A. that B. when C. since D. as

40. This documentary has been shown on TV_____ last week.

A. for B. when C. in D. since

41. My favorite _____ at school was mathematics.

A. topic B. class C. theme D. subject

42. We only employ people _____already have computer skills.

A. whom B. they C. who D. those

43. The street is very noisy, ____ makes sleeping difficult.

A. that B. what C. which D. it

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A. a two week’s B. a two – weeks C. two- week D. a two – week
45. Rick left the party early because he____ a headache.

A. had B. has C. used to have D. was having

46. Clause didn’t ___ in Canada.

A. lived B. use to live C. used to live D. used to living

Date of preparing:

Date of reviewing: REVIEW
Period 52

Choose the best answer:

1. She thanked me for what I …………for her.

A. do B.was done C.didn't do D.had done

2. It rained a lot last month after it………..dry for such a long time.

A had been B.has been C.was D. is

3. I know a place...we can buy ice- cream at a very low price.

A. which B.where C.in where D.for which

4. I haven't been to the cinema for two months.

A. The last time I went to the cinema two months ago.
B. It's two months since I last went to the cinema.
C. It has been two months after I last went to the cinema.
D. I didn't go to the cinema until two months ago.
5. Many people want ... for that job.

A. applying B. to applying C. to apply D.applied

6. Lan was in a difficult situation, so I agreed…………her some money.

A. lent B. to lend C.lending D.lend

7. Jill _____ anew car 2 weeks ago.

A. have bought B. bought C. has bought D. buy

8. Twenty trees____ by my father this week.

A. have planned B. has planned C. has been planned D. have been

9. He (finish) his homework yet.

A. Did he finish B. Will he finish C. Was he finishing D. Has he finished

10. There are black clouds in the sky. I think it_____.

A. is going to rain B. rains C. will rain D. is raining

11. I’m interested____ maths.

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

12. I’m sorry, I’m not____ fast.

A. used to drive B. used to driving C. use to drive D. use to drivng

13. When he was small he____ with sand.

A. was used to play B. used to driving C. used to play D. was use to playing

14. She has just bought_______ flat.

A. a four-bedroom B. four- bedrooms C. four-bedroom D. a four- bedrooms

15. It’s Lan birthday soon.

Oh, is it? I _____ a very nice present for her.

A. am going to buy B. buy C. will buy D. have bought

16. We have done a lot of things to help_______ in our country.

A. The poor B. The rich C. poor D. All are correct

17. _______ her poverty, she feels happy.

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18. They have shown that film for a week.

A. That film has been shown for a week C. That film has shown for a week

B. That film have been shown for a week D. They have been shown that film for a week
19. Her mother ______ in the kitchen at the moment.

A. cooks B. cooked C. is cooking D. have cooked

20. She began to play the piano 3 years ago.

A. She has played the piano since 3 years. C. She doesn’t play the piano now
B. She has played the piano for 3 years D. She stops playing the piano now

21. _________the shortages of good medical care, diseases are the most terrible threat to those villagers.

A.Because B. Although C.Because of D.In spite of

22. By the time they arrived at the picnic, all the food ____________.

A. is being eaten B.was eaten C.has been eaten D.had been eaten
23. ...from the earthquake were taken to hospital.

A. The old B.The injured C. The unemployed D.The disabled

24. “...do you have a History lesson ?” - Twice a week.

A.When B.How long C. How often D. How many

25 This is the second time I...Hanoi, the capital of Vietnam.

A. have been visited B.visit C. has visited D.have visited
26. It was quite a cold day ……….. it was sunny.

A.in spite of B.because of C. although D. because
27. Somebody has driven them to the airport.

A. They have been driven to the airport. B. They have driven to the airport.
C. They have not been driven to the airport. D.Nobody has driven them to the airport.
28.They don’t allow us playing football here in the park.

A B C D

29. Did you used to stay up late when you studied for the exam?
A B C D

30. _______ did the plane arrive? It went here at 10.15.

A. What time B. When C. Who D. Why

Read the passage and choose the correct answer to each question

You may use the telephone every day but how much do you know about it? The telephone was
invented by Alexander Bell in 1876. Bell was born in Scotland in 1847. Later he went to live in the US.
Alexander Bell was always interested in sound. He wanted to be able to send sound through a wire. He had a
workshop in his house in America and did many experiments there.

One day, while he was doing an experiment in his workshop, he was careless and spilt some
burning liquid onto his clothes. Talking into his telephone, Bell said: “Mr Watson, I want you to come over
here immediately, please.” His assistant, Watson, was in another room far away from the workshop.
However, he heard Bell clearly on his own telephone. Quickly, he ran to Bell’s workshop. “Mr Bell, I heard
every word you said!” Watson shouted excitedly. Bell finally succeeded. He had invented the first telephone.
Later other inventors made better ones.

31. Which of these following is true?

A. Bell invented the telephone in Scotland. B.Bell was the owner of a workshop in his house in America.
C.Bell did only one experiment and he succeeded. D.Bell discovered the telephone in 1847.

32. Where did Bell settle down?

A. In Scotland B. In New Zealand C. In the US D. In the U.K
33. What did he have an interest in ?

A. sound B.physics C.philosophy D.music

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A.to give a request to his assistant B. to express feelings through musical instruments
C. to hear his assistant’s voice D. to send sound through a wire

35. What did other inventors do later?

A.made telephones better B. made telephones useless
C. made telephones disused D. made telephones unpopular

Date of preparing: LESSON PLAN

Date of teaching

: Unit 9: UNDERSEA WORLD

Period:

Lesson: Reading

I/ Objectives: By the end of the lesson, Ss will be able to:

- read the passage for information of sea animals and plants and modern technology used to
study it.

II/ Language focus:

- Grammar: Conditional sentences (Type II)

- New words: words related to plants and animals of the sea.

III/ Teaching aids: pictures and film.

IV/ Procedure:

Stage Teacher’s activities Students’ activities

I.Warm-upL:
II.Pre-reading:

III.While-reading
Task 1 (5’)

- Showing a film about plants and animals of
the sea?

- Which ocean does VN belong to?

- Tell some more plants and animals of the sea
you know.

- T explains new words:
+ gulf (n) (picture)

+ mystery (n) (translation)
+ starfish (n) (picture)
+ water current (n)
Ex: Electric current
+ organism (n)
+ biodiversity (n)

- T instructs Ss to read these words

T asks Ssto read the text in silence and do tasks
that follow.

Task 1

T asks Ss to complete the sentences
T gives key

1. tiny 2. investigate

3. gulf 4. Biodiversity 5. samples

- Watching the film and
saying what they have seen.
S-S: do exercises with the
pictures in Textbook

- Ss repeat new words and
take notes.

-Ss read silently.

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Task 2 (5’)

IV.Post-reading

V.Homework

Tasks 2

T calls Ss to asks and answer
1. 75%

2. By using modern devices.

3. To investigate the seabed and bring samples
of the marine lifeback to the surfacefor the
further study.

4. Provide a wide range of information,
including watertemperature, depth and the
undersea populations .

5. They are those that live on or depend on the
bottom like the starfish, those that

moveindepently of water currents and those
that are carried along by the currents .

6. Marine life would be at stake if the sea
biodiversity were not maintained.

-T asks Ss to summarize the text by filling each
blank with a word or phrase given in the box
1. three- quarters 2.mysterious

3. modern 4. discoveries
5. biodiversity 6. huge

7. plants and animals 8. closely connected
Cues: food, environment tourism.

-Ss work in pairs after
scanning the text.

Ss discuss the usefulness of
the sea in our daily life

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Date of preparing: LESSON PLAN

Date of teaching: Unit 9: UNDERSEA WORLD
Period:

Lesson: Speaking

I/ Objectives: By the end of the lesson, students will be able to talk about some types of sea
creatures and undersea life – as well as how to protect them and the environment in general.

II/ Language focus:

- Grammar:

- New words: herbicides, pesticides, fertilizers.

III/ Teaching aids: pictures

IV/ Procedure:

Stage Teacher’s activities Students’activities

I.Warm-up

II.Pre-speaking

III.While-speaking
Task 2-3

- Showing 2 pictures:
+ One: a beautiful beach.
+ the other: a dirty one

- What do you see in these 2 pictures?
- What should we do to protect the sea?
Task 1:

- T introduces some new words.
+ herbicide (n)

+ pesticide (n)
+ fertilizer (n)
+pollute(v)
+ dustbin(n)

- T asks Ss to read new words

- T asks Ss to put the actions in the order of
importance and then say that we should or
should not do

Example : We should place rubbish and
plastic bags in proper dustbins.

T goes around the class and helps Ss if
necessary.

Task 2

- T gives 3 parts for topic: threats
consequences and solutions.

- Looking at the pictures and
answering the questions.

- Ss look through these
sentences in Task 1 to find
out whether there are any
new words or not.

- Ss repeat new words.
- Work in pairs.

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IV.Post-speaking

V.Homework

- T goes around the class and helps Ss if
necessary.

- T calls Ss to present and comments

- T asks Ss to talk about 3 or 4 sentences
about what they should do and what they
shouldn’t do

- One of the Ss of each group
presents his or her ideas
- Ss work individually

- Learn new words

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Date of preparing: LESSON PLAN

Date of teaching

: Unit 9: UNDERSEA WORLD

Period:

Lesson: Listening

I.Objectives: By the end of the lesson, Ss will be able to listen and understanding some
information about whales.

II. Language focus:

- Grammar:

- New words: krill, migrate, mamal, The International Whaling Commission
III. Teaching aids: tape, cassette player.

IV. Procedure:

Stage/ Time Teacher’s activities Students’ activities

I.Warm-up

II.Pre-listening

III.While- 
listening

- T uses a picture of a whale and asks:
What do you know about whales?
- T gives new words:

+ krill(n)
+ migrate(v)
+ mammal(n)

+ The International Whaling Commission
-T aks Ss to work in groups to discuss the
questions:

+ Do you think whales are fish ? Why (not) ?
+Why do people keep hunting whales?

-T asks Ss to listen and repeat some words
mammal blue whale Atlantic Pacific
krill whaling migrate conservation
Task 1:

- T lets Ss listen to the tape 3 times.
-Key:

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

- T lets Ss listen to the tape for specific
information ( 3 times)

- T calls other Ss to correct the answers.

- Ss answer the question.
- Ss listen and repeat new
words.

- Pair work: Ss discuss the
questions in Textbook.

-Ss listen and repeat

- Ss work individually and do
Task 1.

- Ss can compare with their
partners.

- Ss look through the
questions before listening
- Ss work individually and
answer the questions

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-IV.Post – 
listening
V.Homework

1. The blue whale grows to 30 metres in
length and over 200 tons in weight.
2. Because there is a lot of krill- their
favourite food in cold waters.

3. Cold water in the North and South Atlantic
Ocean and the North and the South Pacific are
there favourite feeding grounds.

4. Heavy hunting is the main reason for the
decrease in whale population.

5. They have asked the International whaling
Commissionto stop most whaling.

6. If we didn’t take any measures to protect
whales, they would disappear forever.

T asks Ss to talk about whales , using the cues
in textbook.

Work in groups of four to
talk about whales.

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Date of preparing: LESSON PLAN

Date of teaching: Unit 9: UNDERSEA WORLD
Period:

Lesson: Writing

I. Objectives: By the end of the lesson, students will be able to write a short passage about
sea animals.

II. Language focus:

- Grammar:

- New words: words related to sperm whales and dolphins.

III. Teaching aids: work -sheets

IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

I.Warm-up

II.Pre-writing

III.While-writing

- T gives some words, asking Ss to make
sentences from the words related to the picture
in the Textbook: sperm whales, fish, ocean,

river, big, small.

- T gives new words:
+ carnivore (n)

+ gestation (n)
+ entrapment (n)
*Task 1:

- T makes some questions to help Ss finish the
table.

+Range and habitat: Where are sperm

whales?/ Where can sperm whales be found?/
Which ocean do they prefer?

+ Size: Would you tell me the length and the
weight of the male / female whale?

+ Feed habits: In your mind, whales are fish?
+ Offspring: How long is a gestation period?/
How about offspring?

+ Life span: How long / How many years can
whales be?

+Special features: What are special features of
sperm whales?

- Ss choose the words and
make sentences to describe
the picture.

- Ss compare their work
sheets.

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IV.Post-writing

V.Homework

+ Conservation concerns: What are some
tricks that people play on whales?

Why should people be concerned about
endangered whales?

- T goes around class and helps Ss if
necessary.

*Task 2:

- T asks Ss to write a paragraph that describes
the facts and features provided in the

table( textbook)

- T calls Ss to write their passages on the
blackboard.

- T corrects them by pointing out common
mistakes.

- Ss compare their
worksheets

- Write something about
animals you like

- Prepare next period.

Date of preparing:

TEST YOURSELF C

Date of teaching:
Period

I. Objectives: By the end of the lesson, students will be able to:
- do the final test

- remember the old lessons 7, 8.

II. Language focus:
* Grammar:

* New words: relating to unit 7, 8

III. Teaching aids: text book, map.

IV. Procedure:

Stages Teacher’s activities Students’ activities

* Activity 1:

* LISTENING:

- T asks Ss to listen what Sheila Brooks says
about her village and decide true or false.
- Ss listens 2 times.

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* Activity 2:

* Activity 3:

* Activity 4:

Home work:

- Ss gives the keys.
* Keys:

A. 1. F 2. F 3. T 4. T 5. T
* READING:

- T asks Ss to read the passage and answer
the questions.

- T helps Ss to find some new words.
- Ss answer.

- T corrects
 * GRAMMAR:

Fill in the blank with the correct form of a 
verb in the box

Keys:

1. have been, haven’t had
2. haven’t given, have paid
3. said

4. had taken

5. thought, would come
6. told, have got

* WRITING:

- Ss read the situation and look at the map.
- Ss writes the letter.

- T goes round and gives help if necessary.
- Ss write their letter on the board.

- T corrects.

- Review all lessons from unit 1 to unit 8

- read the passage and do
exercise in the text book.
- give the meaning of the new
words.

- work in pairs.

- remember the old grammar.

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Date of preparing:

REVIEW

Date of reviewing:
Period

I. Objectives: By the end of the lesson, students will be able to remember the knowledge
from unit 1 to unit 8.

II. Language focus:
* Grammar: 
* New words:

III. Teaching aids: papers.

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Date of preparing: LESSON PLAN

Date of teaching: Unit 9: UNDERSEA WORLD
Period:

Lesson: Language focus

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

- Know how to pronounce exactly and fluently the sounds /iə/ // /℧ə/ in the words

and in the sentences.

- Should + Conditional sentence type 2.

III. Teaching aids: A cassette.

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Stage/Time Teacher’s activities Students’ activities
I.Warm-up
II.Pronunciation
Activity 1
Activity 2
III.Grammar and 
vocabulary

Activity 1 (E.1)

Activity 2 (E.2)

Activity 3 (E.3)

IV.Homework

A I E
R O P
H T U
(poor, here, tour, pair, hear ...)

- T writes 3 sounds on the board and asks Ss
to listen and repeat.

/iə/ // /℧ə/

- T reads once .

- T asks Ss to listen and repeat

- T reads the words aloud and asks Ss listen
and say the number of the sounds

- T reads the sentences once .

- T asks Ss to work in pairs to read all the
sentences and correct themselves.

- T asks Ss some questions:

+ What should you do before going to
class?

+ What shouldn’t you do when you have a
cold?

 Should

- T asks Ss to do as directed but Ss say “I
think or I don’t think”.

- T divides class into 2 groups.
- Example:

1. I don’t think they should get married.
2. I think smoking should be banned

,especially in restaurant
-T asks Ss to give the structure of

conditional sentence type 2
- T writes down the board

If clause Main clause
past subjunctive would +

verb

Ex: If I were a bird , I would be a pigeon
- T asks Ss to distinct conditional sentence

type 1 and type 2

- T can give points for good work.

- Students play a game by
finding out meaningful
words from some letters
provided in the box.

- Ss pronounce these words.
- Ss listen and repeat.

- Ss find some words that
have the same sounds.

- Ss listen to and repeat
- Ss pratise the sounds in
sentences.

-Ss answer questions and
use “should” and

“shouldn’t”

- Ss work in pair: one ask
and other answers.

S1: Liz needs a change
What should she do?
S2: She should go away for
a few days.

- Ss gives the structure of
Conditional sentence type
2.

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blackboard to write the
answers.

- Do exercises of language
focus in Workbook

Date of preparing: LESSON PLAN

Date of teaching: Unit 10: CONSERVATION
Period:

Lesson: Reading

I/ Objectives: By the end of the lesson , Ss will be able to know about the value of forests
and nature conservation

II/ Language focus:

- Grammar: the passive voice

- New words: words relating to conservation

III/ Teaching aids: pictures and cassette.

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Stage Teacher’s activities Students’activities
I.Warm-up

II.Pre-reading

III.While-reading

-T asks Ss some questions

+Can you tell me some environmental
problems?

+What should we do to solve these problems?
+What is conservation?

T asks Ss to look at the pictures and answer
the questions ( page 104)

New words

variety(n) -> various(a)
eliminate(v)

constant supply( of water)( translating)
hydroelectric dam( picture)

circulation(n)

ex: Copies of the magazine were withdrawn
from circulation

run- off(n)

ex: Rapid run-off would cause frequent floods
and leave little water during dry season

defence(n)

-T reads the words aloud

T asks Ss to read the text in silence and do
task 1

*Task 1:

-T divides the class into 5 groups of 10.
-T delivers each group one piece of paper
with phrase in column A written.

- Column B in the extraboard.
- T corrects them.

1.c 2.a 3. d 4.b
*Task 2:

- T asks Ss to read the text again and work in
pairs

-T corrects

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

- T asks Ss to read the text once again and
choose the most suitable main idea for each
paragraph.

- Ss work in pairs.

- Ss give the answer in front
of the class.

- Ss listen to and repeat

- Ss work in groups.
- Ss come to the board to
match their paper with
definition on the extraboard.
- Ss listen and write down.

- Ss work in pairs

- Ss stand up and give the
answer.

- Ss work in pairs.

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IV.Post-reading

V.Homework

A. 3 B.4 C.2

-T asks Ss to answer the questions in
textbook.

-T calls some pairs to check

T asks Ss to write a short paragraph about
what we should / shouldn’t do to protect our
planet

- Ss work in pairs

- Ss do at home

Date of preparing: LESSON PLAN

Date of teaching

: Unit 10: CONSERVATION

Period Lesson: Speaking

I/ Objectives: By the end of the lesson, students will be able to talk about the new kind of
zoos and report on discussion results

II/ Language focus:

- Grammar:

- New words: sensitive, breed, gorilla, reconstruct

III/ Teaching aids: pictures, textbook

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Stage Teacher’s activities Students’ activities
I.Warm-up:

II.Pre-speaking

III.While-speaking:

- T shows a pictures of zoo and asks :

+Do you think the animals living in the zoo
feel happy? Why?

+ Are they free?
- T leads to Task 1.

- T explains some new words in the
paragraphs

* Task 1:
sensitive(a)
will(n)

reconstruct(v)-> construction(n)
breed(v)

gorilla(n)-- T reads the words aloud

- T asks Ss to read the paragraphs and answer
the questions

1. For what purpose are zoos of the new kink

opened?

2. What are their main features?

*Task 2:

-T asks Ss to put a tick in the right box to
show their agreement or disagreement. Then
share their ideas with a partner.

- T can work with a partner

T: I think it would be better for animals if
they live in the zoo of new kind because they
may have better food

S: I agree with you

-T goes around the class and helps Ss if
necessary.

-T calls some pairs to practice and corrects
*Task 3:

- T asks Ss to discuss the advantages and
disadvantages of zoos of the new kind. Use
the cues in the textbook.

-T can give Ss some questions

+ Is it cheap to reconstruct animals’ natural

-Ss look at the pictures and
answer

- Ss listen to and repeat
- Ss read the paragraphs in
silence

- Ss work in pairs

1. They are opened to help
endangered species develop.
2. The animals are not kept
in cages. They can live in
their natural environment.
-Ss work in pairs

-Ss practice

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IV.Post-speaking:

V.Homework:

environment?

+ Where can you see animals of various kinds
, including wild ones.?

- T goes around the class and helps Ss if
necessary

-T calls some Ss to check
*Task 4:

-T asks Ss to make group reports
- T calls some Ss to present

- Ask Ss to write a short passage about the
zoo of the new kind.

- Ss practice

- Ss stand up and present
before the class

-Ss do at home

Date of preparing: LESSON PLAN

Date of teaching: Unit 10: CONSERVATION
Period Lesson: Listening

I. Objectives: By the end of the lesson, Ss will be able to understand and get some
information about a forest fire.

II. Language focus:

- Grammar:

- New words:

III. Teaching aids: tape, cassette player.

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Stage/ Time Teacher’s activities Students’ activities
I.Warm-up:

II.Pre-listening:

III.While- 
listening:

IV.Post – 
listening:

V.Homework:

-T shows Ss some pictures of forest fire and
asks :

+ What do you see in the picture?

-T asks Ss to talk about what may cause a
forest fire.

- T can give some questions if necessary :
+ Do you often go camping in the forest?
+ Is it dangerous when making a campfire in
the forest?

+ Can you tell me some causes of forest fire?
-T asks Ss to listen and repeat

forest campfire valuable
forester destroy awful

*Task1:

T asks Ss to scan the sentences in Task 1
before listening.

-T plays the tape twice.
- T asks Ss for their answers.

T plays the tape once again and corrects.
Key: 3-2-5-1-4

*Task 2:

-T asks Ss to read the sentences before
listening.

-T plays the tape twice.
- T asks for Ss’ feedback

- T plays the tape again and corrects
Key: 1.F 2.F 3.T 4.T 5 F

*Task 3:

-T asks Ss to listen again and tick the
sentences they hear.

-T plays the tape( 3 times)
- T corrects

Key: 1. a 2. b 3.a

-T asks Ss to say how a forest fire may star
and what every camper ought to remember.
- T gives some questions if necessary.
- T calls some pairs to practice.

T asks Ss to write a short passage about
causes of a forest fire

- Ss look at the pictures and
answer

-Ss listen and answer.

Ss listen and repeat in chorus

- Ss work in groups
-Ss answer

-Ss read the sentences
quickly.

- Ss listen and number the
events in the order

-Ss listen again
-Ss answer

-Ss work in pairs

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Date of preparing: LESSON PLAN

Date of teaching: Unit 10: CONSERVATION

Period Lesson: Writing

I. Objectives: By the end of the lesson, students will be able to write a letter of invitation

II. Language focus:

- Grammar: Some expressions are often used in the letters of invitation:

+ Let’s... +Why don’t you... ? + Would you like... ?
+Do you feel like... ? + Can you...? + How about you...?

+ Shall we...? + Are you free...?
- New words:

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IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

I.Warm-up:

II.Pre-writing:

III.While-writing:

- T divides the class into 4 groups
- T gives each group with 18 letters
(I,I,T,T,E,V,A,T,O,N,O,L,F,E,T,I,N,R)

- T asks Ss to rearrange them into the meaning
words.

- T gives key:

LETTER OF INVITATION

- T asks Ss some questions to lead into the
new lesson:

+ Have you ever written / received a letter of
invitation?

+ What are some expressions often used in a
letter of invitation?

*Task1:

T directs Ss to do Task 1 and asks Ss to work
in pairs.

- T calls some pairs to check their results
- T corrects

1.c 2 f/h 3.a 4.g/d
5 h/f 6.d/g 7.e 8.b

- T asks Ss to look at the finished sentences
and make a remark on the form of the verbs
following the expressions:

*Let’s + bare-infinitive

* Why don’t you + bare-infinitive
* Would you like + to- infinitive
* Do you feel like + V- ing
*Can you + bare – infinitive
* How about + V-ing

* Shall we + bare- infinitive
* Are you free + to- infinitive

- T asks Ss to use expressions to fill in the
blanks in the invitation letters in Task 2
*Task 2:

-T asks Ss to skim over Task2 and look for the
new words before doing.

-T explains some new words if necessary.
- T asks Ss to works in groups

-Ss play a game

The winner will be the one
who is the first giving the
answer

-Ss work individually

-Ss work in pairs

-Ss practise in pairs

- Ss look at quickly and
answer

-Ss write them down in their
notebooks

-Ss read quickly

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IV.Post-writing:

V.Homework:

- T goes around the class and helps Ss if

necessary

- T calls Ss to ask for their results.
Key:

1. Would you like/ Are you free
2. Would you like / Are you free
3. Can you ; Why don’t we / Shall we
4.

*Task 3:

-T asks Ss to read the cues carefully and
reminds them of the tenses and some
expressions used in a letter of invitation.
-T asks Ss to work in groups.

-T goes around the class and helps Ss if
necessary.

- T calls Ss to bring their extra- boards
- T corrects

- T asks Ss to rewrite their letter of invitation
down the notebooks

-Ss work in groups

-Ss report the results

-Ss work in groups

- Ss write the letter down
the extra –boards

-Ss present their letter of
invitation

- Ss write down their
notebooks after they are
corrected

- Ss prepare at home:
+Language focus

Date of preparing: LESSON PLAN

Date of teaching: Unit 10: CONSERVATION

Period Lesson: Language focus

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

- know how to pronounce exactly and fluently the sounds / b / / p / in the words and in
the sentences.

- use the passive voice.

II. Languge focus:
-Pronunciation /b/ , /p/

-Grammar: The passive voice

III

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IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

I.Warm-up:
(5’)

II.

Pronunciation:
(15’)

Activity 1

Activity 2

III.Grammar 
and

vocabulary(22’)

- T writes the sentences on the board.

1. Bernie brought a big breakfast back to the
bed.

2 Pat put purple paint in the pool

- T underlines the sounds and asks Ss to read
the example and say what sounds are

repeated.

-T leads into the lesson.
*Listen and repeat:

- T writes two sounds: / b /, / p / on the
board.

- T reads the model sounds.

- T reads the words in the textbook.
- T guides Ss to read.

- T asks Ss to close the books.

- T reads and asks Ss to find out the sounds.
*Practise these sentences:

- T reads all the sentences.

- T asks Ss to pay attention to the sentence
stress.

- T asks Ss to pick out the words containing

the sounds / b /, / p /

- T checks the result.

The passive voice:

- T shows a picture and asks
-“What does the cat do?”

- T asks Ss to change this sentence into
passive voice

- T asks Ss to remind of the formation and
the usage of the passive voice

- T write down the board
*Exercise 1 :

-T asks Ss to choose the right form of the
verbs in brackets

-Ss close the books

-Ss read and say the sounds

- Ss open their books

- Ss repeat in chorus then

individually

- Ss work in groups

- Ss read individually.
- Ss work in pairs

- Ss find out the sounds by
writing them on the board.

-One student answers.
-“ The cat catches the
mouse”

->The mouse is caught by
the cat.

-Ss stand up and remind

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IV.Homework:
(3’)

-T checks the result.
*Exercise 2 :

-T asks Ss to put the verbs in brackets in the
correct form.

- T goes around the class and helps if
necessary.

- T calls some Ss to write down the board
and corrects.

*Key:

1. came ,had started-were

2. is standing- is being photographed
3. Have ...been told

4. was being laid, decided
5. Will ... be planted
*Exercise 3 :

-T asks Ss to fill each blank with a correct
form of the verb in the box

- T goes around the class and helps if
necessary.

-T check the result.
* Exercise:

Find out the mistakes in the following
sentences and correct them.

1. This room has been used by nobody for
ages.

2. The article was written yesterday by my
brother

3. Is beef eaten by people in India?

4. The chickens often are fed twice a day

-Ss work individually
-- Ss write down the board

-Ss read the result

-Ss work in pairs

- Ss compare the result with
a partner

-Ss do at home

Date of preparing: LESSON PLAN

Date of teaching: Unit 11: NATIONAL PARKS

Period Lesson: Reading

I/ Objectives: By the end of the lesson, Ss will be able to:

- understand and know more about some national parks in the as well as in Vietnam

II/ Language focus:

- Grammar:

- New words: words relating to national parks

III/ Teaching aids: pictures and cassette.

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Stage Teacher’s activities Students’activities
I.Warm-up:
(5’)

II.Pre-reading:
(10’)

III.While-reading:
(12’)

-T shows Ss some pictures and asks :
+What can you see in these pictures?
+Where can they live together? in the
mountain or in the national park?
-T leads into the new lesson
-T asks Ss some questions:

1. Have you ever been to a national park?
2. Can you name some of the national parks
in Vietnam and in the world?

3. What trees and animals can you see in a
national park?

* New words:
- national park(n)
- to locate (v)

Ex: The hotel is located on the top of a hill.
- butterfly(n)

- to recognise (v)
- contamination(n)

-T reads the words aloud
- T plays the tape

-T asks Ss to read the text in silence and do
tasks

*Task 1:

-T asks Ss to work in pairs to find the word
in the passages that best suits each of the
definitions

-T checks the results
- T corrects them.

1. establish 2.contain 3. species
4. survival 5. sub-tropical

6.contamination

* Task 2 :

- T asks Ss to work in pairs to answer the
questions in the textbook

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

- T calls some pairs to check
* Key:

1.200 square km

- Ss look at the pictures and
answer

+ I/ We can see tree , plants,
animals, mountains , caves.
+ They live together in the
national park.

- Ss work in pairs.

- Ss give the answer in front
of the class.

- survival(n)
- orphan(v)
- abandon(v)
- sub-tropical(a)

- toxic(a)

- Ss listen to and repeat
- Ss listen to the tape
- Ss read the text in silence
- Ss work in pairs

- Ss come to the board to
match their paper with

definition on the extra-board.
- Ss listen and write down.
- Ss work in pairs

- Ss stand up and give the
answer.

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IV.Post-reading:
(15’)

V.Homework:
(3’)

2. Because the rainy season is over.

3. They can learn about the habits of animals
and how one species is dependent upon
another for survival.

4. In the Orphanage, orphaned and / or
abandoned animals are taken care of .
5. Everglades National Park is endangered
because of the toxic levels of chemicals in
the water.

6. I f more chemicals are released into the
water, plants and animals will die/ will be
killed/ destroyed.

- T asks Ss

“ Which of the three national parks would
you like to visit most ? Why?”

- T goes around the class and helps Ss if
necessary.

-T calls some Ss to present

-T asks Ss to summarize the main idea of
each passage and prepare Unit 11(cont).
speaking

- Ss practice in pairs

- Ss discuss in groups

One of each group present
before the class

- Ss do at home

Date of preparing: LESSON PLAN

Date of teaching: Unit 11: NATIONAL PARKS

Period: Lesson: Speaking

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

II/ Language focus:

* Grammar: Conditional sentence type 3
* New words:

III/ Teaching aids: pictures, textbook

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Stage Teacher’s activities Students’ activities
I.Warm-up:

(5’)

II.Pre-speaking:
(10’)

III. 
While-speaking:

(12’)

IV. 
Post-speaking:
(15’)

- T shows a pictures of landscapes in
Vietnam(Dalat , Nha Trang, .. ) and asks :
+What should you bring if you make an
excursion here?

-T explains some new words
+food poisoning (n)

+carsick(a)

- T reviews of conditional sentence type 3
- T leads to Task 1.

- T asks Ss to combine the things in column A
with the corresponding consequences in
column B and read out the sentences.

- Example: They went to Huong Pagoda by
coach and most of them got carsick.

-T goes around the class and helps Ss if
necessary.

- T checks the results.

* Key:

1.f 2.e 3.h 4. g
5.b 6.c 7. a 8.d
* Task 2:

-T asks Ss to read the request of Task 2 to
understand the situation, then using

conditional sentence type 3 to say

Ex: If we hadn’t gone by coach , we wouldn’t
have got carsick.

If we had gone by bike, we wouldn’t have got
carsick.

- T calls some Ss to check.
- T corrects.

* Task 3:

-T asks Ss to work with a partner to tell her/
him about their class’ excursion to Huong
Pagoda and express their regrets about what
they did or did not do during the excursion
Ex:

A: We went to Huong Pagoda by coach and
most of us got carsick.

-Ss look at the pictures and
answer

- Ss work in groups

-Ss practise

-Ss work in groups

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V.Homework:
(3’)

B: If we hadn’t gone by coach , we wouldn’t
have got carsick.

-T calls some Ss to present before the class
- T asks Ss to write 5 sentences to talk about
what they regret not doing in the past

- T summaries the main points.

- T asks Ss to do the extra exercise at home.

-Ss stand up and present
before the class.

-Ss do at home

Date of preparing: LESSON PLAN

Date of teaching

: Unit 11: NATIONAL PARKS

Period: Lesson: Listening

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

- listen to some special features of Cuc Phuong National Park.

II. Language focus:

* Grammar:

* New words: ethnic, minority, flora, fauna, attack, enemy

III. Teaching aids: tape, cassette player.

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Stage/ Time Teacher’s activities Students’ activities
I.Warm-up:

(7’)

II.Pre-listening:
(10’)

III.While- 
listening:

(15’)

IV.Post – 
listening:(10’)

-T asks Ss to work in groups to match the
pictures with the correct provinces.

*Cat Ba +Hai Phong
*Cuc Phuong +Ninh Binh
*Bach Ma +Hue

*U Minh + Ca Mau

-T asks Ss to work in groups to answer the
questions in the textbook.

- T goes around the class and helps Ss if
necessary.

- T presents some new words

+ threatened and endangered species
+ ethnic minority

+flora
+fauna
+attack
+enemy

- T reads the words aloud

- T asks Ss to explain the meaning of the
words.

* Task 1:

-T plays the tape the first time
-T plays the tape the second time

-T goes around the class and helps Ss if
necessary.

-T plays the tape once again and checks the
results.

* Key :

1. 1960

2. 160 km south west of
3. 100.000 visitors
4. about 2.000 ; 450
5. surprise attack

* Task 2:

- T asks Ss to listen to the tape twice and
answer the questions in tne textbook

- T checks

- T gives the key after playing the tape once

- Ss look at the pictures and
answer

-Ss work in groups

-Ss listen and repeat in
chorus

- Ss give the meaning of the
words

-Ss listen to and fill in the
missing in

-Ss do at home

- Ss listen to and fill in the
missing information

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V.Homework:

(3’)

again

* Key:

1.It belongs to 3 provinces: Ninh Binh, Hoa
Binh and Thanh Hoa .

2. It is about 160 km.

3. They come there tosee the work being
done to protect endangered species.

4. Nguyen Hue defeated the Qing invaders in
the spring of 1789.

5. They live mainly on bee keeping and
farming.

-T asks Ss to work in groups to talk about the
features of Cuc Phuong National Park.

- T summaries the main points.

- T asks Ss to do the extra exercise at home.

- work in the whole class.

Date of preparing: LESSON PLAN

Date of teaching: Unit 11: NATIONAL PARKS

Period Lesson: Writing

I. Objectives: By the end of the lesson, students will be able to:
- write a letter of invitation

II. Language focus:

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+ Shall we...? + Are you free...?
- New words:

III. Teaching aids: Extra board.

IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

I.Warm-up:
(7’)

II.Pre-writing:
(10’)

III.While-writing:

(15’)

- T divides the class into 4 groups
- T gives each group with 18 letters
(I,I,T,T,E,V,A,T,O,N,O,L,F,E,T,I,N,R)

- T asks Ss to rearrange them into the meaning
words.

- T gives key:

LETTER OF INVITATION

- T asks Ss some questions to lead into the
new lesson:

+ Have you ever written / received a letter of
invitation?

+ What are some expressions often used in a
letter of invitation?

* Task 1:

T directs Ss to do Task 1 and asks Ss to work
in pairs.

- T calls some pairs to check their results
- T corrects

1.c 2 f/h 3.a 4.g/d
5 h/f 6.d/g 7.e 8.b

- T asks Ss to look at the finished sentences
and make a remark on the form of the verbs
following the expressions.:

*Let’s + bare-infinitive

* Why don’t you + bare-infinitive
* Would you like + to- infinitive
* Do you feel like + V- ing
*Can you + bare – infinitive
* How about + V-ing

* Shall we + bare- infinitive
* Are you free + to- infinitive

- T asks Ss to use expressions to fill in the
blanks in the invitation letters in Task 2

-Ss play a game

The winner will be the one
who is the first giving the
answer

-Ss work individually

-Ss work in pairs
-Ss practise in pairs

- Ss look at quickly and
answer

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IV.Post-writing(10’)

V.Homework:
(3’

* Task 2:

-T asks Ss to skim over Task2 and look for
the new words before doing.

-T explains some new words if necessary.
- T asks Ss to works in groups

- T goes around the class and helps Ss if
necessary

- T calls Ss to ask for their results.
Key:

5. Would you like/ Are you free
6. Would you like / Are you free
7. Can you ; Why don’t we / Shall we
* Task 3:

-T asks Ss to read the cues carefully and
reminds them of the tenses and some
expressions used in a letter of invitation.
-T asks Ss to work in groups.

-T goes around the class and helps Ss if

necessary.

- T calls Ss to bring their extra- board.s
- T corrects

- T asks Ss to rewrite their letter of invitation
down the notebooks

-Ss read quickly

-Ss look for the new words
-Ss work in groups

-Ss report the results

-Ss work in groups

- Ss write the letter down
the extra –boards

-Ss present their letter of
invitation

- Ss write down their
notebooks after they are
corrected

- Ss prepare at home:
+Language focus

Date of preparing: LESSON PLAN

Date of teaching

: Unit 11: NATIONAL PARKS

Period Lesson: Language focus

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

- know how to pronounce exactly and fluently the sounds / b / / p / in the words and in
the sentences.

- use the passive voice.

II. Languge focus:
-Pronunciation /t/ , /d/

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III

. Teaching aids: A cassette, textbook.

IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

I.Warm-up:
(5’)

II.

Pronunciation:

(15’)

Activity 1

Activity 2

III.Grammar 
and

vocabulary(22’)

- T writes the sentences on the board.

1. Bernie brought a big breakfast back to the
bed.

2 Pat put purple paint in the pool

- T underlines the sounds and asks Ss to read
the example and say what sounds are

repeated.

-T leads into the lesson.
*Listen and repeat:

- T writes two sounds: / t /, /d / on the board.
- T reads the model sounds.

- T reads the words in the textbook.

- T guides Ss to read.

- T asks Ss to close the books.

- T reads and asks Ss to find out the sounds.
*Practise these sentences:

- T reads all the sentences.

- T asks Ss to pay attention to the sentence
stress.

- T asks Ss to pick out the words containing
the sounds / t/, /d/

- T checks the result.
*

The passive voice:

- T shows a picture and asks
-“What does the cat do?”

- T asks Ss to change this sentence into
passive voice

- T asks Ss to remind of the formation and
the usage of the passive voice

- T write down the board

*Exercise 1 :

-T asks Ss to choose the right form of the
verbs in brackets

-T checks the result.

-Ss close the books

-Ss read and say the sounds

- Ss open their books

- Ss repeat in chorus then
individually

- Ss work in groups

- Ss read individually.
- Ss work in pairs

- Ss find out the sounds by
writing them on the board.

-One student answers.
-“ The cat catches the
mouse”

->The mouse is caught by
the cat.

-Ss stand up and remind

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IV.Homework:
(3’)

*Exercise 2 :

-T asks Ss to put the verbs in brackets in the
correct form.

- T goes around the class and helps if
necessary.

- T calls some Ss to write down the board
and corrects.

*Key:

1. came ,had started-were

2. is standing- is being photographed
3. Have ...been told

4. was being laid, decided
5. Will ... be planted
*Exercise 3 :

-T asks Ss to fill each blank with a correct
form of the verb in the box

- T goes around the class and helps if
necessary.

-T check the result.
* Exercise:

Find out the mistakes in the following
sentences and correct them.

1. This room has been used by nobody for
ages.

2. The article was written yesterday by my
brother

3. Is beef eaten by people in India?

4. The chickens often are fed twice a day

-Ss work individually
-- Ss write down the board

-Ss read the result

-Ss work in pairs

- Ss compare the result with
a partner

-Ss do at home

Date of preparing: LESSON PLAN

Date of teaching: Unit 12: MUSIC

Period Lesson: Reading

I/ Objectives: By the end of the lesson, Ss will be able to:

- understand the passage and have an adequate understanding about music.

II/ Language focus:

* Grammar:

* New words: words related to music.

III/ Teaching aids: pictures and cassette.

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Stage Teacher’s activities Students’activities
I.Warm-up: 
(7’)

II.Pre-reading:
(10’)

III.While-reading: (15’)

- T lets the Ss listen to the tape and asks them

questions:

1. What have you just listened to?

2. What kind of music are you listening to?
3. Name some kinds of music as you know.

* Activity 1:

- T ask Ss to discuss and match each of the
descriptions to a tape of music.

Pop

Rock’ll roll
Classical music
Folk

* Activity 2:

-T asks Ss to put the name of the music they
hear in the blank.

1. …………. is traditional songs of a
country.

2. …………. is a style of music with a strong
and loud beat.

3. …………. is a modern music that a

popular with the youth.

4……… is serious and traditional
Western European music.

* Activity 3:

- T asks Ss to open the book, look at the
pictures ans answer the questions about them.
1. What kind of music does she play in the
first picture?

2. What band in the second picture? What
kind of music do they play?

3. What kind of music do you think they play
in the third picture?

-T explains new words.
+ emotion(n)

Ex : They expressed mixed emotions at the
news

+convey(v)

- Ss listen to the tape and
may answer in variuos ways:

 music

 pop/folk/classical …

music

 traditioal music/ pop

music/ rock music/ jazz …
- Ss discuss in groups and
match descriptions in the
correct order.

 Baby one more time
 Yesterday

 Turkish March (Mozart)
 Ly Ngua O

- Ss read the sentences and
put in each blank the name of
music.

1. Folk music
2. Rock’n roll
3. Pop

4. Classical

- Ss look at the pictures and
name the kind of music from

the pictures. (pair work)

 It’s folk music

 It’s The Beatles, Rock’n

roll music.

 It’s classical music

- Ss open the books, listen to
the tape and read the text
silently then do the tasks that
follow.

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IV.Post-reading:(10’)

V.Homework:
(3’)

+integral part

Ex: Music is very much an integral part of
our life.

+ funeral (n)
+ solemn (a)
+mournful(v)
+lull(v)

+delight(v)

- T asks Ss to open the books, listen to the
tape and read the text silently then do the
tasks that follow.

* Activity 1: (Task 1, page 125, text book)
- T asks Ss to work in pairs to do the task 1 .
- T checks and corrects.

* Activity 2:

- T asks Ss to read the text, then answer the
questions.

- T checks and corrects.

- T asks Ss to reread the text then answer the
questions.

- T checks and corrects.

- T divides class into groups of four.

- T asks groups to talk their options about the
roles of music.

- T goes around and helps ans asks each
group to display in front of class.

- T checks and corrects.

- T asks Ss to do the exercise in the
workbook (Ex 12)

- T explain how to do the exercise.

- Ss work in pairs

- Ss work in groups of four.

- Ss present

- Ss write it out

- work in the whole class

Date of preparing: LESSON PLAN
Date of teaching: Unit 12: MUSIC

Period Lesson: Speaking

I/ Objectives: By the end of the lesson, students will be able to:
-ask and answer about music

-talk about favourite kinds of music

II/ Language focus:

* Grammar:

*New words: words related to music

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IV/ Procedure:

Stage Teacher’s activities Students’ activities

I.Warm-up:
(7’)

II.Pre-speaking:
(10’)

III.While-speaking:
(15’)

- T uses picture in the textbook, asks Ss to
look at it and try to answer some questions.
* Questions:

1. What’s her name?
2. What is she doing?

3. Does she listen to music when she go to
school?

4. Why does she like music so much?

To understand why she likes it so much, we
come to the new lesson. OK!

* TASK 1: (in book)

Before reading, T asks Ss to underline some
* New words:

- keep me happy
- are easy to listen to
- cheer me up

- have the radio on

- Reading loudly and correctly

- T asks Ss to look at the book and do thrill
exercise.

-T listens and corrects.
1. She likes pop music.

2. Because it keeps her happy
3. The Backs Street Boys
4. All the time.

T asks Ss to close their books and who can
speak to what Ha Auto say about music.

Listens and gives mark.

* TASK 2:

-Using an extraboard
-Expaining it.

- Goes around and helps Ss to do (if
necessary)

Prepare: + rousing
+ lyrical

+ serene and peaceful
+ pleasant

-Ss answer.

- Ss answer correctly or not

- Ss underline them in their
textbook.

- Ss listen to the T
- Ss read in silence
- Ss work in pairs.

- Ss listen to her/him

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IV.Post-

speaking:
(10’)

V.Homework:
(3’)

- help S.O forget troubles
- make S.O excited

- make S.O feed relaxed

- T asks Ss to write their names on their
papers

* TASK 3:

Now report what you have found out your
partners.

- T takes any drill s and practice

Model: Both Lan and Nga like classiacal
music. They like it becauseit is relating.
Or Ba likes pop music but Nam prefers Rock.
- T changes group 1 into groups ………
- T asks Ss to practice speaking

- T asks Ss any some questions to check the
result of Ss.

Example: Does Ha like Pop music?
- Learn Vocabulary, structures by heart.
- Practice speaking by using V, S in this
period.

- Ss practise speaking

- Ss answer

- work in the whole class

Date of preparing: LESSON PLAN
Date of teaching: Unit 12: MUSIC

Period Lesson: Listening

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

- listen to the information about Van Cao’s life and occupation.

II. Language focus:

* Grammar:

* New words: words related to music

III. Teaching aids: tape, cassette player.

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Stage/ Time Teacher’s activities Students’ activities
I.Warm-up:

(7’)

II.Pre-listening:
(10’)

III.While- 
listening:(15’)

IV.Post – 
listening:(10’)

-T has Ss listen to a short song which was
written by Van Cao.

-T has Ss guess who the composer was

-T has Ss look at the picture or Van Cao and
asks some questions.

a) Who is in the picture?

b) What do you know about him?
c) Where and when was he born?
d) Is he still alive?

e) When did he die?

- T gives some words (adjectives) related to

Van Cao music.

sweet and gentle rousing exciting,
lyrical boring solemn

-T has Ss look at the text book and then
answer the question below.

Which of these songs were written by him?

* Task 1:

-T introduces the situation of the task 1.
-T has Ss listen and then decide whether the
statements are True(T) or False(F)

-T plays the tape 3 times (T may stop the tape
when necessary)

-T asks Ss to choose “T” of “F” statement.
-T helps Ss to choose the correct statement

* Task 2:

-T asks Ss to listen the tape again then answer
the questions.

1. What is the name of the radio programme.
2. Which song by Van Cao does Quang Hung
like most?

3. Why does Quang Hung like it?

-T has Ss work in group of four to discuss
Quang Hung’s ideas about Van Cao’s music.
-T asks Ss to answer the questions

1. What does Quang Hung think about Van
Cao?

- Ss listen a song
- Ss answer
-Ss work in pairs

-Ss listen to the tape
- Ss answer

-Ss work in pairs
-Ss correct their work

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V.Homework:

(3’)

2. What does he do when he listen to Tirn
Quan Ca?

3. Do you agree os disagree with him ?
- T summaries the main points.

- T asks Ss to do the extra exercise at home

- Ss work in groups

Date of preparing: LESSON PLAN
Date of teaching

: Unit 12: MUSIC

Period Lesson: Writing

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

- write about the life story of a famous person, write about the life story of a famous
American musician and a famous Vietnamese musician.

II. Language focus:

* Grammar:

* New words: words related to music.

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IV. Procedure:

Stage/Time Teacher’s activities Students’ activities

I.Warm-up:
(7’)

II. 
Pre-writing:

(10’)

III.

While-writing: 
(15’)

IV.

Post--T has Ss listen to a short English song then
asks Ss to answer the questions.

1. Do you know who the singer is?
2. Where does he/she live?

-T shows a picture of Scott Joplin and asks
questions

1. Who is he?

2. Do you know any information about him?
-T has Ss learn new words

* New words:

+composer(n) -> compose(v)
+ artistic work.

+ musical black family

+ wonderful mixture
+tune(n)

+rag
* Task 1:

- T has Ss work in pairs. Use the prompts
below to make up complete sentences about
Scott Joplin.

Eg Scott / born / Texas / 1886 / poor / but
musical black family.

Scott was born in Texas in 1886 into a poor but
musical black family.

-T has Ss do the exercise in the text book.
-T checks the results by asking some pairs of
students.

* Key:

1. He learned to play the guitar when he was
very young.

2. He learned to play the works of composers
like Back, Beethoven, Mozart as well as to
compose music.

3. He quickly became famous.

4. His tunes were wonderful mixture of
classical European and African.

* Task 2:

-Ss listen to music and
answer

-Ss answer

- write it on the notebook

-Ss work in pairs

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Writing: 
(10’)

V.

Homework:
(3’)

-T asks Ss to write about the life story
of Van Cao.

-Before Ss do Task 2, T asks them to answer
the questions

1.When and where was he born?

2.How was his family?

3.When did he compose music?

4.When did he compose his first song?

5.When did he compose Vietnamese national
anthem Tien Quan Ca?

6.What are his artistic works?
7.When did he die?

-T asks Ss to write the answers into passage.
-T checks the results and corrects their
exercises.

-T asks Ss write a life story of a famous
musician (about 50 words).

-Ss answer

- Ss work in groups

- Ss do at home

Date of preparing: LESSON PLAN
Date of teaching

: Unit 12: MUSIC

Period Lesson: Language focus

I. Objectives: By the end of the lesson, students will be able to:
- distinguish the sounds /s/ and /z/

- pronounce the words and sentences containing these sounds correctly.

- used to + infinitive to express purposes and make WH-questions appropriately.

II. Language focus:

* Grammar: .

* New words: relating to music.

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IV. Procedure:

Stages/Time Teacher’s activities Students’ activities

I Warm up(2’)

II.

Pronunciation:
(15’)

III. Grammar:
(13’)

Pronunciation:

* pronuncing the two sounds separately.

- T models the two sounds twice or three
times.

- T pronounces the sounds and asks Ss to
repeat

- Ss practise pronouncing the sounds in
chorus and individually.

- T gives feedback.

* pronouncing words containing the 
sounds.

- T reads the words in each column all at
once and Ss repeat them.

- T asks some Ss to pronounce the words and
corrects if necessary.

* read the sentences with words containing
the sounds.

* To-infinitive to express purposes
a. Presentation:

- T writes some sentences on the board and
underline the to-infinitive.

Ex: I get up early every morning to cook

breakfast for my family.

Women should eat a lot of fruit to stay
young and beautiful.

- T asks Ss to comment on the use of to-inf in
these examples.

- T tells Ss that in these sentences to –inf are
used to express purposes.

- T asks Ss to gives some similar examples.
b. Practice: Do exercise 1&2

- T reminds them to provide a suitable verb
for each of the sentences.

- T asks Ss to do the exercises individually
and then compare their answers with another
st.

- T gives correct answers.

*Key: Ex1
1.to tell her the good news

- work in the whole class,
pairs and individual.

- work in the whole

class,pairs and individual.

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IV.

Presentation:
(15’)

V. Home 
work:
(3’)

2.to buy a cassette player
3.to win the singing contest
4.to sing French songs
5.to set a good example for the class
c.Production:

- T shows Ss some pictures and ask them to
make sentences using to + inf to express
purposes.

Ex: The girl is diving to watch a dolphin.
a.Wh-questions:

- T calls on some Ss to make up some
Wh-questions and writes them on the board.
- T elicits question words and how to make
wh-questions from Ss.

+ When? Time + Where? Place

+ Who? Person + Why? Reason
+ How? Manner + What? Object/Idea
b.Practice: exercise 3

- T asks Ss to do exercise 3 and asks Ss to
compare answers with another pair.

- T calls on some Ss to go to the board to
write their answers

- T asks other Ss to feedback and gives correct.
c.Production:

- T asks Ss to work in pairs. Asks Ss with 
example:

+ Are there a lot of pupils in the classroom?
+ How many children are there?

+ What are you doing?

- T summaries the main points.- T asks Ss to do
the extra exercise at home.

- work in the whole class.
1.What will you do if it
rains?

2.What sort of music does
your father enjoy listening

to?

3.When did he leave for
H.C?

4.Who wants to talk to you?
5.How did you spend the
evening last night?

6.When does the film start?
7.Who is your favourite
musician?

8.Why do you like pop
music?

- work in the whole class.
Date of preparing: LESSON PLAN

Date of teaching: Unit 13: FILMS AND CINEMA

Period Lesson: Reading

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

- develop such reading micro-skills as skimming for main ideas, summarizing main
ideas, scannning for specific ideas, and guessing meaning in context.

II. Language focus:

* Grammar: use the grammatical structure “It was not until …that …”
* New words: relating to the cinema vocabulary such as: silent films, screen,
character and so on in order to read and talk about the topic.

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IV. Procedure:

Stages/Time Teacher’s activities Students’ activities

I Warm 
up(5’)

II. Pre- 
reading:
(7’)

III. 
While-reading(7’)

- T gives some pictures that about cinema, T
asks Ss to guess and to answer.

1. What do you see in the photos?
2. Have you ever been here?
3. Why do people come here?
- T leads the new lesson.

- T draws this network on the board and elicits
cinema vocabulary from Ss, for example:

- T makes sure Ss understand the meaning of

these words and teaches their pronunciation, if
necessary.

- T guides Ss to discuss the following questions
in pairs. (see books p.132)

* Vocabulary:

- motion (n):the act of moving

- set st in motion: move st - replace (v):
- still (a): silent - audience(n): viewers
- spread (v):to extend over a place

* Structure:

It was not until TIME that CLAUSE
Not … before
* Task 1:instruction (silently)

- T gets Ss to read the passage individually.
- After checking that Ss have finished reading
the passage, T instructs Ss to do task 1.

- First Ss should do the definitions provide in the
task to identify each definition.

- Then Ss should go back to the passage and find
the suitable words to fill the table.

* Task 2:

- work in the whole class, and
individual.

4. What kind of film is it?
5. What film did you see?
…

- work in the whole class and
in pairs.

- work individual and pairs
and the whole class.

* Answer:

1.cinema 2.sequence
3.decade 4.rapidly
5.scene 6.character

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(7’)

(5’)

IV. 
Post-reading:
(10’)

V. Home

work:
(3’)

- T instructs Ss to use some strategies to do the
task.

- First Ss should read the questions to understand
them and to underline the key word

- T asks Ss to discuss their answers and to
present them in front of the class.

* Task 3:

- T asks Ss to read the passage again and to find
the main idea.(should read the first or last

sentence to decide it)

- T asks Ss to work in groups and talk about the
history of cinema, using the dates.

19th century History of cinema began
1905 Films were about 5-10’ long.
1910s The first long filmd were made
1915 Films became even longer and
1920s Sound was introduced and old

silent films were replaced by
- T goes around offering help.

- T calls on some Ss to speak and gives them
feedback.

- T summaries the main points.

-T asks Ss to write a summary of the passage
using the notes taken for the After You read
task.

(line 1)

2.At that time …the feeling
of movement.(line 2-3)

3.No,they didn’t.(line 5,13-5)
4.In the early 1910s (line 9)
5.At the end of the 1920s
(line 14)

6.The music cinema(line 17)
* Answer: B

- work in groups.

(longer than early films
which lasted only 1 minute)
(better.Cinemas were first
built)

the spoken ones)

Date of preparing: LESSON PLAN

Date of teaching

: Unit 13: FILMS AND CINEMA

Period Lesson: Speaking

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

- ask and answer the questions about the plot of the film based on prompts.
- tell what kind of film they like and they dislike.

- express their opinions about films, using attitudinal adjectives.

II. Language focus:

* Grammar:

* New words: relating to the films.

III. Teaching aids: text book, handouts, some films posters, chalks.

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Stages/Time Teacher’s activities Students’activities
I Warm up:

(7’)

II. Pre- 
speaking:

(7’)

III. 
While-speaking:(10’)

- T divides the class into 3 or 4 groups.
- T sticks the following film posters on the
board or on the walls.

- T can print it out and give the copies and ask Ss to
match the films with the correct types.

Type Film
Science fiction film

Cartoon film
Horror film
Detective film
Thriller

Romantic comedy
War film

Action film

- T can also asks Ss if they have seen these
films and if they know the Vnese.

* Task 1:

- T asks Ss to study the table on p.134 and
tick the boxes that suit their preferences for a
particular type of films.

- T calls on some Ss to report their likes and
dislikes and the number of friends who have
the same tastes as them.

* Task 2:

- T gets Ss to brainstorm all the adjectives
that can be used to describe films: interesting,
exciting, fascinating, amusing, boring,

horrifying..

- Then T asks Ss to look at the adjectives.
- T elicits the expressions of agreement and
disagreement.

Agreement Disagreement
I agree

Yes, exactly
Right!

I don’t think so
Yes but…

Do you think so?

- work in the whole class and
work in groups.

- work individually.

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(8’)

IV. 
Post-speaking(10’)

V. Home 
work:
(3’)

Sure! You can be serious!

You must be kidding!
- T calls on some Ss to read the model
conversation in the text book.

- T takes note of their errors if any and
corrects them after that.

* Task 3:

- T introduces the structure “prefer sth to sth”
which can be used to talk about one’s

preferences.

- T calls on 2 Ss to read the model

conversation in the text book and T gives
corrects if necessary.

* Task 4:

- T instructs Ss to work in pairs and ask and
answer questions about a film that they have
seen, using the suggestions given in the text
book. T asks Ss to take notes of their friend’s
story.

- T goes around offering help.

- T calls on some Ss to report their friend’s
story. While Ss speak, T takes note of their
errors if any and corrects them after that.
- T summaries the main points of the lesson.
- T asks Ss to make sentences with new
words and structures at home.

- work in pairs.

- work in the whole class.

Date of preparing: LESSON PLAN

Date of teaching

: Unit 13: FILMS AND CINEMA

Period Lesson: Listening

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

- develop such listening micro-skills as listening for specific information, taking notes
while listening and summarizing main ideas.

II. Language focus:

* Grammar: .
* New words:

III. Teaching aids: text book, cassettes tapes, chalks.

IV. Procedure:

Stages/Time Teacher’s activities Students’ activities

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(7’)

II. Pre- 
listening:
(7’)

III. 
While-listening:

(5’)

- T divides the class into 2 big groups: A and
B.

- T reads out the questions and leads the game.
1. What is the name of the main female

character in “Titanic”?

2. Who played the main female character?
3. What is the name of the main male
character?

4. Who played the main male character?
5. What is the theme song for “Titanic”?
6. Who sang this song in the movie?
7. In what year did “Titanic” come to the
theatre?

8. How many awards did it have?

- T gets Ss to add up the points for each group
and announces the winner.

- 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 often do you watch TV?”

“How about listening to the radio?”

- T then sets the scene ”You are going to listen
to two friends, Lan and Huong talking about
their plans for next week.”

- T then asks Ss to look at the picture in Task 1
and predict the content of the conversation. T
should elicit by asking questions like:

“What can you see in the picture?”

“What do you think they may want to do?”
“What film may they want to see?”

- T then introduces the new words that will
appear in the listening passage.

- T gives the meaning of these words from Ss
and correct if necessary.

- T plays the tape, asking Ss to listen to how
the words are pronounced and repeat after the
tape.

* Task 1:

- T tells Ss that they are going to listen to the
tape and verify their prediction.

- T plays the tape once for Ss to listen.

* Answer:
1.Rose

2.Kate Winslet
3.Jack

4.Leonardo DiCarprio
5.”My heart will go on”
6.Celine Dion

7.1997
8.11 awards

- work in the whole class.

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(10’)

(3)

IV. 
Post-listening(10’)
V. Home 
work:
(3’)

- T calls on a S to answer the question in the
text book.

- T gives the correct answer.

+ Answer: They’re planning to go to see the
“Titanic”

* Task 2:

- T introduces the task Lan and Huong’s plans
for next week on the calendar.

-T asks Ss to check their answers with a
partner

- T calls on some Ss to present their answers.
- T provides correct answers.

Lan Huong

Mon See a play

Tue Work and go to

Wed The singing club

Thu Visit grandparents

Fri Study Chinese

Sat Work (busy)

Sun Go on a picnic

* Task 3:

- T asks the whole class what day Lan and Huong 
can meet. T should call Ss to explain their answers.
+ Answer: Tuesday(because they are both free on 
Tuesday)

- T asks Ss to work in pairs and to summarize the 
conversation between 2 girls.

- Roleplay, T calls on some Ss to perform in front 
of the class and gives feedback.

- work in pairs, work
individual and work in the
whole class.

- work in pairs.

- summarizes the main
points.

Date of preparing: LESSON PLAN

Date of teaching: Unit 13: FILMS AND CINEMA

Period Lesson: Writing

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

- write a descriptive paragraph about a film they have seen, based on prompts.

II. Language focus:

* Grammar: .

* New words: relating to the films.

III. Teaching aids: text book, pictures, handouts, chalks.

IV. Procedure:

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I Warm 
up(7’)

II. Pre- 
writing:
(10’)

III. 
While-writing(20’)

- T asks Ss to answer the questions about the
film ”Titanic”:

What do you know about Titanic?

- T corrects and explains it in front of the class.
1.large luxury liner 2.famous 3.sink

4.iceberg 5.lovers 6.many people died
- Lead to the new lesson.

* Task 1:Working with the model:

- T introduces the task and draws this table of
summary on the board.

1.Title?
2.Type?
3.Plot?

4.Filming place?
5.Based on?

6.Main characters?

- T asks Ss to read the text about the film
“Titanic” individually for 5 minutes and then
find to answer the questions and complete the
table of summary together, for example:

1.Titanic

2.Love story film

3.A tragic story of love and the sinking of a

luxury ship in the Atlantic Ocean, causing
more than 1,000 people to die, including the
main male character.

4.America

5.The true story of the Titanic disaster in 1912.
6.Jack:young and generous adventure, who
died in the disaster.

- T checks the answers with the whole class.
* Task 2:

- T asks Ss to spend 5 minutes gathering and
organizing ideas for their paragraph, using the
table above.

- Then T instructs Ss to write their paragraph
for 10 minutes.

- T asks Ss to exchange their paragraphs with a
partner and in pairs check for each other. T

- work groups and in the
whole class.

- work individual, work in
pairs and in the whole class.

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IV.

Post-writing(5’)
V. Home 
work:
(3’)

goes around helping and collecting typical
errors.

- Then T gives general comments on the
paragraphs.

- T summaries the main points.

- Home work, T asks Ss to write the paragraph
again, talking into consideration their friends’
and T’s suggestions and corrections.

- work in the whole class.

Date of preparing: LESSON PLAN

Date of teaching: Unit 13: FILMS AND CINEMA

Period Lesson: Language focus

I. Objectives: By the end of the lesson, students will be able to:
- distinguish the sounds /f/ and /v/.

- pronounce the words and sentences containing these sounds correctly.

- use attitudinal adjectives to describe films or to express their opinion about particular films.
- use structure “It was not until …that…” and articles “a/an/the” appropriately.

II. Language focus:

* Grammar: .

* New words: relating to the films

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IV. Procedure:

Stages/Time Teacher’s activities Students’activities

I .Warm up(3’)

II.Pronunciation
(6’)

III.Vocabulary:
(6’)

- T gives some real objects to introduce the
words “face and vase”.

- T: What is this? It’s face and vase.
Note: different meanings and different
consonant sounds.

- T leads the new lesson.
* Distinguishing sounds:

- T models the two sounds /f/ and /v/ for a
few times,and guides Ss to read them.
- T asks Ss to read the words out aloud in
chorus for a few more times.Then T calls
on some Ss to read the words out loud.
- T asks Ss to work in pairs and take turn
to read aloud the given sentences.

- T goes around to listen and takes notes of
the typical errors.

* Exercise 1: A competiton game

- T introduces the exercise:Ss are to write
the adjectival forms of the verbs given.

1.fascinate … 6. bore …
2. excite …. 7.surprise …
3. terrify … 8.amuse …
4.irritate … 9.embarrass …
5.horrify … 10.frustrate …
- T divides the class into two big groups
and the board into parts accordingly.
- T leads Ss to count how many correct
adjectives each groups gets. The group
with more correct answers will be the
winner.

- T may also want to tell Ss that there are

two possible adjectival form for a verb,
the-ing form and the- ed form. T explains
the difference between the two forms.
+ the-ing form: has an active meaning.
+ the –ed form: has a passive meaning.

- work in the whole class.

- work in pairs and individual.

- work in groups and the
whole class.

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IV.Grammar:
(10’)

(10’)

* Exercise 2:

- T introduces the exercise and asks Ss to
do read all the sentences through. T
explains new words if any.

- T gets Ss to do the exercise individually
and goes around checking.

- T calls on some Ss to write it on the
board.

1.depressing/depressed 3.boring/bored
2.interested/interesting

4.excited/exciting
5.exhausting/exhausted
* Exercise 3:

- T elicits from Ss the form, meaning and
use of the structure ”It was not until … that
…”

Ex: It was not until last year that this
school was built.

It was not until I was 15 that I learned how
to ride a bicycle.

- T calls on some Ss to read out their
answers.

* Exercise 4:

- T elicits from Ss the form, meaning and
use of the indefinite article “a/an/the”
1.A/An:

-a + singular countable noun beginning
with a consonant (a dog, a bag)

- an + singular countable noun beginning

with a vowel (an orange, an apple)

- we don’t use a/an together with another
determiner.(my, this)

Note: we use “an” before a vowel (an 
hour),and we use “a” before a consonant (a
university)

2.The:

- the + singular countable noun.
- the + plural countable noun.
- the + uncountable noun.

- work individual and work in
the whole class.

- work in the whole class.
- work individual.

- work in pairs.

1.It was not until 1990 that she
became a teacher.

2 …he was 30 that he knew
how to swim.

3…1980 that they began to …

- work in the whole class.
- work in pairs.

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V. Home work:
(3’)

- we don’t use “the” together with another
determiner. my, this)

Note: definite articles are used to refer for 
the things or people we have already
mentioned or when it is clear from the
situation which people or things we mean.
Ex: She’s got a boy and a girl. The boy is 5
years old and the girl is 3 years old.

- T gets Ss to do exercise 4 individually
and then find a partner to check their
answers with.

- T checks with the whole class and check
that Ss know why a particular type of
article is used in a specific case.

1 a 2 the 3 the 4 an 5a 6a 7 the
8 the 9 the 10 a 11 a 12 the 13 the
14 an 15 a

16 a 17 the 18 a

- T summaries the main points.

- Ss review the attitudinal adjectives, the
structure ‘it was not until … that …” and
the article.

Date of preparing: LESSON PLAN

Date of teaching: Unit 14: THE WORLD CUP

Period Lesson: Reading

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

- develop such reading micro-skills as scanning for specific information, intensive
reading for details and guessing meaning in context.

- use some football vocabulary and to read, talk about the topic.

II. Language focus:

* Grammar:

* New words: relating to football (elimination, game, finalist, champion)

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IV. Procedure:

Stages/Time Teacher’s activities Students’ activities

I Warm up:
(5’)

II. Pre- 
reading:
(7’)

* An all-star football team:
- T draws this table on the board:

Name Position

Captain
Goalkeeper
Defender
Midfielder
Forwards

- T asks Ss to guess the name or the picture and
the position that they play.

- T might want to provide Ss with the map so
that they can visualise the positions more
easily.

- T can give the meaning of the new words.
+ captain:doi truong + goalkeeper:thu mon
+ defender:hau ve + midfielder: tien ve
+ forward:tien dao

- T asks Ss to look at the photo at the bottom of
page 142 and name the team in the photo and if
possible,each player and his position in the
team.

- T asks Ss to work in pairs and to find the
answers to the questions on page 142.

- T checks with the whole class and then to ask
similar questions about World Cup 2006.
*Answers:

1.South Korea and Japan 2.Brazil
3.Germany

- T introduces the topic of the lesson and asks
Ss what they know about the World Cup.
1.“How often is the Wcup held?”

2”What is the name of the world’s organization
that takes care of football?”

3.”How many teams play in the world cup?”
*Note:FIFA stands for Federation International
de Football Association in French language.
* Vocabulary:

- witness(v): to see →witness (n): the person

- work in groups and the

whole class.

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III. 
While-reading(6’)

(7’)

who see an event or something happen.
- elimination game : tran dau loai

- continent (n):luc dia

-finalist(n)the team who goes to the final match
- honoured title : danh hieu cao quy

- T asks Ss to read the new words and Ss read
again.

* Task 1:

- T writes thes words on the board:jointly,the
globe,tournament,host nation,trophy.

- T instructs Ss to read the passage quickly and
stop at the lines that contain these words to
guess their meanings.Ss should guess the
meanings of the words based on the contexts in
which the words occur.

- T asks Ss to check their answers with a
partner and then calls on some Ss to give and
explain their answers.

* Answer: 1b 2c 3a 4e 5d
* Task 2:

- T introduces the task and instructs Ss some
strategies to do the task.

+ First,Ss read through the five questions to
work out what information they are to look for
and underline the key words.

+ Then,Ss go back to the passage and scan it
until they see the first instance of the key
words.

- T asks Ss to do this task individually and
goes around to check and offer help if
necessary.

- T asks Ss to check the answers with a
friend.Then T calls on some Ss to give and
explain their answers.

* Answer:

1.13(line 8) 2.32(line 13) 3.Argentina(line 10)

4.one(line 6) 5.26(lines 6-9: the fact that
FIFA was set up in 1904 and in 1930 the first
World Cup was help,so between 1930 & 1904
there were 26 years)

* Task 3:

- T asks Ss to repeat the process and skim the

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IV. 
Post-reading:
(10’)

V. Home 
work:
(3’)

questions,underline the key words.

- T asks Ss to do the task individually and then
check their answers with a friend.

- T calls on some Ss to give and explain their
answers.T gives corrective feedback.

*Answer:

1.F (the first Wcup was help in 1930-line 8)
2.F (the Wcup is help every 4 years-line 1-2)
3.T (line 7) 4.T (line 16-17)

5.F (Brazil has won,not played the Wcup 5
times –line 17)

- T asks Ss to go back to the text and find out
the events related to these figures, Ss might
want to summarise their notes in a table as
follows:

1904 FIFA was set up,first meeting

13 Number of teams playing in the first
1930 The first World Cup was help

17 17 World Cup tournaments up to 2002
32 Numbers of teams playing in the WC
2002 First time WC was played in Asia and

- T gets Ss to work in small groups of 3 or 4 and 
take turn to talk about the history of the WC,basing
themselves on the notes.

- T goes around to check, help and take note of Ss’ 
typical errors and T calls on some Ss to talk and 
give feedback.

- summarizes the main points.

- Ss need to write a summary of the passage.

- work in pairs and in the

whole class.

World Cup

in the modern time
hosted by two nations

- work in the whole class.
Date of preparing: LESSON PLAN

Date of teaching

: Unit 14: THE WORLD CUP

Lesson 2:Speaking

Period:

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

- use some football vocabulary to ask and answer about the World Cup and to talk
about the World Cup winners..

II. Language focus:

* Grammar: .

* New words: relating to the football.

III. Teaching aids: text book, handouts,posters,chalks.

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Stages/Time Teacher’s activities Students’activities
I Warm up:(7’)

II. Pre- 
speaking:
(10’)

III. 
While-speaking:(15’)

* A matching game:
- T prepares 4 posters of

English,French,German and Italian national
football teams and sticks them on the board .T
also prepares a few flags.

- T divides th class into 3 or 4 and introduces
the games.Ss are to match these four national
football teams with their flags.

- T introduces the topicof the lesson.
* Task 1: A WC 2006 quiz

- T prepares some questions about 4 football
teams(English,French,Italian,German) and
write each question on a different card.

1. How many times has Italy won the trophy up
to WC 2006?

2. Who was the captain of the French national

football team in WC 2006?

3.What was the score of the WC 2006 final?
4.What place did Germany hold in WC 2006?
5.Who was the head coach of the German team
in WC 2006?

6.What nationality was the top scorer in WC
2006?

7.Who was the captain of the English national
football team in WC 2006?

8.Who beat England in the WC 2006 quarter
final?

* Task 2:

- T makes sufficient copies of the cards for use
in his/her class before the lesson.

- T introduces the task and reads the model
conversation on page 145 and write the model
questions on the board.

Where was the 1st
WC help?

Which country hosted
the 1st WC?

Which teams played
in the final match?

Which teams were
the finalists?

Which team became Which team won the

- work in the whole class and
work in groups.

*Answer:
1.4 times

2.Zinedine Zidane

3.5-3 in favour of Italy( that
was a penalty shootout after
extra time finished in a 1-1
draw)

4.third(they beat Portugal3/1)
5.Jurgen Klinsmann

6.German(Miroslav Klose,he
scored 5 goals,becoming the

top scorer of the tournment)
7.David Beckham

8.Portugal (by 3-1)

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IV. 
Post-speaking(10’)

V. Home work:
(3’)

the champion? trophy?Which team
won the WC?

- T gets across to Ss that each member in a
group now has a different piece of information
and they have to share this information with the
whole group.

- T goes around checking and offering help.
- T calls on some groups to perform in front of
the class.

* Task 3:

- T introduces the task and T gets to read the
model in the textbook.

- Now Ss work in their former groups and take
turn to talk about the WC winner in a certain

year,basing themselves on the notes they have
taken in Task 2.

- T gives correct if necessary.
- T summaries the main points.

- Ss write a paragraph about WC 2006 for the
school’s sport magazine.Ss might use the
information they have gained in Task 1.

- work in the whole class and
work in groups.

- work in the whole class.

Date of preparing: LESSON PLAN

Date of teaching

: Unit 14: THE WORLD CUP

Lesson 3:Listening

Period:

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

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

II. Language focus:

* Grammar: .

* New words: relating to the football.

III. Teaching aids: text book, handouts,chalks.

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Stages/Time Teacher’s activities Students’activities
I Warm up: (7’)

II. Pre- listening:
(7’)

III. 
While-listening:(10’)

(10’)

- T gets Ss to look at the 4 photos on page 147
of the textbook and name each player in the
photos (1.Pele 2.Maradona 3.Zidane 4.Barthez
5.Beckham)

- T gets Ss to talk about these football stars by
asking questions like “What do you know
about them?”,”Which one do you like best?”,
”Why?”…

- T provides some information about the
footballers if Ss don’t know them very well.

- T introduces the topic: you are going to listen

about the World’s most famous footballer,Pele
- T gets Ss to look at the new words on page
147 of the textbook: goal-scorer, hero,
ambassador, Brazil, kicking, retirement,
promote, championship.

- T plays the tape once for Ss to listen to how
these words are said and then repeat after the
tape.

- T asks Ss to look at the words again and
predict what they may hear about Pele.
* Answer:

Pele was a goal-scorer and a national hero of
Brazil.He was very good at kicking and won
many championship.After his retirement he
became the ambassador for football to promote
friendship and spirit of sport among the world’s
nations …

* Task 1:

- T introduces the task and gets Ss to study the
table before you listen.

- T plays the tape once for Ss to listen and fill
the table.

- T checks the answers with the whole class.

* Task 2:

- T asks if Ss remember anything about Pele

- work in the whole class.
+ Pele is a former Brazilian
footballer.

+Diego Maradona is a
former Argentinian
footballer.

+ Zidane is a former French
footballer.

+ Barthez is a former
French goalkeeper.
+ David Beckham is an
English footballer.

- work in the whole class.

Year Events

1940 Born in Brazil
1956 Joined a Brazilian

football club
1962 First world club

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IV. 
Post-speaking:
(8’)

V. Home work:
(3’)

from the previous learning.

- T encourages Ss to read through all the
questions before listening and predict the
answers.

- T plays the tape again for Ss to listen and
answer the questions.

4.He became an international ambassador for
football.He works to promote peace and

understanding through friendly sport activities.
- T gets Ss to work in pairs and talk about Pele.
- T goes around checking and offering help.

1940 Born in Brazil

1956 Joined a Brazilian football club
1958 Participated first time in a WC

1962 Lead the team to win first world club
championship,played in WC

1970 Played in WC

1974 1200th goal,became a national hero
Before

1977

Played for an American football club
for 2 years.

1977 Retired,became an ambassador for f
- T summaries the main points.

- T asks Ss to write a paragraph of about 150
words about their favourite footballer.

- work in pairs,individual.
1.Pele was famous for his
powerful kicking and
controlling the ball.

2.he participated in 3 Wcs.
3.He played for an

American football club
before he retired.

- work in pairs and the
whole class.

</div>

Giao an avan 10CB

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>TEST YOURSELF A</b>

<b>CORRECTION</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>AN EXCURSION</b>

<b>LESSON PLAN</b>

<b>Unit 6: AN EXCURSION</b>

<b>LESSON PLAN</b>

<b>Unit 6: AN EXCURSION</b>

<b>LESSON PLAN</b>

<b>Unit 6: AN EXCURSION</b>

<b>ONE- PERIOD TEST </b>

<b>CORRECTION</b>

<b>LESSON PLAN</b>

<b>Unit 7: THE MASS MEDIA</b>

<b>LESSON PLAN</b>

<b>Unit 7: THE MASS MEDIA</b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>Unit 7: THE MASS MEDIA</b>

<b>LESSON PLAN</b>

<b>Unit 7: THE MASS MEDIA</b>

<b>LESSON PLAN</b>

<b>Unit 8: </b>

<b>LESSON PLAN</b>

<b>Unit 8: </b>

<b>LESSON PLAN</b>

<b>Unit 8: </b>

<b>LESSON PLAN</b>

<b>LESSON PLAN</b>

<b>Unit 8: </b>

<b>TEST YOURSELF C</b>

<b>: Unit 9: UNDERSEA WORLD</b>

<b> </b>

<b> </b>

<b> Lesson: Speaking </b>

<b>: Unit 9: UNDERSEA WORLD</b>

<b> </b>

<b> </b>

<b> </b>

<b> </b>

<b>TEST YOURSELF C</b>

<b>REVIEW</b>

<b> </b>

<b> Lesson: Reading</b>

<b>: Unit 10: CONSERVATION</b>

<b>: Unit 11: NATIONAL PARKS</b>

<b>: Unit 11: NATIONAL PARKS</b>

<b>: Unit 12: MUSIC</b>

<b>: Unit 12: MUSIC</b>

<b>: Unit 13: FILMS AND CINEMA</b>

<b>: Unit 13: FILMS AND CINEMA</b>

<b>: Unit 14: THE WORLD CUP</b>

<b>: Unit 14: THE WORLD CUP</b>