Giao An English 11

Lesson plan English 11
Unit1: Friendship
Period1 Reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming for general
information, and guessing meaning in context
- Use the information they have learnt to discuss the topic
II. Teaching aids
Textbook, handouts, pictures concerning to the topic……..
III. Anticipated problems
Ss may need help with discussion task so T should be ready to help them
Ss may have difficulty in reading some difficult words such as:sympathy, loyalty,
suspicion,enthusiasm ………….
T may not have enough time to teach
IV. Procedure
teacher students
1. Check the attendance(2m)
2. Warm up(4m)
Network Group work
T repairs a hangout with network of the word Discuss about the qualities which
“friendship” friendship must have to complete
the network
Suggested answers:
Honest,unselfish,constant,loyal,m
spor Friendship utual
trust,sympathetic,patient…..
T divides the class into 8 groups and gives each

group a hand out. T asks Ss to complete the net
work. The winner will be the group completing
the network in the shortest period of time
A. Before you read(10m)
Discussing the picture and poem
T asks the whole class to look at the picture on Pair work
page 12 and asks them some questions: Suggested answers
1. What are girls and boys doing in the picture? 1. One boy is playing guitar, and
2. How do they feel? the other girls and boys are
3.What does the picture tell you? singing
T ask Ss to work in pairs to read the short poem 2. They seem very happy
on the page13 and answer the question: because we can see their smile
What do you think of the friend in the poem 3. The picture tells us that friends
T calls on some Ss to answer the questions. T can happily do many things
may give some comments and the suggestions: together or friendship is a
The friend in the poem is very dedicated and beautiful thing that brings
thoughtful. He/She is willing to help his/her friend happiness to us
in any circumstances Dedicated(a)tËn t©m, tËn lùc
Thoughtful(a)chu ®¸o, quan t©m
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Pre- teaching vocabulary Circumstance(n)hoµn c¶nh, t×nh

Lasting(a)= lifelong huèng
Be concerned with sb/st
Constancy(n)constant(a) L©u dµi, bÒn v÷ng
Rumour(n) ['ru:mə] Quan t©m tíi ai, çi g×
Gossip(n): information talk or stories about other tÝnh kiªn ®Þnh
people’s private lives that may be unkind or not
true tin ®ån
Incapable of/ in'keipəbl/ chuyÖn ngåi lª ®«i m¸ch, chuyÖn
Suspicion(n)/ sə'spi∫n/ suspicious(a) tÇm phµo
Pursuit(n)
Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/ kh«ng ®ñ kh¶ n¨ng
Sorrow(n)/ 'sɔrou/= sadness sù nghi ngê
T asks Ss to make some Ss to make sentences sù nghiÖp, sù theo ®uæi, ®am
with above words to check their understanding mª
Have Ss practice reading the vocabulary sù th«ng c¶m
B. While you read th«ng c¶m, ®ång c¶m
Setting the scence nçi buån
You are going to read a passage about the
qualities of a long lasting friendship. While you do as T‘s requests
reading, do the task in the textbook
Task1 (6m)
T asks the Ss to read the words in the box then
fill each blank with one of them whole class
Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their
meaning
T asks Ss to work individually to do the task individual work & pair work
T goes around to help them when necessary Ss guess the meaning of the word
T asks Ss to exchange their answers with the base on the context in the
other Ss sentences
T asks Ss for their answers and tell then to 1. mutual
explain their choices 2. incapable of
Task 2(5m) 3. unselfish
T asks Ss to read the passage again and decide 4. acquaintance/ friend
which of the choices A,B,C,or D most adequately 5. give -and -take
sum up the ideas of the whole passage 6. loyal to
T gets Ss do the task individually 7. suspicious
T might also want to give Ss some strategies to
find the main idea of the passage
T calls on some Ss to give the answer and asks
other Ss to say whether they agree or disagree Whole class read the text
Task 3(10m) carefully
Ask Ss to answers the questions in task3
T asks Ss to do the task individually to do the Individual work
task, then discuss their answers with their
partner Answer: B
T calls some Ss to write their answers on the
board and ask them to explain their choices
Correct answers:
1. The first quality for true friendship is Individual work and pair work
unselfishness. It tells us that a person who is
concerned only with his/her own interest and
feelings can’t be a true friend
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2. Because they take up and interest with

enthusiasm, but they are soon tired of it and they
feel the attraction of some new object
3. The third quality for true friendship is loyalty. It
tells us that the two friends must be loyal to each
other, and they must know each other so well Pay attention then give remark
that there can be no suspicions between them
4. Because if not people can’t feel safe when Correct themselves their
telling the other their secret mistakes
5. Because they cannot keep a secret, either of
their own or of others’
6. The last quality is sympathy. It tells us that to
be a true friend one must sympathise with his/her
friend. Where there is no mutual sympathy
between friends, there is no true friendship
C. After you read(6m)
Ask Ss to work in pairs to discuss the question in
the text book
T goes around to help the Ss when necessary
When all pairs have finished, T asks every two
pairs to share ideas
T calls on some Ss to report their ideas to the
class
Pair work
The friendship is very important
to our life. A true friend can helps
us when we are sorrow and when
we have difficulty. We can share
4. Homework(2m) ideas, feeling, likes,joys,
Learn by heart all of new words and structures pleasures,aims ….to each other.
and give examples Sometimes only true friends can
Summarise the main points of the text understand, sympathise us so we
feel safe to tell him/her our
secrets. Friendship brings us
happiness. We happily do many
things together.So we can’t live
without friendship
Whole class
Period 2: Speaking
I. Objectives
By the end of the lesson Ss will be able to
Describe the physical characteristics and personalities of their friends, using appropriate
adjectives
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II. Teaching aids

Textbook, handouts, pictures about some famous people………….
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide
help
IV. Procedure
teacher students
2. Warm up(5m)
Ask Ss to describe one of their friend or their Do as teacher’s request
relatives
3. New lesson
A. Presentation(10m)
Task 1
Ask 1 S to read aloud the title and explain Pair work
Instruction: You are going to look at the picture
of 4 people on page 15 and describe them in
pairs
Before letting Ss do the task, T ask them to read Whole class
useful language on page 16
T may explains some word if Ss don’t know the Tr¸n
meaning of the adjectives provided Mòi kho»m
Forehead(n)/ 'fɔ:hed/: T points at his/her forehead
Crooked(a)/ 'krukid/ Whole class use hangouts to
T may ask Ss to provide some describe
adjective/expressions used to describe 1. The boy is about 16. He is short-
people’Ss appearance. She may also give Ss sighted because he’s wearing
handout of these adjectives and expressions: apair of glasses. He has short
Height :tall,short, medium black hair, a round face with a
Build : slim(m¶nh kh¶nh), plump(bô bÉm, ®Çy broad forehead, a small nose,thin
®Æn), overweight, thin.muscular/ 'mʌskjulə/(v¹m lips and small chin. He quite good-
vì), stocky(thÊp vµ ch¾c), well-built(lùc lìng) looking
Hair: 2.The girl is about 14. She’s also
-length: long, short, shoulder- length wearing a pair of glasses. She has
-style: straight , wavy, curly,crew-cut(®Çu cua) shoulder-length black hair, and
-color: black,grey, red, brown she’s wearing a ribbon(bêm tãc).
Others: a fringe(m¸i), a bun(bói tãc), plait(s)/ She has an oval face with a
plæt/®u«i sam straight nose, full lips and a
Face: oval, round, large, square, skinny/ ['skini] pointed chin. She quite pretty
(gÇy nhom,gÇy tr¬ x¬ng), chubby(phóng phÝnh), 3. The man is in his forties. He’s
long, with high cheekbones(gß m¸ cao) tall and well-buit. He has short
Eyes: small, big, black, brown, blue brown hair and a square face with
Nose: straight, crooked, turned-up(hÕch), big, a broad head, small eyes , a
small, flat(tÑt) crooked nose and thin lips. He
Chin: pointed chin(c»m nhän),double chin quite good looking
Lips: thin, full, narrow, heart-shaped 4. The woman is her twenties.
Forehead: broad, high She’s quite tall and slim. She has
Skin:white,pale/peil/(t¸i, xanh x¸m), long curly brown hair and an oval
suntanned(r¸m n¾ng),dark, brown, black face with a broad forehead, big
General appearance:beautiful, eyes, a straight nose heart-shaped
handsome,pretty,good looking, plain(b×nh th- lips and a small chin. She’s very
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êng) beautiful
T asks to work in pairs to describe the people in
the picture, and then calls on some Ss to
present their answer
T gives feedback Whole class and group work
B. Practice(10m)
Task 2
Ask Ss to discuss and number the personalities
in order of importance in friendship and then
report the results
Before Ss do the task, T asks them to look at the
list of adjectives provided in book. T asks if Ss Chu ®¸o
understand these adjectives or not HiÕu kh¸ch
T can elicit [i'lisit](luËn ra,gîi ra) or explain some Khiªm tèn
adjectives quickly Ch©n thµnh
Caring Th«ng c¶m, th«ng hiÓu
Hospitable
Modest Group work
sincere 1st group: My group thinks that
understanding being caring is the most important
T divides the class into group of 6 with a group in friendship because when friends
leader. They discuss and the leader will take care about eachother, they will
notes of the ideas, and then one representative know when to share happiness or
will report the result to the whole class. T difficulty with their friend…
reminds Ss that they have to explain their
choice as well
T goes round to offer help when Ss discuss
T call on some Ss to report the result of their
discussion.
T elicits feedback from the class and gives final Pay attention
comments
C. Production(15m)
Task 3
Instruction: Imagine that you have a friend
who has just won the first prize in Mathematics.
A journalist is going to interview you about your
friend. Act out the interview in pairs
T asks Ss to look at their role on page 16 anf the
suggestions on page 17
T may elicit the questions they may ask
-his /her hobbies: What does he/she like doing in
his/her freetime?what are his/her hobbies Nhanh trÝ
-his/her physical characteristics: what does he/ Tèt bông
she look like?
His/her personalities:How is he/she?Is she/he
friendly...? Pair work
T may also make clear the meaning of some
adjectives
Quick-witted
Good-natured
T asks Ss to work in pairs to perform the Whole class
interview in 7 minutes and goes around to offer
help
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T call on some pairs to perform the interview

T elicits feedback from the class and gives final
comments
4. Home work(3m)
Write down a paragraph to describe your best
friend
Prepare the next period”listening”
Period 3 Listening
I. Objectives
By the end of the lesson Ss will be able to
Develop such listening micro-skills as intensive listening for specific information and taking
notes while listening
II. Teaching aids
Textbook, handouts, cassette tapes………….
Ss may not be familiar with the note-taking task,so T should provide them some tips to deal
with the task
IV. Procedure
teacher student
1. Check the attendance(2m) Whole class

2. Warm up(5m)
Matching
The aim of this activities is to help Ss revise the
vocabulary items Ss learnt in the previous lesson Group work
T divides the class into small groups of 3-4
students
Then T distributes the following crossword hand
out for Ss to do in their own groups. Which group
finishes first and has all the correct answers will 1. j
be the winner 2. i
A B 3. a
1. good-natured a,Nhanh trÝ 4. c
2. friendly b, Hµo phãng 5. g
3. quick-witted c, HiÕu kh¸ch 6. h
4.hospitable d, Hay gióp ®ì 7. b
5. patient e,Khiªm tèn 8. d
6. honest f, Ham häc 9. e
7. generous g, Kiªn nhÉn 10. f
8. helpful h,ThËt thµ
9. modest i, Th©n thiÖn
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10. studious j, Tèt bông

3. New lesson
A. Before you listen(10m)
Talking about your best friend
- T asks Ss to discuss the questions on page 17 Pair work
in pairs
- T calls on some Ss to give their answer and
comments on the answer
- T gets Ss what they are going to listen about
Vocabulary pre –teaching Whole class
- Before teaching the new words, T helps Ss to
pronounce the words given in the book. T may
read aloud first or play the tape and ask Ss to
repeat in chorus and individually
- elicits/teaches some of these word and those Toµ nhµ cã nhiÒu c¨n hé
taken from the listening passage KhiÕu hµi híc
Apartment building: Gäi ®iÖn cho ai
Sense of humour: Tr¶i qua thêi kú khã kh¨n
Give sb a ring: phone sb
Go though a rough time:
- T may get Ss to make sentences with the
words and give corrective feedback
B.While you listen
Task 1(10m) Pay attention
Instruction: You are going to listen to Lan and
Long talk about their best friends. Listen and
decide whether the statements are True or
False. Put a tick() in the appropriate box
Before Ss listen and do the task, T instructs them
to use some strategies
+ First, read through the statements to
understand them and underline key words. For
example, the key words in the first statement Individual work & Group work
are: shared, Nguyen Cong Lan’s talk
Tru, Residential Area, Hanoi…….. 1. F(They used to live in the
+ Listen to the tape and pay attention to the key same buiding there)
words 2. F( It is what people think)
+ Decide whether statements are true or false 3. T
based on what they can hear 4. F( Lan went to Do Son first
- T plays the tape once for Ss to do the task and then called Ha, so Ha rode
- T asks for Ss’answers and writes them on the on her mortorbike to Do Son to
board meet Lan)
- T plays the tape the second time for Ss to 5. T
check their answers 6. F( They have been best
friends since Lan’s trip to Do
- T asks Ss to work in group 4 to compare their
Son)
answers
Long’s talk
- T checks Ss’ answers by calling some Ss and
1. F( They met in college)
asks them to explain their answers
2. F ( Minh was a guitarist)
3. T 4. T 5. T
Whole class
Task 2(7m)
Instruction: You are going to listen to the tape
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again and fill the table in the book with notes Individual work and then pair
-T plays the tape again for Ss to complete their work
notes.
- after playing the tape, T gets Ss to work in pair
and check their answers
- T calls on some Ss to give the answers. T
provides correct answers if necessary. If Ss
cannot comple the task, T might let Ss listen one
more time and pause at the answers for them to
catch
Suggested answers:
Listen to the tape carefully and
How and where did What do they like fill the table in the book with
they meet? about their friends? note
Lan - They used to live - Ha’s very friendly
in the same and helpful
apartment building - Ha’Ss sociable. She’s
in HN got many friends in Do
- Lan went on a Son and she
holiday in Do Son introduced Lan
and Ha went there around.
to help her
Long - They met in - Minh has a sense of
college humour
- Minh played the - Minh likes to go to
guitar, and Long plays and movies
was a singer - Minh is a good
- They worked listener
together - Minh is friendly and Pair work
helpful
C. After you listen(8m)

- T asks Ss to work in pairs to talk about how Ha
has been Lan’s best friend and how Minh has
been Long’s best friend
- T goes around to offer help and correct Ss’
mistakes
Whole class
- T calls on some pairs to present their answers
- T elicits feedback from the class and give final
comments
4. Home work (3m)
Ask Ss to learn by heart all new words and
prepare the next lesson “ writing”
Tapescript:
Lan’s talk
My best friend is Ha. We’ve been friends for a long time. We used to lived in Nguyen Cong Tru
Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are
cold but Ha is really, really friendly. I first started to get to know her when I was going on a
two-day trip to Do Son last year and didn’t know anybody there. I gave Ha a ring and she was
so friendly, she said. “ Oh, I’ll come to visit you”. So she rode on her motorbike to Do Son and
twenty minutes later she was there. She stayed with me for two days. She happened to know
a lot of people there, so she introduced me around and we’ve been best friends ever since.
Long’s talk
My best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So
we worked together a lot, but we also became friends. Minh has a great sense of humour,
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he’s very,very funny, and that’s of my favourite things about him. And over the years, we
have been through good times and bad times with each other, and that’s one of the things I
like best about him. And we have a lot of the same interests. We like to go to plays and
movies together. But when we’re going through a rough time, he’s really a good friend, and
he’s a very good listener, and he always helped me though.
Period 4: Writing
I. Objectives
By the end of the lesson Ss will be able to:
Write about a friend, real or imaginary, using the words and expressions that they have learnt
in previous lesson
II. Teaching aids
Textbook, handouts, ………….
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help
them
IV. Procedure
Teacher Students
2. Warm up(6m)
Guessing game
T introduces the game: 1 student goes to the Group work
board and T gives him or her a piece of paper Ss may ask questions such as:
with the name of a student in the class. Other Ss Is the person a girl?
have to ask Yes/No question to find out who Is she tall?
students is. Ss should ask about the Is she shortsighted?
appearance, personalities, or clothes…. Is she friendly?
- The game can continue until the time is up. …………..
A. Before writing(13m)
- T sets the scene: You are going to write about Whole class
a friend, real or imaginary, using the provided
guidelines
- T gets Ss to read the task and the guidelines
silently and work out what they are required to
write about. In general, Ss’ writing should
include 3 parts:
+ general information about about their friend
+ his/her physical characteristics and
personalities Pay attention
+ and what Ss like about the friend
T elicits the verb tenses that may be useful
when Ss want to write about when and where
they met their friend. In this case, Ss may use
the simple past tense and past continuous in
their writing.
T revises the use of the past tense and past
continuous tense
T may also elicit the adjectives and expressions
Ss can use to describe their friend’s appearance
and personalities
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T gets Ss prepare an outline for their writing and

exchange it with their peer(partner)\ Individual work
T goes around to offer help and gives corrective
feedback
B. While writing(15m)
T gets Ss to write about their friend in Pair work and whole class
15minutes
T goes around to observe and offer help
C. Post writing(8m)
T ask Ss to exchange their writing with another
Ss for correction
T goes around and collects mistakes and errors
T collects some writings for quick feedback
T writes Ss’ typical errors on the board and
elicits self and peer correction. T provides
correction only when Ss are not able to correct Whole class
the errors
Finally, T provide general comments on the
writings
4. Home work(2m)
Ask Ss to improve their writing, taking into

consideration their best friends’ and T’s
suggestions and corrections
Ask them to prepare the next period: ‘language
focus”
Period 5: Language focus

I. Objectives
-Distinguish the sound /dʒ/ and /t∫/
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitives with and without to appropriately
II. Teaching aids
Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice
IV. Procedure
Teacher Students
1. Warm up(3m)
Noughts and Crosses
Hospitable Honest Around face Group work

Caring Sense of Friendly
humour
Large Good-natured Pleasant
2. New lesson
A. Pronunciation(10m) -Listen attentively
-Pronouncing the two sounds separately -Tell the difference
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-T models the two sound /dʒ/ and /t∫/ for few

times and explains the differences in producing ©m vßm miÖng h÷u thanh
them D©y thanh ©m rung lªn khi ph¸t
/dʒ/: is a voiced palatal ©m
Voiced=vocal cords vibrate while making this
sound Listen and take note
Palatal= put your tongue behind your top
teeth, push air as you drop your tongue away
from the roof of your mouth ©m v« thanh: d©y thanh ©m
/t∫/ is an unvoiced fricative palatal kh«ng rung lªn khi ph¸t ©m
Unvoiced- vocal cords do not vibrate while ©m vßm miÖng phô ©m x¸t
making this sound
Fricative palatal = touch your tongue to the
back of your upper teeth and pull your tongue
away as your push air out of your mouth Repeat after the tape
T plays the tape once for Ss to
hear the works containing these
two sounds. Then T plays the
tape again and this time asks Ss
to repeat after the tape
Pronouncing words containing the sounds -/dʒæm/, /
-T reads the words in each column all at once dʒouk/, /dʒænjuəri/, /deindʒrəs/,
/dʒ/:jam, joke, January, dangerous,passenger, 'pæsindʒə/, /vilidʒ/
village
-/ 't∫ildrən/,/
/t∫/:children, changeable, cheese, mutual, 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə:t∫/,
church , which /wit∫/
-T reads the words once again, each time with
a word in each column to help Ss distinguish
the differences between the sounds in the
words
- T reads the words and asks Ss to repeat them
- T asks Ss to practice pronouncing the words
in pairs
-T goes around providing help
- T asks some Ss to pronounce the words and
give correction if necessary Practice reading
Practicing sentences containing the
target sounds
- T reads the sentences and asks Ss underline
the words with the sound and write /dʒ/
and /t∫/ under them Practice reading the sentences
which contain 2 sounds
- T asks Ss to provide the sentences in pairs
-T goes around providing help
- T asks some Ss to read the sentences and
gives feedback
B. Grammar and Vocabulary
1. To infinitive (10m) Pay attention
- T writes some sentences on the board and
underline the to+ infinitive
+ I have letters to write to my friends
+ I have some homework to do
+ Does he get anything to eat? -Give their opinions
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+ Have you got anything to say? - In the examples above the

- T asks Ss to comment on the use of to + infinitives are used to replace
infinitives in these examples. T reviews the relative clauses
form and use of to –infinities in the example
- The infinitive can be placed after
nouns/pronouns to show how they can be used Give more examles
or what is to be done with them
+ I have letters to write = I have letters that I Take notes
must write……
+ I have some homework to do= I have some
homework that I must do
+ Does he get anything to eat?= Does he get
anything that he can eat?
N/pro+to -infinitives
Ex: I need someone to take care of my children
to -infinitives + prepsitions I pleased to see you
ex: I need someone to talk to my mother Ex: The water is too hot to drink
Can I borrow your case to keep my records He’Ss old enoughto go to
in? school
Adj + to -infinitive
Too/ enough + to –infinitive
Individual work
Practice 1. Who wants somethings to eat
Exercise 1 2. I have some letters to write
Ask Ss to do exercise1 individually and then 3. I am delighted to hear the news
compare their answers with another student 4. My mother has some shopping
- T calls on some Ss to read aloud their answers to do
- T gives the correct answers 5. You always have too much to
talk about
6. It’s lovely to see you again
7. It’s too cold to go out
8. I’m happy to know that you
have passed the exams
2. Infinitive without to(10m)
- after “make, let”+object +bare infinitive Ex:Nothing can make him cry
- after verbs of perception such as: feel, hear, I see her cook
watch, see, notice, observe, smell+object dinner(completed action)
+bare infinitive Notice:I see her cooking dinner(I
Ask Ss to give some examples see she’s cooking dinner)
Listen and ask the other to comment
Practice Pair work and then individual work
Exercise 2 1. The police watched them get
-T asks Ss to do exercise 2 in pairs. Ss have to out of the car
rewrite the sentences by using the words given 2. They let him write a letter to his
-T asks them to compare answers with another wife
pairs 3. I heard them talk in the next
-T calls on some Ss to go to the board to write room
their answers 4. The customs officer made him
- T asks other Ss to feedback and gives correct open the briefcase
answers 5. The boy saw the cat jump
though the window
6. Do you think the company will
make him pay some extra money?
7. I felt the animal move towards
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me
Production(10m) 8. Do you think her parents will let
Extra exercise her go on a picnic?
Join these pairs of sentences
1. she crossed the road. I saw her Whole class
2. They sang a song. I heard them
3. He looked the door. I observed him 1. I saw her cross the road
4. She drove off. I saw her 2. I heard them sing a song
5. He was foolish. He left the firm 3. I observed him lock the door
6. A pavement artist drew a portrait in crayons. 4. I saw her drive off
I watch him 5. He was foolish to leave the firm
7. We can’t refuse their invitation. It would look 6. I watched a pavement artist
rude draw a portrait in crayons
8. I met you again. I was happy 7. It would look rude to refuse
9. The film was boring. I didn’t watch it their invitation
10. The woman is old. She can’t drive a car 8. I was happy to meet you again
9. The film was not interesting
enough for me to watch
3. Homework(2m) 10. The woman is too old to drive
Learn by heart all the knowledge they’ve learnt a car
and practice them again at home
Prepare the next lesson:unit 2 : reading
Whole class
Unit 2: Personal experiences

Period 1 Reading
I. Objectives
- Develop such reading skills as scanning for details, specific ideas, skimming for general
information, and guessing meaning in context, identifying the sequence of events
- Use the information they have learnt to discuss the story
II. Teaching aids
Textbook, handouts, cassette ………….
Ss may need help with discussion task, so T should be ready to help them
IV. Procedure
Teacher Students
2. Warm up(5m)
Ask Ss some questions and ask Ss to answer
- when was your last birthday?
- What did you do on that day? Answer the questions
- How did you feel on that day?
- What did your parents offer you?
3. New lesson
-T introduce the pictures:
The six pictures describe the events in a story. Whole class
They’re not in chronological order. Can you
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describe what’s happening in each of the

picture
- T suggests for the Ss by asking some A man and a young girl
questions: May be they are family members
+ What do you see in the 1st picture?
+ What do you think might be relationship It’s money
between the girl and the man?
+ What do you see on the table?
………………………………………. Mò v¶I mÒm
Vocabulary TËp tiÒn
Floppy cotton hat
Wad of dollar notes
B. While you read Pay attention
Set the scene: you are going to read a story
in which a girl’s telling about her most Read the passage in silently
embarrassing situation
Task 1(10m) Guess the meaning of the words
-T asks Ss to reads the passage silently and do G©y ån µo, Çm Ü
the task1 lÐn lót
-T writes the given words and phrases on the to look quickly at st/sb
board: making you feel nervous,
To make a fuss ashamed, or stupid: lóng tóng,
Sneaky(a) xÊu hæ
Glanced (at) someone you admire and adore
Embarassing(a)
Idol(n)
- T asks Ss to go back to the passage to locate
and read around these words
- T checks that Ss understand all these words 1. glanced
correctly by calling on some Ss to tell the 2. making a fuss
meaning of the word in Vietnameses 3. ambarassing
- Then T asks Ss to go back to the task and 4. idols
study the given sentences 5. sneaky
- T asks them to fill the blank with the words/
phrases in the box Individual work& pair work
- T checks the answer with whole class 1. picture d 2. picture b
Task 2(5m) 3. picture f 4. picture e
- T asks Ss to read the text silently again and 5. picture a
then with a peer work out the sequence of the 6. picture c
pictures given on page 22 again
- T calls on a student to give and explain his/
her answer Individual work then pair work
Task 3 (10m) 1. A floppy cotton hat
- T checks if Ss can answer the comprehesions 2. to buy the hat for herself
in task3 without having to read the passage 3. A wad of dollar notes that
again. If Ss can not, T gets them to read the looked like the ones her father
questions carefully and gives them some tips had given
to do the task 4. Because she didn’t like to
- T gets Ss to check their answer with a peer make a fuss
- T calls on some Ss to write their answers on 5. She bought the hat with it
the board and asks them to explain their
choices Group work
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C. After you read(6m) 1.She felt surprised/ ambarassed

Ask Ss to look at the last picture(c) and give Because the money she took
suggestions from the boy’s bag was not hers
+ How did the girl in the picture feel? 2. Perhaps the girl might want to
+ Why did she feel that way? tell her father the truth and ask
+ What did she do after that? him for help. Perhaps the girl
- T calls on the group to tell and explain their could come to the police station,
choice tell the police the truth and ask
them for help
May be the girl could get on the
same bus the next day and look
for the boy to return him the
money
Whole class
- Then T asks Ss to summarise the main points
of the lesson
4. Homework(2m) Whole class

Summarises the main points of the lesson
again
Learn by heart the new words and make
sentences with them
Period 2 Speaking
I. Objectives
- Identify structures that are used to talk about past experiences and their influences on
one’s life
- Practice the present perfect and past simple, structures with “Make”
- Use these structures to talk about a past experience and how it affects their life
II. Teaching aids
Ss may have problem using present perfect and past simple when talking about the past
IV. Procedure
Teacher Students
2. Warm up(5m) Whole class
Ask Ss some questions about their experiences Answer the questions
- Have you ever sung in the public? Yes, I have
+ When did you sing in the public? On Teacher’s Day
+ How did you feel ? I was all in a tremble(run)
+ How did the experience affect you? Since then I haven’t been afaid
- Have you ever failed the exam ? of singing in the pubic
- Have you ever got a bad mark? ……………………….
………………………..
3. New lesson
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Task 1(10m)
- T introduces the task and gets Ss to do it Individual work and pair work
individually then compare the answer with a 1. d 2. c 3. a 4.b 5.e
partner Appreciate(v): Coi träng, ®¸nh
- Call on some Ss to read out his/her answers gi¸ cao
- T checks with the class and gives feedback To change your attitude to
- T introduces the structures: sb/st( Thay ®æi th¸I ®é cña b¹n
Make sb do smt/make sb+Adj ®èi víi ai hoÆc ®iÒu g× ®ã)
Ex: The flu makes me stay at home/ The flu -Give more examples
makes me tired
Task 2(15m)
- T introduces the task and ask Ss to work
individually then compare the answer with a Whole class
partner
-Notice Ss some about how to use past simple
and present perfect simple
+ Present perfect: used with “ever” to ask Take notes
about past experience:Have you ever been to
England? 1.b 2.d. 3.h 4.a 5.e 6.g
+Past simple: used when one keeps asking 7.c
about that experience: When did you go there?
Who did you go with?... Pair work
- After finishing T gets Ss to read the sample
conversation in pairs Close the book and practice the
- 0pen dialogue: open dialogue
A – Have you ever………….?
B – Yes,…………..English girl……..
A – How…….meet………..?
B –………..walking along………asked the
way…….started talking……..
A – What………talk…….?
B – Everythging……….name, ……..turtles……….
A – How……affect………?
B – Well,………more interested……….
- Call some pair Ss to practice the D then give Pair work
marks Ex: “ be seriously ill”
Task 3(10) -what(what disease did you get)
- T introduces the task: using suggested -when(when did you fall)
questions on page 26 to ask and answer the -how(How did you get ill)
questions about their past experiences -go to hospital(Did you have to
- T calls on some pairs to perform their goto ..)
conversations in front of the class - how(How did the experience
4. Home work(3m) affect you?)
Learn by heart the dialogue
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Period 3 Listening
I. Objectives
Develop such listening skills as listening for specific information and taking notes while
listening
II. Teaching aids
Textbook, handouts,cassette tape ………….
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit
them. Ss may not also be familiar with the note-taking task so T should provide them some
tips to deal with the task
IV. Procedure
Teacher Students
2. Warm up(5m)
Hangouts : Matching
Column A Column B
1. Fire fighter a. A metal stair way outside Group work
to help people get out of a Answer
2. Fire alarm building on fire 1. c
b. A pipe that draws water for 2.h
3. Fire door putting out a fire 3.e
c. A person who fights fires
4.a
4. Fire escape d. What comes out of a fire
5. Fire hydrant e. A fire-resistant door that 5.b
can be closed to stop the 6.g
6. Fire spread of a fire 7.d
extinguisher f. A large truck that carries 8.f
firefghters and equipment to
the side of a fire
7. Smoke g. A tube that contains
special chemicals for putting
8. Fire struck out fire
h. A bell that tells you a fire
has started
3. New lesson
Whole class
A. Before you listen(10m)
-Ask Ss to describe what is happening in the
-A fire
picture on page 27
-A house is burning and fire-
+What can you see in the picture?
fighters are trying to put out fire
+What is happening?
- They are fire-fighters
+ Who are these people?
- She is carring her daughter out
+ What is this woman doing?
of the fire
……..
1. ®¸ng nhí 5. bÕp ga
Vocabulary
2. sî h·I 6. «m
1.Memorable(a) 5.Gas stove(n)
3. thÐt, gµo 7. trèn tho¸t
2.Terrified(a) 6. Embrace(v)
4. thay thÕ 8. b¶o vÖ
3.Scream(v) 7.Escape(v)
4.Replace(v) 8.Protect(v)
Practice reading
- Ask Ss to practice the vocabulary in chorus. T
helps Ss to pronounce them correctly
B. While you listen
Task 1(10m)
Whole class
-Asks Ss to read the statements to understand
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them Individual work

-Tplays the tapes once for Ss to listen and do 1. T 2. F(13 years ago)
the task 3.F(in the kitchen) 4. F(she was
- Check the answer with the whole class sleeping) 5. T
- T can play the tape again and pauses at the
answers for them to catch Individual work and pair work
Task 2(10m) 1.small 3. family 5. took

-Ask Ss to study the text carefully for the 2.everything 4.replaced
missing information they need to fill and guess 6.appreciate
the answers
- After playing the tape, T gets Ss to work in
pairs and check their answers Group work
- Call on some Ss to give the answers
C. After you listen(6m) Take notes

-Before getting Ss to discuss, T teaches them
some useful expression of asking for and giving
opinions:
-Asking for opinions:
+ What do you think about………?
+ What’s your opinion about…?
+ What’s your feeling about………?
+ What’s your point of view about…….?
+ How do you feel about…? Giving opinion
+ Do you have any opinion about…?
Expressing Expressing Expressing

opinions agreement disagreement
I think… I agree Well,may be,
Personally, I think so, too but…
….. That’s true That might be
I believe……. and… true, but…..
I feel… That’s right, Well, my
In my and…. feeling is Because she has realized that
opinion.. that.. she needs her family. Things can
From my Well, I don’t be replaced, but family can’t
point of think so. I From family
view.. think. Yes, we can
No, we can’t
-Give some suggestions by asking some
questions:
+Why does Christina think family is more
important than things?
+ Where do you get love/care from, Your family
or things? Whole class
+Can we buy new clothes?
+ Can you get new parents or brothers or
sisters?
4. Homework(2m)
-Do the exercises in unit 2 in the workbook
-Prepare for writing lesson
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Tapescript
Interviewer: This is Radio 3. In our “Unforgettable Experiences” programme tonight we talk
to
Christina, a successful businesswoman. Hello Christina, welcome to our program
Christina: Hello and thank you! It’s nice being with you tonight
Interviewer: Christina, could you tell our audience about the most memorable experience
in your life?
Christina: Well, my most unforgettable experience happened thirteen years ago, when my
house
burned down
Christina: The fire started in the kitchen where I forgot to turn off the gas stove
Interviewer: What were you doing at that time?
Christina: I was sleeping when I was suddenly woken up by terrible heat. I opened my
eyes
to find out myself surrounded by walls of fire
Interviewer: That’s terrible. How did you escape?
Christina: I was terrified. Then I heard my mother’s voice calling my name. I rushed to
her. She
carried me out. Luckily, I got away without even a minor burn
Interviewer: Not many people are so lucky. Did the fire affect you in any way ?
Christina: Oh,yes. Yes, very much, in fact. Although I lost many things in the fire, the
experience
helped me grow up
Interviewer: What do you mean?
Christina: Well, before the fire I was selfish. I always complained to my mother about
how small
my room was or how few clothes I had. Then the fire came and destroyed
everything
owned. But I slowly began to realized that I didn’t really need my old things. I
just
needed my family. After all, you can get new clothes anytime, but a family can
never
be replaced
Interviewer: I see, so the fire took many things from you, but it gave you something too.
Christina: Exactly, It taught me to appreciate my family more than things
Period 4 writing
I. Objectives
Write a personal letter telling about a past experience, using the structures and vocabulary
that they have learnt in previous lessons
II. Teaching aids
Ss may not have enough vocabulary to write about the topic, so T should be ready to help
them
IV. Procedure
Teacher Students
2. Warm up(8m) Group work
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Brain-storming Past experiences:

-T asks Ss to tell about their unforgettable past -Failing an exam
experiences and the others make questions to -Getting a reward
ask ……………………….
-Which team makes more questions is the
winner Whole class
A. Preparing to write(10m)
-T gets Ss to read the task
- Call on a S to answer and elicits more ideas -I nearly drowned
Most unforgettable experience -A year ago, my last summer
+what happened? vacation
+ when it happened? -A river near my grandparent’s
+Where it happened? house
+ How it happened? -When I was swimming, I
suddenly caught a cold, I felt
dizzy and I was too weak to swim
+who was involved? -Some of my friends were also
swimming at that time, one tried
to save me
+ How it affected you? -I learned that life is so important
- T gets Ss to plan their stories according to the
questions
Writing(17m)
-T gets Ss to write their own letters in 10
minutes Individual work and pair work
-Then T asks Ss to work in pairs, exchange their
letters and correct each other
- T goes around the class to offer help
Feed back on Ss’ writing(6m)
-T chooses one letter and reads it to the class Whole class
- T elicits corrective feedback from the class
and gives final comments afterwards.
3. Homework(2m)
Do exercise in work book
Prepare the next lesson
Period 5 Language focus

I. Objectives
Distinguish the sounds /m /, /n / and / η /
Pronounce the words and sentences containing these sound correctly
Distinguish the uses of different verb tenses: present simple for indicating the past, past
simple,past continuous and past perfect
Use these verb tenses to solve communicate task
II. Teaching aids
Ss might have difficulty distinguish and using different verb tenses correctly. Therefore, T
should be ready to assist them
IV. Procedure
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Teacher Students
2. Warm up(5m)
Underline the most suitable verb form in each
sentences
a. While Tom watched/was watching TV, there a. was watching
was a power cut b. was driving
b. Who drove/was driving the car at the time of c. had gone
the accident? d. had eaten
c. By the time she got back, he had gone/went e. was doing
home f. had told
d. David had eaten/ate Chinese food before, so
he knew what to order
e. I did/ was doing some shopping yesterday
when I saw your friend
f. Laura missed the party because no one was
telling/ had told her about it
Pronunciation(7m) Pay attention
/m / : close the lips when pronouncing
/n / : Ss’ tongues touch the roof of their mouth
/ η /: their tongues touch their soft palates Whole class
For all three sounds, the air goes through the
nose
- T asks Ss to read the words in each column
out loud in chorus for a few more times. Then
call on some Ss to read the words out loud
- In order to help Ss identify these sounds T
writes some sentences to check their
understanding
1. I’ll call them/then Practicing pronunciation
2. He ran/rang twice
3. That bun/bum is delicious /di'li∫əs/
4. We got some/sun at the beach
- Practising sentences containing the target
sounds
Ask Ss to work in pairs and take turn to read
aloud the given sentences
- T calls some Ss to read the sentences and Take notes
provides corrective feedback
Grammar
Exercie1(10m) Review some tenses: Give examples
a. Presentation
- Present simple
+ The use
+ Form:(+) I, You, We, They + bare infinitive
He, She, It + V(s,es) Give examples & take notes
( -) S+don’t/doesn’t+ V-infinitive
(?) Do/does+ S + V-infi ?
- Present continous
+ The use
+ Form: (+) S + be + V-ing
( -) S + be + not + V-ing
(?) Be + S + V-ing?
-Present perfect
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+ The use: we use present perfect to express

an action happened at unspecified time before Give examples & take notes
now. The exact time is not important. It is not
used to describe a specific event. So we can
use the present perfect to describle our
experience Individual work & pair work
+ Form:(+) S + have/ has + Past participle 1. invites 2. sets 3. gets 4. waves
(-) S + have/ has + not + Past 5. promises 6. carries 7. contains
participle 8. has baked 9. is 10. is shining
(?) Have/ has + S + Past participle? 11. are singing 12. is
b. Practice
- T gets Ss to do exercise 1 individually and
then find a partner to check the answer with Whole class
- T checks with the whole class and provides
corrective feedback
Take notes and give example
Exercise 2(10m)
a. Presentation: Review the past simple and
past continous
Past simple
+ The use
+ Form: (+) S + V-ed or irregular verbs
(-) S + didn’t V-infi
(?) Did + S + V- infi?
Past continous Individual & pair work
+ The use 1. broke/ was playing
+ Form: (+) S + was/ were + V- ing 2. wrote/ was
(-) S + was/ were + not + V- ing 3. was working/broke
(?) Was/ were + S + V- ing? 4.started/ were walking
b. Practice 5.told/ were having
- T gets Ss to do exercise 1 individually and 6. didn’t listen/ was thinking
then find a partner to check the answer with 7. phoned/ didn’t answer/were doing
- T checks with the whole class and provides 8. didn’t wear/ didn’t notice/ was
corrective feedback driving
Give example and take notes

Ex: I had never seen such a beautiful
Exercise 3(10m) beach before
a. Presentation: Past perfect
+ The use:
The past perfect expresses the idea that Ex: I had used that car for ten years
something occurred before another action before it broke out
expressed in the past simple. It can also show Or After I had used …..years, It
that something happened before a specific broke down
time in the past
Past perfect also to show that something Give examples
started in the past and continued up until
another action in the past 1. had eaten/arrived 2. found/had
taken
+Form: :(+) S + had + Past participle 3. got/had closed 4. got/had left
(-) S + hadn’t + Past participle 5. got/had arrived 6. paid/had
(?) Had + S + Past participle? phoned
- T gets Ss to do exercise 3 individually then 7. went/said/hadn’t arrived
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find a partner to check their answer with 8. had looked/asked/cost

- T checks the answers with whole class and
Whole class
3. Homework(1m)
Review unit 1,2 to prepare the 45munite test
Unit 3: A party
Period 1: Reading
I. Objectives
- Develop such reading skills as scanning for specific ideas, and identifying and correcting
false statement
- Use the information they have read to discuss celebrations in their culture
II. Teaching aids
Textbook, handouts, cassette tapes ………….
Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete
various learning task
IV. Procedure
Teacher Students
2. Warm up(5m)
Matching the celebrations with the correct
images Whole class
Christmas Easter Graduation
Halloween Thanksgiving Mother’s d.
Day
Wedding Valentine’s Day Birthday
a. b. c.
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Celebrations images
Christmas a
Halloween e
Wedding b
Easter i
Thanksgiving d
Valentine’s Day f
Graduation h
Mother’s Day g
Birthday c
e
f. g.
Pair work
1.The people in the 1st picture might
belong to a family. The young man
might be the parents and three kids
h. i. might be their children.
3. New lesson - In the 2nd picture : the people might
belong to a family, too. The old
A. Before you read(8m) lady&man might be parents. The
Ask Ss to work in pairs and ask them to look woman and the man who are sitting in
the pictures in text book and and answer the front might be their son and daughter in
questions: law. The boy and the girl might be their
1. What is the relationship between the people grandchildren
in the pictures? 2. The people in the 1st picture are
celebrating a birthday. In the 2nd picture
people are celebrating a wedding
anniversary.
Whole class
®¸nh dÊu
sù kiÖn quan träng, mèc lÞch sö, giai
2. What are they celebrating? ®o¹n quan träng
bÒn v÷ng, l©u dµi
Pre- teaching vocabulary

-Mark(v):
-Milestone: an important event or state in one’s Take notes and give examples
life
Practice reading the new words
-Lasting(a)
-Golden(a)made of gold
-Golden anniversary/jubilee /'dʒu:bili:/:
celebration of the 50th wedding Pay attention
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anniversary /,æni'və:səri /
-Silver anniversary: celebration of the 25th
wedding anniversary Individual work
-Diamond anniversary: celebration of the 60th
wedding anniversary
- T helps Ss to pronounce them correctly Birthday wedding
B. While reading 
You are going to read about how American  
people celebrate birthdays and wedding  
anniversaries. Then do the tasks below
Task 1(7m)
- T gets Ss to read the passage silently and do 
the task1 
- Call on some Ss to write the answer on the
board and ask them to explain their choices.  

1. People sing a song
2. People eat cakes Pair work
3. People receive cards and gifts from friends
1. eight  sevenths 5. months
and relatives
4. People joke about about their ages years
5. People remember their wedding days 2. makes eats 6. 5th 50th
6. People go out to dinner 3. foods presents 7. silver 
7. People blow out candles, one for each year golden
Task 2(10m) 4. aniversaries ages
- T gets Ss to read through all the 7 sentences
in task2. Then ask them to read the text again
and locate these words
- Ask Ss to check their answer with a friend
- Call on some Ss to present and explain their Group work
answers
- Give feedback and correct answers
C. After you read(10m)

-Ask Ss work in small group of 3 or 4 and
discuss the questions
- T goes around to check and offer help
- Call on the groups to tell and explain their Whole class
choice
- Give the correct feedback
4. Home work(3m)
Learn by heart new words and summarise the
main point of the lesson
- Write a paragraph about how Vietnamese
people celebrate their birthday or wedding
anniversaries, base on the text they read in
class
Period 2: Speaking
I. Objectives
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Use appropriate language to talk about parties and negotiate how to plan them
Use appropriate language to invite people to come to parties
II. Teaching aids
Ss may have little experience negotiating in English, so T should be ready to provide them
with appropriate language to do so
IV. Procedure
Teacher Students
2. Warm up(7m)
Talking about the party
Yesterday I went to a party. Please ask some Who gave the party?
questions to gets as much information about What was it about?
the party as you can Where /when did it take place?
How was it organized? How did it go?
What activities did you do there?
Did you have good time?
How were the people like?
What about music? What about food and
drinks?
T teaches necessary language for talking about
parties:
A birthday/housewarming party Take notes
A family/social gathering
To have/throw/organize/hold/celebrate/give a
party
To celebrate one’s birthday/wedding
anniversary/graduation
To join oneself
To have fun/a good time
Gifts: flowers, souvenirs, a bottle of wine,
chocolate
Decorations: balloons, flowers, lamps,
pictures….
Food and drinks: starters, main courses,
deserts, cakes, ice-cream,sweets, soft
drink………
Music: pop music, jazz, classical music…… Individual work
Task 1(7m) Ss choose the details they want to talk
Get Ss to do the task individually about and plan their stories
T encourages Ss to take notes while doing so
Go around the class to check and offer help
Task 2 (7m) Pair work
Put Ss in pairs and tell them to tell each other
about the party they have been to, base on the
outlines they have made in task1
Call on some pair to perform their
conversations in front of the class
Task3(10m) Disccuss in group
T gives suggestions by writing on the board Asking for opinions
Planning a party What do you think about….?
- where(home or restaurant) What’s your opinion about……?
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- when(date & time) How do you feel about…….?

- who to invite(family, relatives, Do you have any opinion about…..?
classmates,teacher, friends) Giving opinions
- dressing code(former, informer, costumes) I think we should…../ I feel…..
- entertainment(dance,music, games) In my opinion,……..
- decorations(colored light, bulbs, flowers) I’m thinking about….(odering some pizza)
- food and drink(cook our own or order) Expressing Expressing
- budget( how much to spend?how much to agreement disagreement
contribute?) I agree Well, may be, but…….
T asks Ss to give some expression for asking I think so, too That might be true,
for and giving opinions, expressing agreements That’s true, and….. but…
That’s right, and….. Well, my feeling is
and disagreement, suggesting and starting
that..
preferences Well, I don’t think so..
T gives some examples and gets Ss to do some Suggesting:
practice with these expressions May be we could… What
Divide the class into small group of 3 or 4 and about……?
get them to do task3 Perhaps we can………. Should we…….?
T goes around to check and offer help Let’s………
Why don’t we..? It would be a good
idea if..
Task 4(10m) How about…..?
T elicits or teaches expressions for inviting and
persuading
Would you like to come……..?
We would love to have you……… Group work
Please do come….
It’Ss our pleasure to invite you………..
You don’t know what you’ll miss out on if you
don’t come
T gets Ss do some practice with these Decide which parties would be the most
structures attractive and they would most love to
Ask some group to report about the parties come to
that they’ve planned.
3. Homework(2m)
Ss write a paragraph about a party they have
been to Whole class
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Period 3 Listening
I. Objectives
Develop such listening micro-skills as intensive listening for specific information
II. Teaching aids
Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist
them
IV. Procedure
Teacher Students
2. Warm up(5m)
-T divides the class into group of 10 and
introdures the game: The groups should generate Group work
as many word related to birthdays and birthday Suggested words:
parties as possible Age, balloon, birthday, blow out,
- After finishing T calls on the representative of cake, candle, cards, candy, cookies,
each group to come to the board and write their chocolate, confetti(hoa giấy),
list. Then T gets the whole class to count. Each decoration, gift/present, icing,
correct word gets one point. Which group has flower, fun, party, song….
more points with the game
A.Before you listen(7m)
- T gets Ss in pairs to answer the questions and Pair work
explain their reasons
Listen and repeat PhÇn thëng
To gather restaurant /'restrɔnt/ prize Kem phñ trªn b¸nh ga t«
Birthdaycake to decorate icing L¸t, miÕng
Slice to clap hands
- T helps Ss to pronounce the words on page 36
correctly Whole class
- T presents the meanings of these word from the Individual work
class 1. F(the party began at about 3 in
B. While you listen the afternoon)
Task 1(10m) 2. F(over 20)
- Get Ss to read through the statements to 3.F( at 4:30 they cut the cake)
understand them and underline key words 4. T( the party ended at about 6)
- Play the tape once for Ss to listen and do the 5. F( other kids left, only one stayed
task to help)
- Check the answer with the whole class Individual work and pair work
- Play the tapes one or two more times and Listen and note down the answers
pauses at the answer for them to catch if Ss can’t 1. 16 7. at about 6
answer the questions 2. Because it’s noisy and expensive
Task 2(10m) 3. soft drink and biscuits
-Ask Ss to read all questions in task2 4. At about 4:30
- T plays the tape again for Ss to listen and 5. It was beautiful and decorated
answer the questions with white and pink icing and 16
- T gets Ss to check their answer with a partner. colorful candles in the middle
Then T checks with whole class 6. They clapped their hands eagerly
- Play the tape again and pause at difficult points and sang” Happy birthday”
if many Ss can not complete the task
Pair work
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C. After you listen(8m)

- Put Ss in pairs and do the task
- T distributes the following handout for Ss to do Card A
the role play. Ask your friend about Mai’Ss
- After they’ve finished, T calls on some pairs to birthday
perform the role play in front of the class - place where the party was held
- when it began and ended
- who came
- what you did there
Card B
Tell your friend about Mai’s birthday
party.
- It was held at Mai’s place
- It lasted about 3 hours(3-6pm)
- About 20 guests came
- Mai opened gifts, you played
chess, then Mai cut cake
3. Home work(3m) Whole class

Write a paragraph about their own birthday
parties
Tapescript:
Mai is my neighbour. She turned 16 recently and her parents held a birthday party for her. I
was one of those envited.
The party began at about 3 in the afternoon. There were about 20 of us gathering in Mai’s
house. She didn’t like having the party at a restaurant because it is noisy and expensive.
We gave presents to Mai and she happily opened them. It must really be exciting to receive all
those presents. After that Mai’s mother served us soft drink and biscuits. We then listened to
music and played cards. The winners were given prizes. At about 4:30 Mai’s mother brought
out the birthday cake. It was beautifully decorated with pink and white icing. 16 colorful
candles sat in the middle of the cake. We all clapped our hands eagerly and sang “ Happy
birthday” as she blew out the candles and cut the cake. We helped ourselves to slices of the
delicious cake and sang all the songs that we knew.
Finally, at about 6 in the evening the party came to an end. We all tired but happy. The
parents of other children came to collect them by motorbikes. I helped Mai and her mother
clean up the mess we had made. After that I walked home, which was only 3 doors away.
Period 4 : Writing
I. Objectives
-Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Teaching aids
Ss may not have enough vocabulary to write a detailed letter of invitation so T should be
ready to help them
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IV. Procedure
Teacher Students
Warm up(7m)
Jumbled letter
1. This is my address: 150A Au Co Road Group work
2. It’s a beautiful house and it looks over the
West Lake and the Water Park
3. Dear Linda,
4. Guess what!I’ve just moved to a new house Suggested answer:
in Tay Ho District
5. Would you like to come? 3-4-2-8-11-5-10-1-6-7-9
6.Please let me know your answer as soon as
possible
7. See you
8.My parents are giving a house-warming party
this evening around 6:30 p.m
9. Hoa
10. I think Chris and Kim are coming, too
11. We’ll have”Pho” and some other special Pair work
dishes 1. Occasions for giving parties:
A.Before you write Birthday, graduation, wedding
Task1 (5m) anniversary, moving to a new
-Ask Ss to work in pairs to answer the house, family gathering,
questions in task 1 Christmas, New year
-Call on some Ss to answer the questions and 2. Dressing codes:
elicits more ideas from the class. T writes them Formal: dresses, high-heel shoes
on the board for women,suits and ties for men
Informal: jeans, T-shirt, skirts…..
3. Presents to give: Books, CDs,
flowers, ties, pens, bags, hats….
Task 2(5m) Individual work

-T gets Ss to do the task individually and then 1. at my house 2. to come
compare their answers with a partner 3. refreshments 4. to cook
-T calls on some Ss to give the answers and 5. winners 6. by Monday
write them on the board
B.While writing(20m)
- Get Ss to read task 3 and work out the Whole class take notes
questions
- T gives some suggestions for Ss to write: Ha Tay May26,2007
+ Party: birthday party, farewell party, house Dear Lan,
As the school year is coming to an end,
warming party….. I’m giving a farewell party for people to
+Where: at home, in a restaurant, outdoor, meet up before going away for holiday.
…….. Would you like to come? It will be at my
+When: during the day, in the evening……… place at 7p.m next Sunday. I intend to
invite about 10 people, so it will be a
+ Guests: friends, classmates, relatives……. small gathering and hopefully, people
+ Activities: singing, playing games…… can socialize more easily. I will be oder
+ Foods and Drinks: cakes, wine, beer, soft some pizzas and buy snacks and fruit.
drinks, fruits, fruits juice……….. However, you might want to bring some
-Get Ss to write their letters in 10 minutes, drinks to be shared. There will be
dancing and karaoke competion. So,
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based on the outlines they have produced there will be a lot of fun
-Ask Ss to get in pairs, exchange their letters Please let me know if you are keen by
Saturday. Just leave me a message on
and correct eachother the phone if you can’t catch me at home
- T goes around and offer help See you
Long
C. After you write(6m)
Feedback on Ss’ writing

- T chooses one letter and reads it to the class Whole class
- Then T elicits correctives feedback from the
class and gives final comments afterwards.
Home work(2m)
Ask Ss to write a letter to invite their friend to
their birthday party
Period 5 Language focus

I. Objectives
Distinguish the sounds / l /, / r / and / h /
Pronounce the words and sentences containing these sounds correctly
Distinguish the uses of infinitive and gerund in active and passive voices
Use these structures to solve communicative task
II. Teaching aids
Ss might have difficulty distinguish and using infinitives and gerunds. Therefore, T should be
ready to assist them
IV. Procedure
Teacher Students
1. Pronunciation(10m)
Distinguishing sounds Whole class
/ r /: Ss curl the tongues more backwark than
when they pronounce / l /
/ h /: Ss move their vocal folds from wide apart
to close together
Practice sentences containing the target
sounds Pair work and individual work
- Ask Ss to work in pairs and take turn to read
- Call on some Ss to read the sentences again
and provides corrective feedback
2. Grammar
Exercise 1(10m)
a. Presentation
- Review the verbs that are followed by an
infinitive, a gerund, and both.
+ infinitive + gerund only + both Whole class take notes
only
Agree Admit avoid Begin stop,
arrange Deny enjoy start Give some examples
Ask Keep suggest continue love
choose Practice miss like
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Decide Consider hate

demand finish remember Individual work
Deserve Prevent mind forget regret
expect Detest risk try prefer
Fail hope Postpone Answer
Refuse delay
1. having 2. getting 3. to tell
hesitate Mention
Intend learn verbs+preposit 4. practicing 5. to see
Manage offer ion
Wait
seem
Want plan Whole class take notes
b. Practice
- T gets Ss to do Exercice 1 individually then
find a partner to check their answers with.
Exercise 2(10m)
a. Presentation
Review the forms of passive infinitive and Individual work
gerund
Form: Passive infinitive: to be + Past 1.B 2. A 3. B 4. B 5. A
Participle
Passive gerund : being + Past
Participle
Use: to emphasise the action/event rather
than the agent 1. D 2. C 3. B 4. B 5. C
b. Practice
- get Ss to do exercise2 individually and then
find a partner to check their answer
- Check with the whole class and provides Whole class
corrective feedback
Exercise 3(10m)
b.Practice
- get Ss to do exercise2 individually and then
find a partner to check their answer
- Check with the whole class and provides
corrective feedback
Wrapping up (5m)
Summarises the main points of the lesson
For homework, ask Ss to review the uses of
different verbs tenses that have been covered
in the lesson
Period 6 ,7 Test yourself A

I. Aims:
Ss can understand the content of the test
Ss can do the test well
II. Procedure
Teacher Students
2. New lesson
A. Listening (10m)
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-Ask Ss to read the sentences before listening 1. A 2. D 3. B 4.D

-Ask Ss to complete the sentences after the 1st 5. C
listening & then check the answer again after
the 2nd & the 3rd listening
- Correct 1. B these people had been
B. Reading(20m) childless for 10 years after they
were married and were so thrilled
-Ask Ss to read the passage and then answer to finally have a child
the questions in Reading 2. to take some photographs of
-Call some Ss to stand up and answer the the family
questions 3. The boy was dressed in a
-Listen and give the feedback smart, brand-new outfit and
looked like a little prince
4. B he was interested in the toys
5. He felt that it was delightful
and looked forward to the next
day to have the film develop
C. Pronunciation and Grammar (20m)
Pronunciation
-Ask Ss to listen and put a tick in the right box Pay attention to the
-T reads the words for Ss to put a tick pronunciation of the underlined
Grammar part of the word
- Revise Ss the grammar about active infinitive 1. nine 2. hour 3. matching
and gerund and passive infinitive and gerund 4.jam
-Ask Ss do exercise then call some Ss to go to
the board Individual work
- Correct their mistakes 1. to see 2. to be 3. to
D.Writing (20m) phone
-Ask Ss to write about their birthday party (or 4. pay 5. to be met
one of their friends’) 6. to be appointed
+ Whose birthday party was it?
+Where and when was it held?
+What did you do there?
+How did you enjoy it?
- After they have finished T picks up some Ss’ Individual wok
writing and find common mistakes then asks Ss
to correct
Extra exercises (15m)
Complete the following sentences Whole class
a. He had a portrait painted as a birthday
present………his daughter
b. What do you want…………your next
birthday?
c. They got married 50 years ago, and today is
their 50th………………
d. He will give her a diamond ring………..a
present after living together for 60 years
e. It’s their silver anniversary. In other words,
they’ve been married………25 years
f. She has just over 30, but she’s married
………..4 children
I’ll give a special gift………..my husband on his
next birthday
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3. Homework(3m)
- Ask Ss to revise and prepare a 45- minute
written test
tapecript
I’ve known James for 25 years. We first met when he moved to my town. He went to a
different school but we became friends because he lived next door to me. We’ve known each
other since then, but we haven’t kept in touch all that time…we lost contact with each other
when I moved to Scotland in the 1970s for my job..I didn’t go to James’ wedding but he came
to mine. And now? Well, I’ve been living here in Brighton since 1999 and these days I see
James about once a week, usually in the park where I walk my dog, or in the pub for lunch
with another friends that we’ve known for about the same length of time. We haven’t been
doing that for very long but it’s good to get all of us together
Unit 4: Volunteer work

Period 1: Reading
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas and skimming for general
information
- Use the information they have read to discuss the topic
II. Teaching aids
Ss may need help with the discussion task, so T should be ready to help them
IV. Procedure
Teacher Students

2. Warm up(5m)
Network
-T prepares hangouts with network of the work Group work
“volunteer”
Outline :
Help children
Help the old
Help the poor
Teach poor children
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Volunteer work
Whole clas
-She is teaching the boy to read

-It means that your little
contribution and help may lead
to significant results/ may greatly
A.Before you read(10m) change a person’s life
-Ask Ss to look the picture on page 46 and ask - It tells me that everybody, no
them some Qs matter what they are young or
+What is the old woman doing in the picture? old, can do volunteer work
+What does this mean by “Little Moments Big + The saying means that if you
Magic?” help sbd by giving some money,
it’s just a temporary solution. It’s
better to instruct them how to
make money legally by teaching
+What does the picture tell you? them necessary working skills
Whole class
-Ask Ss to work in pairs to read the short poem
-Ask some Ss to give their opinions
Give examples
-He volunteers to teach the poor
children
-I want to participated in play the
Pre-teaching vocabulary game
Volunteer(n) [,vɔlən'tiə] -He overcame the bad habit of
To volunteer to do st/for st smoking during the meals
Voluntary(a) ['vɔləntri]
Voluntarily(adv) [vɔlənt(ə)rili]
The aged = the old
Orphanage(n) ['ɔ:fənidʒ]
To overcome Speak out
To participate in = to take part in
To suffer
Remote(a)= far away
Handicapped(a) ['hændikæpt]
Disadvantaged(a) [,disəd'vɑ:ntidʒd]
-Ask Ss to make sentences with above words to Individual work
check their understanding 1. voluntary 2. voluntarily
- Ask Ss to practice reading vocabulary 3. volunteers 4.
- Listen and check their pronunciation volunteered
B, While you read Individual work

Task 1(5m) 1. A(line 1-2, para 2)
- T asks Ss to work individually to do the task and 2. D(line3-4, para 2)
exchange their answers with other Ss 3. B(line3-4, para4)
- T asks Ss for their answers and gives the correct 4. D(last paragraph)
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Task 2 (10m) 5. B.(A:too general, C&D do not

-Ask Ss to read the statements to understand cover the whole text
them
- Ask Ss to work individually to do the task,then Individual work and pair work
discuss their answers with their partners 1. They read books to the people
- Call on some Ss to give their answers and there, play games with them or
asks other Ss to say whether they agree or listen to their problems
disagree 2. They give care and comfort to
them and help them to overcome
their difficulties
Task 3(6m) 3. They volunteer to work in
- Ask Ss to read the questions before reading remote or mountainous areas
the text carefully again to find the answers
- Call on some Ss to write their answers on the
board and ask them to explain their choices
Pair work
C.After you read(5m)

- Ask Ss to work in pairs to discuss the Whole class
questions in the book
- Go around to help Ss when necessary
- When all pairs have finished. T asks every two
pairs to share ideas
- Call on some Ss to report their ideas to the
class
3. Wrapping up (2m)
- T sumarises the main points of the lesson
- Ask Ss to learn by heart all new words
Period 2: Speaking
I. Objectives
Talk about different kinds of activities related to volunteer work
II. Teaching aids
Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them
IV. Procedure
Teacher Students
2. Warm up(5m)
Slap the board
-Write words on the board: Group work
Volunteer, voluntary, voluntarily, tr¹i trÎ må c«I,
the aged, vît qua, chÞu ®ùng, remote, tham
gia, indicapped, disadvataged
-Call on some 2 group Ss . T reads aloud the
word on the board. Which team slaps the right
word fast in the winner
Task 1(8m)
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-Ask Ss to work in pairs to decide which of the Suggested answers:

activities in the book are volunteer works. 1. The activities are not volunteer
-Call some Ss to give their answers and asks for work:
comments from other students Taking part in an excursion and
participating in an English speaking
club
2. some volunteer activities: taking
part in environmental conservation
Task 2(15m) activities, donating blood, directing
- Before Ss do the task, T asks them to read the traffic, guiding foreign sports teams
model conversation on page 50. Then Ss read around when they go to Viet Nam
the list of volunteer activities and the exact to compete
things related to them
- T can elicit or explain some words quickly
- T requires Ss to match each activities on the

left with corresponding activities on the right Whole class and pair work
Suggested answers:
Helping people in - Teaching the children to

mountainous read and write
areas - Giving them money
- Cleaning up their houses

Helping old or - Doing their shopping
sick people - Cooking meals + War invalid ['invəli:d]: th¬ng binh
- Teaching the children to + Martyr(n) ['mɑ:tə] liÖt sü
Helpingdisadvant read and write + Intersection: ®êng giao nhau,
aged or - Listening to their problems ng· ba, ng· t
handicapped - Playing games with them + direct the traffic:híng dÉn giao
children - Taking them to places of th«ng
interest + vehicles ['viəkl; 'vi:hikl]: Xe cé
Taking care of - Listening to their problems
invalids and the - Clean up their houses
families of - Doing their shopping
martyrs - Cooking meals
Taking part in - Directing vehicles at the
directing the intersection
traffic - Helping old people and
young children to cross the
road
- Ask Ss to use the suggestions to make similar
dialogues
-After they have finished T calls on some pairs
to act out their conversation
-T elicits feedback from the class and give final
comments
Task 3(12m)
Ask Ss to work in group to talk about a kind of
volunteer work their friends and they usually Pair work
do to help people
- Ask Ss to read through the example in the
book before practicing talking about one
activity their partner takes part in
- Call on some Ss to talk about the activities
they take part in Group work
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- T elicits feedback from the class and gives Ex: Mai usually takes part in
final comments directing the traffic. She directs
vehicles at the intersections.
Besides, she helps old people and
young children to cross the road.
3. Wrapping (3m) She enjoys the work very much
- T summarises the main points of the lesson because she likes helping people
- Learn by heart the new words
- Prepare the next period “listening”
Whole class
Period 3: Listening
I. Objectives
Develop such listening micro-skills as intensive listening for specific information and taking
II. Teaching aids
Textbook, cassette tapes, handouts, ………….
Ss may not be familiar with the note-taking task so T should provide them some tips to deal
with the task
IV. Procedure
Teacher Students
2. Warm up(5m)
Competition game- Slap the board Group work
War invalid, martyr, intersection, the aged,
orphanage, remote, suffer
Before you listen(10m)
-Ask Ss to read through the questions and
choices on page 51 and makes sure Ss Individual work
understand all them
-Ask Ss to discuss the questions in pairs
-Call on some Ss to report on their partner’s Whole class
answers Çc ho¹t ®éng g©y quü
Vocabulary Pre- teaching VËt quyªn gãp, tiÒn quyªn gãp
Fund-raising activities Trêng häc kh«ng chÝnh thèng
Donation Tæ choc ph¸t triÓn Gi¸o dôc
Informal school Hîp t¸c
Organization for Educational Development trÎ em thiÖt thßi
Co-operate(v) phèi hîp
Disadvantaged children nhµ tµi trî
Co-ordinate(v) [kou'ɔ:dineit]
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Sponsor(n)[ 'spɔnsə]
While you listen
Task1(10m) individual work
Set the scene: Now you are going to listen to a 1. informal
passage about Spring School, a special school 2. 30 street children
in HCM City 3. 250 children
- Ask Ss to read the sentences in task 1 then 4. 1998
lisen and fill the missing information 5. volunteers………June
- Play the tape once for Ss to do the task
- Ask for Ss’ answers and write them on the
board Pair work
- Play the tape the second time for Ss to check 1. It provides classes to
their answers disadvantaged children in HCM
Task 2(9m) City
- Ask Ss to read the questions in task 2 before 2. Dance, theatre, singing and
listening to the tape again circus classes were set up in
-Play the tape again for Ss to do the task. 1999
- Get Ss to work in pairs and check their 3. Because they need money to
answers continue their English and
- Call on some Ss to give the answers and elicit Performance Art classes
feedback from other Ss. If many Ss can’t 4. They dance, sing and play
complete the task, T might want to let Ss listen music at one of the largest hotels
one more time and pause at the answers for in HCM City
them to catch 5. B they need help to contact
sponsors and expand the school
After you listen(7m) activities
T gets Ss to work in groups to summarise the
story about Spring School, using the
suggestions. Each group member has to take Group work
notes of the discussion
-T goes around to offer help and collect Ss’
mistakes
- Call on some Ss to present their summary
- T elicits feedback from the class and gives Whole class
final comments
3. Wrapping up(2m)
prepare “listening”
Tapescript:
Sping School is an informal school. It provides classes to disadvantaged children in
HCM City. Around 30 street children live and study at the school and about 250
children with special difficulties from District 1 regularly attend classes
The Organisation for Education Development co-operated with Sping School to set up
English classes in 1998. Dance, theatre, singing and circus classes were set up a year
later. Children from these classes participate in fundraising perfomances. They raise
money to continue their English and Performance Arts classes.
Spring School requires volunteers to help organize their fundraising dinner held
annually in June. This is an exciting night in which children perform circus, theatre,
dance, and singing at one of the largest hotels in HCM City. They also need foreign
volunteers to contact sponsors and help to expand the school activities. Volunteers
are required from February until July to help orgnise these events.
It is hoped that more schools like Sping School will soon be found in other cities in VN
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Period 4 Writing
I. Objectives
Write a thank- you letter to a donor to acknowledge the donor’Ss contribution
II. Teaching aids
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist
them
IV. Procedure
Teacher Students
2. Warm up(5m)
Quiz- a formal letter
1. You write your address in……..of the letter
2. The addresss of the receiver should be Group work
written on…………….starting below our address
3. We can write…….on the right or the left on 1. the top left- hand corner
the line after the address you are writing to 2. the left
4. When the letter starts Dear Sir/Madam, you 3. the date
end it with………. 4. Yours sincerely,
5. When the letter starts Dear Dr Smith, you 5. Yours sincerely,
end it with………. 6. contractions
6. It is not a good idea to use……such as I’m or
can’t. Pair work
Preparing Ss to write The sample letter is written to thank a
Task1(13m) donor for donating money
- Ask Ss to read the sample letter on page 52 donor /'dounə/: ngêi cho, ngêi tÆng
and discuss the purpose(s) of the letter in pairs Individual work
- Call on some Ss to give the answers - The opening of the letter: sentence 1
- Ask Ss to read the letter again and do task1 - The donated amount: sentence 1
individually - The way the money is used:sentence 2
- T checks Ss’ answer by asking some Ss to The way the receipt is issued: sentence 3
read their answer out loud -The gratitude on the donor:sentence 4
- Elicit corrective feedback from other Ss and -The closing of the letter:yours faithfully
give the correct answers when necessary
Writing Individual work

Task 2(16m) 9 Chuong Duong
-Before Ss write the letter, T asks them to read Street
the instruction carefully Hoan Kiem District
- T gets Ss to write the letter in 15 minutes Hanoi
- Go around to observe and offer help 30 May, 2007
Dear Sir,
Feedback on Ss’ writings(7m) On behalf of New Future School, I would
-Ask Ss to exchange their writing with another like to thank you for your generous
student for peer correction donation of VND 1 million. Your
- Go around and collect mistakes and errors contribution will make it possible for us
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- Collect some writings for quick feedback to build our school library. A good library
- Write Ss’ typical errors on the board and can help the students very much in their
elicits self and peer correction studying. We will issue a receipt as soon
- Finally, T provides general comments on the as possible
letter Once again thank you very much for
your kindness. We hope to receive more
assistance and cooperation from your
company in the future
I look forward to hearing from you soon
Yours faithfully
Le Thi Hoa
Principal of New Future
Wrapping up(2m) School
- T summarises the main point of the lesson
- Ask Ss to improve their writing, taking into
consideration their friends Whole class
Period 5:Language focus

I. Objectives
Distinguish the sound /w/ and /j /
Pronounce the words and sentences containing these sounds correctly
Use gerunds, present participle, perfect gerunds and perfect participles appropriately
II. Teaching aids
Ss may find it difficult to differentiate between gerunds and present participles, so T should be
ready to explain
IV. Procedure
Teacher Students
Pronunciation(10m)
Pronouncing the two sounds separately
/w/: is a voiced labial-velar a pproximant. It is
articulated with the back part of the tongue Whole class
raised toward the soft palate and the lips
rounded
/j /: is a voiced palatal approximant. It is
articulated with the middle or back part of the
tongue raised agaist the hard palate
T plays the tape(or reads) once for Ss to hear Individual work
the words containing these two sounds. Then T
plays the tape(or reads) again and this time
asks Ss to repeat after the tape(or T)
Pronouncing words containing the sounds
- T reads the words and asks Ss to repeat them Pair work
-T asks Ss to practice pronouncing the words in
pairs
- T asks some Ss to pronounce the words and
gives correction if necessary
Practicing sentences containing the
target sounds
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- T reads the sentences and asks Ss underline

the words with the sounds and write / w/ and / j
/ under them
- Ask Ss to practice the sentences in pairs
- ask some Ss to read the sentences and give
feedback
Grammar Whole class take notes
1. Gerund(10m) Give examples
A. Presentation - Reading helps you learn English
Review the form and uses of gerund. The - Her favorite hobby is reading
gerund can be used: - She is good at learning English
a. as a subject of the sentences: I look forward to hearing from you
b. as the complement of the verb ‘tobe’ soon
c. after prepositions - He kept on asking for a discount(giam
d. after a number of “phrase verb” which are gia)
composed of a verb + preposition/ adverb
to look forward to, to give up, to be for/against,
to take to, to put off, to keep on….
e. in compound nouns I can’t stand being stuck in traffic jams
a driving lesson, a swimming pool, bird- It’s no use/good trying to persuade him
watching
f. after the expressions: 1. listening 2. bending 3. behaving
can’t stand/help, it’s no good/use, it’s worth… 4. meeting 5. spending 6. waiting
B. Practice 7. starting
Exercise 1
- T asks Ss to do exercise1 individually and
then compare their answers with another Whole class take note
student Give examples
- T calls on some Ss to read out their answers - I am working/ She was dancing
- T elicits peer correction and gives correct - I go shopping everyday
answer if necessary - He came running towards me
2. Present participle(10m) - I heard someone playing the guitar
A. Presentation I can smell something burning
The present participle is used in the following - It was an interesting film
ways: It’s a bit worrying when the police stop
a. as part of the continuous form of a verb you
b. after verbs of movement/position in the - ex: If I catch you stealing my apples
pattern: again, I’ll tell your parents
verb+present participle We found our dog lying in the bathroom
c. verb + object+present participle
d. as an adject
e. verb + time/money expression+present
participle
ex: I spend 2 hours doing this exercise
Don’t waste time playing computer games
f. Catch/find + object+ present participle
g. to replace a sentence or part of a sentence Pair work
or part of a sentence 1. burning/rising 2. reading 3. lying
ex: Singing to himself, he walked down the 4. shopping 5. preparing 6. trying
road 7. modernizing
B. Practice
Exercise 2
- Ask Ss to do exercise 2 in pairs
- Ask them to compare answers with another
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pair
- Call on some Ss to go to the board to write
their answers Nã ®c dïng ®Ó thay thÕ cho h×nh thøc
- Ask the other Ss to feedback and give correct hiÖn t¹i cña danh ®t khi chóng ta ®Ò
answers cËp ®Õn mét hµnh ®éng trong qk
3. Perfect gerund and perfect Nã cßn dïng ®Ó nhÊn m¹nh sù hoµn
participle(7m) thµnh of hµnh ®éng ë c¶ qk vµ TL
A. Presentation ex:the retired teacher recalled having
a. Perfect gerund taught
Form: having + PII
Use:- it can be used instead of the present form
of the gerund when we are referring to a past
action Ex: Switching off the light, we went to
Ex: He was accused of deserting his ship= he bed= Having switched off the light, we
was accused of having deserted his ship went to bed
It also is used to emphasize completion in both
the past and the future
b. Perfect participle
-form: having+PII
-use: + the Perfect participle can be used Ex: she bought a bike and cycled home
instead of the present participle when one Having bought a bike, she cycled home
action is immediately followed by another with
the same subject
(Ph©n tõ hoµn thµnh cã thÓ ®c dïng thay cho Ex: Having failed twice, he didn’t want
hiÖn t¹i ph©n tõ trong c©u cã 2 hµnh ®éng to try again
x¶y ra liªn tiÕp nhau cïng mét chñ ng÷)
+ The Perfect participle emphasizes the the Ex: he had been living there for such a
first action is complete before the second one long time that he didn’t want to move
starts to another town
(Ph©n tõ hoµn thµnh cßn nhÊn m¹nh hµnh Having lived there for such a long time
®éng thø nhÊt hoµn thµnh tríc khi hµnh ®éng that he didn’t want to move to another
thø hai b¾t ®Çu) town
+ The Perfect participle is necessary when
there is an interval( kho¶ng t/g) of time
between the two actions
(NhÊt thiÕt ph¶i dïng ph©n tõ hoµn thµnh khi Individual work
cã 1 kho¶ng t/g gi÷a 2 hµnh ®éng) 1. having made 2. having been 3.having
+ It is also used when the first action covered a been
period of time 4. having tied 5. having read 6.having
(Nã ®c dïng khi hµnh ®éng ®Çu tiªn kÐo dµi taken
trong mét kho¶ng t/g) ex: Having been ill for a
long time, He appreciated his health more
B. Practice Whole class
Exercise 3(6m)
T asks Ss t to do exercise 3 individually and
then compare their answers with another
student
- T calls on some Ss to read out their answers
- T elicits peer correction and gives correct
answer if necessary
Wrapping up(2m)
- summarises the main point of the lesson
- Ask Ss to learn by heart all points that have
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been covered in the lesson and give more

examples
Unit 5: Illiteracy
Period 1: Reading
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas, identifying main ideas,
and identifying meaning in context
- Use information they have read to discuss illiteracy issues
II. Teaching aids
Ss may need to be provided vocabulary related to illiteracy so that they can complete various
learning tasks
IV. Procedure
Teacher Students
2. Warm up(5m)
Hangman:
Ask Ss to find the word which has 10 letters. It Group work
is a N about the inability to read and write
Answer: illiteracy
T introduces the picture in the text book(page56)
This photo shows a scene of a classroom. This is Whole class pay attention then answer
a bit different class from other normal classes. Can the questions
you describe it and say what makes the class
different? Pair work
Ask Ss to look at the picture in the text book and ask
Ss to describe it by answering the T’s questions
1. Where is this classroom? 1.In a poor remote/mountainous areas
2. Who are in this classroom? 2.Children with different ages
3. What kind of textbooks are they learning? 3.Text books for grade one
4. Who is the teacher? 4. A soldier ['souldʒə]
5. What are they learning? 5.To read and to write
T introduces the picture:
This photo shows a scene of a classroom in a poor
mountainous area. The Ss are children of different
ages. They are learning the textbooks for grade one Pay attention
and they are taugh by a soldier. It seems that the Ss
in the classroom are illiterate people. They are now
learning how to read and write
Vocabulary- pre teach Inability to read and write:n¹n mï
-illiteracy(n)[i'litərəsi]>< litercacy(n) ch÷,v« häc
-illiterate(a,n) [i'litərət] >< literate(a,n) Unable to read and write: mï ch÷, dèt
-to eradicate [i'rædikeit]: to destroy or get rid of st (bad) n¸t
completely / eradication(n) (n) ngêi mï ch÷, ngêi thÊt häc
- campaign(n) [kæm'pein] Nhæ rÔ, trõ tiÖt, xo¸ bá
- ethnic minority ['eθnik mai'nɔriti]
T asks Ss to practice the new words and ask them to ChiÕn dÞch
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give example D©n téc thiÓu sè

Call on some Ss to stand up and speak out new
words. T listens and checks their pronunciation Whole class
B. While you read
Task 1(7m)
Set the scene: You are going to read about education
in mountainous areas and do the reading task that
follow Pay attention
- Get Ss to read the passage insilently and then do
task 1 Individual work
- T checks Ss’ understanding of the phrases by calling
on some Ss to tell their equivalents in Vietnamese 1. Phæ cËp gd tiÓu häc
- T checks the answers with the whole class and gives 2. Héi khuyÕn häc VN
corrective feedback 3. Xo¸ mï ch÷
Task 2(5m) 4. Kü thuËt canh t¸c
- Ask Ss to read the passage carefully again and try to 5. KÕ ho¹ch ho¸ gia ®×nh
summarise it then choose one of the list of main
ideas provided in the task to find the most suitable Individual work
one Answer: D
- Call on some Ss to give their answers and ask the A: is too general
other Ss to say whether agree or disagree B & C are too specific
Task 3(8m)
- Ask Ss to skim the 5 question to understand them
- Underline the key words to decide what information Pair work
they need to find in the text 1. 94% of the population
- Get Ss to check their answers with a partner 2. the campaign for illiteracy
- Call on some Ss to write their answer on the board eradication
and ask them to explain their choice 3. 600 students in 2000 and 800
- Give the correct answers students in 2001
C. After you read(8m) 4. They voluntarily spent their vacations
- Ask Ss to work in small group of 3 or 4 and discuss teaching ethnic minority illiterate
the question: How to help illiterate peope in the people to read and write
disadvantaged areas to read and write 5. Illiteracy will soon be eradicated
- Go around to check and offer help Solution:
- Call some group to tell and explain their answers - Opening school
- Corrective feedback - Sending teachers/ volunteer
teachers there
3.Wrapping up (3m)
- Buying books for Ss
- Summarise the main points of the lesson
- Providing individual assistance to Ss
- For homework., ask Ss to learn by heart the new
- Give financial rewards to families
words and make sentences with them
that send their children to school
- Training local people to be teacher
who will help their own people
Period 2: Speaking
I. Objectives
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
II. Teaching aids
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Ss may have limited linguistic resources for discussion, so T should be ready to assist them
IV. Procedure
Teacher Students
Warm up(5m)
Matching: Talking about school problems &
solutions
- Divide the class into small group of 3-4 students Group work
+ not enough textbooks
+ shortage of tables and chairs
+ lack of cassette recorders Problems Solutions
+ no electricity - not enough textbooks - collect used textbooks
+ build more classroom -shortage of tables and ……………..
+collect used textbooks chairs
+not enough computers …………
+school yard hot in summer
+no interesting books at school library
+play truant
+provide budget for study facility
+plan more trees
Task 1(7m) Pair work
- Get Ss to do it in pairs 1. b-g
- Call on a student to read out the answers 2. a –e 4. c
- Check with class and gives corrective feedback 3. d-f 5. h- i-j
Task 2(13m)
- T introduces the task and calls on 1 or 2 pairs of
Ss to read aloud the sample dialogue
- T elicits the structures that are used for asking Pair work
for and giving suggestion.
Asking for opinion
What do you think we need to/could/should/might
want to do? Take notes
What do you think about….?
What’s your opinion about..?
What do you have in mind?
Giving suggestions
Maybe we can…… Probably we should……….
We might want to…… We could………
-T puts Ss into groups of 3-4 and gets them to
define the problems of their own school and
suggest as many solutions as possible
- Go around to check and offer help Group work
- After checking that Ss have finished the task, T
calls on different groups to present the problems
and solutions they have identified
- T writes these ideas on the board as Ss talk
Task 3(17m) Group work
-T puts Ss into groups of 3-4 and gets them to Suggested answers:
add more problems if they can, and work out the 1. Class size: an ideal class size is 10-15
solutions. students, so the school should recruit more
- Remind Ss of the structures that can be used for Teachers and open new classes. T should
expressing opinions and giving suggestions encourage Ss to work with different groups, not
- Call on each group to report their ideas to the with the same group all the time.
class and elicits comments from the class 2. Desks: buy larger desks or if there are new
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Wrapping up(3m) classes, the current number of desk is adequate

Ask Ss to write a paragraph about a school 3. Equiment: buy/ hire facilities such as
problem and one or two solutions to it computers and OPHs, upgrade the classroom
Period 3: Listening
I. Objectives
Develop extensive listening skills
Use the information they have listened to for other communicative tasks
II. Teaching aids
Textbook, cassette tapes, ………….
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist
them
IV. Procedure
Teacher Students
Warm up(7m)
A survey about school
- T prepares a small survey and copies it on the
board
- Get Ss to move around and collects their friends’ Whole class
opinions. They should interview at least 3 Ss
- T teaches expressions of quantifiers and calls on
Ss to report the result of their survey
School survey
Do you agree with the following statements?
In an effective school yes no
The T treats Ss as individuals with both
their strengths and weaknesses
New words:
The T encourages Ss to set realistic goals
for their own learning To treat: ®èi xö
The T encourages Ss to have positive Set realistic goals: ®Æt ra môc tiªu cã kh¶
attitudes towards themselves and others n¨ng ®¹t ®îc
The T is motivating and interested in what Be centred on: tËp trung vµo
Ss do Self-respect: lßng tù träng
Learning is centred on important life skills Learning from failure: häc tõ thÊt b¹i
such as communication, building self- Time management: qu¶n lý thêi gian
respect and self-confidence, learning from Be involved in: tham gia vµo
failure, and time management
individual /,indi'vidjuəl/: ç nh©n
The social side of the school is considered
as important as academic activities
Ss are involved in making decisions which
have a direct effect on themselves
Setting the scene: you are going to listen about the
results of a school survey carried out in Perth,
Western Australia. The school asked its Ss what Pay attention
makes an effective school Write down the word and practice
Pre-teaching vocabulary: Listen and repeat pronouncing them
Effective(a) maturity(n) [mə'tjuəriti ] Sù trëng thµnh
Perth(n) academic(a) [,ækə'demik] Cã tÝnh häc thuËt
Western Australia performance(n) Sù thÓ hiÖn
seft-respect(n) [ri'spekt] Weaknesses(n) ®iÓm yÕu, nhîc ®iÓm, khuyÕt ®iÓm
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- Help Ss to pronounce the word in their textbook

correctly
- Present or elicits the meaning of these word from
the class Make sentences from these words
- Get Ss to make sentences with some importance
words
While you listen

Task 1(10m) Individual work and pair work
- Get Ss to read the options in each question
carefully and underline the words that make them
different 1. D
- Get Ss to guess the answer to each questions and 2.B
tell them they need to listen attentively to check if 3. B
their guesses are confirmed 4. C
- Play the tape once for Ss to listen and do the task
- Get Ss to find a partner to check their answers
with
- If many Ss can’t answer the questions, T plays the
tape one or two more times and pauses at the
answers for them to catch Pair work
Task 2(10m) Suggested answers:
- Get Ss to read the questions in task 2 and answer 1. In Perth, Western Australia
the questions without listening again. If they can’t, T 2. 80%
plays the tape for them to listen again 3. They felt that they should be allowed to
- Get Ss to check their answers with a partner. Then have a say in the school decision making.
check with whole class
- Play the tape again and pause at difficult point if
many Ss can’t complete the task
After you listen(10m) Group work
- Divide the class into small group of 3 or 4 and get Suggested answer:
them to discuss the question in textbook *Textbook are essential teaching and learning
- Go around to check and offer help materials in any program and syllabus. Having
- After checking that all the group have finished, T good textbooks is very important. A good
calls on the representative of each group to report textbook provides Ss with adequate
their peers’ ideas knowledge, skills and practice and therefore
- Listen and take note of their errors and give they do not need to look anywhere for these.
feedback after that A good textbook also guides Ss how to learn
adequate ['ædikwit] đủ, đầy đủ and helps them study effectively on their own
syllabus ['siləbəs] vấn đề, bài.. thuộc một giáo trình; However, I think having good teachers
chương trình học might be more important than having good
motivate['moutiveit](v) thúc đẩy textbooks because a good teacher can turn a
stimulating /'stimjuleitiη/ khuấy động, kích thích; poor quality textbook into an interesting and
khuyến khích stimulating one. In fact, a good teacher can
even replace the textbook, motivate students
to learn, and train them to use self-study skills
so that they can take responsibility for their
own learning
Wrapping up(3m)
- T summarises the main point of the lesson Whole class
- Ask Ss to learn by heart new words and make
sentences with them
Tapesript:
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In an informal survey carried out in Perth, Western Australia, students were asked to give
their views on what makes an effective school. 80% of the Ss felt that mutual respect in the
classroom was essential fof effective learning to take place. This implied that the Ss should
be treated as individuals with both their strengths and their weaknesses. 60% of the Ss felt
that they should be encouraged to set realistic goals for their own learning, and to have
positive attitudes towards themselves and others.
About 55% of the Ss expected their teachers to be motivated and interested in what they
were doing, this would then reflect in the performance of the Ss. Nearly all of the Ss believed
that learning should be centred on important life skills such as communication, building self-
respect and self- confidence, the ability to learn from failure, and time management, suited to
the maturerity of the Ss concerned.
100% of the Ss felt that the social side of school was as important as academic activities. The
older Ss felt that they should be allowed to give some input into school decision making
which had a direct effect on Ss.
Period 4: Writing
I. Objectives
- By the end of the lesson Ss will be able to:
- Interpret information presented in tables
- Identify languague to be used for describing tables
- Write descriptions of tables
II. Teaching aids
Ss maynot have sufficient linguistic resources to write a description of a table, so T should be
ready to help them
IV. Procedure
Teacher Students
Warm up(5m)
A matching game
Match these expressions with the correct
graphs. Group work
1. fluctuate ['flʌktjueit] dao động, lên xuống
2. gradually decrease
3. slightly increase
4. remain the same
5. drop sharply
6. rise considerably/kən'sidərəbli/ đáng kể, lớn
lao 1. D 2. F 3. E
A B C
4. B 5. C 6. A
D E F
Before writing
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- Get Ss to read the task requirements and 1. varied 3. declined 5. went up

work on the task with a partner 2. rise 4. different 6.
- Call on Ss to read out their answer and drammatically
check with the class
While writing
Task 2 (20m)
- Ask Ss to study the table in task 2 and Individual work and pair work
analyses it with a friend by asking these Sample writing:
questions: The table describes the literacy rates in
1. What is the topic of the tables? Does it different regions of the Sunshine country from
describe the past, the present, or the
1998 to 2007.Generally, except for Highlands,
future?
2. What patterns are shown? How are the
where the rates slightly decreased between
pieces of information related? these years, Lowlands and Midlands both
a. Which region had the lowest rate of witnessed a rise. In Lowlands, for example, the
literacy in 1998?2002?2004?2007? rates were 50%, 53% and 56% in 1998, 2002,
b. Which region had the lowest rate in each and 2004. In 2004, the rate sharply rose to
year? 95%, which was a remarkable progress.
c. Did the rate of literacy in the Lowlands Midlands saw a less dramatic change, however
increase of decrease between 1988 and the rate went up gradually from 70% and 75%
2007? in 1998 and 2002 to 80% and 85% in 2004 and
d. What about that rate for Midlands and 2007. Unlike these two regions, Highlands
Highlands? witnessed a gradual decrease in the rate of
- T checks the answer with the whole class literacy of its population. In 1997 the rate was
- Based on their analysis of the table, Ss
50%, however, it decreased by 5% in 2002 and
now write up a description individually
- Go around to check and offer help
continued to go down in the following years,
- Ask Ss to work in pairs and correct each reaching only 30% in2007. Obviously, this
other’s writing region needs to improve its literacy rate.
The table desribes the trends of literacy rates
in Sunshine country from 1998 to 2007. the
literacy rate of pollution differs greatly in 3
areas of the country Lowlands, Midlands and
Highlands, there has been a gradual rise in
number of literate people from 1998 to 2004,
but a sharp rise in 2007. During that 10 years,
the Midlands sees a steady increase in the
literacy rate, from 70% to 85%. On the contray,
the Highlands area has to face the problem of Pay attention
falling literacy rate. After 10 years, its literate
people has decreased 20%. So each area must
have different plan for its education
development.
Post writing(7m)
- Choose one description and reads it to Whole class
class
- Elicit corrective feedback from the class
and give final comments afterwards.
Wrapping-up(3m)
Summarise the main point of the lesson
Ask Ss to rewrite their descriptions based
on T’s and other Ss’ suggestions and
corrections
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I. Objectives
- Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences
containing them correctly.
- Understand reported speech with infinities and use these structures to solve
communicative tasks
II. Teaching aids
Ss may have difficulty with the clusters because they don’t exist in Vietnamese
IV. Procedure
Teacher Students
Pronunciation(7m)
Distinguishing the sounds
- T models the three clusters /pl/, /bl/, /pr/, Whole class pay attention
/br/ for a few times and explains how to
produce them
- Play the tape once for Ss to hear the words Repeat after the tape or T
Containing these clusters. Then T plays the
tape(or read) again and this time ask Ss to
repeat after the tape (or T)
- Ask Ss to read the words in each column Individual work
out loud in chorus for a few times. Then T
calls on some Ss to read the word out loud. T
listens and corrects their pronunciation
Practicing sentences containing the target
sounds
Pair work
- Ask Ss to work in pairs and take turn to
read aloud the given sentences
- Call on some Ss to read the sentences
again and provides corrective feedback
Grammar
A. Presentation: Reported speech with
infinitive(5m)
we usually use an infinitive structure to Whole class take notes
report order, request, advice, suggestion,
threats, warning, promises, agreements, “you had better hurry, Bill”she said
disagreements ..  She advised Bill to hurry
a. Verb+ object+(not) to-Infinitive “Don’t swim out too far, boys” I said
The verbs go with this structure:
 I told the boys not to swim too far
Advise, allow, ask, tell, , order, invite, urge,
“if I were you, I’d stop smoking”I said
remind,request, beg, expect, warn,
 I advised him to stop smoking
command, recommend, forbid, implore
=entreat (khẩn nài, khẩn khoản, nài xin), “I will help you”she said
encourage, want, persuade  She promised to help me
+ O + to- Infinitive “Let me give you some money”he said
b. Verb + (not) to- Infinitive  He offered to give me some money
Agree, refuse, offer, promise, threaten,
hope, propose+ to Infinitive
- T gives some direct speech sentences and
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ask Ss to change into reported speech Individual work

B. Practice 1. They promised to come back again
Exercise 1(7m) 2. The lifeguard advised us not to swim
-T gets Ss to do exercise1 individually and too far from the shore
then find a partner to check their answer 3. John asked Peter to close the
with window
- T checks with the whole class and provides 4. The teacher encourage Eric to join
corrective feedback the football team
Exercise 2(8m) 5. John promised to give it to him the
-T gets Ss to do exercise1 individually and next day
then find a partner to check their answer 6. My mum wanted Lan to become a
with doctor
- T checks with the whole class and provides 7. My sister reminded me to lock the
corrective feedback door before going to school
Answer: 8. His boss advised him to go home
1. He advised me not to drink too much beer and rest for a while
2. She invited me to come and see her
whenever I wanted
3. John wanted me not to smoke in his car
4. He told Sue to give him her phone number
5. He reminded me to give the book back to Individual work
Joe
6. He promised not to wait for me -Student A reads out his/her sentence
7. He agree to wait for me to the whole class, others write it down
8. John asked me to lend him some money
C. Production (15m) -Student B reads out his/her sentence
- T prepares the following sentences and to the whole class, others write it down
gives on sentence to each student and this continues until all of the
- T picks a student at random to report what sentences have been read out
one student said. T corrects the response as
appropriate, presenting the form
- T repeat with another student
You should go to see Paris, that’s a beautiful
city
We’re having a party tonight, would you like
to come?
We have a class this Monday, don’t forgert
I can buy you a drink, if you like
Please see me at 6 o’clock
Don’t leave your bag unattended, it might be
stolen Whole class
Let’s play tennis this weekend
I will email you as soon as I get there
Wrapping – up(3m)
T summarises the main points of the lesson
- Ask Ss to revise reported speech with
infinitives and do exercises in the workbook
Unit 6: Competitions
Period 1 : Reading
I. Objectives
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Develop such reading micro-skills as scanning for specific ideas and identifying meaning in
text
Use the information they have read to discuss the related topic
II. Teaching aids
Textbook, handouts, pictures about competitions………….
Ss may need to be provided appropriate linguistic resources so that they can complete
various learning tasks
IV. Procedure
Teacher Students
Warm –up(5m)
- Get Ss to work in pairs, matching the 4
given competition with the correct pictures Pair work
on page 66
- Check the answer with the whole class a. Quiz: Road to Mount Olympia
- Get Ss to tell which of these competition b. London Marathon
they like most and why. T gets Ss to name c. Sao Mai Television Singing contest
some other competitions that they know or d. Olympic Games
have ever participated in and elicits their
comments on the events
Before you read(7m) pair work
- Introduce the topic of the lesson and get Ss 1. Yes, Because I want to overcome
to work in pairs and answer the questions on myself
page 67 2. Yes, I do. I like to win in Quiz:”Road
- Call on some Ss to answer the questions. to Mount Olympia”
Ask Ss to give reasons for their answers. T 3.No, it isn’t. Because I think the most
helps Ss to express their ideas important thing is having a chance to
participate in a competition, learning
from other competitors and enjoy
Vocabulary pre- teach ourselves
Representative(n) [,repri'zentətiv] người đại diện
Competition(n) [,kɔmpə'ti∫n] cuộc thi đấu
to compete against / with somebody in / for ®ua tranh víi ai…
something
competitive(a) [kəm'petətiv]
competitor(n) [kəm'petitə]
to take part in st/doing st = to participate in
st/doing st
stimulate(v) ['stimjuleit]- stimulation(n) khuyến khích
annual(a) ['ænjuəl] = yearly
sponsor(v,n) ['spɔnsə] đỡ đầu, bảo trợ
judge(n) ['dʒʌdʒ] gi¸m kh¶o
announce(v) [ə'nauns] thông báo
Ask Ss to practice the new words and make
sentences from the new words
- Then ask Ss to guess what they are going
to read about
While you read
Set the scene: You are going to about a
school’s competition
Get Ss to read the passage silently and then
do Task 1 1. d 2. f 3. e 4. c 5. b 6. a
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- Check the answers with the whole class

- Check Ss’ understanding all these words
correctly by calling on some Ss to tell the
meaning of the words in Vietnamese
Task 2(8m)
- Ask Ss skim the 6 questions to understand
them Individual work and pair work
- Ask them to read carefully the passage 1. The representatives of 3 classes of
again the speaker’Ss school
- Then T gets Ss to check their answer with a 2. The aim was to stimulate the spirit
partner of learning English among Ss
- Call on some Ss to read aloud their answer 3. The Ss’ Parents Society
and ask them to explain their choices 4. They had to complete 5 activities in
- Give the correct answers all. On competition of each activity,
Task 3 (8m) they had to answer the questions in
- Ask Ss to read Para 5 again and complete the worksheets within 2 mimutes
the sentences 5. They had to observe and score the
- Call on some Ss to write their answers on Ss’ performance. A maximum score for
the board and ask them to explain their each activity was 15. At the end of the
choices competition they would announce the
1. ….to recite/complete the poem because total score of each group. The group
he could not remember the last sentence that got the highest scores will be the
2…..became the winner of the competition winner
3. …60 points 6. A set of CDs for studying English
4. …..” For me the important thing was our and an Oxford Advanced Learner’s
participation in the competition and the Dictionary
enjoyment we had from it”
After you read(7m)
- T reads the poem aloud once or twice and
get Ss to repeat each line after her/him
- Let Ss practice reciting the poem in their Group work
own groups Patter ['pætə]: tiếng tí tách, tiếng lộp độp
- Call on different groups to read the poem (mưa rơi)
and ask the class to decide who the best Window –pane /'windou'pein/ ô kính cửa sổ
performers are
- Ask them to translate the poem into
Vietnamese
Wrapping – up(3m) Whole class
- Ask Ss to learn by heart the new words and
make sentences from them.
Period 2 : Speaking
I. Objectives
- Ask for and give information about types of competitions
- Talk about a competition or contest
II. Teaching aids
IV. Procedure
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Teacher Students
Warm up(7m)
Handouts: General knowledge quiz
- T delivers the handouts in which have the Group work
questions for Ss to choose the correct answers.
1.Which language has the most native speaker? 6.Which famous pop musician
a. Bengali b. English c. Mandarin Chinese d. sang at Princess Diana’s funeral?
Spainish a. Mariah Carey b. Elton
2. What is the largest country(by area) in the John
world that has a land border with only one other c. Ricky Martin d. Celine
country? Dion
a. Australia b.Canada c. India d. United 7. Which is the nearest star?
States a. The Moon b. Jupiter
3. In which country will the 2008 Olympic Games c. The Sun d. Mars
held? 8. Who discovered Americal?
a. China b. Germany c. Greece d. United a. Christopher Columbus b.
States James Cook
4. In which country is Mount Everest? c. Great Khan d. King Henry
a. Tibet b. Nepal c. Findland d. VIII
Switzeland 9. Who wrote the song entitled
5. Which continent has the biggest population? “Yesterday”
a. Africa b. Europe c. America d. Asia a. John Lennon b. Paul
answer: McCartney
1. c 2. b 3. a 4. b 5. d c. Yoko Ono d. George
6. b 7. c 8.a 9. b 10. d Harrison
Task 1(10m) 10. How many legs does a
-Introduce the task and gets Ss to do it individually butterfly have?
-Explain the meaning of the new words. a. 3 b. 4 c. 5 d. 6
-Call on different pairs to report their answers. T
should encourage them to explain why they like or individual work and pair work
dislike a game/constest and help them to express compare with their partners
their ideas when necessary ex:
My partner likes…..but I dislike it
Task 2(10m) Both of us like/dislike…..
- Introduce the task and call on one or two pairs of Neither my partner nor I like…..
Ss to read aloud the sample dialogue Neither of us like……..
- Ask Ss to read the useful expression on page 69
and explain the new words
- Giving more structures:
Asking for opinions:
What do you think about..?
What’Ss your opinion about……/ Pair work
How do you feel about…?
Do you like..?
Giving opinions
I
think….is/aregood/fun/great/wonderful/perfect/inte
resting
I think in my opinion……….
From my point of view……..
As I see it…………
- Put Ss into pairs and get them to make similar
dialogue, using the structures they have learnt
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- After that T calls on some pairs to perform their

dialogue
- Put Ss in groups of 3 or 4. T tells each group to
choose a famous TV game or competion and work
out details about it
- After Ss have finished, T call on each group to
come the front. The whole class will ask questions Whole class
about the game/contest and guess what game,
constest it is.
Wrapping up(3m)
- Summarise the main point of the lesson
- Ask Ss to write a para about a game show they
like
Period 3: Listening
I. Objectives
Develop extensive listening skills
Use the information they have listened to for other communicative tasks
II. Teaching aids
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist
them
IV. Procedure
Teacher Students
Warm up(5m)
Jumbled words
-T divides the class into groups of 3 or 4
- Give each group one card containing 10
words whose letters are jumbled and ask Ss Group work
to rearrange the letter to make good words.
The group which finishes the task first with 1. marathon 2.finish
the most correct words will be the winner 3. runner 4. athletic
The card 5. race 6. champion
1. tohamarn 2. sifihn 3. renurn 4. chiatelt 7. runing 8. distance
5. crae 6. conpahim 7. nurning 8. 9. sport 10. racing
centadis
9. storp 10. cirang
Before you listen(10m) Whole class
- T uses the picture in the textbook to
introduce the topic We can see two athletes
+ What can you see in the picture? Boston Marathon
+ What event is it? USA
+Where do you think the Boston Marathon
might take place? + It is held in the USA
- What is the Boston Marathon? + It began at the end of the 19th
century
+ The Boston race is about 42 km
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+ Runners have to go through 13

towns during the race
- Who do you think can take part in the - Atheles
Boston race?
While you listen
Task 1(10m)
Instruction: You are going to listen about
the Boston Marathon. Listen and answer T/F Individual work
questions. Put a tick in the appropriate box
- Before listening, ask Ss to read through the Answers:
statements to understand them and 1. T 2. T 5. T
underline keys words. 3. F(2 hours 50 minutes and 10
- Play the tape once for Ss to listen and do seconds)
the task 4. F(1967)
- Check the answer with the whole class. If 6. F(pass through 13 towns and ends
many Ss cannot answer the questions, T in centre of Boston)
plays the tape one or two more times and
pauses at the answer for them to catch
Task 2(7m)
- T asks Ss to read through the questions in
task 2 Individual work/ pair work and whole
- Play the tape again for Ss to answer the class
questions 1. New York
- Get Ss to check their answer with a partner. 2. In 1972
Then T checks with whole class. T should 3. 8
play the tape again and pause at difficult 4. 6164
points if many Ss cannot complete the task
After you listen(10m) Work in group
- Ask Ss to talk about a famous Vietnamese
runner or sportman/sportwoman that they
like
- Put Ss in small group of 3 or 4
- Ask each group will prepare a short
biography of a famous Vietnamese
runner(or sportman) and do not let other
group know who is this person is
- Go around the class to check and offer
help
- After finishing, T calls on the
representative of each group to talk about
their favouite sportman/woman
- Listen and take notes of Ss’ errors. T
provides corrective feedback after that Whole class
Wrapping up(3m)
- Summarise the main point of the lesson
- Do exercises in workbook
Period 4: Writing
I. Objectives
Write a letter to reply to the request of information
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II. Teaching aids

Ss may have little experience writing such letter type, so T should be ready to help them
IV. Procedure
Teacher Students
Warm - up(5m)
Hang-man game
- T revises the vocabulary Ss learned in Group work
last lessons
Before you write
Task 1(10m)
-T asks Ss if they want to participate in a - Individual work
competition, what information about the When?(the date and time)
competition they would like to know and Where?(the venue)
would look for. T writes the answers on Who?(who can participate, who are the
the board hosts/judges, who to contact,ect)
- T gets Ss to read the letter in task 1 How?(how to apply to participat, how the
individually contest proceeds, how the candidates’
- Ask Ss to indentify who wrote the letter, performance is assesses,etc)
for what purpose, what information she What?(what is expected of the candidates,
requested and compare their answers what the award is)
with the ideas on the board
Individual work and pair work
While you write(20m)
- T gets Ss to read the requirement of English for the World
task 2 and work out with a peer what they 106 Tran Hung Dao St, Hoan Kiem District
need to include in the reply letter and Hanoi
what kind of language(formal or informal) October 18,2007
they need to use. Dear Thu Trang,
- Get Ss to write their own letters in 10 Thank you for your interest in our English
minutes Speaking Competition. Here is the information
- T then asks Ss to get in pairs, exchange that you request.
their letters and correct each other Date and time:8:30p.m, October 25, 2006
- T goes around to offer help Venue: 106 Tran Hung Dao
Number of participant: 25
28th October, Entry procedure: Candidates fill an application
2007 form to participate
Dear Thu Trang, We encourage you to apply to participate by
Thank for your letter and welcome to our 4p.m, October 20. Because this year we limit
English Speaking Competion. Here are the number of participants to only 25,
some details about the competion: application submitted late will not be
The number of participants is limited- just considered.
25. The competition is held on 25th For further information, please contact me on
November 2007, at 106 Tran Hung Dao 9838188 or email me at
Street, Hoan Kiem District, Hanoi. It starts Englishclub06@yahoo.com
at 8:00p.m. Contestants should be We wish you good luck at the contest and look
present one hour before the competition forward to seeing you there.
for registration Best regards
For more information please contact me Kate Johnson
on the phone number(04) 9838188m, and Secretary
email: Englishclub06@yahoo.com
Best wishes, Whole class
Kate Johnson
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After you write(7m)

- T chooses one or two letters and reads
it/them to the class
- Then T elicits corrective feedback from
the class and gives final comments
afterwards. T should draw Ss’ attention to
the format of the letter, the organization
of ideas and language use. Whole class
Wrapping up(3m)
- Summarise the main point of the
lesson
- T asks Ss to revise their letters
according to their peer’s suggestions and
submit for making in the next lesson

I. Objectives
- Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing
them correctly
- Understand reported speech with gerund and use these structures to solve communicative
tasks
II. Teaching aids
Ss may have difficulty with the clusters because they don’t exist in Vietnamese
IV. Procedure
Teacher Students
Pronunciation(10m)
Distinguish sounds
- T models the three clusters /tr/, /dr/, /tw/ for
few times and explains how to pronounce them Individual work and whole class
- T gets Ss to read the words in each column out
loud in chorus for a few more times. T listens
and corrects if Ss pronounce the words
incorrectly
sounds
-Ask Ss to work in pairs and take turn to read Pair work
- Go around to listen and take notes of the
typical errors
Grammar
a. Presentation(10m) Whole class take note and give
Reported speech with gerund examples
Form: V+(O)+Preposition+(not)+ V-ing Ex: “Sorry, I’m late”
Use: We usually use a gerund structure to She apologized for being late
report thanking, apologies, accusations, and so Ex:” I didn’t do that”
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on. She denied doing that

Accuse(sb) of, apologise (sb)for, insist “It was nice of you to help me.
on(kh¨ng kh¨ng), congratulated(sb) on, Thank you very much”
dream of, warn(sb) against(dÆn ai ®Ó Tom thanked me for helping him
phßng çI g×/ai), prevent (sb)from, “Shall we pick you up at school?”
thank(sb) for, suspect(sb) of…. They suggested picking me up at
Note: we don’t use'say” in this structure. school
- Some verbs do not need a preposition:
Stop, admit, suggest, deny, mention,
propose(đề nghị) Individual work, pair work and
b.Practice whole class
Exercise 1(10m) Exercise 1
- T gets Ss to do the exercise 1 individually and 1. John congratulated us on passing
then find a partner to check their answers with our exam
-T checks with whole class and provides 2. Mary apologized for not phoning
corrective feedback me earlier
Exercise2(12m) 3. Peter insisted on driving Linda to
- T gets Ss to do the exercise 1 individually and the station
then find a partner to check their answers with 4. The teacher accused the boy of
-T checks with whole class and provides not paying attention to what he had
corrective feedback said
1. Tom insisted on paying for the meal 5. Bob has always dreamed of
2. Mr and Mrs Smith looked forward to meeting being rich
their children soon 6. I warned Ann against staying at
3. The boy denied breaking the window of the the hotel near the airport
woman’s house 7. Her mother prevented Jane from
4. The policeman stopped the customer from going out that night
leaving the shop 8. Miss White thanked Jack for
5. The thief admitted stealing Mrs Brown’s car visiting her
6. Ann suggested having a party the next
Saturday
7. John and his wife were thinking of buying the
house
Wrapping up(3m)
- T summarises the main points of the lesson
- Ask Ss to revise reported speech with gerund
and do exercises in the workbook
Period 6,7: Test yourself B

Aim:
Ask Ss to do test yourself B as a test to check Ss’ knowledge of unit 4,5,6 then T corrects it in
front of the class. Ask Ss to give mark for themselves
Listening
1. A (They had olive wreath placed on their heads)
2. B 3. D 4. C 5. B
Tapescript
In 776 B.C, the Olympic Games were held at the foot of Mount Olympus to honour the
Greek chief god, Zeus. The Greeks emphasized physical fitness and strength in their
education of youth. Contests in running, jumping, dicus( ném đĩa) and javelin throwing, boxing
and horse chariot(xe ngùa) racing were held in individual cities, and the winner of these local
contests competed every four years at Mount Olympus. Winners were greatly honoured by
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having olive wreaths [ri:θ] placed on their heads, and poems were sung bout their deeds (chiến
công). Originally, these were held as games of friendship, and any wars in progress were
halted (tạm thời dừng lại) to allow the games to take place.
The Greeks attached (gắn liền với)so much importance to these games that they calculated
time in four years cycles called” Olympiads” dating from 776 B.C
Reading
1. D 2. B 3. B 4. C 5. C
Pronunciation and Grammar
a. Pronunciation
1. Play 2. drive 3. twice 4. proud
Tapescript:
Listen and put a tick in the right box, paying attention to the pronunciation of the
underlined part of the word
1. Play 2. drive 3. twice 4. proud
b. 1. talking 2. to go 3. smoking 4. saying 5. do 6. going
Writing
Sample writing
“ Road to Mount Olympia” is a very popular competition for secondary students in Vietnam. It
is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown
at 10:30 a.m every Sunday on the same channel. The show is sponsored by LG Corp and
hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi
The copetition last one year and consists of 52 qualifying sessions and a final. There are
4 competitors in each session. These are the representatives of different schools around the
country. They are asked questions about sciences and arts. The winner of each weekly session
can go to monthly session and compete with other students to win a place at the quarterly
session. The winners a of the quarterly session can go to the final. The winner of the final will
receive a large cash prize.
I like the show very much because I can learn a lot from the questions asked in it.
Unit 7: World population

Period 1: Reading
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in
context
II. Teaching aids
IV. Procedure
Teacher Students
Warm-up(6m)
Lucky number
1. Can you sing a song? Group work
2. lucky number
3. The noun of populate
4. Which continent has the biggest
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population?
6.LN
7. the synonym of ‘country’ - nation
Before you read(10m) Pair work
Discussing the pictures
Ask Ss to look the pictures on page 80 then -A family with too many children
answer the questions: -6 children
- Who can you see in the first picture? -They live in an old mud and draw
- How many children does the man have? cottage
- How is the house which his family live -He is unemployed so he has to do
in? manual work
- What does the man do to earn his - The first picture tells us that if we have
living? a big family, we may not support our
- What do two pictures tell you? children properly and give them a good
Pre – teaching vocabulary life and education
To double: t¨ng gÊp ®«i The second picture indicates that
Average(a) b×nh thêng, trung b×nh population explosion can lead to poverty
Birth- control methods: çc biÖn ph¸p h¹n and unemployment
chÕ sinh ®Î
Family planning: khh g® Take notes and practice reading
It is time sb did st: ®· ®Õn lóc ai ®ã ph¶I vocabulary
lµm g×
Ex: It is time he came back home
To continue to do st
Ex: It continued to rain heavily
While you read
Setting the scene Pay attention
You are going to read a passage about the
world population. While you read, doing the Individual work and pair work
tasks in text book 1. although 5. figures
Task 1(9m) 2. method 6. limit
Ask Ss to read the words in the box then 3. increases 7. international
complete each sentence with a suitable 4. resources 8. control
word
Ask Ss to work individually to do the task
Ask Ss to exchange their answers with
other Ss Individual work and pair work
Call some of them to answer and give the 1. The population of the world in 10.000
feedback B.C was 10 million, in 1750 it was 650
Task 2(8m) million, in 1850 it was 1300 million, in
Ask Ss how to do this task and ask them to 1950 it was 2510 million, in 1985 it was
read 4760 million, in 2000 it was 6.6 billion
the questions and underline key words 2. By the year 2015, the population of
before anwering them the world is expected to be over 7 billion
Ask Ss to work individually to do the task, 3. Some scientist say it can, but others
then discuss their answers with their peers say it can’t
Call on some Ss to give their answer and 4. No, they don’t
ask them to explain their choices. T elicits 5. Because they know of no safe way to
feedback from other Ss and give the have fewer children
correct answers - Pair work
After you read(10m) 1. China 2. India 3. United States 4.
T writes the name of ten countries on the Indonesia
board and ask Ss to work in pairs to order 5. Brazil 6. Pakistan 7. Bangladest 8.
these countries according to their Russia 9. Nigeria 10. Japan
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population -Japan, China, Pakistan, Bangladesh,

Number 1 is the most populated country. India, Indonesia are in Asia
And which is the richest, which is the -The United States is in North America
poorest of them -Brazil is in South America
Indonesia Russia -Russia is in Eroupe
China Japan -Nigeria is in Africa
Pakistan Nigeria -The richest country is the United States,
Brazil  Bangladesh the poorest country is Negeria
United States India
Wrapping-up(2m)
T summarises the main points
T asks Ss to learn by heart all new words
and do the exercises in workbook
Period 2: Speaking
I. Objectives
Talk about the causes of population explosion, problems of population booms and solutions to
these problems
II. Teaching aids
help
IV. Procedure
Teacher Students
Warm up(6m)
Picture description
T shows Ss the following picture and ask
them two questions: Whole class
+ What can you see in the picture? A man is carring many children by
+ What does the picture tell you? motorbike
The picture tells us about
overpopulation
Task 1(10m)
You are going to put the following causes to
overpopulation in order of importace and explain
your decision.
Ask Ss to read through the causes provided on Whole class and pair work
page 83 1. Many people believe that having
Get Ss to work in pairs to order the causes and many children means happiness
remind them to explain their order 2. People are not aware of the problem
Call on some pairs to present their order and ask of overpopulation
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other pairs if they agree or disagree with their 3. Many people believe that having a
friends’ answers large family is a form of insurance
4. People are not properly educated
Task 2(7m) 5. Religion doesn’t encourage people to
Instruction: You are going to work in pairs to list have fewer children
the problems facing poor and overpopulated 6. Fewer children die at birth
countries
T asks Ss to read the useful language on page
83. T reminds Ss that they should match the Pair work
words/ phrases on the left with the words/ Suggested answers:
phrases on the right - poor living condition
T may asks Ss to think of other problems not - low living standard
mentioned in the book - not enough/expensive food
T calls on some Ss to report their answers - lack/shortage of
and asks other Ss to feedback. T comments schools/hospitals/teachers/doctors
and gives corrective feedback and nurses
Task 3(10m) - unemployment
Instruction: Now you in groups to find out - social evils
the solutions to the problems of - illiteracy
overpopulation
- T gets Ss to read Useful language. T may group work
elicit/pre-teach some words/phrases
Reward and punishment policy: ChÝnh s¸ch Suggested answers:
thëng ph¹t
To exercise/implement /'implimənt/:thùc - raise an awareness of the problems
thi/¸p dông of overpopulation
To carry out: tiÕn hµnh - raise the the people’s living standard
To raise: nêu lên, đưa ra; đề xuất - exercise/implement reward and
- T asks Ss to work in groups to do the task. punishment policy
Ss may work out other solutions - carry out population education
- T goes around to offer help program/family planning program
- T calls on some Ss to present their group’s - use birth control methods
ideas
- T elicits feedback from the class and gives
final comments
Task 4(10m)
Instruction: Now you are going to work in
groups to talk about the problems of
overpopulation and offer solutions, using
the results of Task2 and Task 3
-Ask Ss to give a short presentation on the
problems of population explosion and the
solutions to them
- Encourage Ss to use transition signals to
make their presentation. T can elicit the list Whole class and group work
of signals from Ss
+ first/firstly, second, next
+ also, besides, moreover, in addition,
furthermore
+ the first problems is that……/ the next
solution is that….
+ on the one hand, on the other hand,
however, but………..
- Call on some group representatives to
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TrÇn Thu Hµ
present and asks others to comment.

Finally, T gives feedback on Ss’
presentations and corrects the mistakes
and errors
Wrapping up(2m)
T asks Ss to do exercises in workbook Whole class
Period 3: Listening
I. Objectives
Develop such listening micro-skills as listening for specific information and listening for
general infromation
II. Teaching aids
Ss may not also be familiar with the note-taking task so T should provide them some tip to
deal with the task
IV. Procedure
Teacher Students
Warm up (7m)
Competion game - Crossword puzzele Group work
Crossword
1. an area of publish land in a town or a city 1. park
where people go to walk, play and relax 2. poverty
2. the noun of “poor” 3. pretty
3. attractive without being very beautiful 4. unemployed
4. without a job although able to work 5. class
5. a group of students who are taught 6. handsome
together 7. tired
6. (of men) attractive 8. illiterate
7. feeling that you would like to sleep or 9. old
rest 10.nation
8. not knowing how to read or write
9. not young
10. the synonym of ‘country’
Before you listen(10m) pair work
Discussing the questions suggested answers
-Ask Ss to discuss the questions on page 84 1. Yes, our world is overpopulated
in pairs because it has more than 6 billion
- Call on some Ss to give their answers and people
comments on the answers 2. Asia has the largest population with
- Get Ss to guess what they are going to China the most populated country in the
listen about world and India the second
Vocabulary Pre-teach
- Before writing the new words on the
board, T helps Ss to pronounce the words Whole class
given in the book. T may read aloud first or
play the tape and ask Ss to repeat in
chorus and individually
- T teaches some of these words and those Ch©u Mü La tinh
taken from the listening passage: tØ lÖ t¨ng d©n sè
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Latin America Çc níc ph¸t triÓn

Rate of population growth XÕp h¹ng, thø h¹ng
Developing countries Sù gi¶m
Rank(v,n) ThÕ hÖ
Fall(n) Sù thiÕu
Generation(n)
Shortage(n)
- T gets Ss to make sentences with the
words and gives corrective feedback
While you listen
Task 1(10m) Individual work, group work and whole
Instruction: You are going to listen to Dr class
Brown talk about the world population.
While listening, choose the best answer
A,B,C or D to complete the statements or
answer the questions. 1. A
- Get Ss to read the statements and 2. D
questions carefully and work out what 3. C
information they need to concentrate on 4. D
while listening. Then check with whole class 5. A
- Get Ss to read the options in each 6. C
question and underline the words that 1. It will be over 7 billion
make them different 2. The population growth rates in some
- Get Ss to guess the answer to each part of the world are not the same
question 3. The reason is the improvement of
- Play the tape once or twice for Ss to listen public health services and medical care
and do the task 4. They are shortage of foods, lack of
- Check the answer with whole class hospitals and school, illiteracy, and poor
Task 2(7m) living conditions
Ask Ss to read the questions in task 2 to 5. The experts offered four solutions:
understand them 1. to educate people and make them
- Play the tape again for Ss to listen and aware of the danger of having
answer the questions more children
- T gets Ss to check their answers with a 2. to provide safe, inexpensive birth
partner. Then T checks with whole class. - control methods
T should play the tape again and pause 3. to strictly implement a family
at difficult point if many Ss cannot planning policy
complete the task 4. to exercise strict and fair reward
After you listen(8m) and punishment policies
- T gets Ss to work in groups to orally
summarise the main ideas of the
listening passage. T might give Ss some
cues base their summary on: whole class and group work
+ world population today
+world population by 2010
+ main cause of population explosion
+problems caused by population explosion
+ solutions to the problems
- Encourage Ss to use transition signals to
make their summary more coherent (mạch
lạc, chặt chẽ)
- Go around to offer help and collect Ss’ Whole class
mistakes
- Call on some groups to present their
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summary
final comments
Wrapping up(3m)
- T summarises the main point of the
lesson
Period 4:Writing
I. Objectives
Write a descriptions of pie charts, using appropriate language
II. Teaching aids
them
IV. Procedure
Teacher Students
Warm up(7m)
Competition- Pie chart drawing
- T prepares a handout with a table of Group work
information. T divides the class into small
groups of 4 students and asks Ss to work in
groups to transfer the table
Grade Number of student
Distinction 5
Merit 8
Pass 9
Fail 2
Preparing Ss to write(13m)
- T prepares a handout with a description of a
pie chart and asks Ss to do exercise
The chart below shows the distribution of
world population by region in 2001
Fill each blank with a word/phrase from the box
to complete the desription of this chart
Almost comprise conclusion
majority making up Oceania’s
Overall parts quarter respectively
Second total vary with Pair work
The pie chart gives population data for New words
different(1)_of the world.(2)_, the(3)_of the +To comprise: bao gåm
world’s people live in Asia and Africal +Majority(n) phÇn lín
Asia has(4)_60% of the world’s people,(5)_3712 +To make up chiÕm(bao nhiªu %....)
million. The (6)_biggest area is Africa. It (7)_813 +To total: tæng sè
million, less than one-(8)_the size of Asia’s +Respectively(adv) t¬ng øng
population. Answer key
Together, Europe, North and South America, 1. parts 6.second
and Oceania(9)_just over quarter of the world’s 2. overall 7.totals 11.
population. Erope has 726 million, while North Oceania’s
and South America account for 527 and 3. majority 8.quarter
317(10)_. Finally, (11)_tiny population makes up 12.conclusion
less than one percent of the world total. In (12)_ 4. almost 9.comprise 13.vary
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populations(13)_greatly by region, with Asia and 5. with 10.respectively

Africa(14)_the biggest proportion(sự cân xứng, sự 14.making up
cân đối)
Writing(15m)
Before Ss describe the pie chart on page 86 T Whole class, pair work & individual
asks them to work in pairs to analyse the chart, work
focusing on the following questions: Sample writing:
+ What does the pie chart show? The pie chart shows the distribution of
+ What is the general trend of the chart? the world population by region.
+ Which region has the largest population? Overall, more than half of the world’s
Which comes second?...... population. The second largest area is
+ Which region has the smallest population? East Asia with 6% less than South Asia.
+ Where does most of the world population live? Europe ranks third with 15%. Coming
- T checks the answers with whole class next is Africa have 14% of the world
- Then Ss work individually to write the population. Finally, Oceania is the
description of the pie chart, using the sentence least populated region with the
given in the book to begin their description smallest percentage of 2%
- T goes around to observe and offer help. As can be seen, the greatest
Feedback writing(8m) concentration of the world’s population
- T asks Ss to exchange their writing with is in Asia, with Europ far behind.
another student for peer correction
- T goes around and collects mistakes and errors
- T writes Ss’ typical errors on the board
- T provides correction only when Ss are not able Pair work and whole class
to correct the errors
Wrapping up(2m)
For homework, T asks Ss to improve their
writing, taking in consideration their friends’ and
T’Ss suggestions and correction and do the Whole class
extra exercise

I. Objectives
- Distinguish the clusters /kl/,/gl/,/kr/,/gr/, and /kw/
- Pronounce the words and ialogue containing these clusters correctly
- Use condition sentences (types 1,2 and 3) and conditional sentences in reported speech
appropriately
II. Teaching aids
Ss may find it difficult to pronounce the clusters, so T should prepare a lot of practice
IV. Procedure
Teacher Students
Pronunciation(12m)
Distinguish the sounds
-T models the clusters /kl/,/gl/,/kr/,/gr/, and /kw/
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for few times and explains how to produce them.

- T plays the tape(or reads) once for Ss to hear the Whole class, individual work and pair
words containing these cluster. work
- Ask Ss to read the words in each column out loud
in chorus for a few more times. Then T calls on
some Ss to read the words out loud. T listens and
corrects it.
Practicing the dialogue containing the target
sounds
- T asks Ss to work in pairs and take turn to read
aloud the given dialogue on page 87
- T goes around to listen and takes notes of the
typical errors
- T calls on some Ss to read the dialogue again
Grammar(15m) Pay attention
1. Revision of conditional sentences(type 1,2 Give form and examples
and 3) - If I run, I’ll get there in time
a. Presentation - If I were you, I wouldn’t go there
Typ If -clause Main clause - If I had studied harder, I would
e have passed the exam.
1 If + S + S + will + V-infinitive
V(simple Individual work
present) 1. would drive 4. will take
2 If + V(simple S + would/could + V- 2. could 5. closed
past) infi 3. is 6. will come
Be(were)
3 If + had + PII S + would have+ PII Pair work
b. Practice 1. had been told 4. wouldn’t have
Exercise 1 bought
- Ask Ss to do exercise 1 individually and then 2. had realized 5. had studied
compare their answer with another student 3. wouldn’t have been
- Call on some Ss to read out their answer
Exercise 2
- T asks Ss to do exercise 2 in pairs and then
compare answers with another pair
- T calls on some Ss to go to the board and to Whole class, individual work and pair
write their answer work
2. Conditional sentences in reported
speech(10m)
a. Presentation Give comments and examples then
- T writes some conditional sentences in reported take notes
speech on the board and asks Ss to comment on
the changes of the verbs, pronouns and adverbs of 1. The man said to her(that) he would
time and places come to see her if he had time
+ “If I had a permit, I could get a job” he said 2. He asked her what she would say if
He said that if he had a permit, he could get a someone stepped on her feet
job 3. They said to me that if it didn’t rain
+ “If you had followed my advice, you would have they would go out with me
been the winner” said her mother 4. The man asked the woman what
Her mother said if she had followed her advice, she would do if she were a billionaire
she would have been the winner 5. The man said to me that if I had
- T elecits the comments from Ss and make clear asked him he would have lent me his
that: motorbike
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+ Conditinal type 1: we apply all the necessary 6. The man said to his daughter that
changes as usual(changes of verb tenses, they would be very disappointed if
pronouns, adverbs of time and place she didn’t come
+ Conditional type 2 and 3: we do not change the 7. The boy said to the girl he was sure
verb tenses, but we follow the rules to change they would understand if she
pronouns, adverbs of time and place… explained the situation to them
b. Practice(6m)
Exercise 3
- Ask Ss to do exercise 3 individually, Ss have to
change the conditional sentences into reported Whole class
speech
- Ask Ss to compare answers with another student
- Call on some Ss to go to the board to write their
sentences
- Ask other Ss to feedback and give correct
answers
Wrapping up(2m)
- For homework,Ss review the point that have
been covered in the lesson and do exercises in
workbook
Unit 8: Celebrations
Period 1: Reading
I. Objectives
context
II. Teaching aids
Textbook, handouts, real objects and pictures concern to Tet holiday ………….
IV. Procedure
Teacher Students
Warm- up(6m)
Brainstorm
- T shows some real objects and pictures
such as the pictures of Banh Chung, peach Pair work
blossom, kumquat tree…., real objects as
red envelops, a box of candied fruits….
- T points the pictures and real objects and
ask questions:
+ What do you think of when you see this? I think of Tet holiday
+ Why so? Because they are the symblols of Tet
+ What do you often do before Tet? Clean and decorate the house, go
shopping to buy new clothes, candied
Before you read(10m) fruits, make Banh Chung…….
Discussing Tet holiday
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-Ask Ss to look at the picture on page 90

and discuss the 3 questions in pairs
- T goes around to offer help Pair work
- T calls on some Ss to present their answer
and elicits comments from other Ss. T gives
feedback if necessary It is Spring and it should be Tet holiday
1. What time of the year is it? because we can see peach blossom and
kumquat tree full of ripe fruits
2. What are the people in the picture The grandmother is giving her niece and
doing? nephew some lucky money. The girl, the
boy and their parents good health and
happiness
3. What else do you see in the picture? In the picture we can see a five-fruit tray
on the ancestral altar and a dish of
fruits, a tray of candied fruits and a banh
Pre -teaching vocabulary chung on the table.
Lunar New Year
To fall between…..and……… TÕt ©m lÞch
To spead: R¬i vµo kho¶ng thêi gian tõ…®Õn
To be full of kÐo dµi
Candied fruit ®Çy nhiÒu
Peach blossom /pi:t∫'blɔsəm/ Møt
Apricot blossom /'eiprikɔt 'blɔsəm/ Hoa ®µo
Positive comments: Hoa mai
Ask Ss to make sentences with the above Nh÷ng lêi nãi tèt ®Ñp
words to check their understanding
While you read

Setting the scene
You are going to read a passage about Tet
holiday in Vietnam. While you are reading, Whole class pay attention
do the tasks in textbook
Task 1 (6m)
Find the meanings of the words. You can
also use your dictionary
+ T writes these words on the board Individual work
+ Ask Ss to read the passage quickly and
stop at the lines that contain these words
to guess their meaning
1. grand: impressive and large
2. banner: along piece of cloth with a Träng ®¹i, hoµnh tr¸ng
message on it that is carried between two BiÓu ng÷, b¨ng r«n
poles or hung in a public place to show
support for st
3. sugared apples T¸o tÈm ®êng
4. agrarian: connected with farming and Thuéc vÒ n«ng nghiÖp
the use of land for farming
5. pray: to speak to God especially to give CÇu nguyÖn
thanks or ask for help
6. excitement: the state of feeling excited sù h¸o høc, nhén nhÞp
Task 2 (5m)
Ask Ss to work individually to do the task
and discuss their answers with their individual work and pair work
partners 1, 2,4 – F
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Call on some Ss to give their answers and 3, 5, 6 – T

ask them to explain their choices
- Ask Ss to work individually to do the 1. It falls sometime between 19th
task, then discuss their answer with January and 20th February
their peers 2. Tet’s preparations and celebrations
- Call on some Ss to write their answers used to be pread over months
on the board and ask them to explain 3, They are decorated with coloured
their choices lights and red banners
5. It is made from sticky rice, green beans 4. They buy gifts, clean and decorate
and fatty pork their houses and cook traditional foods
6. Mut is candied fruit
7. Visiting friends and other family
members, exchanging wishes, going to the
pagoda, playing games..
After you read(10m) Group work
- Ask Ss to work in groups to tell
eachother about their last Tet holiday
- When all groups have finished, T calls
on some Ss to report their ideas to the
class Whole class
Wrapping up(2m)
- T summarises the main points
- Ask Ss to learn by heart all of the new
words and give examples
- Summarise the main ideas of the
passage
Period 2: Speaking
I. Objectives
Talk about the celebrations of Tet and other festivals’ activities
II. Teaching aids
IV. Procedure
Teacher Students
Warm up(8m)
Noughts and crosses
Ask Ss to make sentences from the words in
the table Work in group of 4 students
Peach Kumquat tree Candied
blossom fruits
Lucky money Exchange Banh chung
wishes
Relatives and Special Tet pray
friends foods
Task 1 (8m)
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Ask the whole class to read the dialogue Pair work

silently
And ask them what points are metioned in
the dialogue
Then ask Ss to practice the dialogue in pairs
Call some pairs to act out the dialogue and
give comments Whole class
Task 2(14m) Pic1: Mid- Autumn festival
Ask Ss to look at the 3 pictures on page 93 Pic 2: Thanksgiving
and work out the name of each holiday. Pic 3: Valentine’s Day
T checks with whole class and gives out the
correct answer 1. c C
Ask Ss to list the activities people usually do 2. a A
in these holidays and write them quickly on 3. b B
the board so that Ss can compare these with
the information they will deal with
Call on some Ss to give the answer and ask
other Ss to feedback. Pair work
Task 3(13m)
Get Ss to work in pairs to ask and answer
about the holiday in task 2. T asks Ss to add
any information about holiday they know to Whole class
make the D more interesting
Wrapping(2m)
Ask Ss to do exercises in workbook
Period 3: Listening
I. Objectives
Develop the listening micro-skill of intensive listening for specific information
II. Teaching aids
Textbook, cassette tapes , handouts, ………….
Ss may not have difficulty doing the first task, so T should be ready to give them some
strategies
IV. Procedure
Teacher Students
Warm up (7m)
Competition game- Guessing game
- T divides Ss into 2 groups: A and B
- T tells Ss the rule of the game: One
member from each group will go and stand
in the front of the class with their back Group work
facing the board. T will write the
word/phrase which was learnt from the The word/phrase T may write on the
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previous lesson on the board. Other Ss board are:

from each group have to explain the word Thanksgiving, Mid-Autumn festival,
without mentioning it or translating it into grand, pray, agrarian, lucky money,
Vietnamese so that their representative Peach blossom
can guess the word. The student with the Apricot blossom………….
quickest and correct answer will get 1 point
for their group. Ss take turn to be the
representative. After some turns, the group
with more points will be the winner.
Guessing Whole class pay attention
- T introduces the listening passage
- T asks Ss to work in pairs to guess which of Pair work
the activities on page 94 the Japanese
often do on their New Year’s Day
- T calls on some Ss to give their answers
and write them on the boards. T also asks
Ss to add any other activities that they
think the Japanese do at the New Year
Pre-teaching vocabulary điện thờ, miếu thờ
tuổi thọ
Shrine(n) /∫rain/
c©y th«ng
Longevity(n) [lɔn'dʒeviti] sù bÒn lßng, kh«ng thay ®æi, trêng tån)
Pine trees BiÓu trng cho, tîng trng cho
Constancy(n)
To represent: to be symbol of sth
T may get Ss to make sentences with the
words and gives corrective feedback
While you listen
Task 1 (10m) Correct answer
Ask Ss to read read through the statements - They put on special clothes
T plays the tape once for Ss to do the task - Housewives prepare special foods
T asks for Ss’answers and write them on the - They go to a shrine
board - They drind rice wine
T plays the tapes the second time for Ss to - They watch television
check their answers - They eat a special meal
T asks Ss to work in groups of 4 to compare
their answers
Call some Ss to stand up and answer Individual work and pair work
Task 2(8m) 1. B they want to get rid of the dirt of
T asks Ss to read and answer the questions the old year and welcome the new year
with the things they remember from the 2. from the television and radio
previous time of listening 3. Kimonos or special dress
T plays the tape again for Ss to do the task. 4. No, New Year is mostly celebrated
After playing the tape, T gets Ss to work in among family only
pairs and check their answers
T calls on some Ss to give the answers and
elicits feedback from other Ss.
After you listen(8m)
T gets Ss to work in pairs to compare the Pair work
aspects of the Vietnamese New Year with
those of the Japanese one
Before Ss take part in the activity, T elicits of
the transition signal/phrases to talk about the
similarities and differences between two
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things.
Go around to offer help and collect Ss’
mistakes
Call some pairs to present their answers Whole class
Elicit feedback from the class and give final
comments
Wrapping up (2m)
Ask Ss to learn by heart all new words and do
the exercises in workbook as home work
Period 4: Writing
I. Objectives
Write a description of a popular celebrarion
II. Teaching aids
them
IV. Procedure
Teacher Students
Warm up (7m)
Competition game- Christmas Cloze
- T divides the class into small groups of 3-
4 students. Then give handout for Ss to do
in their own groups. Ss have to fill each Group work
blank in the passage with one suitable word
from the box. Which group finishes first and
has all the correct answers will be the
winner.
Followed marks cards lights

turkey marry holiday sing baked
spirit
Family peaceful presents
Christmas is an annual holiday that(1)

…….the birthday of Jesus of Nazareth.
Christmas Day
falls on December 25. It is preceded by Answers:
Christmas Eve on December 24, and in 1. marks 6. cards 11. lights
some countries it is (2)…..by Boxing Day on 2. followed 7. merry 12. turkey
December 26, when many people go 3. holiday 8. sing 13. baked
shopping for sales. It is a (3)……when 4. family 9. spirit 14. peaceful
people get together with(4)……Peole 5. presents 10. decorate
give(5)…… to each other or send(6)
…..wishing each other a(7)…….Christmas
At Christas, people(8)…carols to get into Suggested answers:
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the Christmas(9)….As well, people(10) The description includes 6 main points:

….Christmas trees and put up(11)…around + Name of the festival (sentence 1)
the house. A common Christmas dinner is + Purpose of the festival (sentence 1)
(12)….There are also lots of(13)…..goodies + Time of the festival(sentence 2-3)
for the kids. People love Christmas because +Main activities of the festival/what
it is the time when they can share(14) people do in the festival(sentence4-7)
….moments with their family. +Foods eaten(sentence8-9)
Preparing Ss to write(13m) + Peope’s feeling about the
- To prepare Ss for the writing task, T festival(like/dislike? Reason(s)?)
uses the passage in the Warm-up as a (sentence 10)
model
- T gets Ss to read the passage again and
discuss the main points included in the
passage in pair. At the same time, Ss
should write down which sentences
belong to which main point
- Now get Ss to work individually to writee Individual work
an outline for their description, using
the main points set in previous activities Mid-Autumn Festival is of my most
favourite festivals. It is held on the 15th
Writing(15m) day of the 8th lunar month every year.
- T gets Ss to describe the festival they It’Ss the time when Vietnamese people
have chosen in 15 minutes celebrate the largest full moon in the
- T goes around to observe and offer help year. The children have parties with
with vocabulary or structures special cakes and grapefruits. They also
parade in the street with their beautiful
Feedback on Ss’ writings(8m) lantern, which come in all shapes and
sizes. Adults buy moon cakes for their
- T asks Ss to exchange their writing with relatives and friends. It is a great time
another student for peer correction for not only children but also adults
- T goes around and collects mistakes and
errors
- Choose one or two descrition and read
it/them to the class
- Then T elicits corrective feedback from
the class and gives final comments
afterwards. T should draw Ss’attention
to the organization of ideas and
language use Whole class
-
Wrapping up(2m)
- T summarises the main points of the
lesson
- For homework, T asks Ss to improve
their writing taking into consideration
their friends’ and T’Ss suggestions and
correction

I. Objectives
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-Distinguish the clusters /fl/, /fr/, and /θr/
-Pronoun the words and sentences containing these clusters correctly
-Use one(s), someone, no one, anyone, and everyone appropriately
-Use vocabulary about holidays and celebrations appropriately
II. Teaching aids
Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice
IV. Procedure
Teacher Students
Pronunciation(12m)
Distinguish sounds
- T models the clusters /fl/, /fr/, and /θr/ for a few times
- T reads once for Ss to hear the words containing
these clusters. T reads again and ask Ss to repeat
after
- Ask Ss to read the words in each column out loud in Whole class, individual work and
chorus for a few more times. Then T call on some Ss pair work
to read the words out loud
Practicing the dialogue containing the target sounds
- Ask Ss to work in pairs and take turn to read aloud
the given dialogue on page 97
- Go around to listen and takes notes of the typical
errors
- Call on some Ss to read the D again and provide
corrective feedback
Grammar
Pay attention and give comments
a. Presentation(6m)
on these examples
- T writes some sentences on the board and asks Ss to
+ I don’t like the red shirt, I
comment on the of one(s), someone, no one, anyone,
prefer the blue one
and everyone
One and one(s) are used to replace a previously + Don’t buy the sour oranges.
mentioned noun when we do not want to repeat Buy the sweet ones
that noun. One replaces a singular N and ones + There’s someone waiting for
replaces a plural N the director in the office
Someone=somebody. It used with a singular + Did someone call me last
verb in an affirmative statement or a question night?
when speaker expects the ‘yes’ answer +Have you met anyone like him?
Anyone= anybody. It used with a singular verb in + Don’t tell anyone my secret
a negative statement or a question + No one likes her story
No one usually takes a singular affirmative verb + Everyone laughs at him
Everyone = everybody. It usually goes with a + Has everyone done your home
singular verb in an affirmative statement or a work?
question . It is used to refer to every person or all
people.
Individual work
1. anyone 2. someone 3. anyone
4. someone 5. no one
-b.T Practice
asks Ss to give similar examples and gives feedback 6. everyone 7. no one
Exercise 1(10m)
Ask Ss to do exercise 1 individually and then compare 1. Of the 3 bags, I like the blue
their answers with another student. Then T calls on one
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some Ss to read out their answers 2. Mai is making a fruit cake.

Exercise 2(8m) Huong is making one, too
T asks Ss to do exercise 2 in pairs. Ss have to rewrite 3. I like reading books, especially
the sentences, using the pronoun one/ones the ones about the natural world
Ask them to compare answer with another pair 4. I don’t have a computer, and
Call on some Ss to go to the board to write their my father doesn’t want me to
answers have one
Ask other Ss to feedback and gives correct answers 5. They let me choose a pencil,
Exercise 3(7m) and I took the red one
Use the words from the box to complete the following 6. There are several national
sentences celebrations in Vietnam but
Ask Ss to work individually to do exercise perhaps the most meaningful one
Then T calls on some Ss to speak out loud is Tet holiday
T listens and correct it if necessary 7. We told each other both happy
Suggested answers: stories and sad ones about our
1. traditional 2. grand 3. gifts 4. celebrating 5. lives
polite
6. good luck 7. excitement
Wrapping up(2m)
T summarises the main point of the lesson Whole class
Ask Ss to learn by heart grammar they have learnt
Unit 9: The post office

Period 1: Reading
I. Objectives
context
II. Teaching aids
IV. Procedure
Teacher Students
Warm up (5m)
Network
Ask Ss to work in group of 4 to complete the
network about some services of the post office
Accomplished
Flower telegram discarded group work
service indulge in
Telephone Post office Mail

& fax &Pacel
service service 78
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EMS
Phone cards&internet Postal savings

cards
Before you read(7m)

Ask Ss to look at the pictures in textbook page Whole class
100 and ask them questions:
- what can you see in the pictures? There is a post office and some
Ask Ss to work in pair ask and answer the services of it
questions in textbook (page 100) Pair work
Vocabulary
Spacious(a)= large
Well-trained(a)
Courteous(a) /'kə:tjəs/ lịch sự, nhã nhặn
thư gửi đường bộ hay đường biển
Surface mail
dÞch vô chuyÓn ph¸t nhanh
Express Mail Service(EMS)
møc gi¸ ph¶I ch¨ng
Competitive rate
nhanh chãng
Speedy(a)=fast
an toµn, b¶o ®¶m
Secure(a) /si'kjuə/
dÞch vô nh¾n tin
Messenger Call Service /'mesindʒə/ ngêi nhËn
Recipient(n) /ri'sipiənt/=receiver b¶n sao, b¶n chÐp
Facsimile(n,v) /fæk'simili/ ®Æt mua dµi h¹n
To surscribe /səb'skraib/
Ask Ss to practice reading vocabulary and
make sentence from them
While you read
Task 1(7m)
Ask Ss to work individually to circle the Individual work
letter(A,B,C or D) before the word that has the
opposite meaning to the italicized word 1. C 2. B 3. D 4. C
Then call some Ss to speak out their answers
Listen and give feedback
Ask Ss to read again the text and answer the 1. Thanh Ba Post Office is equipped
questions with advanced technology and a
Ask them to work pairs to practice asking and spacious and pleasant front office
answering 2. Mail and Parcel Service, Express
Call on some Ss to go to the board and write Money Transfer, Phone Calls and
their answers Faxes
Ask the other to remark and give feedback Press Distribution
3. They are air mail, surface mail,
EMS mail
4. It is used for notifying the
reciepient of the time and the place
Task 3(8m) to receive the call
Ask Ss to read the statements in task 3 and 5. You will have subsribe to your
read the text again to find evidence in the text favourite newspapers and
to support these statements magazines
Ask Ss to work individually and then discuss
the answers with their partners Individual work and pair work
Call on some Ss to speak out their answers
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Listen and give feedback 1. The post office opens daily from
7a.m to 9p.m
2. We offer a very competitive rate
for parcels of under 15kg
3. We also have the Express Mail
Service and your EMS mail will be
After you read(6m) delivered in the shortest possible
Ask Ss to work in group to answer the time
questions 4. We offer a speedy and secure
Go around the class and offer help service of transfering mone in less
Call on a representer of each group to answer than 24 hours
the questions
Wrapping up(2m)
T summarises the main points of the text Group work
Ask Ss to learn by heart new words and write a
short paragraph about 50 words about Thanh
Ba Post Office
Whole class
Period 2: Speaking
I. Objectives
Taking part in a conversation about registering the services of the post office
Making a free conversation about registering the services of the post office
II. Teaching aids
Textbook, handouts,pictures ………….
IV. Procedure
Teacher Students
Warm up(5m)
Show the picture and and ask Ss to guest The woman: Excuse me!
how the clerk and the customer greet to The clerk: Yes? Can I help you, Madam?
eachother
Activity 1(10m) Pair work

Task 1: T asks Ss to act out the dialogue Suggested answer: facsimile service
and then answer the questions: What
service is the customer taking in the D? Pair work
Activity 2(10m) A: Good morning. Can I help you?
Task 2 B: Yes, I would like to have a telephone
T sets the scene: Make a conversation from line installed at home?
the suggestions. The conversation takes A: Ok, where do you live?
place at the post office between a clerk(A) B: I live in Ngoc Ha Street. When can
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and a custom(B), who wants to have a you install it?

telephone line installed at home. A: We can install it one week afer you
Ask Ss to work in pairs to make a register
converstion B: Can you come on Friday?
After they finish T calls on some pair to A: Yes, that’s fine. Have you got a
practice before class telephone yet?
Listen and correct their mistakes B: Yes, I have a telephone already. How
much is the installation fee and monthly
fee?
A: The installation fee is 600 thousand
Dong and the monthly fee is 27
thousand Dong. Could you please fill this
form?
Activity 3(15m)
Task 3 Dialogue 1
Imagine that one of you is a clert at the A: Good morning. Can I help you?
post office and the other is a customer, B: Yes, I would like to suscribe to Lao
make a dialogue for each of the situations Dong daily newspaper
Ask Ss to work in pairs A: Yes, how long would you like to get
T goes around the class and offer help the newspaper?
Call on some pairs to practice before class B: for a year please
A: where would you like to get the
Wrapping up (5m) newspaper?
Summarise the main points of the lesson B: At home. I live at 67 Ngoc Ha Street
Ask Ss to complete the second dialogue in A: Ok
task 3 B:Oh, can I get the newspaper every
morning before 6:30?
A: Before 6.30? Well, it might be a little
bit too early? How about 7.30?
B: Ok, That’s fine. Thank you!
A: All right. Could you fill in this form
please
Period 3: Listening
I. Objectives
Develop extensive listening skills and understand about the development of Vietnam’s
telephone system over past few years
Use the information they have listened to answer the questions
Summarise the content of the listening in speaking or writing
II. Teaching aids
Textbook, handouts, tape cassette ………….
Ss may have difficulties to get information to answer the questions so T can help them
IV. Procedure
Teacher Students
Warm up(7m)
Question:
Which is the quickest, a phone call, a fax, A phone call
an e-mail or a letter?
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T hang on some pictures about some Group work

modern technology on the board and ask
Ss to speak out their names
Ask Ss to work in pair to discuss 3 Pair work
questions in textbook 3. With a mobile phone, you can contac
Goes around the class and offer help other people easily, you always feel
Call on some Ss to answer the questions close to your family even when you are
Practice reading the words in “Listen and away from home. However, you don’t
repeat” have much privacy.( sự riêng tư)
Sometimes,it’s irritating (làm phát cáu)
to get a call when you are sleeping or in
While you listen a meeting
Task 1(8m)
Ask Ss to read the statements or questions
in task 1 to understand them individual work
Explain some key words and practice to
read them
Play the tape once for Ss to get information 1. B 2. D 3. C 4. D 5. C
Play it again and ask Ss to answer
Task 2(15m)
Before listening again the tape ask Ss to Individual work and pair work
read the questions and understand them 1. China has the best growth in
Ask Ss to listen again and answer the telephone number
questions 2. In the early 1990s, there were only
Call on some Ss to go to the board and 140.000 telephones in VN
answer the questions 3. In the 1996, the fixed telephone
Play the tape again if they don’t answer nubers were changed from 6 to 7 digits
correctly in HN and HCM City as well as 5 to 6
T listens and gives feedback digits in other provinces
4. In 2001
5. There are 6.014 communal post
offices in VN

Ask Ss to work in group and base on
provided suggestion to summarise the
main point of the listening Whole class
Wrapping up(2m)
Ask Ss to rewrite the listening about 50
words
Period 3: Writing
I. Objectives
- Understand the content and structure of a letter to express satisfaction(or dissatisfaction)
- Write a letter to express satisfaction(or dissatisfaction) with the services of the post office
II. Teaching aids
Ss may have limited linguistic resources for writing, so T should be ready to assist them
IV. Procedure
Teacher Students
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Warm up(5m)
Handout
Read the following adjectives and underline Group work
those can make people/things satistified Polite, rude, cold, helpful,
Polite, rude, cold, helpful, spacious, spacious, cramped, large, small, good,
cramped(chật hẹp), large, small, good, bad, bad, reasonable (hợp lý), expensive,
reasonable (hợp lý), expensive, cheap, arrogant, cheap, arrogant, punctual, reliable
punctual, reliable /ri'laiəbl/ (chắc chắn, đáng tin cậy) (đáng tin cậy)
Preparing Ss to write(13m)
Ask Ss to open their book and read again the
text about Thanh Ba Post Office to get Individual work
information 1.It opens daily at 7a.m and closes at 9
Ask them some suggested questions: p.m
1. What time does Thanh Ba post office open 2.It is equipped with advanced
and close? technology and a pacious, pretty place
2. What is Thanh Ba post office equipped with? for transaction (sự giao dịch)
3. What services are offered at Thanh Ba post 3. They are Mail and Parcel Services,
office? EMS, Express Money Transfer, Phone
4. What are the attitudes of the staff? Calls and Faxes, Messenger Call
Services, Press Distribution
4. The staff are always thoughtful and
Writing courteous to the customers
Task 1(7m)
Ask Ss to work in pair to discuss the abilities
which make the customers satisfied or
dissatisfied with the services at Thanh Ba post Pair work
office + the opening hours of the post office
T goes around the class and offer help It is too early when closing at 9 p.m. It
Then call some Ss to say their opinions would be much better if the post office
Task 2(10m) opened until 10 p.m so that customers
Ask Ss to work in group to write letters to the can have more access to the services
director of Thanh Ba post office to describe the +The quality of the equipment
quality of the services they have received It is a well-equipped and reliable
Ask Ss to work in group of 5 Ss to write the address for the postals and
satisfaction or dissatisfaction or both using ideas telecommunication needs
in task 1 + The security conditions of the post
T goes around the class and offer help office
Feedback on Ss’writing(8m) The parking area of Thanh Ba is not a
- T asks Ss to exchange their writing with good and security place( Although the
another student for peer correction parking area is large, it has no
- T goes around and collects mistakes and security guards
errors + The attitudes of the staff
- Choose one or two descrition and read The staff are always helpful and polite
it/them to the class to the customers/ the attitude of the
- Then T elicits corrective feedback from the staff sometimes seems a bit cold and
class and gives final comments afterwards. T not very helpful
should draw Ss’attention to the organization
of ideas and language use
-
Wrapping up(2m)
- T summarises the main points of the lesson
- For homework, T asks Ss to improve their
writing taking into consideration their
friends’ and T’s suggestions and correction Whole class
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I. Objectives
-Distinguish the clusters /sp/, /st /, and /sk/
- Understand the uses of defining relative clauses and non-defining relative clauses and do
exercise correctly
II. Teaching aids
IV. Procedure
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Teacher Students
Pronunciation(8m)
Handout Group work
T gives Ss some pictures of : spoon, scanner, Lesson plan English 11
stamp, statue, dish, sparrow and then give them a S T A T U E
crossword puzzles which has the words concern to T P I N K G
the pictures A A O S I G
a. b. c. M L I O N R
P D E A N T
a. statue b. dish c.spoon e.

stamp
d. e. f.
T reads the words which they have found and

introduces the clusters /sp/, /st /, and /sk/
Distinguish sounds Individual work, pair work and
- T models the three clusters /sp/, /st /, and /sk/ for whole class
few times and explains how to pronounce them
- T gets Ss to read the words in each column out
loud in chorus for a few more times. T listens and
corrects if Ss pronounce the words incorrectly
Practicing sentences containing the target sounds
-Ask Ss to work in pairs and take turn to read aloud
the dialogue
- Go around to listen and take notes of the typical
errors Pair work
- Call on some pairs to read the dialogue again and
Grammar
A. Presentation(10m)
Defining relative clauses and non-defining
relative clauses
1. Defining relative clauses Whole class
Subject Object possessive Ex: The students who/that come
For person Who/that Who(m)/tha Whose from Japan work very hard
For thing Which/that t Whose/ of M§QH x¸c ®Þnh thêng ®øng sau
Which/that which the+N. ngoµi ra nã cßn ®c dïng sau
§îc dïng ®Ó bæ nghÜa cho danh tõ ®øng tríc nã, m¹o tõ a, an +N or Ns kh«ng cã the,
tøc lµ lµm chøc n¨ng ®Þnh ng÷. Nã lµ mÖnh ®Ò vµ nh÷ng ®t nh all, none,anybody,
cÇn thiÕt cho ý nghÜa cña c©u somebody….
Ex: The girl who is wearing glasses is my daughter Ex: I like the ruler which my mother
bought from China very much
That thêng theo sau çc tõ nh:
something, anything,
everything, nothing, all vµ trong
so s¸nh bËc nhÊt
Ex: Is there anything that we
must pay attention to?
2.Non- defining relative clauses
Subject Object possessive
For person Who Who(m) Whose
Ex: William Shakespeare, who was
For thing Which Which Whose/ of
which
in Stratford-on-Avon, wrote the
85 play”Romeo and Juliet”
M§QH kh«ng x¸c ®Þnh ®c dïng ®Ó bæ nghÜa cho
mét danh tõ ®c ®Ò cËp ®Õn trong c©u. Nã cho ta TrÇn Thu Hµ
biÕt th«ng tin thªm vÒ mét ngêi, vÒ sù vËt, mét
hiÖn tîng nµo ®ã ®c biÓu hiÖn ë N mµ nã bæ
nghÜa do vËy nã kh«ng quan träng vµ cã thÓ lîc bá.
Test yourself C
I. Listening
Tapescript
R: Father and Son Ltd, goodmorning, for Sales press 1. For Account press 2. For
enquiries, please hold
Donna: Father and Son Company, Thank you for calling. This is Donna speaking. How can I
help you?
Georgia: Hello, my name is Georgia King, I’d like to speak to John Barnes, please
Donna: Sorry, What name is that?
Georgia: It’s Georgia King speaking
Donna: Oh, I’m afraid Mr. Banes isn’t here at the moment. Can I take a message?
Georgia: Well, I’m returning his call. He lelf me a message to call him
Donna: Ok, Hold on please….The line’s busy at the moment. Can you call Mr. Barnes back
later
Georgia: Um……..Can I leave a message please?
Donna: Oh, just a minute, I’ll put you through to one of his colleagues
R- Record
Answer key
1. g 2. b 3. e 4. f 5. d 6. j 7. h 8. k 9. c 10. a 11. i
II. Reading
1. They gather before midnight and select twelve grapes from a large bunch
2. Because the twelve grapes are symbols of the twelves months of the year
3. In Iran
4. It lasts for thirteen days
5. They read from the Koran, then all embrace each other and say.”May you live 100 years”
III. Pronunciation and grammar
a. pronunciation
1. glean 2. fry 3. thrive 4. overthrow
b. join the sentences using who or which
1. Earth is a planet which can support life
2. The book is about a girl who runs away from home
3. A dictionary is a book which gives you the meaning of workds
4. The man and the woman who live in flat 8 are from Scotland
c. 1. c 2. b
IV. Writing
Tet is one of the most important traditional holiday in our country. It celebrates the Lunar
New Year. Actually Tet starts on the first day of the lunar new year, however, people always
prepare for it well in advance. The house is usually cleaned and decorated with beautiful
things such as flowers and pictures. Peach flowers and kumquat trees are very typical at Tet.
Almost every house has at least either peach flowers or kumquat trees, some even have both
in their house at Tet. During Tet people enjoy traditional foods such as banh chung, fruit
jams….. On the first day of the Lunar New Year, people often go to pagodas or churches then
they visit their relatives. I enjoys Tet holidays because we often have “lucky money” at Tet
and we can get up later than usual. The only thing I don’t like at Tet is that the weather is wet
and cold
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Unit 10: Nature in danger

Period 1: Reading
I. Objectives
context
- Understand the consequences which cause from human for nature and environment and
Ss will be aware of their activities to prevent nature and environment from destroying
II. Teaching aids
IV. Procedure
Teacher Students
Warm up(7m)
T shows some pictures of animals and ask them to Individual work and pair work
look at the pictures and answer the questions: e. f.
a. b.
c. d.
1. a. A tiger
b. A lion
c. A bear
d. An elephant
e. A panda
f. A cheetah
2. They often live in the forests, zoos
1. What animals can you see in these pictures? or National Parks
2. Where do these animals often live? 3. If their habitats were destroyed,
3. What would happen if their habitats were animals would die/ the environment
destroyed? would be polluted/the nature would
be in danger
Before you read(8m)
Ask Ss to open their book and ask them to read Pair work
the fact about endangered species and answer 1. The facts above show that the
the questions numbers of some wild or rare
1. What do you understand from the fact above? animals such as cheetahs, pandas
2. Can you explain why the numbers of these and Siberian tigers become small or
animal become small? extinct
3. What causes danger to environment? 2. The numbers of these animals
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Vocabulary pre-teach become small because they are

Cheetah(n) ['t∫i:tə] loài báo gêpa killed for food, medicines, fur or skin
To scatter ['skætə] rải, rắc 3. - wastes from factories and
Species(n) ['spi:∫i:z] loài hospitals
Danger(n) dangerous(a) - smoke from vehicles
To endanger [in'deindʒə(r)] gây nguy hiểm - oil spills from ships
Pollutant(n) [pə'lu:tənt] chất gây ô nhiễm (do xe cộ, động - forest fires
cơ.. thải ra) – pollution(n)- polluted(a) – pollute(v) - people’s carelessness
Consequence(n) ['kɔnsikwəns] hậu quả, kết quả
Extinct(a)[iks'tiηkt] tuyệt chủng
To prohibit [prə'hibit]= ban
( to prohibit somebody / something from doing something)
cấm; ngăn cấm
Interference(n) [,intə'fiərəns] ( interference in / with
something) sự can thiệp- to interfere [,intə'fiə]
Offspring(n) ['ɔ:fspriη] con (của một con vật)
how many offspring does a cat usually have?
- to have a great influence on
- result in
- as the result
Give examples
- in danger of becoming extinct
While you read
Task 1(5m)
Ask Ss to work individually to fill the blanks with
the words given
Individual work
Call some Ss to speak out their answer before
1. extinct 3. decreasing 5.
class
endanger
Task 2(7m)
2. protect 4. pollutants
Ask Ss to work in group or pairs to circle A,B,C,D
6.interference
that best sums up each paragraph
Pair work
Task 3(10m)
1. C 2. B 3. A 4. C
Ask Ss to read the text again and answer the
questions
Call on some Ss to go to the board and do exercise
Pair work
Correct it if necessary
2. The serious consequences of
1. Four ways that people change the world are:
people’s interference with the
- They are changing the environment by building
environment are:
cities and villages
- many kinds of rare animals are
- They are affecting the water supply by using
killed
water for industry and agriculture
- the environment where these
- They are changing weather condition by cutting
animals are living is badly destroyed
down trees in the forests
- the numbers of rare animals are
- They are destroying the air by adding pollutants
decreasing so rapidly that they are
like smoke from factories and fumes [fju:m] khói, hơi
in danger of becoming extinct
khói from cars
3. Many things have been done to
protect endangered nature, such as:
- Many organizations have been set
up and money has been raised to
save rare animals
- thousands of national parks have
After you read(6m)
been established
Ask Ss to work in group to find out why some
- laws have been passed to prohibit
animals have become extinct
killing endangered animals
Call on some Ss to speak out their ideas
Group work
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Wrapping up(2m) - people kill animals for fur, skin

and food
T summarises the main point of the lesson - people keep animals as pets
- Ask Ss to learn by heart the new words and make people hunt or capture (bắt giữ)
sentences from them. - animals for recreation or
entertainment
whole class
Period 2: Speaking
I. Objectives
- Talk about about nature in danger and about measures for protecting endangered nature
II. Teaching aids
IV. Procedure
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Teacher Students
Warm up(3m)
T introduces new lesson by asking some questions: Individual work
- Why do we call some animals such as tigers, - Because they are hunted or killed in
bears, elephants, whales endangered animals? large number that they are in danger
- What should we do to protect and save them? of becoming extinct
- As a student we should stop eating
Activity 1(12m) and using products which made from
Ask Ss to work in pairs to put the reasons why animals
nature is threatened in order of importance
Example: Pairs work
T : In your opinion which reason is the most A: I think burning the forests is the most
important? important. Because animal and plants
will die, which causes the air polluted
T goes around the class and offer help if necessary B: I think using fertilizers and pesticides
Call some Ss to speak out their opinion and explain for cultivation is the most important.
the reason why Because these chemicals that causes
the air polluted and effects the water
supply and people’s health
C: As for me, I think cutting down trees
for wood is the most importanct because
without trees and plants, most water
Activity 2(15m) would run off and cause not only erosion
Ask Ss to work in pairs to match the reasons in task [i'rouʒn]
1 with possible measures for protecting but also floods
(sự xói mòn)
endangered nature in the box below Pair work
Suggested answer A: It is said that people are killing
Task 1: Reasons Task 2: measures animals for fur,skin and food
1. killing animals for fur, - killing animals for fur, B: I think killing amimals for fur, skin and
skin and food skin and food should be food should be banned
2. keeping animals as banned
pets - keeping animals as pets
3. hunting or capturing should be discouraged
animals for recreation Pair work
- animals should not be
and entertainment captured for recreation
4. cutting down trees for and entertainment
wood and burning the - cutting down trees for
forests wood and burning the
5. using fertilizers and forests should be banned
pesticides for cultivation and planting trees should
6. discharging chemicals be encouraged
pollutants into the - decreasing the use of
environment fertilizers and pesticides
for farming cultivation
- discharging chemicals
pollutants into the
environment should be
prohibited
Activity 3(12m) A: It is said in the newspaper that people
State the negative impacks made by people on the are burning forests and cutting down
environment and suggest measures to protect it trees for wood
Ask Ss to work in pair to discuss about environment B: That’s why the forests are destroyed
Go around the class and offer help A: What should we do to protect forests?
Call some pairs to practice B: I think burning forests and cutting
Listen and give feedback down trees should be banned and
Wrapping up(3m) planting trees should be encouraged
- T summarises the main points of the lesson 91
- Learn by heart the new words Whole class
- For homework T asks Ss to find out 3 reasons why TrÇn Thu Hµ
nature is threatened and 3 measures to protect it
Period 3 : Listening
I. Objectives
general infromation
II. Teaching aids
Textbook, handouts, cassette………….
Ss may not also be familiar with the note-taking task so T should provide them some tips to
deal with the task
IV. Procedure
Teacher Students
Warm up (7m)
Describe the pictures about Cuc Phuong Whole class
National Park and ask Ss questions:
1. What are the pictures about? They are in 1. It’s about a national park
the forest or a national park? 2. We can see trees, plants and animals
2. What can you see in the pictures? 3. They set up national parks to protect
3. Why do governments set up these and save endangered amimals
places?
rhino ['rainou] in Cat Tien National Park

In pairs
Ask Ss to name some national parks Viet
Nam by seeing the pictures a. Cat Ba National Park- hai phong
Where are they? b. Cat Tien National Park –lam dong
c. Bach Ma National Park-hue
d. Phong Nha National Park –quang binh
e. Cuc Phuong National Park- ninh b×nh
c. d.
a. b.
e.
Listen and repeat these words

Scenic features ['si:nik 'fi:t∫ə] nÐt phong c¶nh
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Approximately [ə'prɔksimitli] khoảng chừng It costs approximately 200 francs

Devasting(a) /'devəsteitiη/ tàn phá, phá huỷ for the maintenance of their rights, the workmen
must struggle
Vehicles ['viəkl; 'vi:hikl]
Maintenance ['meintinəns] sự giữ gìn; sự duy trì
Completely(adv) [kəm'pli:tli] speak out the new words
- T explains the meaning and read the
words as model and then asks Ss to
practice reading these words
T introduces the tapecript: You are going to
hear a passage about nationals parks in US.
While you listen
Listen to the passage and decide if the 1. T 2. T 3. F
statements are true or false 4. T 5. T
- Before listening, ask Ss to read through
the statements to understand them and Task 2
underline keys words. 1. There are 52 national parks in the
- Play the tape once for Ss to listen and do National Parks in the United States
the task 2. Millions of people visit national parks
- Check the answer with the whole class. If every year
many Ss cannot answer the questions, T 3. + Rare animals are killed or hunted
plays the tape one or two more times and for fur, skin or other parts
pauses at the answer for them to catch + Trees are cut down for food
Task 2(12m) +Large areas of national parks
Listen again and answer the questions experience desvasting fires caused by
T asks Ss to read and answer the questions careless people
with the things they remember from the + The increasing number of visitors is
previous time of listening harming the parks due to the pollution
T plays the tape again for Ss to do the from their vehicles
task. 4. – Rare animals and trees should be
After playing the tape, T gets Ss to work in protected
pairs and check their answers - Fires caused by careless people should
T calls on some Ss to give the answers and be limited
elicits feedback from other Ss. - Pollution from visitors vehicles should
After you listen(7m) be decreased and many should be
Ask Ss to discuss in groups about the main raised for the park’s staff and
content of the listening base on the maintenance of their resources
answers in task 1, 2 Group work
Then call some presenter of each group to
stand up and speak out their answer
Wrapping up(3m) Whole class
Summarise the points of the lesson and ask
Ss to write down the content of the
listening
Period 4: Writing
I. Objectives
Write a paragraph to describe the national parks base on provided information
II. Teaching aids
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them
IV. Procedure
Teacher Students
Warm up (7m)
Handout
Read the passage carefully and fill in each blank Pair work
with one suitable word or phrase 1. south west 2. established
Cuc Phuong National Park is located 160 km() 3. rain forest 4. caves
…..of Hanoi. It is the first of Vietnam’s nine 5. 1000 year old 6. 2000
national parks to be ()……and it contains over 7. fauna 8. endangered
200 km2 of(3)….. . Tourist go there to study species
butterflies, visit(4)……, hike mountains and look
at (5)…….tree. According to scientists, there are
about(6)……different species of flora and 450
species of (7)….. . Many visitors come to Cuc
Phuong to see the work being done to protect(8)
…..
Before you write(8m)
Ask Ss to read the information of Cat Ba National
Park Individual work
Ask Ss some questions Cat Ba National Park
1. Where is Cat Ba National Park located?
2. What are the features of Cat Ba National Park?
3. How large is it?
4. What do you know about the animals and
plants in Cat Ba National Park?
5. What are some of historic features of the
parks? Take notes
Useful language
It’s located in/on………….. Cat Ba National Park, which was
It’s famouas for……… declared as a national park in
It covers/contains……. 1986, is situated on Cat Ba Island,
Its total area is…………… 120 km from Hanoi and 20 km
There are…….species of/kinds of/sorts of…… east of Hai Phong.
We can find……… Cat Ba National Park is the only
Something is found in………….. site in Vn endowed with both
While you write(17m) tropical forests and coastal waters
Ask Ss to write a description about Cat Ba with while sand beaches,
National Park, using the facts and figfures abundant natural resources,
Goes around the class and offer help beautiful landscapes and many
Call some Ss to go to the board and write their kinds of rare animals and plants. It
writing covers 15.200 ha, including 9,800
Feedback writing(10m) ha of ocean
- Ask Ss to correct the mistakes the writing on the Cat Ba National Park presevers
board approximately 300 species of fish,
-Choose one description and reads it to class 40 kinds of animals, 150 different
- Elicit corrective feedback from the class and birds and 620 species of plants
give final comments afterwards The stone tools and human bones
Wrapping up(3m) found in the island’s limestone
T summarises the main points caves reveal that people inhabited
For homework, T asks Ss to improve their writing, there at least 6,000 years old.
taking in consideration their friends’ and T’Ss
suggestions and correction and do the extra
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exercise

I. Objectives
Practice reading correctly the clusters: /sl/, /sm/, /sn/ and /sw/
Consolidate how to use relative pronouns with prepositions
II. Teaching aids
IV. Procedure
Teacher Students
Warm up(5m)
Complete two sentences Goup work
1. a/swims/lake/often/in/Snow/small 1. Snow often swims in a small lake
2. 2. He snores so loudly that the baby
loudly/can’t/he/that/the/sleep/snores/bady/s can’t sleep
o
Pronunciation(7m)
Distinguishing the sounds Whole class
- T models the four clusters/sl/, /sm/, /sn/
and /sw/ for a few times and explains how
to produce them Whole class, individual work and pair
- Play the tape once for Ss to hear the work
words
- Ask Ss to read the words in each column
calls on some Ss to read the word out loud.
T listens and corrects their pronunciation
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sounds
read aloud the dialougue
- Call on some pairs to read the dialogue
again and provides corrective feedback The man whom I talked to on the phone
Grammar last night is living….
a. Presentation(7m)
Relative pronouns with prepositions
T gives situation for Ss to rewrite it
Ex: The man is living near your house. I
talked to him on the phone last night The room in which the young boy lived
 The man to whom I talked on the phone was untidy
last night is living…
Ask Ss to remark the differences in two
answers
Note: Ex: Jane have three sisters, all of whom
Giíi tõ trong M§QH thêng ®c ®Æt ë cuèi are married
M§QH nhng trong v¨n viÕt hoÆc ®Ó diÔn
®¹t ý mét çch trang träng, giíi tõ thêng
®Æt tríc ®¹i tõ qh
Giíi tõ kh«ng ®øng tríc §TQH that and 1. whom 2. which 3. whom
who 4. whom 5. which 6. who 7. which
- of which, of whom, of whose ®c dïng
sau çc tõ chØ sè lîng (all, both, many, 1. The man to whom I talked yesterday
most neither, none, some….) vµ d¹ng so was…
sanh nhÊt 2. The man about whom I told you
b. Practice works…
Exercise 1(5m) 3. The woman about whom Iam telling
- Ask Ss to do exercise 1 individually and you teaches…..
then compare their answer with another 4. The movie about which they are
student talking is…
- Call on some Ss to read out their answer 5. The picture at which she was looking
Exercise 2(12m) was..
- T asks Ss to do exercise 2 in pairs and 6. I’ll give you the address to which you
then compare answers with another pair ….
- T calls on some Ss to go to the board
and to write their answer 1. that 2. which 3. who 4. whom
Exercise 3(7m) 5. which/ that 6. which 7. who 8.
- Ask Ss to do exercise 1 individually and whom
then compare their answer with another
student Whole class
Call on some Ss to read out their answer
Wrapping up (2m)
Summarise the main points of the lesson
Unit 11: Sources of energy

Period 1 : Reading
I. Objectives
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context
- Understand the the importance of saving sources of energy in our life
II. Teaching aids
Textbook, handouts, picture ………….
IV. Procedure
Teacher Students
Warm up(3m)
Complete the sentences Group work
1. We use…….to cook 1. oil, coal, wood, natural gas
2. we use…….to run machines, cars, motorbikes 2. gas
Before you read(12m)
1.What do you call the group of oil, coal, natural -Fossil fuels
gas? -They are available but they are going to
2.What do you think about fossil fuels? be -exhausted in the future
3.What should we do to preserve them? - We should find new sources of energy
4.What energy can replace fossil fuels? which can replace them
- They are geothermal heat, wind
 So today we are going to learn about energy, water energy, nuclear power,
alternative sources of energy solar energy
*Going through the pictures on page 124
- What sources of energy is in each picture? Picture 1: wind power
2: solar panels, solar energy
3: hydroelectric power station,
- What do you need energy for? dam
- we need energy to live and work
Vocabulary pre-teach +To cook meals
Hydroelectricity(n) [haidrouilek'trisiti] thủy điện +To light, heat or cool the house
Fossil fuel ['fɔsl fjuəl] + to run machines, cars,
Reserve(v,n) [ri'zə:v] mortobikes…
( to reserve something for something / somebody) để nhiªn liÖu ho¸ th¹ch
dành; dự trữ sự dự trữ
Exhausted(a) [ig'zɔ:stid] kiệt sức, mệt lử He reserves some money for later use
To exhaust [ig'zɔ:st] Anh ta dự trữ một ít tiền để dùng sau này
Relatively short time ['relətivli] tương đối
Alternative source [ɔ:l'tə:nətiv sɔ:s] làm cạn kiệt; (nghĩa bóng) làm kiệt sức
Geothermal heat [,dʒi:ou'θə:məl hi:t] trong mét kho¶ng t/g t¬ng ®èi ng¾n
Windmill(n) ['winmil] nguån thay thÕ
To release [ri'li:s] ®Þa nhiÖt
Plentiful(a) ['plentifl] cối xay gió
Infinite(a) ['infinit] tha, thả, phóng thích
Potential(a) [pə'ten∫l] có số phú; lượng lớn; phong dồi dào
T helps Ss to pronounce them correctly vô tận; vô vàn, không đếm được
Task 1(7m) tiềm năng; tiềm tàng
Get Ss to read the passage silently and then do practice reading vocabulary and give
Task 1 examples
- Check the answers with the whole class individual work
- Check Ss’ understanding all these words 1. released 2. alternative 3.
correctly by calling on some Ss to tell the energy
meaning of the words in Vietnamese 4. limited 5. exhausted
Sources of Advantage(s) Dis
Task 2 (10m) energy dvantage(s
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- Ask Ss to read passage again and complete the Nuclear power unlimited dangerous
Solar energy Plentiful, clean Possible during
table infinitve, safe the day time
- Call on some Ss to write their answers on the Water power Clean expensive
board &unlimited
Wind power Clean No wind no
Task 3(5m) &unlimited energy
- Ask Ss skim the 2 questions to understand them Geothermal avialable Possible in
- Ask them to read carefully the passage again heat some places
- Then T gets Ss to check their answer with a Task 3
partner 1. Our major source of energy come
- Call on some Ss to read aloud their answer and from fossil fuels
ask them to explain their choices 2. Five souces of energy are mentioned
- Give the correct answers in the text. I think solar energy is the
After you read(7m) most potential
- Ask Ss to complete the summary of the
reading passage by filling each blank with a 1. energy 3. fuels 5. alternative 7.
suitable word from the box unlimited
- Call on some Ss to stand up and speak out 2. one 4. limited 6. sources 8.
their answers environment
- Listen and give feedback
Wrapping – up(3m)
- Ask Ss to learn by heart the new words and
make sentences from them.
Whole class
Period 2 : Speaking
I. Objectives
Talk about advantages amd disadvantages of energy sources
II. Teaching aids
IV. Procedure
Teacher Students
Warm up(7m)
Handouts Group work
Look at the given pictures and write down the
sources of energy
+ Which source of energy is the most popular in Fossil fuels
our country?
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+ Is it limited or unlimited? What should we do to It is limited so we should start using

be sure that we can continue to use it in the alternative sources of energy
future?
Task 1(8m)
Ask Ss to read the sentences in the box and tick if Individual work
these facts are advantages or disadvantages 1, 2,3,5,7- disadvantages
-Nuclear reactor ['nju:kliə ri:'æktə] lò phản ứng hạt nhân 4,6- advantages
-radiation [,reidi'ei∫n] sự bức xạ, sự phát xạ, phóng xạ
Call on some Ss to stand up and speak out their
answers Model
Task 2 (17m) T: More and more people worry about
Ask Ss to work in pairs to make short exchange the shortage of fossil fuels
about the advantages of using each alternative S: That’Ss true and I think that wind
source of energy, using suggestions from task 1 power can be an alternative source of
Useful expression energy
I think that……… T: Why do you think so?
Why do you think/believe so? S: Because our major source of energy is
It is………..However,……………. running out while the wind is abundant
Enormous(a) [i'nɔ:məs] to lớn, khổng lồ and unlimited
Renewable(a) [ri'nju:əbl] có thể hồi phục lại T: I know it is also clean and safe to the
environment. However, it is not
Task 3(10m) available when there is no wind
Ask Ss to work in group to express your belief on
the increasing use of alternative sources in the
future, using the ideas from task 2
Model Group work
A: I think that more and more people will use the
solar energy
B: Why do you think so?
C: But it’Ss expensive and we can only have it at a
specific time of the year
A: I hope that the progress of science and
technology will help overcome this proplem
B: That’s right and then we don’t have to worry
about the shortage of energy
C: And our life will be more comfortable with cheap
simple devices run on the solar energy
Wrapping up(3m)
T summarises the main points of the lesson Whole class

For homework T asks Ss to write about the
advantages and disavantages of using solar energy
as an alternative source of energy
Period 3: Listening
I. Objectives
general infromation
II. Teaching aids
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deal with the task
IV. Procedure
Teacher Students
Warm up(5m)
Pick out the odd one from the following words and Individual work
explain why The house: the other words can
The sun, the air, the land, the ocean, the house be sources of energy
*Listen and repeat
Practice reading the words in “Listen and Individual work and whole class
repeat”
Ecologist(n) [i'kɔlədʒist] nhà sinh thái học Give examples
Fertilize(v) ['fə:tilaiz] làm cho phì nhiêu; làm cho màu mỡ
(đất)
Sources
Unlimited (a)
Renewable(a)
Fossil fuels
While you listen
Individual work
You are going to hear a monologue ['mɔnəlɔg] kịch
một vai; độc bạch about the importance of some vital
1. D 2. C 3. D 4.A 5.
['vaitl] (thuộc sự) sống natural resources
C
Task 1(10m)
- Before listening, ask Ss to read through the
statements to understand them and underline
keys words.
- Play the tape once for Ss to listen and do the
task
- Check the answer with the whole class. If many
Ss cannot answer, T plays the tape one or two
more times and pauses at the answer for them to
catch
Task 2(12m)
Pair work
Ask Ss to work in pairs to read though the passage
1. unlimited 2. atmosphere
and guess the missing words
3. may 4. gases 5. amount
- Play the tape once for Ss to listen and do the
task
- Check the answer with the whole class. If many
Group work
Ss cannot answer, T plays the tape one or two
more times and pauses at the answer for them to
catch
After you listen(8m)
Ask Ss to decide which group these souces of
energy belong to- renewable or nonrenewable
Period 4: Writing
I. Objectives
Describe information from a chart
II. Teaching aids
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them
IV. Procedure
Teacher Students
Warm up(5m)
T asks Ss some questions In group think about the questions
1. what kind of energy is consumed the most 1.Petroleum
in Vietnam?
2. Which one ranks next?why? 2.Coal
3. Nuclear and hydroelectricity
because we need these sources in
Before you write many factories
Task 1(7m)
Ask Ss to interpret the information from a
chart. Read and take the exact figure for Work in group
each item 1. 117 million tons
Ask Ss to work in group to do exercise 2. coal
Call on some Ss from each group to speak 3. smallest
out their answers
Task 2(8m)
Ask Ss to continue the description of the Work in group
trends in energy consumption in the year 2005: nuclear and hydroelectricity
2005 75 million tons
Call on some group to speak out their writing Petroleum – 50 million tons
Listen and give feedback Coal -45 million tons
Total – 170 million tona
While you write
Individual work
Task 3(15m) The chart shows the energy
Ask Ss to work individually to describe the consumption in the year 2005 in
chart, using information from task 1,2 Highland
Call on a S to write on the board As can be seen, the total energy
consumption was 170 million tons.
Feedback Ss’s writing(8m) Nuclear and hydroelectricity made
Pick up some Ss’s writing and find the up the largest amount of this
mistakes and write on the board figure with 75 million tons. This
Ask Ss to correct the mistakes on the board was followed by the consumption
of petroleum(50 million tons). Coal
Wrapping up(3m) made up the smallest amount of
T summarises the main point of the lesson energy consumption(45 million
For homework, T asks Ss to improve their tons)
writing, taking in consideration their friends’
and T’Ss suggestions and correction Whole class

I. Objectives
-Distinguish the clusters /∫r/, /spl /, and /spr/
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- Understand the uses of defining relative clauses replaced by participles and to infinitives and
do exercise correctly
II. Teaching aids
Textbook, handouts, ………..
IV. Procedure
Teacher Students
Warm up(5m)
Listen and write out the odd ones
1. shred shrank splash shram Individual work
2. shrine splice spline splay
3. splint spring split spleeny Listen and write down the odd
4. shrimp sprint sprinkle spring ones
5. sprain spray splendid spread
Pronunciation(7m)
- T models the clusters/∫r/, /spl /, and /spr/ for
a few times and explains how to produce
them
- Play the tape once for Ss to hear the words
repeat after the tape (or T) Individual work,pair work, whole
- Ask Ss to read the words in each column class
sounds
read aloud the sentences
- Call on some pairs to read the sentences
Grammar
1.Presentation(10m) Pay attention and give examples
1.1 . Relative clauses reduced by - The bridge that connects the two
participles villages is small
a. Present participle → the bridge connecting the two
ex1: The students who attend this school villages is small
have to wear uniform
→ The students attending this school have to Take notes:
wear uniform M§QH rót gän dïng hiÖn t¹i ph©n
Ex2: The girl who is speaking to Nam is my tõ khi V trong M§ ë th× tiÕp diÔn,
sister hay V diÔn t¶ hµnh ®éng thêng
→ The girl speaking to Nam is my sister xuyªn l©u dµi hay thãi
Ex3: peole who hope to go on the tour quen(exaple 1,2)
→ People hoping to go on the tour + Khi V trong M§ diÔn t¶ sù mong
Ex4:Tom, who wanted to make a long trip, íc: wish, desire [di'zaiə] mong muốn,
took her to the seaside ao ước, want, hope(but not like)
→Tom wanting to make……, took her….. (ex3)
+ trong M§QHKX§ cã nh÷ng ®t:
Note: know, think, believe, expect…
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• Relative Pronoun + V = V-ing (example 4)

• Relative Pronoun + be + V-ing = Tom, expecting to be paid the
V-ing following week, offered to help me
(The verb in the relative clause is in active
form)
b. Past participle Ex: I like reading the stories which
ex: The film which is shown at the cinema is are written by Nam Cao
really interesting → I like reading the stories written
→ The film shown at the cinema is really by Nam Cao
interesting
• Relative Pronoun + be + PII = PII
(The verb in the relative clause is in active
form)
1.2. Relative clauses reduced by To Inf Pay attention and give examples
a. when the Relative Clause follows the
first/second/third/../last only+N/pronoun or He is the only one who
the superlative degree of Adj understands me
ex: The last man who left the shop → He is the only one to
→ The last man to leave the shop understand me
Ex: This is the first man who reaches the top
of this mountain The first man who saw me was
→This is the first man to reach the top of this Tom
mountain → The first to see me was Tom
b. When the Relative Clause express
something that must/can/or have to be
done
ex: He has a lot of homework that he must
finish
→ He has a lot of homework to finish
Ex:The children need a large playground
which they can play in
→ The children need a large playground to Individual and pair work
play in 1. The boy playing the piano is
2. Practice Ben
Exercise 1(7m) 2. Do you know the woman
Ask Ss to do exercise 1 individually and coming toward us?
then compare their answers with another 3. The people waiting for the bus
student. Then T calls on some Ss to read out in the rain are getting wet
their answers 4. The scientists researching the
Exercise 2 (7m) causes of cancer are making
Ask Ss to do exercise 1 individually and progress
then compare their answers with another 5. The fence surrounding our
student. Then T calls on some Ss go to the house is made of wood
board and write on the board 6. We have and apartment
After finishing and the rest Ss to correct if overlooking the park
necessary
listen and give feedback
1. The idea presented in that books are Individual and pair work
interesting
2. I come from a city located in the southern
part of the country
3. They live in a house built in 1890
4. The photographs published in the
newspaper were extraordinary [iks'trɔ:dnri]
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[iks'trɔ:dnri]
lạ thường; khác thường
5. The experiment conducted at the
University of Chicago was successful
6. They work in a hospital sponsored by the
government Individual and pair work
1. John was the last man to reach
Exercise 3(7m) the top of the mountain
Ask Ss to do exercise 1 individually and 2.The last person to leave the
then compare their answers with another room must turn off the light
student. Then T calls on some Ss go to the 3. The first person to see is Mr.
board and write on the board Smith
After finishing and the rest Ss to correct if 4. This is the second person to be
necessary killed in that way
Listen and give feedback 5. The first person to catch the
3. Production ball will be the winner
T asks Ss to make sentences with relative
pronouns redured by participles and to Inf
Wrapping up(2m) Whole class
Summarise the main point
Give home work
Test yourself D
I. Listening
1. can’t live
2. it rains
3. planting vegetation [thực vật, cây cối nói chung]
4. hold back the water
5. dry seasons
II. Reading
1. Air, water and soil are necessary to the survival of all living things
2. Badlly polluted air can cause illness, and even death. Polluted water kills fish and other
marine life. Pollution soil reduces the amount of land that is available for growing food
3. Because much pollution is caused by things that benefit people. For example, exhaust from
automobiles causes a large percentage of air pollution, but the automobile provides
transportation for millions of people
4. They would have to stop using many things that benefit them
5. Governments can pass and enforce laws that require businesses and individuals to stop, or
cut down on certain polluting activities
III. Pronunciation and grammar
a. Pronunciation
1. sneeze 2. smash 3. shrimp 4. spread
b. Grammar
1. living 2. ringing 3. to leave
4. to drink 5. invited 6. blown
IV. Writing
We are trying to find solutions to environmental pollution problem. People should stop
cutting trees for timber [gỗ xây dựng]. Instead, they should plant more trees and forests. They
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should reduce using cars and motorbikes that cause noise and air pollution. We should
prevent farmers from using fertilizers and pesticides that damage the soil. People should not
leave litter on the land and in the water. We should prohibit factories from dumping industrial
waste into rivers and lakes. It is high time governments over the world had measures that
require companies and individuals to stop or cut down on polluting activities.
Unit 12: The asian games

Period 1: Reading
I. Objectives
context
- Use the information they have read to discuss the topic and summarise the content of the
text
- understand the history and meaning of The Asian Games
II. Teaching aids
Textbook, handouts,pictures about sport games in Asian Games, cassette ………….
deal with the task
IV. Procedure
Teacher Students
Warm up(5m)
Show some pictures about asian games and
ask questions:
1. What sports do you see in the photos? 1. They are football, table tennis, high
2. Which one do you like to play?why? jumping, and bodybuilding
3. In which sporting events are these sports 2. I like to play…because it makes me
competed? healthy
Before you read(7m) 3. In Sea Games and Asian Games
Ask Ss to open the book and look at the
pictures in it and speak out what sport game it Individual work
is - tennis, wushu, fencing, football
Ask Ss to work in pair group to discus the Pair work
questions in before you read - every four years
- 44
Vocabulary pre- teach - karatedo, Body building
Intercultural knowledge sù hiÓu biÕt v¨n ho¸ lÉn nhau
Multi-sport event sù kiÖn nhiÒu m«n thÓ thao
Facilities(n) [fə'siliti] ( số nhiều) những tiện nghi
(thể dục,thể thao) chơi ở dưới nước (ví dụ bóng
Aquatic(n) [ə'kwætik] nước...)
Wrestling(n) ['resliη] môn đấu vật
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Squash(n) [skwɔ∫] bãng quÇn

Fencing(n) m«n ®Êu kiÕm
Billiards(n) ['biljədz] bi da
Appreciate(v) đánh giá đúng, đánh giá cao
Enthusiasm(n) [in'θju:ziæzm] sự hăng hái, sự nhiệt tình
While you read(20m)

Choose the most suitable main idea for each 1- B 2- C 3- A
para
A. The spirit of the 14th Asian Games
B. The purpose of Asian Games
C. The five-decade history of the Asian Games Individual work
Task 1 1. facilities 2. aquatic 3. enthusiasm
Ask Ss to work individually to complete the 4. effort 5. advancing 6. appreciated
sentences using the word on the box
Task 2 Individual work
Scan the passage and complete the following 1. 1951
table 2. the 2nd Asian Games in Manila, the
Ask Ss to work individually Philipines
Call on some Ss to go to the board and write 3. 1958
their answers 4. Squash, rugby, fencing and mountain
Give the feedback biking
Task 3 5. 2002
Ask Ss to work in pairs to practice asking and Pair work
answering the questions 1. The purpose of the Asian Games is to
Call on 2 Ss to write their answers on the develop intercultural knowledge and
board friendship within Asia
Give feedback 2. 9,919 participants took part in the 14th
Asian Games
3. They won the gold medals in body
building, billiard and women’s kararedo
Period 2: Speaking
I. Objectives
- Practice asking for and giving information about the Asian Games
- Talk about sport results
II. Teaching aids
Ss may have difficulties with speaking ordinary numbers so T should help them
IV. Procedure
Teacher Students
Warm up(7m)
Ask Ss to arrange these jumbled words to make Pair work
the complete questions by putting the words 1. When and where were the 14th
given in the correct orders Asian Games held?
th
1. 14 , were, the, where, Asian, held, Games, In Busan, Korea
when, and? 2. How many countries took part in
2. countries, in, how, the, part, many, complete, the Games?
how,the? 42 countries
3. were, at, Games,sports, many, 3. How many sports were completed
completed,how,the? at the Games?
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Call on 3 Ss to go to the board and write the 38 sports

questions
Ask other Ss to correct if necessary Pair work
Ask Ss to work in pairs to find the answers A: When and where were the 1st Asian
Activity 1(20m) Games held?
T reviews how to read cardinal number and B: in 1951 in India
ordinal number A: How many countries took part in
T gives Ss handouts to practice speaking the Games?
Ask Ss to work in pairs to practice asking for and B:11
giving information about the Asian Games and A: How many sports were competed
talking about sport results at the Games?
T goes around and offer help if necessary B: 6
Then call on some pairs to stand up and practice
Correct their mistakes if necessary Handout B
Gam Host year Number Numbe
Handout A e country of r of
No countrie sports
s
Gam Host year Number Number 1 India 11
e country of of sports
2 195 8
No countries
4
1 1951 6
3 Japan 20
2 Philipines 18
4 196 13
3 20 2
4 Indonesia 1962 13 5 Thailan 18
5 17 d
6 Thailand 18 6 197 13
7 Iran 16 0
8 1978 25 7 197 25
9 India 21 4
10 1986 27 8 Thailan 19
Activitiy 2(15m) d
Ask Ss to take turns talking about the Asian 9 198
Games and the sports results of the Vietnamese 2
10 Korea 25
athlete at 14th Asian Games, using the
information from the table in your books
Pair work
Ask Ss to work in pairs to practice talking about
A: In which sport did Vietnamese
sport results
athletes won medals?
T goes around and offer help if necessary
B: Body building, Billiards, Karatedo,
Then call on some pairs to stand up and practice
Shooting, Wushu
Correct their mistakes if necessary
A: How many medals did they win?
Wrapping up(3m)
B: 10
Summarise the main point
A: In which sport did Vietnamese
Give home work, in 30 words write about
athletes win 2 gold and 1 bronze
athletes or sports you like best
medals?
B: Karatedo
Whole class
Period 3: Listening
I. Objectives
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general infromation
Do multiple-choice questions, comprehension questions exercises well
Summarise main ideas
II. Teaching aids
deal with the task
IV. Procedure
Teacher Students
Warm up(5m)
1. Name some gymnastics you know or see?
2. What do you call a person who displays in Group work
gymnastics?
marathon Weightlifting swimming We call a person who displays in
gymnastics a gymnast
pole vaulting sports jumping
javeline
Ask and answer the following questions: Pair work
1. What are name of these sports?
a. b. a. long jump
b. high jump
c. gymnastics
d. weightlifting
e. swimming
e.
c. d.
2. Have you ever watched sports like these Yes, I have

on television?
3. Which sport do you like best? Why? I like swimming because it make
- Ask Ss to work in pairs to ask and answer relax and healthy
the questions
- Go around check and offer help
- Call some pairs of Ss to stand up and
practice asking and answering the questions
Listen and repeat
Ask Ss to listen and repeat the words phrases
in textbook Whole class
Explain how to read correctly and their
meaing
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While you listen

Task 1(10m)
- Get Ss to read the options in each sentene or Indidividual and pair work
question carefully
- Play the tape once for Ss to listen and do the task 1. C 2. A 3. B
- Get Ss to find a partner to check their answers 4. B 5. D
with
- If many Ss can’t answer the questions, T plays the
tape one or two more times and pauses at the
answers for them to catch
Then check with whole class
Task 2(14m)
- Get Ss to read the questions in task 2 and answer Pair work and whole class
the questions without listening again. If they can’t, T
plays the tape for them to listen again 1. 10.15 p.m
- Get Ss to check their answers with a partner. 2. 6 gold medals
Then check with whole class 3. 2 times
- Play the tape again and pause at difficult point if 4. High jump
many Ss can’t complete the task 5. He looked very disappointed
- Call on some Ss to go to the board and
write down their answers
- T gives the feedback
Ask Ss to discuss about the famous
Vietnamese gymnasts who won medals they
know and what sports they won
- Go around the class and offer help
- Call on some Ss to stand up and speak
out Whole class
Wrapping up(3m)
For homework, in not more than 50 words
write a paragraph about famous atheles you
know
Period 4: Writing
I. Objectives
Describe the preparations for the coming Asian Games
II. Teaching aids
Ss may have difficulties in writing and have mistakes so T should help them
IV. Procedure
Teacher Students
Warm up(7m) Group work
T asks Ss to work in groups and give each group +Suggestion
some letters and asks Ss to arrange them into Build, upgrade, winden, equip,
meaningful word advertise, recruit, hold
Call on some group to go to the board and write
down
Give the feedback
Before you write
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Handout
Activity 1(5m) Group work
Ask Ss to match the verbs in column A with the 1. b
noun phrases in column B 2. d
A B 3. a
1. build a. the training areas 4. e
2. upgrade b. one more National Stadium 5. g
3. widen c. people to serve the Games 6. c
4. equip d. the national Sports Centres 7. f
5. advertise e. hotels with modern facilities
6. recruit f. a competition to choose and official
song
7. hold g. sports- places-dates and time
Activity 2(7m)
Setting the scene
1. We’ll have to build one more
Suppose Vietnam is going to hold the Asian
National Stadium and some sports
Games. What will we have to do to prepare for the
buildings and car parks
Games?
2. Because they are not in good
T gives some questions:
condition
1. what will your country do first?
3. We will widen the training areas
2. Why will we have to upgrade the National
the roads and the sports building
Sports Centres and stadiums?
4. We will have to equip all the
3. What about the training areas and the roads?
hotels and guest houses with
4. What will we have to equit the hotels and guest
modern facilities- to welcome
houses with? What for?
foreign athletes and visitors
5. Which form of mass media will be used to
5. The radio and television will be
advertise all the preparations for the Games?
used for advertising
6. Who will you recruit to serve the Games?
6. We should recruit university
7. What competition will we have to hold?
teachers and students with good
-Ask Ss to look at the suggestions in the book
English
before writing
7. We should hold a competition to
Call on some Ss to stand up and answer the
choose an official song for the
questions
coming Asian Games
Group work
While you write(15m)
Ask Ss to write a short para about 100-120 words
Sample writing:
to desribe the preparations for the Games
To prepare for the coming Asian
Games, we will have a lot of things
Useful language
to do.
Conjunctions: First, next, then, finally
First of all, we will build one
Because, so, moreover…..
more National Stadium, some
Tense: simple present and future
sports buildings and car parks. The
Ask Ss to work in group to practice writing
National Sports Centres and local
stadiums are not good condition
so they need upgrading. And we
will widen the training areas the
roads and the sports buildings.
Then we will have to equip all the
hotels and guest houses with
modern facilities to welcome
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foreign athletes and visitors. The

hotels should also have special
service for disable athletes. It is
necessary to promote and
advertise all the preparations for
the Asian Games on the radio and
Feedback on Ss’ writings(8m) television. Finally we need to
-Ask Ss to exchange their writing with another recruit volunteers to serve the
student for peer correction Games- These people should be
- Go around and collect mistakes and errors university teachers and students
- Collect some writings for quick feedback with good English. One more
- Write Ss’ typical errors on the board and elicits important thing is that we will
self and peer correction have to hold a competion to
- Finally, T provides general comments on the choose and official music for
writings welcoming the Asian Games
Wrapping up(3m)
- T summarises the main points of the lesson Whole class

- For homework, T asks Ss to improve their writing
taking into consideration their friends’ and T’Ss
suggestions and correction

I. Objectives
- Distinguish the clusters /str/, /skr/, and /skw/
- Pronoun the words and sentences containing these clusters correctly
- Be consolidated relative clauses do exercise correctly
- understand about omission of relative pronouns
II. Teaching aids
IV. Procedure
Teacher Students
Warm up (5m)
Handout: Pair work
Listen carefull and make a cross (X) at the
sound you hear /str/ /skr/ /skw/
/str/ /skr/ /skw/ 1 X
1 2 X
2 3 X
3
4 X
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4 5 X
5 6 X
6
7
7 X
8 8 X
9 9 X
1 1 X
0 0
T reads aloud the words which have the
clusters /str/, /skr/, and /skw/ 6. strict [strikt]
7. squeal [skwi:l](n,v) kêu ré lên, thét lên
1. squire ['skwaiə] địa chủ, điền chủ
8. stress [stres]
2. scram [skræm] (từ lóng) cút nhanh!, xéo! 9. scrunch [skrʌnt∫](v) nghiến (răng)
3. squeak [skwi:k](v,n) rít lên 10. straw [strɔ:]
4. straight [streit]
5. scroll [skroul]
Pronunciation(10m)
- T models the clusters/str/, /skr/, and /skw/ for
a few times and explains how to pronounce
them Pair work, individual work and
- Play the tape once for Ss to hear the words whole class
- Ask Ss to read the words in each column

sounds
read aloud the sentences
- Call on some pairs to read the sentences
Grammar S: Which man?
1.Presentation(7m) S: Oh, yes. He’s my cousin
Relative clauses(revision)
Setting the scene
T: Do you know the man?
T: The man whom you met in the street The girl you saw on the
yesterday bus…..siter
T: So the man you met yesterday is your
cousin The books I bought ……interesting
Trêng hîp bá §TQH khi nã lµ t©n ng÷ cña
mét M§
T gives some example for Ss to do Individual work
+ The girl whom you saw on the bus 1. Have you found the bike you
yesterday is my sister lost?
+ The books that/which I bought yesterday is 2. Most classmates he invited to….
very interesting 3. The short stories John told
2. Practice were….
Exercise 1(8m) 4. The dictionary I bought
Ask Ss to work individually and then ask yesterday is..
them to read loudly before class 5. I didn’t like the man we met
Listen and give feedback this….
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6. The beef we had for lunch

was……
1. I enjoy my job because I like the

Exercise 2(8m) people I work with
Ask Ss to complete each of the following 2. The dinner party we went to
sentences, using a suitable sentence in the wasn’t very enjoyable
box to make a relative clause without a 3. The house we’re living in is not
relative pronoun in good condition
4. I wasn’t interested in the things
-Ask Ss to work individually and then ask they were talking about
them to read loudly before class 5. He didn’t get the job he applied
-Listen and give feedback for
6. The bed I slept in was very
modern
Exercise 3(5m)
Ask Ss to tick the sentences in which the Suggested answer
relative pronoun can be omitted The relative pronoun in sentence
Ask Ss to work individually then work in pairs 1, 3, 5, 6 can be omitted
to discuss
Then T calls on some Ss to stand up to
answer
T corrects if necessary
Wrapping up(2m)
Give homework, ask them to do exercises
work book at pages 8 Whole class
Unit 13: Hobbies
Period 1: Reading
I. Objectives
context
II. Teaching aids
IV. Procedure
Teacher Students
Warm up (8m)
Match the word in column A to picture in column B
A B
____1. Work in pairs

watching
TV
a. 1. c
2. e
3. a
4. b
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5. d
____2.
swimming
b.
_3.
climbing
C.
the
moutain
d.
_4.
listening to
music
__5. Picture 1:
singing She is playing guitar
e. Picture 2:
He is going fishing
Picture 3:
Before you read(6m)
He is swimming
Ask Ss to look at the pictures on page 146 and call
out the names of the hobbies described in the
→ Hobby
pictures
Ask Ss which of these things they like to doing in their

free time and why. If Ss do not like any hobbies in the
pictures, they can talk about one of their hobbies
Call on some Ss to answer the question
Individual work, pair work and
What do you call things you do in your free
whole class
time?
Introduces the topic of the lesson→ Hobby
While you read

Set the scene
You are going to read a passage about a person’s
hobbies. Then do the task that follow
Task 1(10m)
Ask Ss to do an exercise to find the meaning of the
1. indulge in
words or phrases
2. accomplished
Instruction: the words/phrases in the box all appear in
3. avid
the passage. Use them to fill the blanks in the
4. modest
sentenes
5. keep me occupied
Accomplished discarded indulge in 6. discarded
Accompanying modest avid 7. accompanying
Keep me occupied
1. I’ll forget about dieting today. I’m going to………
eating whatever I like
2. He’s is an………musician. All his songs are very
popular
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3. I love all fictions by Sydney Sheldon. I’m an……… Tµi n¨ng, tµi hoa
collector of his works Bá, lo¹i bá, vøt bá
4. He doesn’t like a big house in the centre. His only Ham mª, say mª
dream is to have a……….little house on the outskirt ( to accompany somebody at / on
something) đệm nhạc cho ai
(ngoại ô )
5. I spend most of my free time looking after these Lµm cho ai bËn rén
puppies. They really………………….
6. They don’t need the old radio anymore. It can
be…….
7. He mother loves ……her on the organ Invidual work, pair work and
- T gets Ss to read the passage silently and then do whole class
task 1 1. The writer’s first hobby is
Accomplished(a) [ə'kɔmpli∫t] playing guitar
Discarded(a) [di,skɑ:did] 2. No, he doesn’t
To indulge in [in'dʌldʒ] 3. Because he’Ss an accomplish
Accompany(v) [ə'kʌmpəni] guitarist and he’s good at
Modest(a) ['mɔdist] vừa phải, phải chăng accompanying
Avid(a) ['ævid] khao khát, thèm khát, thèm thuồng 4. It is keeping fish
+ Keep me occupied ['ɒkjʊpaid] 5. He bought some from the shop
and collected some from the rice
Task 2(11m)
field near his house
- Ask Ss skim the 9 questions to understand them
6. He is not an avid stamp
- Ask them to read carefully the passage again
collector
- Then T gets Ss to check their answer with a partner
- Call on some Ss to read aloud their answer and ask
them to explain their choices
Pair work
- Give the correct answers
7. He collects them from discarded envelops his
Whole class
relatives and friends give him
8. Local stamps
9. He keeps the less common ones inside a small
album. The common ones he usually gives away to
other or if no one wants them he simply throws them
away
After you read(8m)
Ask Ss to work in pairs to ask and answer about their
hobby
Wrapping up(2m)
Ask Ss to learn by heart all new words and give
examles
Period 2: Speaking
I. Objectives
+ Ask and answer about a hobby
+ Talk about collection
II. Teaching aids
Textbook, handouts
Ss may not have enough vocabulary to talk about the topic, so T should be ready to oprovide
help
IV. Procedure
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Teacher Students
Warm up(8m)
Vocabulary revision- guessing game
(vocabulary related to the topic”hobbies”)
+ T writes a word/expression which describes a Group work
hobby. Other Ss from each group have to explain
the word by using their actions, face expressions
and sounds so that their representative can
guess the word
Task 1(12m)
“Find someone who…” Pair work
- Get Ss to work in pairs. Which pair finishes the
task first will be the winner
- Give Ss handouts Hangout B
- Ask the winner to report the results to the Doesn’t like….. Nam reason
whole class and calls on some other pairs to e
give out theirs Swimming
Handout A Fishing
Like….. Name reason Stamp-collecting
Swimming Mountain-
Fishing climbing
Stamp-collecting
Playing computer
Mountain-climbing
games
Playing computer
games Reading books
Reading books Watching TV
Watching TV Chatting with a
Chatting with a friend friend on the
on the phone phone
Task 2(10m)
Ask Ss to work in pairs to practice the Dialogue
between Lan and Huong
Tag(n) [tæg] nhãn (hàng, giá) Pair work
Stall(n) [stɔ:l] quầy, bàn bày hàng
To classify: ['klæsifai] sắp xếp cho có hệ thống; phân loại Eg: the books in the library are classified
Category(n) ['kætigəri] hạng, loại by/according to subject
sách trong thư viện được phân loại theo chủ
Call on some pairs to practice the dialogue in font đề
of the class and gives feedback
Task 3(13m)
Ask Ss to work in pairs to do the role play using
the suggestions in task 3
T goes around the class checking and offering work in pairs to role play the dialogue
help
Call some pairs to talk in front of the class
T elcits feedback from the class and gives final
comments
Wrapping(2m)

For homework, Ss revise the things they have
learnt and do the exercise in the work book
Whole class
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Period 3: Listening
I. Objectives
- Develop their skill of listening for specific information
II. Teaching aids
Ss may not catch some information, so T should be ready to assist them
IV. Procedure
Teacher Students
Warm up(7m)
• Make as many sentences as possible with Group work
the words provided 1. I like stamps/ I have a lot of
Stamps- fish- books –swimming stamps…
Before you listen(8m) 2. We usually have fish for
Brainstorming meals/What kinds of fish would you
Get Ss to work in pair to brainstorm all the like to eat…..
benefits of reading books in 3 minutes 3. I like reading book/ I read any
After 3 minutes T calls on the pair with the kind of books…..
biggest number of benefits to give the answers 4. We go swimming everyday/ Do
Ask the other pairs to add more ideas you like swimming?
Pre- teaching vocabulary
Bygone(a) ['baigɔn]: past quá khứ, qua rồi Pair work
Gigantic(a) [dʒai'gæntik]: very great(khổng lồ) • Books are help to widen our
Ignorant(a) ['ignərənt]: stupid(ngu dốt; dốt nát) knowledge
ignorance(n) to be ignorant/unconscious/unaware of smt • Books give us valuable
To be fed up with: ch¸n ngÊy experience
To cope with= to face with: ®èi phã ®¬ng ®Çu • Books are good sources of
víi information
Jungle ['dʒʌηgl](n): forest ['fɔrist] rừng nhiệt đới
• Books make our life better
Profitably(adv) ['prɔfittəbli] có lợi, có ích; thuận lợi
• Books help us relax
Available(a) [ə'veiləbl] có thể kiếm được, có thể mua
được, sẵn có để dùng
Otherwise(adv) ['ʌđəwaiz] mặt khác, về mặt khác
Continually(adv) [kən'tinjuəli] liên tục, không ngớt Profitable(a),profitability(n) ['prɔfitə'biləti]
While you listen Otherwise(conj) nếu không thì...
Task 1(12m) Ex:put the cap back on the bottle,
Ask Ss to read through the statements to otherwise the juice will spill
understand them and underline key words đậy cái nắp chai lại, nếu không nước ngọt
T plays the tape once for Ss to do the task sẽ đổ ra- individual work, group work
T asks for Ss’ answers and writes them on the and whole class
board +1, 5, 6,6,7,8 are true
T plays the tape the second time for Ss to check 2. F( His parents soon got fed up
their answers with having to read to him
T checks Ss’ answers by calling on some Ss and continually)
ask Ss to explain their answers 3. F(He started with simple ABC
Task 2(9m) books)
T asks Ss to read through the passage with the 4. F(Now he reads just about
things they remember from the previous time of anything that is available
listening
T plays the tape again for Ss to do the task.
After playing the tape, T gets Ss to work in pairs individual work, group work and
and check their answers whole class
T calls on some Ss to give the answers and 1. wonderful
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elicits feedback from other Ss. 2. disease

After you listen(7m) 3. jungle
Get Ss to work in groups of 4 to talk about the 4. certainly
disadvantages of over-reading 5. ignorantly
Go around checking and offering help
Call on the groups to present their ideas and Group work
other groups to add some more ideas Some disadvantages of over
T gives the feeback reading
- becoming shortsighted
Wrapping up(2m) - not having enough physical
T summarises the main points of the lesson exercise
For homework, Ss revise the things they have - lacking practical knowledge
learnt and do the exercise in the work book - becoming a bookworm
whole class
Period 4: Writing
I. Objectives
Write about a collection
II. Teaching aids
Textbook, handouts,
Ss may not have sufficient vocabulary to write, so T should be ready to help them
IV. Procedure
Teacher Students
Warm up(7m)
Competion game
Ask Ss to make questions with”book Work in group of four
collection” 1. from book shop, second-hand
Suggestions stall, parents, friends..
1. Where to buy books 2. buy the book when find it
2. How to collect books interesting
3. How to keep books 3. keep them in a big bookself
4. How to classify books 4.different categories: history,
5. When started collecting people, science…
6. Why to collect books 5. at age of 12
7. Plan for the future 6.broaden knowledge, know more
Preparing Ss to write(12m) about the world…
With weaker Ss, T allows them to write about 7. continue to make the collection
a book collection and stamp collection, using richer
suggestions or outlines
T gets Ss to work in pairs to make an outline Pair work and whole class
for their writing by answering the questions
in warm up. They should discuss to choose
the most appropritate detail to support the
main ideas
Writing(15m) Individual work
T gets Ss to write a paragraph about their I’m very much interested in
collection in 15m, base on the outlines they collecting books and have a book
have produced. Ss should arrange the ideas collection at home. I started
in a logical way collecting books when I was a 12
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Call two Ss to go to the board to write year-old student. I buy the book
Go around offering help whenever I find them interesting.
Near my house are several book
Feedback on Ss’ writing(8m) shops, so when I have free time I
- T asks Ss to exchange their writing with go there to find books for my
another student for peer correction collection. Sometimes I also buy
- T goes around and collects mistakes and books in second-hand book stalls,
errors and occasionally, my parents and
- T writes Ss’ typical errors on the board friends give me some.
- T provides correction only when Ss are not Now I have a total about 100
able to correct the errors books and I keep them all in a big
bookshelf in my bedroom. I
Wrapping up(2m) classify them into different
T summarises the main points categories: books about history,
For homework, T asks Ss to improve their books about famous people, and
writing, taking in consideration their friends’ books about science…
and T’s suggestions and correction I love collecting books because
books helps me broaden my
knowledge and know more about
the world. Also, reading books
train my patience

I. Objectives
- Pronounce the clusters /pt/, /bd/, /ps/ and /bz/
- Pronounce the words and sentences containing these clusters correctly
- Use cleft sentences (subject focus, object focus and adverbial focus) correctly to do the
exercises and solve communicative task
II. Teaching aids
Ss might have difficulty pronouncing. Therefore, T should be ready to assist them
IV. Procedure
Teacher Students
Pronunciation(8m)
Distinguish sounds
- T models the /pt/, /bd/, /ps/ and /bz/
for few times and explains how to pronounce Individual work, pair work and
them whole
- T gets Ss to read the words in each column Class
out loud in chorus for a few more times. T
listens and corrects if Ss pronounce the
words incorrectly
sounds
-Ask Ss to work in pairs and take turn to read
aloud the sentences
- Go around to listen and take notes of the
typical errors Individual work, pair work and
- Call on some Ss to read the sentences again whole
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and provides corrective feedback Class

Grammar
A. Presentation(8m)
Cleft sentences
- T gives examples to explain
This boy visited his uncle last month
S O Adv
+ Subject focus: It was the boy who visited
his uncle last month
+ object focus: It was his uncle that the boy
visited last month
+ adverbial focus: It was last month that the
boy visited his uncle It was David who studied English
- T calls on some Ss to comment on these at Oxford
examples It was English that David studied
- T explain and ask Ss to do the following at Oxford
sentence: It was at Oxford that David studied
David studied English at Oxford E
- Cleft constructions with the pattern
It + be+ focus+ clause
1. Subject focus
It is/was + S+ that/who +verb: chÝnh ai
®ã lµm çi g× It is my friend that helps me a lot
2. Object focus
It is/was + O+ that/who(m)+ S +verb: It is my cat that I love very much
chÝnh ai ®ã, mét çi g× ®ã mµ …
3. Adverbial focus
It is/was + adverbial of place + that+ It is in this hospital that I was born
S+verb+…
(chÝnh n¬i nµo ®ã ai ®ã/ mét çi g× ®ã
lµm g×..) Individual work, pair work and
B.Practice whole
Exercise 1(7m) Class
- T asks Ss to do exercise 1 individually and 1. It was the boy who visited his
then compare their answers with another uncle last month
student 2. It was my mother who bought
- T calls on some Ss to read out their me a present on my birthday
answers 3. It was Huong and Sandra who
- T elicits peer correction and gives correct sang together at the party
answers if necessary 4. It was Nam’s father who got
5. It was the boys who played football all day angry with him
long
6. It was the girl who received a letter for her
friend yesterday Individual work, and whole class
Exercise 2(7m)
- ask Ss to do exercise 2 individually and 5. It was his grandfather who(m )
then calls some Ss to write their answers the little boy greeted in a strange
on the board language
- T elicits feedback from other Ss 6. It was the policeman who(m )
Correct answers the pedestrian asked a lot of
1. It is E that the man is learning questions
2. It was the book that the woman gave him 7. It was the stranger who(m) the
3. It was the postcard that she sent her dog barked at
friend
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4. It was the book that Hoa borrowed from

Long Pair work and whole class
1. It was in the garden that the
Exercise 3(7m) boy hit the dog
- Ask Ss to do exercise 3 in pairs 2. It was for tea that she made
- Ask them to compare answer with another some cakes
pair 3. It was for him that his father
- Call on some Ss to read aloud their repaired the bicycle
answers 4. It was on his birthday that she
- Ask other Ss to feedback and gives presented him a book
correct answers 5. It was in Britain that he met his
Production(7m) wife
Noughts and crosses 6. It was from the shop that she
My dog Their sister His wife bought that present
At home In the library Her best 7. It was at 8:00 a.m that the
friend meeting started
My mother This Sunday Mai
Whole class
- Ask Ss to work in pairs to make cleft
sentences
- Call on some Ss to read out their
sentences, and other Ss give comments
Wrapping up(2m)
For homework, Ss revise the things they have
learnt and do the exercise in the work book
Unit 14: Recreation

Period 1: Reading
I. Objectives
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- Develop such reading micro-skills as guessing meaning of words in context and scanning
for specific ideas
- Use information they have read to discuss the related topic
II. Teaching aids
Ss may need to be provided appropriate linguistic resources so that they can complete
various learning tasks
IV. Procedure
Teacher Students
Warm up(8m) Group work
Matching picures with leisure activities
a. b. f.
c. d.
g. h.
1- d 2- b 3-f 4- h 5- c
6- a 7-g 8-e
Pair work
1. singing 2. swimming 3. shopping 4. 1. She is playing guitar
cooking 2. They are having a party
5. watching TV 6. listening to music 3. They are playing rugby
7. reading newspapers 8. playing chess 4. She is watching TV at home
Before you read(8m) 5. They are swimming
Ask Ss to look at the pictures in their text
book and tell what they are doing
- Then ask Ss to look at the activities
written on the board and guess which of
these leisure activities Bristish people sự nghỉ ngơi, sự giải trí, sự tiêu khiển
often do in their free time chậm hiểu, tối dạ, ngu đần, đần độn
- T elicits the answers from the whole class trò tiêu khiển, trò giải trí, sự giải trí
nhận, đảm nhận, đảm trách
and put a tick next to activities Ss think I can't undertake to do that
British people often do in their free time trò chơi bi-da(21 vien)
Pre-teaching vocabulary trò chơi bi-da(16 vien)
Recreation(n) [,rekri'ei∫n] trò chơi ném phi tiêu
Dull(a) [dʌl]:slow to understand/learn tinh vi, phức tạp, rắc rối; công phu
khắc, trổ, chạm
Pastime(n) ['pɑ:staim]: hobby
Undertake(v)
Snooker(n) ['snu:kə] individual work, pair work and whole
Pool(n) [pu:l] class
Dart(n) [dɑ:t] 1. A 2. B 3. B
Sophisticated(a) [sə'fistikeitid] 4. A 5. B 6. A
Engrave (v) [in'greiv]
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While you read

Task 1(10m) individual work, pair work and whole
- Get the Ss to read the passage silently and 1. Because without them people will
do task 1 become dull/bored
- Ask Ss to work in pairs to exchange their 2. Football and rugby in winter and
answers cricket and athletics in summer
- T checks answers with whole class 3. Walking and swimming
Task 2(10m) 4. B this is a new kind of entertainment
Ask Ss how to do this task and ask them to which gives them pleasure
read
the questions and underline key words
before anwering them
Ask Ss to work individually to do the task, Pair work
then discuss their answers with their peers
Call on some Ss to give their answer and ask
them to explain their choices. T elicits
feedback from other Ss and give the correct
answers Whole class
After you read(7m)
- get Ss to work in pairs to discuss the
question
- go around to observe and offer help
- call on some pair to present their discuss
- listen and give feedback
Wrapping (2m)
give examles
Period 2: Speaking
I. Objectives
- Express agreements and disagreements about entertainment activities and state the
reasons
II. Teaching aids
Textbook, handouts,
help
IV. Procedure
Teacher Students
Warm up(8m)
Lucky number
Get Ss to play the game lucky number with Group work
the words they had learnt
Task 1(10m)
- Get Ss to work in pairs to read the
expression on page 157 and decide which Pair work and whole class
expressions show agreement and which
expressions show dis agreement 1. A 2. D 3. A 4.A
- T checks with whole class and gives 5. D 6. A 7. A
correct
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Task 2+3(13m) Pair work, whole class, group work

- Ask the whole class to read the D on page A: Let’s go camping
157 B: Yes, let’s do that. Then we can
- Ask Ss to practice D in pairs enjoy spectacular scenery
- Call on some pairs to practice the D in C: Oh, that’s a good idea, but if we
front of the class and give feedback go camping we’ll have to bring a
- Then ask Ss work in groups to continue lot of equipment and supplies
the discussion which are quite heavy
Task 4(14m)
- T calls on some representatives to report Pair work and whole class
their discussion to the whole class.
- Ask Ss to present the reasons why their
group member agree or disagree about
the camping trip and what their decision
is
final comments Whole class
Wrapping up(2m)
- T summarises the main point of the
lesson
- For homework, Ss learn by heart the
expressions and do exercises in workbook
Period 3: Listening
I. Objectives
- Develop such listening micro-skills as intensive listening for specific information and taking
II. Teaching aids
Ss may not catch some information, so T should be ready to assist them
IV. Procedure
Teacher Students
Warm up(8m)
-T gets Ss to work in groups of 3 and then Group work
gives the following handout
- Ss discuss in their group and put the
leisure activities in the appropriate column.
The group with the correct and quicket Indoor Outdoor Outdoor All
answer is the winner summer winter season
outdoor
Playing Surfing, Skiing, Building
vdeo scuba snowboardi sand
games, diving, ng castles,
Surfing sunbathi hiking,
the ng swimming,
interne horse
t, riding,
watchin having a
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g TV, picnic,
Surfing, scuba diving, playing video games, playing bungee
chess jumping,
skiing, sunbathing, surfing the internet, rolerbladin
building sand castles, hiking, swimming, g, cycling,
hose riding, having a picnic, bungee bird
jumping, rollerblading, cycling, watching
snowboardinf, bird watching, watching TV,
playing chess.
Indoor Outdoor Outdoor All

summer winter season
outdoor
Pair work and whole class

They are students
- T asks the winner group to go to the They are going for a camping holiday
board and write their answers. Other Ss They in the forest and in the city
observe and comments The weather is fine
- T checks and gives feedback
- T gets Ss to work in pairs to describe the
two pictures. C« ®¬n, c« ®éc, hiu qu¹nh
+ Who are the people in the pictures? ®Ñp, kú vÜ
+ What are they doing?
+ Where are they?
+ What is the weather like?
Pre-teaching vocabulary Individual work, pair work and whole class
Campinground(n) area for camping
Depressed(n) sad
Solitude(n): state of being alone,
remoteness 1,2,4,6 – true
Spectacular(a): impressive, dramatic 3. F( He used to be there in summer)
5. F( She doesn’t like it)
While you listen
Task 1(10m)
Before Ss listen to the task, T asks them to
read through the statements to understand
them well
- Play the tape once for Ss to listen and do the Individual work, pair work and whole class
task
- Get Ss to find a partner to check their answers 1. Riding their dirt bike in the desert, taking
with showers in waterfalls and swimming in lakes
- If many Ss can’t answer the questions, T plays and rivers.
the tape one or two more times and pauses at the 2. In sleeping bags or tents
answers for them to catch 3. Because more and more people are
Then check with whole class coming to these places and leave trash in
Task 2(10m) the forests and take rocks and plants with
- Get Ss to read the questions in task 2 and them
answer the questions without listening again. If 4. He thinks nature is also important in the
world
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they can’t, T plays the tape for them to listen again 5. In cities
- Get Ss to check their answers with a partner. 6. Because she can’t put up an umbrella tent
Then check with whole class in the wind or make a fire in the rain or carry
- Play the tape again and pause at difficult point if a heavy backpack
many Ss can’t complete the task
- Call on some Ss to go to the board and
write down their answers
- T gives the feedback
- Get Ss to read the options in each sentene or
question carefully
- Play the tape once for Ss to listen and do the Group work and whole class
task
- Get Ss to find a partner to check their answers - They shouldn’t leave the trash in the
with place
- If many Ss can’t answer the questions, T plays - They shouldn’t cut trees or take plants
the tape one or two more times and pauses at the home
answers for them to catch - They shouldn’t throw dirty things into the
Then check with whole class lakes and treams
After you listen(7m) - Be careful with the fire
- T gets Ss to work in groups of 4 to - They shouldn’t take rocks or wild
discuss what campers should do to amimals home
protect the widerness
- T goes around to check and offer help
- T calls on the groups to present their
ideas and other groups to add some
more ideas
- T gives corrective feedback
Wrapping up(2m)

do exercises in workbook
Period 4: Writing
I. Objectives
- Describe a camping holiday
II. Teaching aids
Ss may not have sufficient vocabulary to write , so T should be ready to help them
IV. Procedure
Teacher Students
Warm up(8m)
Competition game- What should be Group work
prepared for a camping trip? - Things to bring:
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Imagine that your class is going for a Food, drinks, tent, shovel ['∫ʌvl]cái xẻng,
camping trip in Ao Vua, a place which is flashlight, sleeping bag, blanket,
around 50 km from Hanoi and has many whistle, mattress ['mætris] nệm, đệm,
mountains , streams and waterfall. ,compass, first aid kit bộ dụng cụ sơ cứu,
- Ask Ss to discuss in groups to work out swimming suit, spare clothes, strong
the things you should prepare before the shoes, stove, cooker, guitar
camping trip. After 4 minutes, which - Things to do:
group has the most suitable things will be Hire a coach, hire the tent, buy
the winner necessary things, prepare some games
Preparing Ss to write and songs
Task 1(12m)
Ask Ss to work in pairs to look at the pictures Pair work, group work and whole class
and activities given on page 159 and 160 of 1. g 2. a 3. b 4. c
the book and match the activities with 5. f 6. d 7. h 8. i 9. e
suitable pictures
- Check the answers with the whole class Last weekend our class went to Ba Vi
- T asks Ss to work in group to brainstorm for a two-day camping holiday. Our
the ideas for the description. Ss should bus left the school very early, at 5
also work out the structure of the writing a.mon Saturday morning so that we
- Ss write one or two sentences about the could hame more time to play. When
time and place of the camping trip we arrived at the campground, we
+ Body: Ss describe the camping trip in quickly put up the two big umbrella
details: the time they set up, what activities tents. After that some of us went
they did and the time they came back from around to watch wildlife in the forest.
the campground Some of our classmates who had been
+ conclusion: Ss write bout their feeling of in the place before went swimming in
the trip the lake. At around ten a.m, we
Writing(15m) gatered near the tent and cooked our
Get Ss to write their description in 15 food over the open fire. After lunch, we
minutes, based on the suggestions given in had a short rest. At about 3 p.m, we
task 1 went fishing in the hope that we could
- call two Ss to go to the board to write catch some fish for our dinner. Luckily,
- goes around and offer help we caught 3 big fishes. We cooked and
had dinner together happily. After that,
we put up a big fire to prepare for the
evening activities. We sang and
danced around the camp fire. Ar 11
p.m we went to sleeping in the tents.
Feetback on Ss’ writing(8m) The boys slept in the blue tent, and
- T asks Ss to exchange their writing with the girls stayed in the red one. We all
another student for peer correction slept soundly.
- T goes around and collects mistakes and The next morning we woke up early.
errors After a light breakfast, we organized
- T writes Ss’ typical errors on the board some games with funny and surprising
- T provides correction only when Ss are not prizes. After lunch, some of us went
able to correct the errors around the place while others took a
Wrapping up(2m) nap in the tents. We got on the bus to
T summarises the main points leave to campsite at 4 p.m on Sunday
For homework, T asks Ss to improve their afternoon
writing, taking in consideration their friends’ The camping trip has had agreat
and T’s suggestions and correction impression on us. After the trip, our
classmates seem to understand more
about one another. We hope we can
have another chance to go camping
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again

I. Objectives
- Pronounce the clusters/ts/, /dz/, /t∫t/, /dʒd/
- Pronounce the words and sentences containing these cluters correctly
- Use both……..and, not only……..but also, ether……or, neither…nor and cleft sentences in
the passive correctly to do the exercises and solve communicative tasks
II. Teaching aids
Ss may have difficulty pronouncing the clusters. Therefore, T should be ready to assist them
IV. Procedure
Teacher Students
Pronunciation(10m)
Distinguish sounds
- T models the clusters/ts/, /dz/, /t∫t/, /dʒd/ for
few times and explains how to pronounce them Individual work, pair work, and whole
- T gets Ss to read the words in each column out class
loud in chorus for a few more times. T listens and
corrects if Ss pronounce the words incorrectly
sounds
-Ask Ss to work in pairs and take turn to read
aloud the sentences
- Go around to listen and take notes of the typical
errors
Grammar
Exercise 1
1. Presentation(10m)
1.1 Both……and(võa…v÷a) Pay attention and give examples
• both+ adj+and + adj
She is both pretty and intelligent
adj adj He is both singer and actor
• both+ N and +N
She plays both table- tennis and badminton Both my sister and brother are
N N students
• both +V and +V
They both speak and laugh Not only the students but also the
V V teacher is interested
• both + adverbial phrase+ and +
Lan works hard both at home and at
adverbial phrase
work
1.2 not only…..but also
Adv
It is not only cold but also wet
adv
She not only plays badminton but also tennis
1.3 either……..or: hoÆc …hoÆc
( §îc dïng ®Ó nãi vÒ sù lùa chän gi÷a 2 kh¶
Note: khi hai S ®c nèi b»ng not
n¨ng(hoÆc ®«i khi nhiÒu h¬n 2)
only…….but also, thi ®t chia theo S
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Ex: I don’t speak either Chinese or Japanese ®øng gÇn ®t

You can have either soup or fruit juice Not only my son but also my daughters
He didn’t either write or phone are here
Note: khi hai S ®c nèi b»ng either ….or , th× V
chia theo S ®øng gÇn V You can either come with me now or
Either he or I am wrong walk home
1.3 Neither….nor: kh«ng……mµ còng kh«ng
I neither rich nor poor
He neither phoned nor wrote
Note: khi hai S ®c nèi b»ng Neither ….nor , th×
V chia theo S ®øng gÇn V
2. Practice(8m)
- T asks Ss to do exercise 1 individually and then
compare their answers with another student Neither he nor I am right
- Call on some Ss to write their answers on the
board Individual work, pair work, and whole
- T elicits peer correction and gives correct class
answers if necessary 1. Both Jim and Carol are on holiday
8. Helen lost both her passport and her wallet at 2. George neither smokes nor drink
the airport 3. Neither Jim nor Carol has a car
9. …they are both clean and easy to part 4. The film was both long and boring
10. ……I either go to the ciname or stay at home 5. That man’s name is either Richard
and watch TV or Robert
Exercise 2 6. I’ve got neither time nor money to
1. Presentation(7m) Cleft sentences in the go on holiday
passive 7. We can leave either today or
The boy hit the dog in the garden tomorrow
→ It was the dog that was hit in the garden
They gave Mai a book last week
→ It was Mai who was given a book last week Pay attention and give more examples
2. Practice(8m) 1. It was Christina who was given a lot
- T asks Ss to do exercise 1 individually and then of flower..
compare their answers with another student 2. It was the policeman wo was
- Call on some Ss to write their answers on the asked….
board 3. It was his house that was talked…
- T elicits peer correction and gives correct 4. It was a bicycle that was bought…
answers if necessary 5. It was his home town that was
described..
6. It was the children who were
Wrapping up(2m) frightened
T summarises the main points 7. It was her classes that were broken
For homework, T asks Ss review the lesson, do 8. It was my younger sister who was
the exercises in the workbook kissed..
9. It was this story book that was given
to…
10. It is Tet that is celebrated as the
….
Whole class
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Giao An English 11

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Lesson plan English 11

Lesson plan English 11

T divides the class into 8 groups and gives each

Pre- teaching vocabulary Circumstance(n)hoµn c¶nh, t×nh

2. Because they take up and interest with

II. Teaching aids

T call on some pairs to perform the interview

1. Check the attendance(2m) Whole class

10. studious j, Tèt bông

C. After you listen(8m)

T gets Ss prepare an outline for their writing and

Ask Ss to improve their writing, taking into

Period 5: Language focus

Hospitable Honest Around face Group work

-T models the two sound /dʒ/ and /t∫/ for few

+ Have you got anything to say? - In the examples above the

Unit 2: Personal experiences

describe what’s happening in each of the

C. After you read(6m) 1.She felt surprised/ ambarassed

4. Homework(2m) Whole class

them Individual work

Task 2(10m) 1.small 3. family 5. took

C. After you listen(6m) Take notes

Expressing Expressing Expressing

Brain-storming Past experiences:

Period 5 Language focus

+ The use: we use present perfect to express

Give example and take notes

find a partner to check their answer with 8. had looked/asked/cost

Pre- teaching vocabulary

C. After you read(10m)

- when(date & time) How do you feel about…….?

C. After you listen(8m)

3. Home work(3m) Whole class

Task 2(5m) Individual work

Feedback on Ss’ writing

Period 5 Language focus

Decide Consider hate

Period 6 ,7 Test yourself A

-Ask Ss to read the sentences before listening 1. A 2. D 3. B 4.D

Unit 4: Volunteer work

1. Check the attendance(2m) Whole class

-She is teaching the boy to read

B, While you read Individual work

Task 2 (10m) 5. B.(A:too general, C&D do not

C.After you read(5m)

-Ask Ss to work in pairs to decide which of the Suggested answers:

- T requires Ss to match each activities on the

Helping people in - Teaching the children to

- Cleaning up their houses

Writing Individual work

Period 5:Language focus

- T reads the sentences and asks Ss underline

been covered in the lesson and give more

give example D©n téc thiÓu sè

Textbook, handouts, ………….

Wrapping up(3m) classes, the current number of desk is adequate

- Help Ss to pronounce the word in their textbook

While you listen

- Get Ss to read the task requirements and 1. varied 3. declined 5. went up

Period 5: Language focus

ask Ss to change into reported speech Individual work