English Lesson Plan 8

ENGLISH LESSON PLAN 8
Lesson plans
NEW ENGLISH
8
Period 1:
Introduction
English 8 is the third of four – level English language textbook for Vietnamese
students of Lower Secondary School learning English as a foreign language (EFL). It
follows the systematic/sɪstɪ'mætɪk(l)/ - có hệ thống, cyclical - tuần hoàn, and theme-based
syllabus/sɪləbəs/: (kế hoạch học tập) approved by the Ministry of Education and Training in
January 2012, which focuses on the use of language (pronunciation, vocabulary and
grammar) to develop the four language skills (listening, speaking, reading and writing)
1.The Student’s book contains
* The book map: Introduction to the basics of each unit
* 12 topic – based Units, each covering seven sections to be taught in seven 45 -minute
lessons
* Four reviews, each providing revision and further practice of the previous three units,
to be dealt with in two periods
* Glossary : Giving meaning and phonetic transcription of the new words in the units
Each unit has seven sections
Section 1. Getting started
It begins with a conversation followed by the activities which introduce the topic of the
unit, it then presents the vocabulary and the grammar items to be learnt and practised
through the skills and activities of the unit.
Section 2. A closer look 1
Presents and practices the vocabulary and pronunciation of the unit. The active vocabulary
of the unit is given in an interesting and illustrated way so that it is easy for students to
memorize.
- Two or three sounds, which frequently appear in the unit, are given and practiced in
isolation (cách li/ tách ra/ cô lập) and in context. There are different exercises focusing on
intensive practice of vocabulary and pronunciation.
- A grammar item may also be included in this section.
Section 3. A closer look 2
This section deals with the main grammar point(s) of the unit. The new language points
are presented in a short text or talk/interview. There are grammar tables and exercises which
are well illustrated /'ɪləstreɪt / (minh họa/ làm rõ nghĩa)to help Ss remember and use the
grammar items effectively. The “Remember” boxes appear wherever necessary and help
students to avoid common errors.
Section 4. Communication
Help Ss use the functional language in everyday life contexts and consolidate(làm cho
chắc/ củng cố/ trở nên chắc chắn) what they have learnt in the previous sections. Gives Ss
opportunity to learn and apply the cultural aspects of the language learnt. The
communication section provides cultural information about Viet Nam and other countries
in the world. The vocabulary is clearly presented in boxes wherever it is needed.
Section 5. Skill 1
* Reading
This section aims to develop Students’ reading abilities. In order to make the activity
achievable, the reading text is often based on the vocabulary and structures that Ss have
previously acquired /ə'kwaɪə/: (giành được).The reading always links with the topic of the
unit and is interesting and relevant ('relɪvənt: xác đáng) to the students. Important new
vocabulary is introduced in the text and practised in a follow- up activity.
* Speak
This section aims to provide further practice which supports Ss in their production of
spoken English. The section users recently introduced items in combination with previously
learnt language in new contexts.
Section 6. Skill 2 is composed of listening skill (receptive skill) and writing (productive
skill).
*Listening
This listening section provides Ss with an opportunity to develop their listening skills.This
section trains them to listen for general and specific information
* Writing
This section focuses on developing Ss’ writing skills. There is a writing tip or a guideline
which is very useful to help them to write effectively. The result of the writing section must
be a complete piece of writing (which is ideally assessed by the group/class/teacher).
Section 7. Looking back and Project
- Looking back recycles the language from the previous sections and links it with unit
topics. Various activities and exercises are designed to help Ss consolidate and apply what
they have learnt in the unit. Through the students’ performance in this section, teachers can
evaluate(/ɪ'væljʊeɪt/: ước lượng) their study results and provide further practice if necessary
.
The project helps Ss to improve their ability to work by themselves and in a team, It
extends their imaginations in a field related to the unit subject. The teacher can use this as
an extra-curricular (chương trình giảng dạy) activity (for group work) or as homework for
students to do individually.
2. The workbook
Mirrors (phản chiếu/ phản ánh trung thực) and reinforces (tăng cường, củng cố, tăng thêm
sức mạnh) the content of the Students’ book. It offers:
- Further practice for the language and skill taught in class.
- Four additional tests for Student’s self - assessment.
Period 2:
UNIT 1: Leisure activities
Lesson 1: Getting started: it’s right up my street
(Activities 1- 4 page 6,7)
I. Learning outcome: By the end of the lesson, the students will be able to:
* Talk about the activities they enjoy doing in their free time.
* Practice the vocabulary and the grammar items to be learnt and through the skill and
activities of the unit 1
- Words: Leisure activities: cycling, playing beach games, collecting things, mountain
biking, making crafts, learning languages, doing DIY, pet training, texting, hanging out…
Structures:
Verbs of liking/ Verbs of not liking + gerunds/ arstand
Present simple, Future simple tense, past simple, past continuous, present perfect, ...
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board,
handouts, students’ books, recording.
* English grade 8 - Unit 1- Lesson 1: Getting started
III. Anticipated problems: Students may not be familiar with many difficult leisure
activities.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the Ss
clear instructions
LESSON PROCEDURES
Competence Learning activities contents Modes
WARM UP (5’)
Helping Ss revise some words about leisure activities as well as warming up the class and
leading in the new lesson
Ask Ss what they like doing for their pleasure in their free time.
Ask some questions:
1. What is your favourite free time activity?
2. Do you like collecting things?
3. Do you like making models of things? …………
REVISION:
- T. summarize Ss’ answers and
ask them what all of these
comunicative activities are called. Elicit the Work in 2
word “hobbies” from Ss. teams
- T prepare photos or magazines Ss look at the photos and
cut-outs about some popular talk and write
leisure activities including those (Stick photos/ pictures on
Ss often do in their free time. Ask the board)
Ss to describe them in English Ex: reading, surfing the
leading them to the game: Internet, socializing,...
Brainstorming:
with the words:
Leisure activities
- Students in each group in turn Ss guess and make a short
write different activities as list
Problem-solving quickly as possible
- 2 marks for one correct
answer
language - Explaining the meaning of “ * Words T and

Leisure activities” - trick: mưu mẹo Students
- Present new words and - sticker: keo, chất kết
structures (using pictures/ visuals)dính, nhãn dán
( Rub out and remember) - craft(n): đồ dùng làm thủ
công
- craft kit(n): bộ đồ dùng
làm thủ công Whole
- melody(n): giai điệu class
LISTENING AND READING (12’)
Helping Students listen and read for general and specific information about the dialogue
among Mai, Phuc and Nick.
PRE - TASK
- Teacher leads in Activity Activity 1 ( page 6)
1
Pre-question: Open the books and answer T and
T ask Ss to open the book to questions Students
Problem- the picture. Introduce Mai, Before you read, work in
work in
solving Phuc and Nick. Ask Ss to guess groups and answer the
groups
where they are and what they questions
are doing. ( For more able
classes, brainstorm questions
with Ss and write them on the Suggested answers:
board.) - There are three people in T and
What can you see in the the picture. Students
picture? - They are at the bookstore.
Why do you think Mai, Phuc -Nick is holding a CD, Mai

and Nick are there? is holding a box and Phuc is
What are they holding in their holding a book.
hands?
What are they talking about?
Can you guess what Mai,
Phuc and Nick like doing in
their free time?
…
- T accept all possible Ss listen and remember Ss
answers from Ss and do not guess and make a short list
provide correction at this stage.
- Play the recording and ask
Self- learning Ss to follow along. Then come
back to the earlier questions
and have Ss answer them. (Do
not give corrections at this
stage)
PRACTICE (15’)
Helping Students practice asking and answering the questions from the dialogue. Practice the words
relating the dialogue.
Activity 1:
Self- learning * Exercise a *Key 1a.

-Ask Ss to work individually 1. bookstore individually
to circle the correct answer. 2. book
3. dog
4. craft kit
5. folk music
6. Vietnamese
-Ask Ss to compare their Work in
answer with a partner and then groups
discuss as a class.
- T goes through each T and
statement and asks Ss how the Students
text and the visual in the
dialogue support their answers.
T writes the correct answers
on the board. *Key 1b.
Exercise b: Phuc Mai Nick
-Go to the list of activities 1.Pet √
Problem-solving mentioned. Encourage Ss to training
explain what they are and to 2.making √
give examples. craft
-Ask Ss if they have done any
of these activities, or if they 3.Reading √ √
know anyone who does these in
their free time. 4.listenin √
- Have Ss do this task g to music
individually first, then compare individually
the answers with their 5.learning √
partner.(Ss should be able to language
give ideas from the text that
support their answers) 6.playing √ √
sports
7.helping √ √
parents
with DIY
projects
Exercise c: Whole class
Draw Ss’s attention to the Key 1c:
contexts when Mai said “ - To check out sth means
Check out this book.” and Phuc to examine something or get
said “ It’s right up your street!” more information about it in
together with Ss elicit the order to be certain that it is
meaning of two expressions. suitable(or true, or safe)
-Ask Ss for examples of - If something is right up
something they can check out, your street , it is the type of
and something which is right thing that you are interested
up their street.(For more able in or that you enjoy doing.
class, ask Ss to make a 2-turn
dialogue in which they use
these expressions).
Activity 2: Find words/
language phrases in the box to describe Act2: individually
the photos: 1. playing computer games
- Help students focus on 2. playing beach games

reviewing some words related 3. doing DIY
to the topic leisure activities 4. texting
- Ask sts to guess & write the 5. visiting museums
words/ phrases under each 6. making crafts
picture
- Ss listen, repeat & check
- T leads to Activity 3 by
asking: ? What do you think
about these games? (exciting/
interesting/ …)
Activity 3: individually
Complete the sentences … Act 3:
language 1. satisfied
2. relaxing/ exciting
3. fun
4. boring
5. good
FURTHER PRACTICE (12’)
Helping Students sum up whole knowledge from the game.
Act 5. Game: “CHANGING For example:
Collaboration PARTNER” S1: A football match is Whole class
-Ask Ss to work in groups of often has two parts. Each
four or six, or as a mingle (trộn
part is forty five minutes.
lẫn) activity. The first part is the first half
If the classroom is large and the second part is the
enough, ask Ss to stand in two second half. There is a
lines facing each other. Each fifteen-minute break
pair will talk about one activity
between the two halves.
for one minute. When the time There are two team in a
is up and T calls out “Change!” football match. Each football
they will move one step to the team has eleven players,
left/ right to meet a new partner
including a goal keeper. The
and talk about an other activity.
players on the ground try to
kick the ball into the other
goal. The team which scores
more goals wins the games.
OUTCOME AND HOMEWORK (1’)
Self- learning - Learn new words by heart Write down. Whole class
- Listen the recording “ It’s
right up my street” at home
- Prepare for the next lesson:
Unit 1: Lesson 2 A closer look1
Period 3:
Lesson 2: A closer look 1
(Activities 1- 6 page 8, 9)
- Present and practice the vocabulary and pronunciation of the topic “ Leisure
activities”
- Help Ss to understand, memorize and use words in Unit 1 relate to the topic “
Leisure activities” listening to music/ making craft/mountain biking/gardening/ swimming/
playing board games/ playing beach games/ doing DIY project/…..
- Pronounce correctly the words containing the clusters /br/ and /pr/ in isolation and
in context.
Structures:
Verbs of liking/ Verbs of not liking + gerunds/ arstand
Present simple, Future simple tense, past simple, past continuous, present perfect, ...
* English grade 8 - Unit 1- Lesson 2: A closer look 1
III. Anticipated problems: Students may have difficulty in pronouncing “pr” and
“br”.
IV. Proposed solutions: Teacher should download pronunciation power
https://www.youtube.com/watch?v=pvg8nJDUJS4 to help sts pronounce correctly.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about leisure activities as well as warming up the class and leading in the
new lesson
REVISION:
Slap the board “ Leisure activities”
Work in 2
- Students in each group in turn slap teams
comunicative the words on the board as quickly as
possible
- 2 marks for one correct answer T and
Problem- Students
solving
Vocabulary AND PRESENTATION (11’)

2. Presentation: *Questions
*Before starting the lesson explain -What is the pie chart about?
what a “ pie chart” is and how each Where can you find the
slice can be calculated as percentage information? work in
of the whole. -What do the different group
coloured sections of the
chart refer to?
Problem- - How are these sections

solving calculated? Ss work
- What does the “notes” tell in pairs to
you? examine
- What does the “source” the pie
-T gives Ss some simple statistics tell you? chart
and make a pie chart with them as a closely in
class *Vocabulary order to
T asks Ss to work in pairs to understan
examine the pie chart closely in d its
order to understand its contents, contents
including the heading, subheading,
figures, color codes, source, and
notes. Ss answer
(Allow enough time for this step. Do the
not give the correction) questions
-Ask Ss to answer the questions that *Key 1 that
follow the chart. 1. In 2012, people in the US follow
1. How much leisure time did people spent 5.1 hours a day on the chart.
in the US have on average day in sports and leisure activities.
2012? 2. The main activities they
2. What did they do in their leisure did include watching TV,
time? socializing and
communicating with friends,
reading, participating in
sports, exercise and
recreation, using computer
for leisure, relaxing and
3. What were the three most thinking,…
common activities? 3. The three most common
activities were watching TV,
socializing and
communicating and using
computers for leisure.
Practice 1 (12’)
Helping Students practice using a gerund (a noun made from a verb by adding - ing)
3. Practice * Key 2
Act 2.
Self learning *Have Ss work individually to Name of Verbs
complete the task. activities individually
Relaxing Relax
Thinking think
- After giving corrective feedback, Using Use

draw their attention to the part of Doing Do
speech of the words mentioned Watching Watch
Eg: “relaxing” comes from the verb Reading Read
“relax” with –ing added, and it refers
Socialising Socialise
to the activity.
communicating communicate
-T introduces the concept of gerund
(a noun made from a verb by adding
- ing)
- Give Ss some examples where a
gerund is transformed from a verb
and used as a noun.
-For more able class, ask Ss to make
problem
solving their own sentences.
Act3
*Key 3:
*Ask Ss to cover the category labels.
1-e
-Have Ss look at the words and try to
2-b
guess what these words have in
3-f
common.
4-a
T may elicit answers from Ss by
asking questions, for example: 5-d
What is the common verb we often 6-h
use with these? 7-c
How can we use this verb to describe 8-g
the activity?
Who do we often do these with?
Where do we often do these?….
(T doesn’t give the correction at this
step.)
-Ask Ss to work in pairs to complete
the task.
Once they have finished and T has
given corrective feedback, encourage
them to add more words in each
category.
Helping Students sum up whole knowledge from speaking.
Act 4. Ss write down work in
small groups
Collaboration
-T haves Ss work in small groups. Ss move around and talk

Allow them enough time to think with at least three other
about what their average day may classmates to find out
look like( including study and work) who spent most time on
and how much time is spent on leisure and what the most
leisure activities. If there is plenty of popular activities in the
time, encourage them to calculate class.
these times as percentages and put
them in a simple pie chart similar to
1.
(Alternatively, this task can be done
as a mingle activity.)
-Have Ss write down how much time
they spend on leisure on an average
day, and the three activities they do
most.
PRONUNCIATION (4’)
5. Presentation 2 Examples:
*Present clusters:/br/ and /pr/ - president, present,
self learning 1.Cách phát âm /pr/ apricot, prefer, pronoun,
language - Phát âm nhanh âm /p/ improve, promotion,
practise, praise(khen
+ Đặc tính: là phụ âm không kêu
ngợi), profit( lợi
(voiceless consonant) âm được tạo ra
nhuận),….
do 2 môi (bilabial), âm bật (flosive)
+ Cách phát âm: đầu tiên môi trên
và dưới đóng lại sau đó mở miệng
bật hơi từ bên trong ra tạo thành âm
/p/, phát âm nhanh gọn
- Sau đó, phát âm nhanh âm /r/
+ Đặc tính: phụ âm kêu (voiced
consonant), âm được tạo ra kết hợp
mặt lưỡi và răng, (blade-post-
alveolar).
+ Cách phát âm: cong lưỡi lên để
tạo nên một khoảng trống ở giữa
miệng nhưng lưỡi không chạm tới
chân răng trên. Nâng cao vòm ngạc Examples:
mềm để luồng hơi có thể thoát ra
giữa đầu lưỡi và ngạc mà không tạo Bread; break, brush,

thành âm xát. bracelets, brick, brown,
2. Cách phát âm /br/ bright, broom( cái chổi)
- Phát âm nhanh âm /b/ *Tape script:
+ Đặc tính: phụ âm kêu (Voiced 1.apricot
consonant), âm môi (bilabial) và là 2.brigde
âm bật hơi 3.bracelets
+ Cách phát âm: đầu tiên đóng chặt 4.bread
2 môi sau đó đẩy hơi từ phía trong ra 5.princess
tạo thành âm, cách phát âm tương tự
6.president
/p/.
7.present
- Sau đó phát âm âm /r/: tương tự
self learning 8.brocoli
âm /r/ trong /pr/ ở mục 1
Act 5. work in
-Have Ss work individually to pairs
complete this task. *Add more
- Ask Ss to work in pairs to compare Brick/ brown/ bring/
their answers. bright/…
- Play the recording for Ss to check Proud/ pronoun/ press/
and then repeat. Pause the recording prize/ …
to drill difficult items
*Ask Ss to add more words which
contain these clusters. For more able
class. Ss may make sentences with
these words and practicing them.
PRACTICE 2 (3’)
self learning 6. Practice 2. *Tape script:

*Have Ss practise the words with the 1. She loves making
clusters first apricot jam.
-Ask them to repeat the whole 2. My dad likes making
sentences. bread in his free time.
-If time allows ask Ss to cover their 3. Hien is our club
books and listen to the recording. president.
If they hear the word with cluster 4. Mai keeps all her
/pr/ they raise up their left hand, if bracelets in a beautiful
they hear the cluster /br/ they raise box.
up their right hand.
5. You will need a brush if

you want to paint your
room.
6. This is a wonderful
present. Thanks so much.
self learning - Give Ss some exercises in the Guideline A.
workbook 1- Rearrange the letters to
A. Phonetics: 1,2(page3) find a word
B. Vocabulary- 1,2,3,5,6 (page 4,5,6) 2- Read the words aloud
and put them into correct
column
3. Complete the following
sentences with the words
in Ex1
B.
1.Match
2.Write the examples
3. What is the secret
word?
Period 4:
- use the present simple and the future tense, present perfect, past simple, past continuous
- use the structures to do some exercises
Structures:
-Verbs of liking and not liking + V-ing
+ a’dore + V-ing: kính yêu, quí mến, ưa thích, tôn thờ
+ enjoy + V-ing
+ like +V-ing/N
+ love + V-ing/N
+ enjoy + V-ing/N
+ hate/dislike + V-ing/N
+de’test + V-ing: ghét cay đắng
III. Anticipated problems: Students may have difficulty in remembering which
verbs + Ving or verbs + to infinitive... and wonder if they are the same meaning or not.
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Ving as well as warming up the class and leading in the
new lesson
REVISION:
1. Warm up: “Kim games” Students write many Work in 2
comunicative teams
- Ask Ss to watch a video clip with 8 activities with Ving as
activities with Vs “like/enjoy/ love” or many as possible.
“hate/dislike ” + Ving T and
Students
PRESENTATION (14’)
self learning 2. Presentation 1 Grammar
-Verbs of liking + gerunds Ss remember the concept.
- Verbs of liking + to infinitives Ss answer
language - Remind the Ss of the concept of the Grammar
gerund from a closer look 1. -Verbs of liking + gerunds
-Ask them how the gerund is form - Verbs of liking + to
and how it functions grammatically. infinitives
-Draw Ss attention to “ love to
watch” and “enjoy listening” which
Ss pay attention to the
appear in the text in GETTING
functions.
STARTED:
- Explain that in English if we want
to follow a verb with an other action,
we must use a gerund or an
infinitive. There are certain verbs
that can only be followed by one or
the other, and these verbs must be

memorised. Ss listen to the T and copy.
-Read or play the recording in
GETTING STARTED for Ss to Ss listen and underline the
listen and ask them to underline the verbs of liking/ disliking
verbs of liking followed by gerunds
or to infinitives that they find in the -I love to watch him….
text.(For more able class, T may ask - But I think I’ll enjoy
Ss to cover the text and just listen to listening…
identify these verbs.)
-Tell Ss that verbs of liking/
disliking are often followed by
gerund but the verbs such as
love/like/ hate/ start/ finish/ Ss listen and copy
prefer/…may go with gerund or to Ss look at the T’s examples
infinitives with almost no change in and then give examples
meaning. Ss look at the “Learning
- Give some examples for both cases. tip” box, and differentiate
Encourage Ss to give their own the difference in terms of
examples. degree these verbs of
-Introduce Ss to the “ Learning tip” liking/disliking.
box, where they can differentiate the Ss rearrange
difference in terms of degree these
verbs of liking/disliking. *Key 1:
-T may write these verbs on the - love(to watch)
board with a really happy smiley - enjoy(listening)
face at the top of the board and a - liked(reading)
really unhappy smiley face at the
bottom.
-Ask Ss to rearrange them in a
particular order without looking at
the “learning tip”
Practice (14’)
Helping Students practice using a gerund (a noun made from a verb by adding - ing) and read the
e-mail again and answer the questions.
self learning 3. Practice 1 * Key Ex2
Ex2. Gerund Both gerund
Ss do the
-Ask Ss to work individually task
and infinitives
individually
1.love √
- Ss
-Have Ss compare the answers with 2.enjoy √ compare the
their partners. 3.detest √ answers
4.prefer √
5.fancy √
- Listen to
- Play the recording for Ss to check the
their answers. recording to
*Tape script: check the
1.I love eating spicy food. answers.
- I love to eat spicy food.

2. Jane enjoys running.
3. Phong detests doing
DIY.
4.I prefer reading poetry.
-I prefer to read poetry.
5. Do you fancy watching
Collaboration Ex3. TV? - Ss work in
-Have Ss work in pairs to complete *Key 3 pairs to
this task. 1. making complete
this task.
2. to watch/ watching
Ss give
3. skateboarding feedback as
- T gives Ss feedback to Ss as a class 4. to learn/ learning a class and
5. sitting correct
mistakes.
Ss work in
groups
Ss work
Ex4. individually
-Have Ss work in groups of 5 or 6. *Suggestion of Ex 4 -Ss pick up
Collaboration -Give Ss time to work individually at 1. I adore doing DIY. and read out
first and write each sentence on a 2. I love to watch TV/ a sentence.
strip of paper, then in their group watching TV
mix up the strips.
3. I fancy playing sports.
- Have Ss pick up and read out a
sentence, then they guess who wrote 4. I don’t mind staying at
that sentence. home. It’s boring.
5. I don’t like going out in
the rain.
6. I detest gardening.
….
Ex5 Ss quickly
self learning familiarise
- Have Ss quickly familiarise
themselves with the e-mail by themselves
asking: with the e-
mail
- Ss scan the
e-mail to
-Have Ss scan the e-mail to find the find the
answers. answers.
Ss work
individually
Ex5a. then
-Have Ss work individually and compare
Key 5a.
compare the answers with their
1.like do=> like to do/
classmate.
doing
2. enjoy do=> enjoy doing

3.don’t like have=> don’t
like to have/ having
4. don’t mind to do=>
don’t mind doing
5. hate spend=> hate to
spend/ spending
creative 6. love eat out=> love to
Ex5b. eat out/ eating out
*Ask Ss to read the e-mail again and *Key 5b. Ss to read
answer the questions the e-mail
1.The activities Duc
- T give comment again and
mentions in his e-mail answer the
are: playing video games, questions
watching TV, going to the
park, playing football,
helping his parents, doing
homework and eating out
with his family.
2. The two activities he
enjoys the most are
playing football with his
friends and eating out
with his family.
Helping Students write an email after speaking and reading the email.
self learning *Have Ss work individually to writeSuggestion Act 6. Ss work
the e-mail then exchange it with their Hi, my name is Tam. individually
How are you? This is
parents and check for mistakes. to write the
what I like do in my spare
- If there is time, have Ss ask and time. I often listen to e-mail ,
answer about the e-mail afterwards, music or reading. Or I go
exchange it
for a walk with my lovely
using the questions in Exercise 5 as a with parents
dog. I enjoy do this very
guide. much! Sometimes I help and check
Collaboration -If there isn’t enough time, this task my parents too. If I have for mistakes
homework I will try to
can be done as a group-writing task
finish it first before I do
at home. anything else. But I don’t
like have a lot of
homework. I fancy to do
my homework but I detest
spend all evening on it!
On Saturday and Sunday,
I prefer eat out with my
family. The food is very
delicious!
What about you?
Best wishes,
Tam
self learning - Give Ss exercise 4,5,6 in workbook Ex4. Choose the individually
page 4,5 words/phrases in the box
to fill the gaps.
Ex5.Choose the best
answer A,B,C or D.
Ex6.Put the verbs in
brackets into the correct
form.
Period 5:
Lesson 4: Communication
(Activities 1- 4 page 11)
- Talking about good and bad sides of leisure activities.
- Practice reading a forum for friends around the world to share how they spend their
free time
- Language practice: to be hooked on sth; to be addicted to sth.
=> For better understanding of how to spend time for leisure activities.
- Ss are aware of taking part in good and useful leisure activities.
Structures:
* Extra vocabulary: window shopping ; to sound weird, to be hooked on something,
to be addicted to sth, …
*Abbreviations
* English grade 8 - Unit 1- Lesson 4: Communication

III. Anticipated problems: Students may have difficulty in using and knowing the
Abbreviations in the text.
IV. Proposed solutions: Teacher should encourage sts to add to the “Netlingo”
dictionary with any other Abbreviations they know that are used online.
LESSON PROCEDURES
WARM UP (5’)
* Networks * Networks
Work in 2
teams
comunicative
* Chatting
Problem- ? What do you usually do in your - I usually play chess/
solving free time? T and
board games/ listen to
Students
?Do you have any leisure activities? music/ watch TV;…..
? What is your favorite leisure - Yes, I do.
activities? Why? -My favourite leisure
activities are people
watching /collecting old
newspapers.
Ss talk about unusual
leisure activities.
Eg: walking in the rain/
eating foreign food/ ...
*Have Ss find a leisure activity a bit
unusual (front Ss, their friends or
someone they know) and talk about - Talk about what they
it to the class. know about their friend’s
creative -Ask them for their opinions about free time activities and
this activity: boring, interesting, say what they think of
strange, challenging, ... these activities
Vocabulary (9’)
self learning Refer Ss to any words in the “Extra Ss guess the meaning of individually
vocabulary” that Ss don’t yet know the words.
language
and ask Ss to try to guess what the
meaning is, and how that may relate *Extra vocabulary: T - whole
to leisure activities. - window shopping class
- to be hooked on sth:
- to sound weird
- to be addicted to sth...
Help sts read about some activities teenangers do in their free time and know how to use
Abbreviations.
self learning Act 1. -Listen to the T
* Explain to Ss that they are going to T - whole
read about some activities teenagers class
do in their spare time. Have Ss cover
the text and just look at the photos
(with name and country).
- Encourage Ss to guess what these -Look at the photo
students in the photos like doing as
leisure activities. - guess people in the
photos like doing.
PRACTICE (DISCUSSION) (11’)
Helping Students talk about the text they have read above and can use the Abbreviations. can
mention all the activities people do in their free time and how they feel about that.
Collaboration *Set a reading time limit and have Ss - Read the text about an work in
speed read the text. Close books and article on the magazine groups
play a memory game dividing Ss -Play the memory game

into competing groups to tell how *Memory= 4 teams.
much information they can
- hanging out
remember from the text.
- going window shopping
- Motivate Ss by counting every
- working as volunteers
detail they remember! Do not check
for an animal protection
comprehension at this point.
organization ...
Act 2.
*Ask Ss if they notice any other - Focus on some features
particular features of the text. Elicit abbreviation
answers from Ss by drawing their - Listen to T’s explanation

attention to the form of the text (e.g.
its layout and the abbreviation).
- Explain that this is from a webpage

and that these abbreviation. Then
have Ss work in pairs to complete
work in
the task. - Ss may work in pairs to pairs.
- Next encourage Ss to add to the 'net create their own mini
creative dictionary, then ask other
lingo' dictionary with any other
pairs to guess the
abbreviations they know that are meaning.
used online. Ss may work in pairs to -Write the short text on
complete the task. message
- If time allows, have Ss write short -Ss work in pairs or small
groups to complete the
texts or messages in which they use
table work in
these abbreviations and/or their pairs
newly added ones and send them to
each other.
Collaboration Act 3. Key 3:

Emily - hanging She loves it work in
* Have Ss work in pairs or small out with
friends group
groups to complete the table. Allow (window
Ss to read the text more closely to shopping)
fill in the table. - working
as a
volunteer
Hang - cloud She adores
watching it. It's easy
Linn - going to She loves it

community
centre,
painting,
dancing,
doing
drama.
Minh - playing He likes it
football It's fun
- helping
his aunt in
running
cooking
classes
Manuel - playing He's
computer addicted to
games it.
- doing It's OK
judo
FURTHER PRACTICE (INTERVIEW SURVEY) (9’)

Helping Students to sum up whole knowledge from speaking.
Collaboration Act 4. Ss work in pairs to put the work in

* Have Ss work in pairs to put the leisure activities in the pairs
leisure activities in the text in order text in order from the
from the most interesting to the most
most interesting to the
boring.
most boring
- Once they have their list, form a b -Ss shares their list with work in
bigger group of four and each pair the other in order to agree group
on a mutual list.
shares their list with the other in
order to agree on a mutual list.
self learning 1.- Learn the words in Extra Guideline -Write

vocabulary by heart. down and
listen T’s
2.-Write about your leisure activities
guideline
using structures in “abbreviations!”
3.Do Exercise C1,2 (Workbook 5,6)
Period 6:
Lesson 5: SKILLS 1
- Reading for general and specific information about the positive and negative effects
of using computers. (Scanning, skimming).
- Practice speaking by giving fact or opinion about using computers and mobile
phone for leisure activities.
- Revise tenses of verbs; asking/ giving for an opinion.
=> For better understanding of how to spend time for leisure activities.
- Practice doing exercises in Group work/ pair work/ individual
Structures:
- use the lexical items related to leisure activities.
- use verbs of liking that are followed by gerunds.
- use verbs of liking that are followed by to-infinities.
- read for general and specific information about the positive and negative effects of
using computers.
* English grade 8 - Unit 1- Lesson 5: Skills 1
III. Anticipated problems: Students may have difficulty in talking about general
and specific information about the positive and negative effects of using computers.
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
*/ Jumbled words:
*What is the secret word? Ss Take part in the game
Work in 2
comunicative Adjectives for leisure activities. to find the secret word:
teams
LGNIANGHECL - CHALLENGING
- BORING
BOINRG
Problem- - EXCITING
solving CEINIXGT T and
- TIRED
HAXEDTUSE Students
- RELAXING
XEIGNRAL
=>The exact word:
inergettins INTERESTING
PRE READING (3’)
Leading sts to the new lesson by answering the pre - questions.
self learning Act 1.
* Doing a quick class survey on how - Work in pairs to discuss work in
many Ss use computers frequently
the questions: the benefits pairs
and what they use them for (e.g.
of using computer and the
watching movies, listening to music,
playing games, accessing social harmful things.
media, doing homework, etc...)
- Give examples of your own use of
computers and mobile phones.
- Have Ss work in pairs to discuss
the questions.
- Call on some pairs to share their - Ss work in pairs to
Collaboration T whole
ideas once they have finished their discuss the questions
discussion. Write the ideas on the class
board. - Ss share their ideas
* New words:
language 1. ripe (adj) (relia)
2. virtual (adj) = unreal
(adj) (antonym)
3. ban (v) (situation)
WHILE READING (15’)

Help sts read the text and find out the question by looking the keywords in the responses.
Act 2. - Ss to look at the title and individually

self learning *Ask Ss to look at the title and the the picture and predict
picture and predict what they are what they are going to
going to read.
read.
- Say that they are going to read
about a student name Quang. Key 2:
Encourage Ss to develop their ideas 1.B 2. C
by guessing what Quang's story is
about. - Ss to read the text and
-Ask Ss to read the text and underline any words they
underline any words they don't
know. don't know
- Have Ss discuss any unfamiliar
words from the text.
-Let Ss work individually to choose
the best answer.
Act 3.
-Ss look at the keywords
self learning * Tell Ss for this exercise they will
Key 3:
need to look at the keywords in the
1. Is Quang's garden real?
responses in order to find out the
2. What is the problem
questions.
with using technology in
-Let Ss do Ex3 individually then
your free time?
Collaboration compare their answers with a partner. work in
3. What leisure activities
pairs
do teenagers do these
days?
4. What are the benefits of
using the computer?
PRE SPEAKING (3’)
Leading sts to the new lesson by focusing them on the speech bubbles from Quang.
Act 4. Key 4: individually
self learning * Explain to Ss that these speech Quang's parents: Go out
bubbles are from Quang and his and play a sport. It's good
parents. for you!
Quang: I think computer
-Tell Ss they will need to say why games train my mind and
they think who says what, based on my memory.
the information from the passage. Quang's parents: You see
- Go through the phrases in the your real friends less and
language notes box with Ss. For one less.
creative of the speech bubbles, demonstrate Quang: I've made lots of

how Ss can use this language: friends from the game
- In pairs, have Ss choose a speech network.
bubble and combine it with the Quang's parents: Sitting
language in the language notes box. for too long in front of the
Ask for volunteers to demonstrate computer makes your
their short exchanges. eyes tired.
Quang: My English is
much better because I surf
the net.
WHILE SPEAKING (11’)

Helping Students make a brainstorm and express their opinions.
self learning Act 5. - Ss may work in pairs or individually
* Before the role-play starts, arrange in groups, decide which
Ss into three groups: the group that statements are from
plays Quang, the group that plays
Quang or his parents
Quang's parents, and the group that
plays his teacher. Ss will need to say why work in
Collaboration - Ask each group to brainstorm how they think who says what groups
they are going to express their S1: In my opinion,
opinions. When they are ready, put computer games train
Ss into new groups which contain
your mind and your
Quang, Quang's parents, and Quang's
memory.
teacher.
Collaboration - Tell Ss that they can use the S2: That's so true. I'm
language in 4 for their role-play, and afraid I don't agree.
emphases that the phrases in the -Read for group work
Study skill box should be sued in
their discussion.
POST READING AND SPEAKING (8’)
Help sts feel comfortable to demontrate the impacts of using the computers.
Collaboration * Role-play: S1. I think coputer games work in

Talk about the impacts of using the train my mind and my groups
computers. memory.
S2: (Quang’s parents) I’m
afraid I don’t agree.
Sitting in front of the
computer makes your eyes
tired.
S3(Quang’s teacher) Go
If time allows, call on two or three out and play sports. It’s
groups to repeat their role-play for good for you, Quang.
the class.
self learning D1,2(page7& 8) in the notebook *Guideline. Write down
and listen to
the T’s
guide
Period 7:
Lesson 6: SKILLS 2
(Activities 1- 5 page13)
- Listen for specific information about ways of spending time with friends.
- Write to discuss an opinion about leisure activities
Structures:
- In my opinion....
- I believe...
- In addition,...
- For these reasons, ...
- In short, ...
- In conclusion, ...
- As I have noted, ...
III. Anticipated problems: Students may have difficulty in organising the ideas to
write a paragraph.
clear instructions.
LESSON PROCEDURES

WARM UP (4’)
*Match the words and phrases in Work in 2
Communcative the box with their meanings teams
Ss match
A B
1. originate A. stress
1- B
2. pressure B. to come from 2- A
3. co-ordinate C. activities you do everyday 3- F T and
Students
4. flexibility D. you do it because you want 4- E
to win
5- D
5. competitive E. the ability to move your body
sport into different position 6- C
6. daily F. to work together
routine
PRE LISTENING (3’)

self learning Act 1. T - whole
Share some of the things you often Share some of the things class
enjoy doing with friends in your
you often enjoy doing
free time.
with friends in your free
*Ask Ss some questions:
- What do you usually do with your time
friends in your free time?
- Ask Ss to tell each other what they
usually do with their friends.
- Ask some pairs to volunteer to tell
Collaboration
the class if they find each other's
answers interesting.
WHILE LISTENING (15’)
- Look at the questions

Act 2. and underline “hang out” individually
self learning *Tell Ss that they are going to listen -Listen and answer
to a radio programmer. Ask them to
-Listen and answer
look at the questions and underline
Key 2:
the key words before T plays the
recording.
1. The topic of this week's

programme is hanging out
with your friends.
Act 3. 2. There are two main individually
*Play the recording as many times as ways: hanging out indoors
needed. Have Ss listen again and or outdoors.
complete the table 3 work in
Ss work individually then
- Let Ss work individually then pairs
compare answers with
Collaboration compare answers with their partner. their partner.
Key 3:
1.movies
2. cinema
3. crafts
4. sports
5. physical health
6. people
7. cultural centres
PRE WRITING (3’)
solving the - Have Ss cover the box and write Cover the box and individually
problems some of these words/phrases on the answer: “ Writing to give
board. an opinion”
- Ask Ss where in a paragraph they
Organising your ideas:
often see these words and what could
*Introducing your opinion
be the purpose for using them.
-In my opinion....
-I believe...
*Explain your opinion:
- Firstly,...
- Secondly, ...
- Thirdly, ...
- Besides/ also/ In
addition,...
-Finally, ...
*Conclusion/
Summarising your
opinion:
- For these reasons, ...
- In short, ...
- In conclusion, ...
- As I have noted, ...
WHILE WRITING (11’)

Helping Students make a brainstorm and express their opinions or to argue for their points.
Act 4. Key 4:
Collaboration *Have Ss work individually to 1. In my opinion/ I believe work in
complete the task, and discuss their 2. Firstly pairs
answers with a partner. 3. Secondly
4. Besides/Also/In
addition
5. For these reasons/ In
short/ As I have noted.
- Remind Ss that for some gaps there
- Check the answers
is more than one correct answer.
Act 5.
work in
*Have Ss to work in small groups - Work in small groups
Collaboration groups
where each group chooses one - Choose the questions
question. They then agree on an
opinion and work together to - Argue points
brainstorm the ideas to argue for - Each member writes
their points. Each member will need his/her own piece.
to write his/her own piece. -Complete the paragraph.
- Remind Ss to use the connectors
they have learnt earlier in order to
better organise their ideas.
Audio script:
In this week's programmer we'll share with you some cool ways to hang out with your best
friends after a busy week at school. Basically you can hang out indoors or outdoors. If you like
staying indoors, ask your parents if you can invite one or two friends over. Make some popcorn!
Watch a movie! It's more comfortable than going to a cinema! Or if you're feeling creative, you
can make crafts together. You'll feel satisfied once you finish something. If you fancy being
outdoors, play some sports together. Football, badminton, biking… you name it! Or it can simply
be a relaxing walk in the park. All these activities are good for y our physical health. Do you prefer
something more organised, go to cultural centre, libraries, and museums. Educate yourself while
having fun!
*Sample of writing:
I believe the best leisure activity for teenagers is any group activity. This could be playing
a team sport or joining a hobby group or even volunteering. Firstly, teenagers like to feel that they
belong to a group. Secondly, being part of a group helps teenagers make friends. Friendships are
very important to teenagers. In addition, they will make friends with people who have the same
interests as them. For these reasons I think group activities are best for teenagers.
POST LISTENING AND WRITING (8’)
Help sts feel comfortable to demontrate their work and self confident to correct their
handwritings themselves and for their friends.
Collaboration - Ask students to demontrate their - Go to the board and T - whole

words on the board and around the show their work. class
class. - Correct the mistakes if
they have.
- Call the quickest group to read out
their writing, correct themselves, - Correct other teams’
mistakes.
other teams and the teacher.
self learning – Give Ss exercise E1,2,3(page9) in - Write down and listen individually
the workbook. T’s guide
Period 8:
Lesson 7: LOOKING BACK AND PROJECT
- Knowledge: Revise the knowledge they’ve learnt about the topic “Leisure
activities”
- Skills: Practice reading, speaking & writing skills (Ind. PW, GW)
- Attitude: Co-operation & aware of spending time on leisure activities.
Structures:
- Vocabulary: “Leisure activities”; “ action verbs”
- Verbs of liking V-ing and Verbs of liking to V
* English grade 8 - Unit 1- Lesson 7: Looking back and project.
III. Anticipated problems: Students are not confident tp present and promote their
activities before the class.
clear instructions and encourage students to be calm to take part in the project part.
LESSON PROCEDURES
WARM UP (5’)
communicative */ Slap the board: (English - Ss Take part in the game work in two
in two teams. teams
Vietnamsese) - Teacher reads
Vietnamese.
1. Cinema T - whole
class
2. Internet
3. Recreation
4. Positive verbs.
5. Positive adjectives.
6. Abbreviations
VOCABULARY (10’)
Leading sts to the new lesson by using the words in the warm - up part.
self learning Act1. - Ss do Exercise 1 and individually
language *Have Ss complete this exercise word out:
individually or in pairs.
Suggested answers Act 1
- Once they have finished they
1. DIY
should be able to explain their
2. hanging out
answers as well.
3. hospital
- Accept different answers if Ss can
4. detest
explain their decisions logically.
5. boring
6. computer
- Answer and explain the
choice
Act 2. -Rearrange the letters to
self learning *Have Ss complete this task find the name of the individually
language individually activities.
Key 2:
1. Socialising with friends
2. relaxing
3. communicating with
friends
4. doing DIY
5. using computers
6. making crafts
Review Grammar (12’)

Help sts review Grammar: Verbs + Ving... and “Organising ideas”.
Act3. Fill in the gaps with the

self learning *Have Ss work individually to correct form of the verbs individually
complete the exercise.
Key3:
- If time allows. T may ask Ss to
1. working
swap their work with each other for
2. learning/to learn
peer correction.
3. seeing
4. doing
5. meeting
6. playing/ to play
Act 4. -Complete the sentences
self learning
*Have Ss complete the sentences in 4.
using their own ideas. individually
- Remind them to use gerunds or to-
infinitives.
- Have some Ss read out their
sentences. Accept all answers as
long as they make sense.
Act 5.
self learning -* Have Ss work individually then individually
-Read the paragraph,
compare their answers with a choose the most suitable
language partner.
words/phrases.
- After Ss have finished T may
explain to them that they can register Key 5:
as a use on the website 1. Firstly
www.thinkuknow.co.uk in order to 2. Secondly
be protected when they on line. 3. Thirdly
4. In addition
5. In short
Communication (5’)
Act 6. -Choose from the leisure

Collaboration *Allow Ss plenty of time to do this activities and explain
work in
task.
- Work in pairs to pairs
- For each activity they choose, they
exchange the ideas-
should be able to give at least one
reason that led them to the decision. Choose from the leisure
Then Ss work in pairs to exchange activities and explain
their ideas. - Work in pairs to
Finished! exchange the ideas
T asks Ss to complete the self-
assessment. Have Ss discuss as a
class what difficulties remain and

what areas the Ss have mastered.
Project (12’)
Collaboration Join our leisure activity! - Ss listen to the T’s work in
Explain that Ss are going to make explanation and groups
a poster to promote a group leisure brainstorm ideas.
activity. Once the groups have
creative chosen their activities,
Place Ss into group of about six.
Give them plenty of time to appoint a leader for each
brainstorm ideas for a group activity. group. Ask that person to
Explain that a good activity will divide the work between
be one that at least some members of the members of the group.
the group feel passionate about, or For example, one student
know something about. Move around can think about how to
the groups and give help where explain the activity, while
needed. another can think of
- Give each group 5 minutes to reasons why their
present and promote their activity to classmates should sign up
the rest of the class. to do this activity, etc.
Next, the groups should
design their promotional
posters (They may need to
do this out of class hours
as homework).
Finally, give each
group five minutes to
present and promote their
activity to the rest of the
class. Once every group
has presented, ask for a
show of hands to select
the most popular activities
as possible, such as time,
cost, how to join, etc.
Write a report for the
class.
Visit your local or school
library as a group. Each
group member chooses a
book to read. Meet again
after one or two weeks in
a place outside school to
report on what you have
read. As a group, take

notes about the books (in
either English or
Vietnamese) and bring the
book reviews to class to
recommend them to other
groups.
self learning Do all exercises in “Looking back” write the homework T - whole
again and do project as your down. class
homework.
Period 9:
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 1: Getting started: IT’S HARVEST TIME
- Use the lexical items related to the topic “ Life in the countryside”
- Listen and read for specific information about a conversation about life in the
countryside (Scanning, skimming) & talk about the things that children do in the
countryside.
- Practice listening and speaking with the lexical items related to the topic
Structures:
- Use comparative forms of adverbs of manner.
III. Anticipated problems: Students may not know many words related to the
countryside because they live in the capital city.
clear instructions
LESSON PROCEDURES
WARM UP (5’)
Helping Ss find out the most common leisure activity in the countryside as well as warming up
the class and leading in the new lesson
Brainstorming:
* Review the previous unit by
calling on some Ss to act out some
comunicative Work in 2
leisure activities. The class makes teams
a guess. Then ask Ss to decide
which leisure activities are more
common in the countryside and
why.
- Write the word "countryside" on
the board.
One St act out an activity

T and
Problem-solving the class makes a guess. Students
- Braistorm words and phrases
-Find out the most common
describing activities which take
language place in the countryside. leisure activity in the
countryside Whole
-For more advanced classes, some -Brainstorm ideas class
comparisons of the countryside -Compare the city with the
and the city can be encouraged countryside.
here.
between Nguyen and Nick.
PRE - TASK
self learning *Ask Ss to look at the title of individually
- Look at the title and the
the conversation and the picture
picture
and ask them some prediction
questions about what they are
going to read.
The questions may be:
-Predict the answers T - Whole
Problem- 1. What is the conversation class
solving about?
2. Which season is harvest time
in?
3. What do you think the
countryside is like at harvest
time?
4. What do the farmers do?
5. What do the children do?
- Encourage Ss to answer the
questions. Their answers can be
as simple as one word or
phrase.
-Listen and check the
- Play the recording. Ss listen individually
and read. predictions
self learning
- Ask Ss if their predictions are
correct.
PRACTICE (15’)
Helping Students practice asking and answering the questions from the dialogue. Practice the words
relating the dialogue.
self learning Act 1a. -Read the sentences and individually

*Have Ss work independently. compare answers with a
- Ask them to read the partner
sentences and decide if they are
Key 1a:
true of false.
- Have Ss correct the false 1. T
sentences. 2. F
- T writes the correct answers
3. F
on the board.
4. T
5. T
Act 1b.
-Answer the questions in b
self learning * Ask Ss to look at the words in Individually
the box and make sure they Key 1b:
understand their meanings. If 1. He's in the countryside
they don’t, ask them to refer to 2. Right on his first day
the conversation and have a there.
guess. 3. It's big and colorful.
-Ask Ss to try to answer the 4. His grandfather
questions without referring to 5. Yes, he does. He means
the conversation first. that he wishes he were in the
- Have Ss refer to the countryside, too.
conversation again for the
-Ss read the sentences/
correct answers.
compare answers
- Correct answers. Correct the
answers as a class.
Act 1c. -Ss look at the words, check
* Ask Ss to look at the words in the meaning/ guess the
the box and make sure they
meanings
understand their meanings.
- If they do not, ask them to - Complete Ex 1c
refer to the conversation and - Check answers with work in
pairs
have a guess. partners
*/ New words: Key 1c:
language 1.a buffalo - drawn cart
1. colorful
(picture)
2. (to) herd (picture) 2. move slowly
3. (to) fly kites (situation) 3. harvest time
4. (to) play charades 4. paddy field
(translation) 5. herding
5. (to) load the rice (picture)
6. buffalo-drawn cart
- Ask them to do the exercise. work in
-Work in small groups groups
- When they finish, ask them - tick the correct box based
to check their answer with their on the expressions from the
partner. conversation
*Suggested answers:
solving Suggested answers:

problems Act 1d. He likes it
* Have Ss work in small groups … it's more exciting than I
to discuss and tick the correct expected'.
box and look for expression (s) 'It (the kite) looks great up
to support their answer there in the sky'.
'I live more happily here,
and there's still a lot more to
explore'.
-Ss match the activity with
the picture
Key2:
1. e 2. f 3. a 4. c
5.d 6. b
-Ss work in pairs and work in
self learning Act 2. brainstorm some things pairs
*Have Ss work independently children do in the
to label the pictures. countryside
- Have Ss compare their
answers with a partner. * some things children do in
- T writes the correct answers the countryside
on the board. - climb trees
language work in
Act3. pairs
- go swimming in the river
*Let Ss work in pairs to
brainstorm some more - fly kites
countryside activities. - cut grass
- Give Ss a time limit, for - pick up wild flowers
example, two minutes to make
.....
their lists.
- Call on each pair to share
their list with the class.
- T writes the combined list of
activities on the board and
leaves it there to be used in the
next activity.
- Before moving on, T makes

sure everybody understands all
the vocabulary on the board.
Collaboration * Game: Countryside -Play the game work in
charades two teams
*Game
* T divides the class into two
creative - The teacher whispers an
teams for this game. They can
give themselves a relevant team activity to one person from
name such as the 'horses' and team 1
the 'buffaloes'. - This person mines the
- Have Ss play charades with activity for their team to
the countryside activity
guess
vocabulary from Activity 2 and
the Ss' list on the board. - If the team guesses
To increase the fun element, incorrectly, team 2 can try
give the teams a time limit of - The team take turns until
10 seconds to guess the activity all the activities have been
before it moves to the other mined.
team. T keeps score on the -The team with the most
board and announces the points wins
winning team at the end.
Self- learning - Translate “ Listen and read” Write down. Whole class
into Vietnamese
- Listen the recording “ It’s
harvest time” at home. -Prepare
“A closer look 1”
Period 10:
- Use Adjective to describe people, life and scenery in the countryside/ talk about
life in the countryside Listen and repeat the words and mark stress/ to pronounce the
words with the correct stress patterns Revise Comparison, present simple
- Practice listening and speaking with the lexical items related to the topic.
- Pronounce correctly words containing the clusters /bl/ and /kl/
- Attitude: Ss will be able to know the differences between life in the countryside
and the one in the city.
Structures and vocabulary:
- Use the lexical items related to the topic of life in the countryside.
III. Anticipated problems: Students may have difficulty in pronouncing “bl” and
“cl”.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about life in the countryside as well as warming up the class and
comunicative */ Kim game: Work in 2
teams
*Let students watch a movie and - Watch a movie and write the
answer the question: “How is it?”
and write ten adjectives in the ten adjectives in the movie. T and
movie. Students
- Lead students to Ac1 in the book.

Act1. -Listen and repeat the words individually
self learning *Have Ss listen to the recording Audio script:
and repeat the words. Make sure 1. slow
that they pronounce the words with 2. colorful
the correct stress patterns. 3. friendly
- Check understanding of these 4. hard
words. 5. brave
1. brave (adj) (situation) 6. boring
language
2. vast (adj) (explanation) (really 7. inconvenient
large, huge as you can see in the 8. vast
movie it’s a very large place) 9. peaceful
3. nomandic (adj) (explanation - I 10. nomadic
travel from a place to a place.
-Remember the meaning of
Don’t live in the same place for a T - Whole
words.
long time so what does it mean in class
Vietnamese?)
4. hay (n) (picture)
5. (a) camel (picture)
6. (to) put up a pole (picture) (dựng
trại)
- Elicit ideas from the Ss. Say, for
example, "Give me an example of
something vast".
- Go through all the words in this
way to make sure everyone
understands them.
Practice 1 (12’)
Helping Students practice using words about life in the countryside.
self learning Act 2. -put the words in 1 into individually

*Have Ss work individually to do the appropriate
Ex2. category(There may be
some variations in the
answers. )
- Ss compare their
- For a more able class, encourage Ss answers with a partner work in
creative pairs
to explain why they choose that and then discuss as a class
word for the category.
Key 2:
To Words
describe…
people friendly, brave, boring,
nomadic, colorful
life slow, hard, boring,

inconvenient, peaceful,
nomadic, colorful
scenery colorful, vast, peaceful
Act 3. - Match the nouns/ noun

language
* Make sure Ss understand the phrases in the box with
meaning of the verbs first. There each verb.
solving
may be some confusion about the
problems
difference between 'pick' and 'pick
up'. Explain that 'pick' is the specific
verb used for collecting fruit,
vegetables or flowers though the
action is the same as the more
general term 'pick up'. Key3:
-Let Ss work independently or in ride a horse, a camel,..
pairs to do the Ex3. put up a tent, a pole individually

- When they have finished, let them collect hay, water
exchange their answers with a pick wild flowers, apples
partner/ another pair. herd the buffaloes, the cattle
- T elicits the correct answers.

self learning Act 4. Ss use the vocabulary individually
*Have Ss use the vocabulary they they have learnt in
have learnt in activities 1 and 3 (1 activities 1 and 3 (1 for
for adjectives and 3 for verbs) to do adjectives and 3 for verbs)
this exercise. to do this exercise.
- Ss then complete the
- Ask Ss to look at the sentences and sentences by themselves.
language
decide if an adjective or a verb is
Key 4:
missing. This narrows down the area 1. picking

of words they need to refer to. 2. inconvenient, collect
3. herd
- Check the answers as a class.
4. ridden, brave
5. peaceful
6. nomadic
7. vast
8. put up, hard
self learning *Introduce the two clusters: /bl/ -Listen to the T’s individually
and /cl/=/kl/ explanation
Act 5.
Ss listen and repeat. Pause the
language -Listen and repeat words
recording to drill difficult items.
Have Ss say the words individually in 5
or in small groups.
PRACTICE 2 (3’)
self learning Act 6. Pay attention to the initial individually

Have Ss listen and circle the words. clusters
language Have Ss do the activity in pairs and
Audio script 6:
challenge each other to choose the
1. blame 2. blast
correct words.
3. blue
4. clock 5. close
Key 6:
1 blame claim
2 class blast
3 clue blue
4 clock block
5 blow close
Act 7.
Have Ss look at the sentences and -Listen and circle the
self learning individually
underline the words with clusters /bl/ words
and /cl/ first. Ss then listen and -Listen and repeat
repeat.
-Underline the words with
/bl/ and /kl/
Audio script Act 7:
1. The wind is blowing so
hard
2. These people have
climbed to the top of the
mountain.
3. The tree is in full
bloom.
4. Look at the clear blue
sky.
5. Blind people can read
with Braille.
self learning A. Phonetic 1,2,3 (page 10) *Guideline: A1. individually
B. Vocabulary1
Period 11:

- Review comparative of adj./ adv. & use comparative form of adv. of manner
- Practice doing exercises with adjectives/ adverbs of manner
Structures:
- Use the lexical items related to the topic of “Life in the countryside”.
- Use comparative forms of adverbs of manner.
III. Anticipated problems: Students may forget Comparative forms of adjectives
Comparative forms of adverbs
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
new lesson
*Use the adjectives to complete the Ss complete the sentences

sentences “ vast; inconvenient; 1. I love people in my Work in 2
comunicative friendly; quiet; safe, slow” village. They are so .........
and hospitable. teams
2. I sometimes lie and watch
the ............. movement of T and
the cloud.
3. Don’t worry. It’s ...... to Students
travel here, even at night.
4.It’s so ............ to send a
letter from my village.
5. Be .... There’s an exam
going on.
6. I love the .......... sky on
the starry nights.
Key:
1.friendly 2. slow
3. safe
4. inconvenient
5. quiet
6.vast
self learning 2. Comparative forms of adjectives: Ss answer the questions as individually
review(15’) well as remember the
forms of comparatives Ss
language Act 1. answer the questions as
* Remind Ss of comparative forms
well as remember the
of adjectives learnt in previous
forms of comparatives
lessons by asking questions like
Key 1:
-"Which river is longer, the Mekong
1. higher
or the Red River?",
2. easier
- "Who is the tallest boy in our
3. better
class".
4. more exciting
*Let Ss do exercise 1.
5. more convenient
- Go round and help Ss if necessary.
6. happier
Ss exchange their answers.
7. friendlier
- Check as a class and write the
8. fast
answers on the board with the full
9. safer
forms of comparisons.
10. best
- Keep them for later reference when
the comparative of adverbs is taught. -Ss exchange their answers
-Complete the passage
Practice (14’)
Helping Students revise the different use of an adjective and an adverb and introduce
comparatives of irregular adverbs like fast, hard, late, early, well and badly.
self learning 3. Comparative forms of adverbs Comparative forms of individually
* T first revises the different use of adverbs
an adjective and an adverb. -Remember the use of adj
- For example, T writes "Life in the and adv
solving city is slow/ slowly" an "He is 1. “more/less +adverb
problems moving slow/ slowly" for Ss to +than” is the form of
choose the right word for each comparative for almost
sentence. adverbs of manner ending
- T then introduces the comparative in “ly”
form of adverbs by changing the
second sentence to "He is moving Ex: Can you walk more
more slowly than before". slowly?- I can’t catch up
with you.
- Elicit the form of comparative from - Hanh acts less

Ss before letting them read number 1 responsibly than anyone
in the table. here.
- T then introduces comparatives of -Read the table 2&3
irregular adverbs like fast, hard, late,
Do exercise 2&3 complet
early, well and badly. Let Ss read the sentences with
numbers 2 and 3 in the table. suitable comparative form
of the adverbs
2.“Adverb +er (than)” is individually
the form of comparative
for advs of manner with
the same form as adjs
Ex: fast=> faster; hard=>
harder; early=> earlier;
late=> later; ...
3.Some irregular form of
adverbs of manner
Ex:
Well => better
Badly=> worse
Eg: I believe you will do
better in the next test.
- Ss to concentrate more
on the practice of each
group of adverbs instead
of trying to remember a lot
of rules before actually
doing the exercises.
- Ss underline the correct
solving comparative forms of adv individually
problems Act 2-3. These exercises can be done to complete the sentences
after T introduces comparatives of Act 2. Answer key:
different adverbs (number 1-2-3 in 1. more slowly
the table). Ss do the exercise 2. more soundly
individually. 3. less traditionally
- T checks as a class. 4. more generously
Alternative: 5. more easily
*Let Ss do exercise 2 after the 6. better
introduction of comparatives of
regular adverbs, and exercise 3 after *Key 3
the introduction of irregular adverbs. 1. better 2. faster
3. later 4. harder
5. worse 6. earlier
*Have Ss do Exercise 4
*Key 4
independently and check the answers
as a class 1. more optimistically
2. more popularly
3. less densely populated

4. more quickly
5. more easily
6. better
Helping Students write sentences about comparatives.
self learning Act 5. -write the answer to the individually
*Have Ss do this exercise questions
independently. - check as a class and
- Walk around and help Ss who have write the correct sentences T - Whole
difficulty writing the answers. on the board
-Let Ss then check their answers class
Key 5:
with a partner. 1. The countryside is
- T check as a class and write the more peaceful (than the
correct sentences on the board, city)
underlining the comparatives. 2. A computer works
faster at calculus (than a
human being)
3. Life in a remote area is
harder (than that in a
modern town).
4. Ho Chi Minh City is
more expensive (than
Hue)
5. A buffalo can smell
better than human beings.
self learning - Give Ss exercise B5,6,7 in Write down individually
Notebook page5 B5.Some of the
comparison in these
sentences are incorrect.
Tick them and then
correct them.
B6. Use the adjectives in
brackets in their correct
form of comparison to
complete the sentences
B7. For each, choose the
correct sentence A or B
Period 12:
- Help Ss use the functional language in everyday life contexts and consolidate
/kən'sɒlɪdeɪt/ what they have learnt in the previous sections about the topic: “ Life in the
countryside”
- Discuss and share their replies with friends.
- Read the posts on “Holiday in the countryside”.
Structures:
* Use the words related to “Life in the countryside” – The countryside through
visitor’s eyes
Abbreviations in the text.
IV. Proposed solutions: Teacher should encourage sts to add to the “Netlingo”
dictionary with any other Abbreviations they know that are used online.
LESSON PROCEDURES
WARM UP (5’)
*Use the adjectives in their correct Ss use the adjectives in
form of comparisons their correct form of
1. A village is much...... a city in comparisons Work in 2
teams
comunicative size.(small) 1.smaller than
2. A city has ............. activities than 2.more interesting than
the countryside.(interesting) 3. more convenient than
Problem- 3. The city offers more service. It’s 4. more friendly than
solving much..... the Ss listen to the T’s
countryside.(convenient) introduction about online
4. Some people think that county posts.
folk are .... city people.(friendly) *This page looks at online
*Introduction posts, which are common
- Introduce about online posts and features of social media
common features of social media sites. They allow people
sites to review things or give
their opinions about
things. They also allow
others to respond to the
posts with their own
opinions. As such, an
online dialogue occurs.
The writing style of
online posts is usually
short, informal and honest
or direct.
Vocabulary (9’)
self learning * T refers to the words in the Extra Look at the new words in individually
vocabulary box. Ask Ss if they know Extra vocabulary and T - whole
language their meanings. If they don't, wait guess the meanings Look class
until Ss have done the reading. Then at the new words in Extra
ask them to guess the meaning of vocabulary and guess the
each word in context. meanings:
1. disturbing: làm xáo
trộn, nhiễu loạn
2. beehives (n): Tổ ong
Help sts talk about their experiences of staying in the countryside
self learning Act1 -Look at the online posts

* Explain that Ss are going to read “ the countryside through T - whole
language some online posts from people all visitors’ eyes.” class
over the world. Elicit from the Ss
where these people live. -Talk about the
- Establish that they all live in big experience of staying in
cities. They are talking about their the countryside
experiences of staying in the
countryside. They all have very
different opinions of the experience.

Helping Students talk about their experiences of staying in the countryside
self learning - Ask Ss to read the posts. -Read the posts on individually
- Check that everybody understands “Holidays in the
the meaning of each post before countryside”
moving on.
Act 2. -Do Ex2, tick the
appropriate box.
*Have Ss do the 2 exercise
independently. Ask them to look for
Key 2:
expressions which help them decide
Positive Neutral Negative
their answers. Dennis 
from
- Then ask Ss to compare their London
answers with a partner and discuss Julie 
from
any differences. Paris
- Then check the answers as a class. Phi run 

from
Phnom
Penh
Yumi 
from
Seoul
Emi from 
Tokyo
Lan from 
Ha Noi
Bob from 
Hong
Kong
FURTHER PRACTICE (INTERVIEW SURVEY) (9’)

Collaboration Act 3. Ss work in groups of work in

*Put Ss into groups of between five between five and seven. groups
and seven.
- Explain that now they have a
chance to reply to each post with
their own opinions. - student writes a short
- Hand out a piece of blank paper for reply to a post and then
each post. passes the paper to the
- Have the groups write the name of
person on their left
each post at the top, e.g. Bob from
London. Each student writes a short *Suggested opinion:
reply to a post and then passes the Binh: The cost of living in
paper to the person on their left. the countryside is lower
They take the next paper from the than in the city
person on their right. They read the
Huong: The people in the
reply and then add their own.
Continue passing the papers around countyside are more
until everyone has replied to every friendly than people in the
post. city.
-Ss read the reply and then
- If time is short, Have Ss do the
add their own.
replies to three or four posts.
- Encourage Ss to choose a variety of -Continue passing the
posts with different attitudes. Ss papers around until
write down their replies. Then ask everyone has replied to
each group to read out one of their every post
reply chains to a post and discuss it
-Ss can do the replies to
as a class.
three or four posts
- Ss refer to the examples

as models for their
answers
self learning - Give Ss Exercise C1,2(page 12) Write down -Write

down and
* Guideline
listen T’s
- C1a. Say the definition guideline
and match them with the
correct words.
C1b. Match complete the
definitions from the
information in 1a and
practise saying them
aloud.
C2. Choose one of the
words below and make a
mini talk in which the
word is used.
Period 13:
Lesson 5: SKILLS 1
- Read for specific information about an unusual lifestyle in the countryside.
- Talk about what people like or dislike about life in the countryside.
Structures:
* Use the words related to nomadic life.

III. Anticipated problems: Students may have difficulty in talking about nomadic
life.
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Helping Ss revise some words about nomadic life. as well as warming up the class and leading
in the new lesson
Circle the noun Sts pick up a noun which
doesn’t go with the verb. work in two
comunicative - Verbs with nouns that go together, groups
circle the one noun which doesn’t go
with the verb.
PRE READING (3’)

Collaboration Brainstorm: Ss brainstorm what they work in
- T writes the phrase 'Gobi know about this country groups
Highlands' on the board and asks Ss and its people. Ss
if they know what and where it is. brainstorm what they
- Write the word Mongolia next to it.
know about this country
and its people.
- If possible, T shows Ss some

pictures and asks Ss to pick the ones
they think are of Mongolia.

Help sts read the text and find out the answers.
self learning Act 1. Ss read the headings and individually
*Ask Ss to read the headings first make sure to understand
language and make sure they understand their their meanings
meanings.
-Ss read each part of the
-Have Ss read each part of the passage
passage and choose the correct Key 1:
heading for it. 1. B. The importance of
- If time allows, ask Ss to underline
cattle to the nomads.
the words/phrases which help them
make their decision. 2. C. The nomads' home.
-Let Ss exchange their answers. 3. A. Nomadic children's
solving - Allow Ss some time to explain to lives.
problems one another about their choice.
- T checks the answers as a class.
Act 2.
* Ask Ss to read the passage again - Ss underline the words/ individually
and underline the words (a-e). They phrases
self learning
then try to guess the meanings of
- Ss exchange their
these words, based on the context.
answers.
- Let Ss complete the task
Key 2:
independently.
1.b
2.d
3.e
4. a
5. c
Act 3. - Ss to read the passage individually
self learning * May be let Ss read the passage again and underline the
again or not. words
- Ask them to read the questions and -Ss complete the task
do the exercise independently. independently.
- T may guide Ss to look for key -Ss may be able to

words which can help them find the remember the main
part of the passage where the information of the
information for the answers is given.
passage without having to
reread it
Key3:
1.A
2.C
3.A
4.B
5. B
6.D
PRE SPEAKING (3’)

Leading sts to the new lesson by focusing them on the passage about Mongolian nomadic life.
self learning Act 4. Ss should individually individually
*Let Ss refer to the passage and refer to the passage and
T - whole
underline at least one thing they like underline at least one class
about Mongolian nomadic life and
thing they like about
one thing they don't like about it.
Mongolian.

Helping Students start the interview; one asks and one answers, based on the facts they have
underlined about Mongolian nomadic life from the passage.
Collaboration - Then ask Ss to start the interview; Work in pairs, interview work in
one asks and one answers, based on the partner: pairs
the facts they have underlined. S1: What do you like T - Whole
- Encourage them to follow up and about their nomadic life? class
solving
talk about as many different details S2: Well, the children
problems
as possible. learn to ride a horse.
- To follow up, T can ask some pairs
S1: And what don’t you
to report on their likes and dislikes.
like about it?
- T can make two lists of their likes
and dislikes on the board and see S2: They can’t live
which ideas are the most common. permanently in one place.

Help sts feel comfortable to discuss the things they like or dislike about nomadic life to the
countryside in Vietnam.
Act 5. Report:
Collaboration * Let Ss move from talking about - The thing I like/ dislike work in
nomadic life to the countryside in pairs
about Monolian nomadic
Vietnam.
life is ...
-Have Ss work in pairs, discussing
which two things they both like and Ss work in pairs,
which two things they both dislike. discussing which two
things they both like and
They can make a list in order to
which two things they
report to the class later. both dislike.
- For more advanced Ss, and if time
*Suggested
allows, let the whole class listen to
each list and discuss what they think - I like the countryside
about these likes/dislikes. because it’s quiet. The air
is fresh. The people are
very friendly. ...
- The things I dislike
about the countryside is ...
self learning Give Ss exercise D1 (page 13) Write down individually
* Guideline
D1: Read the passage
D1a:Choose the correct
heading for each
paragraph
D1b: Find word/phrase
from the passage which
matches the definition.
D1c: Choose the best
answer.
D2. Read the interviews
D2a. Choose the right
person who does the
activities. Write his name
next to each activity.
D2b. Answer the questions
in their full form.
Period 14:
Lesson 6: SKILLS 2

- Listen for specific information about changes in the countryside.
- Write a short paragraph about changes in the countryside.
Structures:
write a paragraph.
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Helping Ss revise some words about leisure activities as well as warming up the class and leading
in the new lesson
communicative *Use the word in the correct form Use correct form of the T- whole
to complete the sentences class
words to complete the
1. We children enjoy ....... around sentences.
the fields, shouting and laughing
*Key:
happily.(run)
1. running
2. The ......... have a very hard life.
They can’t live permanently in one 2. nomads
place.(nomadic) 3. colourful
3. The hills are ........ in spring when 4. peace
the wild flowers bloom.(colour)
5. Riding
4. Everybody has to work hard for
world.............(Peaceful) 6. collection
5. .......... a horse is one of the skills
every nomadic child in Mogolia has
to learn.(ride)
6. My sister has a beautiful ...........
of paper dolls.(collect)
self learning Act1. -Ss look at the changes individually
* Give Ss time to look at the (A-F)
changes (A-F).
language - Ask questions to make sure that Ss

understand the meanings of the Ss guess
words/phrases.
-Let Ss guess what the boy talk
about.
self learning - T plays the recording and Ss tick Ss listen and tick the individually
the changes which are mentioned. changes which are
mentioned.
Key1:
A. ............ The roads in
the village
B. ...√... Electrical
appliances in the homes.
C. ...√ ...... Means of
transport
D. ............ Entertainment
E. ...√.......School
F. ...√ ...... Visitors
thinking Act 2. Ss read the sentences.

* Give Ss time to read the sentences. Key 2:
- Check if they know the word 1. F
'earthen'. 2.T
-Let Ss listen to the recording again 3.F
(as many times as needed or if time 4.T
allows) and complete the exercise. 5.T
- T checks their answers as a class. Ss listen to the recording
again and complete the
work in
exercise.
pairs
Ss might be able to
answer some questions
without listening to the
recording again.
Ss listen and decide what
solving Act 3. word/phrase to write
problems *Ask Ss to read the questions first to down for the answer.
see what kind of information they
Key3 :
need to find. Some Ss might be able
1. His parents
to answer some questions without 2. Life outside their

listening to the recording again. village
3. Nearby/ Near the
- T plays the recording. village
4. A nomadic life
* Note: Some Ss may not

be familiar with short
answers. You may allow
them to answer the
questions in full first and
see what they can do to
shorten their answers to
within four words. Ask
them to focus on the key
words.
-Ask Ss to compare their answers
with a partner. -Compare the answers
- T checks as a class. -Copy
PRE WRITING (3’)
Leading sts to the new lesson by focusing them on the changes in the village from the listening passage.
self learning T reminds Ss of the changes in the -Remember the individually

village from the listening passage. information in listening
Let sts have free talk about it.
Act4. - better equipped
- T can help by writing the changes - have electric lights
in brief on the board as a guide for
- have motorcycle
the writing exercise. For example:
Eg: earthen houses  brick house - school nearby
creative - Have Ss use this information and - have more visitors
the example given in 4 to write their
opinions about the changes.
Helping Students write their opimions about the changes they can find in the countryside.
Act 5. Ss in each group work
Collaboration * Place Ss into small groups of three together to decide which work in
or four. rural areas they will talk groups
-Have Ss discuss and note down about.
some changes they can find in this
area. Ss write a paragraph
Act 6. describing the changes.
*Let Ss use their notes about the *Suggested:

changes in a rural area to write a 'The first change is the
paragraph describing the changes. road from the town centre
- T can guide their writing by to the village is paved.
providing them with some key There are more
words/phrases like 'The first change motorbike. There are
is…' or 'The change we are most more shops, a clinic, a
interested in is…'. If there is not supermarket etc...
enough time to write the paragraph
in class,
*/ Audio script:
I live in a mountain village. My parents often tell me stories about their life in the past. It's not
much like the village I can see nowadays.
Some villagers now live in brick houses instead of earthen ones. Our houses are better equipped
with electric fans and TVs. Thanks to the TV, we now know more about life outside our village.
We don't use oil lamps any more. We have electric lights which are much brighter. More villagers
are using motorcycles for transport instead of riding a horse or walking. When - village children -
no longer have to walk a long way and cross a stream to get to school, which is dangerous in the
rainy season. Now there's new school nearby. We also have more visitors from the city. They
come to experience our way of life.
Help sts feel comfortable to demontrate their work and self confident to correct their handwritings
themselves and for their friends.
Collaboration - Ask students to demontrate their - Go to the board and T - whole
- Call the quickest group to read out they have.
other teams and the teacher. mistakes.
self learning Give Ss Ex E1,2 (page15) - Write down and listen to individually
T’s guidelines
Period 15:
- Recycle the language from the previous section and links with the topic “Life in
the countryside”
- Write what Ss do during the trip to the countryside
- Draw a group picture of a place you would like to live in the countryside
Structures:
- Words: related the topic “ Life in the countryside”

- Grammar : - Comparative forms of adverbs
LESSON PROCEDURES
WARM UP (5’)
communicative *Write ten words contain the Write ten words contain T - Whole
class
sounds L/ bl/ &/kl/ the sounds L/ bl/ &/kl/
Encourage Ss to complete /bl/: black; blue/ blow/
Looking Back without referring to blame/ ...
the previous sections in the unit.
/kl/: clock/ click/ clothes/
Ss should use what they remember clear/ clean/...
from the unit to complete this
section.
Ss should record their results for
each exercise in the Looking Back
section in order to complete the
final Finished! Now you can…
assessment and indentify areas for
review.
VOCABULARY (10’)
self learning Act 1. - Ss use the words/phrases individually
*Ask Ss complete this exercise in the box to complete
independently. this exercise
- T checks the answers. Key 1:
Picture a: peaceful, vast,
language quiet, pasture, paddy
field.
Picture b: quiet, colorful,
paddy field, harvest time,
rice.
Picture c: peaceful, vast,

quiet, nomadic life,
inconvenient, germ,
Act 2. pasture, cattle, horses.
*Have Ss look at each picture, then - Ss look at each picture
at the verb that goes with it.
- T goes round while Ss are writing - Ss write the sentences in individually
and helps them with any difficulties. their full forms.
- When Ss have finished, T can - Ss write the sentences
choose some sentences and asks Ss on the board.
solving to write them on the board.
prooblems - Ss correct
- T gives feedback. If a sentence is
incorrect, ask Ss to correct it. Suggested answers Act 2:
1. A boy is riding a horse.
2. A man is herding his
cattle/sheep.
3. They are picking apples
(from an apple tree)
4. A boy is flying a kite.
5. The children are
running around in the
fields/countryside.
6. A woman is collecting
water from the river.
Help sts review Grammar: COMPARATIVES
Act3. Ss complete this task
self learning *Let Ss complete this task independently individually
independently. Ask Ss then to Ss can then exchange
exchange their answers with a their answers with a
partner. partner.
- T checks as a class. -Ss read the situations
* Ask Ss to read the situations and decide which two
carefully and decide which two things are being
things are being compared. compared.
- Have Ss refer to the completed
sentences in 3 as a guide for this -Ss refer to the completed
sentence completion. sentences in 3
Key 3:
1. faster than
2. earlier than
3. better -than
4. more skillfully than
5. more beautifully-than
* Act 4. - Ss complete the exercise
self learning Let Ss complete the exercise 4 Ss complete the exercise individually
independently and then compare Key 4:
their answers with a partner.
- T checks as a class. 1.... faster than a camel.

2. ... more happily than
those in the city
3. ....more heavily on the
weather than people in
many other jobs.
4.......worse than I do
Act 5. -Ss work in groups.

-Ss take turns to ask the
Collaboration *Have Ss work in groups.
- Let Ss take turns to ask the questions and note down work in
questions and note down the the answers. groups
answers. S1: What will you do
- Have the group assigns a group during the trips?
representative to report their findings S2: I’ll go swimming
to the class. S2: Ask
Finished!
- T asks Ss to complete the self- S3: answer
assessment. Person Activities
- Discuss as a class what difficulties Ngoc Going swimming
remain and what areas Ss have
Long Flying kites
mastered.
Project (12’)
I love the countryside -Ss pay attention to the
Collaboration This project aim: revise the aims of this project work in
vocabulary and recall the images of groups
-Ss work in groups of 4 or
the countryside Ss have looked at so
5
far. It also encourages Ss to create a
rural place they dream of or would
creative like to live in. Have them imagine T - Whole
-Brainstorm ideas and
the things they could do in such a class
draw pictures
place.
* T then divides Ss into groups and *Suggested answers
collaboration work in
instructs them on what they have to 1. The things you have in groups
do. your picture
- T hands out two pieces of paper - a wooden house
one for brainstorming ideas and a
large piece of paper for drawing the - a beautiful river
picture. - a boat
- Encourage them to think creatively - a field of wild flowers
and daringly.
- ....
2. The activities
- If Ss have any difficulty with - biking along the river

vocabulary, T moves around the bank
groups and helps.
- picking wild flowers
- The pictures will probably have to
be finished out of class hours as - swimming in the river
colloboration homework. - boating on the river
* Have Ss present their countryside - flying kites
pictures in the next lesson. When all
the groups have given their - herding the buffaloes...
presentation, the whole class can
vote for the best.
self learning Complete the project as homework Write down individually

Learn by heart the vocabulary related
the topic “ Life in the countryside”
- Comparative forms of adverbs
-Write what Ss do during the trip to
the countryside
- Draw a group picture of a place
you would like to live in the
countryside
UNIT 3: PEOPLES OF VIET NAM
LESSON 1: GETTING STARTED – AT THE MUSEUM OF ETHONOLOGY
I. Learning outcome: By the end of the lesson, the students will be able to :
* have an overview of the topic “ Peoples of Viet Nam ”
* Use the lexical items related to the topic “Peoples of Viet Nam”
handouts..
III. Anticipated problems: Students may not know about some special information about
peoples of Viet Nam.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear
instructions
LESSON PROCEDURES
Competence Learning activities Contents Modes
WARM UP
Review the vocabulary of the previous unit to warm up and to lead into the new lesson
1. I like to……….. buffaloes in

REVISION (5’)
the pastures.
a crossword puzzle 2. The farmers are very busy
Work in
comunicativ - Draw the crossword on a big during harvest……….
e 2 teams
piece of paper. Tell Ss that the red 3. Have you ever ridden a …?
word is the key word of the new You have to be brave to do it.
lesson. Divide the class into two 4. People in the countryside are
teams. Ss from each team take turns often open and……..
to solve the puzzle. The game 5. …….. was loaded onto a cart
finishes when a student guesses the and transported home.
red word correctly. 6. I think ……. life is more
interesting than city life.
1 HE RD T and
- Solve the crossword puzzle T I ME Students
2
below
3 HORS E
4 F RI E NDL Y
5 RI CE
6 COUNT RY
- Students read the words in the

cross puzzle Whole
class
LISTEN AND READ
Helping Students listen and read for general and specific information about the dialogue among
Duong, Nick and the guide
T and
Students
Problem- - Write the unit title on the board.
Write the words/ phrases 'ethnic',
solving
'ethnology', 'ethnic groups', and ask
Ss to guess their meaning. T may
also show a picture of a typical
costume and talk about it with the
Ss.
* Questions may include: work in
Act 1. - What can you see in the group
* T can brainstorm questions with picture?
Ss and write them on the board. -Do you know these characters?
*T plays the recording and has Ss - Where are they now?
follow along. -What are they talking about?
-Ask Ss to track the dialogue with
their fingers as they listen to the
recording.
(Then come back to the earlier

questions and have Ss answer them
again. Do not give correction at this
stage)
PRACTICE (15’).
1. Act a. Work in
* Ask Ss to read the conversation Find the opposite of these
Self- words in the conversation pairs
again and do the exercise in pairs
learning 1. Boring – interesting
- T writes the correct answers on the
2. Smallest – largest
board. 3. Majority – minority
4. Northern – southern
Act 1b. Read the conversation again
*Ask Ss to answer the questions. and answer the questions Work in
- Let Ss compare with a partner and 1. They are in the Museum of pairs
then discuss as a class. Ethnology
- Correct the answers. 2. They want to know about the
ethnic groups of Viet Nam
3. There are 54
4. The Viet have the largest
population
5. Yes, they do
Act 1c. Find the expressions in the

* Tell Ss to refer back to the conversation and explain what
conversation to find the expressions. they mean
Together with the Ss, elicit the 1. Exactly = agreeing with what
sb has just said, or emphasizing T and
meaning of these four expressions.
that is correct Students
- Then give examples. 2. How interesting! = to show
- For more able classes, have the Ss how a strong reaction to sth
provide the examples of when these 3. I see = to show you
expressions would be used. understand what people said
4. That’s awesome! = to show
that something is great
Act d.
*Ask Ss to role-play the example
conversation in pairs before creating
their short role-plays. More able Ss
can try to extend the conversation. Work in
language Encourage Ss to use How + as many pairs
adjectives as possible.
Look out!
Help Ss distinguish the two words.
'people' is used as the plural of
'person' to refer to men, women, and
children 'peoples': ethnic groups of
people who belong to a particular
country, race, or area.
Act 2. Whole
class
* Ss label each picture. Then let Ss
read each word/ phrase correctly.
Check and correct their
pronunciation. Use the words and phrases in
the box to label each picture
1. Five-coloured sticky rice
2. Terraced fields
3. Festival Work in
Act 3. 4. Folk dance pairs
*Let Ss do the task by themselves. 5. Open-air market
- After that they swap their answers 6. Musical instrument
7. Costume
with a partner.
8. Stilt house
- T corrects as a class.
Complete the sentences with Whole
- Let them repeat the words/ phrases the words and phrases in the class
in chorus. box
1. Ethnic 4. Festivals
2. Heritage site 5. Member Work in
3. Stilt house 6. Terraced fields pairs
T and
Students
Whole
class
4. Production(10’) 1. Which ethnic group has the Work in
Act 4. Game: smallest population? pairs
Work in pairs. Ask and answer, 2. Do the Hmong have their own
Collaboration language?
using these cues. Ss work in pairs to
ask and answer the questions. T 3. Where do the Coho live?
gives correction. T may call on some 4. What color is the Nung's
pairs to talk before the class. clothing?
5. Which group has a larger
population, the Tay or the Thai?
6. Whose arts are displayed at a
museum in Danang?
OUTCOME AND HOMEWORK

5. Homework(5’)
- Translate “ Listen and read- At
Self-
the Museum of Ethnology” into
learning
Vietnamese
- Listen the recording “At the
Museum of Ethnology ”
- Learn new words by heart

LESSON 2: A CLOSER LOOK 1 (P28)
- Use the lexical items related to cultural groups of Vietnam.
- Pronounce words containing clusters /sk/, /sp/, and /st/ correctly in isolation and in
context.
handouts, flash cards/ pictures, ....
III. Anticipated problems: Students may not have difficulties in remembering the words
related to cultural groups of Vietnam.
instructions
LESSON PROCEDURES
WARM UP
Helping SS think of
Warm up(5’) Kinh (also called Viet, the
largest ethnic group in Vietnam) Work in
collaboration *Ask Ss to brainstorm the names of
teams
the ethnic groups they know, where 86.2%
they live, their costumes, their way Tày (Tay) - The largest minority
of life, culture, folk songs… in Vietnam 1.9%
- Encourage them to guess and call Thái (Thai) 1.7%
out as many words as possible. Mường - Closest to Kinh
Vietnamese, other half of Viet–
Muong language family 1.5%
Khmer Krom (Khmer, Khơ Me
T and
Crộm) 1.4%
Students
Hoa (Chinese) 1.1%
Nùng 1.1%
VOCABULARY
Helping Students use the lexical items related to cultural groups of Vietnam.
Act 1. Match the adjectives in A with
* T may explain and give examples their opposite in B T and
Problem- Students
of adjectives. 1. d
solving - Ask Ss to give some more. 2. c
- Let Ss match the adjectives with 3. g
their opposites. 4. a
- T elicits the answers from the 5. f
class. 6. e
Act 2. 7. b
If there is time, advanced Ss can Use words from 1 to
Language
write the words in sentences (or for complete the sentences.
homework). 1. written
*Let Ss work individually to do the 2. traditional
T and
task. 3. important
students
- Call some Ss to write the answers 4. simple, basic
on the board. 5. rich
- Check their answers.
Act 3.
*Have Ss discuss what the word is Discuss what words?
for each picture. work in
1. ceremony pairs
- Check the answers with the class. 2. pagoda
- Ask them to give other words they 3. temple (Ly Son)
know which are related to the life of 4. waterwheel (in the north)
ethnic minority people. 5. shawl (of the Thai women)
6. basket (of the Sedang)
PRONUNCIATION
Helping SS pronounce words containing clusters /sk/, /sp/, and /st/ correctly in isolation and in
context.
Introduce the clusters: /sk/, /sp/ The clusters: /sk/, /sp/ and /st/
and /st/
Act 4. Audio script: T and
Problem- *Play the recording and Ss repeat. students
Skateboard Instead
solving T may pause the recording to drill
Stamp Crips
difficult items. - Play the recording speech School
as many times as necessary.
display Basket
Correct Ss' pronunciation.
first space
station task
Act 5.
*Play the recording again.
Listen again and put the words
Self- -Let Ss listen carefully and put the
in the right column
learning words in the right columns.
* Note that 'school' may cause /sk/ /sp/ /st/
some confusion because the sounds skateboard speech stamp
of /sk/ are spelled with the letter's school display first
'sch'. basket crisp station
- Ask Ss to give other words which task space instead
contain these clusters.
Listen and read the sentences,
Act 6. underline the words with the
*Play the recording two or three sounds /sk/; /sp/; /st/
times (or more if necessary). 1. The Hmong people I met in
- Help Ss recognize all the words Sapa speak English very well.
with /sk/, /sp/, or /st/, then 2. You should go out to play
underline them as assigned instead of staying here.
3. This local speciality is not
very spicy.
4. Many ethnic minority students

are studying at boarding schools.
5. Most children in far-away
villages can get some schooling.
Self- - Give Ss some Ex in workbook Guidelines:

learnning A1,A2 (page 16) A1Complete the words under the
B1,2,3,4 (page 17,18) pictures using the correct
spelling for the sounds /sk/; /sp/;
/st/
A2: Underline the words with
the sounds /sk/; /sp/; /st/. Then
read the sentences.
B1.Complete the sentences with
the words and phrases in the
box.
B2. Insert a question words to
complete each of the following
questions.
B3: Fill each blank with a/an or
the to complete the following
passage.
B4: Read each of the following
list of four words and choose one
word that does not belong in
each list.

LESSON 3: A CLOSER LOOK 2 (P29, 30)
I. Learning outcome: By the end of this period Ss will be able to:
- ask and answer different question types.
- use articles a, an, and the
III. Anticipated problems: Students may not confuse “the” with “a” and “an” in some
cases.
instructions
LESSON PROCEDURES
WARM UP
Help ss recall kinds of questions and question words they learnt
1.Warm up(2): Network
Work in
collaboration * One by one goes to the board and
teams
write the questions they know in 1 Question
minute. words
- T corrects with the whole class.
2. Revision. (2’) Fill in a question word for each
*Have Ss insert a question word or sentence T and
no question word to complete the Students
1. .........of your parents will go
following questions. to the meeting?- My mother will.
2. .........colour is symbol of luck
for the Hoa people?- Red is.
3. ……..there a stilt house in
your home village?
REVIEW: QUESTIONS
Help Ss recall the way of making questions
Problem- * Tell Ss that this is a review *Yes/No questions

section Ss have already learned T and
solving Be ... Students
Yes/No questions and Wh-
questions. .?
S
- T help Ss recall all types of Do/Does/Did/Have V
questions and question words they
Can/Could/Would ?
have learned so far.
*Wh- questions
Who
V..
Which Do/did/... S
..?
Act 1. What
* Give Ss about five minutes to -Who +V...? used to ask for
read the passage. “subject”
Language - T may call on some Ss to read
aloud to the class. Correct their T and
pronunciation, intonation and students
stress, and give explanation if
necessary.
Act 2. Write questions for these

*Ask Ss to write questions for the answers.
answers given. 1. Who is living in the house? work in
pairs
- To check the work, have some Ss 2. How many children do they
come up and write their questions have?
on the board. Accept all question 3. Do the grandparents stay at
variations that are grammatically home?
correct. 4. How often does Mrs. Pha go
- T gives correction as a class. shopping?
5. How far is Vang's boarding
school?/ How far is the town?
6. When does Vang go home
(every week)?
7. How do they live?
8. Would they like to live (in a
Act 3. modern flat) in the city?
*Let Ss complete the task. Complete the questions using
-Let Ss compare their answers with the right question words.
a partner and correct as a class. 1. Who
2. Which work in
3. Which groups
4. Which or in
5. What pairs
Act 4.
*Let Ss make questions and answer Questions:
them. (This should be a speaking 1. Who does the shopping in your
activity) family?
- Encourage Ss to talk with fluency 2. Who is the principal of our
and accuracy, and as naturally as school?
possible. 3. Which subject do you like
- While Ss do their task, T goes better, English or math's? Work in
around to monitor the whole class. 4. What is the most important pairs
festival in Vietnam?
5. Which ethnic group has a
larger population, the Khmer or
the Cham?
Answers:
1-2-3: (Ss' own answers)
4. The Lunar New Year
5. The Khmer: 1,260,600 (The
Cham: 161,700)
ARTICLES: A, An and The

Help SS know how to use the articles correctly

*T asks Ss to read the grammar *Article: a/an/the
box, then explains these uses of the -“a” – used before a countable
articles, going through the
singular noun T and
Problem- examples given in the box. students
solving - To check Ss' understanding of the Ex: Pao needs a costume for the
usage, ask Ss to make other festival.
example sentences using the - used to mean “any/ every”
articles in the same way.
Ex: A lion lives in the jngle.
- “an” used instead of ‘a” before
a noun beginning with a vowel
sound.
Ex: There is an exhibition of
Cham arts in the city.
“the” – used before a noun that
has already been mentioned or in
easily understood.
Ex. There is a festival in my
village. The festival is very old.
-Used to refer to a noun that is
the only, or obvious one of their
kind.
Ex: The Kinh speak Vietnamese.
- Draw Ss' attention to the Look
out! box. - Used before superlative
*Read out the sentences to show comparisons of adjectives and
that sounds are what determines adverbs.
whether 'an' is used. See if Ss can Ex: The Odu have smallest
come up with other examples of member of people in Viet Nam.
words like these.
Act 5. Look out!
* Let Ss work individually to do the Whether we use “a” or “an”
task. depend on the sound, not the
- Then Ss swap their books with a spelling. Be careful with the
partner to check the answers. following: an hour/ an honest
- Check the answers as a class. T and Ss
person/ ...; a uniform/ a
Discuss the reasons for the article
university/...
usage in each sentence.
*Have Ss read the passage without Underline the correct article to

Self-
paying attention to the blanks. finish the sentence.
learning - Then as a class, check any 1.a
unfamiliar vocabulary so that 2. the
everybody understands the meaning 3. the
of the text. 4. the
-Have Ss focus on the grammar 5. the
point. 6. a
Ac6.
-Let Ss work individually to do the
task 6.
- Ask some Ss to read the passage
sentence by sentence.
-T corrects as a class.
- Discuss the reasons for the article T and Ss
usage. Insert “a, an or the” in each
gap to finish the passage.
1. a
2. a/the
3. The
4. an/the
5. the
6. an
Self- Give Ss exercise B5,B6(page 18) Guideline

learning B5. Choose the best answer to
complete each of the following
sentences.
B6. Fill each blank with suitable
word to complete the passage.

LESSON 4: COMMUNICATION (P31)
- Help Ss use the functional language what they have learnt in the previous section
about the topic “ People in Viet Nam”
- Use the words related to the topic “ People in Viet nam”
- Talk about ethnic groups in Viet Nam
- Talk about ways of life
III. Anticipated problems: Students may have some difficulties in distinguish the ethnic
groups of Vietnam.
instructions
LESSON PROCEDURES
WARM UP
Help Ss review the words or phrases “festivals, languages and ethnic minorities”
Warm up(5’) *Complete the sentences with Team
- Ss complete the sentences the words/phrases “festivals, works
problem-
- Ss play a game “A Hot Potato” to languages, ethnic minorities”
solving 1.Typical
check the answers.
1. Mua Sap is a .............dance of 2.festival
the Muong people in the North 3.language
West. 4. ethnic minorities
2. If you are interested in ethnic
minority culture, you should really
go to one of the ..........in the
northern mountainous regions.
3. The Yao people use ideograms
(chữ viết) of chinese origin to write
their ........
4. The schools in this region have
done much to help the children of
......................
PRESENTATION
Help Ss aware some ethnic groups of Viet Nam
problem- Act 1. The quiz Work in

*Let Ss work in pairs to do the What do you know about ethnic
solving pairs
quiz 1. groups of Viet Nam?
- T checks and gives explanation Key 1:
1.B 2. A 3. C 4.B 5.C T and Ss
PRACTICE
Help Ss talk about ethnic groups in Viet Nam
Self- Act 2. Key 2: Work in

- Let them discuss and then write Northwest region: Viet, Hmong,
learning groups
down the ethnic groups in the Lao
correct boxes. Northeast region: Viet, Hmong,
Nung, Tay
- Encourage them to add other The central Highlands: Viet,
ethnic groups they know of to the Bahnar, Brau, Ede, Giarai,
list. Sedang
- T moves around the groups and Mekong river delta: Viet, Cham,
gives assistance where needed. Khmer
T and Ss
Red river Delta: Viet
PRODUCTION
Help Ss talk about ways of life
communicat Act 3. *Notes:

- Bring the class back together. Geographical location of some
ing Work in
Write on the board subjects that Ss ethnic groups:
can talk about in relation to these -The Viet: all over the country groups
groups. -The Tay, the Nung: North and
- Elicit these subjects if possible: Northeast provinces
- location -The Mwowng: Hoa Binh, Phu
- lifestyle - costumes Tho, Son La, Thanh Hoa
- foods -The Hani: Lai Chau, Lao Cai
- festivals/ceremonies -The Hmong: Northern
- marriage/weddings… mountainous regions, Nghe An
- T may give some facts and/ or -The pathen: Ha Giang, Tuyen
show pictures to facilitate the Quang
activity -The Thai: Son La, Lai Chau,
- Give Ss time to prepare, and then Yen Bai, Thanh Hoa, Nghe An..
let them talk in groups. -The Bahnar: Gia Lai, Kon Tum,
Binh Dinh, Phu Yen
-The Ede: Dak Lak, Gia Lai, Phu

Yen, Khanh Hoa
-The Giarai: Gia Lai, Kon Tum,
Dak Lak
-The Brau: Kon Tum
-The Khmer: Mekong Delta
provinces
-The Cham: Ning Thuan, Binh
Thuan, Tay Ninh, An Giang…
-The Sedang: Kon Tum, Quang
Nam, Quang Ngai
Self- *Ask Ss to do ExC1,2 in the *Guidelines:

workbook(Page 19, 20) ExC1: Talk with a partner.One is
learning
a reporter, the other is a
foreigner and wants to know
about the ethnic groups of Viet
Nam
ExC2: Read the following facts
about the Lao ethnic people and
talk about them with a partner.

LESSON 5: SKILLS 1 (P32)
- read a passage about the life of an ethnic group.
- talk about the life of ethnic groups.
III. Anticipated problems: Students may have some difficulties in speaking about the life
of an ethnic group because they don’t know much about ethnic groups.
instructions
LESSON PROCEDURES
WARM UP
Help Ss review the words or phrases they learnt in the last period
*Let Ss play a game: “A hot *Choose the best answer Team
potato” to choose the best answer. works
problem- 1.The 54 ethnic peoples of Viet
Nam are ......... but they live
solving
peacefully.
A.diverse B. similar C. unlike
2. Which ...... of our country
would you most like to live in?
A.place B. section C. part
3. Most ethnic minority peoples
are good .......... farming
techniques.
A. for B.at C.to
KEY
1.A
2.C
3.B
PRE-READING
Help Ss think of some information about the Thai
problem- Act 1.
* Give Ss time to discuss the two -Where do the Thai people live?
solving questions in pairs and then as a Work in
-What is their population? pairs
class.
- Encourage Ss to make guesses if - Do the Thai people have their
they are not sure. own language?
- Call on Ss to read the questions - What is the main food of the
from exercise 3 aloud. As the Ss to Thai people?
read the questions aloud, T reminds T and Ss
the rest of the Ss to think about what
the answers will be, without looking
at the text.
WHILE-READING
Help Ss understand the details of the Thai
* Ask Ss to read the text and Key2.
Self- T and Ss
underline any words they don't 1. Farmers
learning 2. Bamboo
know.
- T may let Ss read in chorus once. 3. Stiet
-Call on some individuals to read 4. Songs
aloud to the class. Check their 5. Ceremonies
pronunciation and intonation.
- Explain the new words and clarify
anything difficult.
Act 3.
Key3:
* T asks Ss to read the passage
1. Yes, they do
again and do the task. T and Ss
2. Their main food is rice
- T checks the answers as a class.
3. It is well-known for being
unique, colourful and strong.
4. Thai women do.

5. They worship their ancestors
POST-READING & SPEAKING

Help Ss talk about the life of an ethnic group by using the information given
communicat Act 4.
* Ask Ss to talk about one ethnic
ing Work in
group. Otherwise, Ss may work in
pairs; each of them talks about one groups
ethnic group. and pairs
- T goes around to assist if
necessary. Then ask some
volunteers to present to the rest of
the class.
Act 5. *Eg:
* Let Ss talk about their own ethnic My own ethnic group is Kinh or
group. Viet. The Viet have a population
- T may them to focus on one or of 74 millions living in Red Work in
two aspects such as clothing, food, River Delta, the Cetal highlands, groups
ways of living, customs and ... and Me Kong River Delta. We
traditions, festivals, beliefs, etc. wear modern clothings such as
- T can also encourage Ss to talk dress, skirt, shorts, Jeans, T-
about changes in the life of their shirt, .... We eat seafood, beef,
people over time pork, .... We workship our
ancestors. ...
HOMEWORK & OUTCOME

Self- - Give Ss exercise D1,2,3 Guideline
Page 20,21 D1. Choose the correct word for
learning
each blank in the following
passage
D2. Read the following text
about a world heritage item and
then choose the correct A,B, C
or D

LESSON 6: SKILLS 2 (P33)
- listen for specific information about a traditional dish.
- write the recipe for a traditional dish.
III. Anticipated problems: Students may have some difficulties in writing cooking steps
to make yellow sticky rice because most of them have never made it.
instructions
LESSON PROCEDURES
WARM UP
Help Ss review the words or phrases they learnt in the last period
* Ask and answer using these 1.Which is the smallest ethnic Work in
cues: group? pairs
problem-
1.Which/ smallest ethnic group? - The Odu
solving
- The Odu 2. Where do the Churu group
2. Where/ the Churu/mainly live? mainly live?
-Lam Dong provinces. -Lam Dong provinces.
3. When/ New Year/Lao ethnic 3. When is the New Year for the
group? Lao ethnic group?
- Lunar April - Lunar April
PRE-LISTENING
Lead Ss to the new lesson by asking the guiding questions.
problem- Act 1. Act1.

*Let Ss discuss the two questions 1. Do you like sticky rice?

solving Work in
in pairs. 2.When do we traditionally have pairs
- Then tell Ss to look at the picture sticky rice?
and say what they know about that
dish. T and Ss
WHILE-LISTENING
Help Ss listen for specific information about a traditional dish.
Act 2. Key2:
Self- T and Ss
- Play the recording once or twice. 1. T
learning 2. F
- Ask Ss to listen carefully and tick
True of False according to what 3. T
they hear in the passage. 4. F
Act 3. 5. F
- Play the recording again. Key 3:
1. mountainous
-Have Ss write down the words as 2. purple
T and Ss
they listen. Play the recording again 3. natural
for them to check. 4. plants
- T corrects as a class. 5. ceremonies.
Audio script:
Five-coloured sticky rice is an
important traditional dish of
many ethnic minorities in the
northern mountainous regions.
People call the dish five-colored
sticky rice because it has five
colors: red, yellow, green, purple
and white. The things that create
the colors are not chemicals but
natural roots and leaves. The five
colors of the dish represent five
elements of life according to
Vietnamese beliefs: yellow is
earth, red is fire, green is plants,
white is metal, and purple or
black is water. People believe
that these five elements create
harmony between heaven and
earth. Five-coloured sticky rice
is usually made and enjoyed at
Tet, in festivals and ceremonies,
on special occasions, and
whenever the family has guests.
Writing
POST-LISTENING AND WRITING

Help Ss write the recipe for a traditional dish.
communicat Act 4. *Note: Work in

*Tell Ss to read the notes carefully Organising ideas:
ing pairs
*Tell Ss write full sentences to
+ Introducing dish
show the steps to cook the rice.
Make sue that they use proper +Signposting the cooking steps
connectors first/firstly, + Giving advice
second/secondly,… and pay
+Concluding
attention to spelling and
punctuation. Sample cooking steps:
-Have Ss write full sentences to This delicious dish is really easy
to make. First, you need to soak Work in
show the steps to cook the rice
- T may collect some Ss' writing the rice in water for at least five individua
papers and mark them, t hen give hours. Then rinse the rice and llly
comments to the class. drain it well. Next, add the
- T may ask Ss to write a paragraph turmeric extract and mix it well.
as homework (in the form of a Then wait for 10 minutes. After
letter to a pen friend, for example). that, add the coconut and salt. T and Ss
Remember to mix it well.
Finally, steam the rice for about
30 minutes. Check that it is fully
cooked. You can serve this dish
with chicken.

Self- - Give Ss exercise Guideline
learning E1, E2, E3 (page 22,23) E1. Write questions for the
underlined parts in the following
sentences
E2.Write full sentences about the
Hung Kings Festival, using the
words and phrases given
E3. How to make spring rolls.

LESSON 7: LOOKING BACK AND PROJECT (P34,36)
I. Learning outcome:
This is the review section of the unit. Ss should record their result for each exercise in
the “Looking back” section in order to complete the final “Finished! Now I can…
assessment”
-Recycle the languages from the previous sections and links with the topic “Peoples
of Viet Nam”
*Words related “Peoples in Viet Nam”
*Grammar: questions and articles: a/an/ the
*Design a costume based on an ethnic styles and exhibit among / as a class
III. Anticipated problems: Students may have some difficulties in remembering all the
things they learnt
instructions
LESSON PROCEDURES
WARM UP
Help Ss review the words or phrases they learnt in the last periods
*Slap the board: - Costumes Team
problem-
- Ethnic works
solving English-Vietnamese
- Cultural groups
- Communal
- Unique
- Diverse
VOCABULARY
Help Ss recycle the words related to the topic “Peoples in Viet Nam” they learnt in this unit
Self- Act1. Key 1:

* Let Ss repeat the words as a class 1. cultural group
learning T and Ss
to practise pronunciation. 2. communal, activities
3. costumes, diverse
- Next, Have Ss complete this 4. ethnic
exercise individually. Less 5. unique
advanced classes can complete this
exercise in pairs.
Act 2. Key:
*Let Ss do the task by themselves 1. cultural
or in pairs. 2. peaceful Work in
-T corrects as a class. After that let 3. richness pairs
some Ss read the sentences aloud. 4. diversity
5. traditional
GRAMMAR
Help Ss recycle the grammar points they learnt: question types and the articles
Act3. Key 3:
Self- T and Ss
*Let Ss read the passage aloud. 1. What are these houses built
learning on?
Clarify any difficulties.
2. Where is the entrance?
3. Which house is the largest,
Ask Ss to do the task in pairs or tallest and most elaborate
individually. building in the village?
4. What is it used for?
5. Who can sleep in this house?
Act 4. Key 4:
*Tell Ss to read the sentences 1. a  the
carefully and try to find the error 2. a  the T and Ss
relating to articles in each sentence. 3. an  the
-Have Ss work in pairs or 4. the semi-nomadic life  a
individually. semi-nomadic life
5. and  the
Act 5. *Key 5
*Ask Ss to complete this task 1. an
individually. 2. a
-T gives correction 3. the
4. the
5. the
COMMUNICATION
Check Ss’ remembering about the cultural groups of Viet Nam
NOTES
communicat Act 6. Game: Cultural
Knowledge Challenge 54 ethnic groups of Viet Nam
ing Work in
- Let Ss recall what they have learnt 1. Bahnar 29. Lao
about the cultural groups of Viet 2. Boy 30. Lolo pairs
Nam. 3. Brau 31. Lu
- Ask Ss to take turns to ask each 4. Bru-Van 32. Ma
other questions about the topic. The Kieu 33. Mang
person asking can look at the book. 5. Cham 34. Mnong
The first person to get five correct 6. Choro 35. Muong
answers is the winner. 7. Churu 36. Ngai
- If time allows, let Ss switch 8. Chut 37. Nung
partners and play again. 9. Co 38. Odu
10. Cong 39. Pathen
Finished! 11. Coho 40. Phula
Ask Ss to complete the self- 12. Colao 41. Pupeo
assessment. Discuss as a class what 13. Cotu 42. Raglai
difficulties remain and what areas 14. Yao 43. Romam Work
the Ss have mastered. Provide 15. Ede 44. Sanchay
individua
further practice on the weak areas 16. Giarai 45. Sandiu
17. Giay 46. Sila lly
of the class.
18. GIe-trieng 47. Taoi
19. Hani 48. Tay
20. Hoa 49. Thai
21. Hmong 50. Tho
22. Hre 51. Viet
23. Khang 52. Shinhmun
24. Khmer (Xinhmun)
25. Khmu 53. Sedang
26. Lachi (Xedang)
27. Laha 54. Stieng
28. Lahu (Xtieng)
PROJECT
Help Ss design a costume based on an ethnic styles and exhibit among / as a class
Self- Ethnic Fashion Show!
Act1.
learning Work in
*T give Ss about five minutes to
discuss the question. groups
Act 2.
- Ask Ss to work independently.
Encourage them to use imagination
and make their own costume
designs (at home, or in class if
possible, and with the materials

available). Tell them to be creative.
Act 3. In the next class, help Ss
organise and exhibition of the
costume designs they have made
among the group or class members.
- Let them talk about their designs.
REVIEW 1.1 – LANGUAGE UNIT 1, 2, 3

Pronunciation; vocabulary; grammar
Everyday english
I. Learning outcome: By the end of this lesson, students will be able to:
- revise the language Ss have studied from unit 1 to 3
- Ask Ss what they have learnt so far in terms of language.
- Summarise their answers in the end and add more information necessary.
III. Anticipated problems: Students may have some difficulties in remembering the terms
of language they learnt from unit 1 to unit 3
instructions
LESSON PROCEDURES
WARM UP
Help Ss revise what Ss have studied from unit 1 to 3
Team
Collaboratio Let Ss play a game about /sk /sp /st/ /br /bl/ /cl/
pronunciation / / / works
n
PRONUNCIATION
Review all the clusters they learnt from unit 1 to unit 3
Self- Act 1. *Space ship T and Ss

*T plays the recording and Ss -toothbrush
learning
repeat. Play the recording as many
- English practise below
times as necessary. Pause and
correct Ss' pronunciation. ..............................
Act 2. Key 2:
* Play the recording two or more 1. I used to climb trees when I
times, if necessary. was small.
- Help Ss recognise all the words 2. How can we improve our T and Ss
with /sk/, /sp/, /st/, /br/, /pr/,/bl/ and speaking skills?
/cl/ then underline them as 3. How annoying, the stadium
instructed. has closed!
- T may ask Ss to read the 4. I want to buy a blue skirt for
sentences as a class, or my mother.
individually. 5. On a dark day, I saw a witch
- Check pronunciation and riding a broom in the sky…
intonation.
VOCABULARY
Review the words related to three topics from unit 1 to 3
Act 3. Key 3:
Self- Work in
*Let Ss do the task individually and peaceful -noisy
learning hard- easy pairs
then share their answers with a
partner. boring - exciting
- Check Ss' answers. forget - remember
traditional - modern country
life -city life
love - have
majority - minority
Act 4. Key 4:
*Have Ss do this exercise 1. like/enjoy, listening, visiting
individually. 2. forget T and Ss
- T may ask some Ss to write their 3. flying/ to fly.
answers on the board. 4. mind, to do/ doing
- T corrects as a class. 5. playing/ to play.
GRAMMAR
Act 5. Key 5:
Self- Work in
*Have Ss do this individually and 1. later
learning 2. more pairs
compare their answers with a
partner. 3. more fluently
- Call some Ss to go to the board to 4. better
write their answers. Other Ss 5. more simply
comment. 6. faster
-T corrects as a class. 7. more carefully
Act 6. Key 6:
*Let Ss do the task individually. 1.a
2. an T and Ss
- T checks.
- Call some Ss to read the whole 3. the
passage 4. the
5. the
6.a
EVERYDAY ENGLISH
Review some expressions which are used every day they learnt
Self- Act 7. Key 7: Work in
*Have Ss do the task individually. 1.b
learning pairs
Then they practise in pairs. 2. e
- After checking their answers, ask 3.a
one or two pairs to act out the 4.c T and Ss
5.d
dialogues.
HOMEWORK
Self- Give Ss Exercises 1,2,3,4 page Ex1. Write the words in the
learning 24,25 in workbook correct box.
- Complete all the exercise in this Ex2: Write the right word/phrase
review under each picture.
Ex3: Choose A,B,C or D to
complete the sentences.
Ex4. Read the passage and do
the exercise.
a. The questions below are
wrong. Correct them
b.Make questions for the
answers below.
REVIEW 1.2 – SKILLS UNIT 1, 2, 3

READING, SPEAKING, LISTENING AND WRITING (P37)
I. Learning outcome: By the end of this lesson, students will be able to:
- revise what they have learnt so far in terms of skills.
- Summarise their answers in the end and add some more information necessary.
IV. Proposed solutions: T may use the language review as a self test. Let Ss do the
exercises in the 30 minutes, then T check their answers, Otherwise, T can conduct each
activity seperately.
LESSON PROCEDURES
WARM UP
Help Ss remember the clusters they learnt
Team
Collaboratio *Write the words in the correct cluster words
boxes: works
n /br/ break; broom
“blog; span, pretty; break, blood;
/pr/ programme,pretty
clap; sticker; scan; programme;
steak; broom; special; click; skate” /bl/ blood, blog
/kl/ clap, click
/sk/ scan, skate
/sp/ special, span

/st/ sticker, steak
READING (5’)
Self- Act 1 T and Ss

*Have Ss read the letter once or
learning
twice.
- T clarifies anything they do not
understand fully.
Act a. Key 1a:
*Let Ss do the task individually, 1.T 2. T
then check with a partner. 3.F 4.T T and Ss
- T corrects. 5.F
Act 1b. Key 1b:
*Let Ss do the exercises in pairs. 1. Which museum does Kim love
- T corrects as a class. to visit on Saturday afternoon? Work in
pairs
2. How many (clay and stone)

objects are on display at the
museum?
3. What can you learn in this
museum/Da Nang Museum?
SPEAKING (10’)
Self- Act 2. Work in

*Let Ss work in pairs and talk Talk about what their family
learning members like to do in their free pairs
about what their family members
like to do in their free time. time.
- Encourage them to talk as much S1.My dad like to play chess
as possible, using the verbs of with his neighbors.
liking they have learnt.
S2: Mt mum likes making
- After some time, T may let Ss
special food and cakes for us.
swap pairs and continue to talk.
She hates sitting around.
- T goes round and give assistance
T and Ss
if necessary.
LISTENING (10’)
Act 3. Key 3:
Self-
* Play the recording once or twice. 1. B 2.A
learning 3. A 4. C T and Ss
- Let Ss listen and choose their
answers 5. B
- Play the recording again for Ss to Audio script:
check their answers. LIFE IN THE ENGLISH
- Explain the new words or COUNTRYSIDE
According to a recent survey by
anything difficult if necessary.
Country Life magazine, about 80
percent of Britain's population
dream of living in the countryside.
In fact the countryside of England
today show the wealth of
landowners and those who can
afford to escape the busy and noisy
city life.
English village communities are
often small and close. They are
warm and usually welcoming.
Maggie, who lives in North
Yorkshire, says: "Village life is
wonderful and safe for the kids.
There is a great sense of community
here. It is more relaxing and you
can't tell who has money and who
doesn't". People in the English

countryside use private transport
more, and the environment hasn't
been spoilt much.
WRITING (10’)
Self- Act 4 * Sample writing:
*Have Ss brainstorm ideas about In my opinion, live in the
learning Work in
life in the countryside: advantages, countryside has many good
disadvantages, what they like and points. Firstly, country folk are groups
dislike, etc… friendlier than city folk.
-T explains the writing task. Also Secondly, life is slower and
have them brainstorm words and simpler than in the city. The
phrases they may need for their food is fresher and the air is
writing. cleaner. Finally, there are lots of
- Give Ss time to do the writing traditional activities that we can
T and Ss
task. The collect their papers to do in the countryside such as
check out of class. horse-riding, swimming in the
*Cue: river or kite-flying. For these
-People(friendly) reasons, I like country life.
-Life(peaceful/simple/...)
- Food( fresh/ cheap)
- Tradditional activities: work in
the fields/ fly the kite/ collect
water/ ....
HOMEWORK (2’)
Self- - Give Exercise 5,6,7,8( page Ex5. Rearrange the sentences in
25,26,27) in the workbook their correct order to make a
learning
complete interview.
Ex6. Read the passage and
answer the questions
E7. Find and correct the mistake
in each sentence below
Ex8:Rearrange the
words/phrases given to make
complete sentences.
UNIT 4: OUR CUSTOMS AND TRADITIONS
OBJECTIVES: By the end of this unit students can:

▪ pronounce words containing the clusters /spr/ and /str/ correctly in isolation and in context
▪ use the lexical items related to the topic ‘customs and traditions’
▪ use should and shouldn’t correctly and appropriately to give advice
▪ express obligation and necessity using the correct form of have to
▪ read for specific information about family customs and traditions
▪ ask about and describe different customs and traditions
▪ listen to get specific information about a traditional dance of an ethnic group in Viet Nam
▪ write a description of a traditional Japanese dance
UNIT ALLOCATION:
1. Period 27: Lesson 1: Getting started
2. Period 28: Lesson 2: A closer look 1
3. Period 29: Lesson 3: A closer look 2
4. Period 30: Lesson 4: Communication
5. Period 31: Lesson 5: Skills 1
6. Period 32: Lesson 6: Skills 2
7. Period 33: Lesson 7: Looking back & project

Period 27: Lesson 1: GETTING STARTED - LISTEN & READ

( Activities 1 – 4; page 26, 27 )
I. Learning outcome: By the end of the lesson, the students will have :
 listened and read the dialogue among Teacher, Nick ,Mai Phong and Mi in order to get the
specific information about “A lesson on customs and traditions”.
 talked about different customs and traditions
II. Materials and references: Textbook, lesson plan, chalk, color chalk, board, handouts
III. Anticipated problems: Students may not be confident to talk freely and difficultly
distinguish between the customs and the traditions
IV. Proposed solutions: The teacher should prepare the lesson carefully and give the students
clear instructions
LESSON PROCEDURES
WARM UP (5’)
To review what they have learnt before as a leading into the topic, elicit key words that they may use
later and help Ss to understand the meaning of the words and the way to pronounce them correctly
REVISION
- Ask Ss to play game in 2 teams
communicative Key: Work in
BACK TO THE BOARD 2 teams
1. agreed = accepted
custom, accept, tradition, sharp, table
2. grandparents, parents, and
manners, generations, social, sport on
children = generations
Describe meaning of words from
3. total correct = spot on
previous lessons to teammates who
guess the word on the board 4. exactly on time = sharp
1a. Find word/ phrase that means 5. relating to human society = T and
social Students
Problem-solving ( p 39 )
6. a polite way of eating at the
- Tell Ss to work in pairs to match words
dinner table = table manners
language in game back to the board with the
words or phrases in 1a 7. custom ?
8. tradition ?

- Tell Ss they are going to listen to

self learning individua
and follow a listening about a lly
lesson on customs and traditions
and find out what the custom and
the tradition are ( 1st time )
Key:
- Tell Ss to highlight the example
Problem-solving * a custom is sth that has
of the customs and traditions T-
become an accepted way of Whole
- Tell Ss to listen for the second doing things class
time and stop the teacher to repeat
* a tradition is sth we do that is
the examples of customs or
special and is passed through
traditions they heard.
the generations
- Elicit meaning : You’re kidding
from Ss then ask Ss to read :
Watch out
*You must be kidding!
*You are joking!
*You must be joking!
self learning Key:
1. T Nick’s explanation of individua
lly
1b. Tick Tor F: customs and traditions is
correct.
- Tell Ss to read the dialogue again
and do Listen and read 1b then 2. F Besides family customs
check with the whole class and traditions, there are also
social ones.
- Invite the 4 Ss to give their
answers if the sentence is F ask he 3. T In the UK there is a
or him to correct tradition of having afternoon
tea.
4. F In the UK there are a lot of
customs for table manners.
DOING ( 15’ )
Helping Students practice asking and answering the questions from the dialogue.
Giving Ss a chance to practice distinguishing two expressions custom and tradition
individu
1 c. Answer the questions Answers: ally
self learning 1. It’s eating dinner at 7 p.m.
sharp.
- Tell Ss - groups to answer the 2. He’s surprised

5 questions then invite Ss to 3. They both refer to doing
speak out something that develops over
1. What is Mai’s family custom? time.
2. How does Nick feel when 4. A custom is something that
Phong talks about one of his accepted. A tradition is
family traditions? something special and is passed
3. What is the similarity between through the generations Individu
self learning ally
a custom and a tradition? 5. They should find information
4. What is the difference about a custom or tradition.
between them?
5. What should students do for Answers:
homework? 1. We have to be at the dinner
language d. Find the sentences in the table on time = It’s an obligation-
work in
conversation and fill in the you have no choice. pairs
missing words 2. You should find information
- Tell Ss - groups to complete the about a custom or tradition = It’s
2 sentences a suggestion or advice – It would
- Invite Ss to give their answers be best to follow it.
a b
work in
2 a. Match the pictures with c d groups
the customs an traditions in

solving problems the box e f
- Tell Ss- groups to write the
activities under the pictures g h
- Invite Ss to give the answers Key:
1- g 2-c 3-f 4-h
5-e 6-a 7-b 8-d
2b. Write C or T under each Key:
picture in a
- Tell Ss-pairs : They are going
C T
to C or T under each picture
- Invite Ss to give their answers

a, c,d,e,g, b,c,d,h
PERFORMING (12’)
To give Ss chance to think of or to get more knowledge about customs and traditions
Collaboration * Game: - Play the game work in
Customs and Traditions two
*Game teams
experts
creative
Ss - groups write the activities
- Tell Ss-groups to write the
into two columns :customs and
activities into two columns
traditions on the posters for
:customs and traditions on the
exhibition around the class
posters for exhibition around the
class
- Invite the fastest group to present
before the class.
Self- learning - Do exercise 3 ( Page 39 ) Write down. Whole

- Prepare Unit 4 – Lesson 2 class
Closer look 1

Period 28: Lesson 2: CLOSER LOOK 1
( Activities 1 – 6; page 40 )
I. Learning outcome: By the end of the lesson, the students will have :
 pronounced correctly the ending sounds /spr/ and /str/ in isolation and in context
 use the lexical items related to the topic ‘customs and traditions’
III. Anticipated problems: Students may not know how to distinguish countable or uncountable
custom and tradition
clear instructions
LESSON PROCEDURES
WARM UP (5’)
Reviewing the customs and traditions they have learnt as well as warming up the class and leading
in the new lesson
communicat Work
WARM-UP - Organize into two teams in 2
ive
. Brainstorming teams
- Divide the class into two teams

customs
T and
- Ss from each team in turns say the Student
customs or traditions traditions s
VOCABULARY AND PRESENTATION (11’)

To give Ss a chance to practice more about the customs and traditions, distinguish: countable or
uncountable custom & tradition
Act 1 ( p40) individ
self learning ually
Match the first halves of the Students work in 2 groups to
sentences A with the second halves B match the sentences
-Tell Ss-groups to match the halves in Key:
A with the halves in B
1-c ,2-d ,3-a ,4-g ,5-b ,6-c ,7-f
- Invite the 7 Ss from 7 groups to read
- 7 Students from groups speak
language out out
- Draw Ss’ attention to the Watch Key:
out! Box : The words custom and
* uncountable 3,5: tradition
tradition can be countable or
* countable 1,2,4,6,7: the / a
uncountable
custom / tradition
- Elicit from Ss to find out in 1
T-
which custom or tradition is Whole
Ss –pairs complete the sentences
countable or uncountable class
1. custom 2. tradition 3.According 4
.tradition 5.with 6.of 7.doing

To give Ss a freer chance of Ss - pairs try to learn by heart the

practice about custom and tradition 7 expressions
Act 2 ( p40)
Read the sentences in 1 and complete
the expressions
- Tell Ss – pairs to complete the

sentences
- Invite 7 Ss to read out the expressions
- Get Ss to learn by heart the 7

expressions in 2 minutes then invite Ss
to volunteer to read aloud
PRACTICE 1 ( 12’ )
To give Students a freer chance to practice about customs and traditions
self learning individu

A3.( p60 ) - Make sentences
ally
- Give Ss – groups big handouts and tell Ss-groups write the customs
them to write their answers on it then ask or traditions as many as
them to exhibit possible on the handouts.
creative
- Tell Ss to get out of their seats to read the
other groups’ handouts for reference
work in
language A4.( p60 ) - Complete the sentences pairs
- Tell Ind - Ss to complete the sentences
solving
then share with the partner ( or ask Ss to do
problems
at home )
To help Students to know how to pronounce the words correctly
self learning *Introduce the two clusters: individua

/spr/ and /str/ lly
Act 5 ( p40) 1 2
Ss listen and repeat. Pause the
recording to drill difficult items. 3 4
Have Ss say the words individually
language or in small groups. 5 6
7 8
Key:
1. straw 2. street 3. spring
4. spray 5.astronaut
6.frustrated 7.espresso
8.newsprint
PRACTICE 2 (3’)
To give a practice pronounce the sentences
self learning
A6 ( p40 )
individu
Listen, circle and underline. Ss-pairs circle the words with
ally
- Tell Ss to read the sentences in 6 , spr and underline the words with
self learning
circle the words with spr and str
underline the words with str - Ss listen to the sentences and
- Ask Ss to listen to the sentences repeat.
- Then practice the sentences
and repeat. Then practice the
sentences.
ally
- Do 4 and Copy 6 in notebook B.
- Prepare Unit 4-Lesson 3:
Closer look 2

Period 29: Lesson 3: CLOSER LOOK 2
( Activities 1 – 6; page 41, 42 )
I. Learning outcome: By the end of the lesson, the students will have:
 used should and shouldn’t correctly and appropriately to give advice
 expressed obligation and necessity using the correct form of have to
III. Anticipated problems: Students have difficulty in giving advice or obligation
clear instructions
LESSON PROCEDURES
WARM UP (5’)
Helping Students to review the words in the previous as well as warming up the class and leading in
the new lesson
communicative Let students play game Grammar 5. Find 6 mistakes and Work in
correct
Back to the board 2 teams
- Tell Ss to circle the 5 words in 5 .
excited, amazing, confusing,
advice, slippers - Invite Ss to read out the sentences
T and
containing the 5 words
Organize into two teams Students
- Ask Ss-groups to find out the 6
- Describe meaning of words from mistakes
previous lessons to teammates who 1. shouldn’t give 2. has to
guess the word on the board 3. shouldn’t wear
- Ss circle the 5 words in 5 4. didn’t have to
Ss-groups find the 6 mistakes and 5. have use 6. should worry
correct - Elicit from Ss for advice we use
should give, have to, should wear, should or shouldn’t
don’t have to, have to use,
shouldn’t worry
To teach the Students the meaning of should and shouldn’t and how to use them
Grammar 1
- Students look at grammar 1 -Tell Ss-pairs to look at grammar 1 to individu
self learning complete the sentences ally
to fill in the gaps.
-Invite 5 Ss to give the answers

language 1. You should … respect old people
1 2 2. According to tradition, you ... sweep

the floor on the first day of Tet.
3. Children...take things from adults
3 4
with both hands.
4. You …wear shorts when going to the
5 pagoda.
Ss try to speak out the 5. You .. bring a gift when you visit
sentences without looking the someone’s house.
book
Key:
1. should 2. shouldn’t 5. should
3. should 4. shouldn’t
Grammar 2
- Encourage Ss to try to remember the 5
Ss – pairs match the situations sentences for advice to speak out.
in A and the advice in B
Grammar 2
-Tell Ss–pairs to match the situations in
A and the advice in B
-Tell Ss to get out of their seats, mingle
the class to find the new partner to
speak to each other .
- Ask Ss to give answers to check:
1.b 2.c 3.e 4.d 5.a
Ss mingle the class to find the
new partner to speak to each
other
PRACTICE (14’)
To teach the Students the way to express obligation or necessity and a chance to practice
self learning Grammar 3 + 4 Grammar 3 + 4

- Elicit from Ss how to express
- Asks Students do this obligation or necessity
solving problems
exercise individually, and - Tell Ss to read the grammar box and
then compare their answers explain :
with a classmate. (+) have to/ has to infinitive
- T checks Ss’ answers and (-) don’t / doesn’t have to infinitive
confirm the correct ones (?) Do/Does + S + have to infinitive
- Tell Ss to read Remember!
* not necessary to do something:
don’t have to
* not to do something as an obligation:
mustn’t
- Tell Ss-groups to do 3 and 4
solving problems - T asks Students to do this -Invite 10 Ss to read out the answers
exercise individually and Key Ex 3
give teacher their answers 1. have to 2. have to 3. has to
4. had to/ don’t have to
5. does ... have to 6.didn’t have to
Ex 4: 1.B 2.A 3.A 4.B
PERFORMANCE (11’)
self learning Grammar 6 : Grammar 6 : individu
- Tell Ss – pairs to list three pieces of ally
Ss – pairs make the sentences advice or three obligations on the strips T-
on the strips of paper of paper
Whole
Ss stick their strips of paper - Tell Ss to share their ideas with the class
at the two stations on the wall whole class before sticking at the two
the stations

self learning - Prepare Unit 3- Lesson 4: Communication individually

Period 30: Lesson 4: COMMUNICATION

( Activities 1 – 5; page 43 )
I. Learning outcome: By the end of the lesson, the students will have:
 asked about and described different customs and traditions
 created dialogues about customs and traditions
III. Anticipated problems: Students may not know well the way of the city
clear instructions
LESSON PROCEDURES
WARM UP (5’)
to teach Students some words relating to the topic and engage Students in the topic of the landmarks
- Organize into two teams

communicativ - Let students play game
e - Describe meaning of words Work
from previous lessons to
Back to the board in 2
teams
Problem- teammates who guess the word tray, mat, cutlery, palm, prong, host
solving
on the board
VOCABULARY (9’)
Self learning individ
- Students guess the *Extra vocabulary: ually
language
meaning of the words. Tell Students to explain the words again: T-
- Refer Students to any 1. prong : the top of the fork whole
words in the “Extra 2. tray : big plate class
vocabulary” that they 3. cutlery : knives, forks and spoons
don’t yet know and ask 4. mat : we put it on the bed then we
Students to try to guess sleep on it
what the meaning is, and 5. palm : the part of the hand
how that may relate to 6. host / hostess: when some guests come
traditions and customs. to your house for meals or parties, you’ll
become host
To give Students chance to know more about landmarks and introduce some more vocab
self learning - T asks Students work in Communication 1 :

groups to discuss about the - Tell students work in groups to discuss T -
whole
customs and traditions the differences between the two pictures
class
- Ss find and circle the - Suggested ideas:
words in communication 2,
▪ the place they seat
then read the whole
▪ the place they lay out the dishes
sentence containing the
▪ things they use to have meal
word
P1: - People sit on a mat around a tray to
- Students read aloud the have meal

words and explain or make - People use rice bowls and chopsticks
sentences to understand the - People lay out all the dishes on a tray
words P2: - People sit around the dining table
- Invite Students to report - People use cutlery such as knives ,forks
the differences of the two or spoons and big dishes
pictures - People lay out the dishes on the table
Communication 2
- Ss work in groups of 4 to - Tell Ss–groups of four to read the
decide if the statements are sentences about table manners in Britain
true or false. Have some Ss and guess T or F
write their answers on the - Ask Ss to give their guess
board. Do not confirm the Communication 3
answers.
T/ F Prediction:
- T play the recording for
1. F The knife is held in the right hand and
Ss to check their answers. the fork is held in the left hand.
- Let Ss listen and check 2. T
- Tell Ss to listen for the 3. F There is also a spoon and a fork for
second time ,stop the dessert.
teacher and repeat the 4. T
sentences supporting their 5. F You should never use your own
answers cutlery to take more food from the serving
- Invite 8 Ss to read the 8 dish- use the serving spoon.
table manners 6. F You should break off the bread with
your hands
- Tell Ss to mingle the class

7. F Guests have to wait until the host or
and read the table manners hostess starts eating.
together.
8. T
PRACTICE ( DISCUSSION ) (11’)
To provide Ss with some Vietnamese table manners and this activity also helps Ss brainstorm more
ideas for next activity
Collaboration Communication 4 work in

- Students work in pairs to group
discuss if they follow the
- Tell Ss-pairs to discuss if they follow the
same table manners in
table manners in their family and add more work in
creative their family.
the others that their families follow pairs.
- Some Ss present their
idea and may quick write
some of extra table - Invite Ss to report the results of the
Collaboration
manners on the board discussion
FURTHER PRACTICE ( INTERVIEW SURVEY ) (9’)

Collaboration Communication 5: work

Groups of four play the in pairs
-Tell Ss : They are going to read the model
games. Each group then
Minh and Jessica and play the roles of
choose the most difficult work
Minh and Jessica
city to present to the whole in
- Ask Ss to get out of the seats and play the group
class as a challenge.
roles with new partners
- Invite some pairs to act out
- Copy
and
self learning 1. Learn the words in Extra vocabulary Guideline
listen
by heart. T’s
2. Prepare Unit 4- Lesson 5: Skills 1 guideli
Reading and Speaking ne

Period 31: Lesson 5: SKILLS 1: READING & SPEAKING
( Activities 1- 6 page 44 )
- use the lexical items related to the family customs and traditions.
- read for specific information about customs and traditions of Mi’s family.
- talk about your family’s customs and traditions.
Tieng Anh 8 - Unit 4- Lesson 5: Skills 1
III. Anticipated problems:
Students may get difficulty in talking about customs and traditions.
instructions
LESSON PROCEDURES
WARM UP (4’)
Helping Ss revise the table manners in Vietnamese families they have learn in Activity 4 as well as
warming up the class and leading in the new lesson
Chain game
work in
communicative - Students work in groups of six to retell groups
the table manners in Viet Nam of six
- Students listen and give comments
- Teacher judges and gives mark
PRE READING (3’)

Leading Sts to the new lesson by answering the pre - questions.
Collaboration Chatting: - Ss brainstorm what they
- T asks Students to work in pairs to ask know about these pictures work in
and answer: Answers: pairs
▪ What are the people doing in each
P1: A family is celebrating a
picture?
▪ Does your family ever do the same birthday.
thing? P2: People are making Chung
cakes.
P3: A family is at an
amusement park.

Help Students to read the text and find out the answers.

Reading 2 Key: ally
She’s writing about her family
language
Read the Mi’s presentation on

customs and traditions. Is she
writing about her family or her
society.
- T asks Students to read the passage
quickly and tell if My is writing about
solving
her family or her society.
problems
- T elicits the answers from students
self learning Reading 3 1. the name of an Italian dish ..

individu
Now decide in which paragraph 2. the time family members ally
each detail bellow is mentioned. have to gather for lunch ….
Write A, B, or C in the blank. 3. the date of the wedding

anniversary …..
This is the first time this type of
4. an outdoor activity ……
reading exercise has appeared in the
5. the length of time a tradition
textbook, so T should instruct Ss the
has existed …..
way to do it:
6. the reason for spending time
- T asks Ss to read the statements and
together ………..
self learning underline the keywords.
- Begin with statement: Read through individu
Key:
ally
and locate the keywords. 1. C 2. A 3. C
- Stop to read the part that include the 4. B 5. A 6. B
keywords more carefully to make sure
the information matches.
Teacher may model with the first
statement.
- Students work individually then
compare their answers with a classmates
Reading 4
Key:
Read the text again and answer the
1. They are having lunch
questions
together on the second day of
- T asks Students to read the passage Tet, spending Sunday together,
again and answer the questions. and celebrating her
grandparents’ wedding
- Students can underline parts of the text anniversary on the first Sunday
that help them with the answers. of October.
- Students compare the answers before 2. They usually go to the
giving the answers to the teacher. cinema or go for a picnic
together.
- T asks to give evidence when giving
3. They don’t remember.
the answers.
4. They made five-coloured
sticky rice served with grilled
chicken.
5. They love family customs
and traditions because they
provide a sense of belonging.
SPEAKING (3’)
Leading students to the new lesson by focusing them on the passage about their
own family customs and traditions.
self learning Questions:
Speaking 5:
1. What are the 3 customs
- Teacher asks Students to work in pairs and traditions you like most
then take turns to ask each other the in your family? Describe
three questions about their own family them in detail.
customs and traditions. 2. How do you feel when
- Teacher can move about the class, you take part in these
customs and traditions?
facilitating where necessary and
3. Why is it important to
assessing how Students are doing.
continue family customs
and traditions?
PRODUCTION (11’)
Helping Students start the interview; one asks and one answers to the questions in 5
Collaboration work in
Speaking 6: Name G1 G2 G3 pairs
- Now two pairs of Students join T-
solving problems Whole
together. One pair interviews the other.
class
One student interviews and the other
notes down the answers in the table.
Then, the second pair interviews the
first pair.
- Students spend a few minutes

preparing the findings to present to
the whole class.
If there is not much time, T may just
have Students complete 5.
- Students interview each other in pairs
and report the findings to the whole
class.

self learning Write down individu
- Prepare Unit 4 – Lesson 6: Skills 5 * Guideline ally

Period 32: Lesson 6: SKILLS 2: LISTENING & WRITING
( Activities 1- 6 page 45 )
- Listen for specific information about the traditional dances.
- Write a short paragraph about customs and traditions as well as a description of the
dance.
Structures:

III. Anticipated problems: Students may have difficulty in organizing the ideas to
write a paragraph.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the
Students clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Helping Students revise some words about customs and traditions as well as warming up
the class and leading in the new lesson
communicat *Matching: Different Customs T-
whole
ive - T asks Students work in 2 groups to B
class
play game. 1. Canada and the US 2. Samoa
- Which group guesses correctly more 3. Indonesia 4. Thailand
is the winner 5. Korea 6. Muslim countries
A
A. Don’t arrive early if you’re invited to
someone’s home. Answer key:
B. Never point to anything with your foot. 1- A 2- E 3-B
C. Don’t pass something to an older 4- F 5- C 6- D
person or superior with only one hand.
D. Don’t eat with your left hand.
E. Don’t eat while you’re walking in
public.
F. Never touch anyone except a child on
the head.
self learning Listening 1 individ
- Gives Students time to look at the ually
language picture (p45) and answer the questions
What tradition do you think this is?
- Elicits Ss’s answers and have them
share as much information as possible Answer: The Xoe dance
and write the name on the board.

Help Students to listen the text and find out the information to complete the table
self
learning Listening 2 individ
Answers 2:
- Tell Students that they are going to listen ually
1. happy and wealthy
to Mai’s presentation on the Xoe dance and 2. private gatherings
complete the table. 3. 30
- Play the recording once. Ask for Students’ 4. the circle dance
answers and write them on the board. 5. social 6. fire
- If all the answers are correct, move to the 7. the music
next activity. If Students are not sure about 8. culture and lifestyle
their answers, play the recording again for
Students to check.
- Make changes to the answers on the board
but do not confirm the correct answers now.
Listening 3
- Without listening to the recording again,
Students decide if the sentences are true or
false. Answers 3:
solving - If they meet any difficulty doing this, play 1. T 2. F
problems 3. F 4. T
the recording again. Have Students compare
5. T work in
their answers in pairs before giving T the
pairs
answers.
- Play the recording the last time to confirm
the answers for both 2 and 3
PRE WRITING (3’)

Leading Students to the new section by focusing them on traditional Japanese dance
self individ
learning Writing 4. Example ually
- Students work in pairs and make The Obon dance is a traditional
sentences using the given Japanese dance
information. This activity can 1. What’s the tradition?
provide scaffolding for the next - The Obon dance
activity. - If time allows, Students 2. What does the dance express?
are encouraged to write down the - People honoring their ancestors
creative
full sentences; otherwise, they 3. When do people perform the Obon
make full sentences orally. dance?
- T should move around to give - Obon festival, in mid-August in many

comments as there may not be regions of Japan and in mid-July in
enough time for checking with other regions
the whole class. 4. How many Obon dance forms are

there?
- With classes that need more
Different forms in different regions
support, T may ask Students to do
5. What is the most typical form?
4 more carefully.
- Circle dance
- T asks some Students to write
6. How do people perform it?
the sentences on the board and
- Make a circle around a yagura, a
check them with the whole class.
high wooden stage; some dancers
- Then have Students write the
move clockwise, and some counter-
description at home and bring it clockwise
back in the next lesson. 7. Why should they continue this
tradition?
- One of the most important traditions;
lots of people come back to reunite
with their families during the Obon
festival

Help Students to write the description based on the sentences they have made
Writing 5.
Collaborati - Students write their description work in
on groups
individually based on the sentences they
have made, beginning with the given
sentences.
- Students may also write this in groups on
big pieces of paper.
*/ Audio script:
Today I’m going to tell you about the Xoe dance, a traditional dance of the Thai ethnic group in Viet
Nam. Thai people have followed this spiritual tradition for generations.
The Xoe dance expresses people’s working life and wishes for a happy and wealthy life. It is
performed in both public and private gatherings such as celebrations, festivals or family reunions.
The Xoe dance has more than 30 forms based on the first six ancient forms. The most popular form is
the Xoe vong or ‘circle dance’ because it expresses social unity. People, young or old alike, join
hands to make a circle around the fire and dance to the music. Besides the circle dance, there are
dances with conical hats, paper fans or scarves.
Old people say they shouldn’t break with this tradition because it reflects Thai culture and lifestyle.
As a Thai folk song goes, without the Xoe dance, the rice won’t grow and people won’t get married.

Help Students feel comfortable to demonstrate their work and self confident to correct their
handwritings themselves for their friends.
Collaboration T-
Writing 6. whole
class
- Students or groups exchange their
descriptions to spot any mistakes. Share
them with the whole class.
- T may collect some Ss’ work to mark
at home or ask them to rewrite the
descriptions as homework.
- In this case, remember to ask for Ss’
revised work in the next lesson.

self learning individ
- Prepare Unit 4- Lesson 7 - Write down and listen to ually
T’s guidelines
Period 33: Lesson 7: LOOKING BACK & PROJECT
( Activities 1- 6 page 46, 47 )
- Recycle the language from the previous section and links with the topic “Our traditions
and customs”
- Write sentences with the expressions
- Talk about changes of traditions and customs over time
Structures:
- Words: related the topic “Customs and traditions”
- Grammar: Giving advice using should or shouldn’t
Expressing obligation and necessity using have to
II. Materials and references: Textbook, lesson plan, chalk, color chalk, sub-board, handouts,
students’ books, recording.
III. Anticipated problems: Students are not confident to present and promote their activities before
the class.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give the Students clear
instructions and encourage students to be calm to take part in the project part.
LESSON PROCEDURES
WARM UP (5’)
Helping Students revise some words about customs and traditions as well as warming up the class
and leading in the new lesson
communicati Play game: Activity 6
ve T-
WHAT SHOULD I DO Whole
- Ss play in 2 groups class
- Group members take turns to choose

one of the scenarios for each other.
- The secretary writes down the advice
each member gives.
Finally, the group votes the member
giving the best advice
VOCABULARY (10’)
Leading students to the new lesson by using the words in the warm - up part.
Activity 1. - Students use the words in the individu
self learning - T asks Students complete this box to complete this exercise ally
exercise independently.
- Students share and compare their
language answers with a partner
- T checks the students’ answers.
Key 1:
Activity 2.
1. respect 2. Worshipping
Write sentences with the following
3. wrap 4. Host
expressions
5. cutlery 6. generations
- Students do this exercise in 4 groups
- Students share and compare their
individu
answers with a partner Suggested answers Act 2:
ally
- T asks 2 groups to hang on the board
solving - T and students give comments

problems
Activity 3.
- T sets a time limit for the activity.

- T asks Ss to work in groups to write
down as many family and social
customs and traditions in the
wordwebs on the posters as possible.
- T hangs 2 posters on the board and
check and give comment.

Help students to review Grammar:
self Activity 4. Answers: individu

learning - T asks Ss to do this exercise individually ally
1. should wait 2. shouldn’t use
and then share and compare the answers
3. shouldn’t break 4. should
with a classmates.
follow 5. shouldn’t touch
- T checks their answers and give marks
Answer:
Activity 5. 1. has to → have to
self - T asks Students to underline one mistake 2. should → shouldn’t

learning in each sentence and correct it. 3. have to has → have to have
- T encouraged to explain their correction. 4. should to → should individu
ally
- T elicits the answers from Students. 5. have avoid → have to avoid
Collaboration Activity 6.
work in
Finished! groups
- Teacher asks Students to complete the
self- assessment.
- Discuss as a class what difficulties
remain and what areas Students have
mastered and provide further practice.
Project (12’)
Collaboration HOW THEY HAVE CHANGED *Suggested answers work in

- Tell Students that customs and groups
traditions may change over time. - Students work in groups
of 3 or 4 to decide on a
Vietnamese traditions or
customs they want to
research.
- Individually, interview old
people about this custom.
Then interview young
- T asks Students to present their
people to see if this custom
research results in front of the class.
or tradition has changed
- Teacher and Students judge and vote now.
for the best.

self learning - Prepare Unit 5 – Lesson 1 Write down individu
Getting started – Listen and read ally
Full name: …………………………………..

Class: 8 C
THE WRITTEN TEST - No.1
( Time allowance: 45 minutes )
A. LISTENING ( 1.4 pts )

I. Listen to the tape and write True or False : ( 0.8 pt )
1. The writer's village is in a mountainous region. 1. ………
2. All villagers still live in earthen houses. 2. ………
3. The villagers no longer use oil lamps. 3. ………
4. More visitors see are coming to see them. 4. ………
II. Listen to the tape and write short answers : ( 0.6 pt )
1. What helps the villagers know more about life outside their village? 1. ……….………
2. The village students can reach their school more conveniently because there 2. ……………….
is...
3. Who comes to experience the villagers' way of life? 3. ……….………
B. VOCABULARY AND GRAMMAR

I. Choose the words/ phrases that do not go with the verb ( 1pt )
1. ride A. a donkey B. a car C. a horse D. an

elephant
2. collect A. tomatoes B. entertainment C. honey D. tea
leaves
3. pick A. blackberries B. roses C. wild flowers D.
passengers
4. herd A. cattle B. cows C. carts D. camels
5. put up A. tents B. a new fence C. umbrellas D. nomadic
life
II. Choose the word whose main stress is placed differently from the rest ( 1 pt )
1. A. harmful B. slowly C. cloudy D.
unique
2. A. worship B. belong C. enjoy D.
behave
3. A. alternate B. entertain C. symbolize D.
cultivate
4. A. heritage B. decorate. C. museum D.
blackberry
5. A. minorities B. populated C. activity D.
experience
III. Write A,B,C, or D which best completes the sentences : ( 1.6 pts )
1. The shopping mall is one of the top destinations to see friends and ____________.
A. hang out B. stay outdoor C. eating out D. playing games
2. Many parents find it difficult to.____________ with their teenage sons or daughters.
A. socialize B. communicate C. disturb D. gather
3. The store sells ____________ appliances such as refrigerators, dishwashers, rice cookers…
A. electric B. electrical C. electronic D. electricity
4. Odd one out
A. special B. spoil C. spare D. stars
5. We can see the ___________ cross the desert with their camels from the plane.
A. nomads B. nomadic C. ethnic D. ancestors
6. The cost of the software is _____________ compared with the cost of training employees to
use it.
A. unique B. unimportant C. insignificant D. complicated
7. Grass grows so thinly that __________ can't feed properly.
A. poultry B. cattle C. dairy D. mammal

8. Odd one out
A. costume B. culture C. custom D. tradition
IV. Supply the correct Tense or Form of the Verbs in parentheses : ( 1 pt )
1. The minority of students ……………………… to read books nowadays. ( prefer )
2. Which of you ………………………… good writing? (have )
3. We prefer staying at home to …………… out with friends at the weekends. ( go )
4. Do you fancy …………………. with friends on Facebook? ( chat )
5. …………… a horse is one of the skills every nomadic child in Mongolia has to learn. ( ride )
C. READING : ( 2.4pts )
I. Read the passage, and then decide whether the statements that follow are True or
False : ( 0.8pt )
Hoa lives in a village by the Mekong River. Every day, like most of her friends, she
walks to school. It is 3 kilometers away. After class, she often helps her mother collect water
from the river and feed the chickens. At the weekend, the villagers often gather at the
community hall where there is a TV. The adults watch TV, but more often, they talk about
their work and exchange news. The children run about, playing games and shouting merrily.
Laughter is heard everywhere.
1. Hoa’s village is located by a river. 1. ……
2. Her school is near enough for her to go to school on foot. 2. ……
3. Hoa does some chores before going to school. 3. ……
4. The adults don’t often watch TV because of the laughter. 4. ……
II. Choose the word or phrase that best fits the blank space in the following passage :
( 0.8pt )
the a an groups minor
mountain mountainous terraced teams popul
Linh is a member of the Tay ethnic group in a (1) _______ region in Bac Giang Province. 1. ……
She was born in 2003, and she goes to Cam Dan Lower Secondary School. In her class
2. ……
there are several students from other ethnic (2)_______ such as the Nung, the Cao Lan…,
and all of them get on very well. Like her classmates, she prefers to wear the Kinh’s 3. ……
clothes, and she wears (3) _______ uniform when she goes to school. At school, she is
4. ……
popular with her teachers and friends as she is a nice girl. She is good at maths and English.
Her dream is to become (4) _______ English teacher when she grows up.
III. Read the text and choose the correct answer to each question below : ( 0.8pt )
We are Khmer Krom, one of the biggest ethnic groups in the south of Viet Nam. We live
by farming – mostly rice – and fishing on the Mekong river. Life is sometimes hard as our
work depends heavily on the weather. When it is not harvest time, the men of the village go
fishing from early morning and don’t return until late afternoon. By the time they return,
most of the village women will be waiting for them on the riverbank. They wait to buy fish,
which they will later sell at the local market or bring to the nearby town for a higher price.
We children will be there too. We love running around the beach and waiting for the boats
to come in.
1. Where does the writer live?

A. on the river B. in the river C. in the south of Mekong D. in the south of our
river country
2. What makes life hard for the Khmer?
A. the weather B. the climate C. the village women D. the children
3. Who waits for the village men?
A. the children B. the wives C. the women in the village D. the businesswomen
4. Where can fish be sold at higher price?
A. on the river B. in the nearby C. at the local D. on the boats
bank town market
D. WRITING ( 1.6pts )
I. Rewrite the second sentence so that it has a similar meaning to the first sentence (
0.8 pt )
1. Mai enjoys writing short stories when she has free time.
Mai is .……….……….……….……….……….…………………………………….
2. Jill doesn’t run as fast as Tom.
Tom runs……….……….……….……….……….……….……….……….
3. No one in the class is more intelligent than Peter.
Peter ….……….……….……….……….……….……….……….……….
4. My English is fluent than my sister’s. (fluently)
I speak English ………………………………………………………………
II. Write full sentences using the suggested words and phrases given ( 0.8 pt )
1. What/ be/ main/ food/ Thai people?
……….……….……….……….……….……….……….…………………………………
…..
2. Mr. Henry/ sometimes/ go/ hunt/ and/ cut/ wood/ the forests.
……….……….……….……….……….……….……….……….……….………………
……
3. Agricultural work/ become/ less difficult/ thanks/ machinery.
……………………………………………………………………………………………
4. Electricity/ help/ children/ study better/ and/ paved roads/ make/ transportation/ easier.
………………………………………………………………………………………………
THE END OF THE TEST !

Answer Key
A. LISTENING : (1.5 pts)
I. Listen to the tape and write True or False : (0.75pt)
1. 1. …TRU
2. 2. …FALS
3. 3. …TRU
4. 4. …TRU
II. Listen to the tape and write short answers : (0.75pt).
1. 1. (Thanks to) TV
2. 2. a new sc
(nearby)
3. 3. visitors from th

I. Choose the words/ phrases that do not go with the verb ( 1pt )
1. ride A. a donkey B. a car C. a horse D. an
elephant
2. collect A. tomatoes B. entertainment C. honey D. tea leaves
3. pick A. blackberries B. roses C. wild flowers D.
passengers
4. herd A. cattle B. cows C. carts D. camels
5. put up A. tents B. a new fence C. umbrellas D.
nomadic life
1. A. harmful B. slowly C. cloudy D.
unique
2. A. worship B. belong C. enjoy D.
behave
3. A. alternate B. entertain C. symbolize D.
cultivate
4. A. heritage B. decorate C. museum D.
blackberry
5. A. minorities B. populated C. activity D.
experience
III. Write A,B,C, or D which best completes the sentences : (2pts)

1/ The shopping mall is one of the top destinations to see friends and ____________. 1
A. hand out B. stay outdoor C. eating out D. playing games
2/ Many parents find it difficult to.____________ with their teenage sons or daughters. 2
A. socialize B. communicate C. disturb D. gather
3/ The store sells ____________ appliances such as refrigerators, dishwashers, rice cookers… 3
A. electric B. electrical C. electronic D. electricity
4/ Odd one out 4
A. special B. spoil C. spare D. stars
5/ We can see the ___________ cross the desert with their camels from the plane. 5
A. nomads B. nomadic C. ethnic D. ancestors
6/ The cost of the software is _____________ compared with the cost of training employees to 6
use it.
A. unique B. unimportant C. insignificant D. complicated
7/ Grass grows so thinly that __________ can't feed properly. 7
A. poultry B. cattle C. dairy D. mammal
8/ Odd one out 8
A. costume B. culture C. custom D. tradition
II. Supply the correct Tense or Form of the Verbs in parentheses : (1pt)
1. The minority of students ___________ to read books nowadays. (prefer ) 1/. prefer
2. Which of you ___________ good writing? (have ) 2/. has
3. We prefer staying at home to ___________ out with friends at the weekends. 3/. going
(go )
4. Do you fancy ___________ with friends on Facebook? (chat ) 4/. Chatting
5. …………… a horse is one of the skills every nomadic child in Mongolia has 5/. Riding
to learn. ( ride )
C. READING : (3pts)
@. Read the passage, and then decide whether the statements that follow are True or
False : (1pt)
Hoa lives in a village by the Mekong River. Every day, like most of her friends, she
walks to school. It is 3 kilometers away. After class, she often helps her mother collect water
from the river and feed the chickens. At the weekend, the villagers often gather at the
community hall where there is a TV. The adults watch TV, but more often, they talk about
their work and exchange news. The children run about, playing games and shouting merrily.
Laughter is heard everywhere.
1. Hoa’s village is located by a river. 1. TRU

2. Her school is near enough for her to go to school on foot. 2. TRU
3. Hoa does some chores before going to school. 3. FAL
4. The adults don’t often watch TV because of the laughter. 4. FAL
@@. Choose the word or phrase that best fits the blank space in the following
passage : (1pt)
the a an groups mino
mountain mountainous terraced teams popu
Linh is a member of the Tay ethnic group in a (1) _______ region in Bac Giang Province. 1.
She was born in 2003, and she goes to Cam Dan Lower Secondary School. In her class moun
there are several students from other ethnic (2)_______ such as the Nung, the Cao Lan…, 2. gro
and all of them get on very well. Like her classmates, she prefers to wear the Kinh’s 3. a
clothes, and she wears (3) _______ uniform when she goes to school. At school, she is
4. an
popular with her teachers and friends as she is a nice girl. She is good at maths and English.
Her dream is to become (4) _______ English teacher when she grows up.
@@@. Read the text and choose the correct answer to each question below : (1pt)
We are Khmer Krom, one of the biggest ethnic groups in the south of Viet Nam. We live
by farming – mostly rice – and fishing on the Mekong river. Life is sometimes hard as our
work depends heavily on the weather. When it is not harvest time, the men of the village go
fishing from early morning and don’t return until late afternoon. By the time they return,
most of the village women will be waiting for them on the riverbank. They wait to buy fish,
which they will later sell at the local market or bring to the nearby town for a higher price.
We children will be there too. We love running around the beach and waiting for the boats
to come in.
1. Where does the writer live? 1. D

A. on the river B. in the river C. in the south of D. in the south of our
Mekong river country
2. What makes life hard for the Khmer? 2. A
A. the weather B. the climate C. the village women D. the children

3. Who waits for the village men? 3. C
A. the children B. the wives C. the women in the village D. the businesswomen
4. Where can fish be sold at higher price? 4. B
A. on the river B. in the nearby C. at the local market D. on the boats
bank town
D. WRITING (2.5pts)
I. Rewrite the second sentence so that it has a similar meaning to the first sentence
(1.5 pt)
1. Mai enjoys writing short stories when she has free time.
Mai is interested in/ fond of/ keen on writing short stories when she has free time.
2. Jill doesn’t run as fast as Tom.
Tom runs faster than Jill.
3. No one in the class is more intelligent than Peter.
Peter is the most intelligent (student/ boy) in the class.
II. Write full sentences using the suggested words and phrases given (1pt)
1. What/ be/ main/ food/ Thai people?
What is the main food of the Thai people?
2. Mr. Henry/ sometimes/ go/ hunt/ and/ cut/ wood/ the forests.
Mr. Henry sometimes goes hunting and cutting wood in the forests.
THE END OF THE TEST !
Full name: …………………………………..

Class: 8 C
THE WRITTEN TEST - No.2
( Time allowance: 45 minutes )
A. LISTENING ( 2 pts )
I. Listen to the passage and stick true (T) or false (F)
1. Five-colored sticky rice is a traditional dish. ………….
2. Five-colored sticky rice is made with chemicals. ………….
3. The colors represent the elements of life. ………….

4. These elements create harmony between people. ………….
5. This rice is only made when there are guests. ………….
II. Listen again and complete these sentences.
. 1. Five-colored sticky rice is made by ……………………. in the northern mountainous
regions.
2. The dish has five colors: red, yellow, green ……………………. and white.
3. It is made using ……………………. roots and leaves.
4. The green color ……………………. plants. .
5. Five-colored sticky rice is made on special occasions, for festivals and
……………………. .
B. VOCABULARY AND GRAMMAR ( 1.8 pts )
I. Find the word which has a different sound in the part underlined. ( 0.8 pt )
1. A. spring B. stripe C. strict D. newsprint
2. A. espresso B. pedestrian C. strength D. respray
3. A. stroll B. overspread C. disprove D. stroke
4. A. sprung B. frustrate C. structure D. spruce
1. A. concentration B. composition C. consideration D.
conversation
2. A. coordination B. depression C. donation D. erection
3. A. foundation B. location C. organization D.
performance
4. A. attention B. recognition C. contribution D. animation
5. A. consumption B. explosion C. technician D.
mathematician
1. Yoga helps us learn …………….. to co-ordinate breathing and movement.
A. what B. when C. why D. how
2. …………. should children do yoga too?
A. Why B. When C. What D. How
3. Don’t worry. It is …………… to travel to that village even at night.
A. safe B. unsafe C. difficult D. inconvenient
4. Life in a small town is ……………. than that in a big city.
A. peaceful B. much peaceful
C. less peaceful D. much more peaceful
5. The boys often help their parents to ………….. water from the village well.
A. gather B. collect C. give D. find
6. In the Central Highlands, the biggest and tallest house in the village is the ……… house.
A. communication B. community C. communal D. commune
7. The Viet people have many ………….. customs and crafts.
A. tradition B. traditional C. culture D. customary.
8. …………… month is the Hoa Ban Festival of the Thai people held in?
A. When B. Which C. How many D. How often
IV. Fill in the blanks with the correct verbs from the box. ( 0.8pt )
1. On New Year’s Eve, in front of the altar, people ( pray )………… for health and luck in the
New Year.
2. Mid-Autumn Festival is held on 15th day of the eighth lunar month to (celebrate
)……………… the biggest full moon in the year.
3. “Che Troi Nuoc”, a special dessert consisting of a sweet soup with round balls made from
rice and sugar sauce, ( symbolize ) …………………. reunion.
4. Ba Na villagers ( hold ) ………………. the Village Land Praying Ceremony in preparation
for the new crop or before moving to new land..
C. READING : ( 2 pts )
I. Read the passage carefully. ( 1pt )
GREETINGS AROUND THE WORLD
Ghana
If you are a guest, when arriving at or leaving the house, you should greet all people
present, even children and babies. Usually you should shake their hands.
UK
Simply say ‘hello’ when you meet a friend. If you meet someone for the first time, you can
shake hands. In informal situations, you can give your friends a peck on cheek.
Japan
Bowing to someone is the common greeting. When bowing, you express your appreciation
and respect to the other person. The longer and deeper the bow, the more respect you are
showing.
Tibet
When people meet in Tibet, they poke out their tongue to greet each other. It is the
customary way to welcome people.
* Read the passage and choose the correct answer to each questions below. ( 0.4pt )
1. When you meet your friends, you can give a peck on cheek.
A. Ghana B. Tibet C. UK D. Japan
2. You should greet all people, even babies.
* Answer the following questions.( 0.6pt )
1/ How do people greet each other in Tibet?
………………………………………………………………………………………………………………………………
………
2/ Do you express your appreciation and respect to the other person by bowing in
Japan?
………………………………………………………………………………………………………………………………
………
3/What do you say when you meet a friend in UK?

……………………………………………………………………..………………………………………………………
…………
II. Read the information about customs in some countries, and then give the answers
to the questions. ( 0.8pt )
Different Customs
Canada and the US: Don’t arrive early if you’re invited to someone’s home.
Indonesia: Never point to anything with your foot.
Korea: Don’t pass something to an older person or superior with only one hand.
Muslim countries: Don’t eat with your left hand.
Samoa: Don’t eat while you’re walking in public.
Thailand: Never touch anyone except a child on the head.
1. In which country is foot considered a dirty part of the body?
………………………………………………………………………………………………
……..
2. In which country should we pay attention to eating in public?
………………………………………………………………………………………………
…….
3. In which country/countries should we eat with the right hand?
………………………………………………………………………………………………
……..
4. In which country/countries shouldn’t we arriving early at a party?

………………………………………………………………………………………………
…….
5. In which country should you show high respect to older people or superiors?
………………………………………………………………………………………………
……..
I. Finish the sentences using the word given so that their meanings are similar to the
the original sentences (1pt)
1. I’m obliged to finish the letter before midday. HAVE
………………………………………………………………………………………………
2. You are not allowed to leave the room without permission . MUSTN’T
……………………………………………………………………………………………….
.
3. It’s a good idea to swallow rapidly if you have hiccups. SHOULD
……………………………………………………………………………………………….
.
4. It isn’t necessary for you to take a thick coat. DON’T
……………………………………………………………………………………………….
.
5. It’s not a good idea to leave a child unsupervised.
SHOULDN’T
II. Use the words in the brackets to combine the following sentences. ( 0.8 )
1. All the students love the principal. He is very kind. ( BECAUSE OF )
………………………………………………………………………………………………
……..
2. I have forgotten the tickets. I’m sorry for it. ( HAVING )
………………………………………………………………………………………………
……..
3. I saw it with my own eyes. I believed it ( IF )
………………………………………………………………………………………………
……..
4. The house at the end of the street has been sold. It has been empty for years. ( WHICH
)
………………………………………………………………………………………………
…….
ANSWER KEY FOR TEST 2
A. LISTENING ( 2 pts )
I. Listen to the passage and stick true (T) or false (F)
1. Five-colored sticky rice is a traditional dish. ……T…….
2. Five-colored sticky rice is made with chemicals. ……F…….
3. The colors represent the elements of life. ……T…….
4. These elements create harmony between people. ……F…….
5. This rice is only made when there are guests. ……F…….
II. Listen again and complete these sentences.
. 1. Five-colored sticky rice is made by ethnic minorities in the northern mountainous
regions.
2. The dish has five colors: red, yellow, green , purple and white.
3. It is made using natural roots and leaves.
4. The green color symbolizes plants. .
5. Five-colored sticky rice is made on special occasions, for festivals and ceremonies .
I. Find the word which has a different sound in the part underlined. ( 0.8 pt )
1. A. spring B. stripe C. strict D. newsprint
2. A. espresso B. pedestrian C. strength D. respray
3. A. stroll B. overspread C. disprove D. stroke
4. A. sprung B. frustrate C. structure D. spruce
1. A. concentration B. composition C. consideration D.
conversation
2. A. coordination B. depression C. donation D. erection
3. A. foundation B. location C. organization D.
performance
4. A. attention B. recognition C. contribution D. animation
5. A. consumption B. explosion C. technician D.
mathematician
1. Yoga helps us learn …………….. to co-ordinate breathing and movement.
A. what B. when C. why D. how
2. …………. should children do yoga too?
A. Why B. When C. What D. How
3. Don’t worry. It is …………… to travel to that village even at night.
A. safe B. unsafe C. difficult D. inconvenient
4. Life in a small town is ……………. than that in a big city.
A. peaceful B. much peaceful
C. less peaceful D. much more peaceful
5. The boys often help their parents to ………….. water from the village well.
A. gather B. collect C. give D. find
6. In the Central Highlands, the biggest and tallest house in the village is the ……… house.
A. communication B. community C. communal D. commune
7. The Viet people have many ………….. customs and crafts.
A. tradition B. traditional C. culture D. customary
8. …………… month is the Hoa Ban Festival of the Thai people held in?
A. When B. Which C. How many D. How often
IV. Fill in the blanks with the correct verbs from the box. ( 0.8pt )
1. pray 2. Celebrate 3. Symbolizes 4. Hold
C. READING : ( 2 pts ) I. Read the passage carefully. ( 1pt )

* Read the passage and choose the correct answer to each questions below. ( 0.4pt )
1. When you meet your friends, you can give a peck on cheek.
2. You should greet all people, even babies.

* Answer the following questions.( 0.6pt )
1/ How do people greet each other in Tibet? - They poke out their tongue to greet each
other
2/ Do you express your appreciation and respect to the other person by bowing in Japan?
– Yes, we do
3/What do you say when you meet a friend in UK? - Simply say ‘hello’
II. Read the information about customs in some countries, and then give …. ( 0.8pt )
1. In which country is foot considered a dirty part of the body? - Indonesia
2. In which country should we pay attention to eating in public? - Samoa
3. In which country/countries should we eat with the right hand? - Muslim countries
4. In which country/countries shouldn’t we arriving early at a party? - Canada and the
US
5. In which country should you show high respect to older people or superiors? - Thailand
I. Finish the sentences using the word given so that their meanings are similar ….
(1pt)
1. I’m obliged to finish the letter before midday. HAVE
=> I have to finish the letter before midday.
2. You are not allowed to leave the room without permission . MUSTN’T
=> You mustn’t leave the room without permission.
3. It’s a good idea to swallow rapidly if you have hiccups. SHOULD
=> You should swallow rapidly if you have hiccups
4. It isn’t necessary for you to take a thick coat. DON’T
=> You don’t have/ need to take a thick coat.
5. It’s not a good idea to leave a child unsupervised.
SHOULDN’T
=> You shouldn’t leave a child unsupervised.
II. Use the words in the brackets to combine the following sentences. ( 0.8 )
1. All the students love the principal. He is very kind. ( BECAUSE OF )
All the students love the principle because of his kindness
2. I have forgotten the tickets. I’m sorry for it. ( HAVING )
I’m sorry for having forgotten the tickets.

3. I saw it with my own eyes. I believed it ( IF )
If I hadn’t seen it with my own eyes, I wouldn’t have believed it.
4. The house at the end of the street has been sold. It has been empty for years. ( WHICH
)
The house at the end of the street which has been empty for years has been sold.
UNIT 5: FESTIVALS IN VIET NAM

THIS UNIT INCLUDES:
VOCABULARY: Festivals / Festival activities
PRONUNCIATION: Stress of words ending in –ion and-ian
GRAMMAR: Simple and compound sentences: review
Complex sentences
COMMUNICATION: Talking about festivals in Viet Nam.
By the end of this unit, students can:
• Stress correctly multi-syllable words with –ion and –ian endings.
• Use lexical items related to the topic ‘Festivals in Viet Nam’.
• Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs
however, nevertheless, moreover, therefore, otherwise.
• Write complex sentences using subordinators because, if, when, while, although, even
though.
• Read for specific information about festivals.
• Talk about a festival.
• Listen for specific information about a festival.
• Write about a festival they like or have been to.
anniversary (n) /ˌænɪˈvɜːsəri/ ngày kỉ niệm

archway (n) /ˈɑːtʃweɪ/ mái vòm
carnival (n) /ˈkɑːnɪvl/ lễ hội (hóa trang)
ceremony (n) /ˈserəməni/ nghi lễ
clasp (v) /klɑːsp/ bắt tay
commemorate (v) /kəˈmeməreɪt/ kỉ niệm
command (n) /kəˈmɑːnd/ hiệu lệnh
companion (n) /kəmˈpæniən/ bạn đồng hành
defeat (v) /dɪˈfiːt/ đánh bại
emperor (n) /ˈempərə(r)/ đế chế
float (v) /fləʊt/ thả trôi nổi
gong (n) /ɡɒŋ/ cồng (nhạc cụ dân tộc)
rice flake (n) /raɪs fleɪk/ cốm
incense (n) /ˈɪnsens/ hương, nhang
invader (n) /ɪnˈveɪdə(r)/ kẻ xâm lược
joyful (adj) /ˈdʒɔɪfl / vui vẻ
lantern (n) /ˈlæntən/ đèn trời, đèn thả sông
offering (n) /ˈɒfərɪŋ/ lễ vật
procession (n) /prəˈseʃn/ đám rước
preserve (v) /prɪˈzɜːv/ bảo tồn
ritual (n) /ˈrɪtʃuəl/ nghi thức (trong lễ hội, tôn
royal court music /ˈrɔɪəl kɔːt ˈmjuːzɪk/ nhã nhạc cung đình
regret (v) /rɪˈɡret/ hối hận
scenery (n) /ˈsiːnəri/ cảnh quan
worship (v) /ˈwɜːʃɪp/ tôn thờ, thờ cúng ai
VIETNAMESE TRADITIONAL FESTIVALS
Vietnam International New Year Day

Most of the festivals, anniversaries and traditional cultural events of Vietnam are in
accordance with its lunar calendar; however, nowadays, Christian calendar is widely
used throughout the country. Annually, on the first day in this Western Calendar - January
1st, joining in the modern breathes of the world, Vietnam also celebrates the International
New Year Day.
The holiday serves the purpose of saying good bye to a year which has passed and also
welcoming a new one.
Starting from the period of French colonization when Western calendar began to be used,
International New Year Day has been celebrated. At its very beginning, on that day,
offices were off from work, and services were closed. Through the changes of time, the
festival has been widely accepted among Viet citizens and become a public holiday in
which every citizen have a day off - only services for tourists are maintained.
The International New Year Day brings people a good opportunity to go out, meet others
and participate on exciting trips as well. Also on the holiday, related special programs
would be broadcasted on local as well as national channels, and countdown parties would
be taken place at places like Opera House or major avenues.
Time: January 1st of each year
Purpose: say goodbye to the previous year and welcome a new one
Activities: hang out, party, travel
Vietnam Lunar New Year Festival

Lunar New Year Festival often falls between late January and early February; it is among
the most important holidays in Vietnam. Officially, the festival includes the 1st, 2nd and
3rd day in Lunar Calendar; however, Vietnamese people often spend about nearly a
month to celebrate this special event.
Traditionally, the purpose of Tet holiday is that Vietnamese would like to thank Gods for
the arrival of spring with a variety of blooming trees and flowers after a cold and harsh
winter. Also, this is the privileged occasion for family’s members to reunite, celebrating a
new year which has come together, and saying farewell to the previous one. All the best
things are prepared and consumed during this holiday as people want to ensure that they
will have a new year full of prosperity.
Tet Holiday gets its beginning marked with the first day in the Lunar Year; however, its
preparation starts long before that. One week before the holiday, in the 23rd day of the last
Lunar month, is East Day—a ritual worshiping Kitchen Gods (Tao Cong). It is believed
that each year on this day, these Gods (two males, one female) go to heaven to tell Jade
Emperor (Ngoc Hoang) about all activities of households on earth. On the New Year’s
Eve, they return to earth to continue their duties as taking care of families. Each
household also buy a carp as this is the transport for the Gods on their trip to heaven.
After the ritual, they set the carp free.
Kitchen Gods are believed as the first gods leaving earth to report, followed by others on
the next day. Within the absence of all of the gods, household members start cleaning their
houses and decorating them beautifully with a plenty of accessories—a process that must
be done before the New Year’s Day as the appearance of cleaning equipment after that
equals sweeping all the good lucks away. In addition, people buy and/or prepare items
exclusive in Tet Holiday (for example: Chung cake, Day cake, pork bologna, pickled
onion, candied fruits and seeds)—mainly foods that can be stored for a long time as all
services are closed in the event, for about two weeks. Also, they buy new clothes, and give
gift to their homies, relatives as well as friends. One thing to remember is that everybody
needs to pay all of the debt as remaining debts from one year to another is considered
bringing bad lucks.
The penultimate New Year’s Eve—Tat Nien, the meal finishing the entire year—should be
well served, in which everyone involved remembers all the happy moments and talks about
the good things only. On the New Year’s Eve (Giao Thua), Vietnamese people have a
spectacular celebration which involves the whole nation—some may gather around TV
and watch the Tao Quan show, some may go out for fireworks observation. When the bell
of the twelfth hour rings, everybody gathers, at exciting parties or at the comfort of their
homes, saying Happy New Year to one another in warm hugs, forgetting all problems as
well as hoping for a better start.
On the New Year’s Day, the first ones who come to visit households—called first-foot—
are very important and hence need to be well chosen, as they are believed to hold in their
hands the entire luck of the family in New Year (Tan Nien). After that, till the third day or
even the fourth day of Tet, individuals meet relatives, friends and colleagues, wishing them
all kinds of good things like happiness, health and success. They give children lucky
money covered in pretty little red envelopes also because of that reason, as red represents
good lucks. Also, they visit pagodas to pray for a good start in the coming year.
There is a saying in Vietnam, “Father’s Tet is on the First Day of New Year, Mother’s Tet
is on the Second, and Teacher’s is on the Third”. The best illustration of the quotation is
that, on the first day, Vietnamese visit their parents on the husband’s side on; on the
second day, they turn to parents on the wife’s side; and lastly, they spend their third day of
Tet visiting their teachers. All in all, Tet is all about back to origins, wishing for the best,
and joining in colorful parties.
Time: 1st lunar month
Purpose: reunite family, celebrate new year with the best
Activities:
- Kitchen Gods worshipping ritual
- Cleaning and preparation
- New Year’s Eve
- New Year’s Day
Bai Dinh Pagoda Festival

The spring festival of Bai Dinh Pagoda takes place since the first day of New Year,
officially starts on the 6th day and lasts till the end of the third lunar month. The festival is
the perfect start for pilgrimages towards the imperial capital Hoa Lu, Ninh Binh province.
Only by visiting Bai Dinh Pagoda at this time can tourists experience the festival’s
wonderful cultural activities—apart from sightseeing which is available all year round.
Similar to every other festival in Vietnam, Bai Dinh Pagoda Festival consists of two parts:
ceremonies and games. Ceremonies include worshipping Buddha through incense

offerings, commemorating Saint Nguyen Minh Khong, giving oblations to God Cao Son,
and attending Goddess Thuong Ngan’s audience. This part begins with a procession
carrying the three figures’ ancestral tablets from the original temple to the new one. In the
festival, Buddhist rituals are operated in the new temple in association with traditional
rites from the original one.
On the other hand, entertaining activities of Bai Dinh Pagoda Festival are playing folk
games, visiting the entire structures, sightseeing the various caves, and enjoying
performances of cheo singing, catru singing and xam singing. Also in the event, stages
emulating Emperor Dinh Tien Hoang’s coronation and King Quang Trung’s flag offering
ceremony at Dinh Mountain before entering his battle are played.
Time: 1st to 3rd lunar month
Purpose: express various beliefs—Buddhism, Confucianism, and Mother Goddess
worshipping
Activities:
Ceremonial rites: offering incense to Buddha, commemorating Saint Nguyen Minh Khong,
giving oblations to God Cao Son, attending Goddess Thuong Ngan’s audience
Entertaining activities: playing folk games, sightseeing, enjoying traditional music
performances
Huong Pagoda Festival

Together with Bai Dinh and Yen Tu Pagoda Festival, Huong Pagoda Festival is among
the greatest Buddhist festival in northern part of Vietnam. Huong Pagoda Festival plays
an important role in the spiritual life of Vietnamese people in general and Vietnamese
Buddhists in particular.
Huong Pagoda is located in My Duc District, 70 kilometers away from Hanoi to the south.
This festival lasts for three months from the first to the third month in Lunar Calendar. In
fact, the official opening day for the festival is on the 6th day of the first Lunar month.
According to folklore, once upon a time, there was a beautiful and kind-hearted princess
named Dieu Thien—the third daughter of King Dieu Trang, Huong Lam Kingdom.
However, at the age of getting married, the prince rejected all proposals from other
countries and insisted on leading a religious life. The King got very angry and locked her
into the backyard of his palace. As the princess’s decision was unchanged, King Dieu
Trang sent her to Bach Tuoc pagoda where she went through a wide range of arduous
works; still, she completed them all. Getting more and more displeased, the King even set
Bach Tuoc Pagoda on fire and jailed the princess into the forbidden palace. However,
Princess Dieu Thien was so determined that she overcame all of the above challenges and
difficulties. At the end, the King decided to execute his stubborn daughter. Right when
Dieu Thien was escorted to the scaffold, Huong Tich Mountain God came in the form of a
tiger and saved her.
The princess wake up in the forest and saw a handsome young man approaching her. The
man eagerly sent Dieu Thien chatty pick up lines; however, she kept on turning him down.
Surprisingly, the guy turned out to be Buddha. He told the princess to practice Buddhist in
Huong Tich Cave. After 9 years of ascetic Buddhist practice, the princess got enlightened.
She saved the country from the war, protected her parents and sisters from devils. From
then on, she was canonized as Goddess of Mercy (Quan Am) and was widely worshipped
throughout the country.
As other festivals in Vietnam, Huong Pagoda Festival is also divided into two parts: The
ceremonies and the entertaining activities. Ceremonial rituals consist of incense offering
procession and Zen ceremony in which Monks and Buddhists offer incense, flowers,
candles and fruits. During the ceremony, there are two monks performing beautiful and
flexible dances. On the other hand, entertaining activities include enjoying boat cruise
along Yen Stream for watching picturesque scenery, climbing mountain and exploring
holy caves. It is believed that climbing up the top of Huong Tich Mountain will bring you
fulfillment and great success in life.
Coming to Huong Pagoda Festival, tourists have chance to taste three famous delicacies
which are bamboo shoot, Sang vegetables and grinding roots. Coming at the beginning of
Huong Pagoda Festival, tourists will be overwhelmed by the white color of apricot flowers
covering the entire area of Huong Son mountain; and at the end of festival, you will have
chance to taste the irresistibly fresh flavor of apricot juice.
Overall, Huong pagoda festival is a traditional and imbued national identity where people
are oriented towards Truth, Beauty, and Goodness.
Time: 1st to 3rd month
Purpose: worship Buddhism, pilgrimage, spirituality
Ceremonies: incense offering procession, Zen ceremony
Entertaining activities: boat cruising, mountain climbing, sightseeing
Giong Festival
Giong Festival is annually celebrated in spring time at several parts of Hanoi in order to
commemorate Saint Giong, one of the four immortals of Vietnam. He is a great hero in
Vietnam's mythology, with his splendid merit in defending the country against foreign
enemies.
According to cultural experts, the festivals held in Phu Dong Temple (where Saint Giong
was born) and Soc Temple (where he ascended to heaven) are the most meaningful and
notable, which have been recognized by UNESCO as an intangible cultural heritage of
mankind.
This cultural event is unique in that it is completely preserved and continuously passed on
through generations despite fluctuations of time. Depending on destinations, the festival
takes place in different occasions in the year.
The Giong Festival at Soc Temple
Time: 6th-8th day of 1st lunar month
Purpose: commemorate Saint Giong, hope for abundant harvests and happy lives
Activities:
Ceremonies: cleaning Saint Giong’s statue, processions, incense offerings
Entertaining activities: playing folk games, enjoying traditional singings

Located on Soc Son District, Phu Linh Commune is the place where Saint Giong took the
last rest before he ascended to heaven. With the hope for abundant harvests and happier
lives, Soc Son’s Giong Festival is celebrated during 3 days from the 6th to the 8th of the
first lunar month with ceremonies ranking from ‘khai quang’ (‘bathing’ the Saint’s statue)
to processions and incense offerings.
Before the festival actually starts, a special ritual is conducted on the 5th in which
villagers invite Saint Giong to come back with full of well prepared oblations. On the
6th at midnight, Saint Giong’s statue is cleaned in the presence of villagers as well as
pilgrims. The main festive day is on the 7th day, the day when Saint Giong sanctified, in
which processions of bamboo flowers to Soc temple are offered and reproduction of
slaying the invaders’ general is performed.
In addition, the festival provides its goers a chance to immerse themselves in abundance of
entertaining activities, including gleeful folk games and traditional singing performances.
The Giong Festival at Phu Dong Temple
Time: 8th-9th day of 4th lunar month
Purpose: commemorate Saint Giong, express patriotism
Activities:
Ceremonies: plays resembling Saint Giong’s battle
Entertaining activities: folk games
Phu Dong’s Giong Festival is on the 8th and 9th day of the fourth lunar month, and it plays
an important role enhancing patriotism among the country. Its rituals represent the
Saint’s feats in the battle against An army, for example: riding a white horse into battle
and organizing a sophisticated flag dance to symbolize the battle itself.
Phu Dong’s Giong Festival might be regarded a huge folk theater with hundreds of roles,
following a standardized script. From props, costumes, to chapters and characters—each
of them contains profound meaning. In the festival, there are 28 girls (from 9 to 13 years
old) playing the generals of An invaders. In the dance, the character 令 on the red flag
indicates that military commands should be strictly followed. The dance’s movements,
along with the sound of drums and gongs, express the changes of the battle. After the
festival, a sign of raining is seen as Saint Giong’s benediction for an abundant harvest.
Apart from ritual activities, there are also a wide range of folk games, which effectively
draw local residents and visitors to the festival.
Co Loa Citadel Festival

Among the very old days of the country, under the government of King An Duong Vuong
(Thuc Phan), Vietnam was called Au Lac. The King decided to build Co Loa (located at
Dong Anh District, Hanoi at present time) as the country's royal palace.
To commemorate the event when An Duong Vuong started moving into the citadel,
residents of 12 hamlets belonging to Co Loa as well as 7 other communes around the
region held Co Loa Citadel Festival within a 10 day period—from the 6th to 16thday of the
first Lunar month. In spite of the fact that the palace witnessed the loss when the country
was fallen at enemy’s hand, it is always the pride of Vietnamese people about a
formidable history of the struggle against foreign invasion.
On the 5th day, at the afternoon, all of the eight communes hold a ceremony with incense
offering at the communal house. Meanwhile, at An Duong Vuong Temple (also known as
Thuong Temple or Upper Temple), the same ritual is held by the most respected elder
among 8 communes, with revision of An Duong Vuong’s accomplishments and merits. On
the next day—the official festive day—a procession in which the funeral oration, incense
burner and stone tablet are taken from the elder’s house to Upper Temple is carried out.
This settlement will be positioned in front of the two altars later on.
The yard of Upper Temple is decorated beautifully with colorful flags. Outside, two
wooden horses in red and white color quietly stand. Palanquins of the eight communes
are orderly placed in two rows. All of them are waiting for a solemn ceremony with
incense stick offerings to take place, in the harmonious music of octet.
Apart from this rite, there are various traditional games and competitions included—for
example: wrestling, crossbow shooting, bamboo swings, “con” (sacred ball) throwing,
rice cooking. Also, you can immerse yourself among the performances of “ca tru” singing,
“quan ho” singing, and “cheo” singing.
Purpose: commemorate An Duong Vuong
Activities:
Ceremonial rituals: incense offerings, processions
Entertaining activities: wrestling, bamboo swings, “ca tru” singing, etc.
Tro Tram Festival

The unique festival of Tro Tram which is both sacred and filled with national culture takes
place annually at Tu Xa commune, Lam Thao district, Phu Tho province. Aiming at
promoting human's vitality, the festival closely related to "no nuong"-reproductive organs.
The sacred and precious “no nuong” are stored in a place nearby call Mieu shrine.
Originally, they were made from jackfruit wood. Local residents put these two things into
a small box, and then that small box is put into a big box. Every box and also all doors in
the shrine are locked carefully, and the keys are singly held by the shrine keeper. All of
these clearly prove that “no nuong” are in great respect among Tu Xa people.
Every year, in the first lunar month, at the 11th day’s midnight, the shrine door is opened,
and “no nuong” are put on the worshipping table which has fruits, chickens, incense. The
shrine keeper prays for abundance of crop, wealth, health, vitality, and offspring—all of
which are believed to turn Vietnam into a strong and prosperous nation with powerful
race. The festival is conducted in front of hundreds of participants, regardless of ages, in
beautiful traditional holiday costume.
The most hallowed as well as subtle rite takes place in the shift to the next day—“le mat",
the most expecting moment in the mind of every person. A muscular man holds the “no”
(male genital), and a graceful woman holds the “nuong” (female genital). In the exciting
cheers of audience “Linh tinh, tinh phoc”, the “no” hits the “nường”. After three times of
“Linh tinh, tinh phoc”, the ritual of “le mat” ends. Joyfully, everyone attend another
appealing part of the night, with several pieces of love are made. Youthful people—boys
and girls—are free to express feelings, opening up their soul. Also, those who used to miss
each other in the past now have chance to recall their young and naive days.
Time: 11th midnight of 1st lunar month
Purpose: promote human’s vitality through the image of “no nuong”
Activities:
Ceremonies: offerings, praying, “le mat” rite
Entertaining activities: lots of loves are made
Lim Festival
About twenty kilometers away from Hanoi, Lim Village of Bac Ninh province is the
"hometown" of Quan Ho folk songs, one of Vietnam's intangible cultural heritages. In
order to enhance and promote the tradition of Quan Ho singing, Lim Festival is eagerly
celebrated among local residents as well as pilgrims from every part of the country
around the 12th or the 13th day of the first Lunar month.
Originally, Lim Festival aimed to worship Ba Mu, a child of Noi Due hamlet who led her
religious life as a Buddhist nun at Lim Pagoda. After acquiring enlightenment, Ba Mu
protected all residents within Lim Village from a severe drought. As a result, Lim villagers
glorified Ba Mu as their guardian, and the enlightenment date of hers was taken to be the
celebration day of Lim Festival. Gradually, the festival has played a vital role in
promoting Quan Ho folk songs and become the leading Quan Ho festival throughout the
country.
Each year, thousands of visitors come to Lim Village to enjoy skillful dialogues
performances between “lien anh” and “lien chi” (male and female Quan Ho singers)—in
which the singers must have not only quick reaction but also deep understanding on
traditional tunes as well as their cultural and historical background.
Apart from watching performances of Quan Ho, festival goers can experience weaving
competitions among the girls of Noi Due hamlet—simultaneously, they weave and sing
Quan Ho. Other traditional games such as human chess playing, swinging, and wrestling
are also held in the festival.
As normal, ritual stages are always included the indispensable part of Lim Festival—for
example: processions and worshipping ceremonies.
Purpose: worship Ba Mu and promote Quan Ho folk songs
Activities:
Ceremonies: processions, worshiping rites
Entertaining activities: Quan Ho singings, weaving competitions, traditional games
Cau Ngu Festival

The traditional festival Cau Ngu is unique and imbrued with the cultural identity of
coastal community. The fishermen here consider whale, a giant yet nice creature, as the
companion of seafarers in their voyages, on the vast ocean full of danger. To these
people's mind, whale is not just a normal kind of mammal, but Sir Nam Hai-they are
sanctified.
The village where whales’ bodies drifted into when they die would build up a temple to
properly venerate them, called Nam Hai Whale Temple (Lang Ong Nam Hai). That is the
origin of Cau Ngu, a festival that has gone through a long history and become an
important spiritual activity.
The festival starts with solemn ritual ceremonies, in which elders hold a palanquin
procession from villages to villages, displaying fishermen’s union and expressing
gratitude towards their ancestors and guardians. According to fishermen’s belief, if they
put much thought into the rituals, celebrate them with huge reverence, they will be
guaranteed a life with safe and sound sea journeys, great fishing results, and full of wealth
and comfort.
Apart from the worshipping ceremony, Cau Ngu is about vibrant traditional games which
well presents culture in the central coast of Vietnam, including fish-catching, net-casting,
and raw fish games. Music is also an indispensable part of the festival, with “Boi” singing
is performed. The festival takes place on the 12th day of the first lunar month.
Time: 12th day of 1st lunar month
Purpose: venerate whales, pray for a wealthy and happy life
Activities:
Rites: palanquin procession, praying and worshipping ceremonies
Entertaining activities: traditional games and Boi singing
Nui Ba Festival
About ten kilometers away from Tay Ninh town, in the middle of Mekong Delta is Ba
Mountain (Nui Ba)-also known as Ms. Den Mountain (Nui Ba Den). As mentioned in
folklore, the mountain was named after Denh, often mistaken as Den (meaning 'black'),
the daughter of a local official.
Running away from an arranged marriage, Den decided to lead a religious life in a
Buddhist monastery on the mountain for the rest of her life. After Den’s death, Nguyen
Dynasty entitled her as Saint Linh Son (Linh Son Thanh Mau), built a temple to
commemorate the figure, and casted a statue in black bronze for her.
Later on, this mountain has been called Nui Ba as we know today. Also, local people
establish the custom of holding Nui Ba Festival during the first lunar month in order to
commemorate the Saint. Pilgrimages from all parts of the country especially Ho Chi Minh
City and Vietnam’s southern cities—join together to pay Nui Ba a visit and enjoy the
amazing view as well as religious atmosphere there.
Highlight of the festival is on the 18th and 19th day of the first lunar month when Via Ba
ceremony is conducted. Before that, at midnight, ceremony of washing the Saint’s statue—
Moc Duc—is carried out by the head of Dien Ba. Apart from being a religious event, Nui
Ba Festival is a remarkable activity representing South Vietnam folklore culture as well as

a special occasion for people to spend valuable time having fun together.
Time: 18th-19th of 1st lunar month
Purpose: venerate Saint Linh Son
Activities:
Ceremonial rites: Moc Duc (washing the Saint’s statue), Via Ba
Entertaining activities: sightseeing, folk games
Roong Pooc Festival

Every year, on the first Dragon Day after the first full moon, Giay ethnic group at Ta Van
Commune, Sapa District, Lao Cai Province hold Roong Pooc festival in order to show
people's gratitude towards their guardians. After many years of celebration, the festival
has spread among Muong Hoa Valley and become a common festival of the region.
From the early morning when the sun still hides among clouds, flows of people cheerfully
and enthusiastically gather at the festival—including Mong people from Hau Thao, Lao
Chai, Yao people from Ho and Phung mountain villages, travelers from downtown Sapa.
Accurately, the worshipping rite is conducted at Horse Hour. In the hope for secured life,
abundant harvest, favorable weather as well as healthy people and animal, a priest in blue
outfits offers oblations to Heaven, Earth and Rice Goddess.
The ideal location for Roong Pooc Festival is a relatively even and flat field at the end of
the village. At the center of this place there stands a pillar with a circle board on top—one
side glued with a red piece of paper resembling the sun, the other side in yellow color
representing the moon. The offerings include cloths, eggs, bamboo shoots, silver and six
colorful balls (con) from unmarried girls, symbolizing prosperity. After these items are
placed on the altar, an elder in the village burns incense sticks and send prayers towards
deities for all the best things in life. The sacred ceremony ends among the harmony of
drums, gongs and Pi Le clarinets, announcing following is the part that everyone is
waiting for—traditional games.
It all starts with the activity of con throwing. Predecessor of the village go first—males
and females stand within two lines throwing six colorful balls into the air, luring the entire
crowd into the game. Everybody gets involved among cheerful shouts; the balls within
their hands are released with high speed, drawing spiral lines here and there towards the
con pole. The moment when the pole is pierce signalizes a wealthy year with pleasant
crops.
Similar to con throwing, the tug of war game also begins with ritual practice. In the East
is a group of men holding a rattan rope at its root end; on the other hand, the other end of
the rope is held by a group of women in the West. As soon as the sound of drums and
clarinets is on, the practice starts. The male group, representing yang—the sun, masculine
force—always wins, and the female group, resembling yin—the moon, feminine force—
pretends to lose. And like that, villagers are guaranteed to have abundant crops
throughout the year. After the act, every festival participant is free to enjoy tug of war,
including youngsters and even foreigners.
Time: 1st Dragon Day after 1st full moon

Purpose: show people’s respect towards nature
Activities:
Ceremonies: worshipping rites, oblations, ritual practices of games
Entertaining activities: games of con throwing and tug of war
Buffalo Sacrifice Festival

Buffalo Sacrifice Festival is an annual festival taking place in the Central Highland (Tay
Nguyen) of Vietnam. Being held from the twelfth lunar month of the previous year to the
third month of the next year, Buffalo Sacrifice Festival is the most prominent cultural
activity among ethnic minority community in their dear wishes for a prosperous harvest
and happy life.
To prepare for the ceremony, young men will go into the forest and cut down four big
trees. Then, they will carve special patterns and motifs which represents the spiritual
culture, mysterious terrain and unique beliefs there. On the festive day, people set up these
four pillars at four corners of an empty ground. As the sound of Gongs and drums
emerges, a buffalo was led to the centre of the ground and tied to the Gingga Pillar in
front of the Communal House. At about 4 PM, young men in the village wearing colorful
shirts named “Blan” start playing Gongs and drums. People at all ages gather at the
Communal House garden and cheerfully talk to each other. The chair of the ceremony is
an elder in the village called “Riu Yang”. Riu Yang stands next to the tied buffalo and
starts praying deities for a prosperous harvest. After that, young men and women start
dancing vibrantly. The faster the rhythm goes, the more energetic they dance. During the
dancing, female participants will try to splash water to male ones. Men who are not
flexible enough to avoid all of the water splashed at them are believed to hardly get
married in the future. Hence, they should pull themselves together and move as fast as
they can.
After effervescent dance movements is the buffalo sacrifice ceremony. The man who can
kill the buffalo with a single stab only will receive great praises and honor. Meat of the
dead buffalo will be shared to every household in the village; a part of the meat is
remained for villagers to eat together at the Communal House. Buffalo’s horns are hung
on the wall of the Communal House and its blood is used to wash village’s treasures.
After buffalo sacrifice ceremony is the part of entertaining activities. Throughout the
night, people keep on dancing and drinking in the boisterous and harmonious combination
of gongs, flutes, and drums sounds. During the festival, people enjoy eating traditional
delicious foods such as buffalo meat, bamboo-tube rice as well as drinking stem wine
together. All the sadness, jealousy and hatred have gone with the wind, and joy and
happiness is multiplied. People cheerfully get back to their ordinary routines.
The festival has deep spiritual meaning, representing the lifestyle and custom of people
living in the Central Highland part of Vietnam. Also, it has a vital role to play in forming
and coloring the unique identity of this region. Being an important festival in Tay Nguyen
community, the festival is widely held among ethnic minority groups of Bahnar (Ba Na),
Rhade (Ê Đê), Sedang (Xê Đăng), Stieng (Xtiêng), and so on. Also, Buffalo Sacrifice
festival sharply depicts the strong bond between human beings and Mother Nature.
Time: 12th-3rd lunar month

Purpose: wish for wealthy and happy lives
Activities:
Ceremonies: praying, dancing, water splashing, and buffalo stabbing
Entertaining activities: dancing, eating, drinking
Chu Dong Tu Festival

Chu Dong Tu is one of the four immortals in traditional mythology of Vietnam, who is in
charge of teaching people to do business, fishing and weaving in order to have a joyful
and prosperous life.
Each year, Chu Dong Tu festival is organized within three days, from the 10th to the
12th day of the second lunar month. Main activities of the festival are procession on land
among nine communes to Da Hoa temple and procession on water among eight other
communes to Da Trach temple, Khoai Chau District, Hung Yen Province—two temples
located on the opposite site to where Chu Dong Tu and his wife, Princess Tien Dung, first
met.
The opening ceremony begins at 11:30 AM, when land and water palanquins reach the
above temple. Local people put palanquins in form of gods in the county yard, and place
offerings at a decided place. After that, processions’ members as well as pilgrims from all
over the country conduct an incense presenting ceremony at the courtyard.
The festival also consists of several traditional entertaining activities that last during day
and night. At Da Hoa temple, there are human chess playing, dragon dancing, and
singing; on the other hand, wrestling, human chess playing, and traditional religious
dances are organized at Da Trach temple.
Time: 10th-12th day of 2nd lunar month
Purpose: commemorate Chu Dong Tu
Activities:
Rituals: processions on land and water, opening ceremony, offerings
Entertaining activities: wrestling, human chess playing, dragon dancing, traditional
singings
Holiday of the Dead

Entering the warm spring when flowers start blooming and every creature seems to shake
off its gloomy appearance in the previous winter, Vietnamese people celebrate the
traditional festival of Thanh Minh-Holiday of the Dead. The festival is also known as Cold
Food Festival (Tet Han Thuc) as people often eat cold dishes on this day.
Each year, Thanh Minh is conducted on the third day of the third month in Lunar
Calendar, and it aims at showing people’s respects towards their ancestors and their
deceased relatives as well.
Before the Holiday, family members clean and tidy the graves of their ancestors and also
the surrounding areas. On the date of Thanh Minh, individuals make solemn visits to the
graves with offerings of incense, food and flowers. At home, they eat Banh Troi (spheres
made of glutinous rice flour, each with a piece of red sugar inside) and Banh Chay
(spheres that are bigger than Banh Troi but contain sweet green bean paste instead of red
sugar pieces) as cold foods.
Time: 3rd day of 3rd lunar month
Purpose: show respect to ancestors and deceased relatives
Activities: cleaning graves, praying, offerings, eating cold foods
Elephant Racing Festival

To those who live in Tay Nguyen, Vietnam, elephant is their precious animal. In local
people's daily life, this wild animal has become a close friend with humans as they help
people in working, transporting, and traveling.
Elephants are most known for its loyalty as during the time under the government of
Chinese dynasties, they were continuously fighting for the country by fronting battles with
generals and armies. They take a certain role in Vietnam’s folklore, and hence become
familiar to lots of people. To express the bond between human beings and this friendly
creature, Elephant Racing Festival, one of the biggest festivals in Tay Nguyen, is held
annually in the third lunar month.
As preparation for the festival, villagers feed their elephants with a wide range of food
apart from grass, including corns, sugar canes, sweet potatoes, papayas, and bananas.
Also, in order to preserve their strength, the elephants take a rest without hard work.
Attending the event, flocks of festival-goers from near and far are in their most beautiful
and colorful holiday clothes. On this day, elephants from several villages gather at Don
Village (Ban Don). Each time, ten elephants will run at the same time for about one or two
kilometers; hence, the track’s ground should be even and broad enough. The competition
is guided by the sound of tu va, a kind of horn. The first elephant which reaches the
appointed destination will receive a laurel wreath as a sign of victory, and it will enjoy the
achievement excitedly with sugar canes and bananas from surrounding people.
After finishing the race at Don Village, the elephants move to Serepok River for another
competition—swimming. They also participate in games like football and tug of war. At
the end of the festive day, all festival goers mass at Ban Don’s community house for
feasting, drinking stem wine, and dancing in a jubilant atmosphere with the boisterous
sound of gongs and drums.
Time: 3rd lunar month
Purpose: express the close bond between humans and elephants
Activities: elephants participating in race, swimming competition, and other games.
Death Anniversary of the Hung Kings

As Vietnamese people always show deep gratitude towards their origins and ancestors,
every year, the Death anniversary of the Hung Kings-also known as Hung King Temple
Festival-is celebrated on the tenth day of the third Lunar month.
Being one of the public holidays of Vietnam, this festival is for worshipping Hung Kings,
those who make great contribution in building the country in its very first start. Death
anniversary of the Hung Kings has the purpose of educating the young generation of
Vietnam society about their traditional root. On this special day, Vietnamese people, not
only at home but also abroad, turn their souls and hearts towards Nghia Linh Mountain,
Viet Tri City, Phu Tho Province—the sacred land where Hung Kings established the
country centuries ago.
Legends have it that Vietnamese people are the descendants of Lac Long Quan and Au Co.
After getting married with Lac Long Quan, Au Co gave birth to one hundred children, and
the eldest son among them established himself as the King of Van Lang and built up his
Kingdom at Phong Chau, Phu Tho Province nowadays. From generations to generations,
the reign of Hung Kings has become an important period in the history of Vietnam, setting
up the country’s foundation, tradition, culture and also a set of national values:
patriotism, sense of community, mutual fondness, and aversion towards foreign invasion.
Being recognized as one national holiday of Vietnam, the organization of Hung Kinh
Temple Festival is carefully and strictly conducted. In even years, the festival is held
‘nationally’ with the presence of Vietnam’s heads of state; on the other hand, in odd years,
it is laid in the hand of Phu Tho province’s government. Since 2007, people have been
allowed to be off from work on this special day.
Every year is the same—people from all corners of the country and even oversea gather at
Hung King Temple, Phu Tho to participate in solemn ceremonies. The first one among
them is a procession of great spectacularity. From the 9th day’s afternoon, the village in
charge of operating the procession gathers at the foot of Nghia Linh Mountain, preparing
the palanquin and oblations including foods, flowers, and incense sticks. In the early
morning of the 10th day, together with beautiful young boys and girls in beautiful holiday
clothes carrying colorful offerings, flags and flowers, delegates head towards the
mountain to offer wreaths from leaders of the nation, representatives of Phu Tho province
as well as other provinces and cities. Specially, in even years, this activity is, lead by
honored soldiers from Vietnam’s People Army. After that is the incense offering ritual
carried out at the Upper Temple of Hung King Temple. In the years when the festival is
organized by Phu Tho province, the opening speech is read by the Chairman of the
province; meanwhile, in the years when the festival is held nationally, it is operated by a
representative from Ministry of Culture, Sports and Tourism or one of the country’s head
of state. For example, in the year of 2012, National Assembly Chairman Nguyen Sinh
Hung is the one who conducted this rite.
Beside the Upper Temple, flocks of people also offer incense sticks and flowers at other
places nearby such as Gieng Temple or the foot of Nghia Linh Moutain. The whole
process of palanquin procession ceremony and incense offering ceremony is directly
reported so that every person living in Vietnam or in a foreign country can experience the
spirit of this meaningful event. Participating in these ceremonies, people from all parts of
the country, regardless of ages, pray their ancestors for blessed lives.
Apart from the part of ceremonies, Death anniversary of the Hung Kings also consist of
several cheerful activities like performances of Cheo singing, Quan Ho singing, Xoan
singing as well as games of chess playing, rice cooking and chicken kicking.
Overall, Death anniversary of the Hung Kings is a valuable opportunity for Vietnamese at
home and abroad to strengthen the country’s long lasting tradition of gratitude, patriotism
as well as enhance national solidarity.
Time: 10th day of 3rd lunar month

Purpose: worship Hung Kings—the country’s founders
Activities:
Ceremonies: processions, oblations, oration
Entertaining activities: traditional singings, chess playing, and so on
Whales Festival
From long ago, the fishermen of coastal areas have considered whales as a rare kind of
mammal that do not harm anyone and instead lend a helping hand when people
unfortunately meet storms on their voyages. In other words, whales are taken into account
as a sacred creature as well as the savior for fishermen.
In Vietnam, the creature is specially attached with Nguyen Anh— Emperor Gia Long of
Nguyen Dynasty as legend says that they saved the Emperor from ship sinking. After
ascending the throne, Emperor Gia Long awarded whales to be a minister in his court.
From that moment on, whales were widely accepted in the country as a god.
With such spirit, fishermen express much admiration towards whales as they avoid calling
whales directly and instead use the title Ca Ong or Ong Nam Hai (Whale God). They built
temples (Lang Ong) to store whales’ bones, with altars of two guardians—Ly Ngu’s on the
left, and Ly Luc’s on the right. In addition, they celebrate Whales Festival with the belief
that showing respect to Whale God is the assurance of not only safety but also prosperity
of the village they live.
The festival takes place within two days in the middle of the third lunar month with the
presence of all villagers and fishing boats. The whale temple, together with of every house
and boat in each village, are gorgeously decorated. In the first evening of the event, at
whale temple, village elders carry out a peace offering with oblations (no seafood
allowed) offered when the oration is presented. Visit the sea at dawn on the next day,
visitors will find the operation of a boats procession indicating fishermen’s sincerity
towards their Whale God. Lastly, midnight marks the official ceremony with incense
offerings from children and classical operas performed by orchestras.
Time: third lunar month
Purpose: worship whales
Activities: decorating, peace offering, boats processing, classical music playing
Reunification Day
In the history of Vietnam, April 30th, 1975 is the day that marks the fall of Saigon
government, ending the Vietnam War and leading to the liberation of Vietnam's southern
part.
Every year since, the country celebrate this day as a commemoration to the reunification
between the Democratic Republic of Vietnam in the North and the Republic of Vietnam in
the South into the Socialist Republic of Vietnam as we know today.
Before this special event actually comes, competitions related to the origin and meanings
of Reunification Day are held to draw public attention. Over a week prior to April 30th,
streets in big cities like Hanoi, Hue, Da Nang and Ho Chi Minh City are eye-catchingly
decorated with colorful banners, flags and neon lights. Also, celebration areas are
prepared—it could be a place for parade, or the stage for a national live show.
When Reunification Day is on, major cities are at its quietest as people return to their
homeland to enjoy the day with their beloved family. In front of residents’ houses, there
are Vietnam’s national flags proudly waving in the air. On television, related memorial
programs or music shows performing victorious songs about the Vietnam War are
broadcasted. Especially, in Ho Chi Minh City, in the beginning of the day, there are lines
of parades coloring up main streets, with the participation of lots of people—however, you
must be an ‘early bird’ to witness or be a part in this activity.
Time: April 30th
Purpose: celebrate the reunification between two parts of Vietnam
Activities: hold related competitions, shows and parades; back to hometowns
International Labor Day

Together with more than 80 countries all over the world, the International Workers' Day,
as known as International Labor Day or May Day in Vietnam, is a public holiday of the
nation. It is celebrated on the first day of May, right after the Reunification Day; as a
result, the two holidays are normally joined together into one break.
In some special years when both of these days fall on weekends (Saturdays and Sundays),
people will be off from work for four consecutive days.
On this occasion of public holidays, services and offices like banks, schools and other
governmental institutions are closed—only service of tourism is available. Vietnamese
people living in major cities often head back to their hometown or travel to tourist
attractions. As a consequence, destinations are full of people and the price is much more
added up of course. In addition, the fee for transportation is also affected.
If you are into tranquility, a visitation to Hanoi or Ho Chi Minh City on Reunification Day
and May Day might be ideal for you as these cities are not as noisy and crowded as usual.
Time: May 1st
Purpose: celebrate international labor movement
Activities: services and offices are closed—except tourism
Le Mat Snake Village Festival

Le Mat is a small village at Viet Hung Ward, Long Bien District, about 7 kilometers away
from Hanoi, which is famous for its tradition of catching snakes and making delicious
food from them. To honor such a long standing profession, the village's festival transpires
annually on the 23rd day of the third lunar month.
According to folklore, in the reign of King Ly Thai Tong, the princess’s boat once was
turned over by a huge snake when she took sightseeing at Nguyet Duc River (Duong River
nowadays). The princess’s life was threatened; fortunately, a man of Le Mat village
working nearby the river jumped into the water, fought the snake and saved her life. After
that, King Ly Nhan Tong intended to reward him with an abundance of precious stuff
together with a high position in his dynasty. To the King’s surprise, the young man refused
them all—in stead, he asked the King to break the ground near Thang Long together with
the people in his village and neighboring ones. Under Ly Thai Tong’s approval,
gradually, the area turned into a wealthy hub. The man of great merit became Le Mat
village’s tutelary god. To express their gratitude, villagers constructed a temple
worshipping him and added catching snakes to their profession—apart from the usual
work of farming. As a result, several cultural activities about snake are held each year at
Le Mat village, including the festival.
Le Mat Snake Village Festival usually takes place from the 20th day to the 24th day of the
third lunar month, with the main festive day on the 23rd. At the early morning of this day,
representative ancestors of the 13 camps at the old land near Thang Long in the past
bring 13 trays of offerings from the capital to Le Mat village. A water procession marks
the festival’s start, in which water is taken from the pond, poured into a big porcelain jar,
put on a palanquin and brought to the temple. A big fish caught from the mentioned pond
and covered in red cloth is used as offering for the tutelary god. When ceremonies are
over, the scene when the young man killed the huge and save the princess is represented
among the vibrant sounds of drums. Snake-related competitions are held—for example,
snake catching, snake breeding, and snake venom curing. Also, a cup of snake wine with
three or five snakes inside may be given to festival goers.
Time: 20th-24th day of 3rd lunar month
Purpose: honor the profession of snake catching
Activities: offerings and processions; snake-related competitions
Khau Vai Love Market Festival

This special event is held annually, from the late evening of the third Lunar month's 26th
day and lasts until the end of next day in Khau Vai Commune, Meo Vac District in the
northern most province of Vietnam, Ha Giang.
Unlike any other markets, Khau Vai Love Market is extraordinary and remarkable
because the people coming here do not sell or buy any goods. Instead, it is the dating
place for ex-lovers who fell in love but could not have a marriage.
Khau Vai Love Market Festival is legendarily originated from a sad love story: A couple
from different tribes deeply fell in love with each other; however, their marriage was
forbidden by the girl’s tribe while the boy’s tribe wanted her to be one bride of theirs. A
violent conflict later on was occurred between two tribes and caused blood shedding for
both of them. To stop the nonsense and fierce battles, the couple decided to fall apart with
broken hearts. Still, they promised to see each other once a year on lunar March 26th in
Khau Vai. Since then, on every lunar March 26th, Khau Vai Love Market Festival emerges
as an occasion for couples of different ages who used to love but could not get married to
come and meet each other again. About a century has passed by; still, the festival remains
and makes its main claims for a humanity meaning.
On the event, spouses can go to the market together but individually seek their own
partners for sharing their innermost feelings. If the wife or the husband cannot go to the
market, she or he will not angry or be jealous because the meeting at the market is just
only a temporary feeling and cannot influent their normal life. The market also attracts
those who excitedly want to find a partner for the first time. This northern love market
with unforgettable emotions of its participants has been become a symbol of love and
romance.
Khau Vai Love Market Festival is a unique tradition of the northern areas with special
and interesting activities. The first day is for the villagers’ ceremony of receiving the
great calendar to forecast of rainfall and foresee the crop of that year. This official
ceremony is carried out inside the sanctuary where all participants pray for a good yield.
Then, young males and females can walk out the pagoda yard and join in fun activities.
The second day is devoted for the ceremony of boiling rice and heaping up a sandy
mountain for search of happiness and luck. The last ceremony is to wash the Buddha’s
statue and Buddhist monks.
This famous festival attracts many local ethnic groups living near and far like Nung, Giay,
Mung. Attending the event, tourists have invaluable chances to witness northern
mountainous minority’s culture and tradition, including foods and drinks, folk dances
performances and games. Also, they can feel experience the power and beauty of love as
well as the romance and strong emotions of ex-lovers which is the key factor creating and
maintaining this unique market.
Time: 26th and 27th day of the 3rd lunar month
Purpose: for ex-lovers to meet again and recall old memories
Activities:
Rituals: great calendar receiving, praying, Buddha’s statue cleaning
Period 36:

Lesson 1: Getting started
* Have an overview of the topic “ Festivals in Viet Nam ”
* Use the lexical items related to the topic “Festivals in Viet Nam”
* Talk about the activities they enjoy doing at festivals.
* Practice the vocabulary and the grammar items to be learnt and through the skill and
activities of the Unit 5
- Words: ceremony, family reunion, celebration, carnival, anniversary, procession,
performance, ritual …
Grammar:
Simple and compound sentences

Complex sentences
II. Materials and references: Textbooks, lesson plan, white chalk, colored chalk,
sub-boards, handouts, students’ books, recording.
* English grade 8 - Unit 5 - Lesson 1: Getting started
III. Anticipated problems: Students may not be familiar with many difficult
Vietnamese traditional festivals.
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Let students to play “ Kim’s game” by giving out the six pictures of Vietnamese festivals
to lead students into the topic of the new lesson.
Ask students to look at the pictures for thirty seconds. Then teacher puts all the pictures
away and asks students to call out their memories to name the activities in the pictures
Then teacher writes the topic of Unit 5 on the board.

Teacher writes “Tet festival” on the board and asks two groups of five students to come to the
board. Group A writes what Vietnamese people should do and group B writes what
Vietnamese people shouldn’t do during the Tet festival. Set a time limit. The game stops when
the time is up. Each custom of tradition written down is rewarded with one mark. The group
with higher marks wins.
Ask Ss to add any names of any other festivals in Viet Nam that they know or have been to.
Ask them which of the festivals they would recommend to foreigners and why.
REVISION:
- T. summarizes Ss’ answers and
asks them what all of these
activities are called. Elicit the Work in 2
Communic teams.
ation word “Tet festival” from Ss.
- T prepares photos or magazines
cut-outs of festivals: Ss look at the photos and
talk and write
Brainstorming: with the
words:“Tet festival” (Stick photos/ pictures on
the board)
- Students from each group in
turns write different activities as
quickly as possible.
- 2 points for one correct
answer.
Teacher asks Ss to open their books
and look at the picture and the
heading “Which festival should I
T and
see?” Ask them some questions: Students
Problem-
solving
Whole
Where are Duong and Peter? class
What are they doing?
What might they be talking about?
Ss answer the questions as a class.
Language
- Present the new words and

structures (using pictures/ visuals)
( Rub out and remember)
* New words
- ceremony (n) : nghi lễ
- oriental (a): thuộc
phương đông
- royal court music(n): nhã
nhạc cung đình
- (to) regret: hối hận
- (to) wrestle: đấu vật
among Peter and Duong.
- Teacher leads students into

Activity 1. Activity 1a ( Page. 49)
Pre- prediction:
Teacher asks students to close Tick true (T) or false (F):
their books and give out their First, work
1. Peter will come to Viet in
predictions about the dialogue
Problem- Nam in spring. individuals.
among Peter and Duong.
solving Then work
First, teacher plays the recording 2. Peter wants Duong to in pairs.
and have Ss work independently. recommend somewhere to
Play the recording once or twice go.
more. Pause the recording at the 3. Duong says that Peter
appropriate places if Ss need should come to Hue and Da
help with comprehension. Then Nang.
allow Ss to check their 4. Peter doesn’t want to
predictions and share their come to the Hue Festival.
answers with a classmate before
5. Duong recommends Peter
discussing as a class.
to see the Hue Festival, the
Key: 1.T 2.T 3.F Lim Festival, and to
4.F 5.T celebrate the Tet holiday
with his family.
Teacher asks students to open
their books to read the dialogue
to make sure of their answers.
Self-
learning
PRACTICE (15’)
Helping Students practice asking and answering the questions from the dialogue. Practice the
words mentioned in the dialogue.
Teacher asks students to read
Self- the dialogue again to answer the Activity 1b ( page 49)
learning questions individually. Read the conversation First, work
Teacher asks students to work again and answer the individually.
in pairs to ask and answer the Then work
questions:
questions. in pairs.
1. When is the Hue Festival
First, teacher asks Ss not to look
held? What can visitors see
at the conversation to answer the there?
questions, then have them open
their books and check their 2. What does Duong’s

answers. family do to welcome Tet?
Two big
Key: 3. Why does Duong say groups play
the game
1. In April. They can see a grand ‘It’s hard to explain on the “ Lucky
opening ceremony, ao dai phone’? Numbers”
fashion show, Dem Phuong 4. Where and when is the
Dong or oriental night show, Lim Festival held?
royal court music 5. Why do you think Duong
performances…and sporting recommends the Lim
activities. Festival?
Problem-
solving 2. Duong’s family prepares a
five-fruit tray and make jam and
Chung cakes.
3. Because there are so many
interesting things to see and
enjoy, it would take too long to
describe them.
4. In Bac Ninh, on 12th of the
first lunar month.
5. Because it’s near Ha Noi. It
takes place roght after Tet
holiday and is full of traditional
events.
-Teacher shows the
conversation between Peter and
Duong and then asks students to Activity 1c ( page 49)
read it again to find the Can you find the Individually
expressions. following expressions in
-Teacher asks students to guess the conversation? Try to
the meaning of each expression explain their meaning:
through the contexts. 1.Why don’t you come for
-Call some pairs to explain each that?
expression in turns. 2. Sounds great!
3. You won’t regret it.
Key: 4. Are you sure?
1. Used as suggestion or to give
advice
2. (It/that) Sounds + Adj: used to

Language- give your first impression of
using what you hear.
3. To stress that it is worth
spending time or money doing
something.
4. To show surprise and to check
that something is really Ok to do.
Teacher asks students to work
in pairs to make short
conversations with the four
expressions .
Teacher checks students’
answers by asking some pairs to
act out.
Teacher asks the others to give
comments.
Activity 1d ( page 49)
Have Ss work in pairs, matching Work in pairs. Make short
the words with the pictures. conversations with the four
Then check their answers. expressions .
Afterwards, have Ss repeat the A:Why don’t you come
words chorally. with us to the Lim Festival?
Correct their pronunciation if
necessary. Ask for translation to B: Sounds great!/ Are you
check their understanding if sure?
necessary. Activity 2: Use the words
Key: a. ceremony from the box to label the
pictures:
b. anniversary
c. reunion
d. procession
e. carnival
f. performance
Have Ss work independently,
match the names of the festivals
with the appropriate pictures,
then cross-check with a partner.
Finally, check Ss’answers.
Key: 1. d 2. a
3. c 4. b 5. e
Ask Ss to work in pairs, Activity 3: Match the

matching the descriptions of words with the pictures of
festivals.
festivals with their names. 1. Do Son Buffalo- fighting

Check Ss’s answers. Festival.
2. Cow Racing Festival.
Key: 1. c 2. b 3. e 3. Le Mat Snake Festival.
4. d 5. a 4. Whale Festival.
5. Elephant Festival.
Activity 4: Match the
festivals in 3 with their
descriptions:
 A.
This is held in Don Village,

Dak Lak Province.
Elephants and their riders
race to the sound of drums,
gongs and the cheering
crowds.
 B.
This is held in An Giang

Province. Each race
includes two pairs of cows,
and they are controlled by
two young men.
 E.
This festival uses a bamboo

snake performance to retell
the story of Le Mat Village.
 C.
This is a traditional,
buffalo-fighting ceremony
to worship the Water God in
Do Son, Hai Phong City.
 D.
This is a festival to worship

the whale and pray for the
good fortune of the
fishermen in Quang Nam.

Helping students sum up the whole knowledge from the game.
Guessing game” For example:
Collabora -Ask Ss to work in groups of S1: The Festival is among Work in
tion four or six, or as a mingle (trộn
the greatest Buddhist groups of
lẫn) activity. festivals in northern part of six.
If the classroom is large Vietnam. The Festival plays
enough, ask Ss to stand in two an important role in the
lines facing each other. Each spiritual life of Vietnamese
people in general and
pair will talk about one festival
for one minute. When the time Vietnamese Buddhists in
is up and T calls out “Change!”particular. The festival is
they will move one step to the divided into two parts: The
ceremonies and the
left/ right to meet a new partner
entertaining activities.
and talk about an other festival.
Answer Key: Is it Huong Ceremonial rituals consist of
Pagoda Festival? incense offering procession
and Zen ceremony in which
Monks and Buddhists offer
incense, flowers, candles and
fruits. During the ceremony,
there are two monks
performing beautiful and
flexible dances. On the other
hand, entertaining activities
include enjoying boat cruise
along Yen Stream for
watching picturesque
scenery, climbing mountain
and exploring holy caves. It
is believed that climbing up
the top of Huong Tich
Mountain will bring you
fulfillment and great success
in life.
Self- - Learn the new words by Write down. Whole class
learning heart.
- Listen the recording “
Which festival should I see?”
at home.
Unit 5: Lesson 2: A closer
look1.
Period 37:

- Use the lexical items related to the activities at the different festivals of Vietnam.
- Help Ss to understand, memorize and use words in Unit 5 related to the topic “
Festivals in Vietnam”
- Find the rule of the stress in words ending in –ion and –ian and practice more
pronouncing the words ending in –ion and -ian in isolation and in context.
Grammar:
Simple and compound sentences
Complex sentences
* English grade 8 - Unit 5 - Lesson 2: A closer look 1
III. Anticipated problems: Students may have difficulty in using the vocabulary to
describe activities at the festivals.
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some Vietnamese traditional festivals as well as warming up the class and leading them
into the new lesson.
REVISION: 1.Time: 1st lunar month
Start with a game. Select two teams of
four Ss to come to the front of the class. Work in 2
teams
Communication Set a time limit and ask Ss to listen to
the teacher giving the information Purpose: reunite family,

related to festivals. Students have to celebrate new year with
guess what festival the teacher are the best T and
Problem- Students
solving talking about. Then the teacher checks
the answers with the whole class. Activities:
Decide the winner. Then check if Ss - Kitchen Gods
know the meanings of the words. Ask worshipping ritual
for translation to check their
understanding if necessary. - Cleaning and
preparation
- New Year’s Eve
- New Year’s Day
2. Time: 6th-8th day of
1st lunar month
Purpose: commemorate
Saint Giong, hope for
abundant harvests and
happy lives
Activities:
Ceremonies: cleaning
Saint Giong’s statue,
processions, incense
offerings
Entertaining activities:
playing folk games,
enjoying traditional
singings
2. Presentation:
Vocabulary: Activity 1: Match the
Teacher shows the table on the words to their meaning:
screen. Work in
1.to preserve a. a show group
Teacher checks students the
instruction to make sure that they
Problem- 2.to worship b. an act of
know their task. special meaning
solving
Teacher instructs the students how to that you do in Ss work
do well the same
in pairs to
way each time examine
Do the first one as a model ( Is “to the pie

preserve” a verb or a noun? So it 3.a c. to keep a chart
cannot go with letters a and b; to tradition alive closely in
performance
order to
preserve means “to keep a tradition
understan
alive” 4.a ritual d. to remember
d its
and celebrate
Now have Ss open their books and contents
something or
work independently on 1. someone
Then, ask them to share their answers
with one or more partners. If e. to show
Ss answer
5.to
necessary, ask for translation of some respect and the
commemorate
love questions
words or phrases in the box to check
for something that
their understanding. Then check Ss’s follow
or someone
answers. the chart.
Key: 1. c 2. e 3. a
4. b 5.d
Can you use the words in 1 to

complete the following questions?
Teacher asks students first to work
individually and then share their
answers with one or more partners.
Call some students to stand up to
speak out their answers in turns.
Key:
1. commemorate
2. worship
Activity 2: Complete the
3. preserve sentences using the words
4. ritual in 1:
1. The Giong Festival is held
5. performance
every year to…Saint Giong,
our traditional hero.
2. At Huong Pagoda, we
offer Buddha a tray of fruit
To … him.
3. Thanks to technology, we
Ask students to make differences can now … our culture for
between the use and the meaning of future generations.
the words given: a ceremony, 4. In most festivals in Viet
anniversary, a ritual, a performance, Nam, the … often begins
a celebration, a show, a reunion. with an offering of incense.
T may explain and give examples of 5. The Le Mat Snake … is
the words given. about the history of the
- Ask Ss to give some more village.
examples.
Activity 3:
- Let Ss match the nouns with their
Match the nouns with each
verbs.
verb. A noun can go with
- T elicits the answers from the class.
more than one verb:
a ceremony/ a show / a
celebration /an anniversary/
a hero/ good fortune /a
ritual /a god/ a reunion
Presentation 2 Remember!
* Stress in words ending in-ion With the words ending in
Self -learning and ian the suffix –ion or -ian,
Language-using Words ending in "ian", "ion", "ic" , stress the syllable
"ics", "ical", or "ically": immediately before the
have the stress on the syllable just suffix.
before these endings Example:
(stressed on the penultimate syllable commemo’ration
= second from the end) vege’tarian
Examples: Activity 4a: Look at the
table below. What can
you notice about these
Chri’stian, physi’cian, sta’tion,
sess’ion, condi’tion, Idioma’tic, words?
Competition/
Mathema’tics, chem’ical, typ’ically,
commemoration
...
/procession/ preservation/
1. She's a politician and is confusion / magician/
on television. musician /vegetarian /
2. His profession is an optician. companion
3. Don't mention the competition. Activity 4b: Listen and
4. The decision for stress the words below.
his promotion rests on Activity 5: Listen and
the condition he has stress the words below Work in
good communication skills. Pay attention to the pairs
5. This session is on words ending endings.
Self -learning
in 'shun' and it's my mission to
1.procession 5. politician
help you.
2.companion 6.musician
6. I have an invitation to a party at a
3.production 7.historian
famous musician's mansion but
4.competition 8.librarian
the admission is
by invitation only.
PRACTICE 2 (3’)
Self -learning Practice 2. Activity 6: Read the

*Have Ss practice the words ending following sentences and
in -ion and -ian first mark (’) the stressed
-Ask them to repeat the whole syllable in the
sentences. underlined words. The
listen and repeat.
-If time allows ask Ss to cover their
books and listen to the recording. 1. Elephants are good
companions of the people
If they hear the words ending in –
in
ion, they raise up their left hand, if
they hear the words ending in –ian, Don Village.
they raise up their right hand. 2.The elephant races need
the participation of
young riders.
3.The elephant races get

the attention of the
crowds.
4. Vietnamese historians
know a lot about festivals
in Viet Nam.
5. It’s a tradition for us to
burn incense when we go
to the pagoda.
Self- learning - Give Ss some exercises in the Guideline A.

workbook
A. Phonetics: 1,2
B. Vocabulary- 1,2,3,5,
Period 38:
- make differences between a simple sentence, a compound sentence and a complex
sentence.
- use simple sentences, compound sentences and complex sentences to describe a festival.
III. Anticipated problems: Students may confuse the three different types of
sentences: simple sentences, compound sentences and complex sentences.
clear instructions.
In grammar, clause structure refers to the classification of sentences based on the

number and kind of clauses in their syntactic structure. Such division is an element
of traditional grammar.
A simple sentence consists of only one clause. A compound sentence consists of
two or more independent clauses. A complex sentence has at least one independent
clause plus at least one dependent clause. A set of words with no independent clause
may be an incomplete sentence, also called a sentence fragment.
A sentence consisting of at least one dependent clauses and at least two independent
clauses may be called a complex-compound sentence or compound-complex
sentence.
Sentence 1 is an example of a simple sentence. Sentence 2 is compound because
"so" is considered a coordinating conjunction in English, and sentence 3 is complex.
Sentence 4 is compound-complex (also known as complex-compound). Example 5
is a sentence fragment.
1. I like pumpkin pie.

2. I don't know how to bake, so I buy my sweets.
3. I enjoyed the apple pie that you bought for me.
4. The dog lived in the garden, but the cat, who was smarter, lived inside the house.
5. What an idiot.
The simple sentence in example 1 contains one clause. Example two has two
clauses (I don't know how to bake and I buy my sweets), combined into a single
sentence with the coordinating conjunction so. In example 3, I enjoyed the apple
pie is an independent clause, and that you bought for me is a dependent clause; the
sentence is thus complex. In sentence 4, The dog lived in the garden and the cat
lived inside the house are both independent clauses; who was smarter is a dependent
clause. Example 5 features a noun phrase but no verb. It is not a grammatically
complete clause.
Simple sentences
A simple sentence structure contains one independent clause and no dependent
clauses.
 I run.
This simple sentence has one independent clause which contains one subject, I, and
one predicate, run.
 The girl ran into her bedroom.

This simple sentence has one independent clause which contains one subject, girl,
and one predicate, ran into her bedroom. The predicate is a verb phrase that consists
of more than one word.
 In the backyard, the dog barked and howled at the cat.

This simple sentence has one independent clause which contains one subject, dog,
and one predicate, barked and howled at the cat. This predicate has two verbs,
known as a compound predicate: barked and howled. This compound verb should
not be confused with a compound sentence. In the backyard and at the cat are
prepositional phrases.
Compound sentence
A compound sentence is composed of at least two independent clauses. It does not
require a dependent clause. The clauses are joined by a coordinating conjunction
(with or without a comma). a semicolon that functions as a conjunction, a colon
instead of a semicolon between two sentences when the second sentence explains or
illustrates the first sentence and no coordinating conjunction is being used to
connect the sentences, or a conjunctive adverb preceded by a semicolon. A
conjunction can be used to make a compound sentence. Conjunctions are words
such as for, and, nor, but, or, yet, and so. Examples:
 I started on time, but I arrived late.

 I will accept your offer or decline it; these are the two options.
 The law was passed: from 1 April, all cars would have to be tested.
 The war was lost; consequently, the whole country was occupied.
The use of a comma to separate two independent clauses without the addition of an
appropriate conjunction is called a comma splice and is generally considered an
error (when used in the English language). Example:
 The sun was shining, everyone appeared happy.
Complex and Compound-Complex sentences

Main article: Dependent clause
A Complex sentence has one or more Dependent clauses (also called subordinate
clauses). Since a dependent clause cannot stand on its own as a sentence, complex
sentences must also have at least one independent clause. A sentence with two or
more independent clauses plus one or more dependent clauses is called compound-
complex or complex-compound.
In addition to a subject and a verb, dependent clauses contain a subordinating
conjunction or similar word. There are a large number of subordinating
conjunctions in English. Some of these give the clause an adverbial function,
specifying time, place, or manner. Such clauses are called adverbial clauses.
 When I stepped out into the bright sunlight, from the darkness of the movie house, I
had only two things on my mind. (S. E. Hinton, The Outsiders)
This complex sentence contains an adverbial clause, When I stepped out into the
bright sunlight from the darkness of the movie house. The adverbial clause describes
when the action of the main clause, I had only two things on my mind, took place.
A relative clause is a dependent clause that modifies a noun or noun phrase in the
independent clause. In other words, the relative clause functions similar to
anadjective.
 Let him who has been deceived complain. (Miguel de Cervantes, Don Quixote)
 You, who have never known your family, see them standing around you. (J.K.
Rowling, Harry Potter and the Sorcerer's Stone)
In the first example, the restrictive relative clause who has been deceived specifies
or defines the meaning of him in the independent clause, Let him complain. In the
second example, the non-restrictive relative clause who have never known your
family describes you in the independent clause, You see them standing around you.
A noun clause is a dependent clause that functions like a noun. A noun clause may
function as the subject of a clause, or as a predicate nominative or an object.
 What she had realised was that love was that moment when your heart was about to
burst. (Stieg Larsson, The Girl with the Dragon Tattoo)
In this sentence the independent clause contains two noun clauses. The noun
clause What she had realized serves as the subject of the verb was, and that love
was that moment serves as complement. The sentence also contains an adverbial
clause, when your heart was about to burst.
Incomplete sentence
An incomplete sentence, or sentence fragment, is a set of words which does not
form a complete sentence, either because it does not express a complete
thought[1] or because it lacks some grammatical element, such as a subject or a verb.
A dependent clause without an independent clause is one example of an incomplete
sentence.
Some prescriptive grammars consider sentences starting with a conjunction such
as but or and to be incomplete sentences, but this style prescription has "no
historical or grammatical foundation".[5] Computer grammar checkers often
highlight incomplete sentences. If the context is clear from the rest of the paragraph,
however, an incomplete sentence may be considered perfectly acceptable English.
LESSON PROCEDURES
WARM UP (5’)
new lesson
REVISION:
1. Warm up: Make complete sentences Students speak out as Work in 2
Communicati teams
on about the festivals. many sentences about
-Teacher pick up the three sentences of festival as possible.
T and
different types
Students
-Teacher elicits students to lead them
into the new lesson.
Self- learning 2. Presentation 1

Grammar
Simple sentences and compound
Language-
sentences review
using
- Remind the Ss of the concept of the
rule from a closer look 1. -Students listen to the
-Ask them what a simple, compound teacher and answer the
, and a complex sentences are how questions to make
they functions grammatically.
differences about a simple,
A simple sentence is one independent
a compound and a complex
clause. Notice that a sentence that has
sentences.
two verbs as in the sentence/enjoy
playing and look forward to. It every
weekend or two nouns as in. My
mother and I go shopping every Rules:
weekend is still a simple sentence Grammar
because it has only one clause. Simple sentences and
A compound sentence is two or more compound sentences:
independent clauses joined together. review
Each clause is of equal importance
and could stand alone. They can be
joined with conjunctions and , but,
on, so, yet, or conjunctive adverbs
however, nevertheless, moreover,
therefore, otherwise.
Ask Ss to work in pairs. Then have Ss
answer before checking with the
whole class.
Practice (14’)
Self- learning 3. Practice .
Ex1. Write S for simple sentences Ss do the
and C for compound sentences. task
Key:
-Ask Ss to work individually individually
1. S - Ss
2. C compare the
answers
-Have Ss compare the answers with 3. C
their partners.
4. S
-Then have Ss answer before 5. S
checking with the whole class.
Exercise 2: Connect each pair of 1. At the Mid-Autumn
sentences with an appropriate Festival we carry
conjunction in the box to make
compound sentences. beautiful lanterns, so it’s a
Have Ss work individually and check memorable childhood
with another S. Finally, T check Ss’s experience.
answers with the whole class.
2.During Tet, Vietnamese
people buy all kinds of - Ss work in
sweets, and they make pairs to
complete
Chung cakes as well.
this task.
3. The Hung King’s sons Ss give
Collaboration
offered him many special feedback as
foods, but Lang Lieu just a class and
correct
brought him a Chung cake mistakes.
and a day cake. Ss work in
4. To welcome Tet we groups
decorate our house with Ss work
individually
peach blossoms, or we
-Ss pick up
can buy a mandarin tree and read out
for a longer lasting a sentence.
display.
5. The Huong Pagoda
Collaboration
festival is always
crowded, yet we like to go
there to pray for good

Exercise 3: Connect each pair of fortune and happiness.
sentences with an appropriate 1. Chu Dong Tu and Giong
conjunctive adverb in the box to
make compound sentences: are both legendary saints; Ss quickly
familiarise
however/nevertheless, themselves
-Ask Ss to look at the rules in the they are worshipped for with the e-
Look out! box. different things. mail
Self- learning - Ss scan the
-Tell them the use of punctuation in 2. Tet is the most
e-mail to
formal language when we write a important festival in Viet find the
compound sentence using Nam; therefore , most answers.
conjunctive adverbs. Vietnamese return home Ss work
individually
for Tet.
then
3. Tet is a time for us to compare
worship our ancestors;
moreover, it is also a time
for family reunion.
4. The Khmer believe they
have to float lanters;
otherwise, they may not
get good luck.
5. The Hung King Temple
Festival; nevertheless/
however, it has become a
public holiday in Viet
Nam since 2007.
Ss to read
Teacher elicits students to lead into the e-mail
the “Look out”: again and
Creativity answer the
questions
Students note down to

Teacher elicits students to lead them keep it in their minds.
to get to know a complex sentence:
1. A complex sentence includes one
independent clause, and one (or
more) dependent clause. The

dependent clause can go before or
after the independent clause.
-If the dependent clause goes before
the independent clause, it is followed
by a comma (,)
Example:
While the elephants are racing,
people cheer to encourage them. Students listen to the
- If the independent clause goes teacher, answer the
before the dependent clause, there is questions and then copy
no comma. the notes.
Example:
People cheer to encourage the
elephants while they are racing.
2. A dependent clause begins with a
subordinator such as when, while,
because, although/ even though, or
if
Ex4. Match the dependent clause

with the independent ones to make
complex sentences:
-Tell Ss to read the grammar box
Complex sentences carefully.
-Go through the grammar point with
the class to make sure everybody
understands.
-Explain th
-If time allows, ask Ss to give
examples using the grammar point.
-Then ask Ss to work individually to
match the clause and check with one
or more partners.
-Finally, T corrects as a class.
Ex 5. Fill each blank with one

suitable subordinator: Key:
-Give Ss time to work individually at 1. Because
first and the share with their partners.
2. If
3. When
4. While
5. When
6. Although/ Even though
Ex 6: Use your own words/ ideas to

complete the sentences below.
Suggested answers:
Compare your sentences with a
partner: 1. , I have never been
there.
-Have Ss work in pairs to complete
the sentences. 2. , we shouldn’t miss
-Ask Ss to swap their sentences with it.
other pairs and cross- check. 3. , you should visit Giong
-Have some Ss read out their
answers. If the classroom has a Temple.
projector, show some answers and 4. , they take a lot of
check them with the whole class.
photos.
5. , they can enjoy
the beautiful scenery of
the area.
Helping students make complete sentences to describe a festival using compound and complex
sentences.

Self- learning - Give Ss exercise 4,5,6 in workbook Individually
Period 39:
- Help Ss use the functional language what they have learnt in the previous sections
about the topic “ Festivals in Viet Nam”
- Use the words related to the topic “ Festivals in Vietnam”
- Describe a local festival in Viet Nam
- Talk about the activities at festivals and understand more about the different
cultures of different parts of the country.
* Extra vocabulary: bamboo archway, green rice flakes, coconut, clasped hands,
floating lanterns, dragon boat race …
*Skill practice: Interviewing about a local festival.
II. Materials and references: Textbooks, lesson plan, white chalk, colored chalk,
* English grade 8 - Unit 5 - Lesson 4: Communication
III. Anticipated problems: Students may have difficulty in the way to express their
ideas when making questions about a local festival.
IV. Proposed solutions: Teacher should encourage sts to prepare the lesson carefully
by surfing the Internet to get more information as well as the language -using ability.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about festivals as well as warming up the class and leading in the
new lesson
Kim’s Game:
Work in 2
1. bamboo teams
Communicati 2. green rice flakes
on
3. potatoes
4. coconuts
Problem- T and
5. pia cake Students
solving
6. pray
-Show students the pictures for one
minute 7. lanterns
-Students try to keep the images in 8. dragon boat race
their minds.
- Put the pictures away and ask
students to recall their memories to A Khmer festival
make a list of the items in the pictures.
Creativity
- The teams who gets more correct
words will win the game.
- Ask students at which festival the
above items appear.
Before Ss open their books, ask them
if they have been to / seen a festival
by the Khmer. T can say today, we are
going to listen to an interview with a
Khmer Festival. What questions
might the interviewer ask?
- Ask Ss to look at the pictures and
answer the questions.
Vocabulary (9’)
Self- learning Refer Ss to any words in the “Extra Ss guess the meaning of Individually
vocabulary” that Ss don’t yet know the words. T - whole
Language- and ask Ss to try to guess what the *Extra vocabulary: class
using meaning is, and how that may relate - archway (n)
to the festivals.
- ceremony (n)
- clasped hands
- to worship
Help sts listen to some activities at a Khmer Festival.
Act 1. Listen to an interview - Listen to the tape
between a Tv reporter and a man - Make a list of the items T - whole
Self -learning about a festival to make a list of mentioned in the class
the things mentioned in the listening.
conversation:
Play the recording and let Ss note
down the items.
Act 2: Listen to the interview Suggested questions:

again and complete the table below 1. Where is the festival
with the answers to the suggested held?
questions: 2. When is the festival
-Ask Ss to work in pairs, making full held?
questions based on the given 3. Who do the people
question words and giving as many worship at the festival?
answers as possible based on what
4. What activities do
they can remember from the
people do at the festival?
previous listening.
-Play the recording again for Ss to
answer. If Ss haven’t been able to
answer all the questions, play the
recording another time. 1. Soc Trang
-Check the answers with the whole 2. 14th, 15th evenings of the
class. 10th lunar month
Audio script: 3. Moon God
A: Good morning. Can I ask you some 4. have a worshipping
questions about this festival? ceremony
B: Yes, of course
5. float paper lanterns
A: What is the festival called?
6. hold dragon boat races.
B: Ooc bom boc. It’s held by our ethnic
group in Soc Trang on the 14th and 15th
evenings of the 10th lunar month.
A: Who do you worship at the festival?
B: Our Moon God. We thank him for

giving us a good harvest and plenty of
fish in the rivers .
A: What do you do during the festival?
B: First, we have a worshipping
ceremony at home, under the bamboo
archway at the pagoda. When the moon
appears, the old pray to the Moon God
and the children raise their clasped hands
to the moon.
A: Sounds great! So what are the
offering?
B: Green rice flakes, coconuts, potatoes
and pia cakes.
A: Do you do any other activities after
that?
B: Sure. Then we throat beautiful paper
lanterns on the river, and the next
evening, we hold thrilling dragon boat
races.
PRACTICE (Role-play) (11’)

Helping Students talk about the festivals in details.
Collaboration Work in
Act 3. Role-play in groups of three. groups
One of you is a reporter; two of Example:
you are locals. Do an interview A: Good morning. Can I
about a local festival. It can be a
Creativity ask you some questions
real or an imaginary festival.
about this festival?
B: Yes, of course.
A: What is the festival
called?
B: It’s …. It’s held in …
Collaboration
-Before the role-play begins, give Ss A: Who do you worship
a little time to decide which festival to at the festival?
talk about and assign roles. C: We worship ……
-Note that Ss could also invent a

festival. Use the example in 4 and the
listening in 3 as models. When
everyone has finished, ask some
groups to role-play in front of the
whole class.
FURTHER PRACTICE (FESTIVAL PRESENTATION) (9’)

Collaboration Act 4. Ss work in groups to Work in

* Have Ss work in groups to present present a festival. groups
a festival.
-Cal some representatives to report.
Self- learning 1. Learn the words in Extra Guideline -Write

2.Write a description of a festival/ listen T’s
3. Do Exercise C1,2 (Workbook) guideline
Period 40:
Lesson 5: SKILLS 1
- Reading for general and specific information about Hung King Temple Festival and
Huong Pagoda Festival. (Scanning, skimming).
- Practice speaking by organising a trip to Hung King Temple Festival and Huong
Pagoda Festival.
Structures:
- use the lexical items related to festival activities.
- use different types of sentences: simple sentences, compound sentences and
complex sentences .
II. Materials and references: Textbook, lesson plan, white chalk, colored chalk,
* English grade 8 - Unit 5 - Lesson 5: Skills 1
III. Anticipated problems: Students may have difficulty in talking about general
and specific information about organizing a trip to Hung King Temple and Huong Pagoda
Temple.
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Let students to watch a video clip of Hung King temple and Huong pagoda festivals as well as
warming up the class and leading into the new lesson.
Questions:
Communicati 1. What does the video clip remind 1. It is about the
on T and
you of ? What are they? Vietnamese traditional
Students
festivals. They are Hung
2. Where do the festivals come from? King temple and Huong
Problem-
solving pagoda festivals.
2. Hung King temple
festival comes from Phu
Tho province, and Huong
pagoda festival originates
from Ha Tay province.
PRE- READING (3’)
Self- learning Act 1. Below are pictures from
websites about festivals in
Vietnam. Work in groups to - Work in groups to Work in

answer the following questions: discuss the questions: groups
In small groups, have Ss look at the 1. What are the people
pictures and answer the questions, but doing in each picture?
don’t check the answers with the 2. Who do people worship at
class. the Hung King Temple
Festival?
3. Who do people worship at
the Huong Pagoda
Festival? T whole
Collaboration * New words: class
- Ss work in groups to discuss the 1. (to) worship (situation)
Language- questions 2. emperor (n) = king

using - Ss share their ideas. (symnonym)
3. (to) feature (situation)
4. procession (n) (realia)
5. incense (n) (realia)
6. scenery (n) (definition)

Help sts read the text and find out the answers to the questions by looking the keywords in the
responses.
Act 2. Now read the information Individually
Self- learning about these festivals to check your - Ss to read the text and
ideas. underline any words they
A The Hung King Temple Festival don't know
takes place from the 8th to the 11th day
1. They are joining
of the third lunar month in Phu Tho.
features a procession from
This festival is held to worship the
the foot of the Nghia Linh
Hung Kings who are the founders and
also the first emperors of the nation. mountain to the High
The festival features a procession from Temple on top of the
the foot of the Nghia Linh mountain to mountain.
the High Temple on top of the 2. Hung King Temple
mountain. Here, there is a ceremony of festival is held to worship
offering incense and specialities such the Hung Kings who are
as chung cakes, day cakes and five-fruit
the founders and also the
trays to the Kings. Moreover, there are
also many joyful activities including
bamboo swings, lion dances, wrestling first emperors of the

Self- learning and xoan singing performances. nation.
B This Buddhist Festival is held 3. Huong pagoda
annually and lasts for three months from
the first to the third lunar month. During worships to worship
the festival, visitors come from all over Buddha at the pagoda.
the country and from overseas to join
Collaboration the procession and make offerings of Work in
incense, flowers, fruit and candles to
worship Buddha at the pagoda. In pairs
addition to the ceremonies, people enjoy
activities at this festival such as hiking
in the mountains, exploring caves and
taking photos of the beautiful scenery.
-Give Ss two minutes to skim the
passages and check their answers in
1. Explain that to skim, they must
move their eyes very quickly over the
text to get a general idea of the
subject.
-Ask Ss to read the text and
underline any words they don't
know.
- Have Ss discuss any unfamiliar
words from the text.
-Let Ss work individually to check
their ideas.
Act 3. Find words/ phrases in the
passages that have similar
meaning to these words or Key 3:
phrases.
- Now give Ss one minute to scan the 1. emperors
passages to find the words. 2. features
Explain that to scan they must move 3. joyful
their eyes quickly over the text to 4. from overseas
look for specific information, rather 5. hiking
than reading every word. 6. scenery
Ask Ss underline or circle the words
they find with a pencil.
T may help Ss work out the
meanings of these words from the
context. Then check with the whole

class.
-Let Ss do Ex3 individually then
compare their answers with a Key:
partner.
1. The Hung King Temple
Act 4: Read the information again
festival takes place from
and answer the following
the 8th to 11th day of the
questions:
third lunar month.
Set a longer time limit for Ss to read
2. Incense, specialities
the text again and answer the
such as Chung cakes, day
questions.
cakes and five-fruit trays.
Ask Ss to note where they found the
information that helped them to 3. Because there are many
answer the questions. jouful activities including
Ss can compare with a partner before bamboo swings, lion
discussing them as a class. dances, wrestling and
xoan singing
performances.
4. People join in a
procession and make
offerings of incense,
flowers, fruit and candles.
5. Ss’s own answers.
PRE- SPEAKING (3’)
Set the scene: Your teacher is organizing a trip. You have two opinions: going to Huong
Pagoda or going to Hung King Temple. You have to decide the following:
1. Which place do you prefer to go?
2.What things should you take with you? Why?
Act 5a.
Self -learning -First, ask Ss to work in pairs, Example:
choosing one of the two places: 1.I prefer to go to Huong
Huong Pagoda or Hung King Pagoda because I really
Temple to go to. want to travel along Yen
-Remind Ss to give a reason for their stream by boat. How Work in

Creativity choice like in Example 1. about you? pairs.
-Now, ask Ss to think about what to 2.I think we should take a
take with them. bottle of water because
-Ask them to use the suggestions in we’ll need it when we’re
the pictures. climbing the mountain.
-Encourage them to add any other

items they think necessary and give
reasons.
Go around to help Ss.

Self- learning Act 5b. Now report your decisions - Ss work in groups,
to the class. Which location is decide which place they
more popular and why? are for.
-Ask Ss to report their decisions to the Ss will need to say the Work in
class and decide which location is reason why they have groups
more popular. chosen that place.
Collaboration
Remember to ask Ss to say why the S1: In my opinion, I
chosen location is more popular. prefer …
- Before the role-play starts, teacher S2:
asks students to work in groups to
compare the benefits of coming to
Collaboration the two places.
- Ask each group to brainstorm how
they are going to express their
opinions.
- Tell Ss that they can use the
language in 5a for their role-play,
and emphases that the phrases in the
pictures should be sued in their
discussion.

Help sts to talk about another traditional festival in Vietnam.
Collaboration * Role-play: Work in

Talk about the festival you have groups
ever taken part in.
If time allows, call on two or three
groups to repeat their role-play for
the class.

Self- learning Write a short passage of a festival. *Guideline. Write down
and listen to
the T’s
guide
Period 41:
Lesson 6: SKILLS 2
- Listen for specific information about the Giong Festival.
- Write a description about a festival in Vietnam.
Structures:
- It is held in/on …
- It commemorates ...
- It worships …
- It is impressive because ...
- I like this festival because …
- The most impressive thing at the festival is …
II. Materials and references: Textbooks, lesson plan, chalk, colored chalk, sub-
boards, handouts, students’ books, recording.
* English grade 8 - Unit 5 - Lesson 6: Skills 2
write a paragraph.
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Write the word ‘hero’ on the board as the centre of a word web. Ask volunteers to come up and
add any words or phrases to the word web connected with the topic of ‘heroes’. Accept all ideas
and don’t correct anything. Then tell Ss they are going to listen to a passage about a Vietnamese
hero and open the books.
And then helping Ss revise some words about Giong festival as well as warming up the class and
*Kim’s Game Work in 2
Communicatio Two teams to take part in the game 1.Bamboo teams
n 2.Iron stick
Teacher gives students one minute
just to only look at the words 3. A horse
carefully 4.An enemy
Then the teacher hide the words 5.A hero T and
Students
and ask students to rewrite the 6.An armour
words they can remember from
their memory.
The team who has more correct

words will win the game.

Leading sts to the new lesson by asking students to describe the picture and answer the pre -
questions.
Self - learning Act 1. Work in pairs. Describe the T - whole

picture and answer the pre - Share their ideas with the class
questions. whole class.
1. Who is Saint Giong?
2.What did he do for the country?
- Ask Ss to tell each other who
Saint Giong and what he did for the
country.
- Ask some pairs to volunteer to tell
Collaboration the class if they find each other's
answers interesting.

Help sts read the text and check out their answers by looking the keywords in the responses.
- Look at the questions

Act 2. Listen to a tour guide giving and underline “is held in, individually
defeated, …”
Self -learning information about Giong festival
and circle the correct answer A, B, -Listen and answer
or C: 1.The Giong Festival is held
Tell Ss that they are going to listen in … District, Ha Noi.
to a tour guide giving information A.Dong Anh
about the Giong Festival. B.Soc Son
Ask them to read the questions
C.Dong Da
carefully and try to predict the
2.This festival is held to
answers based on what they know.
Individually
Remind them to pay attention to key commemorate Saint Giong
words in the options. who defeated …
Play the recording and ask Ss to Work in
A.the An
circle the right answers. pairs
B.the Ming
Collaboration
Check their answers with the whole

C.the Mongols
class.
3.The festival is held …
A.on the 6th day of the 4th

lunar month
B.on the 12th day of the 4th

lunar month
C.from the 6th to the 12th

of the 4th lunar month
1.How different is Saint

Giong from other heroes in
Viet Nam?
- He is a mythical hero, who
Act 3. Listen to the talk again and grew from a three-year-old

write answers to the questions child into a giant overnight.
below: 2.When do the preparations
-Have Ss underline key words in the
for the festival begin?
questions. Play the recording. Ask
them to write answers on a piece of -The preparations begin one
paper. If necessary, play the month before the festival.

recording again for Ss to check the 3.What kind of ceremony
answers. Then select Ss to read out takes place after the
their answers to the class. Elicit any
procession?
corrections from the class as you
-A religious ceremony.
write their answers on the board.
-Play the recording as many times as 4.What happens when night
needed. Have Ss listen again and falls?
answer the questions. There is a cheo play
- Let Ss work individually then
performance.
compare answers with their partner.
5.How important is this
festival?
This festival shows the love

for the motherland and the
preservation of our cultural
heritage.
PRE WRITING (3’)

Act 4. Work in pairs. Discuss with your partner the festival in Vietnam that you like best.
Use the word web below to take notes.
Leading sts to the new lesson by focusing them on the speech bubbles from” I like the …
festival”
-Teacher sets a time limit for students to brainstorm ideas and write their notes. Teacher moves
around, helping students with ideas where necessary.
Problem- - Have Ss cover the box and write Cover the box and give individually
solving some of these words/phrases on the the form of a description
board. of a festival.
- Ask Ss where in a paragraph they Organising your ideas:
often see these words and what could *Introducing the festival.
be the purpose for using them. - The name of the festival
- Its original place
*Body: Describe the
festival in details:
-It is held in/on …
- It commemorates ...
- It worships …
- It is impressive because
...
- I like this festival
because …
- The most impressive
thing at the festival is …
*Conclusion/ Give some

comments and your
feeling about the festival

Act 5: Write an article - Work in small groups

Collaboration about the festival for the school - Describe the picture work in
website. - Argue points pairs
*Have Ss work individually to
- Each member write
complete the task, and discuss their his/her own piece.
answers with a partner. -Complete the paragraph.
-Ask Ss to refer back to the reading
passages in Skills 1 for useful
language and ideas, and note some
necessary expressions and language
Collaboration as well as connectors they may need Work in
on the board. groups
Ask Ss to work individually to write
a first draft. Display all or some of the
articles on the wall/ board. Other Ss
and T give comments. Ss edit and
revise the articles as homework.
*Have Ss to work in small groups
where each group describe the
picture first. They then agree on an
opinion and work together to
brainstorm the ideas to describe the
festival in details. Each member will
need to write his/her own piece.
- Remind Ss to use the connectors
they have learnt earlier in order to
better organise their ideas ( when,
and, first, while, but, then, because,
so, moreover. )
Audio script:
The Giong Festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. This
festival commemorates the hero, Saint Giong. He is considered a mythical hero because he grew
from a three-year-old child into a giant overnight. He is worshipped for defending the country
from foreign invaders- the An.
Although this festival is held from the 6th to the 12th day of the 4th lunar month, people start
preparing traditional clothing for the procession and for various performances one month
beforehand. During the festival, the procession starts at the Mother Temple and goes to Thuong
Temple where a religious ceremony is performed. When night falls, a cheo play is performed.
Then the festivities end with a thanksgiving procession on the 12th.
This festival shows our love for the motherland and the preservation of our cultural heritage.
*Sample of writing:
The traditional boat racing festival is held on the Independent Day September 02 every year on
Kien Giang River, Le Thuy district with the length of about 24 km.
According to legend, the boat racing festival in Le Thuy district has dated back almost
500 years ago, deriving from the customary ritual of praying for rain and the launch of
boats onto the river of local people during the dry season. Over time, this tradition has
become the boat racing festival in the sense of praying for rain, praying for peace,
celebrating bumper crops, attracting the participation of many villages, communes in the
district. Since August Revolution in 1945, the boat racing festival has also associated with
the significant celebration of Independence Day and is held on the occasion of the annual
National Day September 02 , becoming the largest cultural festival in Le Thuy and is
recognized as a provincial-level cultural festival. The festival has not confined within Le
Thuy district and influenced the whole province but also attracted many local and foreign
tourists….
Help sts feel comfortable to demonstrate their work and self confident to correct their
Collaboration - Ask students to demonstrate their - Go to the board and T - whole

they have.
- Call the quickest group to read out - Correct other teams’
their writing, correct themselves, mistakes.

Self learning – Give Ss exercise E1,2,3 of Unit 5 - Write down and listen Individually
(in the workbook) in the workbook. T’s guide
Period 42:
 This is the review section of the Unit 5. Ss should record their result for each
exercise in the “Looking back” section in order to complete the final “Finished!
Now I can… assessment”
 Recycle the languages from the previous sections and links with the topic
“Festivals in Viet Nam”
 Words related “Festivals in Viet Nam”
 Grammar: Simple sentences, compound sentences and complex sentences.
 Organise a talent show (song performance) .
- Skills: Practice reading, speaking & writing skills (Ind. PW, GW)
- Attitude: Co-operation & awareness of preserving traditional festivals in Vietnam.
II. Materials and references: Textbooks, lesson plan, chalk, colored chalk, sub-
boards, handouts, students’ books, recording.
* English grade 8 - Unit 5 - Lesson 7: Looking back and project.
III. Anticipated problems: Students are not confident to present and promote their
IV. Proposed solutions:
Teacher should prepare the lesson carefully and give the Ss clear instructions and
encourage students to be calm to take part in the project part.
Teacher should encourage Ss not to refer back to the unit pages. Instead they can use what
they have learnt during the unit to help them answer the questions.
Ss should record their result for each exercise to finish the self-assessment at the end of
the unit and identify areas to review.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about festivals as well as warming up the class and leading in the new
lesson.
Communication */ Slap the board: (English - Ss take part in the game in two Work in
teams. two team
Vietnamese) - Teacher reads
Vietnamese.
1. performance T - whole
class
2. anniversary
3. ceremony
4. ritual
5. procession
6. celebration
VOCABULARY (10’)
Act1. Rearrange the letters to label - Ss do Exercise 1 and write individua

the pictures. their answers on the board: y
Suggested answers Act 1:
Self -learning 1. incense
2. offerings
Language-
3. pray
using
4. lanterns
5. crowds
6. cheering
Individua
y
-Have Ss complete this exercise
Key 2:
individually and then in pairs.
- Once they have finished they 1. ethnic
should be able to explain their 2. commemorates
answers as well. 3. respect
Self- learning Act 2. Complete the text about the
4. ritual
Language- Kate Festival with the words in the
5. ancient
using box:
Teacher elicits students the situation 6. procession
by asking them some questions about 7. perform
the picture. 8. performances
The Kate Festival is held by the

Cham (1) group in Ninh Thuan in the
central part of Viet Nam. This
festival (2) their heroes - the Gods Po
Klong Garai and Po Rome and shows
their (3) to these Gods.
At the festival, the Cham people have to
do a (4) to welcome the costumes from
the Raglai - the (5) Cham. People take
part in a (6) to the nearby temple. When
the procession arrives at the Cham tower,
a group of dancers (7) a welcome dance
in front of the tower. Besides, there is
the Poh Bang (door opening)
performance by a magician in the temple
and the chanting of a hymn. This is a
really joyful festival which features
many other activities like (8) of the
Ginang drum and the Saranai flute and
the Apsara dance.
-Ask Ss to work individually, then
check answers with a partner. Check
Ss’ answers. Ask some Ss to write
answers on the board.
-Have Ss complete this task
individually.

Help sts review Grammar: Simple, compound, and complex sentences
Act3. Choose the correct answer: Key3:

Self- learning 1.When/If you are Vietnamese, you 1. If individua
should know the story of Chung cakes 2. Even though y
and day cakes. 3. because
2.Even though/When the New Year’s 4. While
Eve is late at night, children stay awake 5. When
to welcome the New Year and to watch
the firework display.
3.Children like the Mid-Autumn
Festival because/although they are
given many sweets and toys.
Self- learning 4.While/If children are waiting for the
moon to rise, they sing, dance and listen
to the story of Hang Nga and Cuoi.
individua
5.Because/When you come to the Lim
y
Festival, you can enjoy the singing of
the most skilled lien anh andlien chi.
-Teacher asks students to do the
exercise individually first and then Complete the sentences in 4.
check their answers with their partners Suggested answers:
before discussing the answers as a class. 1. When the Lim festival begins,
people come to see the Quan Ho
Act 4. Use your own words/ ideas Individua
singing performance.
to complete the sentences below. y
2. Because we have many
Compare your sentences with a
Self -learning festivals in January, we call it
partner.
the month of fun and joy.
1.When the Lim Festival begins, …
Language- 3. If you go to the Hue festival,
2.Because we have many festivals in
using January, … you can enjoy an ao dai show.
3.If you go to the Hue Festival, … 4. Even though/ Although sticky
4.Although sticky rice is very tasty, … rice is very tasty, it’s hard to eat
- Have Ss work individually to it everyday.
complete the exercise. 5. While/ When we are boiling
- If time allows. T may ask Ss to Chung cakes, we often listen to
swap their work with each other for our grandparents’ stories.
peer correction.
*Have Ss complete the sentences
using their own ideas.
- Remind them to use compound and
complex sentences.
- Have some Ss read out their

sentences. Accept all answers as
long as they make senses.
Act 5. Put the following things and -Choose from the things and
Collaboration activities in the correct columns: activities to put them in the Work in
right column and explain the pairs
reasons why:
-Have Ss work individually then 5 First, ask Ss to do the task
compare their answers with a partner individually to sort the words
to sort out the words and phrases for and phrases for the two festivals.
the two festivals. Then check their Then check their answers as a
answers as a class. class.
Key:
New Year Mid-Autumn festival

festival
Family Mooncakes
reunion
Visiting Lion dance
relatives
Firework Floating lanterns
displays
Kumquat Welcome-the-moon party
Act 6: Work in pairs, find out
The first- Hang Nga and Cuoi stories
which festival your partner
footer
prefers. Which three things or
activities does your partner like
best in the festival he/she chooses?

Why?
Teacher asks students to interview
each other about the 3 activities that
they like best and give reasons.
Encourage them to give as many
reasons as possible.
Finished!
Ask students to complete the self-
assessment. Identify any difficulty
and weak areas and provide further
practice.
Project (12’)
Collaboration Join our talent show! - Ss listen to the T’s Work in

Explain that Ss are going to make explanation and brainstorm groups
a talent show to promote a group ideas.
work. Once the groups have chosen
Creativity
Place Ss into groups of about six. their activities of the talent
Give them plenty of time to show, appoint a leader for each
brainstorm ideas for a group activity. group. Ask that person to
Ask each group to answer the divide the work between the
questions: members of the group. For
1. What kind of singing are the example, one student can think
people in the pictures performing? about how to explain the
2.When/ Where do they perform activity, while another can
these songs? think of reasons why their
3.Can you sing any of these? classmates should sign up to do
Explain that a good show will be this activity, etc.
one that at least some members of Next, the groups should
the group feel passionate about, or design their promotional talent
know something about. Move around show (They may need to do this
the groups and give help where out of class hours as
needed. homework).
Suggested answers: Finally, give each group five
minutes to perform their show
to the rest of the class.. Write a
1. Chau Van singing, Xoan singing,
report for the class.
Quan Ho singing and Don Ca Tai Tu
singing.
2. – Chau Van is often performed in

competitions or religious ceremonies
in the North of Viet Nam.
- Xoan is often performed in the
Hung King Temple Festival of in
other local festivals in Phu Tho
Province.
- Quan Ho is often performed in the
Lim festival, Bac Ninh Province and
local festivals.
- Don Ca Tai Tu is often performed
in the south of Viet Nam, normally in
weddings, birthday anniversaries, and
local festivals.
- Ask Ss to work in bigger groups to
do the project. Based on the result of
Ss’ answers to question 3, rearrange
the groups so that Ss who know how
to sing these songs are distributed
evenly among the groups. Ss read the
instructions in the book. Answer Ss’
question if there are any. Ss will
probably need to do some research
outside of class before making
presentations and performances. Start
the next lesson with the talent show.
Have Ss perform, then ask the whole
class to vote for the best performance.
- Give each group 5 minutes to
present and promote their talent
show to the rest of the class.

Self- learning Do all exercises in “Looking back” Write the homework down. T - whole
again and do project as your class
homework.
Period 43
UNIT 6: FOLK TALES ( PERIOD 43-49)

Lesson 1: Getting Started – A SUGGESTION FOR NICK’S PROJECT
I. Objectives:
By the end of this lesson, students can know the key language and structures to be
learnt in this unit.
II. Language Focus:
1. Vocabulary: At the end of the leson students can recognise the differences between :
legensd, folk tales , fairy tales , fable and vocabualry related to the topic.
2. Grammar: * Simple past and past continuous.
* Exclamtion: What a naughty buy he is!
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
COMPET LEARNING ACTIVITIES CONTENT MODE
ENCE
C T asks SS to to matching in I. Warm up: Group

O group which team finds the Matching game: (5min) work
L answer first is the winner .
L a. Match the words with the 1.legend Truyện cổ tích
A meanings 2.Folk tale Truyện thần tiên
B b. Match the word with its 3. fable Truyện truyền
O definition in english thuyết
R Students work in groups 4. Fairy tale Truyện ngụ ngôn
A of four disccusing to find
T out the answer Key : 1.c / 2.a/ 3.d/ 4.b
E Teacher monitor the class
and control the time. Group
T checks and gives the work
right answer .
Key : 1c / 2d / 3b / 4a
Presentation
VOCABUALRY (5min)
1.legand (n)
2. fable (n)
3. imagine(v) /ɪˈmædʒ.ɪn/
 imaginary /ɪˈmædʒ.ɪ.nər.i/
Imaginative /ɪˈmædʒ.ɪ.nə.tɪv/
 Imagination(n)
 Image (n)
Lead in using the picture 1. Presentation (10min) Invidual

L Duong and Nick are talking .
A Let’s listen to their
N conversation to find out
G what are they talking about.
U
A
G
E
“What are they talking about?”
C * Teacher turn on the tape - About a legend
O and asks SS to listen
M carefully to find out
P
E * Teacher asks students to Pair work
T read in pairs
E
N * Calls some pair read.
C
E
III.Practice
1. Choose the best answer
Problem * Asks SS to read again to Invidual
1.What was Duong doing at 9 p.m. last
solving finish exercise a. (5min) night?
A.He was coming to Nick’s house.
B.He was phoning Nick.
C.He was talking to Nick.
2.What was Nick doing at 9 p.m. last
night?
A.He was watching a TV show.
B.He was talking about his project.
C.He was searching for information on the
Web.
3.What legend did Duong recommend to
Nick?
A.A legend about how Viet Nam began.
B.A legend about Vietnamese people being
original
C.A legend that isn’t well-known
4.Who was Lac Long Quan?
A.A fairy
B.Au Co’s father
C.The dragon king of the ocean
5. Where did Au Co take half of the
sons?
A.To the mountains
B.To the sea
C.To Lac Long Quan’s land

-T asks students to do 2. Match the words to their meanings
matching in group. Which 1. title a. the people
group finds out the answer the story
C first is the winner (1min) is about
O Check (2min) 2.genre b. the content
L - Asks SS to work in group of the story
L of four write down the 3.main c. the name of
A information to complete the chracter the story
B box. (3min) 4.plot d. the type of
O KEY the story
R Title Lac Long Quan,
A Au Co Key: 1-c/ 2-d /3-a / 4-b
T 3.Find the information in the
Genre Legend
E conversation to complete the table
Main Lac Long Quan,
charact Au Co, and their title Lạc long Quan and
ers sons Au Co
-Lac Long Quan genre
The
plot married Au Co.
-Au Co gave main
birth to one chracter
hundred baby plot Lac Long Quan
boys. married Au Co
-Lac Long Quan
missed the sea.
-Lac Long Quan
took fifty of their
sons to the sea.
-Au Co took the
others to the
mountains.
3. Remember : Exclamatory
Problem sentences
solving Asks SS : What đi Nick
think and say about the What an interesting legend it is!
legend?
How do we form WHAT + (A/AN) ADJ + N +S +V!
exclamatory sentences?
Asks SS to practice
exclamatory sentences
(5min) 4. PRODUCTION
Guessing game
If the students can’t Students 1: Think of a legend , story ,
complete the task above in fairy tale or fable ( title, genre , main
Scheduled time . We can character ,plot)
leave this part as homework Work in pair asking and answering to
and students can play find out what legend , fairy tale , filk
guesing at the beginning of tale it is.
the next lesson
Period 44
UNIT 6 : FOLK TALES ( PERIOD 43-49)
Lesson 2: A Closer Look 1
I. Objectives:
By the end of this lesson, students can say exclamatory sentences with the right rising
or falling intonation ; use vocabulary related “FOLK TALES”.
II. Language Focus:
1. Vocabulary: the lexical items related to “FOLK TALES”.
ADJ , N describing characters in folk tales, legend and fairy tales
( cheerful , generous ,greedy , mean , evil , cruel,cunning ,wicked, fierce ,brave
Woodcutter, emperor, Buddha , giant ,knight)
2. Structures: WHAT A/AN ADJ N S+ V
III. Method: Communicative approach

IV. Teaching ads: Course book, CD player, flash cards.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about CREATURES in some folk tales orr fables
1. Which creature won the rabbit or the tortoise ?
2. Which creature pretended to be the the goat’s mother ? “ Dê con ngoan ngoãn mau mở của
ra mẹ đã về nhà cho các con bú?”
3. Which creature paid a gold for one star fruit?
4. Which creature ate the Little Riding Hood’s grandma?
5. Which creature was a large frightening character in children's stories who eats children?
KEY 1. The tortoise 2. The fox 3. The Eagle 4. The wolf 5. The ogre
2. Presentation: 1. Tortoise(n) /ˈtɔː.təs/ con
* Now it’s time for us to learn some rùa Ss listen
words 2. Ogre (n) /ˈəʊ.ɡər/ yêu tinh to the
*Questions khổng lồ ăn thịt người teacher’s
- Who wins the rabbit? 3. Emperor (n) questions
What do people call the powerful /ˈem.pər.ər/ hoàng đế and
Problem- king? 4. Knight (n) /naɪt/ hiệp sỹ answer.
solving -What did DONKIHOTE call 5. Cunning (adj) /ˈkʌn.ɪŋ/ Listen
himself ? xảo quyệt and
-What character do you describe a 6. Greedy (adj) /ˈɡriː.di/ repeat
witch? tham lam and copy
down in
-What character do you describe the 7. Fierce ( adj) /fɪəs/ hung their
elder brother in “ The star fruit dữ , dữ dội notebook
fable”? 8. Evil (adj) /ˈiː.vəl/ xấu
-Physically violent and frightening , xa
strong and powerful :
-Morally bad
Practice 1 (12’)
Helping Students practice the word they have learnt
Activity 1. Exercise 1
Match the pictures of the
- Have Ss match the pictures with the
popular characters in folk
names of the characters in the box.
tales with the pictures
Check: A. Wodcutter B. emperor
Call 8 students from 2 teams to go to C. Buddha
Self learning
the board and write their answer
KEY
1.giant
Individua
2. Buddha lly
3. fairy
4. emperor
5. witch
6. woodcutter
7. knight
8. princess
Checks the answer give points to the
teams
Activity 2.
The adjectives in the box are
Ask the students to put the adjectives often used to describe
used to describe character in the characters in fox tales or fables
problem corect column. . Put them into corect column.
solving Teacher goes round the classroom to Can you add more?
make sure the students are doing
exercise or if they need any help
Cheerful ,generous , greedy ,
Check and gives answer Pair work
mean, evil , cunning , wicked
Call students to write the answer on ,kind, fierce ,cruel
the board .
Positive Negative
Cheerful greedy
generous mean
kind evil
cunning
wicked
fierce
cruel
Helping Students to revise all the vocabulary and reise the exclamatory sentences.
Activity 3.
Ask SS to use the given cue words to Use the given cue words to
Collaboration
make exclamatory sentences make exclamatory sentences
work in
How do we from an exclamatory 1. Giant / strong small
sentences? 2. Fairy / kind groups
WHAT +A/AN +ADJ +N +S +V! 3. Witch / cunning
Ask students to work in group 4. knight / brave
practicing making exclamatory 5. Stepmother / evil
sentences . 6. Elder brother/ greedy
KEY What a strong Giant! 7. Dragon / fierce
2. What a kind fairy she is! 8. Cheerful / princess
3. What a cunning wich she is!
4. What a brave knight he is!
5. What an evil step mother she is!
6. What a greedy man the elder
brother is!
7. What a fierce dragon he is!
8. What a cheerful girl the princess
is!
Activity 4. Exercise 4:
Ask students to listen and asnwer the Listen and repeat the
self learning questions. sentences paying attention to
Do they have a falling tone? intonation. Do they have
When do we use falling tone? rising or falling intonation?
- Listen to students’ answers and Falling intonation is used on

the last stressed syllable of the Students
language then sum up and ask SS to copy
sentences such as ; listen to
down the note
1. Statement : We live in the tape
LONdon. practice
2. WH question : Where do saying the
self learning you LIVE?
3. Commands : STOP / sit sentences

DOWN in Exe 4
4. Exclamatory : What a work in
wonderful CAR!
pairs
5. The last part of the
alternative question : Do
you want TEA or Coffee? Listenans
6. Tag question ( when the copy down
speaker is sure the answer the rule
is yes ) You LIVE here ,
DON’T you?
PRACTICE 2 (3’)
self learning Activity 5. Practice 2. *Tape script:

*Have Ss practise the sentences in Practise the sentences.
pairs. Then listen and repeat.

self learning - Give Ss some exercises in the
workbook
A. Phonetics: 1,2(page44)
B. Vocabulary- 1,2,3,5,6 (p45-47)
Period 45
UNIT 6 : FOLK TALES ( PERIOD 43-49)
Lesson 3: A Closer Look 2
- use the past continuous in telling folk tales or fary tales
- know how to use simple past and past continuous to do grammar exercises
III. Anticipated problems: Students may have difficulty in remembering
distinguishing past simple or past continuous
clear instructions.
LESSON PROCEDURES
Compete Learning activities Contents Modes

nce
WARM UP (5’)
Help students to recall some folk tales , fairy tales , fables or legends.
Show the five pictures in 30 Kim’s games
seconds , asks students to write
down on board the names of the
comunic tales. Work in 2
ative Asks students to play in two
teams
teams writing the names of the
tales . Two students for each
team . Which team is quicker
will have the right to write the
fifth one.
Checks and ask the students t o
read the names again
KEY
1.Beauty in the wood.
2. The Little Red Riding Hood
3.Cinderella
4.Saint Giong
5.Lac Long Quan And Au Co
1. Vocabulary teach 1.gown /ɡaʊn/ : áo choàng , áo T and
- What do we call a kind of váy dạ hội Students
awoman's dress, especially a 2. spin (v) Quay
long one worn on formal
occasions:
- Look at the pictures . What is it
doing?
- It’s something that someone
says officially, giving 3.announcement (n) 
information about something
- Look at the pictures “what are announce (v) /əˈnaʊns.mənt/
language they?”
- Ask students to read the words
in chorus three times and the ask
them to copy down in their
notebooks
2. Presentation 1 4.claw (n) /klɔː/ móng vuốt

Grammar : Past continuous Past continuous
- Ask students to read the - indicates a longer action

part of the conversation from which was in progress at an T and
GETTING STARTED. Pay Students
attention to the underlined part . exact time in the past or when
- What tense is it? another shorter action
- How many parts are there
happened, theis shorter action is
in the verb?
- What does past continuous expressed by the simple past
indicate?
-If stduents can’t explain in

english let them say in
Vietnamese and the sum up in
English . Ask students to copy
down in their notebbook the
form and the usage.
Self
learning
Practice (14’)
self 3. Practice 1 1. Was wearing Individuall
learning Ex2. 2. Were you doing y and
Ask students to put the verbs in 3. Was going compare
past continuous tense. 4. Was running the
5. wasn’t waiting answers
Ex3. a, b. 1. What was the servant doing? Ss work in

Ask students to use the pictures -The servant was spinning in the pairs to
and the suggested words to make woods. complete
up sentences to ask and answer to 2.What was the girl doing? this task.
descibe what was happening. Ss give
-The girl was picking flowers by
feedback
the side of the road.
as a class
3.What were the knight doing? and correct
-The knights were riding horses to mistakes.
the castle. Ss work in
4.What was Cinderella doing? groups
-Cinderella was dancing with the Ss work
-Have Ss work in pairs to prince. individuall
complete this task. y
5. What was Saint Gion doing?
-Ss pick up
-Saint Giong was flying to heaven. and read
6. What was the ogre doing? out a
- T gives Ss feedback to Ss as a -The ogre was roaring with anger. sentence.
Collabor
ation class
Ex4,5 *Key 4.
-Have Ss work in groups of 5 or 6. 1. was walking- stopped – had
- Have students put the verbs in Ss quickly
simple past tense or past continous 2.was lying- heard – needed
Ss work in
- Ask students to distinguish 3. heard- was following- started group
simple past and past continuous 4. dropped – ate disccusing
-Simple : past action , series of 5. were dancing – left which
past action action is
6. missed / decided
-Continuous : action was in
Key 5. simple
progress
- Go round the classroom the help 1. was shining which one
students if they have difficulty is
2. was sleeping
Collabor - Check the answer continuous
3. went
ation 4. were flying
5. opened
creative Ex 5b MORAL LESSON 6. fell
Suggested answer
1. One must know well about
himself
2. If you don’t know who you
are you will fail.
self *Have Ss work invidually first and Suggestion Act 6. Ss work
learning then worrk in pairs individuall
& Ss think about what they were y and in
Collabor doing at these clock times pairs
ation - Ask students to guess what
their partner was doing and check

self - Give Ss exercise 6,7 in Ex6.7 Write the corect forms of individuall
learning workbook page 47 the verbs in bracket. Use past y
simple and continuous
Period 46:
UNIT 6: FOLK TALES ( PERIOD 43-49)
- Talking about .
- Practice reading a forum for friends around the world to share how they spend their
free time
Structures:
Simple past and past continuous
III. Anticipated problems: Students may have difficulty in using past continuous
IV. Proposed solutions: Teacher should encourage sts to find more falk tales or
fables on the internet to read and tell their friends in project.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words in The Little Red Riding hoos as well as warming up the class and
* Maching games Match the words with their
Ask students play in team. meanings
Work in
Call two students from each team to 1.wolf a. kêu , thét 2 teams
comunicative
go to the board and write down their 2.grany b. bác đốn củi
answer. Who is quicker finish the 3.wood c. bà
Problem- fifth one. cutter
solving T and
Check and then ask the students to 4.swallow d. chó sói
Students
read again. 5.scream f. nuốt
Vocabulary (5’)
self learning - Ask the students to copy sơn the *Extra vocabulary: individual
extra words - granny (n): ly
language
- scream (v): T - whole
- swallow class
Help sts read about some activities teenangers do in their free time and know how to use
Abbreviations.
Act 1. -Listen to the T
* -Look at the pictures T - whole
self learning - order the parts of the tale. class
- Call two students from two team to
complete ordering on board.
- Ask students to compare their
answer with partners.
KEY : 2-7-6-5-3-4-8-1

Helping Students talk about the LITTLE RED RIDING HOOD
Collaboration - Ask the students to use the picture work in
to retell the tale. Students work in groups
group of 8.
- suggest the weaker students should
take pictures 3,4,5.
- go around the classroom to listen to 1. live / wood . visit / granny
their telling.
2.When / pick / flowers/

meet / wolf . ask / where . I /
see / grandmother
work in
group
3. Wolf / run/ granny’s

house . eat . get/ bed
creative
4.What big / all the beter to / work in

group
4.Wood cutter / work /

woods. Hear /cream . run /
house
Collaboration
5.Hit / wolf / head . Open /

mouth . granny / jump . run
away
Helping Students to tell some details in the other tales they like best .
Ask the students to work in group Suggested tales

discuss what to tell about those tales 1.Cinderella
- Point out the main actions in 2.Saint Giong
the tales 3.Lac Long Quan & Auco
4.The hare and the tortoise
self learning .Do Exercise C1,2,3 (Workbook 48) Guideline -Write

down and
listen T’s
guideline
Period 47:
UNIT 6: folk tales ( PERIOD 43-49)
Lesson 5: SKILLS 1
- Reading for general and specific information about the fable “The star fruit tree”.
(Scanning, skimming).
- Practice telling two other fables : Saint Giong and The Tortoise and the hare.
- Revise the simple past and past continuous and verbs to infinitives.
=> For better understanding of how to tell a folk tale, a fable , a legend.
- Practice doing exercises in Group work/ pair work/ individual
Structures:
- Beg sb to do sth
- Offer sb to do sth
- Stop to do sth >< stop doing sth
- Promiseto do sth
III. Anticipated problems: Students may have difficulty in telling story.
clear instructions.
LESSON PROCEDURES
Mod
Competence Learning activities contents
es
WARM UP (4’)
Help the students to recall the genre of the tale
MATCHING GAME
Give the students the four titles. The star fruit legend Work
comunicative Ask them to match them with the tree in 2
right genre. team
The Tortoise fable
-Students play in team discussing s
Problem- and the hare
the answer.
solving Lạc Long fairy tale
-Check the answer
Quan and
-Ask students to find more legends
Auco T
or fables and
Cinderella fable Stude
nts
PRE READING (3’)
self learning Act 1. 1.Fortune: a large amount of
* Ask the students to read the fable money work
“ The star fruit tree” in silent to
2. star fruit tree: a tree with green in
underline the word and find down
fruit shapped like a star pairs
the meanings in English
3. ready to be eaten
4.filled: put the gold into the bag
unitll there is no space
5. repay : pay back
* New words:
Collaboration 1. enemy (n) /ˈen.ə.mi/kẻ thù

2. defeat (v) /dɪˈfiːt/ = đánh bại T
:to win against someone whol
in fight, war,or competition: e
language 3. invade (v) /ɪnˈveɪd/ xâm lược class

Help sts read thestory again and answer the questions in page 64.
Act 2. individua
self learning - T may set a longer time limit Questions lly
for Ss to read the story again and
answer the questions. Ask Ss to 1. What did the older brother give
note where they found the
his younger brother?
information that helped them to
answer the questions. Ss can 2. What did the eagle promise to
compare answers before discussing
them. the younger brother?
Key: 3.What did the elder brother do
1. He gave his younger only a
starfruit tree. when he found out how his
2. The eagle promised to repay younger brother became rich?
him in gold.
3. He offered to swap his 4.What did the elder brother do
fortune for his brother’s
starfruit tree. when he got to the place of gold?
4. He filled a very large bag and 5.What happened to the elder
all his pockets with gold.
He was dropped ( by the eagle ) into brother in the end?
Main Character 1: The younger brother. He
the sea. characters is kind
Act 3. and honest.
Character 2: The elder brother. He is
-Have Ss work independently, Plot: Once upon.a (2) , there was a rich man
beginning (1)
living
Characters 3: The eagle. It is grateful.
self learning completing the details of the fable in a village.
The man left his two sons a (3) but the
The Starfruit Tree. Then allow elder work in
Plot:
them to share answers middle brother gave his brother only a pairs
starfruit tree.
Key: 1. greedy 2. time An eagle came and ate the fruit. It
repaid the
3. fortune 4. gold younger brother by taking him to a
place of (4)
5. swapped 6. Dropped Plot: end As
He the eaglehome
brought was flying
some back, the load
gold and
was
became too heavy.
very The eagle got tired and
- Call two students to write down (6) the elder brother into the sea.
rich.
the answer ( student 1: 1-3 / 2: 4-6 The elder brother (5) his fortune for his
brother's tree. The eagle helped the
elder brother take gold.
PRE SPEAKING (3’)
Leading sts to the three story: Thanh Giong, The tortoise and hare, Chung cake and Day cake.
Act 4. Read the story summary and individu

ally
self learning - First, ask Ss to work individually decide which story you would like
to read every story summary. T to read
may help with any new
vocabulary.

Act 5. - Example:
* Now ask Ss to work in pairs, A: I want to read Saint Giong.
asking and answering about the B: What kind of story is it?
stories in 4. T goes around to A: It's a legend.
creative provide help if necessary. After B: Who are the main characters in work in
Collaboration finishing, T may call some pairs to it? groups
practice in front of the class.
- Ask each group to brainstorm of
what they are going to tell about
the story , how many details are
they going to tell about the plot
Help sts to recall all the four stories thay have learnt .
Act 6. Suggested questions
* First, remind Ss of the words to 1. Are you a giant?
describe characters or creatures in 2. Are you an animal?
fairy tales/legends/fables. Ss may 3. Do you run fast?
creative refer to the words and phrases in A work in
4. Do you make cakes? groups
Collaboration Closer Look 1. Then, ask Ss to play
this game in groups of about five. 5. Did you defeat the enemy?
Each member chooses a character 6. Did you fly to heaven?
in any of the stories in 4. The others
ask Yes/No questions to discover
who that person is. For example,
‘Are you evil?’ Do you live in a
castle?’ Do you have long hair?’ T
may go around to provide support if
necessary.

self learning D1,2(page49) in the notebook *Guideline. Write

down
and
listen to
the T’s
guide
Period 48:
Lesson 6: SKILLS 2
- Listen for specific information about the tale “ The princess and the Dragon”.
- Make a notes about one their favorite fairy tales and then invent ( make up) their own
ones with creative details
Structures:
III. Anticipated problems: Students may have difficulty in
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Helping Ss revise some words related to folk tales, fairy tales, fables , legend.
King , Queen , prince ,princess , knight , castle , tower , fairy , giant , orge , sword , magic
Ask Ss to look at the pictures and Work in 2
Communcative make some guesses about the fairy teams
tale The Princess and the Dragon.
Ask them: What/Who do you think
may be the main characters in the
fairy tale? What may happen in the
fairy tale?
Students :
T and
-a princess and a dragon. Students
-The dragon takes the

princess away.

self learning Act 1. T - whole
- First, have Ss cover the right side Listen to the fairy tale The class
of the page where the story is
Princess and the Dragon and
written out in the green box.
- Ask Ss to correct the wrong
read the statements carefully and information
underline the keywords.
1.Onceupon a time, there
- Play the recording and ask Ss to
was a king, a queen and a
correct the statements.
prince.
Collaboration -Then ask two or three Ss to write
2. One night a giant captured
their answers on the board. Play the
the princess and put her in
recording again for Ss to check their
his tower.
answers.
Key: 3. One day a dragon heard
1. Once upon a time, there was a king, the princess sing for help.
a queen and a princess. 4. At the end of the story, the
2. One night an ugly ogre captured
the princess and put her in his tower. dragon made friend with the
3. One day a dragon heard the princess.
princess cry for help.
4. At the end of the story, the dragon
married the princess.

Help sts fill in the mising words .
Act 2.
*Ask Ss to read the story carefully. individuall
self learning Ss may work in pairs to discuss what y
may be missing by using the
information they heard in activity 1.
- Play the recording again and have
Ss find the missing words as they
listen. Ss can share their answers
with their partners.
-T may play the recording more
times until Ss have chosen all their
answers.
- Call some Ss to write their answers
on the board.
KEY
Key:
1. castle
2. give gold
3. with anger
4. breath
5. strong back
Audio script
Once upon a time, there was a king and a queen who lived in a (1) with their beautiful daughter.
One night an ugly ogre captured the princess and put her in his tall, dark tower. The king and the
queen were very sad.They promised to (2) to the knight that rescued the princess. Many knights
wanted to rescue her. But they all ran away when they reached the tower and saw the ogre
roaring (3) . One day a dragon was flying over the tower when he heard the princess cry for help.
The dragon flew down to the tower, took a big fiery (4) and blew the ogre far away. The dragon
rescued the princess from the tower and gently put her on his (5) . They flew back to the castle.
The king and the queen were so happy. The dragon turned into a handsome prince and married the
princess. They all lived happily ever after.
PRE WRITING (3’)

Leading sts to the new lesson by focusing them on how to write a story. How many parts are
they? Who are the main characters and what are the plots?
Main Character 1:
solving the - Ask Ss to make notes about one of characters Character 2: individuall
.
their favourite fairy tales or invent Characters 3: y
problems
their own fairy tale. Plot:
- Remind them that they do not have beginning
to write full sentences and they can
use abbreviations Plot:
middle
Plot: end

Act 4. Key 4: work in
Collaboration *Have Ss work in pair to complete Suggested fairy tales: pairs
the task, and discuss the main 1.The Red Little Riding hood work in
characters and the plot of a fairy tale 2. The little Mermaid groups
they want to tell. 3. The princess and the
dragon
4. Jack and the bean stalk
*Sample of writing:
JACK AND THE BEANSTALK
Once upon a time there was a boy called Jack. He lived with his mother. They were very poor. All they had
was a cow. One morning, Jack’s mother told Jack to take their cow to market and sell her. On the way,
Jack met a man. He gave Jack some magic beans for the cow. Jack took the beans and went back home.
When Jack’s mother saw the beans she was very angry. She threw the beans out of the window. The next
morning, Jack looked out of the window. There was a giant beanstalk. He went outside and started to climb
the beanstalk. He climbed up to the sky through the clouds. Jack saw a beautiful castle. He went inside.
Jack heard a voice. “Fee, Fi, Fo, Fum!” Jack ran into a cupboard. An enormous giant came into the room
and sat down. On the table there was a hen and a golden harp. “Lay!” said the giant. The hen laid an egg. It
was made of gold. “Sing!” said the giant. The harp began to sing. Soon the giant was asleep. Jack jumped
out of the cupboard. He took the hen and the harp. Suddenly, the harp sang, “Help, master!” The giant
woke up and shouted, “Fee, Fi, Fo, Fum!” Jack ran and started climbing down the beanstalk. The giant
came down after him. Jack shouted, “Mother, help!” Jack’s mother took an axe and chopped down the
beanstalk. The giant fell and crashed to the ground. Nobody ever saw him again. With the golden eggs and
the magic harp, Jack and his mother lived happily ever after.

Help sts feel comfortable to demontrate their work and self confident to correct their handwritings
themselves and for their friends.
Collaboration - Ask students to demontrate their - Go to the board and show T - whole
words on the board and around the their work. class
class. - Correct the mistakes if they
have.
- Call the quickest group to read out
mistakes.
self learning – Give Ss exercise E1,2,3(page9) in - Write down and listen T’s individuall
the workbook. guide y
Period 49:
- Knowledge: Revise the knowledge they’ve learnt about the topic “ Folk tales”
- Skills: Practice reading, speaking & writing about the tales
- Attitude: Co-operation & aware of keeping fables , legends and folk tales of
Vietnam and introduce them to the world .
Structures:
- Vocabulary: words related to “Folk tales”
- PAST CONTINUOUS.
III. Anticipated problems: Students are not confident of telling a story, teachers
should help them
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about the chracters in the fairy tales, folk tales , legends or fables
Activity 2.
Students play in two teams lable the pictures.

KEY: 1. witch 2. hare 3. knight 4. ogre 5. fairy 6. tortoise 7. giant 8. dragon
VOCABULARY (10’)
self learning Act3. individuall
language *Have Ss complete this exercise y
individually or in pairs.
- Once they have finished they
should be able to explain their
answers as well.
KEY:
- Accept different answers if Ss Character Personality

can explain their decisions
woodcutter cruel
logically. witch kind
dragon generous
fairy mean
self learning giant wicked
hare cheerful
language emperor fi erce individuall
Act 1. tortoise evil
*Have Ss complete this task in knight cunning y
ogre brave
groups and then call students from
eagle greedy
8 groups to write down the
Buddha
answer on the board .
Ask students to write down
KEY : right genre for each pictures
1.Lạc Long Quân and Au co –
legend
2.The story of the areca tree. -
folk tale
3. The hare and the toroirse –
fables
4. The star fruit tree – folk tale
5. Tam cam – folk tale
6. One hundred section bamboo –
folk tale
7. My wisdom- folk tale
8. Chung cake and day cake – folk
tale

Help sts review past continuous.
What action doeest it express?
How does it from? In possitive, negative, question?
Act4. Pair work

self learning * First, model this activity with a
more able student. Then ask Ss to
work in pairs. T may go around to
provide help if necessary. Call
some pairs to practise in front of
the class.
- Students look at the pictures ask
and answer.
Act 5.
*Have Ss work n groups ask
1. Nam/ play video games
What were you doing at……? A: Was Nam playing video
games?
language
B: No, he wasn’t. He was
playing the piano.
2. Mrs Lan/ do the gardening
3. Mr Hung/ write a letter
4. Hoa and Hai/ play table
tennis
5. Duong/ listen to music
Act 6.
Problem Have students order the sentences
work in
solving First, ask Ss to do the task
pairs
individually to number the lines
of the dialogue. Then ask them to
Collaboration check their
answers with the whole class.
After fi nishing, ask Ss to practise
saying the dialogue with their
partners.
1. D 2. I 3. A 4. C 5. F 6. H 7. J 8.
B 9. G 10. E
Finished!
T asks Ss to complete the self-
assessment. Have Ss discussed as
a class what difficulties remain
and what areas the Ss have
mastered.
Project (12’)
Collaboration - Ask Ss to read the fairy tale work in

Sleeping Beauty. Each student groups
may make notes about the main
characters and
creative the plot of the fairy tale.
- Ask each student to imagine he/
she is one of the characters and
write two or more entries in the
diary fromthe point of view of
this character. -Remind Ss to
study the given example carefully
because it may help them
understand what they should do.
- Note the use of the past simple
and the past continuous in the
example.
-If there is enough time, T may let
Ss complete the project in class.
Otherwise, Ss can complete the
project as homework.
- When Ss have fi nished their
entries, Ask them to display their
work on the wall/board. T may
choose some of the entries and
ask Ss to read them out and take
questions from the class. Praise
all attempts at creativity.

self learning Do project as your homework. Write the homework down. T - whole
class
Period 50:
Review 2 ( PERIOD 50-51)
Lesson 1:
PRONUNCIATION , VOCABULARY, GRAMMAR
The aim of this review is to revise the language Ss have studied and the skills they
have practised in Units 4, 5, and 6.
T may ask Ss what they have learnt so far in terms of language and skills. Summarise
their answers and add some more information if necessary.
1. Giving advice with should and shouldn’t and have to to express obligation about
customs and traditions
2. Simple and complex setnces with conjuntions : conjunctions and, but, or, yet, so
and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise,
complex sentences using subordinators because, if, when, while, although, even
though
3. Simple past , past continuous and
4. Exclamation sentences
5. Vocabulary on CUSTOMS AND TRADITIONS, FESTIVALS AND FOLK
TALES
* English grade 8 - REVIEW 2
III. Anticipated problems: Students may have difficulty in .
clear instructions.
LESSON PROCEDURES
WARM UP (4’)
Help the students to recall all the grammar points and vocabulary
- Ask students to match the names
of the tenses with the forms of
1.Simple S+ V/ Vs/es Work in
comunicative the verbs .
past 2 teams
- Ask students to tell the usage of
the past continuous. 2.Simple Have/has P2
Problem- present
T and
solving 3. Present was Ving Students
perfect were Ving
4.Past Ved/ didn’t V
continuous
PRACTICE (15’)
self learning Act 1.
* Ask the students to underline work in
the words with /spr/ and circle the
pairs
words with /str/.
- Have the students listen
and check T whole
class
Activity 2. individu
self learning Ask students some questions about ally
the word stress rules
1. Where is the stress if the - On the first consonant
words has only two consonants children, ‘hobby, ‘habit, ‘labour,
and it is a noun or an adjective. ‘trouble,
Ask them to give some sample. - ic, -ish, -ical, -sion, -tion, -
2. Before what ending is ance, -ence, -ious, -iar, ience,
there the word stress? -id, -ous, -acy, -ian, -ity
3. On what ending is the - ee, – eer, -ese, -ique, -esque, -
stress? ain.
*Circle the word with a diff erent
stress pattern from the others.
KEY :
self learning Key:
1. A. bam’boo
2. B. ‘cultural
3. A. compe’tition chek in
4. C. presen’tation
5. D. ‘heritage
pairs
Vocabulary
Activity3. individu
self learning - Ask Ss to do this exercise ally
individually and then share their
answers with a partner.
-T may ask a student to
write his/her answers on the board.
-Then T checks the answers with
the whole class.
KEY:
1. A 2. B 3. C 4. D 5. B 6. B
Grammar
Activity 7.
- Elicit the form and use of the
past continuous tense.
- Ask Ss to tell the diff erences
creative between the use of simple past work in
Collaboration tense and the past continuous groups
tense.
-T may call a student to do the
exercise on the board while
other Ss also do this. Check Ss’
answers.
-Ask them for explanation if
necessary.
Key:
1. were you doing 2. was watching
3. was telling 4. happened
5. were having 6. were setting off
1. Help the students to review conjunctions and, but, or, yet, so and conjunctive adverbs
however, nevertheless, moreover, therefore, otherwise, complex sentences using
subordinators because, if, when, while, although, even though
- Elicit the use of some 1.conjunctions and, but, or, yet,

connectors in compound so and conjunctive adverbs
sentences and complex however, nevertheless,
sentences. moreover, therefore, otherwise,
creative 2.subordinators because, if, work in
Collaboration when, while, although, even groups
though
- Ask Ss to tell the
diff erences between the forms Compound: Một câu ghép gồm
and uses of compound sentences 2 hoặc 3 mệnh đề độc lập
and complex sentences. (independent clause) hay còn
gọi là những câu đơn giản được

nối với nhau.
Complex : Câu phức được tạo
ra từ hai hay nhiều mệnh đề nối
nhau bằng các liên từ phụ thuộc
như: because, before, that,
which, although, as, if, in order
-T may ask a that, since, when, who...
student to write his/her answers on 1. ______ the sun was shining, it
the board. wasn’t very warm.
-T checks the answers with the 2. The pairs of cows must run in a
whole class. straight line,
Key: ______ they will be disqualifi ed
from the Cow
1. Although 2. otherwise Racing Festival.
3.While 4.Moreover 3. ______ I was waiting at the bus
5. however stop, it started to
rain heavily.
4. Vu Lan is a time for people to
show their
appreciation and gratitude towards
their parents. ______, it is a time
for them to worship ghosts and
hungry spirits.
5. He was feeling bad; ______, he
went to work and tried to
concentrate.
self learning Prepare reading and writing *Guideline. Write
down
and
listen to
the T’s
guide
Period 51:
Review 2 ( PERIOD 50-51)
Lesson 2:
READING , SPEAKING AND WRITING
II. Learning outcome: By the end of this lesson, students will be able to:
- revise what they have learnt so far in terms of skills.
III. Anticipated problems:Students may have some difficulties in remembering the

terms of language they learnt from unit 1 to unit 3
IV. Proposed solutions:T may use the language review as a self test. Let Ss do the
exercises in the 30 minutes, then T check their answers, Otherwise, T can conduct
each activity seperately.
LESSON PROCEDURES
WARM UP (4’)
Help the students to recall all the grammar points and vocabulary
-
-
Work in
comunicative 2 teams
Problem- T and
solving Students
READING (10’)
self learning Activity 1
*Ask Ss to do the exercise
individually and check their
answers with a partner before
giving their answers to
T to confi rm the correct answers.
Key: 1. T 2. F 3. F 4. T 5. T
 Ask the students to ask and
work in
answer questions about the name
pairs
of the day , when it í celebrated
and how do people celebrate it.
LISTENING (5’)
Activity 3 individu
Play the recording once or more ally
for Ss to listen and choose their
answers. Then check their
answers.
Key: 1. A 2. B 3. A 4. C
Audio script:
After living in France for a few
months, I realised that I really
should stop trying to be so polite

all the time. The French seem to fi
nd it annoying if you say things
like ‘I’m awfully sorry’ because
they feel you are wasting their
time. It must seem to them that
the British spend their whole time
self learning apologising!
The French don’t really make
‘small talk‘ either. Chatting to
chek in
strangers such as taxi drivers or
shop assistants, especially pairs
politely, is seen as rather strange.
And there is another interesting
diff erence. People at dinner
parties in France will expect to
take part in a serious discussion.
The guests are often asked their
opinions on ‘big issues’. British
people enjoy discussions about
house prices and education.
However,they are sometimes
surprised if their guests want to
talk about anything serious, such
as politics or art.
SPEAKING (10’)
Activity 2
* individu
Ask Ss to do this activity ally
comunicative individually, making notes of six
tips about the social customs in
his/her country.
- -Remind Ss that they may use
the given ideas as well as their
own ones.
- Ask Ss to work in pairs, taking
turns to tell each other their tips.
They may discuss to choose the
most appropriate tips.
WRITING (10’)
- Activity 4
- -Encourage Ss to use the ideas
they provided in the speaking
section. T may brainstorm the
creative language necessary for writing work in
and note some necessary groups
Collaboration expressions and language on the
board.
-Give Ss time to do the writing

task. Then collect their papers to
check out of class.
HOMEWORK (2’)
Ask student to revise all
vocabulary in Unit 4,5,6.
REVIEW 3 (UNIT 4, 5, 6)
Pronunciation; vocabulary; grammar
II. Learning outcome:
- Help ss revise the language Ss have studied from unit 4 to 6
- Ask Ss what they have learnt so far in terms of language.
- Summarise their answers in the end and add more information necessary.
instructions
LESSON PROCEDURES
Competence Learning activities Content Mode

PRONUNCIATION
Review all the clusters they learnt from unit 4 to unit 6
Self- Act 1. T and Ss

learning - Ss do this exercise individually
then compare with a partner.
- T checks s’s answers.
- Ss work in pairs. One student says
the sentences and the other give
comments or corrections.
Act 2. *Key 2: T and Ss
- T lets ss work in groups, 1. A. a bam’boo
pronouncing the words aloud among 2. B. ’cultural
themselves. Then T play the 3. A. compe’tition
recording and check them as a class. 4. C. presen’tation

Have ss repeat the words. 5. D. ‘heritage
VOCABULARY
Review the words related to three topics from unit 4 to 6
Act 3. Key 3:
Individual
*Let Ss do the task individually and 1. A 2. B 3. C 4. D
Self- work + Pair
then share their answers with a 5. B 6. B
learning work
partner.
- Check Ss' answers.
Act 4. Key 4:
*Have Ss do this exercise Individual
1. legend 2. Cunning
individually. work
3. ever 4. Generous
- T may ask some Ss to write their 5. kind
- T corrects as a class.
GRAMMAR
Self- Act 5. T - SS
- T elicits the form and use of have Key 5:
learning 1. B 2. E 3. A 4. D 5. C
to, should. Ask ss to tell the
differences between mustn’t and
don’t have to.
- Have Ss do this individually and
compare their answers with a Individual
partner. work +
- Call a student to go to the board to pair work
write their answers. Other Ss
comment. T corrects as a class.
Act 6.
- T elicits the use of some
connectors in compound sentences Key 6:
Individual
and complex sentences. Ask ss to 1.although
2. otherwise work
tell the differences between the form
and use of compound sentences and 3. while
complex sentences. 4. moreover
- T calls one student to do the 5. however
exercise on the board then checks
the answers with the whole class.
EVERYDAY ENGLISH
Review some expressions which are used every day they learnt
Act 8. Key 7:
Self- Work in
*Have Ss do the task inpairs. After 1.C
learning pairs
checking their answers, ask one or 2. A
two pairs to act out the dialogues. 3.B
4.D
5.E
HOMEWORK
Self- Give Ss Exercises 1,2,3,4 in
learning workbook
- Complete all the exercise in this
review
REVIEW 3 – SKILLS UNIT 4, 5, 6

READING, SPEAKING, LISTENING AND WRITING
III. Learning outcome: By the end of this lesson, students will be able to:
- Revise what they have learnt so far in terms of skills.
IV. Proposed solutions: T may use the language review as a self test. Let Ss do the
exercises in the 30 minutes, then T check their answers, Otherwise, T can conduct each
activity separately.
LESSON PROCEDURES

READING (5’)
Self- - T asks ss to do the task individually individual

and check their answers with a Key :
learning work
partner before giving the answers to 1. T 2. F
T to confirm the correct answers. 3.F 4.T 5.T
SPEAKING (10’)
Self- a) Work in
- T asks ss to work individually, Talk about what their family
learning members like to do in their free pairs
making notes of six tips about the
social customs in his/ her country. time.
Remind ss that they may use the S1.My dad like to play chess with
given ideas as well as their own his neighbors.
ones.
S2: Mt mum likes making special
b) Ss work in pairs, taking turn to
food and cakes for us. She hates
tell each other their tips. They may
sitting around.
discuss to choose the best tips.
T and Ss
LISTENING (10’)
Act 3. Key 3:
Self-
* Play the recording once or twice. 1. A 2.B
learning T and Ss
- Let Ss listen and choose their 3. A 4. C
answers
- Play the recording again for Ss to
check their answers.
- Explain the new words or anything
difficult if necessary.
WRITING (10’)
Self- Act 4
learning - T encourages ss to use the ideas
Individual
they provided in the speaking
work
section. Brainstorm the language
necessary for writing and note some
necessary expression and language
on the board.
- Ss do the task in 5 mins.
- T collects their paper to check out
of the class.
HOMEWORK (2’)
Self- - Give Exercise 5,6,7,8 in the
workbook
learning
UNIT 7: POLLUTION
Period 55: Lesson 1: GETTING STARTED
1. Knowledge:
+ Vocabulary: T provides Sts with words related to the topic “pollution”, words and
phrases showing cause/ effect relationships to describe the causes and effects of pollution.
+ Pronunciation: –ic and –al endings.
+ Grammar: Conditional sentence type 1, 2.
2. Skill :
- Listening and speaking.
- Living skill: Student can use the lexical items related the topic “pollution” to talk
about types of pollution. And know how to use conditional sentence type 1, 2 to describe
pollution.
3. Attitude: Students recognize the importance of environment and aware of keeping the
environment unpolluted.
handouts, CD player
III. Anticipated problems: Students may have difficulty in describing different types of
pollution because of lack of vocabulary.
IV. Proposed solutions: Teacher should prepare the lesson carefully and give Ss more
words and expressions related to the topic pollution.
V. Procedures:
LESSON PROCEDURES
ACTICITY 1: WARM UP
Helping Ss to revise types of pollution they’ve learnt and leading in the new lesson
( 6’ ) *BRAINSTORMING:
- T draws a circle with the word
“Pollution” inside on the board.
*Possible answers:
- soil pollution
- land pollution
Pollution
- noise pollution
- water pollution
…
cooperation - T asks ss to work in two teams. Work in 2

teams
They have to write the words of
different types of pollution they
know in a poster as quickly as they
can in 30 seconds.
- T checks the answers with the
whole class and decides the winner.
T and
communicativ - Teacher leads in the lesson by Students
e chatting:
What do know about these types of

Problem- pollution?
solving How do they affect the
environment?
What types of pollution does your
neighborhood face?
What should we do to save the
environment?
ACTIVITY 2: PRESENTATION
Helping Student to read for general and specific information about a project on pollution
( 6’ ) 1. Pre-questions: 1. Pre-questions:
- Before reading the text, T gets Ss
- Who can you see in the
look at the picture and answer the picture?
questions. T-whole
Problem- - Where do you think they
class
solving - T accepts all sts’ answers, then asks are?
ss to listen to the recording and - What can you see in the
follow the conversation to check picture?
their predictions. - What is the boy holding?
Then come back to the earlier What for?
questions and have Ss answer them. - What do you think the
people in the picture are
talking about? Can you
guess what intend to do?
2. Reading comprehension: 2.Reading

Exercise a. Find a word/ phrase comprehension:
Self- learning that means: Exercise a. Find a word/ Work
- Teacher asks Students to scan the phrase that means: individually
( 7’ ) dialogue to find the words to match *Answer key:
the definitions. 1. dead 2. aquatic
3. dump 4. poison
5. polluted
6. to come up with.
Exercise b. Answer the
Exercise b. Answer the questions: Pair work
questions:
- Teacher says:
* Suggested answers:
You have already known the new
1. in Mi’s village
words and I believe you can 2. almost black
understand the passage better now. 3. Because she sees the fish
- Teacher asks students to work in are dead.
pairs, read the dialogue again and 4. It’s dumping poison into
answer the questions in 3 mins. the lake.
Notice ss to underline the sentences 5. Because the air is not T-
clean. Whole class
to illustrate their answers.
- Teacher checks the answers with Exercise c. Tick (V) true
the whole class. (T), false (F), or no
Exercise c. Tick (V) true (T), false information (NI) individual

*Key:
(F), or no information (NI)
1. F T- Whole
- T asks ss to read again and do the class
2. T
task in two mins. 3. NI
- T checks sts’ answers. 4. T
5. T
ACTIVITY 3: PRACTICE
Helping Students to practice words or phrases related to the topic “Pollution” and talking about
different types of pollution
2. There are different types of * Suggested answers:

pollution. Write each type under a A.
Whole
picture. B. noise pollution class
C.
D.
*T sets the scene: As you know, there E. water pollution

are different types of pollution. F.
Beside the types you have already G.
learnt, are there any more other H.
types? Let’s have a look at activity 2.
- T asks ss to have a look at the
pictures and the phrases given. Ask
them to guess and write the phrase
under each picture.
- T checks the answers with the
whole class.
3. Complete the sentences with the 3. Complete the sentences

types of pollution. with the types of pollution.
OK. You’ve done very well. Now *Suggested answers:
you know more types of pollution. 1. thermal pollution
language Have you got clear understanding 2. air pollution
about these types of pollution, their 3. radioactive pollution
cause and effects? Let’s look at 4. light pollution
activity 3. 5. air pollution Work in 3
- T gets ss to work in pairs to groups
6. land/ soil pollution
complete the sentences with the
7. noise pollution
types of pollution.
- T checks the answers with the 8. visual pollution
whole class.
( 6’ ) 4. Discussion: 4. Discussion:
- T has Sts work in groups, rank What types of pollution does Work in
types of pollution in order of your neighborhood face?
groups
seriousness then give reasons. Rank them in order of
creative seriousness. Give reasons for
your groups’ order.
ACTIVITY 4: PERFORMING
Helping Students to sum up whole knowledge from reading and speaking to present in new
contexts
- Teacher asks one student from the individually

creative best team to talk about the Temple of
Literature and Imperial Academy.
- Learn new words by heart

- Make the conversation about
Self- famous places in Ha Noi .
Whole class
learning - Prepare for the next lesson: Unit 6
- Lesson 6 – Skills 2
________________________________________________________________________
___
Period 56:
UNIT 7: POLLUTION
1. Knowledge:
+ Vocabulary: T provides Sts with words related to the topic “pollution”, words and
phrases showing cause/ effect relationships to describe the causes and effects of pollution.
+ Pronunciation: –ic and –al endings.
2. Skill :
- Living skills: Student can use the lexical items related the topic “pollution” to talk
about types of pollution.
handouts, CD player
III. Anticipated problems: Students may have difficulty in identifying stress in words
ending in “-ic’ and “-al”.
IV. Proposed solutions: Teacher should give a clear model of pronouncing the sounds and
help ss to recognize the rules.
V. Procedures:
LESSON PROCEDURES
ACTIVITY 1: WARM UP (5’)
Helping Ss revise words related to “pollution” as well as to warm up the class and lead in the new
lesson
I. REVISION:
Slap the board “ Types of pollution” Air Soil
pollutio
- Divide ss into two teams. pollutio
Group work
n
communicative - T says out the sentences related to n
different types of pollution. Students in Water
Listening skill each group in turn slap the words on the Therma
pollutio
board as quickly as possible. l
n
- 2 marks for one correct answer. The pollutio
team with more points wins. n
Radioactiv
e Visual
pollution pollutio
n
ACTIVITY 2: VOCABULARY AND PRESENTATION (11’)

Help ss learn different forms of some words as well as some words or phrases to talk about the
causes and effects of pollution.
II. PRESENTATION: *VOCABULARY:
- Have ss look at the table in the book. 1. Complete the table with work in
Make sure that they understand what appropriate verbs, nouns group
Problem- to do. and adjs.
solving - T gives a model. => Answer key:
- T asks ss to complete the exercise 1. poison 2. Contaminate
individually then compare the 3. pollutant 4. Polluted Ss work in
answers with their partner. 5. death 6. damaged pairs to
- T calls on some ss to write the examine the
answers on the board and ask the pie chart
whole class give any comments or closely in
correction. order to
2. Complete the sentences understand
- T asks ss to read the sentences with the words from the its contents
Self - study silently to have a general table in 1.
understanding and decide which form
should be filled in each blank. Notice => Answer key: Ss answer
the
ss that the provided letter is a clue to 1. poisonous 2. Pollutants questions

help them find the word. 3. dead 4. Contaminated that follow
- Ss do the exercise then compare the chart.
their answers with their partners. 5. damage 6. pollute
- T checks the answers with the WC.
*Words and phrases
- Have ss look at the language box
express cause and
and ask them what we use these
Self - study effect relationships
words or phrases for. (To express
cause and effect relationships) - since/ because/ due to/
because of are used to talk
- T quickly goes through these words about the causes of
and phrases.
something.
- T asks ss to read the example
+ since/ because + clause
sentences and underline the clauses,
noun phrase or infinitive. +due to/ because of + N
- so + clause/ to cause sth/ to
lead to sth/ to result in / to
make sb/ sth do sth are used
to express the effects of sth.
ACTIVITY 3: PRACTICE 1 (12’)
Helping Students practice using words and phrases to express cause and effect relationships
III. PRACTICE: * Key:

3a. Cause or effect?
Self learning - T asks ss to read each pairs of
sentences and decide which sentence individually
is a cause and which is an effect.
- Ss compare their answers with a
partner before giving the answers to
the T.
- T confirms the correct answers with
WC.
*Key:
3b. Combine the sentences into a
new sentence that shows a cause/
effect relationship.
- T has ss look at the language box
again to remind them of the
structures. Ask ss to combine the
sentences using the word/ phrase in
brackets.
- Call on some ss to write their

problem answers on the board and correct
solving them.

Act 4. Look at the pairs of
pictures. Give as many sents as * Suggested answers:
Collaboration
possible to show cause/ effect 2. The soil is polluted, so
relationship. plants can’t grow. T-ss
- T asks ss to look at the pictures in 1. 3. We don’t have fresh
Ask ss which picture shows the cause water to drink because of
and which shows the effect, then have water pollution.
ss read the example sentences.
4. We plant trees, so we
- Divide the class into groups of six. can have fresh air.
Two groups work with pictures in 2,3 Group work
and 4. In three minutes the groups of
ss write down as many sentences
based on the given picture pair as
possible on a sheet of paper. When
time is up the group with the most
sentences is the winner. They stick
their sheet of paper on the board;
other groups give comments or add
any sentences they have.
5. Presentation 2
*Stress in words ending in –ic and
self learning –al:
language - Ask ss to look at the rules and
examples in the box. Go through the
rules with them.
Act 5. Listen and mark the stress in

each word, then repeat it.
*Key:
- Play the recording for ss to stress the
words. Ask ss to give their answers
and confirm the correct answers. Play
the recording again for ss to repeat the
words.
Act 6. Underline the words ending in
–ic and circle the words ending in –
al. Mark the stress in each word. *Key:
- Have ss do the task individually.
Play the recording for ss to check
their answers. Elicit the correct stress
patterns from ss. Play the recording
again for ss to repeat the sentences.

workbook
A. Phonetics:
B. Vocabulary
Period 57:
UNIT 7: POLLUTION
By the end of the lesson ss will be able to use the conditional sentence type 1 and
type 2 to describe pollution.
1. Knowledge:
+ Vocabulary: T provides Sts with words related to the topic “pollution”.
+ Grammar: The conditional sentence type 1 and type 2
2. Skill :
about pollution.
handouts.
III. Anticipated problems: Students may have difficulty in identifying when they use the
conditional type 1 and when they use the conditional type 2.
IV. Proposed solutions: Teacher should give a clear explanation and examples to help ss
recognize the rules.
V. Procedures:
LESSON PROCEDURES
Help ss review the conditional sentence type 1 and understand the structure and the use of the
conditional sentence type 2
*Presentation 1: Conditional *Conditional sentence type 1

sentences type 1: Review T - SS
self learning - Elicit the form and the use of the If + S + V(present simple), S
conditional type 1 from ss. Ask ss to + V(simple future)
give some example sentences.
language
* Presentation 2: Conditional *Conditional sentence type 2
sentences type 2
- Write this incomplete sentence on T- SS
the board: If I were a billionaire, I
would ___________. Ask some ss to
complete the sentence orally. Write
the most original answer on the
language
board. Tell ss that this is an example
of the conditional sentence type 2.
- Have ss look at the structure of the
conditional sentence type 2 in the
language box. Underline the subject,
the verb…in the example on the
board and explain the structure of
the sentence. Ask ss to give more
example sentences.
Practice (25’)
self learning Ex1. Put the verbs in brackets into *Exercise 1:
the correct form. Key:
-Ask Ss to work individually then Individual
compare their answers with their work + pair
partner. Have ss read out their work
answers. Confirm the correct one.
Ex2. Combine each pair of *Ex2:
sentences to make a conditional Key:
type 1 1. Students will be more
- Ask to ss to work in groups of four aware of protecting the
Collaboration and write sentences onto a poster. Go
environment if teachers Groupwork
through the group’s sentences and
teach environmental
give marks to the groups with all
correct sentences. issues at school.
2. When the light pollution
happens, animals will
change their behavior
patterns.
3. The level of radioactive

pollution will decrease if
we switch from nuclear
power to renewable
energy resources.
4. If the water temperature
increases, some aquatic
creatures will be unable to
produce.
5. People will get more
diseases if the water is
contaminated.
Ex3. Match an if-clause in A with a *Ex3. Matching:
self learning suitable main clause in B. Key:
- Ask ss to do the task individually, Individual
Collaboration 1. b 2. c 3. d
then compare with a partner. work + pair
4. e 5. a
- Check ss’ answers. work
Ex4. Put the verbs in brackets into *Ex4

the correct form. Key:
self learning -Ask Ss to work individually. Invite 1. were; would…do Individual
Collaboration two ss to write the answers on the 2. exercised, would work + pair
board. Go through the answers with work
be
the whole class. Have other ss give
3. had; would build
any necessary correction.
4. tidied; wouldn’t be
5. was/ were; would
grow
Ex5. Write a conditional sentence
type 2 for each situation.
- Go through the example with ss and
self learning help ss know what to do. Individually
Collaboration - Ask ss to do the task individually, work + pair
then compare with a partner. work
- Check ss’ answers.
FURTHER PRACTICE (7’) : CHAIN GAME
- Put ss in groups of six. Explain that
Language the aim of the game is to keep the Group work

chain going for as long as possible
using type 1 or 2 conditional sents. If
Collaboration
a group hesitates for more than 10
seconds they are out. Walk around the
class, listening to groups and monitor
the game. Groups that are still going
when the five minutes is up are the

winners.

Self learning - Give Ss exercise 4,5,6 in workbook Individually
Period 58:
UNIT 7: POLLUTION
Lesson 4: Communication (page 11)
By the end of the lesson, the students will be able to talk about noise pollution, a
common pollution type that not many people recognize as pollution and discuss the ways to
prevent noise pollution.
1. Knowledge:
+ Vocabulary: words related to the topic “pollution”.
+ Grammar: The conditional sentence type 1 and type 2
2. Skills :
- Living skills: Student can use the lexical items related the topic “noise pollution”
to talk about pollution.
- To develop student’s speaking skill.
3. Attitude: Students recognize the ways to prevent noise pollution
handouts.
III. Anticipated problems: Students may have difficulty in expressing their ideas about the
ways to prevent noise pollution because of lack of vocabulary.
IV. Proposed solutions: Teacher should provide ss more words related to noise pollution
and some expressions or structures.
V. Procedures:
LESSON PROCEDURES
Competence Learning activities content Modes
WARM UP (5’)
Warming up the class and leading in the new lesson
* Watch a video clip and discuss the *Key:
questions: NOISE POLLUTION
- Tell ss that they are going to watch
communicative
a video clip and they have to guess
the topic of the lesson. T and
Problem- - Elicit the answer from ss (The Students
solving video clip is about noise pollution)
* Chatting:
- Where does noise pollution come
from?
- What are the effects of noise
pollution on our life?
VOCABULARY (6’)
Refer Ss to any words in the “Extra *Extra vocabulary: individually
self learning vocabulary” that Ss don’t yet know - permanent (adj): lâu dài T - whole
and ask Ss to try to guess what the - earplug (n): cái nút tai class
language
meaning is, and how that may relate
- (to) affect: ảnh hưởng
to leisure activities.
- hearing loss (n): mất
thính lực
- blood pressure (n): huyết
áp
Help ss read about noise pollution and get to know about its effects
*QUESTIONAIRE: *Key:
self learning - Have ss read the questions in the 1. B 2. C 3. A 4. B Individual
questionnaire to make sure they work + pair
5. C 6. A 7. A 8. C
understand everything. Explain any work
Collaboration
unclear points. Then ask ss to answer

the questions individually.
- Get ss to work in pairs to compare
their answers and see if they have any
different answers. Ask some pairs to
report on their differences.
- Play the recording for ss to check
their answers.
- Check ss’ answers.

Helping Students talk about ways to prevent noise pollution
- Ask ss which of the eight questions

Collaboration in the questionaire proposes ways to
prevent noise pollution. Group work
- Have ss work in groups in five
minutes to discuss more ways to
reduce noise pollution. Ask ss to
write their answers on a poster and
then present their answers. The group
can come up with the most ways is the
winner.
- Ask the winning team then present
their answers to the whoe class. Other
groups add more if they have any
different ways.
self learning 1.- Learn the words in Extra Guideline -Write

listen T’s
2.-Write about the ways to prevent
guideline
noise pollution.
3.Do Exercise C1,2
Period 59:
UNIT 7: POLLUTION
Lesson 5: Skills 1 (page 12)
By the end of the lesson, the students will be able to:
- Reading for general and specific information about water pollution

- Practice speaking by discussing the solutions to water pollution.
1. Knowledge:
+ Vocabulary: words related to the topic “water pollution”.
2. Skills :
- Living skills: Student can use the lexical items related the topic “water pollution”
to talk about water pollution.
- To develop student’s speaking skill.
3. Attitude: Students recognize the solutions to water pollution
handouts.
III. Anticipated problems: Students may have difficulty in expressing their ideas about the
ways to prevent water pollution because of lack of vocabulary.
IV. Proposed solutions: Teacher should provide ss more words related to water pollution
and some expressions or structures.
V. Procedures:
LESSON PROCEDURES
WARM UP (5’)
Warming up the class and leading in the new lesson
*Finding the differences between *Suggested answers:
communicative the two pictures
Pair work
- Have ss do this activity in pairs.
One student look at picture A on
Problem- P12 while the other look at picture
solving B on P15. They ask each other Yes/
No questions to find out the
differences between the two
pictures. T gives examples:
Collaboration T: Are there five ducks in your
picture?
Student: Yes, there are. Are the
duck black in your picture?
…
- Call on one student to report on
the differences. Other ss can add
some more.
- Ask ss what the pictures tell them

about (water pollution) and lead to
the new lesson.
“Mi and Nick have decided to give
a presentation on water pollution to
the class. Let’s have a look at what
they have prepared.”
PRE READING (7’)
* Pre-teach vocabulary: *Pre-teach vocabulary:
- Elicit the new words from ss. - contamination (n): T whole
Pronunciation - Model and have ss repeat in chorus. - contaminant (n): chất class
- Ask ss to copy. gây bẩn
=> Check vocab: Matching - sewage (n): nước cống,
language chất thải
- herbicide (n): thuốc diệt
cỏ
- factor (n): nhân tố
- atmosphere (n): bầu
không khí
- cholera (n): bệnh dịch tả
- pollutant (n):
Ex2. Answer the questions: EX2:

self learning - T asks ss to read the passage quickly *Key:
and answer the questions. Remind 1. The second paragraph Individually
them underline parts of the passage tells us about the causes of
that help them with the answers. SS water pollution. Pair work
compare their answers with a partner 2. The third paragraph tells
Collaboration before giving the answers to T.
about the effects of water
pollution.
3. It’s the water beneath
the earth’s surface.
4. They are industrial
waste, sewage, pesticide
and herbicides.
5. They are pollutants
form storm water and
atmosphere.
6. They use herbicides to
Ex3. kill weed.
- SS read the sentences quickly to Ex3.

underline the keywords in the passage *Key:
self learning (Ex: in sentence 1, the keywords are 1. cholera Individual
drinking water, untreated, outbreak). work
2. die
Then they locate the keywords in the
passage and pick the suitable words to 3. polluted water
fill in the blanks. 4. dead
Collaboration - Have ss read aloud the answers. T 5. aquatic plant
confirms the correct answers.
POST – READING: SPEAKING (16’)

Help ss practice speaking about water pollution (causes, effects and solutions)
*Pre-speaking:
Ex 4.
- SS work in groups to discuss the For example: Group work
solutions to water pollution. They can Factories dump industrial
Collaboration
go through each cause i the waste.
presentation and think of solutions. Solution1: Give heavy fine
- Ss make notes of their answers on a to companies that are

poster. T invites one group to quickly found doing this.
present their solutions. Other groups Solution 2: Educate
add any ideas if necessary. companies about the
Ex5. environment.
Solution 3: Give tax
creative - Ss work in groups again to complete Group work
breaks to companies that
the diagram in five minutes.
find clean ways to dispose
*While-speaking:
their waste.
- T asks some groups to give a
Collaboration presentation about water pollution.
Other groups listen. Group work
*Post-speaking:
T - ss
- Ss give comment on other group’s
presentation and vote for the best
presentation. T can give them marks.

self learning D1,2 in the notebook *Guideline. copy and
listen to the
T’s guide
Period 60:
UNIT 7: POLLUTION
Lesson 6: Skills 2 (page 13)
By the end of the lesson, the students will be able to:
- Listen for specific information about thermal pollution.
- Write about the causes and effects of one type of pollution.
1. Knowledge:
+ Vocabulary: words related to the topic “pollution”.
2. Skills :
about the causes and effects of one type of pollution.
- To develop student’s listening and writing skill.
3. Attitude: Students are aware of the importance of protecting the environment
handouts.
III. Anticipated problems: Students may have difficulty in organizing and expressing their
ideas about pollution.
IV. Proposed solutions: Teacher should provide ss more words related to pollution and
some expressions or structures; and give clear instructions to ss.
V. Procedures:
LESSON PROCEDURES
Competence Learning activities content Modes
WARM UP (4’): brainstorming
Helping Ss revise some words about pollution as well as warming up the class
and leading in the new lesson
communicative T- whole
- T elicits types of pollution from ss class
and write on the board. Types of
pollutio
Language
n

self learning *Act 1: Describe what you see in individually
the pictures and talk about the
language relationship between them.
Students work in pairs, describing
the pictures and the relationship
between them. Call on some ss give
their answers.

Help sts listen and complete the diagram of thermal pollution
*Act 2: Listen and check *Key:
self learning - T plays the recording for ss to 1. The first picture shows individually
check their answers.
an algal bloom in coaster
- T asks ss what they know about
seawater.
thermal pollution.
2. The second picture
shows the cooling towers
from a power station.
3. They are both related to
solving thermal pollution.
problems
*Act 3. Listen and complete the
diagram. individual
*Key:
- Ss quickly read the diagram and work
1. hotter 2. Cooler
identify the form of the word or
phrase to be fill in each blank. 3. cool 4. Warm rivers
- T plays the recording for ss to 5. warm water
listen and complete the diagram.
6. fish populations
Then ask for s’s answers and write
on the board. If all the answers are 7. harmful 8. Color
correct, move to the next part. If ss 9. poison 10. Cool down
are not sure about their answers, play

the recording again for them to
check.
PRE -WRITING (5’)
self learning *Act 3: Discuss the causes and *Discussion individually

effects of one type of pollution in
your area.
- Ss work in pairs and decide which
pollution type in their area that they
are going to discuss. Have ss take
notes of the causes and effects. T
moves around to give help as pairs
creative discuss their ideas.

Helping Students write the causes and effects of one type of pollution
Act 4. Write an article for the local
newspaper about one type of
pollution in your area.
- Ss stay with their partner. One Individual
Self study write the causes, the other writes the work
effects based on their notes from Ex3 +
Collaboration - T reminds ss to use markers firstly, Pair work
secondly, finally to navigate through
their points.
- T moves around to offer help.

Help sts feel comfortable to demonstrate their work and self confident to correct their
- Ss share their work with each other
Collaboration and combine it to make a complete Pair work
article.
- T has pairs swap and read each
other’s articles.
- T calls some pairs to read out their T - whole
articles to the class and has ss class
comment on them. Then collect all
the article and correct them.
self learning Give Ss Ex E1,2 - Write down and listen to individually

T’s guidelines
Period 61:
UNIT 7: POLLUTION
- Recycle the language from the previous section and links with the topic
“pollution”
- Talk about what they would do to reduce pollution .
- Draw a group picture of a place you would like to live in the countryside
Structures:
- Words: related the topic “ Pollution”
- Grammar : - Conditional sentences type 1 + 2
- because/ because of; since; due to
handouts, students’ books.
III. Anticipated problems: Students are not confident to present and promote their
LESSON PROCEDURES
VOCABULARY (10’)
Help ss review forms of words and words related to the topic “pollution”
Act 1. Complete the sentences with Ex1.
the correct form of the words in *Key:
individually
self learning brackets. 1. pollution
- Ss do this exercise individually then 2. contaminated
compare their answers with a partner. 3. death
- T check s’s answers. 4. poisonous
language 5. pollutants
Act 2. Write types of pollution in
the word web. Ex2.
self learning - Ss do the work individually.
- T calls some ss to write their *Key: individually
language answers on the board and confirms 1. radioactive pollution
the correct answers.
2. noise pollution
3. visual pollution
4. thermal pollution
5. water pollution
6. land/ soil pollution
7. light pollution
8. air pollution
Act 3. Rewrite the sentences, using Ex3.
the words in brackets. *Key:
- Ss write the sentences using the 1. The residents of the individually
Self learning words given in brackets. Then street cannot sleep pair work
compare with their partners. because of the noise from
- T calls two ss to write their answers the music club.
on the board, T and other ss comment. 2. Vy had a stomachache
because she had a big
dinner.
3. The road in front of my
house was flooded due to
the heavy rain.
4. His mother is unhappy
because the room is
untidy.
5. Too much carbon
dioxide in the atmosphere
causes global warming.

Help sts review Grammar: Conditional sentence type 1 +2
Act 4. Put the verbs in brackets Ex4
self learning into the correct form. *Key: individually
- Ss do this exercise individually then
1. won’t be; don’t take
compare their answers with a partner.
2. continue; will be
- T check s’s answers. 3. were/ was; would wear
4. do; will see
Act 5. Complete the sentences 5. would …travel; didn’t
using your own ideas. have
- Ss do this exercise individually 6. wouldn’t be; didn’t
individually
self learning using their own ideas, then compare take care
their answers with a partner.
- T check s’s answers.
Act 6. Discuss what you would do

and say in each situation.
- Have Ss work in groups to discuss work in

what they would do and say in each groups
situation. Group 1, 3, 5,7 discuss
situation 1 &2; Group 2,4,6,8 discuss
Collaboration situation 3 &4.
- T moves around and listen to their
ideas.
Finished!
- T asks Ss to complete the self-
assessment.
- Discuss as a class what difficulties
remain and what areas Ss have
mastered.
Project (17’)
What would you do if…?
Collaboration - T asks ss to read the information work in
about the project. groups
- Ss do the project in groups
following the instructions in the
book.
creative
- Ss prepare a presentation and give
it to the class.
T - Whole
- T and ss vote for the best class
collaboration presentation.

self learning Complete the project as homework Write down individually
Learn by heart the vocabulary related
the topic “Pollution”
Period 62:
UNIT 8: ENGLISH SPEAKING COUNTRIES

Lesson 1: Getting started: How’s your summer camp?
* pronounce the words ending in – ese and ee correctly in isolation and in context.
* use the lexical items related to the topic of people and places in English speaking countries
* use the present simple to talk about future activities
* English grade 8 - Unit 8 - Lesson 1: Getting started
III. Anticipated problems: Some students may make mistakes when using the present
simple to talk about future activities
instructions
LESSON PROCEDURES
WARM UP (7’)
- Prepare some photos or magazine cut-outs of some famous monuments or items from English
speaking countries. Show them to Ss and have them guess what country each monument/item is
from. Ask Ss if they know of a common thing among these countries. It’s the language: English.
Work in
Write the title “English speaking Vocabularies related to “
Communicative 2 teams
countries” on the board. Ask Ss to English speaking countries”
call out names of English T and
Problem-solving speaking countries and their main Ss
cities. Then ask Ss to share any
interesting facts they know about Whole
language these places. Ask Ss to open their class
books and look at the picture.

between Nick and Phong.
PRE - TASK
- Teacher leads in Activity 1 Activity 1
Pre-question: T and
T ask Ss to open the book to the Open the books and Ss
picture. Introduce Nick and answer questions
Problem- Phong. Ask Ss to guess where Before you read, work in work in
groups
solving they are and what they are doing. groups and answer the
- What can you see in the picture? questions
- Where do you think Nick and Suggested answers:
Phong are? - There are some people in
the picture. T and
What are they doing? - They are in the forest. Ss
What are they talking about?
… - Maybe they are going

- T accept all possible answers camping...
from Ss and do not provide
correction at this stage.
Self- learning - Play the recording and ask Ss Ss listen and remember Ss
to follow along. Then come back guess and make a short list
to the earlier questions and have
Ss answer them. (Do not give
corrections at this stage)
PRACTICE (15’)
Helping Students practice asking and answering the questions from the dialogue. Practice the
words relating the dialogue.
a Find a word or an expression
Self- learning from the conversation which you *Key 1a.
1. Awesome, just awesome individu
use when you…. ally
Ss work independently. Guide Ss 2. Any of the following:
to look at the beginning of a reply/ Absolutely/ Right.
a sentence for the answers. Allow
3. It’s hard to say
Ss to share answers. Check their
answers. 4. Perhaps
Work
Ask Ss: Do you know any other in
expressions which have the same groups
Problem-solving meaning?
b. Read the conversation again T and
Ss
and answer the questions. *Key 1b.
Play the recording again without 1. He’s at an international
letting Ss read along. Ask ss to try summer camp (in
to answer as many questions as Singapore).
possible. Ss then read the 2. They come from different
conversation again to check their countries/ from all over the
answers. Have some Ss read out world.
their answers. Correct the answers 3. He has made new friends,
as a class. visited places, (and taken
part in different activities.)
4. Because he uses English
every day with people from
different countries.
5. Two boys from Australia individu
and a girl from the USA. ally
6. After July 15th.
2. Complete the sentences with Key:

the words or phrases from the
1. summer camp
box.
2. native English speaking
Ask Ss to underline these words/ countries
phrases in the conversation and
make sure they understand their 3. native speakers
meanings. Ss work independently 4. the USA Whole

to complete the sentences. Have 5. accents class
them share their answers in pairs.
Then elicit the answers from the 6. official language
whole class.
language Note:
Your first language is often known
as your mother tongue, and your
second language may refer to a
language used as an official
language in your country, like
English in Malaysia, Singapore,
India or it could simply mean the
foreign language you learn at
school as part of the curriculum.
3. Put the names of the countries individ
Key: ually
under their flags.
Have Ss work in pairs/ groups to 1. the USA
match the flags with the countries. 2. The United Kingdom
T checks. 3. Singapore
4. Australia
Note:
5. Canada
The UK, or the United Kingdom = 6. New Zealand
Great Britain + Northern Ireland
Great Britain/ Britain = England +
Scotland + Wales
The USA = The United States of
American. It is also known as the
US, or the united States, or even individ
just the States. ually
In Canada, there are two official
languages: English and French.
4. GAME: Where are they?
Collaboration From groups of five or six. The Whole
first group to find all the countries class
wins. If possible, prepare a black
and white world map on A3 paper
or quickly draw a world map on the
board. Ask one student from the
winning group to go to the board
and mark the six countries so that
other groups can see and check.
Self- learning - Listen the recording “ How’s Write down. Whole
your summer camp?” at home class
Unit 1: Lesson 2 - A closer look1
Period 63: UNIT 8: ENGLISH SPEAKING COUNTRIES

- Practice the vocabulary related to the topic English speaking countries and pronunciation
of the unit.
- Pronunciation: Stress. In words ending in – ese and –ee.
* English grade 8 - Unit 8 - Lesson 2: A closer look 1
III. Anticipated problems: Students may have difficulty in pronouncing – ese and –ee..
LESSON PROCEDURES
WARM UP (5’)
Ask Ss to call out the names of some English speaking countries they learnt in the previous
lesson. Tell them that in this lesson they are going to learn different forms of some words as well
as some words/ phrases related to the topic.
VOCABULARY AND PRESENTATION (12’)
1. Write the names for the people *Key:
who belong to these places. Then 1. the Americans
2. The English Whole
listen and repeat the words.
3. The Scottish/ the Scots
Ask Ss to work individually. Then 4. The Welsh class
allow them to share their answers 5. the Irish
with a partner. Play the recording for 6. The Canadians
Problem- Ss to check their answers. 7. The Australians
solving Ss listen and repeat. (Point out the 8. The New Zelanders
change of stress from ‘Canada to
Ca’nadian).
2. Change the words into a noun (N,
an adjective (A) or verb (V). Key:
Ask Ss work individually or in pair. 1. historic N = history Individ
Check the answers as a class. If time 2. symbol V = symbolize ual
allows, have two Ss write their 3. legend A = legendary
answers on the board and then 4. iconic N = icon Pair
confirm the correct answers. 5. Spectacle A = spectacular work
6. Festive N = festival
7. Scenery A = scenic
8. Attraction V = attract .
Practice (12’)
3. Use the words in the box to

complete the sentences. Key: Group
Self learning Firstly T asks Ss to read each sentence 1. icon work
and decide what the part of speech is 2. symbolizes
for each word to be filled in the blank. 3. scenic
For example, the word for the blank 4. unique
in sentence 1 is a noun. They then 5. attracts
complete the sentences. Confirm the
correct answers as a class.
4. Match the words/ phrases with
the pictures.
Key:
T has Ss look at the pictures. Ask Whole
1. Castle
problem them what they see in each of them.
2. Loch class
Allow them then to work individually
solving 3. parade
to match the words/ phrases to the
4. monument
pictures. Check the answers as a class
5. state
by asking Ss in which countries, from
6. cattle station
the list in 1, they might see these
things or ask them to give an example
of these things.
Stress in words ending in-ese and -
ee
self learning 5. Listen and repeat the words. Key: - ese - ee Whole
language Audio script: class
Ask Ss to listen and repeat. Then
have Ss say the words individually. Canto’nese employ’ee
With stronger groups, have Ss mark Taiwa’nese adop’tee
the stress in the words first and say - ese: Contonese,
the words aloud before they listen to Taiwanese, Japanese,
the recording. Then play the Portuguese Jaerviepa’nese
recording for them to listen, check addre’ssee
and repeat. - ee: employee, adoptee,
addressee, interviewee ,
Portu’guese interview’ee
PRACTICE 2 (8’)
self learning 6. Mark the stress in the underlined

words. Then listen and repeat the Individual
sentences.
T puts the underlined words on the Key:

board. Have volunteer Ss come and Whole
1. Chi’nese
mark the stress in the words first. Ask class
for a show of hands from the rest of 2. refu’gee
the class if they think the stress is
3. trai’nee
correct or not. Then play the
recording. Ss listen, check and say the 4. Japa’nese
sentences. Have Ss correct the stress
5. guaran’tee
on the board if necessary. Call on
some Ss to say the sentences
individually.
Ask students to complete all the
exercises
workbook
A. Phonetics: 1,2
B. Vocabulary- 1,2,3,5,6
Prepare: A closer look 2
Period 64:
I. Learning outcome: By the end of the lesson, the students will be able to know how to
use the grammar points correctly - Present tenses.
III. Anticipated problems: Students may have difficulty in remembering past participle.
instructions.
LESSON PROCEDURES

WARM UP (5’)
- T asks Ss tell something they’ve known about English speaking countries.
REVISION:
1. Warm up: Students write many Work in 2
Communicative - Ask Ss to change infinitive verbs to activities with Ving as teams
past participle many as possible. T and
Students
self learning 1. Complete the sentences with the Grammar points:
correct forms of the verbs ( present present simple, present whole
simple, present continuous or continuous or present class
language
present perfect tense) perfect tense ( the uses and
the forms)
Remind Ss about the use of the Key:
present simple, present continuous 1. has served team work.
and present perfect and their distinct 2. is increasing
time signals. Then let them do 1 3. symbolizes
individually. Allow Ss to share ideas 4. from
in pairs or small groups. Encourage 5. has celebrated
Ss to explain how they decided on the 6. is Individual
tense in each sentence. Correct as a
class.
Practice (14’)
Helping Students practice using verbs into correct tenses.
self learning 2. Four of the underlined verbs in Key:
the passage are incorrect tense. Individual
In the passage
Find and correct them. 2. visit have visited
3. increases is increasing
Let Ss work individually first. Then 5. has celebrates
let them share and discuss in pairs or celebrates
small groups. Check, and have Ss 6. are dancing dance
Collaboration explain why a certain tense is used. Present simple for the
future Whole class
3a. Read the schedule and

Key:
underline the verbs in the
1.The Debating
sentences describing the activities.Competition takes place
Ask Ss to read the monthly schedule in the Main Hall on April
for the extra activities at Vancouver 3 rd.
Christian School. Then have them 2. The bus for the
underline the verbs in the sentences. excursion to the chocolate
factory leaves at 8.00 a.m
os April 14th.
Collaboration b. Work in groups. Discuss the Group work.
questions.
Allow Ss time to discuss and find the Key:
answers to the questions. If Ss are
having difficulty answering question 1. The future

2, T may ask questions such as ‘Is a
2. The present simple
schedule usually for present or future
activities?’ Then have Ss read the
REMEMBER! Box.
4. Use the verbs in the box in the
correct forms to complete the Individual
self learning Key:
sentences describing other 1. starts – finishes Pair work
activities. 2. taken place
Have Ss do this exercise 3. holds
independently. T check the answers 4. hosts
as a class. 5. Lasts

self learning 5. Make notes of some activities REMEMBER!
your school has planned for next We use the present simple
week. Write five sentences about with a future meaning
the activities, using the simple when we talk about
present with a future meaning. schedules, programmes,
whole class.
Ss do this exercise independently. T ect ( for example: publish
encourages them to be imaginative. transport, cinemas,
Walk around and help Ss with new
vocabulary. Ss can exchange and talk television, school….)
Collaboration
about their schedule with a partner Ex:
first. Once they have done this, ask
them to write down the sentences. + The train to Bristol
Remind Ss that in this case, the leaves at 11.45 from
present simple is used to talk about platform four.
practical information: place, time,
day, date, so this should be the focus + Our school year starts
of their sentences. Ss can use the next week on September 5
sentences in 4 as a model. If time th.
allows, let them share with the class.
Otherwise, T may set the writing for
homework.
self learning - Give Ss exercise 4,5,6 in workbook individually
Period 65:
By the end of the lesson, ss will have some general knowledge of peoples and landmarks in
English speaking countries.
* English grade 8 - Unit 8 - Lesson 4: Communication
LESSON PROCEDURES
WARM UP (5’)
T can start with a brainstorming session to see how much Ss know about English speaking
countries. Encourage Ss to talk in English.
Tell Ss that in this lesson they will have the opportunity to explore peoples and landmarks in
English speaking countries.
Practice 20’
- T goes trough the extra vocabulary
with Ss. If Ss do not know any word
in the box, T quick teaches it. Work in 2
comunicative + territory (n): land that is under the teams
control of a particular country.
+ North Pole (n): the point on the
Problem- surface of the Earth that is furthest
solving north.
+ Arctic Circle (n): an invisible ring T and
on the most northern part of our
Students
planet, including the Arctic region;
the center of the Arctic Circle is the
North Pole.
1. Do the quiz and choose the
correct answers.
Have Ss do the quiz individually as Key:
quickly as possible. Set a time limit
to keep the pace lively and increase 1. C 2. A 3. C
the fun element. Ss then share their 4. B 5. B 6. B
answers in pairs or small groups and
discuss where their answers differ. 7. C 8. A 9.B
Check as a class by asking for a 10. A
show of hands for each question.
Note that the quiz format should be
kept light and fun.
creative
2. Write the names of the countries

next to the facts.
Key:
Have Ss work independently. Then Ss
compare their answers in pairs. T 1. the USA
confirms the correct answers as a 2. New Zealand
class.
3. The United Kingdom
Both activities 1 and 2 are to confirm
and broaden Ss’ knowledge of 4. Canada
English speaking countries and focus 5. Australia
on English fluency. Encourage them
to discuss with one another. The
experience will be more meaningful
this way.
self learning 3. GAME: How much do you know

about a country? T - whole
a. Work in groups. Choose a class
country and together find out as
much about it as possible.. Then
.
prepare a small introduction of
that country. Don’t say the name of
the country.
Put Ss into groups of five or six.
Explain that now they have a chance
to put together what they know about
a country, including all the
information they have got so far from
the lesson too. Ask them to write the
information in short notes first
without mentioning the name of the
country (e.g: -far north/ north
America; -cold; -two languages:
English and French…).
b. Each group then presents their
introduction to the class. The
class…
Ask each group to stand up in font of
the class. Each member of the group
will give one fact about the country.
When they have finished, the rest of
the class can guess what country it is.
Where every group has done their
presentation, the class can vote for the

most informative and interesting one.
next lesson.
self learning 1. Learn the words in Extra Guideline -Write

listen T’s
2. Do Exercise C1,2 (Workbook)
guideline
Period 66:
Lesson 5: SKILLS 1
+ Read for specific information about the attractions of a country.
+ Talk about interesting facts of a country.
2. Knowledge
- Vocabulary: extra words related to the topic: English speaking countries
Structures:
Revision: Why? - Because
III. Anticipated problems: Students may have difficulty in talking about general and
specific information about the positive and negative effects of using computers.
instructions.
LESSON PROCEDURES
WARM UP (4’)
Chatting: Ask Ss to tell about How much you know about a country.
PRE READING (3’)
1. Discuss the questions. Then read
the passage. Key:
comunicative Work in 2
1. Where is Scotland? 1. It’s in the north of Great
teams
2. What is this land famous for? Britain.
Problem- Allow Ss two or three minutes to 2. Any or all of the

solving discuss the questions. Draw a map of following: It’s famous for
Great Britain and highlight Scotland its rich and unique culture T and
on the map. Leave it on the board as well as its amazing
Students
while the class reads the passage natural beauty, its historic
silently. T may ask Ss to underline the castles, its traditional
things that Scotland is famous for. festivals, and its whisky. It
Have Ss call out their answers and say is also famous for various
where they found the information in inventions.
the passage
WHILE READING
self learning 2. Match each place or event with
its two features. Key: work in
Ask Ss to read the passage again. Ask 1. Edinburgh: d, f pairs
them to scan the places first. Read
carefully the information about each 2. Castles: a, c
place and choose the two features 3. Highland Game: b, h
related to it.
Ss work individually, then chack their 4. Lochs: e, g
work in pairs. Ask Ss to call out their
answers and show where the
information appears.
3. Read the passage again and Key:
Collaboration answer the questions 1. Yes, it is. T whole
2. A ghost
Have Ss read the passage again and 3. Piping, drumming, class
write out the answers independently. dancing
T may invite two Ss to write their 4. the telephone,
answers on the board. Confirm the television, penicillin, the
language correct answers. For a more able rain coat
class, T may ask Ss to answer the 5. In 1824
questions without reading the
passage again.
Speaking
T asks Ss some questions.
POST READING (15’)
4. Work in pairs. Talk about the
thing(s) you like most about
Scotland. Give reasons.
Give Ss a minute to think about the Example:
thing they like most about Scotland, + What do you like about
and prepare their reasons. They then Scotland?
work in pairs, asking and answering I like the castles
about their choice. If time allows, call + Why?
on some pairs to share with the class. Because I want to see the
Encourage Ss come up with more ghost.
questions about Scotland.
5. Work in groups. Read and
discuss these interesting facts about
Australia. Prepare a short
introduction of Australia. Then
present it to the class.
Have Ss work in small groups. Ask
them to look through the interesting
facts, and discuss if there is any piece
of information they are not clear
about. Check as a class to make sure
that the information is understood
correctly. Only then can Ss start
working on preparation for their
presentation. Tell them that they can
add some facts they know, or delete
some facts they do not like from the
provided notes. Then call on some
groups to present. The class may then
vote for the best presentation.
- Do exercises: … in the work book.
- Be ready for the next lesson.
self learning D1,2(page7& 8) in the notebook *Guideline. Write down
and listen to
the T’s
guide
Period 67:

Lesson 6: SKILLS 2
* listen for specific information about a day trip to an amazing town
* write a description of a schedule for a visit or a tour
* extra words related to the topic: English speaking countries.
III. Anticipated problems: Students may have difficulty in organizing the ideas to write a
paragraph.
instructions.
LESSON PROCEDURES
WARM UP (4’)
Chatting: Talking about Australia.

Wanaka - New Zealand
A tour guide is talking about the schedule for a day trip to Wanaka, a town in the far south of New
Zealand.
Ask Ss to look at the pictures and read the introduction to the listening. Ask them what features
from the pictures they are interested in. and what they think Wanaka is like.
self learning 1. Listen and fill in the time for the Vocabulary related to T - whole
Wanaka - New Zealand
schedule of events. class
Ask Ss to read the questions. T then Key:
plays the recording and Ss write the 1. 9.30 2. 12. 30
answers. T can play the recording at 3. 4.00 4. 4.15
Collaboration least twice. Elicit the answers from
Ss and write the correct on the board.

2. Listen again and choose the right
answer A, B, or C.
self learning Give Ss some time to read the events. “ illusion” ( something
Check if they know the meaning of that appears tobe there but
the words “ illusion” ( something that is not)
appears tobe there but is not) and “ 3- individually
“ 3- hologram” (three -
hologram” (three - dimensiomal dimensiomal image).
image). Ss then listen to the recording Key: work in
anain, as many times as needed if 1. B 2. C 3. C 4. B
Collaboration time allow, and choose the correct pairs
5. A
answers.
T checks the answers as a class.
PRE WRITING (4’)
solving the 3a. Choose four activities from the individually
problems list that you would like to do in a
two-day visit to Washington D. C.,
the capital of the USA.
Ask Ss to work in groups of three or
four. Read the activities and decide on
the four activities they would like to Vocabulary related to

do together in their two – day visit to Washington D.C.
Washington D.C.
b Schedule your visit.
Once they have made their decision,
allow them time to schedule their visit
and fill in the schedule table.
4. Write a passage describing the Sample writing:
Collaboration schedule for your visit. You can This is the schedule for work in
start with: our group’s two-day visit pairs
to Washington D.C. On
Have each group write a description the first day we plan to go
of their visit. The description should to the White House early
include: the name of the activity, the at 8 o’clock. This way, we
time they do it, and what it involves. avoid the crowds. Then
If possible, give each group a big we get on a Hop-on Hop-
piece of paper to write their answers. off trolley, which rides
Ask the two quickest groups to around the city. We do
present their answers. Other groups some shopping and go for
and T give comments. Give marks to work in
a nice lunch. Then we see
Collaboration the groups. Other groups complete some of the sights of the groups
their writing as homework and bring city. On the second day,
it back in the next lesson. we take the 8.30 shuttle
bus to the canoe club to
join a canoe trip along the
C & O canal. This canal is
famous for its beautiful
scenery, especially in
autumn. The trip takes
about three hours. In the
afternoon, we visit the
National Children’s
Museum. The brochure
says that this museum
offers children a lot of fun
activities where they can
learn through playing.

self learning – Give Ss exercise E1,2,3 in the - Write down and listen individually
workbook. T’s guide
Period 68:

- Review the lexical items related to the topic: English speaking countries.
- Review the grammar of the unit.
- Make questions and answers about the topic.
- Grammatical structures: The simple present tenses.
* English grade 8 - Unit 8 - Lesson 7: Looking back and project.
LESSON PROCEDURES
WARM UP (5’)
Play: Lucky number
- T explains the rule.
- T gives the explanation and ss say the word.
- Ss play in 2 big groups.
VOCABULARY (10’)
self learning 1. Match the words with the Vocabulary: individually
language definitions. - lock: a Scottish for
Ss complete this exercise “lake”
independently. Check their answers - Kilt: a male skirt which
as a class. is often worn on special
occations.
- Puzzling: confusing or
questionable.
- castle:
individually
self learning - legend:
language - accent:
Key:
1. c 2. e 3. f
4. b 5. d 6. a
2. Choose the best answer A, B, or

C to complete the sentences. Key:
1.C 2. A 3. C
Ss work individually. They can then 4. B 5. B 6.A

double check with their partner.
Confirm the correct answers.

Help sts review Grammar: Present perfect
3. Decide if the sentences have a Key:
self learning present meaning (P) or a future 1. F 2. F 3. P 4. P individually
meaning (F). 5. F
Ss complete this task independently
or in pairs. Check as a class
4. Complete the sentences with the
appropriate present tense of the Key:
verbs in brackets.
1. faces
Ask Ss to read the sentences carefully 2. doesn’t set
and look for clues that help them
self learning decide which tense should be used for 3. has won
language each blank. Have Ss complete the 4. has done individually
exercise independently and then 5. is
exchange their answers. Ask two Ss 6. are trying
to write their answers on the board.
Confirm the correct answers.
Check your knowledge!

Collaboration 5. Work in groups. Discuss if the work in
statements are correct. Key: pairs
Ss work in groups. They discuss the 1. Scottish men wear kilts.
statements and decide if they are true. 2. The USA has the
If they are true. If they are not, find biggest population.
the true answer. Check as a class. 3. California is a state in
Finished! the USA.
Ask Ss to complete the self- 4.They live in Astralia.
assessment. Discuss as a class what 5. English and French.
difficulties remain and what areas Ss
have mastered.
Project (12’)
Collaboration Explore us! work in
This project aims to encourage Ss to groups
do more research about the capitals in
Background knowledge of
English speaking countries, to
creative
explore them and find out as much as English speaking
possible about their culture, they countries.
historic and natural beauty… This
means they can research whatever
they are interested in and think can
attract people.
Divide Ss into groups of four or five
and instruct them on what they have
to do. Encourage them to think
creatively and daringly. Tell them to
keep in mind who this poster is for.
These can help decide:
- Which attractions you would
include in your poster.
- What information about the
attraction you would introduce.
- Which picture you would use for
your poster.
- the design for your poster.
Have Ss present their poster in the
next lesson. When all groups have
given their presentations, the whole
class can vote for the best.
- Give each group 5 minutes to
present and promote their activity to
the rest of the class.

self learning Do all exercises in “Looking back” write the homework T - whole
again and do project as your down. class
homework.
UNIT 9: NATURAL DISASTERS.

PERIOD 72: Lesson 1: Getting started
I/ Objectives:
1. Educational aim:
- Introduce the topic of the unit.
2. Knowledge
- Vocabulary: lexical items related to the topic “Natural disasters”
- Grammar: + Review: use the past perfect tense to talk about an action before a stated
time or another action in the past
+ Passive voice: review
3. Skills: L, S, R, W.
II/ Teaching aids:
- T: lesson plan, visual pictures
- Ss: vocabularies related to “Natural disasters”.
III/ Procedures:
Competence Learning activities Contents Mod
A. Warm – up ( 7’)
Collaboration - T helps Ss review the previous unit Vocabularies related to “ Team w
by asking them to take part in a quick English speaking countries”
game.
- T divides the class into two teams.
Using a soft ball or rolled up ball of
paper, have a student in Team A throw
the ball to the other team, calling out
an English speaking country, e.g.,
England. Whoever catches the ball
must think of a thing or a place that
country is famous for e.g., Big Ben,
London, Liverpool, afternoon tea. The

Beatles, etc. Continue with other
countries until the time is up.
B. Presentation ( 12’)
1. Ask Ss to look at the title of the
conversation and the picture. Ask them
Getting started
some questions:
Vocabularies related to
Write the unit title on the board
Problem-solving “ Natural disasters” T - Who
‘Natural Disasters’.
- volcano (n) class
Elicit any information Ss know about
natural disasters by asking about - tornado (n)
natural disasters that have happened - flood (n)
where they love or anywhere else in - forest fire (n)
the world that they know of. - earthquake (n)
What was the natural disaster? - tsunami (n)
When did it happen? - mudslide (n)
Was there any damage to people or - drought (n)
property?
- debris (n)
Activity 1
- trap (v)
Let Ss open their books and look at the
picture. Ask Ss questions about the
picture:
E.g. Where are Duong and Nick? What
are they talking about? Which natural Ss’ answers
Problem-solving disasters can we see in the bubbles?
Play the recording. Ss listen and read. T- Whol
T can play the recording more than class
once. Pause the recording at
appropriate places if Ss need help with
comprehension.
a. Read the conversation again and
fill in the gaps with no more than
three words.
- Ask Ss to read each sentence and
locate the information in the
conversation, and then choose suitable

words/ phrases to fill each blank. Key:
- Ss work independently. Then allow 1. tropical storm
them to share answers before 2. injured
discussing as a class.
3. damage
b. Responding to news
Self learning 4. trapped Individu
- T models an exchange with a student
5. medical supplies
by giving some bad news, ‘My cat
6.temporary
died.’ and eliciting ‘That’s terrible!’
accommodation
from the student. Focus on intonation,
stressing the first syllable of ‘terrible’. Pair wor
- Do the same with other Ss around the
class. Encourage Ss to have fun *Vocabulary
exaggerating their intonation as they Responding to good news
reply to T.
Wow! Individu
- Tell Ss to refer back to the
That’s great!
conversation to find the other phrases.
That’s a relief!
- In pairs, Ss practice saying the
phrases with correct intonation. (Play How wonderful!
the recording again as a model if That’s awesome!
Communicative necessary) Responding to bad news Pair wor
How terrible!
Oh dear!
C. Practice (14’) Oh no!
Activity 2 That’s shocking!
a Write the responses into the That’s awful!
correct columns. Then listen, check
and repeat. Key:
- First, have Ss work independently. 1. Oh no!
- Then allow them to share answers 2. That’s a relief! 3.
before playing the recording for them That’s awful!
to check.
- Play the recording for Ss to repeat the
phrases. Remind Ss to play attention to
Audio script:
their intonation as they practice.
b. Match the sentences (1-6) to the Responding to good news:

responses (a-f). Then practise the Wow! That’s great! That’s a
Self learning exchanges with a partner. relief! How wonderful! Individu
- First, have Ss work independently. That’s awesome!
Communicative - Then allow them to share answers Responding to bad news: Pair wor
before T gives comments. Oh dear! That’s awful! How
- Point out that some of the responses terrible! Oh no! That’s
could fit more than one statement. If Ss shocking!
can justify their choice, then accept it.
- Ask Ss to work in pairs, practicing the
exchanges with good intonation. T
goes around the class to provide help.
Activity 3. Match the natural Key:

Self learning disasters with the pictures. Then 1.b 2.d Individu
listen, check your answers and
3. f 4. c
repeat. Can you add more?
Communicative 5. a 6. e Pair wor
- First, have Ss work in pairs to match
the words/ phrases to the pictures.
- Then allow them to share answers
with another pair before playing the
recording for them to check.
- Play the recording for Ss to repeat the
words/ phrases.
D. Further practice (9) * Grammar: Review: use the

Activity 4. Work in pairs. Ask and past perfect tense to talk
answer questions about common about an action before a
natural disasters in some areas in stated time or another action
Viet Nam. in the past
Communicative - Ask Ss which of these natural - Passive voice: Pair wor

disasters can happen in Viet Nam.
-Then model this activity with a more Key:
able student. 1.C 2.D 3.F 4.B
5.G 6.A 7.H 8.E
- Next ask Ss to work in pairs. Go T - Who

around to provide help. class
- Call on some pairs to practice in front
of the class.
E. Outcome and Home-work (3’)

- Learn by heart vocabulary &
grammar.
- Do exercises 1,2,3 in workbook. Pair wor
Problem-solving
Collaboration
T - Who
class
Self learning T -Whol

class

PERIOD 73: lesson 2: a closer look 1
I/ Objectives:
1. Educational aim:
- Practice the vocabulary and pronunciation of unit 9.
2. Knowledge and skills:
- Vocabulary: erupt (v), strike (v), rage (n/v), collapse (v), shake (v), scatter (v), evacuate
(v), put out (v)
- Pronunciation: Stress in words ending in –logy and – graphy.
II/ Teaching aids:
- Lesson plan, visual pictures, aids
III/ Procedures:
A. Warm – up ( 5’)
Communicative Ask Ss to talk about some natural Ss’ answers T - Who
disasters they’ve experienced. class
B. Vocabulary (25’)
Activity 1. Fill in each blank with a
suitable verb in the correct from the
box below. Then listen, check and
repeat.
- Write the first verb erupt on the
The words related to natural Whole c
board and elicits the past tense from
disasters: Individu
Ss, writing erupted on the board. Do
the same with all the verbs. erupt(v)
- T may ask for a translation of the strike(v)

verbs to check their understanding. rage(n/v) collapse(v)
Leaving them on the board as a shake(v)
reference. scatter(v)
- Then have Ss work independently to evacuate(v)
do the activity. put out (v) Individu
Self-learning
- Ask them to share their answers with bury (v)
one or more partners.
Communicative rush into(v) Pair wor
- Play the recording for Ss to repeat
debris (n)
the sentences.
shelter (n)
With a stronger class, T may wish to
ask Ss to make some more examples
with the verbs in the box. Finish all
the exercises
Audio script:
1. Yesterday, a terrible storm struck
the rural area of Ha Giang Province. Key:
1. struck 2. erupted
2. Villagers rushed into public shelters 3. shook 4. buried

as soon as the volcano erupted. 5. raged 6. collapsed
3. Hundreds of buildings were
completely destroyed when the
earthquake shook the city.
4. The mudslide buried the whole
village while people were still sleeping
in their houses.
5. The forest fire raged for eight hours
and some animals were badly injured
or killed.
6. We managed to run out of the house
into the street before the walls
collapsed.
Activity 2. Match the verbs in

column A to the nouns in column B.
Then listen, check and repeat.
- First, have Ss work independently.
- Then, ask them to share their answers
with one or more partners.
T may ask for translation of some
phrases to check their understanding. - Words and expressions Individu
Self-learning Play the recording for Ss to repeat the related to natural disasters. Pair wor
Communicative phrases.
Audio script:
1. scatter debris
2. take shelter
3. evacuate the village
4. provide aid Key:
5. Put out the forest fire 1. b 2. d 3. a 4. e 5. c
Activity 3. Now use the phrases in 2

in the correct from to complete the
sentences.
- Have Ss complete the sentences
Individually, using the phrases in 2.
Key:
- Then have some read out their
1. Provide aid Individu
answers before checking with the
Self-learning 2. Put out the forest fire
whole class. Confirm the correct
answers. 3. Took shelter
4. Scattered debris
C. Pronunciation (10’) 5. Evacuate the village.
Stress in words ending in -logy and -

graphy
Activity 4. Listen and repeat these Words ending in -logy and
words. Pay attention to the stressed -graphy
syllables.
- Play the recording and ask Ss to listen * REMEMBER
and repeat the words, playing attention For the words ending in –
to the stressed syllables of each word. logy and – graphy, place
T may play the recording as many the stress on the third
Whole c
times as necessary. syllable from the end.
Self learning Individu
- Explain the rule in the soci’ology clima’tology
REMEMBER! Box and ask some Ss zo’ology as’trology
to give some words ending in -logy and
bibli’ographyde’mography
-graphy.
Activity 5. Listen and mark the

stress on the correct syllable in the
words below. Pay attention to -logy
and -graphy.
- Ask Ss to work in pairs to practice
saying the words and mark the
stress on the correct syllable in each
word.
- Then T plays the recording. Ss listen
and check. T may pause after each Pair wor
word and ask them to repeat chorally. Key:

Collaboration Correct their pronunciation if 1. soci’ology
necessary. 2. zo’ology
3. bibli’ography
Activity 6. Read the following 4. clima’tology Whole c
sentences and mark (‘) the stressed Individu
5. as’trology
syllable in the underlined words.
6. de’mography
Then listen and repeat the sentences.
- Ask Ss to work in pairs to mark the
stress in the words and practice saying
the sentences.
- Call some Ss to give the answers and
say the sentences in front of the class.
- Then ask Ss to listen while T plays
the recording. T may pause after each
sentences and ask them to repeat
chorally. Correct their pronunciation.
ge’ography Pair wor
If there is not enough time, after Ss
Collaboration mark the stress, play the recording for
them, then check their answers and bi’ology
repeat the sentences.
Audio script: pho’tography.
1. We are studying the ge’ography of
Asia. bi’ography
Self learning 2. I had a bi’ology lesson this
afternoon. Zo’ology
3. They share a common interest in
pho’tography.
4. A bi’ography is a book that tells the
story of someone’s life, written by
someone else.
5. Zo’ology is the scientific study of
animals and their behaviour
D. Outcome and Homework (5’)

- Ss summarize what they have learnt

so far in this lesson
- Learn new words by heart.
- Practice pronounce words ending in
_logy and _graphy
Whole c
Self learning Individu

PERIOD 74: lesson 3: A CLOSERLOOK 2
I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will be able to know how to use the grammar points correctly.
2. Knowledge:
- Vocabulary: words related to the topic
- Grammar: Passive voice, past perfect tenses.
3. Skills: Speaking, reading and writing
II/ Teaching aids:
- Ss: study the lesson in advance.
III/ Procedures:
A. Warm – up ( 5’):
Communicative - T asks Ss tell something Whole class/
they’ve known about natural Individually
disasters.
Grammar points:
B. Grammar + Practice The passive voice:
(30’) review
Problem- Whole class/
solving I. The passive voice: reviewThe passive voice is Individually
- Ask if Ss remember how to formed with the verb
from the passive voice. “to be” in the
- T may ask one student to appropriate tense and
write the form on the board form, and the past
and have other Ss give participle of the main
examples. verb. Only verbs which
- If they do not remember can take an object can
well, ask to read the be used in the passive.
REMEMBER! box. Draw
Ss’ attention to how the
passive voice is formed by
analyzing the rule.
- Then ask some more able Ss
to give some examples to
Key:
illustrate this.
- Was anyone injured?
- Only a few minor
Activity 1. Read the
injuries were reported.
conversation in GETTING Individually
Self-learning STARTED and underline - It seems many houses
any sentence in the passive and public buildings
voice that you can find. were destroyed or
Check your findings with a flooded, and thousands
partner. of people were left Pair work
Communicative homeless.
- Ask Ss to read the
conversation in GETTING - They’ve sent rescue
STARTED again and workers to free people
underline all instances of the
passive voice that they can who were trapped in

find. flooded homes.
- Then, ask them to share their - Medical supplies,
findings with one or more food and rescue
partners before checking with equipment have also
the whole class. been sent.
- They’ve been taken to
a self place where
temporary
accommodation will be
provided for them.
Self-learning Key: Individually

1. was scattered
Communicative 2. Are built Pair work
3. Were taken
Activity 2. Complete the
4. will be predicted
sentences using the correct
passive from of the verbs in 5. Will be delivered/
brackets. are going to be
delivered
- Have Ss work
independently.
Self-learning - Then, ask them to share their Whole class/
answers with one or more Key: Individually
partners. 1. Food and blankets
- Ask some Ss to say their have been given out to
Problem-
answers aloud. Confirm the homeless people (by
solving
correct answers. volunteers)
2. Ten people trapped
Activity 3. Rewrite the in collapsed buildings
following sentences using have been freed (by the
the corrects passive voice. rescue workers) so far.
- Invite two Ss to write the 3. Was the whole

sentences on the board while village destroyed (by
other Ss write the sentences in the storm)?
their notebooks.
- Ask some Ss to give 4. If the area is hit by

comments on the sentences the storm, a lot of
on the board. Confirm the damage will be caused.
correct sentences. 5. A garden party is
- For a class that needs more going to be organized
support, model the first to raise money for the
sentence for Ss. Have Ss write victims of the flood.
the next two sentences and
correct them carefully. The The past perfect Whole class/
Problem- rest can be done as Individually
* Forms:
solving homework.
(+) Positive
Subject + had + past
participle
(-) Negative
Subject + had not/
II. The past perfect hadn’t + past participle
Activity 4 (?) Questions:
a. Read part of the Had + subject + past
conversation from participle
GETTING STARTED. Pay
Had + subject + not + Whole class/
attention to the underlined
past participle Individually
part.
Problem- Hadn’t + subject + past
- Ask Ss to read part of the
solving participle Individually
conversation from
* Short answers to Pair work
GETTING STARTED,
Yes/ No questions:
paying attention to the
underlined part. (+) Yes, subject + had
(-) No, subject + hadn’t
- Then, refer to the yellow * The usage:

box, explaining the form of - The past perfect is
the part perfect tense and used to describe an
going through the examples. action before a stated
time in the past.
b. When do we use the past E.g

perfect? Can you think of People had managed to
any rules? leave the flooded
- Now ask Ss to think about villages by 11 o’clock

the rules for the past perfect last night.
tense. - The past perfect is
used to describe an
- First, try to elicit them from action that happened
Ss. Then go through the rules before another action in
in the boxes by analyzing the the past.
examples given. E.g
People had already left
Individually
- Then ask Ss to give some the flooded villages
more examples of their own. when the rescue Pair work
workers arrived.
Self-learning
Communicative Key:
1. had left, erupted
2. arrived, had stopped
3. had spent, arrived

4. got, hadn’t taken
5. Found, had bought
Pair work
Activity 5. Complete the

Collaboration sentences by putting the
verbs in brackets into the
simple past or past perfect.
- First, have Ss work Whole class
independently.
- Then, ask them to share their Ss’ answers
answers with one or more
partners.
- Ask some Ss to say their
answers aloud.
- T gives comments, and

makes any correction if
available.
Activity 6. Work in pairs. Team work

Ask and answer the
following questions about
you.
Collaboration
- First, ask Ss to prepare their
answers independently.
- Then model the activity by
asking a student one of the
given questions.
- Ask Ss to work in pairs. T
may go around to provide
help.
- Call some pairs to practice
in front of the class.
C. Wrap- up (8’)
T - Whole
Activity 7. GAME
class
Work in two teams. Take
turns to give reasons why
Self-learning you were pleases/ upset/
happy/ angry, etc. Use the
past perfect for the event
that had happened. Each
correct sentence gets one
point. The team with the
most points wins.
- Model the game with the
whole class first.
- Divide the whole class into
two teams (e.g. left side and
right side).
- Then allow members from

the two teams to take turns in
giving reasons why they were
pleased/ upset/ happy/ angry,
etc.
- Count the correct sentences
to find the winning team.
(If time does not allow, T can
choose either activity 6 or 7
for Ss to do.)
D. Home assignment (2’)

Ex 3, 4, 5 in Workbook

PERIOD 75: lesson 4: COMMUNICATION
I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will have some general knowledge of natural disasters.
2. Knowledge:
- Vocabulary: extra words related to the topic.
- Grammar:
3. Skills:
- Speaking, reading and writing.
II/ Teaching aids:
- Lesson plan, visual pictures, and text book.
III/ Procedures:
A. Warm – up ( 5’)
YOUR VIEWS ON NATURAL NATURAL DISASTERS
DISASTERS
Collaboration - Before Ss open their books, ask them - Vocabulary: Group w
to work in groups to discuss the - climate change = a
question. Can we prevent natural permanent change in weather
disasters with the help of modern conditions.
technology?
- victim = a person who has
- Help Ss understand the meanings of been attacked, injured or
the words in Extra vocabulary, and any killed as the result of a crime, Whole c
other words from the text you think a disease, an accident, etc. Individu
they won’t know, by using examples,
- in charge = in a position of
definitions or even traditions.
having control or
- climate change responsibility for sb/ sth.
- victim
- in charge.
- global warming
B. Listening (20’)
Activity 1. Listen to a radio

programme on 4 Teen News. Then
fill in the gaps with the words you
hear.
- First, have Ss read the interview and
guess what the missing word for each
Key:
gap in the interview is. Write the Ss’
ideas on the board. 1. flooded
Self-learning - Ask Ss to say which question each 2. warming Whole c
person is answering (Sarah and Peter: 3. used Individu
the first question; Nubita and Linh: the 4.unprepared
second question). 5. reminding
- Then play the recording. The first
time, ask Ss to close their books and
listen only. Then play the recording
again and allow Ss to fill in the gaps as
they listen.
- Ask Ss to share their answers in pairs
before playing the recording a final
time to allow pairs to check their
answers.
- Refer Ss back to the ideas on the
Communicative board and decide together if all of them Pair wor
are possible options. If time is limited,
T may play only the sentences that
include the information Ss need for
their answers.
Audio script: Whole c
Welcome to ‘Nature and You.’ Today Individu

we have asked our listener our listeners
around the world to call us to express
their views on these two questions:
‘Are there more natural disasters now
than there were in the past?’’’ and ‘Are
we prepared to deal with natural
disasters?’
- Hi, I’m Sarah from Sydney,

Australia. I think there are more natural
disasters now than there used to be.
Whenever I what the news on TV, I see
places that are flooded or affected by
drought. I’m certain this is the result of
climate change and global warming.
- Hello, I’m Peter from London,
England. I don’t think that there are
more natural disasters now than in the
past. But more are being reported on
the news in shorter time periods.
We’ve seen them so often on the news
that we’ve become used to them.
- Hi, everyone, I’m Nubita from
Tokyo, Japan: I think recent
earthquakes and tsunamis just show
how unprepared we are to deal with
them. Despite all the technology and
knowledge available to us nowadays,
many people become victims of natural
disasters.
- Good evening everyone, I’m Linh
from ha Noi, Viet Nam. I don’t think
we can prepare for natural disasters as
nobody knows when or where they are
going to strike. It’s Nature’s way of
reminding us who is in charge and that
we should show more respect to the
natural environment.
Activity 2. Read the listeners’ views
on natural disasters again and
decide who you agree with and who
you disagree with.
- Ask Ss to decide whose opinions they
agree with and who they disagree with.
- Ss make notes of the reasons for their

decision
C. Performing (17’)
Activity 3. Answer the two questions.
Express your own views and write Ss’ answers
them down below.
- Have Ss make notes of their answers
Collaboration Pair wor
to the two questions in the interview.
- Remind Ss that it does not matter
what their answers are, and that it is
more important that they justify their
answers.
- T may go around to provide help.
Activity 4. Work in pair. Now

compare your views with a partner. Ss’ answers
Do you share the same views?
Communicative - Ask to work in pairs to share their Pair wor

answers with a partner.
- Encourage each pair to negotiate for
the same views. If time allows, have
Pair wor
some Ss report on their answers.
Communicative Otherwise, move around the class
while Ss do this activity and give
assistance.
D. Home assignment (2’) Ss’ answers
Self-learning - Do exercises: … in the work book. Whole
- Be ready for the next lesson. Individu

PERIOD 76: lesson 5: SKILLS 1
I) Objectives:
1. Educational aim:
- Read for general and specific information about how to prepare for a natural
disaster..
- Talk about natural disasters and ways to prepare for them.
2. Knowledge:
- Vocabulary: essential, wreak havoc, destructive, guidelines, emergency
- Grammatical structures: Will/ should + V (inf.), the past simple
II) Teaching aids: Text books, cassette, chalk, pictures and some boards.
III) Procedure:

A. Warm up ( 5’)
Problem- - Before Ss open their books, ask the T -
solving question: ‘What can we do to prepare class
for a natural disaster?’
- See if any Ss can come up with some
ideas.
- Make notes on the board.
- As an option, this could be done in
Vietnamese with T showing how to
express these ideas in English.
- Now have Ss open their books.
B. Reading
Activity 1. Read an article about how
to prepare for a natural disaster. Suggested answers:
Look at the words in the box, then - wreak havoc: do great
find them in the article and damage or harm to
underline them. What do they somebody/ something.
mean? - essential: necessary.
- Ask Ss to scan the article to find - destructive: causing major
where the words/phrases wreak havoc, damage, from the verb
Self-learning Individua
essential, destructive, guidelines, and destroy.
emergency are in the article. - guidelines: rules or
- Ask if Ss know the meaning of the instructions telling you how
words/ phrases. to do something, especially
- If they do not, T may help Ss work something difficult.
out the meanings of these words from - emergency: a suddenly
the article. serious and dangerous event
- T can also explain the words/ phrases. or situation.
Activity 2. Read the article again and

answer the questions
- T may set a longer time limit for Ss to Key:
read the article again and answer the - Because they can wreak
questions. havoc across large areas and
Self-learning cause loss of life or damage Individua
- Ask Ss to note where they found the to property.
information that helped them to answer - Learn about the risk in your
the questions. area and read the
information about natural
- Ss can compare answers before disasters on local
discussing them as a class. government sites.
- Enter all the emergency
contact numbers in your
mobile phone so you can call
the rescue and emergency
Communicative
workers if necessary.
- Your emergency supply kit
should include food, water,
medication, personal
hygiene items, copies of
personal documents and
some money.
- We need to know the
evacuation routes and
shelters.
C. Speaking
Activity 3
a. Read the news reports (A-C) and
match each one to the correct
picture (1-3).
Key:
- First, ask Ss to read each news report.
- T may help with the new vocabulary. 1. C 2. B 3. A
- Then ask Ss to match each news

report to the correct picture.
Self-learning - Have some Ss read out their answers Individua
before checking with the whole class.
b. Work in pairs. Each pair can
choose one of the reports in 3a. Role-
play telling each other about the
news. Use the example below.
- First, remind Ss of the responses they
practised in GETTING STARTED,
e.g., That’s shocking!; refer them back
to this section if necessary.
- Now ask Ss to work in groups of three
and role-play telling each other about
one of the news reports in 3a.
Collaboration Pair wor
- After finishing, T may call on some
pairs to do the role-play in front of the
class.
Activity 4
a. Make a list of things to do before,
during and after each of the
disasters in your area. You can read
the article in 1 again for ideas.
- Ask Ss what disasters often happen in T -
their area. class
- Elicit the answers from Ss and choose Ss’ answers
two disasters that happen the most.
- Divide the class into two groups; each
will discuss one disaster.
- Ss work in pairs within each group to
discuss and write down what to do
before, during and after this disaster.
- Move around the class to help Ss if
Collaboration Group w
necessary.
D. Performing
Activity 4
b. Discuss what you should do in the
event of a natural disaster in your
area. Use the information from the
table above.
Ss’ answers
- Now have Ss form new pairs: one
student from each group above.
- Have Ss ask and answer questions
Collaboration Group w
about the things they should do in the
event of each disaster they had
discussed in a.
- If time allows, invite some pairs to
demonstrate their conversations in
front of the class.
E. Homework
Write the Ex4 in notebooks
Self-learning Whole
Individua

PERIOD 77: lesson 6: SKILLS 2
I) Objectives:
1. Educational aim: By the end of the lesson, Ss will be able:
- Listen for specific information about a natural disaster.
- Write a news report on a natural disaster.
- Vocabulary: words related the topic.
- Grammatical structures lexical items related the topic.
II) Teaching aids: Text books, cassette, chalk, visual pictures and some boards.
III) Procedure:
Competence Learning activities Contents Mo

Communicative A. Warm up ( 5’)

Ask Ss to review kinds of natural Ss’ answers T - Wh
disasters. class
B. Listening
Activity 1. Listen to the news report
and correct the following statements.
Self-learning - Remind Ss about listening for
keywords in statements.
+ coastal (a)
- Play the recording and ask Ss to Whole
correct the statements. + weaken (v)
+ weather bureau (n) Individ
- Then ask two or three Ss to write their
answers on the board. + rage (v/n)
- Play the recording again for Ss to
check the answers. Key:
Audio script: 1- A typhoon hit Nghe An
Nghe An Province was badly affected Province last night.
again when a typhoon hit the area last 2- Dozens of people were
night. The storm began at around 11 seriously injured in the storm.
p.m. and raged throughout the night. 3- There was extensive
Dozens of people were seriously damage to property in Cua
injured and hundreds of others were left Lo, a coastal town in Nghe
homeless. The severe winds caused An.
extensive damage to property, 4- The storm had already
including homes and businesses, weakened when rescue
particularly in Cua Lo, a coastal town workers arrived in the area.
in Nghe An. The storm had already
weakened by the time emergency 5- According to the weather
workers arrived in the area. Rescue bureau, heavy rain will
operations have started and many continue over the next few
people trapped in collapsed or damaged days.
buildings have been freed. Workers are
now clearing up the debris left behind
by the severe storm. The government
has already sent rescue equipment to
Nghe An, as well as food and medical
supplies. People left homeless have
been taken to safe areas, where
temporary accommodation will be built
to house them. The weather bureau has
issued flood warnings for Nghe An and
nearby provinces as heavy rain is
expected to continue over the next few
days.
Activity 2. Listen again and complete

the data chart.
- First, ask Ss to work in pairs to discuss

the missing word for each gap from the
information they have heard in 1.
- Then play the recording again and
allow Ss to fill the gaps as they listen.
- Ask Ss to share their answers in pairs
before playing the recording a final Key:
time to allow pairs to check their 1. winds
Communicative answers. 2. homeless
- If time is limited, T may play only the 3. damage Pair wo
sentences that include the information 4. flood
Ss need for their answers. 5. debris
6. accommodation
C. Writing
Activity 3. Have you or one of your
family members experienced a
natural disaster? Make notes about it
in the table below. Alternatively, you
can write about a natural disaster
you have read about.
- Ask Ss to make notes about a natural
disaster they or one of their family
members have experienced in the given
table.
- Remind them that they do not have to
write full sentences and they can use
abbreviations.
- Then, ask Ss to share their notes with
their partners.
Ss’ answers
- T may ask some more able Ss to read Individ
out their notes to the whole class.
Self-learning
Activity 4
a. Use your notes in 3 to write a new
report.
D. Performing
4b. Swap new reports with a partner
and review each other’s drafts. Make Pair wo
revisions and corrections if
Collaboration necessary. Then present your final
news report to the class.
- Set up the writing activity.
- Remind Ss that first and most
important thing is always to think about Individ
what they are going to write.
Self-learning - In this case, Ss can use the chart in 3

as a model for their report.
- T may still need to provide some help
with the language necessary for
writing.
Ss’ answers
- Ask Ss to write a draft report first.
Self-learning
- Then have them write their final
version in class or at home, depending Individ
on time allowed.
- If they write in class, they can also do
it in pairs or groups.
- T may display all or some of the
Collaboration reports on the wall/ board and invite
other Ss to give comments.
- Ss edit and revise their reports as Ss’ answers
homework.
Group w
- Note that the audio script provides a
good model of a news report.
- This structure can be used to write
another news report.
E. Homework
- Write the news report in the
Self-learning notebooks. Whole
Individ

PERIOD 78: lesson 7: looking back and project.
I) Objectives:
- Use the words to talk about natural disasters.
- Use the words and phrases to complete the sentences.
- Use past simple and past perfect to write about bad things that
happened yesterday.
2. Knowledge:
III) Procedure:
A. Revision:
Self-learning - This is the review section of the unit, T - Wh
so encourage Ss not to refer back to the class
unit pages. Instead they can use what
they have learnt during the unit to help
them answer the questions. That will
help T and Ss see how far they have
progressed, and which areas need
further practice.
- The questions in Looking Back
match the Finished! Self-assessment
statements at the end of this lesson.
- Ss should check how well they did on
each question and use that information
when filling the self-assessment.
B. Looking back
I) Vocabulary
Activity 1. Match the words (1-6) to
their definitions (A-F).
- Have Ss work independently.
- Then they can check their answers

Self-learning Individ
with a partner before discussing the drought
answers as a class. mudslide
Communicative - However, tell Ss to keep a record of flood Pair wo
their original answers so they can use tsunami
that information in their self- tornado
assessment. earthquake
Key:
1. C 2. F 3. D
Activity 2. Use the words form the 4. B 5. A 6. E

box in the correct form to complete
the sentences.
- Then they can check their answers Key: Individ
with a partner before discussing the
Self-learning 1. evacuated Pair wo
answers as a class.
Communicative 2. put out
- However, tell Ss to keep a record of
3. take
their original answers so they can use
that information in their self- 4. provided
assessment. 5. scattered
II) Grammar
Activity 3. Decide which of the
sentences can be changed to passive
voice. Write them down. Explain Passive voice (review)
why two of them cannot.
Key:
1. The tickets will be
collected (by Mr. Smith).
- Then they can check their answers 2. A play was put on (by the
Individ
with a partner before discussing the students) at the end of term.
Self-learning
answers as a class.
3. The sentence cannot be Pair wo
written in the passive
Communicative
- However, tell Ss to keep a record of because its main verb is is
their original answers so they can use not a transitive verb.
that information in their self- 4. The message was taken
assessment. (by Julie).
5. The picture as painted by a
local artist.
6. The sentence cannot be
Activity 4. Match the two parts to written in the passive
make complete sentences. because its main verb arrive
- Have Ss work independently. is not a transitive verb.
Individ
- Then they can check their answers Key:

Self-learning with a partner before discussing the 1. d 2. f 3. a Pair wo
Communicative answers as a class. 4. b 5. c 6.e
- However, tell Ss to keep a record of
their original answers so they can use
that information in their self-
assessment.
Activity 5
a. Imagine five bad things that
happened to you yesterday, and
write them down. Past simple or past perfect
- First, ask Ss to work individually
writing down, or inventing five bad
things that happened to them yesterday. Ss’ answers Individ
Self-learning - Then allow them to share the
sentences with a partner.
b. Work in groups. Add time clauses
to your sentences as the following
Pair wo
examples. Remember to use the past
Communicative perfect.
- Ask Ss to work in groups.

- Remind them to add time clauses and
use the past perfect with their
sentences.
- Then ask each student to take turns to Ss’ answers Group w
Collaboration say out their sentences to the members
of their group.
C. Performing
III) Communication
Activity 6. Read the news headlines.
In pairs, use the expressions from the
box in GETTING STARTED to

respond to them.
- First, model this activity with a more
able student. Pair wo
- Then ask Ss to work in pairs, using the Ss’ answers
expressions from the box in
GETTING STARTED to respond to
the news headlines.
Communicative
Self-learning T - Wh
- Call on some pairs to practise in front
class
of the class.
D. Homework
- Do all the ex again.
UNIT 10: Communication

I /Aims:
1. Knowledge: By the end of the lesson, students should be able to:
By the end of this unit, students can:
* pronounce the words ending in –ity and – itive correctly in isolation and in context.
* use lexical items related to the topic ‘Communication’
* use some verbs that are followed by to –infinitive, tenses.
2. Skills
- By the end of the unit, Ss will be able to:
Speaking
* talk about communication now and in the future.
Listening
* listen for general and specific information about netiquette.
Reading
* read for general and specific information about communication in the future.
Writing
* write an email using netiquette.
II. Methods: Introduce the lessons, lead in the new lesson. Students practice in pairs (
close pairs and open pairs), discuss in groups.
III. Teaching aids: English book 8, CD audio player, pictures, sub- board.
IV. Anticipated problems:
- Some students may make mistakes when using some verbs that are followed by to –
infinitive.
V. Procedure.
UNIT 10: Communication

PERIOD 79: Lesson 1: Getting started
I/ Objectives:
1. Educational aim: - Introduce the topic of the unit.
2. Knowledge
- Vocabulary: lexical items related to the topic “Communication”
- Grammar: Review: use the future continuous and verbs that are followed by to –infinitive,
tenses.
- Talking about communication now and in the future
- Using netiquette when communicating online.
3. Skills: L, S, R, W.
II/ Teaching aids:
- Ss: vocabularies related to “Communication”.
III/ Procedures:
A. Warm – up ( 5’)
Introduction
Communicative Before starting this unit, T does a quick The past perfect learnt in T - Who
whole - class activity to review the past Unit 9 class
perfect learnt in Unit 9. For example, T
can write two sentences on the board
and ask Ss to change them into one
sentence using past perfect.
I missed the school bus. I was annoyed.
(I was annoyed, as I had missed the
school bus./ I had missed the school
bus so I was annoyed.)
B. Getting started ( 12’)
T can prepare one of these lead – ins
for this unit.
* Prepare two photos: one of people
Problem- talking to each other face – to – face Vocabularies related to T - Who
solving using verbal language, gestures, facial “Communication forms and class
expressions, body language etc, and communication technology”
one of people communicating with
Individu
animals. Ask Ss to guess the topic of
Pair wo
this unit. Once Ss have got the answer,
ask them to work in pairs to list down
as many ideas as they can about how
people communicate.
* Bring a mobile phone into the class.
Elicit the phone’s functions from Ss
and write them on the board. Then
discuss with Ss which functions are
helpful for communicating, and which
functions are not. Ask Ss to explain
their choice. Individu
Activity 1. Listen and read. Pair wo
- Ask Ss to open their books and look

at the pictures but cover the text.
Introduce Phuc and Nick talking on…;
the phone and the other pictures of

Phuc, Mai, and Nick.
- Brainstorm questions with Ss and Ss’ answers Individu
write then on the board. Questions may
include:
- What do you think Phuc and Nick are
Pair wo
talking about on the phone?
- Where are Mai and Phuc in the first
Communicative
picture?
- What are they doing there?
- Where is Nick in the second picture?
What is he doing there?
- What is it in the third picture? What
does it mean?
- What is a possible connection
between picture 1, 2 and 3?
- Accept all possible answers from Ss.
Remember not to give correction at this
stage.
- For a more able class and if time
allows, ask Ss to work in pairs to build
a story based on the pictures. Have Ss
report their stories. Accept all versions.
- Tell Ss they are going to listen to the
conversation between Phuc and Nick.
Play the recording. Elicit the
connection between the pictures. Were
their earlier guesses correct?
a Find words or phrases in the

conversation that mean:
- Tell Ss they can uncover the text.
- Play the recording again. Have Ss
work individually then in pairs to find
the words/ phrases.
Vocabularies related to
b Decide if the statements are true “ Communication”
(T) or (F). Key:
Self-learning - Have Ss work individually then in 1 wait for ages Individu
pairs to compare answers with each 2. Show up
other.
Communicative 3. Get through Pair wo
- Correct the task as a class and
4. “My battery was flat.”
encourage Ss to explain for both T and
5. “Are you kidding”.
F options.
6. “We can try again.”
c Why couldn’t Phuc, Mai, and Nick

see the film together as was their Key:
plan? What was the problem? Was it 1. T
only because of Nick’s mobile 2. T
Self-learning phone? 3. F (Nick was waiting Individu
- Ask Ss to work in groups of three or outside the wrong cinema.) Pair wo
four and discuss the questions. For a 4. T
more able class, ask the groups to play
Communicative 5. T T - Who
the roles of Phuc, Mai, and Nick. What
6. T class
would they do if they were them?
Key:
C. Practice ( 18’)
They couldn’t see the film
Activity 2. Match the words/ phrases
together because Nick went
with the photos about ways of
to the wrong cinema. They
communication. Then listen to check
didn’t communicate clearly
your answers.
the name and address of the
- Ss work in pairs to complete this task.
cinema beforehand. Then
Collaboration - After they have finished, go through they were not able to contact Group w
each item as a whole class. Ask Ss to each other because the
further explain the meaning of the battery of Nick’s mobile
words/ phrases in the box, and/ or how phone was flat.
they work. Allow Ss to use Vietnamese
if necessary.
- If there is time, ask Ss to work in pairs

to tell each other if they have ever used
these ways of communication.
Key:
Activity 3. Fill the gaps with the 1. having a video conference
correct from of the words/ phrases
Collaboration 2. Emailing Pair wo
from the box in 2.
3. Video chatting
- Draw Ss’ attention to the words/
4. Meeting face-to-face
phrases from the word box in 2 again.
Tell them to do this task by first 5. using social media
underlining the cues in each item. 6. Using telepathy
- Also remind Ss to consider the part of 7. Sending letters (snail mail)
speech of the missing words (where
applicable). Explain the Look out!
box.
Look out!
These noun can be used as verbs:
Email to email; emailing.
Conference  to conference; Key:
conferencing. 1. using social media
D. Performing (7’) 2. meet face – to face
Activity 4. GAME 3. email; sending letters/
In groups, brainstorm all the snail mail
different ways you have
Self-learning 4. using telepathy Individu
communicated so far today. The
5. video chatting
person with the most ideas in the
winner. 6. have a video conference
- Ss work in groups. Set a time limit Pair wo

and ask Ss to write down as many
different ways they have
communicated so far today as they can.
The person with the most ideas is the
winner.
- Alternative, this can be a competition
between groups where they collect
information from each member and
collate it to find the winning group with

the most communication ways.
E. Homework (3’)
Collaboration - Learn by heart vocabulary & Group w
Creative grammar.
- Do exercises 1,2,3 in workbook.
UNIT 10: COMMUNICATION.

PERIOD 80: Lesson 2: A closer look 1
I/ Objectives:
1. Educational aim: - Practice the vocabulary and pronunciation of unit 10.
Communication forms and communication technology
Stress in words ending in –ity and –itive
2. Knowledge and skills:
- Vocabulary: Form of communication: Verbal meeting F2F, Non- verbal using signs, and
multimedia texting.
- Pronunciation: Stress in words ending in – ity and – itive.
II/ Teaching aids:
- Lesson plan, visual pictures, aids
III/ Procedures:
A. Warm – up.( 5’)

Communicative Ask ss to talk about some kinds of T -
communication they often use. class
B. Vocabulary (25’)
Activity 1. Choose words/ phrases The words related to
from the box to describe the photos communication:
about other ways of communication. Key:
- Ss work individually first then in pairs. 1. using music Individu
- Encourage them to describe how the 2. using signs Pair wo
communication happens in each picture.
3. leaving a note
For a more able class, ask Ss to describe 4 painting a picture

how each way of communication is 5. communication non-
different from the others. verbally with animals
6. using codes
Activity 2. Communication 7. sending flowers
technology. Match the words with the 8. using body language
definitions.
If it is possible, prepare some photos of
* The words related to
the technology mentioned. If you have a
communication technology:
computer connected to the Internet in
- chat room
the classroom, go online and show Ss an
example of how these communication - multimedia T -
Communicative channels work, especially a chat room - landline phone class/
and a message board. - smart phone
Some useful websites (for learning - message board.
and teaching English):
Chat room:
http://www. englishclub.com/esl-chat/
http://www.tolearnenglish.com/chat.ph
p
http://www.learnenglish.de/englishchat.
html
Message board:
* Forms of communication:
http://www.bbc.co.uk/dna/mble/home
- Verbal meeting F2F
http://forum.wordreference.com/forum
- Non- verbal using signs
display.php?f=6
- Multimedia texting
http://www.usingenglish.com/forum/for
ums/3-learning – English
- Ss then work individually or in pairs to
complete the exercise.
- Similar to exercise 1, after giving
corrections, T can share with Ss some of
their own experiences of using these
technologies.
Key: Individu
Self-learning Activity 3. Complete the diagram with 1. d 2. e 3. b Pair wo

Communicative the communication examples you 4. c 5. a
have learn so far. Some can be put in
more than one category. Can you add
more ideas?
- This task can be done in groups where
Ss discuss and write down their ideas.
- Encourage Ss to think of all
communication forms they have learnt,
or the ones they know, and put them in
the correct categories.
Activity 4. Debate. Choose one or Ss’ answers Group w

Collaboration more pairs of ways of communicating.
Which one is better? Why?
Creative
- T can arrange a debate where two
teams complete with each other. Each
team is assigned one form of
communication. The rest of the class
will be the audience. The two competing
teams have to try every way possible to
convince the audience their
communication from is better. Then the
audience will decide which team is the
winner.
Ss’ answers Team w
- For a less able class where debating
Collaboration
might be too challenging, this can be
done as pair work. Ss discuss each of the
communication pairs and decide which
one is better. Tell Ss they will need to
think about both the advantages and the
disadvantages. Back as a class, elicit
some pairs of Ss, or ask for a show of
hands about which mode of
communication is better. Then elicit
why.
Ss’ answers Pair wo
Collaboration C. Pronunciation (12’)

Stress in words ending in -ity and –
itive.
For words ending - ity and - itive, place
the stress on the syllable before the
suffix.
T –
- Ask Ss to cover the pronunciation box. class
Write the words ‘opportunity’ and
‘positive’ on the board. Ask Ss to read
them aloud and try to identify which
syllable is stressed.
- Find two more words ending with the
suffixes –ity and –itive. Ask Ss to say Words ending in -ity and -
them aloud. Then elicit the itive
pronunciation rule with the class. Have REMEMBER
Ss read the pronunciation box and check
For the words ending in – ity
if their rule is correct.
and – itive, place the stress
on the syllable before the
Activity 5. Mark the stress for the suffix.
T –
following words, then listen and
Communicative repeat. class
- Ss work individually then in pairs to

compare their answers. Tell Ss to mark
the word stress.
- Play the recording and have Ss check
the answers. Have Ss practice these
words.
Activity 6. Fill the gaps with the words

in 5 and practice saying the sentences.
Then listen and check.
- Ss work individually then compare the Key:
answers with their partners. 1. com'petitive
- Play the recording for Ss to check. 2. in’finitive
Allow them plenty of time to practice
3. re’petitive Individu
these sentences with correct stress.
Self-learning Audio script: 4. ‘positive Pair wo

Communicative 1. What’s his nationality? – He’s 5. a’bility
Japanese. 6. possi’bility T –
2. Try not to use this word too often 7. curi’osity class
otherwise your text will become 8. natio’nality
repetitive.
3. Sport can be competitive or non –
competitive.
4. There’s a good possibility that they
will win.
Individu
5. Her dancing ability is impressive!
Self-learning Pair wo
If time allows, ask Ss to make their own
Communicative sentences with these words and read T –
class
them aloud to their partners.
D. Homework (3’) Key:

- Learn new words by heart. 1. nationality
- Practice pronounce words ending in – 2. repetitive
logy and - graphy 3. competitive T –
class
4. possibility
Self-learning 5. ability

PERIOD 81: Lesson 3: A CLOSERLOOK 2
I/ Objectives:
1. Educational aim: By the end of the lesson, ss will be able to know how to use the grammar
points correctly.
2. Knowledge:
- Vocabulary: words related to the topic
- Grammar: Future continuous tense, Verb + to- infinitive.
3. Skills: Speaking, reading and writing
II/ Teaching aids:

- Ss: study the lesson in advance.
III/ Procedures:

A. Warm – up (5’):
Communicative T asks Ss tell something T – whole
they’ve known about class
communication technology.
B. Grammar (35’) Grammar points:

I. The future continuous: the future
review continuous tense
Activity 1. Listen again to We use the future
part of the conversation in continuous tense to
GETTING STARTED. express being in the
Underline the future process of doing
continuous tense and answer something T – whole
at a
the questions. class
specific time in the
future.
- Remind Ss of the story in * Forms:
GETTING STARTED: how (+) Positive
Phuc, Mai and Nick planned to Subject + will be +
see a film together but Nick V-ing
went to the wrong cinema and
Problem- (-) Negative
they were not able to contact
solving Subject+ won’t be +
each other.
V-ing
(?) Questions:
- Ask Ss what Phuc and Nick
Will+ subject+be +
decide on the phone about how
V-ing?
they would try it again this
Sunday afternoon. * Short answers to
Yes/ No questions:
(+) Yes, subject +
- Write ‘2.30.p.m. show’ and
will.
‘4.15.pm. show’ on the board.
Ask Ss if they remember which (-) No, subject + Individually

Self-learning show Phuc and Nick chose and won’t.
why. E.g:
Tonight at 8.30 p.m
Mai will be watching
- Play the recording and ask Ss TV at home.
to answer the two questions. Note: A specific time
Pair work
is often included
Communicative
- Then draw Ss’ attention to the when using the future
Review box. Write different continuous tense.
times of the day on the board Key:
(e.g. 7 a.m., 10 a.m., 12 p.m., 1. He will be having
ect.) and ask Ss to work in pairs his Vietnamese class
to tell each other what they will T – whole
Self-learning be doing at these times 2. They will be class
tomorrow. watching a film at the
cinema.
Activity 2. Complete the Individually
sentences with the future Key:
Communicative Pair work
continuous. 1. Will he still be
- Draw Ss’ attention to the sleeping; will be
Look out! box. Then ask them studying
to underline the specific time 2. will be having
expression in each item.
3. will be eating
4. Will she be
- Ss work individually then on staying; will be
pairs to compare their answers. writing
5. will be playing Group work

Collaboration 6. will be learning
Activity 3. Look at the years T – whole
Communicative provided. Work in groups to class
predict when the following
may happen in the future.
Then compare your answers
with other groups.
- Have Ss work in groups to Ss’ answers

decide which year to put in the
gaps.
- Then go through each
sentence with Ss, asking each
group to call out their choice. If
there is any difference in the
answers among the groups, ask
them for an explanation for Individually
Self-learning their particular choice.
Verbs + to-
II. Verb + to – infinitive infinitive
Activity 4. Look at the If we want to follow
Communicative conversation in GETTING a verb with another
STARTED again and write action, we must use
T – whole
down all the verbs that are either a gerund or
class
followed by to – infinitive an infinitive.
that you can find. E.g: They want to see
- Ss work individually to Superman this
complete the task. Write on the Sunday.
board:
I also wanted to call you Some common verbs
want to do something. followed by to-
- Ask some volunteers to write infinitive:
the rest on the board in a - want, try, need,
similar way. choose. Decide,
- Tell Ss to look at the Watch love…..
out! box.
- Provide the list of common Note: some verbs
Individually
verbs followed by to - such as love, hate,
Pair work
infinitive. Ask Ss if they know prefer can be
any other verbs that are followed by both a
followed by to – infinitive. gerund and to -
- Remind Ss that some verbs infinitive.
such as love, hate, prefer can be
followed by both a gerund and

to -infinitive.
If time allows, ask Ss to
practice marking sentences
with these verbs.
T – whole
Self-learning Key: class
C. Performing.
1. c 2. b 3. a
Activity 5. Choose the best
4. c 5. a
answer.
Ss work individually then in
pairs to compare their answers
Individually
Communicative Pair work
D. Wrap- up (5’)
Activity 6. The Dream List.
Imagine we are in the year
2050. Work in pairs and
select three ways of
Self-learning communication that you
think will be most common.
Then make the list longer by
T – whole
sharing your ideas with
class
another pair using full
sentences.
- Remind Ss of the different
ways of communicating from
the beginning of the unit. Draw
their attention to the time
expression (year 2050) and ask
them which verb tense should
be used. Give an example if
necessary.
- Then Ss work in pairs and
share their ideas with other
pairs to make a “Dream List”.
If it is possible, this task can be
done as a mingle activity where
one pair has to talk to at least

three other pairs. Remind them
to use full sentences.
If time does not allow, T can
choose either activity 6 or 7 for
Ss to do.
E. Home assignment(3’)
Ex 3, 4, 5 – Workbook

PERIOD 83: lesson 4: COMMUNICATION
I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will have some general knowledge of communication.
2. Knowledge:
- Vocabulary: extra words related to the topic.
- Grammar:
3. Skills:
- Speaking, reading and writing.
II/ Teaching aids:
- Lesson plan, visual pictures, and text book.
III/ Procedures:

A. Warm – up (5’):
YOUR VIEWS on kinds of
communication.
Communicative - First have Ss guess what they think Ss’ viewpoints T – who
communication breakdown means. class
Refer to the Look out! box.
- Remind Ss of what happened in the text
Look out!
in GETTING STARTED. Ask Ss why
Whole
they think this communication
breakdown happened and how to avoid Communication breakdown Individu

it. T can share with Ss an experience of means a lack of
communication breakdown that T has communication or a failure
had. to exchange information.
B. Communication (25’)
Communication breakdown
- Then go through the Extra COMMUNICATION
vocabulary box with Ss. Give examples
T – who
to further explain each word where - Vocabulary:
class
needed.
- Language barrier: When
people can’t communicate
Activity 1. Match the following because they don’t talk the
possible reasons for communication same language.
breakdown with the examples. Can - cultural difference:
you add in some more reasons and
-communication channel
examples?
- shrug (shoulders)
- Do the first item with Ss.
to raise your shoulders and
then drop them to show that
- Then Ss work in pairs to complete this you do not know or care T – who
Communicative
task. about sth class
Self-learning - glance (n, v): a quick

- Once they have finished, encourage look/ to look quickly at Pair wo
them to add in some more reasons and st/sb.
examples. Key:
Communicative T – who
1. A 2. B 3C class
Activity 2. If you don’t understand 4. C 5. A 6. B
body language, communication
breakdown may happen. Match the
body language with the meaning. Add
more examples if you can.
- Elicit from Ss what body language is.
Explain that understanding body
language can help people avoid
communication breakdown. T may give Key: Individu
Communicative
an example and ask Ss to guess what 1. c 2. a

trying to say. 3. e 4. b 5. d
- Ask Ss to cover the text and just to look
at the pictures. In pairs Ss work out the
messages from the pictures. Then Ss can
uncover the text and do the matching.
Self-learning Pair wo
- Confirm the correct answers.
Communicative
If time allows, ask Ss if they have ever
used these body communication ways
before. Ask them to add more examples
and demonstrate these for the class to
guess their meaning. T – who
class
Activity 3. Using abbreviations for
online chatting and texting is not
always easy to understand. Can you
decode the following sentences
written in texting/ chatting style
without looking at the cues?
Abbreviations for online
- Write on the board some of the
chatting and texting:
language for online communication
learnt in Unit 1 and ask Ss if they can 1. Where r u?
read them in the full form. Explain that We r @ Lotte on 2/F.
using abbreviations for online chatting 2. I’ll b 5 mins late. CUS.
and texting is not always easy to 3 Wanna c a movie this
understand. Ss then work in pairs to wkd?
Self-learning T – who
complete this task. 4. Pls call me rite bck. Thx. class
5. Hi! Wox r u doin 2nite?
- If time allows, ask Ss to add more 6. Did u c it: LOL.
online communication shorthand that
Key:
they know and write a short message to
1. Where are you? We are at
their partner using this language.
Lotte on the second floor. Pair wo
Communicative
2. I’ll be 5 minutes late. See
you soon.
3. Do you want to see a
Self-learning movie this weekend?
4. Please call me right back.

C. Performing (10’) Thanks.
Activity 4. Ideas Bank. Work in 5. Hi! What are you doing
groups. For each communication tonight?
breakdown mentioned in 1, think of a 6. Did you see it? Laugh out
future technology idea that will help loud!
avoid it. Share your ideas with the
Collaboration
class.
Creative
Ss work in groups to make their group’s
ideas Bank by discussing a technology
solution that will help people avoid the
communication breakdown mentioned Group w
in 1. The groups then make a short
presentation of their ideas to share with
T – who
the class to make a big ideas Bank.
class
D. Home assignment (3’)

Self-learning

PERIOD 84: Lesson 5: SKILLS 1
I) Objectives:
1. Educational aim: - Read for general and specific information about communication in
the future.
- Talk about communication in the future.
2. Knowledge:
- Vocabulary: in real time, interact, three - dimensional images, cyber world, network
- Grammatical structures
II) Teaching aids: Text books, cassette, chalk, pictures and some boards.
III) Procedure:
A. Warm up ( 5’)
Communicative - Before Ss open their books, ask the Ss’ answers T – who
Creative question: ‘What can we do to avoid class
communication breakdown?’
- What do you think of communication in
the future?
- See if any Ss can come up with some
ideas.
- Make notes on the board.
- As an option, this could be done in
Individu
Vietnamese with T showing how to
express these ideas in English.
- Now have Ss open their books.
B. Reading
Activity 1. Look at the letters the
children from Viet Nam and Sweden
sent to each other in a pen friend
project. Why do you think they chose
this way to communicate with each
other?
- Ask Ss when was the last time they sent
somebody a real letter, to whom, and on
Communicative what occasion. Ss’ answers T – who
class
- Then ask Ss to look at the photos.
Explain that these are the letters Ss from
two schools in Viet Nam and Sweden T’s explanation
sent to each other in a pen friend project.
- Ask Ss to brainstorm the reasons why
they think these Ss chose this way to
communicate with each other.
- Then ask Ss what they think is
happening in the two other photos in the
text.
Activity 2. Read the text.

COMMUNICATION IN THE
FUTURE: WHAT IS THERE FOR US?
Look at the highlighted words and
match them with their meanings. Key:
- Ss read the text quickly for the first 1. immediately, without
time. delay: in real time
2. to communicate with or
- Ask them to pay attention to the react to: interact
highlighted words and do the matching 3. the opposite of a flat
Individu
task. image: three- dimensional
Self-learning
images
4. the digital world: cyber
T – who
Activity 3. Answer the following world
Communicative questions. class
5. a system of connected
parts to share information:
- Ss try to find the answers individually network
first then compare the answers in pairs.
Key:
1. They love to write and real
- Once they have agreed on the answers letters. One student likes to
they can practice asking and answers send sweets with the letters Individu
with each other. as well.
2. They are telepathy and
holography. Telepathy uses
a device in our head to
T – who
communicate by thought
class
over the network.
Holography gives three-
dimensional images and we
will be able to interact with
each other in real time.
C. Speaking 3. She prefers to use real,

face-to-face communication
Activity 4. In small groups, decide because she thinks this

whether you agree with the author of makes life more interesting.
this text. Why/ why not? Share your
ideas with the class.
- First ask Ss where in the text the
author’s opinion is expressed.
- Then they work in pairs or small
groups to tell each is they agree with the
Ss’ answers
author’s opinion or not, and explain
why. Group w
Collaboration - Then call on some pairs/ groups to
share what they have discussed. Pair wo
Communicative
D. Performing
Activity 5. Class survey. What ways of
communication do you use for the Whole
following purposes now and what will
they be in the year 2030?
This can be done as a mingle activity
where Ss stand up and talk to different
classmates to complete the survey.
Otherwise, Ss can do it in groups of five
or six where each member completes the
survey himself/ herself and shares it
with the group. The group leader will Group w
then report to the class either the ways
Collaboration
of communication that are most
Creative
mentioned or the ways of
communication that the group likes best.
E. Homework T – who
class
Write the Ex4 in notebooks
Self-learning

PERIOD 85: Lesson 6: SKILLS 2
I) Objectives:
- Listen for specific information about netiquette.
- Write an email using netiquette.
- Vocabulary: words related to the topic.
- Grammatical structures lexical items related to the topic.
III) Procedure:

A. Warm up ( 5’)
Communicative Ask Ss to talk about communication in T –
the future. class
B. Listening
Netiquette
Activity 1. Look at the way this
message is posted on an e – learning
message board. Can you find any
problems with it?
- Ask Ss to look at the message board. T –

Self-learning Ask them who posted the message and Ss’ answers class
Communicative who they think the massage is for. Individ
- Ask them to try to identify what

problems in terms of communication
politeness they think the message has.
Activity 2. Listen to this interview

between a 4 Teen magazine reporter
and Dr Minh Vu about netiquette and netiquette
answer the questions. /ˈnetɪket /
- Write on the board ‘netiquette’ and ask
no
Ss what they think it means. Explain the rules of correct or polite T –
Self-learning they are going to listen to a researcher behaviour among people class
talking about the way we communicate using the Internet
online.
- Explain CAPSLOCK in the box if

necessary.
CAPS LOCK: a function
that turns all letters into Individ
- Have Ss look at the questions first. capital form.
Encourage them to give some answers. Key:
1. The word is a combination

- Then play the recording. Ss work of ‘net’ and ‘etiquette’. It’s a
individually then in pairs to compare set of rules for behaving
their answers. Pair wo
properly online.
Communicative 2. Don’t say and do
unpleasant things online, just
like in real life.
3. It’s how we communicate
with each other online.
Activity 3. Listen again to the

interview and complete the following Key:
grid.
- Before playing the recording again, 1. Use CAPS LOCK in

first ask Ss to look at the grid and try to email, posts, and comments
complete it with as much information (shouldn’t) T –
from the recording as they can It looks like are shouting at class
Self-learning
remember. people
- Elicit the answers from Ss. If their 2. Check your email for
answers are correct, move to the next mistakes or errors (should)
activity. Otherwise, play the recording It shows respect for your
again. Individ
reader.
Communicative Audio script:
3. Use a lot of shorthand
Reporter: Dr Minh Vu, what exactly (shouldn’t)
is ‘netiquette’?
This may confuse your
Dr Minh Vu: The word is a combination reader.
of ‘net’ and ‘etiquette’. It’s a set of rules
4. Respect discussion rules
for behaving properly online.
and use polite language
Reporter: Could you tell us the main (should)
rule of netiquette?
People may not know who
Dr Minh Vu: Remember that the people you are but you’ve judged by
we’re communicating with online are the quality of your writing.
real people. Don’t say and do
unpleasant things online, just like in real
life.
Reporter: But sometimes perhaps it’s
not what we communicate, but how we
communicate…?
Dr Minh Vu: Absolutely. For example,
if you write emails, or post comments
using caps lock, this means you are
shouting at people!
Reporter: Of course it’s not polite at all.
What else should we do when sending
emails?
Dr Minh Vu: Check your message for
spelling mistakes before you send it. It
shows respect towards the other person.
Don’t use too much shorthand. This

may confuse your reader. REMEMBER:
Reporter: How about behaviour in - Always check that you’ve
chat rooms and on message board? completed the Subject line
Dr Minh Vu: Follow discussion rules. and/ or have included the
Use polite language. People may not attachment.
know who you are but you’ve judged by - An email to a senior person
the quality of your writing. should be more formal than
to a friend.
Activity 4. Look at the message in 1. - Keep the message short and
Work with a partner to improve it accurate.
with the netiquette you have learnt so - Always check your work
far. for mistakes.
- Ss work in pairs to complete this task.
- You may call two or three pairs to

write their versions of the message on
the board and the class votes for the best
one.
Pair wo
C. Writing
Collaboration
Writing an email using netiquette.
Draw Ss’ attention to the
REMEMBER! box. If possible,
illustrate each of the bullet points
mentioned by an example you find from
the Internet, or those that you create
yourself.
Activity 5. Put the following parts in
their correct place to make an email. T –
class
Activity 6. Write a short email to your

Key: 1. c 2. f
teacher to submit your group
3. e 4. b
5. a 6. d Individ
homework for this week. Check if you

have used the netiquette learnt.
- First Ss work in groups to discuss what
information they would include in the
mail. They may look at the email in 5
for ideas.
- Then Ss work individually on this task.
Ask them to pay attention to the
netiquette they have learnt.
- When Ss have finished, they swap the Group w
Collaboration writing with their partner to check
before handing it in to T.
For a more able class, T may ask Ss to
try the following tasks as homework (Ss Individ
may look at 4 for more ideas):
Self-learning
+ Write a short post on your class
message board to ask how many words
Pair wo
the final essay should be.
Communicative
+ Write a short post on a message board
to help somebody answer the question
what does communication breakdown Individ
mean?
Self-learning T -
D. Homework class
- Write the news report in the
notebooks.

PERIOD 86: Lesson 7: Looking back and project.
I) Objectives:
- Use the words to talk about communication.
- Use the words and phrases to complete the sentences.
2. Knowledge:

III) Procedure:
Competence Learning activities Contents M

A. Revision (5’)
Self-learning Encourage Ss not to refer back to the
unit. Ask them to keep a record of their T -
answers to each exercise so that they can class
use that information to complete the self
– assessment box at the unit.
B. LOOKING BACK
I. Vocabulary
Activity 1. Complete the sentences
Key:
using the cues provided.
1. body language
- Ask Ss to complete the sentences by
Self-learning Indiv
using the support from the picture, the 2. Multimedia
letter cues, and the meaning of the 3. Face - to - face
sentences. 4. cultural differences
- They work individually first and then 5. Telepathy
Communicative compare with a partner. 6. Netiquette Pair w
Activity 2. Write the following text

messages/ chat lines in shorthand
Key:
form.
1. Thx 4 ur gift
- Challenge Ss to try this task without
2. BTW, wot r u doin this wkd?
looking back at COMMUNICATION.
Self-learning T -
- Have two or three Ss write their 3. Pls call me rite now
4. LOL! class
answers on the board
5. CU 2nite. Indiv
Activity 3. Have you ever used music,

art, codes, signs or any non – verbal
ways to communicate? Tell a partner
what you did. Was the

communication successful?
Ss work in pairs for this task. Remind Ss
that these are non – verbal ways of
communication. Then call on some
Ss’ answers Pair w
pairs to report their talk.
Collaboration
II. Grammar
Activity 4. Underline the correct
answer.
Ss work individually then in pairs to
compare their answers. The future continuous tense
Key:
1. will not be sleeping Indiv
Self-learning 2. Will be playing Pair w
Communicative
3. Will he be doing
4. will be waiting
5 will not be using; will be
using
Activity 5. Gerund or to - infinitive?
6. Will be raining
- Ss work individually then in pairs to
compare their answers.
Gerund or to - infinitive
- If time allows encourage Ss to think of
other verbs that are followed by gerunds Key: Indiv
Self-learning and by to - infinitives and make 1. talking Pair w
sentences using them. 2. To use
Communicative
3. To show
4. communicating
III. Communication 5. chatting
Activity 6. Choose any three forms of 6. to have
communication in this unit and work
with a partner to decide if people will
be using them in the year 2100 or not.
Give at least two reasons for each
decision.
- Ss discuss this task in pairs.

- Remind them that they can choose to
talk about forms of communication
people will be using or will not be using
in the year 2100 and they should give
Pair w
the reasons why they think so.
Collaboration
- For a more able class, this can be done
as a debate if some particular forms of
communication are selected beforehand
for Ss to discuss.
- Ask Ss to complete the self -
assessment box. Identify any difficulties
or weak areas and provide further
practice.
C. PROJECT
Indiv
“Action. Take one! Action. Take
Self-learning
two!”
Remind Ss of:
pair w
- The reasons for communication
breakdown in COMMUNICATION
- different ways of communicating in
GETTING STARTED and A
CLOSER LOOK 1
- Put them into groups and ask them to
think of a sketch or a role – play of a
communication breakdown. Give them
time to brainstorm some ideas. Move
around the class, giving help where
necessary.
- Alternatively, T can prepare the
Group
following scenarios if Ss are short of
Collaboration ideas or time. Print each sketch on a
Creative piece of paper and fold it up. Each group
will pick one piece of paper and prepare
their performance. More than one group
can have the same sketch, because they

will interpret it differently. Ss may
prepare the sketch out of class if more
time is needed. On the performance day,
more than one group may act out a
similar play, put look for their different
interpretation of the communication
breakdown as well as their solution.
Make sure everyone gives each group
lot of encouragement and praise for
their acting attempts.
Sketch 1
The confused teacher
Susan is a teacher from London who
comes to a small town in Viet Nam to
teach English. She has her first lesson
today and is very impressed by one of Key: (NB. Encourage each
her students – Lien. Lien speaks English group to try to find their own
very well and is very active in the class. reasons and provide these keys
Later that day Susan runs into Lien in only if they ask for help.)
the corridor. Susan wants to compliment Sketch 1
Lien and she says, ‘Lien, your English Communication breakdown =
is excellent!’. And Lien answers ‘No cultural differences
it’s very bad!’ Susan feels rather In Viet Nam it is typical to deny
confused and she doesn’t know why the compliments you receive.
Lien responds to her this way. This is a way to show your
Sketch 2 modesty. However, in western
The best restaurant cultures, people who give
Jerry and Diana are from the USA and compliments often expect you
they are now on holiday in France. They to take about them, and denial
eat out in a restaurant and they find the of compliments, especially if it
food and the wine excellent. At the end is repeated, may be rude and
of the meal the chef asks how they have make the other person feel
enjoyed the evening and Jerry holds up uncomfortable. In this situation,
his thumb and index finger to make a Lien may just politely thank her
circle. Seeing that, the chef’s face teacher.
suddenly falls and he leaves Sketch 2
immediately without a word. Jerry and Communication breakdown =

Diana are left wondering what they have cultural differences
done wrong. In the USA, holding up one
Sketch 3 thumb and index finger to make
The missing fork and the giant drink a circle means OK, good,
Hoang Ly is from Ha Noi and now she’s excellent, while in France, this
visiting her grandparents in Ho Chi gesture means something not so
Minh City. Minh Anh, her friend in Ho good, event worthless.
Chi Minh City is talking her to eat out. Sketch 3
When the food is brought out, Ly Communication breakdown =
notices there is one fork missing on the language barrier
table, so she asks the waiter for one. When the people in Ha Noi and
‘Chú mang hộ cháu một cái dĩa nữa some other provinces in
được không ạ?’. Then the waiter bring northern Viet Nam say ‘dĩa’
her a big plate. Ly thinks perhaps the they mean a fork, while this
restaurant is too noisy and the waiter word means a palate for the
couldn’t hear what she said. people in southern Viet Nam.
After that, Minh Anh comes and visits Meanwhile, ‘chén’ in northern
Ly’s grandparents. They offer her tea Viet Nam means a small teacup
and Minh Anh hears Ly’s grandmother whereas in southern Viet Nam
telling her, ‘Cháu vào lấy thêm một cái the word means a bowl you use
chén nữa cho Minh Anh’. Minh Anh is to eat when having meals.
a bit nervous because she doesn’t feel
like she wants to drink such a huge bowl
of tea, especially after her big meal with
Hoang Ly.
D. Homework T -
Self-learning class
- Do all the exercise again.
- Prepare for the next lesson: Unit 11 –
Getting started.
Period 88
UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 1: GETTING STARTED_p.48,49
- Use the lexical items related to the topic “Science and technology ”
- Understand the main content of the dialogue
Structures:
Future tenses
III. Anticipated problems: Students may not be familiar with science and
technology
clear instructions
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Forms of communication and science and technology
REVISION:
-Review the previous unit by
Comunicative asking Ss to call out all the forms CHATTING
of communication that theỵ can Forms of communication Team
Problem-solving remember from the previous unit. work
Then divide the class into two
Language teams. Call out a form of
communication, e.g., body
language. The first group to give
an example of body language gets
a point, and so on. BRAINSTORMING
-Put the heading 'Science and 'Science and Technology’
Technology’ on the board. Do a
brainstorming session by asking
Ss to suggest any words or
phrases related to this topic. Team
Accept all ideas, organise them in work
a word web if possible.
among Dr. Nelson, Duong and Nick.
PREDICTION
Problem-solving Ask Ss to open their books to Prediction questions: Whole class
Unit 11, cover the text and look
Thinking at the pictures.
+What can you see in the pictures?
+Do you know these characters?

- Ss answer the questions as a
class
-Then play the recording and

have Ss listen and follow along. +Where are they now?
Check if Ss' predicted answers
match the conversation. If not,
have Ss correct them. +What are they talking obout?...
PRACTICE (15’)
Helping Students practice doing the tasks.
Activity 1: a.MATCHING
Self- learning Ask Ss to read the conversation *Key: Individually

again and do the exercise in 1.C 2. B
Thinking pairs. Elicit the correct answers 3. D 4. E
and write them on the board. 5. A 6. F
Problem-solving
-Have Ss substitute the B
words into the conversation to
read the conversation again and
do the exercise in pairs.
Activity 2: b. ANSWER THE *Key:

Self- learning QUESTIONS 1. They are at the Science Individually
Ss work individually to answer Club.
Cooperation the questions. 2. It is the roles of Science Pair work
and technology in the 21st
Thinking - Ss compare answers with a century. .
partner and then discuss as a 3. Science and technology
Problem-solving class. are changing everything.
4. He told Nick that onlỵ
-Have Ss say where they found robots vvould work in
the answers in the factories and clean our
conversation. homes in the future.
5. He/ She said that there
would be no more schoois:
they'd just stay at home and
learn on the Internet.
Key:
Activity 3: c.WORK WITH A 1. the economy (economic
Cooperation PARTNER development)
Let Ss work in pairs. 2. the workplace (robots in Pair work
factories)
-Tell Ss to refer back to the 3. the home (robots cleaning
conversation and do the task. our homes)
Check their answers. 4. travel (traffic jams)
5. education (school via the

Internet)
d.Put a word/phrase ...

Key:
Activity 4: d. PUT A WORD/ 1. field
Thinking PHRASE FROM THE BOX 2. space Pair work
IN EACH BLANK 3. the key
Problem-solving Have Ss do this exercise in 4. economic development
pairs. 5. flying cars
-Ask some Ss to present their

answers. Conlfirm the correct
ansvvers. *Look out!
Can you explain the
Activity 5: LOOK OUT difference between science
and technology
Language -Help Ss distinguish the two - science: knowledge about Individually
Self- learning words. the world, especially based
on examining, testing, and
proving facts
- technology: things and
ways of doing things that are
based on knowledge about
Science and computers
*Key:
Thinking Activity 6: 2. FILL IN THE 1. Science subjects
BLANKS
Problem-solving Tell Ss that in the box are some 2. technology
more words and phrases related 3. researchers
Cooperation to Science and technology.
-Let them work in pairs. Check 4. machines Pair work
their work by calling on some 5.scientific progress
Ss to read out their sentences.
-Allow Ss to write the
Thinking translations next to the words.
Problem-solving Activity 7: 3. GIVE THE

OPPOSITE WORDS
Tell Ss to look at the
example.T may give some 3.Give the opposite
more. Whole class
Then let them do the task by *Key:
them selves. Afterthat, they l. unknown
swap their answers with a 2. unrealistic
partner. Correct Ss'answers as 3. impossible

a class. Then let them repeat 4. unimportant
the words in chorus.
5. unpolluted

Cooperation GAME : Find someone * Reference: Some Whole class
Application who....... scientists of Viet Nam:
Communicative +Võ Hồng Anh
+Lê Văn Thiêm
-Set this up as a mingle +Trần Đại Nghĩa
activity. +Hà Đình Đức
-Let Ss stand up and move +Hoàng Tụy
around with pens and paper/ +Phan Lương Cẩm
notebooks to ask questions and
take notes. Observe and assist
where needed. Once a student
has a name in each box they
should sit back down. Continue
until all, or most
-Let Ss have sat back down.
Congratulate the winner(s).T
calls on the winning Ss to
present their results to the class.

Self- learning - Learn new words by heart. Write down. Whole class
- Practice the dialogue again.
Unit 1: Lesson 2 A closer look1
Period 89
Lesson 2: A closer look 1(p.50)
- use the lexical items related to the topic “SCIENCE AND TECHNOLOGY ”
to talk about the rolesof Science and technology
- pronounce stress in words ending un- and im- correctly in isolation and in context
- develop listening and speaking skill.
III. Anticipated problems: Students may have difficulty in pronouncing “un-” and
“im-”.
youtube.com to help sts pronounce correctly.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about leisure activities as well as warming up the class and leadin
the new lesson
REVISION:
-Explain to Ss that there are three *Look out!

Comunicative common ways of forming nouns We add –er,-or,or –ist to a Wh
indicating peopie, but don't say what verb or noun to form a noun cl
they are. Write the following on the indicating people
Problem-solving board: Example :
to learn  to learn->learner
to invent to invent->inventor
Science  science->scientist
-Try to elicit from Ss how these words
are changed to mean a person who does
these things. Now see if Ss can give
some more examples. Finally, have Ss
open their books and read the Look out!
Box
Activity 1: 1. COMPLETE THE =>Key:
Thinking SENTENCES 1. adviser/advisor Team
Problem- solving Ask Ss do this activity the first time 2. chemist work
Cooperation around as a quiz. Divide the class into 3. designer
two teams. Read out item one and ask 4.programmer
Team A to answer. If they get it 5. biologist
wrong, the option goes to Team B to
answer. Keep a score on the board to
increase the fun element.
Activity 2: WRITE A NOUN
Thinking FROM THE LIST =>Key: Pair
Problem- solving Have Ss work in pairs and discuss 1. chemist
Cooperation what the word is for each picture. T 2. software developer
checks as a class. For more able Ss, 3. engineer
have pairs write the descriptions of 4. physicist
these people in the same style as 5. doctor
activity 1 -Then put pairs togetherto 6. conservationist
read out their descriptions and 7. explorer
challenge each other to guess the 8. archeologist
person, like in the quiz in 1.
PRACTICE (15’)
Activity 1: 3. GIVE THE

CORRECT WORD FORM
Self learning -T asks Ss to read the sentences and =>Key: Individ
guess the part of speech of the word 1.developments
to befilled in each blank. 2. scientists
- Have Ss call out theirguesses. 3. exploration
-Ask Ss work individualiy. 4. medical
-Ask some Ss to write their answers 5. economic
on the board. Check their answers as
a class.
Thinking Activity 2: PRONUNCIATION. Individ
Problem solving 4.Listen and repeat
Self learning
-Explain to Ss that the prefixes un-
and im- are used to make adjectives *Pronunciation :
(and adverbs) negative. Explain to -When we add the prefix un-
them that when these prefixes are or im-(meaning “not”) to root
added, the stress of the new word word ,the stress of the word
does not normally change. Give some does not normally change
examples. +’friendly->un’friendly
+’probable->im’probable
-Play the recording for Ss to repeat -Note: When we add the
the words. Play the recording as prefix un-or im-to a one- Individ
Thinking many times as necessary. Correct Ss' syllable word ,the stress falls
Problem solving pronunciation, especially the stress. on the root word
Self learning -Then have Ss mark the stress on the
words by drawing circle above the
stressed syllable.
Activity 3: PRONUNCIATION.
5. PUTTING THE WORDS IN 5.Put the words .....
THE RIGHT COLUMNS o0 o0o
Thinking -Have Ss read out the words first. un’wise un’lucky Individ
Problem solving -Then they work in groups to put the im’pure un’healthy
Self learning words in the right columns. un’hurt im’patient
- Call on some Ss to write the
answers on ỉhe board. Confirm the oo0 o0oo
correct answers. unfore’see un’limited
n
imma’ture im’possibl
e
Activity 4: PRONUNCIATION. impo’lite un’natural
6.FILL IN THE GAPS
Key:
l. impure
2. unhealthy
3. impossible
4. unlimited
5. impatient

Helping Students sum up the whole knowledge of the lesson
GAME: WRITE THE CORRECT
Cooperation WORDS Team w
Ask Ss to work in groups and fill in o0 o0o oo0 o0oo
the right words.

Self learning - Give Ss some exercises in the Write in notebooks Whole
workbook
A. Phonetics
B. Vocabulary
Period 90
Lesson 3: A closer look 2_p.51,52
- review the Future tenses
- use the future simple and future continuous to talk about Science and technology in
the future
- use direct speech and indirect speech to report what people say or tell
- use to do exercices fluently
III. Anticipated problems: Students may have difficulty in remembering future
tenses
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Future tenses as well as warming up the class and leading in
the new lesson
REVISION: CHAIN GAME
Comunicative -Have Ss already learned the future Say out future sentences Team work
Cooperation simple will do and the future continuous will *Grammar :
be doing. Tell Ss that this is a review -Future tenses :
section.T may help Ss recall the form
and uses of these two tenses.
- Also remind them of the uses of present
simple and going to to express future
actions.
Thinking Activity 1: GIVE THE CORRECT 1.Put the verbs .... Individually
Problem VERB FORM =>Key:
solving -Have Ss work individually. Check 1. will have
Self learning their answers as a class. T may ask 2. will be working
why a certain tense is used to check 3. will she be
that Ss understand the rules. 4. won't pass
Thinking 5. decide; will support Pair work
Problem
solving 2.Work in pairs
Cooperation Activity 2: WORK IN PAIRS
-Tell Ss to study the example fìrst. 1.won’t all be
-Then they work in pairs to do the 2.won’t be
activity. Encourage them to talk as 3.won’t replace

much as possible. Remember that 4.won’t have
there is no 'right' or 'wrong' as long 5.won’t replace
as their sentences are grammatically
correct. Move around the class and
listen to Ss. If there is a point which
everyone is confused about, bring the
class back together and do a quick
review of it.
PRACTICE (15’)
Helping Students practice using Reported speech
Self learning Activity 1: REPORTED SPEECH -Reported speech : Individually
+In direct speech ,we give
-Explain to Ss the differences the exact words
between direct speech and reported somebody said and we
speech. Go through the table use quotation marks
carefully, using the examples to +In reported speech ,we
clarify the rules. give the meaning of what
-Write on the board someone said,but with
some changes and without
Direct sp Reported sp... quotation marks
1.present -past simple
simple ->
2.Pre con..-> -Past con.. -Pronouns and time and
3.Past simple -Past perfect/pr place expressions may
-> change in reported speech Pair work
Thinking 4.will-> -would ........
Problem 5.pre perfect-> -Past per..
solving 6.can-> -could
Cooperation 7.may-> -might 3.Look at .....
Key:
Activity 2: FIND AND -Well, my dad told me
UNDERLINE THE EXAMPLES that only robots would
OF REPORTED SPEECH work in factories and
-Tell Ss to refer back to the clean our homes in the Pair work
conversation in GETTING future.
Thinking STARTED and find the examples of -Our Science teacher said
Problem reported speech. Focus them on the that there would be no
solving use of the verbs. more schools: we'd just
Cooperation stay at home and learn on
the Internet.
4.Complete....
Key:
1. Nick said that he came
Activity 3: 4. COMPLETE from a small town in
SENTENCES England. Individually
2. My friend said that
-Let Ss work in pairs. Brazil would win the

Self learning -Ask them to write down the World Cup.
Creative sentences in their notebooks. 3. Olive told Chau that
Application she was leaving Viet Nam
-Call on some Ss to read out what the next day/ the
they have done. For a class which following day.
needs more support, 4. David told Catherine
that he was unable to read
-Have two Ss to write their answers her writing.
on the board. Correct their mistakes. 5. Minh said that he had
overslept that morning.
5.Change.....
1. He said (that) he hadn't
said anything at the
Activity 4: 5.CHANGE INTO meeting the week before/
REPORTED SPEECH the previous week.
-Ask Ss do this task individually. 2. She told me that letter
While they are working, some Ss had been opened.
may write their sentences on the 3. Tom said that in 50
board. Correct their sentences as a years'time we would
class. probably be living on
Mars.
4. Mi said she hoped they
would build a City out at
sea.
5. Son told us that his
wish was to become a
young inventor.

Helping Students sum up the whole knowledge of the lesson
Cooperation GAME :My friend said ....... GAME :My friend Team work
Application -This speaking activity could be said .......
daunting for some Ss, so allow the
pairs to plan what they are going to
say before they come to the front of
the class. This should help Ss to
speak with fluency and accuracy, and
as naturally as possible.
-Encourage them to give true
sentences about themselves. Ideally,
all Ss should have a chance to talk
before the class.

Self learning - Rewrite reported speech sentences Write in notebooks Individually
Period 91
Lesson 4: Communication_p.53
-use lexical items related to the topic Science and technology
-talk about the roles of Science and technology
Inventors and invention in the text.
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Science and technology as well as warming up the class and
GAME: BRAINTORMING BRAINTORMING Team work
Problem solving Ask Ss to play in 2 teams to write
Cooperation down all the words they’ve known Invention and inventors
about Inventors and invention
Help Ss know more about Science and technology
Self learning Activity 1: MATCHING 1.Match the....... Individually
Thinking -This activity can be done as a class
competition. Ss work individually. Key:
Give them one minute to match by -Thomas Edison invented
drawing lines from the inventors to the light bulb.
the inventions. For increased fun, -Sir Alexander Fleming
count down the final 10 seconds and discovered penicillin.
then tell everyone to stop. Now have -Alexander Graham Bell
Ss swap books and mark each other's invented the telephone.
answers. Elicit the answers from Ss -The Wright brothers
in full sentences, Thomas Edison invented the airptane.
invented the light bulb. Ask for a show -James Watt invented the
of hands for those who got all eight steam engine.
right, then seven, and so on. -Mark Zuckerberg
-If time allows,T may ask questions invented Facebook.
about these inventors to find out -Tim Berners-Lee
what Ss know about them: invented the Internet.
- Are theystill alive/dead?
-What are they famous for?
-Doyou know anything interesting
about them?
PRACTICE (15’)
Activity 2: DISCUSSION
Self learning
Cooperation -Form groups of three or four Ss to 2.Work in groups...... Team work
discuss the inventions. Encourage Ss A: The invention of the
to talk as much as possible; this is a airplane is very important
fluency stage, so don't worry about because it has changed the
accuracy at this point. Move around way people travel and
the groups and give assistance where transport goods around
needed. Invite some groups to the world
present their ideas. Other groups can B:You are right .But I
add some ideas if possible. think the invention of
Cooperation penicillin is more useful Pair work
Application because it has saved lots
of lives
Activity 3: REPORTED SPEECH C:.....
3.a Ha had......
-Call on two confident Ss to come to
the front and act out the dialogue
between Ha and Alexander Graham 3.b :
Bell. Then put Ss into pairs to report Suggested answers:
on the conversation.
-Alexander Bell said/ told
me (that) he was born in
1847 in Scotland.
-He said/told me (that) he
had always liked ...
- He said/ told me (that)
he had taught...
-He said/told me (that) he
had invented ...

Helping Students to sum up whole knowledge of the lesson
Cooperation Activity 4: SPEAKING Pair work
Application
Communicative -Let Ss work in pairs to role-play, -Tim Berners told me that
using the iníormation given. Walk he was born on 8 June
around to observe and give help if 1955 in London
needed. If time allows, ask some -He told me that he had
pairs to role-play in front of the learnt in Oxford from 1973
class. The class then votes for the to 1976
best performance. -He said that he had joined
in company called
DG.Nash .....

Self learning -Write about Tim Berners in your Write in notebooks Individually
notebooks
Period 92
Lesson 5: SKILLS 1_p.54
+read for general and specific information about the rolesof Science and technology
+talk about the rolesof Science and technology
+ develop reading and speaking skills
III. Anticipated problems: Students may have difficulty in talking about Science
and technology
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Science and technology as well as warming up the class and
-Ask Ss write these headings on the BRAINSTORMING Teamwork
Comunicative board: Predictions for future
Travel
Problem- solving Health
Homes
Cooperation -Brainstorm with the class some
predictions for future developments
in these three fields.
Encourage Ss to use their

imagination. Now open the book and
do the reading tasks.
PRE READING (10’)

Leading Ss to the new lesson by quick reading
Activity 1: 1. MATCHING
1.Read and match.... Pair work
Self learning Ask Ss to read the passages quickly
looking for key vvords and then ->Key:
match them with the headings. 1. B 2. A 3. C

Help Ss read the text and find out the answer of the questions
Activity 2: 1. MATCHING 2.Underline.... Individually

->Key:
Self learning -Have Ss do the task individually. 1. D 4. B
Thinking -Then Ss can check their answers in 2. A 5. F
Problem solving pairs. Elicit the answers from Ss. 3. E 6. C
-Ask Ss to read the passages again
and answer the questions.
Key: Pair work
Self learning Activity 3: 3.ANSWER THE 1. To explore Mars/To
Thinking QUESTIONS find out if there is, or ever
Problem solving has been, life there/To
Cooperation –Have Ss can ask and answer in pairs. explore the possibility of
T corrects the answers as a class. If being able to live there.
time allows, have Ss show where they 2. They help people live
found the answers. longer.
3. 70 or 75 years.
4. Solar panels and solar
windows.
5. They can do chores
such as cleaning, cooking,
washing, and organising
things.

Leading Ss to use the knowledge to speak
Application Activity 4: 4. SPEAKING 4.Think about.... Pair work

Communicative -Ask Ss work in pairs to think about Nuclearenergy:
Creative these pros and cons. -convenient, clean,
available...
-expensive, unsafe,
-Encourage Ss to think of as many environmentally
ideas as possible. Move around to unfriendly...
give some cues and observe. Nutrition pills:
- people can live longer,
convenient,...
-expensive, create an
ageing population, create
overpopulation...
Smartphones:
- convenient, quick,
entertaining...
-environmentally
unfriendly, discourage
face-to-face
communication, people
Cooperation can be tracked at all Group work
times...
Space travel:
- exciting, adventurous...
Activity 5: 5.WORKING IN -expensive, dangerous...
GROUPS
-Divide the class into groups of five A : I think robots will

or six. Each group talks about one of help us do many boring or
the frields in 4. Tell Ss to read the difficult jobs
example before they start. B : Yes. But at the same
-Encourage them to use the phrase time ,they may bring a lot
given in the Look out! box. While Ss of unemployment
are talking, T goes around to give C : And they ‘ll make us
assistance if necessarỵ. lazy and inactive
-If time allows, have Ss summarise
their group's ideas and present to the
class.

Self learning Rewrite activity 5 Write down in notebooks Whole class
Period 93
-listen for specific information about how Science and technology solve some
problems in the future
-write to express agreement and disagreement about the roles of Science and
technology
-develop speaking and writing skills
write a paragraph.
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about science and technology as well as warming up the class and
Self learning Activity 1: 1.CHOOSE THE 1.Listen ....... Individually
BEST SUMMARY Key:
b. The benefits and
-Have Ss read the three options. drawbacks that advances
-Then play the recording and elicit in Science and technology
the answer from Ss. may bring to people's
lives.
Leading Ss to the new lesson by doing the tasks
Self learning Activity 2: 2. CIRCLE THE 2.Listen again ..... Individually
WORDS ->Key:
1. problems
-Play the recording again, once or 2.High yields
twice. 3. The moon
-Ask Ss to listen carefully and tick 4. overcrowding
the words/ phrases according to 5. On television
what they hear in the passage. 6. Bring unemployment

Activity 3: 3. ANSWER THE 3.Listen again....

Self learning QUESTIONS 1.High yields in farming Individually
will (help feed the
-Play the recording again. growing population on
-Tell Ss to take notes/ write down the earth).
key words as they listen. 2. (We may be able to
live) on other planets.
3. He says he likes the
-Then they answer the questions in idea of having lessons at
writing or verbally. Correct their home with a robot, and on
answers as a class. the Internet.
4. Yes, she does.
5. He thinks there will be
many new problems
POST LISTENING (13’)

Help Ss to use the knowledge they have learnt above to write
Thinking Activity 4: 4. FILL IN OUTLINE *Writing : Individually
Problem solving
-Have Ss read the sample paragraph. Writing to express
-Explain that the first sentence in the agreement or

sample is the topic sentence which disagreement :
tells the reader whether the author -Introduction :
agrees or disagrees with the +I agree
statement.The following sentences +I disagree with the idea
express the reasons.The last sentence that ......
is the concluding sentence, which -Explaining your
summarises the main points in the opinion :
paragraph. Now have Ss work in +Firstly,secondly.....
pairs to fill in the outline. Check as a +Furthermore,in
class. addition.........
-Conclusion :
+In short
+For these reasons ....
4.Look at ......
->Key :
Introduction :Disagree
-Idea 1 :Firstly ,they will
be very expensive and we
will spend too much
money buying and fixing
them
-Idea 2: Secondly , robots
Thinking in factories will be able to Individually
Problem solving do everything the workers
Application do ,so roborts will make Pair work
them jobless
5.Make a note .....
Activity 5: 5. WRITE A
PARAGRAPH
-Have Ss read the argument put

forward.
-Then work in pairs to make notes
using the model in 4. They must
decide if they agree or disagree, give
three supporting points, then
conclude their argument. Move
around to provide help.
-If time allows, have Ss work from
their notes to write the paragraph in
about 100 words.
-Otherwise, help Ss develop a good
outline for their writing and write the
paragraph as homework. Remind Ss
to bring their work to class in the
next lesson.

Self learning -Write a paragraph on the topic : - Write down Individually
students’ will benefit greatly from
studying by theselves at home
Period 94
Lesson 7: LOOKING BACK AND PROJECT_p.56,57
+ review Future tenses
+review in direct speech and reported speech
+Use to do exercise fluently
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about science and technology as well as warming up the class and
This is the review section of the
unit.Tell Ss to record their results
for each exercise in the LOOKING
BACK section in orderto complete
the final Finished! Now I can ...
assessment *Vocabulary :
Activity 1: 1. WRITE THE 1.Write....
CORRECT FORM OF THE Key:
Self learning or WORDS 1. scientific Individually
cooperation -Ask Ss can do the task by 2. environmental or Pair work
Thinking themselves or in pairs. Correct as 3. Developments
Problem solving a class. -After that let some Ss 4.discoveries
read the sentences aloud. 5. unnatural
Helping Ss to do the tasks
Cooperation Activity 2: COMPLETE THE 2.Complete the word Group work

Thinking WORD WEB web..... or Pair work
Problem solving -Engineering
Give Ss a few minutes to complete - Medicine
the word web.T may give some - Farming
cues/ examples: - Space explora tìon
-Have Ss read out loud their - Home life
answers - Communication
-Entertainment
Activity 3: 3. FILLING THE - Architecture
Thinking GAPS - Energy
Problem solving - Let Ss read the passage and - Leisure
Self learning complete this exercise individually.
Cooperation Less advanced classes can complete 3.Fill in each...
this exercise in pairs. Key:
1.inventions
2. laboratory
3. Science
4. inventing
5. Benefits
6. productive
PRACTICE (15’)
Help Ss review Grammar
Activity 4: 4.CHANGE INTO 4.Change ......

REPORTED SPEECH
Thinking
Problem solving -First let Ss repeat the rules of Key:
Self learning changing the pronouns, the verb(s) 1.He said that they were
Application and time and place expressions in doing an experiment.
reported speech. 2.She told me that I had to
-Have them do tasks 4 in their sign the paper again.
notebooks. 3.Tam said that they had
watched a television
-Then call on some Ss to read their documentary on the future
answers, sentence by sentence. of nuclear power.
Correct their answers. 4.They announced that the
10 o'clock flight to Kuala
Lumpur would be an hour
late.
5.Scientists said that in 50
years' time we might be
living on the moon.
-Have Ss do tasks 5 in their
notebooks. 5.Write ....
1.Kien said, “I missed/
-Then call on some Ss to read their have missed the train.”
ansvvers, sentence by sentence. 2.Duong said, “I can run
Correct their answers very fast.”

3.“I’ll hand in the report
tomorrow,” Mia told me.
4.She said, “I'm reading a

Science fiction book about
life on Venus.”
5. “I” II be a lawyer when
I grow up,” he told me.
PRODUCTION (13’)
Help Ss communicate
Activity 5: COMMUNICATION *Communication :

Self learning 6.Write...... Individually
Thinking -Have Ss work individually -In transport ,we will
Problem solving -Tell them tobe imaginative .Make probably travel faster and
Communicative sure they write a prediction for at further in flying cars and
least three of the fields spaceships
-Have Ss read out one of their
predictions to the class .Others can
ask them questions about their *Project :
Cooperation prediction .This can also be done in 1.Read the ..... Group work
small groups 1.It was the ice cubes
from slipping out of the
Activity 6: PROJECT glass
-Ask Ss work in groups 2.Yes , I do because
everyone can use it
-Give Ss enough time to read the 2.Choose ......
passage and discuss the questions -a machine that can
recycle everything at
-Encourage Ss to use their home
imagination ,brainstorm ideas and -a sport can be played
then choose what they would like to indoors by a group of
invent people

Self learning -Have Ss do Ex3 :Write / talk about Write the homework Whole class
your invention by using some down.
questions
Period 96
UNIT 12 :LIFE ON OTHER PLANETS
Lesson 1: Getting started_p.58,59
+ use the lexical items related to the topic “Life on other planets ”
+understand the content of this dialogue
III. Anticipated problems: Students may not be familiar with words of Life on other
planets
clear instructions
LESSON PROCEDURES
WARM UP (5’)
Helping Ss answering some questions as well as warming up the class and leading in the new
lesson
Activity 1: CHATTING
Whole
Comunicative -Ask Ss to look at the picture and class
Thinking the heading What could happen to +Where Are Duong and Nhi?
Earth? and answer the questions as
a class
+What are they doing?
+What might they be talking about?
Activity 2: 1. LISTEN AND 1.Listen and read

READ
Self- learning -Now have Ss listen to the a.Tick : T or F
Thinking conversation without reading ->Key: Individually
Problem-solving the text to see if their 1.F 2. T
predictions were correct. 3. F 4. T
Follow up with the same 5. F
questions.
-Play the recording and have Ss work

independently. Ss do not read the conversation.
-Play the recording once or twice. Pause the

recording at the appropriate places if Ss need
help with comprehension.
b.Read ...... Pair work

Thinking -Then allow Ss to share their answers with a
Problem-solving partner before discussing as a class Key:
Cooperation 1.James Kirk is the captain
of the spaceship.
2.They went to Nibiru
planet.
3.It happens in 2259.
Activity 3: 1.b.ANSWER THE QUESTIONS 4.It's the name of the
spaceship that the crew
travels on.
5.He wants to destroy Earth.
-First, ask Ss not to look at the conversation to

answer the questions, then have them read the
conversation again and check their answers. If
time allows, have them show where to find the
answers in the conversation.
PRACTICE (15’)
Helping Students practice the words relating the dialogue.
Activity 3: 1.c.UNDERLINE c.Find ......
REPORTED SPEECH 1.That'sfunny, Trang also
asked me what I thought
Self- learning -Ask Ss to look at the would happen to Earth in Individually
Thinking conversation again and thefuture.
underline the sentences in 2. 1 said I didn't know but
reported speech. that Earth might be run by
aliens!
-Have Ss read aloud the
sentences.
Thinking Activity 4: 2.LABEL THE

Problem-solving PICTURES 2.Use the Pair work
-Have Ss work in pairs to words/phrases .Then listen
Cooperation
match the words with the and repeat
pictures.
-Then check their answers. Key:
Explain that UFO is an 1. aliens

acronym, which stands for 2. Space buggy
unidentified flying object. 3. UFO
-Afterwards, have Ss repeat the 4. Weightless
words chorally. Correct their 5. galaxy
pronunciation if necessary. 6. Spaceship
Check their understanding if 7. Solar system
necessary. 8. Planet
Self- learning Activity 5: 3. FILL IN THE

Problem-solving BLANKS Individually
3.Use words....
-Have Ss work independently Key:
to fill the words/ phrases in the 1. Aliens
blanks 2. UFO
3. Space buggy Pair work
Cooperation - Then check with a partner. 4. Planet; planet
Elicit Ss'answers. 5. weightless
6. Solar system
7. galaxy
8. spaceship

Activity 6: GAME
Cooperation -Draw a word web with several 4.Game :What and Where Team work
Application circles on the board. Elicit the
Thinking words/ phrases in 2 from the
class and write them in the
circles, one word per circle.
-When all the words/ phrases
are written in the circles, give
Ss one minute to remember the
position of each word/ phrase.
-Now rub out the words as Ss
say them out loud, leaving only
the circles.
- Ask them to take turns to fìll
in the circles with the correct
words.
- The group that has more
correct answers is the winner.

Self- learning - Learn new words by heart Write down. Whole class
about Life on other planets

Unit 21: Lesson 2 A closer
look1
Period 97
Lesson 2: A closer look 1_p.60
-use the lexical items related to the topic “Life on other planets ” to talk what life
may be like on other planet
-pronounce stress in words ending in- ful and less - correctly in isolation and in
context
III. Anticipated problems: Students may have difficulty in pronouncing stress in
words ending in- ful and less - correctly
IV.Proposed solutions: Teacher should download pronunciation power
youtube.com to help Ss pronounce correctly.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Life on other planets as well as warming up the class and
GAME: NAME OF THE PLANETS
Cooperation Write letters M, V, N, J, s on the board -Volunteer to write any Team work
and ask Ss to volunteer to write any name of any planet that
name of any planet that they know they know beginning
beginning with these lettẹrs. Give them with these lettẹrs in 3
three minutes. minutes
Activity 1: 1. NAME OF THE

PLANETS
Self- learning -Now have Ss open the books and 1.Use the names : Individually
work independentlỵ. A.Mercury
Cooperation -Then, ask them to share their B.Venus
answers with a partner. If necessary, C.Mars
ask for translation of some words or D.Jupiter
phrases in the box to check their E.Saturn
understanding. F.Neptune
Activity 2: SCAN THE PASSAGE 2.Now scan the passage Pair work
Cooperation
AND CHECK YOUR ANSWERS Key:
-Have Ss work in pairs, read the A. Mercury
passage and check their answers in 1. B. Venus
Then check Ss'answers as a class. C. Mars
D. Jupiter
E. Saturn
F. Neptune
PRACTICE (15’)
Helping Students do the tasks
Activity 3: 3.FILL IN THE

BLANKS
Self- learning -Have Ss work individually to fill in 3.Write the names .... Individually
the blanks without reading the ->Key:
passage again. 1. Neptune
Cooperation -Have them compare their answers in 2. Saturn Pair work
pairs. 3. Mars
–Ask Ss read the passage again to 4. Jupiter
confirm their answers. Afterwards, 5. Venus
check Ss'answers as a class.
Activity 4: 4.a. ADD SUFFIXES

Self- learning -T can explain that to form 4.a Add suffixes ....
adjectives, we can add suffixes-ful or
-less to a noun or a verb. ->Suffested answers:
Cooperation - Ask Ss to work in pairs to form +Weightless Pair work
words with the ending -ful or -less. +waterless
-Ask Ss to swap pairs to check their +resourceful/ resouceless
answers, then check their answer as a
class. +airless
-Ask Ss to add some words that are +beautiful
formed in this way if time allows. +wonderful
Activity 5: 4.b.MAKE A 4.b :Now use .....

SENTENCE
Cooperation -Ask Ss to work in pairs to write a -Earth looks beautiful Pair work
sentence about the topic of space for from space
each word. Then swap their -Venus is a dry and
sentences with another pair's to peer waterless planet
check.
-Afterwards, have some Ss read out
loud their sentences and correct
Ss'work if necessary.
Activity 6: PRONUNCIATION
Self- learning -Explain the way of stress in words *Pnonunciation : Individually

ending in-ful and-less Stress in words ending in-
ful and-less
-Ask Ss mark the stressed When we add-ful or-less
to nouns or verbs to form
-Explain to Ss that when we add adjectives ,the stress of
suffixes -ful or -less to a word, the the words remain
stress of the word remains unchanged
unchanged. Ex:
-Play the recording and ask Ss to +’water->’waterless
listen and stress the words. Checks +’hope->’hopeless/’hopef
Ss'answers as a class. ul
+for’get->for’getful

Helping Students sum up whole knowledge of the lesson
Self- learning Activity 7 6.Read the following... Individually
-First, have Ss work individually to ...‘meaningful
mark the stress in each word. ...‘helpful
Cooperation -Then ask Ss to compare their ...‘helpless Pair work
answers with a partner. Have them ....‘useful
practise reading the sentences. .....‘plentiful
-Play the recording and ask Ss to
listen, check their answers and repeat
the sentences. If time allows, call on
some Ss to read out the sentences,
paying attention to the stress in each
italicised word.

Self learning - Give Ss some exercises in the Write down Whole class
workbook
A. Phonetics:
B. Vocabulary
Period 98
Lesson 3: A closer look 2_p.61,62
+ use the future simple and future continuous to talk about Life on other planets in
the future
+ use direct speech and indirect speech to report what people say or tell
+use to do exercices fluently
III. Anticipated problems: Students may have difficulty in Life on other planets
in the future
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Life on other planets in the future as well as warming up the
class and leading in the new lesson
May and might
Cooperation -Draw Ss'attention to the Give examples. Team work

REMEMBER! box.Then ask some
more able Ss to give examples.
-Explain :May or might
We use may/ might to say that
sonething is possible
Activity 1: 1. FILL IN THE GAPS
Self- learning -Ask Ss to work individually to fill ->Key: Individually

in the gaps. 1. may/ might
Cooperation -Have them compare the answers 2. May/ might Pair work
with a partner and expiain their 3. May/ might
answers. Check the answers as a 4. May
class and ask for Ss'explanations. 5. may/ might
Note that in relation to points 1 and 2 6. May
in the REMEMBER! box, may and 7. May/ might
might are both equally correct in this 8. may
activity. Ss must only distinguish
between these and point 3 in the box:
may for permission
Self- learning Activity 2: REPORTED SPEECH Individually

-Ask Ss about the rules of changing =>Reported speech
Thinking statements from direct into reported :questions :
speech that they learnt in the
previous unit.Tell them that in this
Problem lesson they are going to learn about

solving reported questions.
-Ask Ss to read again the - “What were you doing at
conversation between Duong and the time?”
Nhi in GETTING STARTED to fìnd ->She asked me what I was
the question in reported speech. doing/had been doing at the
-Then have a student read aloud the time
reported question and write it on the
board. Get a student to come to the
board to rewrite the question in
direct speech. Correct it if necessary.
-Ask Ss to look carefully at the two
questions (one is reported and one is
direct) to compare them in terms of - “Did the alien talk to you
the verb tense, order of verb and ?”
auxiliary. Then ask them what verb ->She asked me if /whether
is used as the reporting verb. the alien had talked to me
-Have some Ss answer, give
feedback or correction if necessary.
PRACTICE (15’)
Helping Students practice
Activity 3: 2. FILL IN THE GAPS 2.Nick claimed ......
Key:
-Have Ss work in pairs and do the 1. what Pair work
Cooperation exercise. 2. Had seen; had landed 3.
What
4. Had been going
-Ask some Ss to read out their 5. had looked
answer, and correct the answers as a 6. Had ben; had looked
class. like
7. Had seen
8. Had hidlen
Self- learning Activity 4: 3. CIRCLE THE 3.Circle the correct.... Individually
CORRECT WORDS Key:
-Let Ss work individuallỵ and check 1. ask
their answers with a classmate. Then 2. If
check the answers as a class 3. before
4. different
Activity 5: 4. REWRITE AS 4.Read other .......
REPORTED SPEECH
Self- learning Key:
-Ask Ss to work individually to write 1.The interviewer asked if
questions in reported speech. he went for a walk every Individually
-Have one student write the answers day.
on the board and get feedbackfrom 2.He asked how Nick had
other Ss. Afterwards, check the felt when he had seen the
answers as a class. For a class which alien.

needs more support, 3.He asked what the alien
-Have Ss write the fìrst two reported had looked like.
questions and correct these carefully 4.He asked why Nick
with the whole class. hadn't taken a photo of the
-Have Ss explain the changes they alien.
have made. Have them do the rest 5.The interviewer asked
for homework. how long the UFO had
stayed there.
6.The interviewer asked if
Nick had seen any UFOs
since then.
Activity 6: ROLE PLAY
Cooperation -Have Ss work in groups of three for -Work in groups of three Group work
5 to 10 minutes. Go around to see if for 5 to 10 minutes.
Comunicative Ss need help.
Application -Then ask the student who plays -Get another student in
Nick's role to report orally the the group to report what
questions he was asked. Nick answered.
-Ask the whole class to listen -Listen carefully and give
carefully and give íeedback. Correct íeedback
this group's work if necessary. Ask
other groups to do the same if there
is enough time.

Self learning Rewrite the Roleplay Write down Individually
Period 100
UNIT 12 : LIFE ON OTHER PLANETS
Lesson 4: Communication_p.63
-use lexical items related to the topic ‘Life on other planets’
-talk about what life may be like on other planets
III. Anticipated problems: Students may have difficulty in Life on other planets
clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about Life on other planets as well as warming up the class and
CHATTING
-Before Ss open their books, ask Which planets would
Comunicative them which planet they would like to you like to go to if you Whole class
Creative go to if they had a chance. had a chance? Why?
-Ask them to give the reasons why.
Then tell Ss that they will join a
teenagers bolog to read some
discussions on whether they believe
in the exestence of other life forms in
the galaxy. -Listen about the
-Check if Ss understand the NASA
meanings of the words in extra
vocabulary. If they do not, quickly
teach the words by using synonyms
or even translation. Tell them that
NASA stands for National
Aeronautics and Space Adminstration
Help sts read about Life on other planets
Self learning Activity1: READ THE 1.Read the comments Individually

COMMENTS ....
-Read the comments.
-Have Ss read the comments. -Do the reading as fast
-Ask them to do the reading as fast as as possible and
possible and remember the ideas. remember the ideas.
Move around the class. Bring
everyone together if there are ideas or
words that need clarifying.
PRACTICE (15’)
Helping Students do the tasks
Cooperation Activity 2: WORK IN GROUPS 2.Work in groups..... Group work
Suggestions for
-Ask Ss to work in groups. disagreements:
-Tell Ss that they can look back at the
blog and use the example to discuss - I disagree with Nhi
the fìve ideas. because the inhabitants
-If Ss agree, ask them to add any there may be able to
details from their imagination about live in high
the planet. Elicit the reasons why temperatures. They may
there may be inhabitants there, what have bodies which can

those inhabitants may look like, how resist heat. Or they may
they can communicate, how they can have a special machine
travel... to cool down the
atmosphere ofthe place
-If Ss disagree, ask them to justify where they live.
their choice. - I disagree with Duc
because the inhabitants
there may be able to
extract liquid from
underground to survive.
Their bodies may be
adapted to the
environment there.
They may not need
oxygen but hydrogen
ornitrogen to breathe.
disagree with Anh. Any
planet can be
consideredpowerful.
Any inhabitant is proud
Cooperation Activity 3: WORK IN PAIRS ofhis/her own planet.
3.a :Work in pairs .... Pair work
-Put Ss in pairs. Make sure that Ss A: i will wear a
work with a new partnerfor a change. spacesuit because it
-Ask them to use the suggestions in may be very cold there
the pictures and the example. and I won’t be able to
Encourage them to add any items breathe
they may think necessary. Remind B: I will bring hand
them to give a reason for each choice. washing gel to clean my
Go around to help Ss. Note this is not hands
meant to be serious; Ss can suggest
silly or funny things as long as they
justify them.

Helping Students to sum up whole knowledge of the lesson
Activity 4: REPORTING
Cooperation Report their decisions to Group work
-Ask Ss to report their decisions to the class or to another
the class or to another pair. Give pair.
feedback if necessary.

Self learning Do exercises in work book Write down Individually
Period 101
+ read for general and specific information about life on other planets
+ talk about what life may be like on other planets
+ develop reading and speaking skills
III. Anticipated problems: Students may have difficulty in life on other planets
Ss clear instructions.
LESSON PROCEDURES
WARM UP (5’)
Helping Ss revise some words about life on other planets as well as warming up the class and
Cooperation GAME: 1.Use the names : Team work
NAME OF THE PLANETS A.Mercury

B.Venus
C.Mars
D.Jupiter
E.Saturn
F.Neptune
PRE READING (10’)

Leading Ss to the new lesson by answering the pre - questions.
Activity 1: 1a. PRE QUESTIONS *Reading :
Communicative 1.a :Look at the pictures Whole class
-Ask Ss to cover the reading passage, - What are the name of the two
look at the pictures of the two planets in the pictures?
- How do you think the pictures are
planets and answer the questions. different?
1.b : Read the text .....
Self- learning Activity 2: 1.b. CHECK YOUR Individually

ANSWERS
-Give Ss two minutes to skim the
passage and check their ansvvers. 2.Find words ......
Key:
Self- learning Activity 3: 2.FIND THE WORDS 1. poisonous Individually
Thinking -Have Ss scan the passage to find the 2. Twice
words in red and match them with 3. Exp[eriences Whole class
the definitions. Ss should check the 4. Traces
meanings of the words from the 5. surface
context. Then check their answers as 6. climate
a class. 7. Accommodate

Help Ss read the text and do the tasks
Self- learning Activity 4: 3.MATCHING 3.Match ...... Individually

Thinking Key:
-Tell Ss that to fìnish this part, they 1.C
should underline key words in the 2. B
headings. Next, ask Ss to skim the 3. A
text again, using the key words in
the headings to do the matching.
Self- learning Activity 5: 4.ANSWER THE 4.Read the text ....

Problemsolving QUESTIONS Individually
-Set a longer time limit for Ss to Key:
read the text again and ansvver the 1.It is also calỉed the Red
questions. Planet.
-Ask Ss to note where they found 2.The lowest temperature
the information that helped them is -87 degrees Celsius and
answer the questions. the highest may be a bit Pair work
Cooperation -Ask Ss compare answers with a higher than zero.
partner beíore discussing them as a 3.Because 95% of the
class. For a class which needs more atmosphere is carbon
support with the previous exercises, dioxide.
let them do this exercise as 4.A day on Mars is a bit
homework. Remember to check longer.
their answers in the next lesson. 5.It is twice as iong as a
year on Earth.
Self- learning Activity 6: WORK IN PAIRS 5.Work in pairs : Individually

-First, have Ss read the table of
information carefully. Answer their huma Marti
questions if they have any. n an
Cooperation -Ask Ss work in pairs to ask and Food rice... Pair work
answer questions based on the Drink
suggested information in the table Sleep
and the example. Seta time limit of 5 Travel
to 10 minutes. When they finish, ask Envir
the student who plays the role of the o
human from one pair, and the Proble
student who plays the role of ms
Martian from another pair to role-
play in front of the whole class.
-Have Ss ask and answer questions -So what kind of food do
about food and drink. -Have another you eat ?
pair do the same, asking and -Well,we eat things like
ansvvering about sleep and rice ,bread, cooked
fravel.Then have a third pair to meat.And you ? Pair work
finish with environment and problems.
-Ask the ‘humans’ and ‘Martians’ to -Newhuman:\what kind of

form new pairs. This time they use food did the human say
reported speech to report their she ate?
previous partner's answers: -NewMortian: She said
that she ate rice, bread,
meat and fruit and
vegetables.
New human: Yes, that's
right!
Self learning Rewrite the Speaking Write down Whole class
Period 102
+ listen for specific information about aliens
+ describe an alien
+ develop speaking and writing skills
write a paragraph.
Ss clear instructions.
LESSON PROCEDURES
WARM UP (5’)
GAME: DRAWING AND
CHATTING
Communcative -Ask a couple of Ss to come to the -Come to the board and Team work
board and draw their versions of an draw their vesilons of an
Visuals alien. alien.
-Ask Ss how they would feel if
they saw an alien. Ask Ss if they -Think aliens are very
think aliens are very different from different from humans,
humans, and what clifferences there and what clifferences
may be. there may be.

Leading Ss to the new lesson by answering the pre - questions.
Cooperation Activity 1: 1.ANSWERING THE 1.Work in pairs ....... Pair work
QUESTIONS -The pictutes show about
-Ask Ss to work in pairs to describe
the pictures and answer the aliens
questions. -They want to know about
their advantages and
disadvantages
-If I saw one of them ,I
would know to use it
Help Ss read the text and do the tasks
Activity 2: FILL IN THE BLANKS

-Before Ss listen, ask them to read 2.Listen to Tom’s
Self learning the information in the table careíully Individually
and try to predict the ansvvers. Tell imagined ......
them that to do this they should Key:
highlight key words in the questions 1.Jupiter
and decide the part of speech of the 2.much bigger
words they will need to fill in the 3.more powerful
blanks, then listen carefully to find 4.lots of hair
the words from the recording. 5.thick skin
-Play the recording twice. 6.four eyes
-Have two Ss write their answers on 7.happiness
the board. Confirm the correct 8.fear

anseers. 9.Energy
10.rocks
Activity 3: 3. TRUE/ FALSE/ NOT
GIVEN 3.Listen again...... Individually
-Have Ss work individually to
Self- learning underline the key words in the T F NG
statements. 1 v
-Ask Ss to do the exercise without
listening to the recording first. 2 v
-Let Ss write their answers on the 3 v
board without confirming the correct 4 v
answers.
-Play the recording again for Ss to 5 v
check.T may pause at the sentences 6 v
that include the information Ss need
for their answers.
POST WRITING (13’)
Activity 4: 4.FILL IN THE WEB *Writing :

BELOW 4.Work in pairs ....
Problem -Set a time limit for Ss to brainstorm -He/She may/might have Pair work
solving ideas and write their notes. Move big eyes
around and help Ss if necessary. -He/She may/ might be
Cooperation -Ask Ss to refer back to the speaking
......
in 5, SKILLS 1 and listening in 2
and 3, SKILLS 2 for useful -He/She may/might
language and ideas. eat.......
-He/She may/ might be
similar to us in that
-He/She may/might be
different from humans in
that
Application Activity 5: 5.WRITE THE 5.Now use the notes to

Self- learning DESCRIPTION OF YOUR
Thinking write a description of
ALIEN
-Now have Ss work individually to your alient
write descriptions of their alien. Give
Ss a time limit for this. For a class -My alient has a big head Individually
which needs more support, make
copies of the audio script and give and big eyes ......
each student one.The script can act
as a writing model, but make it clear
that Ss should change the content to

match their own ideas.

Self learning -Ask Ss swap their writing with a -Swap their writing with a Whole class
partner. They comment on each partner.
other's work.
Period 103
Lesson 7: LOOKING BACK AND PROJECT_p.66,67
+review may and might
+review reported speech questions
+use to do exercise fluently
III. Anticipated problems: Students are not confident in presenting and promote
their activities before the class.
LESSON PROCEDURES
WARM UP (5’)
-Encourage Ss not to refer back to
the unit pages. Instead, they can
use what they have learnt during
the unit to help them do the
exercises.
-Should record their result for
each exercise to complete the
Finished! Now I can... box at the
end of the unit and identiíy areas
to review. *Vocabulary :
Self learning -Ask Ss to work individually, 1.Rearrange the letters... Individually
then compare their answers with a
partner. Key:
1. aliens
-Ask some Ss to write their
answers on the board. 2. space buggy
3. weightless
4. solar system
5. planet
6. spaceship
7. flying saucer
8. galaxy
Activity 1: 2. FILL IN THE 2.Fill each gap....

GAPS
Self learning -Ask Ss to work individually, 1. accommodate Individually

then compare their answers with a 2. surface
partner. 3. traces
-Ask some Ss to write their
4. experienced
5. climate
6. NASA
PRACTICE (15’)
Activity 2: 3. UNDERLINE 3.Underline ......

THE CORRECT ANSWERS =>Key :
Self learning -Ask Ss to do them individually 1.if Individually
first. 2.had been
Cooperation -Then have Ss check their answers 3.who Pair work
with a partner before having them
4.had been
discuss as a class. Remind Ss to
keep record of their original 5.how
answers so that they can use that 6.ate
information in their self- 7.what
assessment.
Self learning Activity 3: PUT THE WORDS 4.Put the words Individually
IN THE CORRECT ORDER /phrases....
-Ask Ss to do them individually 1.He asked me how I
first. would react if I saw an
-Then have Ss check their answers alien.
with a partner before having them 2.The teacher asked me Individually
discuss as a class. Remind Ss to which planet was most
keep record of their original suitable for human life.
answers so that they can use that 3.My friend asked me

information in their self- when humans had first
assessment. landed on the moon.
4.She asked me what the
difference betvveen a
planet and a star was.
5.They asked if there was
water on Mars.
Individually
Activity 4: REPORTED 5.Change the ......
SPEECH 1. The teacher asked her
students what the
Self- learning -Ask Ss to do them individually essential conditions for
first. human life were.
Cooperation -Then have Ss check their answers 2.Samuel asked the
with a partner before having them scientist if humans had
Self-assessment discuss as a class. Remind Ss to been able to communicate
keep record of their original with people on other
answers so that they can use that planets.
information in their self- 3.Nick asked the
assessment. journalist if the Roswell
UFO incident had taken
place in the U.S. in June
1947.
4.Vanessa asked her uncle
who the witness in the
Roswell UFO incident
had been.
5.The son asked his father
when humans would be
able to travel from one
planet to another more
easily.
6.Diane asked her mother
why people couldrVt
move to Mars
immediately.
PRODUCTION (13’)
Activity 5: COMMUNICATION
*Communication Pair work
Cooperation -First, ask Ss to do the task in 6.Choose the right.....
pairs.
-Then check Ss'answers as a class. ->Key:
Set a time limit of two minutes for 1. B
Ss to re-read and to remember the 2. D
dialogue as much as they can. 3. A
When they finish ask some pairs 4. C
to rehearse the dialogue. 5. E
Activity 6: PROJECT *Project :

Cooperation Group work
-First ,have Ss work in groups to Space exploration
ask and answer the questions 1.Write......
a. space buggy
b. space shuttle
-Ask Ss to work in bigger groups c. vostok spacecraft
to do the prọịect.Answer Ss' 2.Work in groups ...
questions if there are any.
Cooperation Activity 6: SEARCH FOR Group work

INFORMATION
-Remember to have Ss present 3.Seach for......
their work, then ask the whole - A space buggy may be
class to vote for the best planned used by astronauts to
and presented project. travel on the surface of
-Ask Ss to work in bigger groups the Moon and carry out
to do the prọịect.Answer Ss' research.
questions if there are any. -The space shuttles were
used by NASA to bring
astronauts on missions in
space.They were also
used to help assemble the
International Space
Station. There were fìve
space shuttles built in
total.
- Vostok 1, a spacecraít
which was launched on 12
April 1961, taking Yuri
Gagarin, a cosmonaut,
from the Soviet Union
into space.
* cosmonaut is
austronaut.The word is
used by the former Soviet
Activity 7: PRESENTATION Union.
Presenting 4.Present ..... Group work
-Remember to have Ss present -Work in bigger groups to
their work, then ask the whole do the prọịect. Ss follow
class to vote for the best planned the instructions in the
and presented project. book
-Ask Ss to work in bigger groups
to do the prọịect.Answer Ss' -Need to complete the
questions if there are any. project out of class.
-Present their work, then
ask the whole class to
vote for the best planned
and presented project.

Self learning Do all exercises in “Looking Write the homework Whole class
back” again and do project as your down.
homework.

English Lesson Plan 8

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ENGLISH LESSON PLAN 8

language - Explaining the meaning of “ * Words T and

Why do you think Mai, Phuc -Nick is holding a CD, Mai

Self- learning * Exercise a *Key 1a.

- Help students focus on 2. playing beach games

Vocabulary AND PRESENTATION (11’)

Problem- - How are these sections

- After giving corrective feedback, Using Use

-T haves Ss work in small groups. Ss move around and talk

giữa đầu lưỡi và ngạc mà không tạo Bread; break, brush,

self learning 6. Practice 2. *Tape script:

5. You will need a brush if

Competence Learning activities contents Modes

the other, and these verbs must be

- I love to eat spicy food.

2. enjoy do=> enjoy doing

* English grade 8 - Unit 1- Lesson 4: Communication

play a memory game dividing Ss -Play the memory game

particular features of the text. Elicit abbreviation

answers from Ss by drawing their - Listen to T’s explanation

- Explain that this is from a webpage

Collaboration Act 3. Key 3:

Linn - going to She loves it

FURTHER PRACTICE (INTERVIEW SURVEY) (9’)

Collaboration Act 4. Ss work in pairs to put the work in

self learning 1.- Learn the words in Extra Guideline -Write

WHILE READING (15’)

Act 2. - Ss to look at the title and individually

creative of the speech bubbles, demonstrate Quang: I've made lots of

WHILE SPEAKING (11’)

Collaboration * Role-play: S1. I think coputer games work in

Competence Learning activities contents Modes

PRE LISTENING (3’)

- Look at the questions

1. The topic of this week's

WHILE WRITING (11’)

Collaboration - Ask students to demontrate their - Go to the board and T - whole

Review Grammar (12’)

Act3. Fill in the gaps with the

Act 6. -Choose from the leisure

class what difficulties remain and

read. As a group, take

One St act out an activity

self learning Act 1a. -Read the sentences and individually

solving Suggested answers:

- Before moving on, T makes

Vocabulary AND PRESENTATION (11’)

self learning Act 2. -put the words in 1 into individually

life slow, hard, boring,

scenery colorful, vast, peaceful

Act 3. - Match the nouns/ noun

pairs to do the Ex3. put up a tent, a pole individually

exchange their answers with a pick wild flowers, apples

partner/ another pair. herd the buffaloes, the cattle

- T elicits the correct answers.

missing. This narrows down the area 1. picking

self learning Act 6. Pay attention to the initial individually

(Activities 1- 6 page 19, 20)

Competence Learning activities contents Modes

*Use the adjectives to complete the Ss complete the sentences

- Elicit the form of comparative from - Hanh acts less

3. less densely populated

self learning Act1 -Look at the online posts

Let Ss use their notes about the Suggested:

Self- Ask Ss to do ExC1,2 in the Guidelines: