Tron Bo Giao An Tieng Anh 11

Lesson plan of English 11
Teaching date:.../09/2007
Period 1 UNIT 1 FRIENDSHIP
READING
Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm,
suspicion.
Skills: Reading, Speaking
Teaching aids: textbook, pictures
PROCEDURE
Teacher 's activities Students activities
I. PRE-READING
*Warm-up (5)
Brainstorming
-Ask Ss to give the adjectives describing
features of a good friend.
Generous
sincere

*Lead-in: I know that we have a lot of
friends in our lives. Today, well know more
about friendship through reading the text.
*Teaching vocabulary(12)
1. unselfishness (n) -> (example)
2. constancy (n.) -> (translation): su kien
dinh
3. be loyal to = be faithful to
4. sympathy (n.) -> (definition): the feeling
of being sorry for sb, showing that you care
about sbs problems.
5. enthusiasm (n.) -> (example)
6. suspicion (n.)
A: friendly
B: happy C: suspicious
Ex: He always helps people without
thinking of his own benefit.
What characteristics can you say about
him?
Ex: The news is greeted with
enthusiasm.
What does enthusiasm mean in
Vietnamese?
->Whats the noun of suspicious?
*Checking vocabulary: What & Where
(3)
II. WHILE-READING: (15)
Task 1: (3)
Read the passage quickly & tick the
words in Warmer appearing in the
1
friend
Task 2: (4) Finding the main idea of the
whole passage. (Task 2, p.14)
+Ask Ss to work in groups of 4 or 5.
Task 3: (8) Answering the questions. (Task
3, p.15)
+Divide class into 2 groups A & B
+Group A answer the first questions, group
B answers the rest. (Pair work)
+Closed pairs- Open pairs.
+ Ts feedback.
passage
+ Expected answer: B. Conditions of
the true friendship.
*Expected answer:
1. 2. .. 3. .. 4. .5. ..
III. POST-READING (8) *Discussing the question Why do we
need to have friends?
+ In groups of 4, ask Ss to tell what a
friend can do for you:
+ in your studies
+ when you are in need.
IV. HOME WORK (2) -Do Task 1, p.14.
-Prepare Period 3 Speaking.
PERIOD 2 UNIT 1: FRIENDSHIP
SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics,
using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher s activities Students activities
I. PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the
parts of the body they can be used to describe.
2
Short Broad straight tallish sleek
Pointed Oval tall shortish round snub
Crooked Short large wide shoulder-
length
Wrinkled Glossy flat wavy long
Dyed
Parts of the body Adjectives
Face
Nose
Hair
Forehead
Height
Call Ss to fill in the words on the
charts
Ts feedback
* Teaching vocabulary
1. crooked (adj.): (picture)
2. hospitable (adj.): welcoming gueSs/
visitors friendly
3. generous (adj.): (translation)
4. quick-witted (adj.): intelligent
II. WHILE-SPEAKING:
Task 1: (Using the chart in the warm-up
activity )
Task 2:
Call some groups to report their results to
the class
In groups of 4, ask students to describe
some people in the picture given by the
teacher, using the words in the chart.
In groups of 4, Ss discuss and choose
the characteristics they think the most
important, and give their reasons
III. POST-SPEAKING: Interview
Make role cards and deliver to students
(see textbook)
Before students start, ask them to agree
upon the basic profile of the friend.
- his/ her name
Pair work:
Ss can use suggestions given to ask
and answer, using the following
cue cards
- why he/ she is interested in Math
- how much time he/ she spends on
3
- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
Math
- what makes him/ her a good friend
- what made him/ her successful
- what he/ she does in his/ her free time
IV. HOMEWORK (2)
PERIOD 3 UNIT 1 FRIENDSHIP
LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson
and be able to decide on true or false statements & listen and take notes.
* Lexical items: sense of humor
* Skills: listening, writing & speaking
* Teaching aids: tape scripts, handouts & cassette player.
PROCEDURE
I. PRE-LISTENING:(12)
*Warm-up:
-Divide class into 2 groups A & B.
*Teaching vocabulary:
- sense of humor: -> (photo of Mr. Bean)
->He has good sense of humor.
*True/ False prediction:
-Deliver handouts
-A Student in group A will describe
some physical characteristics of a
student in his/her group.
-Group B has to guess who the student
is.
- In pairs, Ss predict if the following
sentences are true or false (See Task 1,
p.18)
II. WHILE- LISTENING (20)
Task 1: True/False statements. (8)
-Ask Ss to listen to the tape twice & check
their exercises in prediction activity.
-Ts feedback.
Task 2: Fill in the table. (12)
-Deliver handouts (See textbook, p.18)
-Ts feedback.
-Keys:
*Lans talk: 1.F 2.F 3.T 4.F
5.T 6.F
-*Longs talk: 1.F 2.F 3.T
4.T 5.T 6.T
Ss to listen the tape again to find out the
information & fill in the table.
4
How and where they met What they like about their friends
Lan - They used to live in the
same residential area in
Hanoi.
- Lan went on a holiday to
Do Son and Ha went
there to visit her.
- Has very friendly and helpful.
- Has sociable. Shes got many
friends in Do Son and she
introduced Lan around.
Long - They met in college.
- Minh played the guitar,
Long was a singer.
- They worked together.
- Minh has a sense of humor.
- Minh likes to go to plays and
movies.
- Minh is a good listener.
- Minh is friendly and helpful.
IV. POST-LISTENING.(11) Ss talk to each other about their best
friends
+ how & where they met.
+ what they like about their friends.
V. HOMEWORK.(2) - Write a short passage about your best
friend.
WRITING
*Objectives: By the end of the lesson, Ss will be able to:
+ make an outline of the ideas to describe a friend
+ write a paragraph describing a friends characters with supporting details
for each character.
*Skills: Writing
*Teaching aids: textbook, posters.
PROCEDURE
5
I. WARM-UP: (6)
Noughts & crosses.
1. friendly 2. cheerful
3. pleasant 4. modest
5. active 6. hardworking
7. studious 8. responsible
9. selfish
Key:
1-d 2-g 3-c 4-i 5-f
6-a 7-h 8-e 9-b
In 2 groups, Ss in turn choose
numbers & match the adjective
under the number with a suitable
example (on a chart) describing
emotions and actions as ideas
development for that adj.
a. My mother gets up at 6 every day
and never stops working until
dinner-time.
b. Minh never wants to share
anything with us. Whenever I ask
him for help, the only answer I get
is Why do I have to do it for you?
c. Its nice to be around with Tam
for his polite and friendly manner.
d. Hes very close to us. Though
hes our teacher, he treats us almost
like his friends.
e. I like working with Lan. She
always tries her best to finish her
part of the work.
f. She is a lively person who
engages in almost all the
community activities.
g. I love spending time with Linh
and seeing her broad smiles.
h. My friend spends a lot of time
learning. She is one of the best
students in our class.
i. Trust him. He doesnt say more
than what he has thought or done.
II. PRE-WRITING (6)
*Brainstorming:
Where/
When first
met
Physical
characteristics
Personalities
-in school
extra-
activities
-at a
football
match
-high
forehead
-very tall
- good-natured
-quick-witted
III. WHILE-WRITING
1. Making outline. (10)
-While Ss are writing, T. goes around the class
to see how well Ss work and whether they need
some help.
-Ask 2 groups to write their outlines on the
board.
-Ts feedback.
-Ss work in pairs
-For column one, think of the
possible places and situations in
which you may have met your best
friend. Write down as many of them
as possible.
-For column 2, think of the most
outstanding physical characteristics
of your friend and write them down
in this column.
-For column 3, think of the
personalities of your friend that you
like most about him/her.
-Ss to make an outline of a
paragraph describing a friend, use
the information theyve just
discussed in brainstorming activity.
-Ss work in groups of 4
6
1 2 3
4 5 6
7 8 9
LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
+ pronounce the two sounds /dz/ & /t/ correctly.
+know how to use to-infinitive or bare infinitive.
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook.
PROCEDURE
7
I. PRONUNCIATION (12)
*Warm-up:
-Divide class into 2 groups A & B.
*Practice:
-T. reads the words & Ss repeat them in
chorus.
-Call some Ss to pronounce the words.
-T. reads sentence S (See textbook) & Ss
underline the words containing the
sounds /t/ & /d/.
-Ts feedback.
-T. reads sentence by sentence & Ss
repeat.
-T corrects if therere some mistakes.
II. GRAMMAR.
1. Infinitive with to. (10)
-T. shows some books and ask:
-> What do you read books for?
->Expected answer:
* We read books to get information.
-Use pictures of two happy faces & ask
Ss to complete the sentence.
T: Who can complete the boys sentence?
S: Im happy to meet you.
* Practice:
- Ask Ss to put the words in the correct
order to make complete sentences with
infinitive with to
- Ss work individually.
- Have some Ss write their sentences on
the board.
- The other Ss correct the mistakes.
2. Infinitive without to: (10)
*Practice:
-Ts feedback.
3. Free-practice: (10)
-SS write on the board as many words
having the sounds /d/ & /t/ as possible
in 3 minutes.
Group A Group B
/d/ /t/ /d/ /t/
Jam Children
chair

orange
church
- Ss to give the form:

Noun/pron. + to-infinitive
Adjective
- Ss to match the words in column A with
those in B to make meaningful sentences.
A B
1. I saw a dog a. sing a
romantic song
2. I heard you b. bite
the crying boy
3. They made me c. clean
their ten bicycles
- Ss to give the form of the sentences
above.
Verb + Object + bare-infinitive
- Ss to give some other verbs which can be
used the same way as see, hear, and
make
- Expected answers: watch, let, feel, notice
-Ss. To rewrite sentences, using the words
in brackets.(textbook, p.21)
- Ss to exchange the exercise and correct
them.
-In pairs, each student tells his/her partner
the first time she/he met his/her closet
friend.
Ex: - I was glad to meet her.
- I thought she was a very
interesting person to make friend with.
8
Im happy
you.
PERIOD 6: UNIT 2: PERSONAL EXPERIENCES
READING
Objectives: By the end of the lesson, Ss will be able to:
- learn some vocabulary about personal experiences
- understand the passage
- to use the vocabulary to tell about their own personal
experiences
Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)
Skills: reading, speaking, listening, writing
Teaching aids: pictures, handouts, textbook.

PROCEDURE
I. PRE-READING:
1. Warm up: (pair work) (5)
- T: prepares /sticks 6 pictures on the B.B
- lead-in: Have you involved in the
situation in which you dont know what to
do?
2. Teaching voc: (10)
- idol (n): (example): thn tng
Ex: Whos your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): lic mt
- sneaky (a) (situation): ln lt
What would you do if you couldnt do
your test?
Copy
Whats your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) =
confusing (adj): bi ri
- make a fuss (exp) (over/about)
(explanation): lm m .
S.o complains noisily about s.t
she/he doesnt like.
3. Checking voc: (handout) (3)
Ss to discuss whats happening in each
picture and then asks Ss to predict the
order of 6 pictures
Gap- filling (Task 1 / p.24)
(individuals)
Key: 1. glanced 2. making a fuss
3. embarrassing
4. idol -5.sneaky
II. WHILE-READING:
1. Activity 1 (5) (group work) Put the
pictures of the events (on the board) in
the order that they happen in the story.
(correct the prediction in warmer )
-Ss read the passage silently in 3 mins.
Keys: 1.d 2.b 3.f 4. e 5.a - 6.c
Activity 2 Multiple choice (5).
1. The writers most embarrassing
Individuals
9
experience happened when she was....
A. a teacher
B. a junior high school
student
C. a senior school
student.
2. She wished to have a... like the
one of her pop idol.
A. a red dress
B. a red floppy cotton
hat
C. a pair of red shoes
3. She bought it with the money...
A. her father gave her
B she picked on the street
C. She took from a school boys bag
3. Activity 3 (Task 3/ p. 24)
Comprehension questions (pair work )
-Ss read the passage again and answer the
following questions
1. Why did her father give her some money
on her birthday?
2. What did she see in the boys bag?
3. Why did she decide to take the money
from the boys bag without saying anything
about it?
III. POST-READING: (7)
Discuss the question: What would you do if
you were the writer?
IV. RESERVED-ACTIVITY:
Keys:
1. So that she could buy the hat for
herself
2. A wad of dollar notes exactly like the
ones her father had given her before.
3. Because she didnt like to make a
fuss.
(Group work )
Expected answers: - say nothing / keep
as a secret.
-try meet the boy and give the money
back
Ss tell about their embarrassing
experiences.
V. HOMEWORK: (3) - Prepare for speaking
-Write about their own experiences.
Period 7: UNIT 2 PERSONAL EXPERIENCES
Speaking
*Objectives: By the end of the lesson, Students will be able to talk about past experiences
and how they affected ones life.
*Lexical items: native speaker; affect (v); turtle (n)
*Skills: speaking; listening; writing; reading.
*Teaching aids: textbooks; pictures; handouts.
PROCEDURE
10
I. PRE-SPEAKING
1. Warm-up: (5ms) Hangman
Teacher asks Ss to think of a word
containing 10 letters, you can guess 2
letters first: __ __ __ __ __ __ __ __ __ __
2. Lead-in: (2ms)
_ asks Teacher Ss: .Have you ever had an
interesting experience?
3. Teaching vocabulary: (2ms)
- native speaker (n) (situation) ngi bn
x
Ex: Mary comes from England.
She speaks English as a native speaker
- (to) affect (v) (example) nh hng
Ex: Smoking is harmful to our health. It
means smoking .badly our health.
affects
- turtle (n) (picture) con ra
4. Checking vocabulary: (3ms) R.O.R
Key words: EXPERIENCE
II. WHILE-SPEAKING: (15 ms)
1. Activity 1: (5 ms) (Task 1, textbook,
P.25)
2. Activity 2: (10 ms)
Teacher asks Ss to practice the dialogue in
pairs
Teacher calls some pairs to perform the
dialogue in front of the class.
Teacher sticks a poster with the completed
dialogue
Teacher asks Ss to pay attention to the tense
of the verb <Simple past >
Key answers:
1_d; 2_c; 3_ a; 4_ b; 5_ e
Ss put the conversation in the correct
order by numbering the expressions
(Task 2, textbook, P.26 )
Key answers: 1_b; 2_ d; 3_ h; 4_ a;
5_ e; 6_ g; 7_ c; 8_ f
Ss to pay attention to the questions:
Have you ever ..?
How did it happen?
When did it happen?
How did the experience affect you?
III. POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1
IV. HOMEWORK: (2ms)
Write down your own dialogue in the
exercise
PERIOD 8 UNIT 2: PERSONAL EXPERIENCES
LISTENING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.
* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),
replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts...
11
PROCEDURE
I. PRE - LISTENING:
Warm - up: (5) (group work):
Describing the picture (p27 - textbook).
Lead - in (2)
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
Vocabulary (10):
- memorable (a) = unforgettable (a)
(synonym): ng ghi nh
- Terrified (a) s hi (example)
Most people feel terrified when they see
snakes
- Scream (v): (explanation) la tht thanh,
la ht.
What do people often do when they see
something terrible?
- Replace (v) (mining): thay th
- Gas stove (n) (drawing)
- Embrace (v) (picture): m
- Escape (v) (example): thot ra ngoi
The prisoner ran away after escaping from
the prison.
- Protect (v): (explanation)
What do we wear a helmet for? to
protect our head
Keys:
1. protect 2. embraced 3. memorable 4.
terrified 5. screamed 6. replace
7. gas stove 8. escape
II. WHILE LISTENING
Keys:
1. T 2.F 3. F 4. F 5.T
Ss look at the picture and say what is
happening in it.
Checking vocabulary (5) (individual)
Gap - filling
1. A good pair of shoes will . your
feet while jogging.
2. The child .her mother tightly
because of fear.
3. April 30
th
1975 is a .day of
Vietnamese people.
4. I feel whenever I stay at home alone
5. The fans .with excitement when
they saw their idols.
6. Robots can .people in some work
7. Remember to turn off the right
after cooking.
8. They were trying to .from a
burning house.
1. Activity 1 (5) (Pair work) (task 1 P27)
1. Christina is a businesswoman
E True
E False
2. The fire happened three years ago
E True
E False
3. The fire started in the bedroom
E True
E False
4. When the fire started, Christina was
12
Ask Ss to put the sentences in right
order to make a completer story.
Keys:
1. b 2. d 3. a
4. c 5.f 6.e
Keys:
1. small 2. everything 3. family
4. replaced 5. took 6. appreciate
reading a book
E True
E False
5. Her mother came and rescued her
E True
E False
2. Activity 2 (5) (Group work) Teacher
prepares 6 piece of paper on which there
are 6 sentences as follow.
-b. Her most unforgettable experience
happened 13 years ago.
-d. Her house burned down
-a. The fire started in the kitchen because
she forgot to turn off the gas stove.
-c. She heard her mothers voice calling
her name
-f. She rushed to her mother and her
mother carried her out.
-e. She got away without even a minor
burn.
3. Activity 3 (5) Individual (Task 3
textbook P28)
III. POST - LISTENING (5) (textbook
P28) Discussion
Christina says that family is more
important than things. Do you agree or
disagree with her? Why? Exchange your
ideas with a partner.
IV. HOME - WORK (3) Write down your idea (Post - listening) in
the notebook
WRITING
A. OBJECTIVES
13
A1 Aims: - To help Ss know the way to write a personal letter about a
past experience.
A2. Lexical items: - Words/Phrases used to write about a past experience:
embarrassing/embarrassed, frightening /frightened, funny,
unforgettable, memorable; appreciate; outlook on life
A3. Structures: Im writing to tell you about my most memorable ; This
made me more careful; This changes my outlook on life;
etc.
A4. Method: Integrated, Communicative approach
A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,
whiteboard markers, overhead projector
B. PROCEDURE
14
WARM-UP (3 mn)
Look at the pictures or listen to the situations and
answer the questions
T. either shows 2 pictures of a man attacked by
a dog and of a man slipped & fallen in the
street or gives 2 situations and asks some
questions:
1. Whats the matter with the man in the 1
st
picture?
2. How did this affect him?
3. How about the 2
nd
picture?
4. According to you, how did he feel when there
were a lot of people in the street?
PRE-WRITING (15 mn)
Act.(7mn). Listen to the teachers past experience
and do a multiple-choice task.
T. tells Ss her/his past experience.
Ive had a lot of experiences in my life. My
unforgettable experience was just 2 months ago,
when my family spent a summer holiday in Hue
city.
We stayed at a big hotel with 7 floors for three
days. My son, a quick and naughty boy likes
taking the lift so we decided to choose a room on
the top floor. On the last afternoon of our stay,
while I and my husband were both talking to
each other and stepping into the lift, my son was
putting his left hand into one of the two slots of
the lift. I really lost my temper then. Immediately,
I grabbed his hand and tried to draw it out of the
slot, but I couldnt. The boy was more and more
crying, and I began crying. My husband, who
prevented me from doing like that, was very
calm. He managed to draw his hand out of the
slot. At that time, I felt relieved and hugged my
son because I had thought of the worst thing that
would happen to him. Luckily, he wasnt
seriously injured.
This experience made me frightened and pay
more attention to my naughty son. Especially, I
find that we should be calm when solving any
problems.
TASK: Listen to my past experience and then
tick the right pictures related to the story. tick the right pictures related to the story.
1. a b c d
2. a b c d
3. a b c d
Ss: Observe the pictures on board
or listen to the situations given
Ss answers:
1. He was attacked/bitten by a dog.
2. This made him frightened.
3. He was slipped.
4. He felt embarrassed.
Group work (groups of 4)
Ss: Observe the pictures of the task
provided and make group
discussion before listening.

Ss answers:
1. b
2. d
3. c
4. c
5. b
Ss. Look at the poster and answer
the questions
Individual work
Ss give as many kinds as possible
Pair work
Ss write outline in pairs
Individual work
Write a letter about a past
15
1. Where the experience happened: at a hotel,
2. When it happened: 2 months ago, when I was on
holiday,
3. How it happened: (various details)
4. Who was involved:
5. How it affected you: It made me
embarrassed/frightened; It changes my outlook on
life
LANGUAGE FOCUS (1)
Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - //
and use present simple indicating past time correctly
Lexical items:
Skill: speaking, listening, writing, reading
Teaching aids: textbooks, handouts, poster
PROCEDURE
16
WARM - UP AND LEAD - IN: (5)
Game: T prepares 15 cards containing 15
words and asks Ss to put into correct
columns
- T gives feedback
- T leads in the new lesson
A. PRONUNCIATION (15)
I. PRESENTATION (5)
- T introduces and modals 3 consonants
/m/; /n/; //
II. PRACTICE (5)
T asks Ss to underline the words
containing 3 consonants above and read
the sentences loudly (individual)
1. Good morning. I want an apartment in
central London.
2. We have an inexpensive apartment in
Northern Avenue.
3. I remember meeting him on a nice
summer afternoon.
4. Mr. King is singing next door.
5. Hes holding a string in his fingers.
6. He loves spending his holidays in his
small summer house.
III. PRODUCTION (5)
T divides class into 2 groups ands asks Ss
to choose the number and give the word
containing the consonant
B. GRAMMAR (23): Present simple
indicating past time
I. PRESENTATION (7)
T feedbacks and explains: Present Simple
also indicates past time
Keys:
1. invites 2 sets 3. gets
4. waves 5. promises 6. carries
7. contains 8. has baked 9. is
10. is shining 11. are singing 12. is
II. PRACTICE: (8)
Multiple Choice
One fine day, we (1. decide) _______ to
go into a jungle. We (2. start) _______
preparing for the trip at six in the morning,
and (3. leave) _______ with two elephants
carrying our luggage. Its a hot day but all
of us (4. wear) ______ shoes and trousers
to protect us from snakes. In the jungle,
there is a lot of wildlife but we (5. try)
/m/ /n/ //
may nose Wrong
running make nine
- Ss repeat
Game: Noughts and Crosses
1 2 3
4 5 6
7 8 9
- Ss close the books and gives Ss
handouts
Handouts:
The story is about a girl called Little Red
Riding Hood who (0. live) lives with her
mother. Little Red Riding Hoods
grandmother (1. invite) _________ her to
her cottage, so one fine day she (2. set)
_________ off to visit her. The little girl
(3. get) __________ready, (4. wave)
_________ goodbye to her mother and (5.
promise) __________to be careful. On her
arm she (6. carry) _________ a basket
which (7. contain)_________a cake her
mother (8. bake) __________specially. It
(9. be) _________ a lovely spring
morning, the sun (10. shine) _________
and the birds (11. sing) __________,
happy that the winter (12. be) _________
over.
1.a. to decide b. decides
c. deciding d. decide
2.a. have started b. had started
c. start d. was starting
3.a. leave b. leaves
c. leaving d. to leave
4.a. wears b. wear
c. wearing d. weared
5.a. is trying b. try
c. has tried d. was trying
6.a. to climb b. climbing
c. climb d. climbs
17
LANGUAGE FOCUS (2)
Objectives: By the end of the lesson, Ss will be able to use the past simple, past
progressive and past perfect correctly.
Skills: writing, speaking, listening, reading.
Teaching aids: textbook, handouts, chart, pictures, etc.
PROCEDURE
I/ WARMER: 5
T gives an exercise: RIGHT (R) or
WRONG (w)
1/ I was making a cake when the light
goes out.
2/ Last night, while I watched T. V, my
mother was reading a newspaper.
3/ When I arrived, the lecture had
already started.
4/ He went out with his friends after he
finished his homework.
- T gives feedback.
- T leads in the new lesson.
II/ PRESENTATION: 10
From the above sentences, T elicits from Ss
3 structures:
WHEN ..
WHILE ,
WHEN / BEFORE / AFTER ..,
II/ PRACTICE:
1/ Activity 1: 8
Exercise 2 / p.30. Textbook.
Keys: 1/ broke - was playing
2/ wrote - was
3/ was working - broke
4/ started - were walking
5/ told - were having
6/ didnt listen - was thinking
7/ phoned - didnt answer - were (you)
doing
8/ had looked - asked - cost.
2/ Activity 2: 8
Exercise 3 / p.31 textbook
Keys: 1/ had eaten - arrived
2/ found - had taken
3/ got - had closed
(1) Past progressive + WHEN + Past
simple
WHEN + past simple + past
progressive
*Expressing an action happening
when another action happened in the
past.
(2) WHILE + Past progressive +
Past progressive
Past progressive + WHILE + Past
progressive
*Expressing two actions
happening at the same time in the
past.
(3) WHEN / BEFORE + Past
simple + Past perfect
Past simple + AFTER + Past
perfect
*Expressing an action happened
before another in the past.
pair work
18
4/ got - had left
5/ got - had arrived
6/ paid - had phoned
7/ went - said - hadnt arrived
8/ had looked - asked - cost
III/ PRODUCTION: 12
Sentence building
- T uses pictures or cards:
1/ Play football - do homework
2/ Cook the meal - watch T.V
3/ Go shopping - do housework
4/ Have dinner - go to the cinema
- Ss to make sentences, using the three
structures above.
Individual
Group work
IV/ HOMEWORK: 2 T asks Ss to make 6 sentences, using the
three structures above.
PERIOD 13 UNIT 3: A PARTY
READING
Read for gist.
Study some new words relating to the topic: Party.
Skills: reading.
Teaching aids: text books, hand-outs.
PROCEDURE
I. Warmer: (5 minutes)
+ Chatting:
T elicits some information relating to a
party from the Ss
- Have you ever been to a party?
Expected answer: Yes.
- Do you enjoy going to a party?
Expected answer: Yes.
- Could you tell me some kinds of party you
have been invited to?
Lead in:
T introduces the lesson:
Today we will learn about some
kinds of parties that people are
celebrating
I. Pre-reading: (10 minutes)
Expected answer:
19
+ Pre-teaching vocabulary:
1. blow out (v) thi tt
(Miming: T asks the Ss to look at him or
her. T does the action of blowing out
the candles then asks the Ss:
What I have done? Expected answer:
blow out the candles)
2. couple (n)
3. anniversary (n)
+ golden anniversary
+ silver anniversary
+ wedding anniversary
4. gift (n)
5. milestone (n):
Checking vocabulary:
RUB OUT AND REMEMBER.
I. While reading: (20 minutes)
Activity 1: Task 1:
Activity 2: Task 2:
T asks Ss to read the text again
individually.
T asks Ss to work in pairs and do the
exercise.
T reminds the Ss that there is only
ONE wrong word.
T calls some Ss to stand up and give
their answers.
T checks and gives feedbacks.
Ss to work in pairs and read the text
again.
Ss ask and answer then tick (-)
in the right box.
T delivers the hand-outs (taken
from the textbook, p.34).
PAIR WORK
o Answer keys:
1. birthday party
2. both
3. both
4. wedding anniversary party
7. birthday party
PAIR WORK
o Answer keys:
o 1. Lisas family and friends are at her
seventh birthday party.
2. Everyone eats cake and ice cream at
the birthday party.
3. Lisa opens birthday cards and presents
from her family and friends.
4. Many Americans over the age of 30
dont like to talk about their age.
5. Fifty years ago, Rosa and Luis got
married.
6. People call the 50
th
wedding
anniversary the golden
anniversary
7. Rosa and Luis are happy to be
together for their golden anniversary.
20
III. Post-reading (9 minutes)
PREPARE YOUR BIRTHDAY PARTY
Time to start
Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee
shop
Number of gueSs coke, cake, candies, milk,
Foods and drinks Playing games, singing, dancing, taking
photos,
Interesting activities
DISCUSSION
- T asks Ss to work in groups of 5.
- T asks Ss to discuss the reasons why
they prefer to celebrate their birthday party at
home / in the restaurant.
II. Homework (1 minutes)
Write-it-up:
Write a short paragraph (about 70
100 words) about the preparation for
your birthday party. Using the
information given in the chart above.
SPEAKING
Objectives: By the end of the lesson, Students will be able to:
+ Talk about the party they have been to
+ Tell how they organize a party
Skills: speaking, writing
Teaching aids: Textbooks, hand-outs
PROCEDURE
I. Warmer: (5 mins)
Brainstorming:
T divides the class into 2 groups:
Tom and Jerry
T asks each group to choose a
representative to come to the board
T asks Ss to find some words related to
the topic PARTY then write their words
Ss to clap their hands
Ss read the list of questions on p. 35
Ss choose from the list 5 or 6 questions to
answer
21
on the board
T checks the Ss' answers
The group that has more correct words will
be the winner
Lead-in:
T introduces the lesson: "
Today, you will learn to talk about the
parties you've been to and how to
organize a party."
II. Pre-speaking: (10 mins)
Activity : Task 1
T asks them to write their answers on
a piece of paper
T reminds them to use The Past Tense
T calls some Ss to stand up and talk
about their answers
III. While-speaking: (20 mins)
Activity 1: Task 2
T asks them to tell their friends about the
party they've been to
T asks them to use the information in the
previous activities
T goes around to check and offers help if
necessary
T calls some Ss to stand up and tell about
the party they have been to
T gives feedbacks
Activity 2: Task 3
PARTY-ORGANIZER'S COMPETITION
Ss to work in pairs
II. Post-speaking: (10 mins)
- T asks the Ss to work in
pairs
T gives some cues
22
- T asks Ss to plan an interesting party
(using the cues) then tell their friends to
invite them to come to that party.
- T calls some Ss to stand up and talk
about their parties
- T checks and gives feedbacks.
- Ss to discuss in their groups
IV/ HOMEWORK: 2 T asks Ss to make 6 sentences, using the
three structures above.
LISTENING
Objectives: By the end of the lesson, Students will be able to:
+ Listen for gist.
+ Listen to get some specific information to answer the questions.
Lexical items: words related to a party / parties.
Skills: listening.
Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects.
PROCEDURE
I. Warmer: (5 mins)
T elicits some information related to
parties from the Ss by asking the
following questions:
- When do you like to organize your
birthday party, during the day or in the
- Ss work individually to read
through the hand-outs.
- Ss listen to the tape once and try
to decide if the statements are True (T) or
False (F).
- Ss to work in pairs and discuss
BIRTHDAY PARTY
Game: Hide and Seek, Beauty Contest, etc
GueSs: Interesting friends and famous
singers
Foods and Drinks: coke, fruit juice,
cake, biscuits, etc.
23
evening?
- What foods and drinks are often served at
your birthday party? What act
II. Pre-listening: (10 mins)
Teaching vocabulary:
+ gather (v) (picture )
+ decorate (v) (explanation)
+ slice (n) (realia)
+ clap (v) (miming)
+ icing (n) (picture)
Checking vocabulary: WHAT AND
WHERE
III. While _listening: (20 mins)
Activity 1 : Task 1
T delivers handouts (taken
from the textbook, p.37) T call
some Ss to stand up and give their
answers.
T plays the tape again to
check with the whole class.
T gives feedbacks.
Activity 2: Task 2
their answers.
- Answer keys:
1 2 3 4 5
F F F T F
MULTIPLE CHOICES
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didnt she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
C. noisy and cheap D. quiet and comfortable
3. What did Mais mother serve the gueSs at the beginning of the party?
A. ice-cream and biscuits B. soft drinks and biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30 p.m
5. It was beautifully decorated with
24
A. pink and white icing B. brown and yellow icing
C. green and white icing D. black and yellow icing
6. What did all the gueSs do while Mai was cutting the cake?
A. they danced and sang B. they played the Bingo game
C. they took photos D. they clapped their hands and sang
7. What time did the birthday party finish?
A. 6.30 a.m 6.00 p.m C. 6.30 p.m D. 6.00 a.m
IV. Post listening: (9 mins)
T asks them to talk about Mais
birthday party.
T asks the secretary to take notes.
Homework: (1 min)
- Ss to work in group of 6.
- Ss choose a secretary and a presenter.
Write a short paragraph about Mais birthday
party (5070 words).
WRITING
Write a letter of invitation.
Lexical items: Words / phrases used in letters of invitation.
Structures: Would you like to?
Skills: Writing.
Teaching aids: Hand-outs, posters.
PROCEDURE
Teacher s activities
T devides the class into 2 groups: Apple and
Orange.
T asks each group to choose a representative to
come to the board.
T asks Ss to find words related to LETTER.
I . Lead in:
-T introduces the lesson:
One of the kinds of letter we will study today
is letter of invitation
II. Pre-writing: (10 mins)
Vocabulary teaching:
-refreshments (n) -serve (v) -take place
-T elicits some information from the Ss:
Students activities
Ss do the exercise in the hand-out
Answer keys:
1. refreshments
2. would you like - - served
3. took place
Answer keys:
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
25
Would you like to go to the cinema with me?
-Structure:
Form
1. I often bring a lot of .when I go on a picnic.
2. What . to be . at the party?
3. The 2002 World Cup . in Korea and Japan.
III. While writing: (20 minutes)
Activity 1: Task 2
-T asks the Ss to work in pairs
-T asks them to complete the letter in the
textbook.
-T calls Ss to give their answers.
-T checks and gives feedbacks.
Activity 2: Task 3
T asks the Ss to find the answers for the
questions in the textbook.
Activity 3:
-T asks Ss to work in groups again
III. Post-writing (9 minutes)
T calls the Ss to stick their poster on the board.
Ss work in group of 5
o Suggested answer:
1. I am going to organize a birthday
party.
2. I intend to organize the party in the
park on July 25th.
3. I will invite about 50 friends /
classmates.
4. I will organize some interesting
games such as hide and seek,
Bingo, ect...
5. Fast food and fruits will be served.
V. Home work (1 minutes) T asks Ss to rewrite the letter of
invitation in their notebooks.
E. LANGUAGE FOCUS
A. Aims: After the lesson, students will be able to:
- distinguish the sounds /l/ - /r/ - /h/
- know about infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
- Pictures of a plate of salad, a restaurant, and a house
C. Procedure:
A. Class stabilization:
B. New lesson:
I. Warm-up:
- T uses pictures of a plate of salad, a restaurant, and a
house to lead to pronunciation
II. Pronunciation:
1. Activity 1: Listen and repeat
2. Activity 2: Practise reading aloud these sentences
1. Hello, Mr. Allen. Youre early for lunch. Its only
- T asks Ss to repeat the
words.
26
Would you like to
eleven oclock.
2. Id like a plate of salad, a glass of lemonade, a slice
of melon and some jelly, please.
3. Laura is a really pretty librarian in the public
library.
4. Her parents own a restaurant in a country in central
Europe.
5. Hello, Harry. Have you heard the news? Theres
been a horrible accident. A helicopter has hit Helens
house.
6. Helen and her husband will have to spend their
holiday in hospital.
III. Grammar:
A. INFINITIVE AND GERUND
I. Examples:
List what people often do at a birthday party
give presents
sing birthday
song

get l
eat and drink
blow out the candles
- I hope to receive many presents on my birthday.
- We enjoy singing birthday song.
II. Verbs followed by V-ing and To-inf
Verb + (O) + V-ing

+ V (To-inf)
1. Verbs followed by To-inf
V + (O) + To-inf
- decide, expect, try, attempt, tend, ask, want, refuse,
desire, wish, order, require, demand, fail, advise,
hesitate
- would like / love, agree, be willing, hope, tend
- intend
Ex: - I expect to meet him tomorrow.
- She fails to solve this problem.
- Dont hesitate to contact me when you re here.
Other structures: - It + (be) + adj + to-inf
- S + V + too + to-inf
- S + V + enough + to-inf
2. Verbs followed by V-ing
V + (O) + V-ing
- avoid - mind - appreciate
- deny - delay / postpone - miss
- T asks Ss to read the
sentences
- T gives a situation and asks
Ss some questions to lead to
the grammar point.
- T presents
27
Birthday Party
- consider - dislike/ hate / detest - finish
- keep - enjoy - practise
* Expressions:
- look forward to - be worth
- There s no point in - be busy
- It s no good / use - be / get used to
- cant help / bear / stand - be accustomed to
Ex: - I deny having stolen money
- The book s worth reading
* Adj phrase with preposition + V-ing
III. Exercise 1:
1. Most passengers dislike ___________ to sit in
small, uncomfortable seats on long flights.(have)
2. I must drive more carefully. I cant risk ________
another speeding ticket. (get)
3. Did Dick mean ___________ Sue about the party,
or did it slip out accidentally?(tell)
4. You must keep __________ on the computer until
you understand how to use all of the programs.
(practise)
5. The judge demanded _________ the original
document, not the photocopy. (see)
IV. Homework:
- Prepare Language Focus (cont)
- T has Ss do the exercise.
- T gives correction and
comments.
Key:
1. having, 2. getting, 3. to tell,
4. practising, 5. to see
E. LANGUAGE FOCUS (cont)
A. Aims: After the lesson, students will be able to:
- know about passive infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
C. Procedure:
28
A. Class stabilization:
B. New lesson:
B. PASSIVE INFINITIVE AND GERUND
Usage:
- used in passive meaning
I. Passive Infinitive
Exercise 2:
1. Ms. Thompson is always willing to help, but she
doesnt want....... at home unless there is an emergency.
A. to call B. to be called
2. The children agreed....... the candy equally.
A. to divide B. to be divided
3. I expected....... to the party, but I wasnt.
A. to invite B. to be invited
4. I expect.......at the airport by my uncle.
A. to meet B. to be met
5. Mr. Steinberg offered....... us to the train station.
A. to drive B. to be driven
II. Passive Infinitive and Gerund
Exercise 3:
1. The new students hope....... in many of the schools
social activities.
A. including B. being included C. to include D. to be
included
2. Jack got into trouble when he refused....... his briefcase
for the customs officer.
A. opening B. being opened C. to open D. to be opened
3. Barbara didnt mention....... about her progress report
at work, but Im sure she is.
A. concerning B. being concerned C. to concern D. to be
concerned
4. Youd better save some money for a rainy day. You
cant count on....... by your parents every time you get
into financial difficulty.
A. rescuing B. being rescued C. to rescue D. to be
rescued
5. Please forgive me. I didnt mean....... you.
A. upsetting B. being upset C. to upset D. to be upset
C. MORE EXERCISES
I. Choose the best word / phrase/ sentence
1. Would you mind....... the door? (open)
2. You should give up....... or youll die of cancer.
(smoke)
3. The teacher told his pupils.......in class. (not talk)
4. The driver stopped.......a coffee because he felt
sleepy. (have)
5. Have you ever considered.......a pharmacist?
(become)
6. Peter advised me.......again. (try)
7. Avoid.......such a mistake again. (make)
8. My father wanted me.......a pilot. (be)
9. Mr. Thomas doesnt allow.......while he is explaining
the lesson. (talk)
10. Do you have any money.......for this book? (pay)
- T presents the usage of
passive infinitive or gerund
- T has Ss do the exercise.
comments.
Key:
1. B, 2. A, 3. B, 4. B, 5. A
- T asks Ss to do the
exercise
comments
Key:
1. D, 2. C, 3. B, 4.B, 5. C
- T asks Ss to do the
exercise.
- T gives comments and
correction.
Key:
1. opening, 2. smoking, 3.
not to talk, 4. to have, 5.
becoming, 6. to try, 7.
making, 8. to be, 9. talking,
10. to pay, 11. meeting, 12.
29
Period 19. Unit 4: VOLUNTEER WORK
Reading
Objectives: By the end of the lesson, students will be able to
- Scan read for specific information
- Skin read for general ideas
- Work in pairs/groups effectively
- Get to know about volunteer work
Lexical items: Voluntary/volunteer/mow/ handicapped/ remote
Skills: Reading (main), speaking
Teaching aids: Handouts, picture
PROCEDURE
I. WARMER: (5)
- Divide the class into 2 groups
- Each group will take turns to answer
the questions prepared before hand by
the teacher
- If they give the correct answer they
will get 1 mark. The group with more
marks wins the game.
Leading: Can you tell me some volunteer
work in our school?
II. NEW LESSON
Teacher says: In our lesson today, well read
about the volunteer work PRE-READING
Teaching vocabulary
1. Volunteer (n) (v) (picture +
explanation)
These people are doing
volunteer work. They are volunteers
Teacher: Can volunteer be a
verb?
Students: Yes
2. Voluntary (adj) (context situation:
Synonym)
In her spare time, she does the work without
being paid for it?
Questions:
1.What do you call the person who cures
diseases for animals? (vet)
2.Tell me the name of the fruit which is
round, sweet, rather big? (orange)
3.Which animal lives in the forest and
eats the carrots? (rabbit)
4.Fill in the missing words
a. .......or West, home is best
5.What is the antonym of full? (empty)
6.What do you call the money we give to
the children on Tet Holidays? (lucky
money)
7.What is a popular kind of drink in
Japan, China and Vietnam? (tea)
8.What is up when it rains? (umbrella)
What do you call the home of the birds
(nest)
Expected answers:
- Help the disabled
- Help the people suffering badly in
wars or natural disasters
Show a picture of the handicapped and
elicit the word.
30
In her spare time, she does....... work
(voluntary)
3. Remote (adj) (synonym)
What is the synonym of far away?
4. Wow (v) (picture +example)
Show the picture of a mower and ask
students to fill in the gap with one word in
the following sentence:
This machine is used to.......
lawn/
5. Handicapped (adj ) (picture +
translation)
III. WHILE READING (17)
Activity 1: Multiple choice (task 2, P.48)
- Put students into pairs
- In pairs, ask them to choose the best
answer from A, B, C or D for each of the
sentence
- Call on some Students to give the
answers
- Make corrections
Activity 2: Questions and answers (task 3,
P49)
Have students work in pairs to ask and
answer the questions.
Call some students to give the answer and
write on the board
IV. POST READING: Discussion
- Have students work in groups of for
or five, discussing the following
questions:
1. What kind of volunteer work do you
usually do at school?
What do you usually do in each kind of
volunteer work?
Checking vocabulary: Gap fill
1. When she retired, she did a lot
of.......service for the Red Cross
2. He continued to.......the lawn and
did routine chores
3. She needs some.......to clean up
the kitchen
4. We have visited many villages
in.......areas
5. Im going to work two days a
week teaching.......kids to fish
KEYS: 1. Voluntary 2. mow 3.
volunteers 4. remote 5. handicapped
Expected answers: 1.A, 2.D. 3.B. 4.D,
5.B
Expected answers:
1. They read books to the people
there, play games with them and
listen to their problem.
2. They give care and comfort to
them and help them to overcome
their difficulties
3. During summer vacations, they
volunteer to work in remote or
mountainous areas to provide
education for children
IV. HOMEWORK: Write a short paragraph about
volunteer work at your
school/hometown.

Period 20 UNIT 4 VOLUNTEER WORK
31
SPEAKING
Objectives: By the end of the lesson, Students will be able to
-Identify types of volunteer work
-talk about volunteer work
-work in groups /pairs effectively
Lexical items: invalid/ martyr/ intersection
Skills: Speaking
Teaching aids: Handouts, charts
PROCEDURE
I. WARMER:(5') Game: Word Grid
-Hang on a chart with all the words in their
rows and cover each row with a piece of paper
-Divide the class into 2 groups
-Ask each group to choose the numbered row
in turns, read the explanation for the word in
that row and say what the word is
-Uncover the piece of paper of each row when
Ss have the correct answer
-One point for one correct answer. If they can
guess the word in vertical column, they will
get 3 points and the game stops
RED CROSS
Lead in: -Have you ever worked for the Red
Cross Association?
- What kind of volunteer work do people work
in the Red Cross Association?
In our lesson today, we are going to speak
about such volunteer work.
II. PRE- SPEAKING: (8)
1. *Teaching vocabulary: Invalid(n) (picture +
Situation man. He has to be confined to a
wheel- chair and he needs other people to take
care of him. He is an....
2. Martyr (n). (Situation + Translation)
3. Ex: Do you know Nguyen Van Troi? He
devoted himself to the revolutionary cause and
he was killed by the enemy. He is considered
as a....
4. Intersection (n) (picture ).
III. WHILE _SPEAKING:
R What animal do cats eat?
(rat)
E What planet are we living
on? (Earth)
D What do you call a person
who takes care of the teeth?
(Dentist)
C What do we use to drink tea?
(Cup)
R What is the antonym of
wrong? (Right)
O What is Iraq famous for?
(Oil)
S What do we wash our hair
with? (Shampoo)
S What is the most popular
sport in the world? (Soccer)
Expected answers: -Yes/ No
They help the poor, or those suffering
from natural disasters.
32
*Activity 1(task 1, p.49)
Teacher: Hang this chart.
Teacher gives feedback.
Answer: 1
2 C
3
4 C
5
6 C
Teacher shows the chart of the conversation
on page 50 on the board. Teacher reads the
conversation aloud.
- Teacher gives feedback.
IV. POST- SPEAKING
Teacher divides the class into groups of four
or five, asking them to discuss volunteer work
that they usually do to help people.
- Teacher collects the mistakes
made by student/
Teacher gives feedback.
- Taking part in an
excursion
- Helping people in
remote or mountainous areas
- Giving care and
comfort to the poor and the sick.
- Participating in an
English speaking club.
- Providing education
for disadvantaged children.
Joining the Green Saturday Movement.
Students go to the board to stick the
smiling faces next to volunteer work
and sad faces to the activities which are
not volunteer work.
Pairs
Substitution:
Instruction: You are going to walk in
pairs to make similar conversation,
using the activities from the table.
Group discussion.
V Homework: 1. We/ usually/ take part/ social
activity.
2. Classmates/ interested/ help/

handicapped children/ neighborhood.
3. Father/ used/ help/ people/

mountainous areas.

Period 21: UNIT 4: VOLUNTEER WORK
LISTENING
Objectives: By the end of the lesson, the students will be able to:
- listen for specific information
33
- know more about volunteer work
- work in pairs/ groups actively
- discuss
Lexical items: co-operate, fundraising, sponsor, annually
Skills: listening (main), speaking
Teaching aids: CD player, poster, handouts
PROCEDURE
I. Warm-up: (5 mins) Game: Finding
ones other half
- Divide the class into 2 teams A and B
- Hang on 2 posters on the board
-Stick pieces of paper on each poster
- Ss in each team combine pieces of
paper to form meaning full phrases
-The team who finishes first wins

*Lead-in: (point at the posters) These
activities are volunteer work
In todays listening section, you listen to a
passage to know more about volunteer
work.
II. Pre- listening:
*pre-teaching vocabulary:
1, co-operate (v) (example)
Ex: I work with him and help him for a
particular purpose. I.. with him.
2, fundraising (n)(definition+ translation):
the activity of collecting money to support a
charity or an organization: hoat dong gay
quy
3, sponsor (n) (situation)
+ Hue Brewery Company paid all the
expenses for the Festival held in 2006
This company was the.. of
the Festival.
4, annually (adv) (synonym)
What is the synonym of yearly?
*Key: supporting charities/ raising
money/ helping the poor/ helping the
elderly/ making donations
Expected answers:
34
*Checking vocabulary: Slap the board
III. WHILE- LISTENING: (20 mins)
*Activity 1: Gap- fill (task 1,p. 51)
- Ply the tape and ask Ss to listen and fill in
the missing information
- Let Ss listen again if necessary
- Call some Ss to give the answers
*Activity 2: Error Recognition
- Deliver handouts
- Have Ss listen and underline an error in
each sentence and correct it
- Call some Ss to give the answers
1. Spring School provides classes for
disadvantaged children in Ho Chi Minh
City.
2. Dance, theatre, singing and circus
classes was set up a year later.
3. Spring School requires volunteers
helping organize their fundraising
dinner.
4. This is an exciting night in where
children perform circus, theatre, dance
and singing.
5. More schools like Spring School will
soon be finding in other city in Vietnam.
*Activity 3: Questions and Answers (task 2.
p. 51)
- Have the Ss listen to the passage again and
find the answers to the questions
- Ask them to compare the answers in pairs
- Give the feedback
IV. POST-LISTENING: (14 mins)
Speaking
- Ask Ss to work in pairs to talk about
Spring School, using the following
suggestions:
+ The aim of Spring School
+ The number of children living and
studying at the school or the classes
+ The activities the children at the school
take part in
+ The kinds of volunteers that Spring
School requires
- Go round to give help where necessary
- Call on some Ss to report in front of the
class
1. informal 2. 30 street children 3. 250
children 4. 1998 5. volunteers/
February
Key:
1. to 2. were 3. to help 4. which
5. found
Expected answers:
1. IT provides classes to
disadvantages children in Ho Chi
Minh City.
2. 2. Dance, theatre, singing and
circus were set up in 1999.
3. Because they need money to
continue their English and
Performance Arts classes.
4. At one of the largest hotels in Ho
Chi Minh City.
5. To contact sponsors and help to
expand the school activities.
V. HOMEWORK: - Ask Ss to summarize the story about
Spring School
35
Period 22: Unit 4: VOLUNTEER WORK
WRITING
Objectives: By the end of the lesson, Ss will be able to write a formal letter expressing
gratitude.
Lexical items: amount, .
Skills: writing (main), reading
Teaching aids: charts, reality
PROCEDURE
I. WARM-UP: (3 mins) Game (Jumbled
word)
Lead- in: (2mins)
Elicit the answers from Ss: -When do you
say thanks?
In todays lesson, youll learn how to write
a formal letter to express gratitude or
thanks.
PRE-TEACHING VOCABULARY:
Amount (n): (Synonym)
+What is the synonym of a sum of money
1. Donation (n): (translation)
2. Ask Ss: What do you call a person
who donates something? (donor)
3. Issue (v): (realia + situation)
*Activity 1: Read and Underline (5 mins)
- Have Ss work in pairs to read the letter
and underline the sentence that express the
points given (task 1, p.52)
- Call on some Ss to read aloud the
sentences
- Give feedback
*Activity 2: Identifying ideas(5 mins)
- Hang on a chart with parts of a thank- you
letter arranged in the wrong order
a. An offer to pay and a renewal of thanks
b. A personal remark about the usefulness
of the gift or present
c. An acknowledgement and thanks
d. Closing
e. A fuller expression of gratitude
- Call some SS to give the answers
- Check with the class
Activity 3: Write a thank-you letter (15
mins) (Task 2, page 53)
- Elicit some useful expressions used to
Ss work out the anagram the following
word: STANHK
Key: THANKS
Expected answers:
+ When someone gives you a present.
+When someone does you a favor.
+When someone helps you with
something.
Suggested answers:
The opening of the letter: Dear Sir or
Madam
The amount that is donated: I am verry
happy to receive a donation of $500
from your company some days ago.
How the money is used: the money
will help us to repair the old school
building and build a new block of flats
for the handicapped students.
How the receipt is issued: We will
certainly issue a receipt as soon as
possible.
The gratitude to the donor: I would like
to express our thanks for the donation
from your company.
The closing of the letter: I look forward
to hearing from you soon.
Yours faithfully,
Expected answers:
1. An acknowledgement and thanks
2. A fuller expression of gratitude
3. A personal remark about the
usefulness of the gift or present
4. An offer to pay and a renewal of
thanks
5. Closing
36
express gratitude or thanks from Ss
II. POST-WRITING: (8 mins)
- Choose one writing and ask a student to
write it on the board
- Ask the whole class to correct the
mistakes
- Give comments
III. HOMEWORK: (2 mins)
Expected answers:
- Thank you very much indeed for
- Many thanks to you for
- It is kind / good of you to help
- On behalf of Im writing to thank
you for
- I would like to express my thanks to
you for
- I would like to offer my sincerest
PERIOD 23 UNIT 4 VOLUNTEER WORK
LANGUAGE FOCUS (1)
Objectives: By the end of the lesson, SS will be able to
- know how to use gerund / present participle of the verbs.
- do all the tasks in the course book / set by teacher correctly.
- work in pairs/groups effectively.
Lexical items:
- furious (adj) diary (n), modernize (v), be ashamed of (exp)
Skills: Reading and writing
Teaching aids: Handouts, chart.
PROCEDURE
I. PRESENTATION
Warm-up (5)
Hangman game
Lead in and presentation (8)
Do you like playing soccer, boys?
Why?
T writes: They find that playing football
is interesting.
T asks: Pay attention to the word
playing. Is it an infinitive or a gerund?
(gerund).
T revises some cases in which gerund is
used:
- after preposition (of, with, about, in...)
- After some verbs (V*: mind, enjoy,
admit...)
T hangs the picture of a boy seeing some
Key word: Soccer
(Yes)
(Because it's interesting).
Preposition + gerund
V* + gerund
Checking: Decide if the following
underlined words are gerund or
37
boys playing football
What did the boy do?
(He saw some boys playing football.)
T writes: He saw some boys playing
football.
T explains: Playing is present participle of
the verb.
Run through the words
To help you do the following exercises,
I'll help you with some new words.
- toe (n):
(picture)furious (adj)
(synonym)
What's another word for "very angry"?
prevent s.o from doing st: (translation)
diary (n) (gap-fill)
I am very interested in seeing the
program "Vang Anh's........"
* Checking vocabulary: Rub out and
remember
II. PRACTICE
1. Task 1(page 54) (9m)
2. Task 2: (9m)
III. POST-PRACTICE (13)
LUCKY NUMBER (12)
T: prepare 7 pictures beforehand.
picture of a boy preparing his lessons
picture of a woman going shopping
lucky number
picture of of a man collecting old books.
picture of some boys playing badminton.
.picture of a girl looking forward to a letter
from her friend.
picture of a woman asking a man not to
smoke.
picture of a girl seeing a boy running past
her house.
Divide the class into 2 groups: gerund
group and PP group.
present participle.
1. He is interested in playing
football.(gerund)
2. She wasted a lot of time
collecting old books.(pp)
3.I have no intention of moving to
York.(gerund)
Lan is going fishing this afternoon.(pp)
Suggested answers:
1.listening 2.bending 3.
behaving 4.meeting 5. spending
6. waiting 7. starting
Suggested answers:
1. burning / rising 2. reading 3.
lying 4. shopping 5. preparing 6.
trying 7. modernizing
Each group takes turns to choose a
number and make a sentence about the
picture they see. The Gerund group has
to use a gerund in their sentence and the
PP group has to use a present participle
in their sentence. They earn one mark for
each correct sentence. If they choose the
lucky number, they have one mark
without answering any questions. The
group with more marks wins the game.
* Expected answers:
1. The boy is absorbed in preparing his
lesson / I saw the boy preparing his
lesson
2. The woman went shopping this
38
T: Declare the winner
IV. HOMEWORK: (2)
morning / The woman enjoys going
shopping every weekend. 3...........
Write 6 daily activities of your own,
using gerund and PP. Ex: I enjoy
reading every night.
PERIOD 23 UNIT 4 VOLUNTEER WORK
LANGUAGE FOCUS (2)
* Objectives: By the end of the lesson, Ss will be able to known the following points.
-pronunciation: /w/ -/ j/.
-perfect gerund and perfect participle
*Skills: speaking, writing.
* Teaching aids: handouts, charts
PROCEDURE
I. WARMER: Game Lucky number
T: Divide the class into two groups
Each group will take turns to choose
any number on the chart.
If they give the correct answer, they
will get one mark
If they give the wrong answer,
another group will have chance to
answer it and continue
to choose another number. The group
with more marks wins the game.
Key: 1. west 2. wet 6. whale
4. yes 5. year 8. yesterday
T: Can you pronounce these words?
Ss: Yes/ No
T: Call some Ss to pronounce them.
Today We study how to pronounce /w/ -
/j/.
II. NEW LESSON:
A. Pronunciation:
*Activity 1:
T: Read aloud the words in the
textbook.
T: Call some Ss to read the words again.
Make correction if necessary.
*Activity 2:
T: Read aloud the sentences in the
textbook.
Ss: play the game
1. The sun sets in the .
2. Can you tell me the antonym of
dry?
3. Lucky number.
4. Which word do you use to agree with
ones idea? The word has 3 letters.
5. A has 12 months.
6. What is the biggest animal that lives
in the sea.
7. Lucky number.
What is the day before today?
Ss: Repeat after T
Ss: Repeat after T.
Ss: Make their own sentences with the
39
T: Call some student to read again.
Make correction if necessary.
*Activity 3: Group work
T: Go around and help if necessary.
B. Grammar: perfect gerund and perfect
participle.
1. Presentation:
* Example: Rewrite the following
sentences, beginning with the given
words
a. He was blamed. He broke the
window.
He was blamed for
b. Because I had already read the book
several time, I didnt borrow it.
Having.
Explanation:
_Perfect gerund is the perfect form of
the gerund. It is used to refer to a part
action.
_Perfect participle is the perfect form of
the present participle. It is used when
one action happens before another
action.
2. Practice: (Task 3 p. 55)
T: Call Ss to give the answer. Make
correction if necessary
3. Production: Sentence building
a. Take/ two/ these pills/ my daughter/
felt/ better.
b. He/ admit / steal/ my bike.
c. Finished/ her work/ she/go/ home.
sounds /w/ - /j/
Expected answer:
a. He was blamed for breaking the window
gerund
He was blamed for having broken the
window.
Perfect gerund
b. Having already read the book several
times, I didnt borrow it.
Perfect participle
Ss: Do the exercise 3 page 55
Key:
1. having made 2. Having been
3. having been 4. Having tied
5. Having read 6. having taken
Key:
a. Taking two these pills, my daughter felt
better.
b. He admitted having stolen my bike.
c. Having finished her work, she went
home.
IV. HOMEWORK: (2) Write 6
daily activities of your own, using
gerund and PP.
Ex: I enjoy reading every night.
PERIOD 26 UNIT 5: ILLITERACY
Reading
Objectives: Improve the Ss' vocabulary, skim for main content and scan for specific
details.
Method: Communicative Approach
Teaching aids: textbook, objects, pictures
40
Procedure:
* Warm up: Guessing Game:
- T prepares a bag/ box with some objects:
pen, book, ruler, notebook,
blackboard, chair, table

PRE - READING
1/Task 1: Question answering:
- What is it? + It's a pen / a ruler / a
blackboard..
- What is it used for? + It's used for
writing/ drawing
- Do you have them?
- Why do you need them? + I'm a student. I
used them for studying.
2/Task 2: Picture describing:
* Suggested questions:
- Where do you think the class is?
- What do you think of the people in the
class?
- Are they at the same age?
- What do you think of the teacher?
- Is this class different from your class?
* Suggested words/ phrases to answers:
- remote, mountainous areas
- ethnic minority
- soldier
WHILE - READING
1/ Task 1: Vocabulary:
- Find the Vietnamese equivalent to the
following expressions:
* Feedback:
1. Ph cp gio dc tiu hc 4. K thut
canh tc
2. Hi khuyn hc Vit Nam 5. K hoch
ha gia nh
3. Xa m ch
2/ Task 2: Scanning for main content:
* Suggested answer:
D. The fight again illiteracy
3/ Task 3: Answering the questions:
* Answer:
- T divides Ss into 4 groups and chooses
a leader.
- The leader touches the thing in the bag
(without seeing) and uses some words,
phrases to describe it so that the others
can guess what it is.
- The winner is the group which has
more answers than the others.
- T shows real objects and makes
questions.
- Ss answer individually.
-T leads Ss to task 2
+ Textbook
- T shows the picture and asks Ss to
describe in groups of 4.
- Ss can ask and answer to get more
information about the picture.
- T calls some Ss to present their ideas in
front of the class.
- T reads through the text once.
- T calls some Ss to read the text
paragraph by paragraph.
- Ss read the text in silent to do task 1 in
textbook in pairs
- T asks Ss read the text again to do task
2.
- Ss can discuss in groups of 4.
- T calls some students to talk about their
choice.
- Ss do this task in pairs.
- T plays the tape and asks Ss to pass the
envelop around the class. When T pauses
the tape, st holding the envelop will open
it and pick a question to answer.
41
1. 94% of the population.
2. The campaign for illiteracy eradication
3. 600 students in 2000 and 800 students in
2001
4. They willingly/ voluntarily spent their
vocations teach
ethnic minority illiterate people to read
and write.
5. Illiterate will be soon eradicated.
POST - READING
Discussion: Discussing the two questions
below:
1. Are there any illiterate people in your
neighborhood?
2. What do you think we should do to help
them read and
write?
* Suggested ideas:
- prepare books, notebooks, pen, pencil
- teach them how to write / read at night,
every Sunday, on
summer vocation
- ..
* Homework
- Read the text again and translate into
Vietnamese
- Comment:
- T divides Ss into 2 big groups to
answer 2 questions in textbook.
- Ss in each big groups work in groups of
4.
- After 5 minutes, T asks Ss to write
their ideas on poster and tick them on the
board.
- T calls 2 group's leaders to present in
front of the class
Speaking
A/ AIMS: - To enable students to talk about literacy problem and offer solutions.
- To improve the students speaking skill
B/ TEACHING-AIDS: posters, pictures, textbooks
C/ METHOD: Communicative approach
D/ PROCEDURE:
42
I. Lead-in:
1. Are there still illiterate people in the
highland?
2. What do you think we should do to
help them read and write?
1. asking about literacy problem.
2. asking for solutions
II. New lesson:
1. Pre speaking: Matching
Ac.1: Vocabulary
Match a verb in A with a phrase in B
A B
1. Cheat a. old clothes
2. Enforce b. a club
3. Set up c. in a game
4. Collect d. education for children
5. Provide e. traffic regulations
Ac.2: Match each problem with its
solutions (Textbook p59)
Suggested answers
1.b-g 2.a-e 3.d-f 4.c 5.h-i-j
Ac. 3: Useful expressions
* Asking for solutions: What do you
think we should do to.....
* Offering solutions: I think we
should.......
2. While speaking: Talking about school
problems and offering solutions
3. Post speaking: Talking about class
problems
Ac.1: Brainstorming
Make too much noise ?
?

? Problems carve on the
tables/walls

play truant ? fights between
A&B
T has Ss answer the questions to
introduce the lesson.
Pair work
T delivers handouts and asks Ss to do the
matching in pairs. He may give them
some Vietnamese meanings if needed.
Suggested answers:
1.c 2.e 3.b 4.a 5.d
Pair work
T has Ss read the table given in the
textbook (p.59) carefully and do the
matching.
Some Ss are asked to read the answers.
Others listen and give comments.

T shows Ss ways to ask for and offer
solutions.
Group work
T and 2 Ss act out the model then has st
work in groups of three to talk about the
problems and offer solutions.
T has Ss think of some problems their
class have besides the ones given in the
textbook.
Group work
Ss talk about the problems their class
often have and try to think of some
effective solutions to these problems.
T goes round and offer some help.
43
Ac. 2: Talking about
A: Talk about class problems
B: Offering solutions
Example:
A: Some students in our class are
always go to school late, which affects
our study. What do you think we should
do to put an end to this?
B: I think we should tell this to our form
teacher so that he can have ways to deal
with this.
III. Homework:
Write about the problems in studying
English that high school students have
and suggest an effective way to solve
them.
LISTENING
A. Objective: Help students improve their listening skill and listening for gist.
B. Method: Communicative approach
C. Teaching aids: Textbooks, poster, tape.
D. Procedure:
I. Check-up:
II. Warm-up:
Game: Crossword puzzle
1.A public garden or an area in a town where
people go to walk, play, relax.
Group work
.T asks Ss to answer the question:
What does this means?
. Students answer.
* Across.
1. Park
2. Breakfast
3. Farm
4. Toy
5. House
* Down: PERTH
44
2. The first meal of the day.
3. An area of land and the buildings on it used
for growing crops of keeping animals.
4.A thing to play with: especially for a child
5.A building made for people to live in,
usually for one family.
III. Pre-listening:
Task 1. Asks and answer the questions.
1. Do you know where Perth is?
2. Have you ever done a survey?
Task 2: Listen and repeat.
Effective Maturity Weaknesses
Performance Self-respect Academic
Perth Western Australia
IV. While-listening:
Task 1: Multiple choice
-Teacher introduces the situation: Listen and
choose the best option to complete the
following sentences.
-Teacher opens the tape twice.
-Teacher lets students listen again with some
pauses and help them correct their answer.
* Tfeedback: 1D 2B 3B 4B
Task 2: Answer the questions:
Suggested answers:
1. In Perth
2. 80% of the students.
3. They think that they should be allowed to
give some in put into school decision making.
V. Post-listening: Discussion
-T asks students to discuss the question:
Which do you think is more essential for
better leaning good teachers or good
textbooks?
* The cues:
- Method of learning
- Timetable
- Guidance
- Exercise
VI. Homework:
-Teacher and students activities
-T asks students some questions to
lead students to new content.
-T and students activities
-T reads and asks students to repeat.
Pair work
-Teacher asks students to read the
sentences and guess the answer.
-Students listen to the tape and work in
pairs.
-Students listen again to correct their
answer.
-Ts feedback
-T asks Ss to read the questions
-Ss listen to the tape twice.
-Ss compare their answer with the
others.
-Ss listen again to correct their answer.
Group work
-T divides class into 4 groups and asks
Ss to discuss in group, using the cues.
-T goes around the to help Ss if
necessary.
-T has the representative of each group
present their talk in front of the class.
The others listen and give comment.
45
PERIOD 29 UNIT 5: Illiteracy
Writing
A. Aims: - Helping Ss know how to describe trends from a table.
B. Teaching aids: Textbooks, table, posters.
C. Procedure:
I. Check-up:
What do you think your school should do to
help you learn better?
What do you expect from your teacher?
II. New lesson: Writing: Describing trends.
1. Before writing:
* T: Introducing some kinds of charts:
- Table / Bar chart / Circle (Pie) chart /
Graph
* Task 1: Filling in the blank with a suitable
word from the box:
- Suggested answers:
1. varied 2. rise 3. who 4. number 5. rate
6. different 7. dramatically
Regions Lowlands Midlands Highlands
Males
Females
2. While writing:
A suggested outline:
A B (1)Introduction a.
Trends at different times
(2)Body b. Overall trend
(3) Conclusion c. A general statement
(Title)
Some useful words and
expressions to describe trends:
* Intro.: - The table shows / describes/
illustrates.......
* Body: - As can be seen from the table/
chart / graph.......
- As shown in the bar chart...............
- It can be seen from the chart
that..............
- There was a ADJ + NOUN
slight rise
gradual increase
steady decrease(in the number of..)
sharp decline
dramatic fall/drop
-.....................VERB + ADV
rise slightly
T: Checks one or two Ss
Ss: gives answers

Possible answers:
- Provide modern facilities
- Give Ss more practical lessons
- Encourage Ss' creative ability.
- Make Ss more active.
- Make the lessons more interesting.
T: Shows the pictures to illustrate
Ss: Name kinds of charts if possible

Read the passage and do task 1 as
required
T: Asks Ss read the complete passage
again.
Ss: One reads, the others correct the
mistakes if necessary.
T: has Ss draw a table for the reading
passage.
T: From the model, has Ss underline
the words or phrases
describing trends.
Ss: Read the model and identify the
outline of this kind of writing.
T: Elicits some useful languages.
46
increase gradually from...to....
decrease steadily by...%
decline sharply
fall /drop dramatically
- on the increase / decrease
- fluctuate (v)
- remain unchanged
* Conclusion: -In conclusion / In
summary /
Task 2: Writing a paragraph of about 120
words, describing the information in the table:
Suggested answers:
The table describes the trend of literacy
rates in different parts of Sunshine country
from 1994 to 2003.
As can be seen from the data in the table,
there was a gradual rise in the number of
literate people in both the East and the West.
In 1994 the literacy rate was 50% in the East
and 70% in the West but in 2003 it increased
by 95 % and 85 % respectively. This shows
that the number of literate people in the East
went up more sharply than that in the West.
On the contrary, in the South this rate
declined steadily from 50% in 1994 to 30% in
2003.
These data suggest that more plans for
education development should be made in
these areas of the country, especially in the
South.
III. Homework:
T: has Ss write in groups,
T goes round to observe and give help
if possible.

T: has the representative of two groups
write their writing on the chalkboard
for the others to remark.
do exercises in Workbook
Language Focus
Objectives: Help Ss pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly.
Help Ss know reported speech with infinitives.
Method: Communicative Approach
Teaching aids: textbook, objects, handouts, cassette tape.
Procedure:
47
* Warm up: Whispering Game:
- Black brown blouse and jeans.
- Please give me a precious ring.
PRONUNCIATION
1/ Presentation:
- black brown please precious
/bl/ /br/ /pl/ /pr/
2/Activity 1: Listen and repeat:
/ pl/ /bl/ /pr/ /br/
please black pride brown
pleasure blouse pretty bread
play blue precious brother
plenty blow practice
3/ Activity 2: Practice reading aloud the
dialogue:
A: Brian, what is Bretty presenting on
Sunday?
B: She 'll teach us how to play English
pronunciation games.
A: Are you going to prepare for it?
B: Yes. My brother is going to play the guitar
and I'll sing the blues.
4/ Activity 3: Listen to the sentences and
check the sounds:
1. The boys played football all day long.
2. His presence frightened the children.
3. The table was broken yesterday.
4. She won a special prize.
GRAMMAR
1/Presentation:
Nam was ill. You are his classmate. What will
you say to advise him?
Ex: You should see the doctor.(direct speech)
I advise him to see the doctor. (indirect
speech)
* Structure: Reported Speech with Infinitive.
- Reported orders, requeSs, offers and
suggestions:
tell/ ask / advise
S +V remind/ offer/ order + O +(not) TO
Infinitive
request/ beg / want
2/ Practice:
* Exercise 1: Sentence completing:
Feedback:
1. They promised to come back again.
2. The lifeguard advised us not to swim too
- T divides Ss into 2 groups and each
group chooses 7 Ss to play the game.
- T whispers the sentences to the first
st. then he / she whisper them to the
next st. and does the same to the last
one.
- The last student writes what he/ she
heard from his / her friends.
The group having less mistakes will
win.
- T underlines the 4 words to introduce
the lesson.
- T pronounces these sounds first, Ss
observe T's mouth.
- Textbook - page 63
- T plays the cassette recorder, Ss listen
to the tape then repeat.
- Ss listen to the tape first, then
practice in pairs.
- T asks some pairs to present in front
of the class.
- T reads the sentences.
- Ss listen to the sentences. Stand up
when you hear the consonant
/pl/, clap your hand when you hear the
consonant/bl/
stamp your feet when you hear /pr/ and
raise your hand when you hear?br/.
- Ss work individually.
- T sets situation, Ss listen and do the
task in pairs.
- T has Ss look at the reported speech
and give the structure.
- T asks Ss to give some more verbs
having the same structure.
- Textbook - page 64.
- T asks Ss to complete the second
sentence so that it has a similar
meaning to the first one.
- Ss work in pairs.
- T's feedback.
- Textbook - page 65.
- T asks Ss to write the following
sentences in reported speech, using the
right form of the words given in the
48
far from the shore.
3. John asked Peter to close the window.
4. The teacher encouraged Eric to join the
football team.
5. John promised to give it to him the next
day.
6. My mum wanted Lan to become a doctor.
7. My sister reminded me to lock the door
before going to
school.
8. His boss advised him to go home and rest
for a while.
* Exercise 2: Sentence rewriting:
Feedback:
1. He advised me not to drink too much beer.
2. She invited me to come and see her
whenever I
wanted.
3. He asked me not to smoke in his car.
4. He told Sue to give him her phone number.
5. He reminded me to give it to Joe.
6. He promised never/ not to do it again.
7. He agreed to wait for me.
8. He asked me to lend him some money.
3/ Production:
Slip of paper
- T prepares for each group a slip of paper.
* Homework
- Do exercise 2, page 36 in exercise book.
- Comments:
brackets.
- Ss work individually, then share their
answer in the groups of 4.
- T calls some Ss go to the board and
write.
- Ss work in groups of 4.
- First, Ss write in the slip of paper one
verb that can be used in reported
speech with infinitive.
- then, T exchanges their paper and
asks them to make a full sentence with
the verb they had.
- Ss take turn to read aloud their
groups' sentences.
- The most interesting, correct sentence
will be the winner.
PERIOD 31 UNIT 6: COMPETITION
READING
I. Aims: -To introduce some vocabulary about competition
-After the lesson students can get more knowledge about competition, the rules,
main activities.
II. Teacher and students preparation:
Textbooks, pictures, handouts, pictures, video clips, power point
III. Procedure:
*Warm up: (pictures )
Watching some video clips: SaoMai Television
Singing Contest
Students watch some video clips
about SaoMai Television Singing
Contest and answer the question.
49
Questions: 1. What event is it?
2. Do you like taking part in it?
3. What do you think the rules were?
4. Can you make a guess about the sponsor of the
competition?
5. What do you think the main activities?
I. Pre-reading:
Task 1:*Look at the pictures and match with
these words
- Sao Mai Television Singing Contest
- Quiz: Road to Mount Olympia
- Olympic Games
- London Marathon
*Work with a partner. Answer the following
questions
1. Do you like taking part in competitions like
these? why or why not?
2. Do you hope to win a competition? If so,
which competition do you like to win?
3. Is winning the most important thing in a
competition? Why/ why not?
II. While-reading
Task 1: Match the words or phrases on the left
with their definitions on the right.
1. representative
2. annual
3. stimulate
4. in all
5. spirit
6. smoothly
a. without problems or
difficulties
b. enthusiasm and
energy
c. altogether or as a
total
d. a person chosen or
appointed on behalf of
another person or a
group
e. encourage or make
- 2 Ss go to the board and match
-Ss work with a partner
discussing the answer to the
questions in the books.
-pair work
-feedback
-Handouts
-Ss work in pairs, read the text
and do task 1
Answer: 1d 2f 3e 4c 5b 6a
- Read new words after the
teacher.
50
something more active
f. happening or done
once every year
Task 2: Answer the questions
Game: lucky color
1. Who took part in the annual final English
Competition last Saturday?
2. What was the aim of the competition?
3. Who sponsored the competition?
4. What did each group of students have to do
during the contest?
5. What did the judges have to do to choose the
winner of the competition?
6. What would be awarded to the winner?
Feedback:
1. The representatives of three classes of the
writers school took part in the annual final English
Competition last Saturday.
2. Its aim was to stimulate the spirit of learning
English among students
3. The students Parents Society sponsored the
competition.
6. The winner would be awarded a set of CDs for
studying English and an Oxford Advanced
Learners Dictionary.
Task 3: Read paragraph 3 again and complete the
sentences.
Feedback:
1. In activity 5, Hung was unable to complete the
poem.
2. .. Group B became the winner of the
competition.
3. Group C lost the game because they just got 60
points.
4. Nga encouraged her group by saying For me
the most important thing was our participation in
the competition and the enjoyment we had from it
III. Post-reading: Group work
- Read and translate the poem into Vietnamese.
- Collect the information about the annual final
English Competition
Ss work in pairs, answer the
questions in the textbook
- closed pair first
- Open pair
- Ss play the game
Lucky color.
Each pair takes turn to choose
their color, having a question at
the back. Then answer the
question
Each correct answer will get ten
marks. If any pair gets the color
with the word lucky , they will
receive the present
-Teachers correction
- deciding the winner
- individuals
- Compare the answers with their
friends
51
Home work: - Practise talking about the passage.
PERIOD 32 UNIT 6: COMPETITIONS
Speaking
A. Aims:
- Helping students practice asking information about types of competitions.
B. Method: Communicative Approach
C. Teaching aids: Textbook, Pictures, Hand-outs
D. Procedure:
I. Check-up: The Reading of Unit 6
II. Warm-up: Answer the questions:
- What is this competition?
- Who is this competition for?
- Where does it take place?
- Do you like this game? Why/Why not?
III. New Lesson:
1. Task 1: Which competition/contest do you
like or dislike? Compare your answers with a
partners.
2. Task 2: Ask your partner how she feels about
each type of the competitions/conteSs in task 1
basing on the useful language.
Useful Language
-entertaining,
exciting, fascinating
- dangerous,
-simple-minded,
monotonous,
- too noisy
-encourages self-
study
-promote
teamwork spirit
For example:
A: What do you think of the General
Knowledge Quiz?
B: Oh, its great. Its an opportunity to test
your general knowledge.
3. Task 3:
Talk about a competition or contest you have
- T calls one student to check the old
lesson
- T shows a picture of the Road to
Olympia Quiz and elicits questions,
Ss listen and answer the questions.
- T explains some new words.
- Ss work in pairs to ask about their
choices.
- Pair work.
- T gives instruction and practises
conversation with a good student as a
model.
- T calls some pairs to do the task.
- Ss take notes
- Groups of 4.
52
recently joined or seen. Use the suggestions in
the textbook.
IV. Homework:
- Write a short paragraph (50- 60 words) about
the competition or contest you have discussed
in Task 3.
- T gives instruction and goes around
to give help when needed.
- Ss take notes
PERIOD 33 UNIT 6 competitions
LISTENING
AIMS: - Listen and number the pictures in their correct order
- Decide True or False statements
TEACHING AIDS: Books, posters, handouts, pictures.
METHOD: Communicative approach
PROCEDURE:
A. Check up:
B. Warm up: Talking about the pictures
in the text book.
1. What are they doing?
2. What kind of competitions are they
participating in?
Boston marathon
C. New lesson
Activity 1: Asking and Answering:
1. What is the Boston Marathon?
2. Who do you think can take part in the
Boston race?
Activity 2: Vocabulary:
1- Matching
1. officially
2. organization
- T puts some questions.
- Ss have a look at the pictures and answer
the questions to give the key word.
- Pair-work
- T asks questions. Students gives the
answers
- Poster and cards
- T sticks the poster of definitions and
cards of word on the board.
- Ss choose and stick words next to the
53
3. to achieve or register (the started
time, distance or speed)
4. a 26 mile distance
clock race formally female athletic
association Kuscsik McDermott
2- Listen and Repeat: Stop the bus
Activity 3: Remembering
1- The Boston marathon is held every
year in the USA.
2- It began in 1897.
3- Women were officially allowed to
participate in the races in 1957.
4- In 1984, 34 countries took part in the
marathon.
Activity 4: Task 1: True - False
Activity 5: Task 2: Answer the questions
Activity 6:
1- Talking about the lesson, using
numbers
1897
1967
1972
34
2 hours 50 minutes and 10 seconds
42
13
2- Name some famous runners in Viet
Nam and say what is special about them.
. 1- Truong Thanh Hang got Asia Golden
medal (800m)
2- Vu Thi Huong got Asia Golden medal
(1000m)
3- Pham Dinh Khanh Doan got Asia
Golden medal (800m)
D. Homework: - Write a short paragraph
about Boston Marathon.
corresponding definitions
- Group-work
- Ss listen to the tape and repeat the word
they hear after they say Stop the bus. (1
time)
- Group-work
- cards/ group-work
- T shows some cards of sentence quickly.
- Ss skim and read loud these sentences
- The group having more correct sentences
will win.
- Pair- work
- T asks Ss to listen to the dialogue about
the Boston Marathon and to decide
whether the statements are T or F. (2
times)
- Ss correct the false sentences
- T gives the feedback
- Group-work.
- Ss discuss the questions in the group of
4.
- T asks Ss to listen again and answer the
questions. (2 times)
- T gives feedback
- Pair work
- Ss exchange their ideas with each other
- Three Ss write their answers on the board
- Ss listen to the tape again
- T gives feedback
- Group work
54
PERIOD 34 UNIT 6: COMPETITIONS
Writing
A. Aims: Helping students know how to write a letter of reply.
B. Method: Communicative approach.
C. Teaching aids: Textbook, cards, poster, cassette player, handouts.
D. Procedure:
I. Warm-up: Reordering (Group work)
- Card 1: Yours faithfully
-Card 2:
I am interested in practicing English with native
speakers and
- Card 3: Dear Sir/ Madam
- Card 4: I read the information about the
English Speaking Competition on your Language
Centre s website
- Card 5: 140 Kham Thien st, Dong Da District
Hanoi, Vietnam
17
th
October, 2006
- Card 6:
I want to get some information about the
competition
- Card 7:
Please provide me with your phone number
and e-mail.
I look forward to hearing from you soon
- Card 8: Thu Trang
Card 9:
Could you please send me details of the
competition, the number of participants, entry
procedures, venue, date and time?
II. New lesson: Writing a letter of reply
Activity 1: Discussion(Pair work)
1. What kind of letter is it?
2. In what case do we write this kind of
letter?
3. Which expressions do we use when asking
for information?
Activity 2: Read the letter and find out the
information required for the English Speaking
Competition.
- Ss play the game in 2 teams.
- T divides the letter on the text
book into many parts and then
writes the content of its on 9 cards.
- T sticks the cards on the board and
asks Ss to reorder them in right
positions as a complete letter on a
blank poster.
- T plays a cassette player and the
game will end when the music
stops.
- The winner will be the one who
has more cards put in the right
positions.
- T asks Ss to look at the letter on
the board(book closed)
- T gives out some questions and
asks Ss to discuss them in pair work
- T gives some details and asks Ss
to read the letter again and find out
the information required and share
the answers with another.
- Ss work in pair work
55
a. Where to get information of the competition:
on language Centre s website
b. Why to take part in the competition
to practice English with native speakers
to get some information about the
competition
c. What information the writer wants to know
about
number of participants
entry procedures
venue
date
time
Vocabulary:
- participant: a person who participate in
sth.
- Procedure: order or way of doing
something
- Venue: place where people agree to meet
- Competition: contest
+ Activity 3 :
Expressions used in writing a letter of reply
1. Thank you for ../ Thanks for./
Thank you so very much.
2. Im very grateful to/ about
3. Im sorry
4. It is with deep regret that
5. Im afraid.
6. Im very happy to know that.
7. I really appreciate your .
8. We would like to thank you for.
9. I/we receive your.. and feel that it is.
10. We would like to request that.
11. In response for your request for
+ Activity 4: Imagine you are Kate Johnson,
secretary of the English Speaking
Competition. Write a letter to respond to Thu
Trang, using the details below.
- number of participants: 25
- Venue: 106 Tran Hung Dao Street, Hoan
Kiem District, Hanoi
- date: 25
th
November
- T explains some new words
- T asks Ss to write down some
expressions commonly used in
writing a letter of reply on posters
in group work.
- The winner will be the one has
more correct answers.
- T gives feedback
- T divides the class into 4 group
and gives them posters.
- T asks Ss to look at the details
given in the textbook to write a
letter of reply to Thu Trang.
- T gives instructions, Ss listen and
follow.
- T goes around to give help when
needed.
- Ss write the letter.
- Ss. exchange their writings to
correct the mistakes.
- T. asks a student to go to the
56
- arrival time: 7: 00 p.m; starting time: 8: 00
p.m
- Phone number: (04) 9838188
- e-mail: Englishclub06@yahoo.com
Key: 28
th
October, 2007
Dear Thu Trang,
Thank you for your letter and welcome to our
English Speaking Competition. Here are some
details about the competition.
The number of participants is limited just 25.
The competition is held on 25 November, 2007,
at 106 Tran Hung Dao Street, Hoan Kiem
district, Hanoi. It starts at 8.00 pm. Contestants
should be present one hour before the
competition for registration.
For more information please contact me on the
phone number: (04) 9838188 and e-mail:
Englishclub06@yahoo.com.
Best wishes,
Kate Johnson
Secretary.
III. Homework: Write a complete body of the
letter with the words given (handout)
Dear Sir/ Madam,
I/ten year/ student/ High Ridge School. I /
involved/ Technology Project/ design/ make 3 D
calendar/ I /be/ grateful/ if/ send/ me
information/ samples/ concern/ 3D calendars.
Thank you/ help/ attention
Yours faithfully,
board and write down his or her
writing.
- T. corrects mistakes and asks Ss.
to copy down in their notebook.
_ T gives handout to Ss and asks
them to do at home.

PERIOD 35 UNIT 6 competitions
LANGUAGE FOCUS
AIMS: - Help students to pronounce sounds / tr /, /dr/ and /tw/
TEACHING AIDS: Books, posters, handouts, pictures
METHOD: Communicative approach
PROCEDURE:
A. Check up:
B. Warm up: Describing a picture
Questions:
1- What does he do?
- Teacher shows a picture.
- Teacher puts questions and students
answer.
- Teacher write the answers on the
57
A taxi driver.
2- How long has he worked as a taxi driver?
For twenty years.
3- What is he wearing?
Trousers, sweater and shirt
C. New lesson:
Activity 1: Introduce three sounds / tr /, /dr/
and /tw/
Driver twenty trousers
/ dr / / tw/ /tr/
Activity 2: Listen and repeat
Activity 3: Practise reading aloud these
sentences
1- John always enjoys traveling by train.
2- Janes teeth are troubling her.
3- George is driving dangerously.
4- Her new dress is an absolute dream.
5- She has an amused twinkle in her eyes.
6- Think twice before doing something.
Activity 4: Listen and perform
Troops- dreadful-twin- dream- traffic- trip
Activity 5: Reported speech with gerund
Ex: Lan thanked me for giving her a present.
Note:
V + preposition + gerund
V + O + preposition + gerund
V + gerund
Activity 6: Do matching
Verbs Preposition
congratulate of
apologize to
accuse from
insist against
dream about
warn for
thank on
confess
forbade
Activity 7: Exercise 1/page 74
Activity 8: Exercise 2/page 75
Activity 9: Talking about some pictures
D- Homework:
1- Use the verb from the box to rewrite each
sentence in reported speech, beginning as
shown. Do not change the meaning.
board.
- T introduces three sounds / tr /, /dr/
and /tw/
- T reads these sounds (chorus )
- T has three Ss repeat them
- Textbook, cassette
- Students read loud these sentences
-A game: Listen and perform
- Teacher read loud the words.
- Students listen and perform as
directed.
/tr/: clapping their hands
/dr/: stamping their feet
/tw/: keeping silent
- If anyone does wrong, he or she will
have to do as teachers requeSs.
- T gives a situation.
- T gives the student a present and the
student says: Thank you
- T reports the saying and write the
sentence on the board.
- T introduces Reported speech with
gerund.
- T explains and students take notes
- Pair-work
- T asks students to match a verb with a
suitable preposition.
- Feedback
Congratulate on
Apologize for
Accuse of
Insist on
Dream of
Warn against/ about
Thank for
Confess to
Forbade from
- T asks Ss Vietnamese meaning of
these words.
- T asks students change direct speech
into reported speech
- Pair work
- Group-work of 3
- Ss rewrite the dialogues in reported
speed, using gerund.

58
PERIOD 39 UNIT 7 WORLD POPULATION
Reading
A. AIMS : - Helping Ss improve speaking, listening and writing skills, mainly
reading skill for gist and detailed information about world population.
- Helping Ss guess the meaning of some words in context.
B. TEACHING AIDS: Books, pictures, poster, handouts.
C. METHOD : Communicative approach
D. PROCEDURE :
I/ Warm - up - T asks Ss some questions:
1/ Tell some countries which have big
population?
2/ What problems may happen if the
population of the word increases faster
and faster?
Suggested answers:
1/ China, India...
2/Social problems, shortage of water, food
and other resources...
- T introduces the new lesson
II/ New lesson - T asks Ss to look at the 2 pictures in
textbook and answer the questions
A. Pre- reading - Pair work
Act. 1: Answer the question -T can go round the class to help if
necessary.
Suggested answer:
Act 2: Vocabulary and structure: 1/ In the countryside
- Find the words or phrases from 2/ They word hard, have too many
children. Their life is difficult. They are
poor...
the text that means: 3/ Ss opinion.
- T sticks the poster on the board and
asks Ss to find.
- T gives handouts to Ss
1/number (n) -Pair work
2/ to provide for Feedback:
3/ way to limit the number of children
born.
1/ figure
4/ water, iron, gold, silver... 2/ support
5/# decrease (v) 3/ birth- control method
Structure: 4/ resource
It (take) sb (time) to do sth 5/ to increase
Ex: It took 1,750 years for the world
population to reach 625 million.
- T writers the right answers on the board
B. While- reading - T gives Ss 3 mins to read the passage
Task 1 /p.82 Individually.
59
- T asks Ss to work in pairs and fill each
blank with a suitable word.
- T goes round the class to help if
necessary.
- T s feedback after asking Ss to read
aloud the sentences.
Task 2/p.82 - Ss ask and answer the questions.
- Pair work
-T checks whether their answers are right.
Task 3: True or False statements &
correct the false ones: -T asks Ss to close their books.
1/In 2000, the world s population was
about 6 billion.
-T reads aloud the sentences, Ss listen and
decide T or F, then correct the false ones.
2/ By 2015, the world s population is
expected to be nearly 7 million.
- T s feedback.
3/ The world s population has been
decreasing faster and faster.
Feedback:
4/ 50 percent of the earth s land can be
used for raising animals.
1/F (6.6 million)
5/We can use water as much as we want. 2/F (over 7 billion)
6/ Most third world women want to have a
lot of children.
3/F (increasing)
7/Third world women know of no safe
way to have fewer children.
4/ F (20%)
5/ F (There is a limit to the water we can
use)
6/ F (They dont want...)
7/ T
C. Post- reading
Discuss with a partner and find out - Pair work.
5 world largest countries in - T goes rounds the class to help where
necessary.
population. Say where they are and - T calls some Ss to give answer.
which is the richest and which - T s feedback.
is the poorest country.
III/ Homework:
1/ Write a 100- word paragraph - T writes on the board while saying.
about world population.
2/ Prepare for Speaking.
PERIOD 40 UNIT 7: WORLD POPULATION
SPEAKING
A. AIMS: - To help students practice speaking about the problems of overpopulation and
their solutions.
B. TEACHING AIDS: books, handouts and poster.
C. METHOD: Communicative approach
60
D. PROCEDURE:
I. Checking up
II. Warm up
-Please tell some causes of population
explosion?
-Can you give some solutions to those causes?
III. New lesson
Unit seven: WORLD POPULATION
B. SPEAKING
A. Pre-speaking:
Activity 1: Put the causes of population
explosion in order of importance and explain
why.
Fewer children die at birth.
People are not aware of the problem of
overpopulation.
People are not properly educated.
People believe that having many children
means happiness.
Religion doesnt encourage people to have
fewer children.
Many people believe that having a large family
is a form of insurance.
Activity 2: Present the task to the class.
Ex: We/ I think the first cause is the most
important because there are a lot of modern
medical techniques nowadays.
B. While-speaking
Activity 1: List the problems facing poor and
overpopulated countries.
Useful language:
poor living conditions
low living standards
not enough food
lack/ shortage of school/ hospital/ teacher/
doctor/ nurse
Activity 2: Report the results to the class.
Ex: - The problems facing poor and
overpopulated countries are

poor living
conditions, .
- They

are ..
- First .
- Second
- Third
Activity 3: Work out the solutions to the
problems of overpopulation.
Useful language:
-T asks ss to answer some questions
and then introducing the new lesson
and having ss open their books to do
task 1.
-T introduces the situation and asks
ss to work in pairs in 3.
-T goes around and offers help if
necessary.
-Ss answers may vary.
-Then T asks some students present
their ideas to the class.
-T can ask them the following
question:
Which cause do you think it is the
most important? Why?
-T gives an example orally.
-Ss are asked to work in pairs in 4
to do task 2 in the textbook.
-T asks them to use useful
language in task 2 to be able to
match them into phrases and find
some more other problems.
*For example:
+poor living conditions
+unhealthy living conditions
+not enough food/ expensive food
+illiteracy/ unemployment
+a lot of diseases
-T goes around and offers help if
necessary.
-Ss are asked to report the results to
the class.
61
raise an awareness of the problems
of overpopulation
living standards
exercise/ implement reward and punishment
policies
carry out population education
program
family planning programs
use birth control methods
Activity 4: Report the results to the class.
*Suggested results:
-People should raise an awareness of the
problems of overpopulation and living
standards.
-The government should exercise reward and
punishment policies.
-Population education programs and family
planning programs should be carried out to high
school students.
-Safe birth control methods should be used.
C. post-speaking
Activity 1: Talk about the problems of
overpopulation and offer solutions, using the
results of tasks 1, 2& 3.
Activity 2: Present the results to the class.
IV. Homework
-Write a paragraph about 100 words about the
problems of overpopulation and offer solutions.
-T can ask ss the following question
before they report the results in front
of the class.
What are the problems facing poor
and overpopulated countries?
-The answers may vary.

-T asks ss to work in groups of 8 in
4
, using useful language in task 3.
-T goes around and helps them if
necessary.
-3 representatives of the fastest 3
groups will be asked to report the
results in front the class.
-T will take down some good ideas
on the board and praise them.
-T asks students to work in groups
of 8 in 5, asking them to write
down their ideas on a poster.
-T walks around and offers ideas and
comments when students need help.
-T has 3 representatives of the three
fastest groups to go to the board and
present their results.
-T and other groups correct the
mistakes and T will give good marks
to the best group.
-Ss are asked to write a complete
passage from the models on the
board.

LISTENING
Aims : To help Ss listen for gist & for specific information
Materials: Cassette player, poster, hand outs
Method : Communicative Approach
Stages Teacher s activities Students activities
Warm up Look at the picture (of a family with many
children) and answer the questions.
T ask Ss to answer the
questions as the lead in
62
New lesson
Pre-Listening
While
listening
1) Discuss there questions in pairs.
a) Do you think that our world is over
populated.
b) What continent has the largest
population?
2) Vocabulary:
- population exploration (n) - punishment
- death rate - shortage (n)
- living condition (n) - generation (n)
- improvement (n) - inexpensive (a)
- particularly (adv) - rank (v)
+Task 1: youll hear Dr Brown, a world
population expert, talk about the world
population. Listen to the interview and
choose the best answer:
1) The expert says that there are
people in the world today.
a) over 6,7 million c) about 6,7
million
b) 6,7 billion d) 6,6 billion
2) According to the expert, the population of
the world increases by . a
year.
a) 66 million c) 76 billion
b) about 66 million d) about 76
billion
3) According to the expert, the area has the
highest population growth rate is
a) Africa c) Latin America
b) Asia d) The Middle East
4) ScientiSs say that the main reason for
population explosion is ..
a) death rates c) an increase in death rate
b) birth rates d) a decrease in death rates
5) Which of the following problems is not
mentioned by the speaker?
a) literacy c) shortage of ford
b) lacks of hospitals d) poor living
& schools condition
+Task 2:
+Activity 1: Listen again and answer these
questions
1) According to the expert, what will the
world population be by 2015?
2) What did the expert say about the
population growth rates in some parts?
3) What is the reason for a fall in the death
of the new lesson.
- Pair work. Ask and
answer
- T checks & gives
feedback
- T explains these
words meanings.
- T asks Ss to listen
and repeat these words.
- T emphasizes these
words appearance in
the text.
- T introduces: youll
hear an interview of
world population.
- T plays the cassette.
- Ss listen & do this
task
- Ss listen & do this
task
T observes & gives
feedback:
1.c
2.d
3.c
4.d
5.a
Poster
- T asks Ss to read the
questions carefully on
the poster.
- T checks Ss
understanding of these
questions.
- T plays the cassette
player.
- Ss listen and do this
task.
- T asks some Ss to
63
Post-Listening
Homework
rates?
4) What problems does population explosion
cause to the world?
5) How many solutions did the expert offer
and what are they?
+Activity 2: ask and answer the questions
(on poster)
Work in groups of five to summarize the
main ideas of the passage.
Write a paragraph about the solutions to the
problems of overpopulation.
answer these questions
orally.
Pair work
Group work: Ss can
use the words in
vocabulary part
T asks Ss to do it at
home
WRITING
Aims : To help Ss practise describing the information in a chart
Materials : Chart, poster, hand outs
Method : Communicative Approach
Stages Teacher s activities Students activities
Warm up
New lesson
Pre-Writing
While
Writing
1) Do you know any continents in our
world? List them as quickly as you can.
2) Which continent has the largest
population?
Answer the questions
1) What does this chart tell you?
2) Whats the percentage of the population
of Oceania?
3) Let make a comparison between the
percentage of the population of Europe and
that of South Asia?
4) Which continent ranks first and which
ranks last in population?
5) What can you conclude from this charts?
+Task 1: Recognize useful language:
1) It shows the distribution of world
population by region.
2) It accounts for 2 percent.
3) The population of South Asia in more
than double that of Europe.
OR: The population of Europe is nearly half
of that of South Asia (half as much as)
4) The population of South Asia ranks first
- T asks Ss to discuss these
questions.
- T checks & corrects.
- T asks Ss to work in pairs
to find out the answers for
these questions.
- Chart (Books opened)
- Hand-outs (Questions)
- After Ss have discussed
the questions. T asks them
to give the answers. From
the answer T corrects &
introduces the useful
language for writing.
- T can stop & check Ss
understanding by asking
them to translate these
expressions underlined
64
Post-
Writing
Homework
& Oceania ranks last.
5) The population of the world is
distributed unevenly by region.
+Task 2: Describe the chart using the
useful language from Task 1.
You may begin with:
The chart shows the distribution of world
population by region
1. Correction
2. Evaluation
into Vietnamese.
- T asks Ss to write does
the underlined parts &
makes sure they
understand there useful
expressions.
- T ask Ss look at the chart
& use expressions from
Task 1 & the beginning
like this to write a
paragraph of 100-12-
words describing the
information in the chart.
- T emphasizes the
beginning and the
conclusion of the
paragraph.
- T asks two Ss to go to the
board and write their
paragraph on the board.
- T and other Ss look at the
board and correct the
mistakes if necessary.
- T comments & gives the
model.
PERIOD 43 UNIT 7 WORLD POPULATION
LANGUAGE FOCUS
A. Aims:
-To help st(s) know how to pronounce consonants/kl/, /gl/, /kr/,/kw/ correctly.
- To help st(s) revise Conditional sentences as well as conditional in reported speech.
B. Teaching aids: Pictures
C. Method: Communicative approach
D. Procedures:
65
Look at the pictures. What/ Whos this?

A. pRONUNCIATION
/kl/ /gl/ /kr/ /gr/ /kw/
Listen and put the words in correct rows:
Glean, crash, class, creature, grouping,
quarrel, ugly, claim, green, glad, crowed,
quarter, clown, creep, ground
1./kl/:.
2./gl/:
3./kr/:
4. gr/:..
5. kw/: Activity
2: Practise reading aloud this dialogue
B. GRAMMAR
I. REVISION OF CONDITIONAL
SENTENCES
Ex: 1. (Well go camping tomorrow but it
depends on the weather.)
= If it rains heavily, well stay at home.
2. (I dont have a bike so I have to walk to
school)
=> If I had a bike, I didnt have to
walk to go to school.
3. (Betty didnt study hard so she
didnt pass the last examination.)
= If Betty had studied hard, she would
have passed the last examination.
Structures:
If clause Main clause
Type 1: Present
simple
Will/Shall + Bare. inf
Type 2: Past
simple (To
be: WERE)
Would + Bare inf.
Type 3: Past
perfect
Would + Have+ P.P
Exercise 1: Put the verbs in brackets into
Group work
-T asks st(s) to look at the pictures for 1
minute, then write out the names of the
things on the board.
- The group having more correct
answers will be winners.
-T asks st(s) to pay attention to the
consonants underlined and introduces
new lesson:
/kl/,/kr/,/gl/ /gr/, /kr/
-T pronounces the consonants first.
- St(s) repeat in chorus.
- T asks st(s) to listen and put the words
in correct numbered rows:
* Key:
1./kl/: class, claim, clown
2./gl/: glean, glad, ugly
3./kr/: crash, creature, crowed, creep
4./gr/: grouping, ground, green
5./kw/: quarrel, quarter
(Pair work)
-St(s) practise the dialogue in pairs.
-T corrects the pronunciation mistakes if
nesses sary.
- Use poster
- (pair work)
- St(s) work in pairs to find out the
structures of each kind of Conditional
sentences.
-St(s) work individually, then compare
with their partners answers.
- T corrects the answers if necessary.
Feedback:
Exercise 1:
1. would drive 2. could 3. is 4. will
take 5. closed 6. will come
Exercise 2:
1. were told
2. had realized
3. wouldnt have been
66
the correct form. Add ll or d/ would if
necessary.
Exercise 2: Put the verbs in the brackets
into the correct form:
II. CONDITIONAL IN REPORTED
SPEECH
Ex: 1. If I have a lot of money, Ill build
houses for the poor., John said.
= John said if he had a lot of money, he
would build houses for the poor.
2. If today were Sunday, we wouldnt go to
school they said to me.
=> They told me if that day were Sunday,
they wouldnt go to school.
Note:
Conditional sentences type 2 and 3 can be
the same in tenses in reported speech.
Exercise 3: Change the following conditional
sentences into reported speech.
Put the sentences into reported speech:
1. If the weather is fine, Ill go on a picnic
with my friends, Lan said to her brother.
2. Im sure she will help you if you ask her,
Jim, said Mary.
3. If I were you, I would give up smoking,
the woman said to her husband.
4.I would have come to see you if I had
known you were ill, Kate said to Susan.
5. You will be disappointed if you meet
him, Betty said to me.
Homework
4. would have bought
5. had studied
-T gives St(s) examples and asks them to
pay attention to some important points
when the report conditional sentences.
- St(s) work individually.
- T corrects the mistakes if necessary.
Feedback:
1. The man told her that he would
come to see her if he had time.
2. He asked her what she would say if
someone stepped on her feet.
3. They told me that if it didnt rain,
they would go out with me.
4. The man asked the woman what she
would do if she were a millionaire.
5. The man told me that If I had asked
him he would have lent me his
motorbike.
6. The man said to his daughter that
they would be very disappointed if she
didnt come.
7. The boy told the girl that he was
sure they would understand if she
explained the situation to them.
- Handouts
- T gives st(s) homework

PERIOD 44 UNIT 8: CELEBRATIONS
READING
I. Aims: By the end of the lesson, Ss will be able to master general and specific
information.
Ss 4 skills are improved
II. Method of teaching: Communicative approach
III. Teaching aids: power point, textbook, chalk, board, handouts, posters
IV. Procedure:
I. Warm-up: Tet holiday, Christmas, Hallowen,
Den Hungs festival
T shows on the screen 4 pictures and
4 names of celebrations then divides
the class into groups of 8. Within 3
minutes, they have to match each
67
II. Pre-reading:
Look at the picture and discuss the questions (in
Textbook)
Tell your partner which of these activities you
enjoy doing most at Tet.
III. While-reading:
1. Vocabulary:
- grand(a): large / important
-agrarian(a): connected with farming
-banner(n):a.long piece of cloth with a message
on which is hung in a public place
-pray(v):speak to God to give thanks or ask for
help
-sugared apples: tao dam
-excitement(n)the state of feeling excited
2. Reading comprehension:
Activity 1: task 2 (textbook)
There are some incorrect words in these
sentences in comparison with the content of the
text but not all. Tick beside the correct
sentences and underline the incorrect words then
correct them
a. Kumquat trees are popular both in the North
and the South of Vietnam
b. Tet is always on 20
th
February on the Western
calendar.
c. People try to be nice and polite to each other
because they want to have good luck on New
Years day
d. According to the text, for people anywhere in
the world, the beginning of spring is the start of a
new year
e. Tet used to be longer than it is nowadays
f. According to the text, Lucky Money is given
to everyone at tet
Activity 2: Task 3(in textbook)
picture with the right name
T takes the first two groups to give
comments
T gives presents / good marks to the
best group
T shows the picture on the screen
and asks Ss what some figures mean
Ex: chung cake, kumquat tree, fruit,
mai tree, Mut, ect
Individual work / Pair work
T goes round the class to help if
necessary (explanations of words:
decorate, fireworks, pagoda)
T asks Ss to present in front of the
class
T shows words /phrases in two
separate sides of the screen but they
are not in order in each side and gets
Ss to match with each other
Individually
Feedback (T can give good marks to
the student)
Repetition drills: chorus-individuals
Checking vocabulary: T rubs out
words in one side and asks the class
then 1-2 Ss to say words in the rest
side again
Group work of 6(books closed,
handouts)
T takes the first two groups to
correct
Gives good marks/ presents to the
best
a.
b. always sometimes
c.
d. anywhere in the world agrarian
people
e.
f. everyone children
group work / pair work
group work. T divides the class into
68
Questions (nought and cross)
IV. Post-reading: Discussion
V. Homework
Rewrite information you applied after the
discussion (100-150 words)
Comments:
2 big groups. Each takes turns to put
questions numbered and the rest
answers. If one group can answer 3
questions in the straight line, they
win the game
Group work of 10.T hands out
posters to groups presenting in front
of the class later
T can go round the class to give
offers of help if necessary or
observe
T gives goods marks /presents to the
best after correction
SPEAKING
A. Objectives: Talking about the celebration of Tet and other festival activities.
C. Teaching Aids: book, picture, posters.
D. Procedures:
I. WARM UP:

What celebrates do you think of when
seeing these pictures? What do people
do during Tet holidays?
What do you say to foreigners about it?
II. NEW LESSON
1. Presentation
TASK 1
*Practice reading the dialogue
Useful language
- Did you know ..
- Its the time when
- What do you often do ?
*Practice the dialogue again, using the
cues below:
- Did / know / next month / Tet holiday?
T shows pictures and asks questions to
elicit the lesson.
Moon festival
Tet holidays
Ss play the roles.
T explains these structures.
69
- What / Tet?
- It / time / when / celebrate / spring
- When / it / exactly?
- This year / it / 9 February
- What / often / do / Tet?
- Eat / special foods / dress up / friends /
relatives / play / traditional games
- That / sound / interesting
2. Practice
TASK 2
*Explanation:
thanksgiving (n)
mask (n) parade (n)
roast turkey (n)
There are some popular holidays
and celebrations in Vietnam and in the
world. Match the holidays with its
meaning and activities.
3. Post- speaking
TASK 3: Ask and answer about the
holidays, using the dialogue in Task 1 as
the model.
III. HOMEWORK
Pair works
Closed books
T hangs the poster on the board
Ss practice the dialogue again
T asks 2 pairs to present their work in front
of the class.
T explains the meaning of some words.
Translation
Realia
Picture
Translation
b
Ss do task 2 individually, then work in
groups of 3.
St1: reads the name of a holiday
St2: reads its meaning
St3: reads its activities
Pair works
Closed pairs Open pairs
T corrects the mistakes.
Write a short paragraph about the holidays
above
Prepare Listening

LISTENING
A. Objectives: - Students listen to the tape carefully and complete the teSs well.
B. Method Communicative approach
C. Teaching Aids: - books, posters, handouts.
D. Procedures:
I. CHECK-UP
II. WARM-UP Game Hear and do
III. NEW LESSON
A. Before you listen
Activity 1: Discuss the following questions
a. Guess which of the following activities the
Japanese often do on their New Year days?
T lets Ss play a game to warm
the class up.
Pair works
T asks Ss to do this task in pairs.
70
* exchanging gifts and cards
* decorating the house with peach flowers
* wearing kimonos or special dress
* giving / receiving lucky money
* going to the pagoda
* visiting friends
b. What other things do you think the Japanese
also do at the New Year?
Activity 2: Vocabulary
Similarities housewives longevity
constancy
Kimonos shrine pine trees represent
B. While you listen
TASK 1
You will hear two people talking about how the
New Year is celebrated in Japan. Listen and check
the things you hear.

TASK 2
Answer the following questions.
1. Why do the Japanese do a big clean up before
the New Year comes?
2. Where do the Japanese hear the bells from?
3. What do the Japanese often wear when they go
to visit their shrines?
4. Do the Japanese often celebrate the New Year
with their friends?
C. After you listen
Compare the following aspects of the Vietnamese
New Year with those of the Japanese one.
* preparations * foods and clothes
* activities on New Years Eve * people to
celebrate with
T introduces the new words of
the lesson
T asks Ss to read the sentences
before listening to the dialogue.
First: Individually then both can
exchange their ideas and do this
task.
Feed back
T has Ss listen to the tape again
and answer the questions.
Group works
71
IV. HOMEWORK
- Write a short paragraph about the differences
between Vietnamese New Year and Japanese New
Year.
- Prepare Writing

WRITING
A. Objectives: - Students describe a celebrations activities.
B. Method : Communicative approach
C. Teaching Aids: - books, posters, blackboard.
D. Procedures:
I. CHECK UP
II. NEW LESSON
1. Pre-writing: 1. Match a word in A with one in B to
have a complete phrase:
A B
- To crowd - the colorful parade
- to decorate - special food
- to celebrate - the greeting cards
- to visit - the home
- to express - friends and relatives
- to watch - family traditions
- to receive - the emotion
- to enhance - the street
- to enjoy - a hug
- to give - the festival
2. Complete the table: T has Ss complete the missing
information:
Celebratio
n
When Purposes Activities
Womens
Day
- Women
are honored
15
th
of
the
8
th

lunar
month
- People
celebrate
the largest
full moon
in the year
- wear marks
- have parties
with special
cakes and lots of
fruits.
- parade in the
-Group work
- Suggested answers:
1. to crowd the street
2. to decorate the home
3. to celebrate the festival
4. to visit friends and relatives
5. to express the emotion
6. to watch the colorful
parade
7. to receive the greeting
cards
8. to enhance family
traditions
9. to enjoy special foods
10. to give a hug
- Ss discuss in their groups
and then write their answers
on the board.
72
street with
lanterns
- watch lion
dance
- People
express
their
feelings,
memories
and love for
their
teachers
- watching
fireworks
-visiting
relatives and
friends
- going to the
pagoda
- eating special
foods
- receiving
lucky money
- going to the
pagoda
-decorating the
house
-going to the
flower market
3. While-writing
T has Ss write a description of one of the popular
celebrations in Vietnam. Their description should
include the following main points:
name and time of festival
purpose / meaning of festival
activities
whether you like it or not and the reasons
4. Post - writing:
-T has two Ss present a description of one of the
popular celebrations in Vietnam
III. HOMEWORK
Rewrite the paragraph in the book.
Prepare Language Focus
- Ss write this paragraph
individually and can
exchange their ideas in pairs.
- T goes around and collects
mistakes and errors.
- T writes Ss typical errors
on the board and elicits self
and peer correction. T
provides corrections only
when Ss are not able to
correct the errors.
- T asks 2 students to present
their writings on the board.
-T gives general comments
- T summarizes the main
points
73

LANGUAGE FOCUS
A. Objectives: - Pronunciation: /fl/, /fr/, /r/.
- Grammar: Pronouns one(s), someone, anyone, no one, everyone.
B. Method Communication approach
C. Teaching Aids: - book, posters.
Procedures:
I. CHECK UP
II. Warm up (5') Game: Tongue twister
III. NEW LESSON
A. PRONUNCIATION(5')
Activity 1. Introducing sounds
/fl/ /fr/ /r/
floor France
Friday
Fruit
Activity 2. Listen and repeat (Bingo)(8')
threaten fly fruit
thrive overflow through
fry flu flower
frozen afraid overthrow
overthrow frozen fruit
flu overflow a afraid
fry thrive flower
fly through threaten
threaten a afraid fry
thrive overthrow through
fruit flu frozen
flower fly overflow
* Activity 3. Practise reading aloud this dialogue
B. GRAMMAR
1. Presentation(10')
A. Complete the conversation below with the
words in the box
Group work
T has Ss write down a sentence
by answering the following
questions
1. What is your name?
2. When/where were you born?
3. Where are you living?
4. What is your job?
5. What is your favourite food?
The content of their answers
must begin with letter "f". The
winner is the one who can write
the longest sentence with a lot of
letters "f"
e.g.: Fan, a farmer who was born
on Friday, February 15th in
France, is living on the first floor
in a five- storey building.
After the game T can lead to the
new lesson by asking some
questions:
Is it difficult for you to
pronounce the whole sentence?
Why/ Why not?
T underlines some words in
sentences written down by Ss
and pronounces them as
example. Then T asks Ss to
arrange these words in the right
column
Work in groups of 8
- Give out the prepared cards
74
Someone, anyone, everyone, no one
E.g. Fan, a farmer who was born on Friday,
February 15th in France, is living on the first
floor in a five- storey building.
A. Is there....................at the door?
B............... is at the door
A. Where is.........................?
I need.............. to help me
Notes.

Someone. - used in positive sentences
- has the idea of a definite idea
Anyone: - Used in negatives and questions
- has the meaning of no limit
Everyone: - All the people in a group
Everybody used in positive sentences, questions
No one: - No people
- used in positive sentences
* One - used to avoid repeating a
singular noun
ones - used to avoid repeating a
plural noun
- A/An + adj + one
- one/ ones cant combine with some, any, my......
2. Practice(15')
+ Control.
+ less control
a. Complete the sentences with suitable words
1. Quick! Let's go. There is...........coming and I
don't want..........to see us
2. There was hardly..........on the beach. It was
almost deserted
3. Who shall I invite to the party?
I don't mind............you like
4. I'd like some shoes like the...........in the window
5. There are 2 pens on the table. The green.......is
mine
b. Correct the mistakes in each sentence below
1. Are anyone coming to collect you?
2. Everybody is ok, isn't he?
3. What sort of cake would you like?
- Read out each of the words
from one of the cards in random
order.
-Tick off the words as you read
them to avoid reading them
twice. -Ask students to cross out
the words on their cards as they
hear them
- When a player completes a
horizontal or vertical line on their
card, he or she should shout
Bingo!
- Teacher asks this player to read
back the words in the line to see
if these words are among the
ones you have already read out.
The winner is the one who can
read back the words correctly
Pair work
T has Ss discuss and then present
their conversation in front of the
class
T's correction
Key:
anyone, no one, everyone,
someone
Look at the conversation again
and answer teacher's guiding
questions. Ss can elicit the rule of
using Someone, anyone,
75
Someone, anyone,
everyone, no one,
indefinite
pronouns
(refer to
people
without
saying
exactly
who)
Followed
by a
singular
verb
Refer back
to them in a
sentence
with they/
them/their
A one with cream
4. Could you lend me some stamps?
I haven't got any ones
5. No one doesn't know how to operate this
machine
+ free- practice
Ask and answer using Someone, anyone, everyone,
no one, one, ones
Ex.
A: Is there anyone in the class room?
B: Everyone is outside now
A. Is the green pen is yours?
B. The green one is mine
C. Vocabulary(7')
+ Exercise 3 (text book)
Use the words from the box to complete the
following passage.
+. What are the following pictures about?

HOMEWORK(1')
Prepare UNIT 9 - READING
Write 5 sentences in which Someone, anyone,
everyone, no one, one, ones are used respectively
everyone, no one, one, ones
drill. Textbook
individual work
individual work
The player mustnt answer "yes"/
"No" and in their answers
Someone, anyone, everyone, no
one, one, ones must be used. T
gives each player some money. If
they say "yes, no", they will lose
their money. The winner is the
one who gets (the) most money
- drill. Text book
Ss can say a phrase/or a sentence
ex. Traditional food
People usually cook traditional
food on Tet holiday

PERIOD 55 UNIT 9: THE POST OFFICE
READING
A. Aims: By the end of the lesson, Ss can learn new words choosing the opposite
meaning. And can scan for specific information of the reading, especially know many
services of post office.
76
Traditional, excitement, polite, good
luck, celebrating, grand, agrarian, gifts
B. Teaching aids: cassette, tape, posters, handouts
C. Procedure:
* Warm up:
T gives some pictures and asks Ss " What's it?"
Stamp, phonecard, envelope, telephone
Then asks some questions:
- Where can we buy it?
- How often do you go to the post office? What for?
- How far is it from your house to the nearest post
office?
- How do you go to the post office?
- What services do you think the post office offers?
I. Pre-reading:
* Teaching vocabulary:
- Elicit meanings from Ss or give explanations
yourself and then has Ss match these words:
Words Explanations
1. spacious
2. courteous
3. surface mail
4. transfer
5. recipient
6 subscribe
7. original
a. to hand over sth to sb
b. having a lot of space
c. a person who receives sth
from sb
d. having good manner or
polite
e. mail by car, by train,....
f. to agree to buy newspaper
and magazines regularly
over a period of time
g.not copied
- Give Ss some practise on pronunciation
* Checking vocabulary: Rub out and remember
II. While-reading:
1. Task 1: Circle the letter (A, B, C or D) before the
word that has the opposite meaning to the italicised
word.
a. Thanh Ba Post office has a spacious and pleasant
from office.
A. large B. beautiful C. cramped D. open
b. Our well-trained staff are always courteous to
customers.
A. helpful B. rude C. friendly D. open
c. This speedy and secure service of transferring
money can be useful.
A. rapid B. hurried C. careful D. slow
d. If you want to send a document and do not want to
lose its original shape, send it by a fax machine.
Work individually
T gives some pictures and asks
Ss to give the names, then
answer some questions.
Work in pairs.
T asks Ss to read the words,
explanations and then match
them.
Feedback
1-b 2-d 3-e
4-a 5-c 6-f
7-g
Work in pairs.
T asks Ss to choose and give
feedback
T corrects the mistakes if
neccesary.
Feedback
a-C b-B
c-D d-C
Work in groups of 4.
77
A. unique B. outdated C. change D. imaginative
2. Task 2: Read the text again and then answer the
questions:
a. What is Thanh Ba Post office equipped with?
b. What services are offered at Thanh Ba Post
Office?
c. According to the text, what are three different
ways of sending a letter?
d. What is the Messenger Call Service used for?
e. What will you have to do if you want to get your
newspapers and magazines delivered to your house?
3. Task 3: Find the evidence in the text to support
these statements:
a. You cannot make a pone call at Thanh Ba Post
Office at 10 p.m.
b. You can save some money if you send a parcel
which is under 15 kg.
c. The post office offers a special mail service which
is particularly fast.
d. Your relatives do mot have to wait till tomorrow
to get the money you send them today.
III. After you read
Work in groups. Answer the following questions.
1. Which services provided by Thanh Ba Post Office
do you think is the most important and why?
2. What services do you think Thanh Ba Post Office
should have in the future?
IV. Homework
Feedback
a. Thanh Ba Post office is
equipped with advanced
technology and has a spacious
and pleasant front office.
b. Mail and Parcel Service,
Express Money Transfer, Phone
Calls and Faxes, Press
Distribution
c.They are mail, surface amil
and the Express Mail Service
(EMS)
d. It's used for notifying the
recipient of the time and place
to receive the call.
e. You will have to subcribe to
your favourite newspaper and
magazines
Work in pairs.
Feedback
a. The post office opens daily
from 7 a.m to 9 p.m.
b. We offer a very competitive
rate for parcels under 15 kg.
c. We also have the Express
Mail Service and your EMS
mail will be delivered in the
shortest possible time.
d. We offer a speedy and secure
service of transferring money in
less than 24 hours.
Learn new words and questions
by heart

SPEAKING
* Aim : have Ss know how to register services provided by post offices
* Lexical items: words related to the process of registering a service provided by the
post office.
* Structures : sentences used to describe a process of registering a service
provided by the post office.
* Teaching aids: posters, pictures, handouts
* Teaching method: Integrated, mainly communicative
78
PROCEDURES
I. Warm-up - Describe the picture
- Do you often use the services provided by the
post office?
- Are the services provided by the post office
very helpful?
II. New lesson:
Task 1 _ textbook/103
1.1 Match the 2 parts of the sentences
A B
What can I is that?
Could you help me do it for you?
How much on the table
What's
to send this document
to my office by fax
You can see the
rates
the fax number?
1.2 Questions:
+ Which things does the customer says?
+ Which thing does the clerk says?
+ What service is the customer using?
1.3 Read the dialogue
Work with your partner, make a conversation
from the suggestion below:
Student A (clerk) Student B (customer)

Great B and ask if say that you want to
he can help have a telephone line
installed at home
ask where B live give your address
and ask when the
installation will
take place
say that the installation ask if A can come
will take place one on Friday
week after registration

agree and ask if B has say that you already
a telephone have a telephone
T questions - ss answer
Pair work
Key:
- What can I do it for you?
- Could you help me to send this
document...........?
- How much is that?
- What's the fax number?
- You can see the rates on the table.
T. questions - ss answer
Key:
The customer is using the fax service
Pair work
T has 2 pairs to speak out in front of
the class.
Ss work in pairs. T. walks around the
class to make sure that all ss are
working.
T. selects some pairs and has them
demonstrate their conversation in
front of the class.
Key:
A: Good morning. Can I help you?
B: I want to have a telephone line
installed at home
A: Ok. Where do you live?
B: I live at 123 Le Loi street. When
does the installation take place?
A: The installation takes place one
week after your registration.
B: Can you come on Friday?
A: Yes. Do you have a telephone yet?
B: Yes, I have. How much is the
installation fee and monthly fee?
A: You can see the rates on the table
Ss work in pairs, complete their
paper. Then they may exchange their
paper to other pairs to check their
answer.
T has 2 pairs to demonstrate their
conversation
T. comments
Key:
a, can I help you?
b, I would like
79
and ask about the
installation fee and
monthly fee.
tell B about the fees and
ask B to fill in a form
3.1 Complete the conversation below
A: Good morning..........a.........................?
B:.......b........ to subscribe to Lao Dong daily
newspaper.
A: yes. How long would you like to subscribe
it?
B:.........c.......................
A:..........d.....................................................?
B: At home, please. I live at 67 Ngoc HA
Street.
A: Ok.
B:...........e....................................................?
A: Before 6:00? Well, it might be a little bit
early.........f......................................?
B: Ok, 6:30
A: Can you fill in this form?
3.2 Make a conversation for the 2nd situation in
textbook/104.
IV. Homework:
Your uncle's wedding is on 20th March. You
want to use Mail and Parcel Service provided
by the post office to send him a present. Make a
dialogue follow the situation above.
c, for a year
d, where would you like to get the
newspaper?
e, can I get the newspaper every
morning before 6:00?
f, how about 6:30?

Pair work
Ss work in pairs. T. walks around the
class to make sure that all ss are
working and offers ideas when ss
need help.
T. selects some pairs and has them
demonstrate their conversation in
front of the class.
PERIOD 57 Unit 9 THE POST OFFICE
Listening
I. Objective: By the end of the lesson, students will be able to listen and answer the
development of Vietnamese network; summarize the listening by writing and speaking.
II. Teaching aids: a cassette player and tape, pictures, posters, hand - outs
80
Warm - up:
Game: Stop the bus!
a. Find 6 things that you use to contact with your
friends.
b. Find 5 things that belong to a cell phone.
c. Find 4 things that you can buy at a post office.
d. Find 3 names of call phone that are popular in
Vietnam.
Pre-listening:
1. Activity 1: Ask and answer the following
questions.
a. Do you like talking on the phone?
b. Is your family on the phone? What is your
phone number?
c. Does any member of your family have a cell
phone? What make is it?
d. What do you think are the advantages and
disadvantages of cell phone?
* Suggestions:
(d) - Advantages: When you have a mobile phone,
you can:
+ contact other people easily.
+ be reached at almost anytime anywhere.
+ not miss any important information.
+ feel close to your family when you live far
away from home, go on business
- Disadvantages:
+ Dont have much privacy
+ Its irritating to get a call when you are sleeping
or in a meeting.
+ Cost amount of money for paying every week/
month....
2. Activity 2: Listen and repeat.
Commune (n) communal growth
Digit subscriber rural network
Upgrade (n) capacity (n)
While-listening:
1. Activity 1: (Task 1) Listen to information about
the development of Vietnams telephone system
over the past few years and do the tasks.
* Guiding questions:
How many subscribers were there in Vietnam in the
early 1990? How many ones now?
How many percent of communes in Vietnam have
telephone services?
* Feedback of task 1:
1. B 2. D 3. C 4. D 5.C
2. Activity 2 (Task 2): Listen again and answer the
following questions:
According to the passage, which country has the
biggest growth in the number of telephone
subscribers?
How many telephone subscribers does Vietnam
have now?
How many telephones were there in Vietnam in the
early 1990?
(Group work)
T divides the class into four
groups.
Each group tries to find words as
quickly as possible after Ts
questions.
The group that finish firstly will
shout: Stop the bus! and go to
the board to write down the
answers.
If the group give the right answer,
they will get one mark.
The group that get the best marks
will be the winner.
(Pair work)
(Poster/ Extra board)
Ss work in pairs, ask and answer
the questions.
T can gives some suggestions
T explains new words that appear
in the listening.
Ss listen and repeat in chorus and
individually
(Pair work)
(Hand-outs)
T asks some questions and
encourages Ss to try answering
based on their general knowledge
before they listen to the listening.
T introduces the listening and
asks Ss to scan the task.
Ss work in pairs and underline
key words.
Ss listen to the first time to
choose the right answers and the
second time to check their
answers.
T corrects after the second time of
listening.
(Pair work)
(Poster)
81

Writing
Aims: Help ss know how to write a letter to express satisfaction/ dissatisfaction.
Practice writing a letter to express satisfaction/ dissatisfaction
Teaching aids: Picture, posters.
Procedure:
A. Warm-up:
Lucky star
Use a Picture of Danang central post office covered
with pieces of paper, on which there are numbers from
1 to 4. Ss choose the number and answer the question to
uncover the picture. For each correct answer ss get 2
marks and the piece of paper with the number they
choose will be taken out. If they have the number with
a lucky star, they will get 4 marks for their correct
answer. Then the group which can guess the picture
will have 2 marks. The one with more marks will win
the game.
Questions:
1. Which service do you use if you want to send a
parcel to your friend?
2. Which service do you use if you want to make a
call?
3. Which service do you use if you want to have
your newspapers delivered to your house?
4. Which service do you use if you want to send
your brother some money?
Picture: Danang (central) post office
Questions to lead in:
1) Have you ever been to a post office?
2) What do you do there?
3) Are you satisfied with everything there?
B. Writing:
Pre-writing:
Act 1: Discuss some matters of the post office.
-T gives instructions
- Ss work in 2 groups. Each
group will take turns to
choose the number and
answer the questions to get
marks.
Feedback:
1. Mail and parcel
service.
2. Phone call and faxes
service
3. Press distribution
4. Express money
transfer
-T asks questions to elicit
-Ss answer individually.
82
Group 1 +2:
1. The opening hours of the post office.
2. The quality of the equipment.
Group 3+ 4:
3. The security conditions of the post office.
4. The attitude of the staff.
Group 5 +6:
5. The prices of the services.
6. The punctuality of delivery of letters and
newspapers.
Act 2: Give model sentences:
Ex: 1)The staff here are very helpful and polite. They
are willing to help you when you need.
2) The equipment there needs upgrading. Sometimes
I needed to fax an urgent document but it was
impossible because the fax machine was out of order.
Act 3: Prepare for writing the letter:

3.1. Read the requirements of task 2.
3.2 Give useful language
Sentence connectors:
First, Second, Third, . Finally.
Moreover,
Furthermore,
However,..
Note: If you express both satisfaction and
dissatisfaction, you should show your satisfaction first.
While-writing: Task 2
After a year in the job, the director of Thanh Ba Post
Office has invited residents in the neighborhood to
write letters to him describing the quality of the
services they have received. Write such a letter, using
the ideas you discussed in Task 1.
Post writing
-Poster
-SS work in 6 groups
discussing the matters given.
-T goes to some groups and
gives help if necessary.
-the representatives of the
group presents their opinions.
-T writes the
words/expressions ss use to
talk about the matters and
adds some more.
Feedback:
1. too late/ early
2. good/bad/ poor quality/
needs repairing
3. good/ poor security
condition/ no one to keep
motorbikes or bikes/
pickpockets
4. polite/ helpful/ rude/
arrogant
5. low/ high/ reasonable
6. always/ never punctual/
sometimes late/ letters and
newspapers are lost.
-T asks some ss to express
their ideas in full sentences
and writes them on the board.
-T asks ss to read the task
carefully and translate it into
Vietnamese.
-T asks ss some sentence
connectors they may use in
the letter.
-SS work in groups of 4
83
- Correct some writings.
- Model writing.
(address)
Dear Sir,
I have lived here for five years and during this time I
have used most of the services of Thanh Ba post office.
Now I am writing to show you my opinions of these
services. The staff here are very helpful and polite. They
are willing to help when we need. The prices of the
services here are quite reasonable, so most people in
our neighborhood use the services here. However, there
are still some matters. The equipment in the post office
needs upgrading. Sometimes I needed to fax an urgent
document but it was impossible because the fax machine
was out of order. Moreover, the delivery of newspapers
is never punctual. One more thing I want to mention is
that the security conditions of the post office are not
very good. There used to be property loss here.
I am writing in the hope that these matters will be
improved. If so, I believe more and more people will go
to Thanh Ba post office.
Yours faithfully,
C. Homework:
- write a letter to show your satisfaction/
dissatisfaction with the services of the railroad
company.
writing the letter on the
poster.
-Ss may use the models
sentences in Act 2 in their
writing.
-Peer check
-T corrects some writings
-T gives ss model writing.
PERIOD 59 Unit: 9 THE POST OFFICE
LANGUAGE FOCUS
Aim(s): Show Ss how to pronounce the sounds /sp/, /st/, /sk/, and helps Ss practise
reading correctly these sounds in the sentences. T also helps Ss to review kinds of
relative clauses.
Lexical items: words contain sounds /sp/, /st/, /sk/, and revision
Structures: Defining relative clauses and Non-defining relative clauses
Teachings aids: Pictures, handouts, posters.
PROCEDURE:
84
1. Warm up: Name the pictures
Star Spider Skull
/star/ /spaid/ /skl^l/
2. Pronunciation:
/sp/ /st/ /sk/: voiceless unaspirated
/sp/ /st/ /sk/
speak Stanley ask
speech stand disk
speedy stop dusk
crisp best skill
spacious text school
Practise reading aloud this dialogue: (page 108)
3. Grammar: Defining relative clauses and Non-defining
relative clauses
+ Presentation
Ex 1: Elephants who marry mice are very unusual.
Ex 2: My friend John, who went to the same school as me,
has just written a best-selling novel.
Ex 3: Let's go to a country where the sun always shines.
Ex 4: Elephants, which are large and grey, can sometimes
be found in zoos
Defining relative clauses give essential information to
define or identify the person or thing we are talking about
Non-defining relative clauses are always separated from
the rest of the sentence by commas.
Notes:
1. In non-defining clauses, you cannot use that instead of
who, whom or which.
2. You cannot leave out the relative pronoun, even when it is
the object of the verb in the relative clause.
3. Non-defining clauses can be introduced by expressions
like all of, many of + relative pronoun:
Examples: There were a lot of people at the party, many of
whom I had known for years.
+ Practice:
Exercise 1: Explain what the words below
mean, using the phrases from the box (Textbooks page 109):
Key: 1. A burglar is someone breaks into a house to steal
things
2. A customer is someone buys something from a shop.
T shows Ss some
pictures and asks them
to give the English
names of the pictures.
T corrects if necessary.
T introduces the new
lesson.
T has Ss to listen to the
tape and then repeat
several times
T calls Ss attention to
these sounds in the
sentences
Ss have to recognize
these sounds in the
dialogue.
T asks Ss to identify
what kind of relative
clause the examples are.
(ex1,3: defining; Ex 2,4:
Non-defining)
T asks Ss to recall how
to use relative clauses. T
can give Ss some more
notes.
Pairwork
T has Ss to read the
phrases and match the
words with them. Then
read loudly the
sentences.
85
Atlas
Axis
Mandible
Zygomatic
Medulla
oblongata
3rd Cervical vertebrae
3. A shoplifter is someone who steals from a shop.
4. A coward is someone who is not brave.
5. A tenant is someone who pays rent to live in a house or
flat.
Exercise 2: Complete each sentence, using
who, whom, or whose:(Textbook page 109)
Key: 1. who/that 2. whose 3. whom/who/that
4.whose 5. whom/who/that
Exercise 3: Join the sentences, using who,
that, or which: (Textbook page 109)
Key: 1. The man who answer the phone told me you were
away.
2. The waitress served us who was very impolite and
impatient
3. The building which was destroyed in the fire has now
been rebuilt.
4. The people who were arrested have now been rebuilt.
5. The bus which goes to the airport runs every half an
hour.
Exercise 4: Join the sentences below, using
who, whose or which: (Textbook page 110)
Key: 1. Peter, who has never been abroad, is studying
French and German.
2. Youve all met Michael Wood, who is visiting us for a
couple of days.
3. We are moving to Manchester, which is in the North-
west.
4. Ill be staying with Adrian, whose brother is one of my
closest friends.
5. John Bridge, has just gone to live in Canada, is one of
my oldest friends.
+ Production: Combine the sentences using a
relative clause. Use relative pronouns only where
necessary. Note that you have to use commas in some of the
sentences.
A holiday in Scotland
1. We spent our holiday in Scotland last year. Scotland is in
the north of Great Britain.(We............)
2. People live in Scotland. They are called Scots. (The
people...)
3. We first went to Edinburgh. Edinburgh is the capital of
Scotland.(We first ...)
4. Arthur Conan Doyle was born in Edinburgh. He wrote the
Sherlock Holmes stories.(Arthur Conan Doyle ...)
5. Then we visited a lake. It is in the Highlands. (The
lake ...)
T asks Ss to give
Vietnamese meanings.
Pairwork
T can ask Ss to recall
where to put who,
whom, or whose before
doing the task.
Pairwork
After doing the task in
pairwork, T calls Ss to
choose the square he/she
likes, and he/she has to
do the sentence with
number behind the
square. (LN: Lucky)
2 5 4
3 1 LN
Pair work
Applying steps like Ex3.
T remembers to ask Ss
to pay attention to the
difference between non-
defining relative and
defining relative clause.
Handouts
Pair work
86
6. Loch Ness is 37 km long. People know it for its friendly
monster. (Loch Ness ...)
7. There we met an old man. He told us that he had seen
Nessie. (An old man ...)
8. We then traveled to a mountain. The mountain is near the
town of Fort William. (We then ...)
9. The mountain is the highest mountain in Great Britain. It
is called Ben Nevis. (The mountain ...)
10. I sent you a postcard. It was written on the summit of
Ben Nevis. (The postcard ...)
PERIOD 61 Unit 10 NATURE IN DANGER
Reading
A. Aims:
- Helping Ss know the importance of natural environment.
- Improving Ss reading skill.
B. Method: communicative Approach.
C. Teaching - Aids:
Posters, textbook, blackboard.
D. Procedures of teaching.
Time Teacher s activities Students activities
3 I. Warm - up:
List some natural and environmental problems - Ss do what T asks
Key:
+ pollution
+ drought
+ forest fires
+ the extinction of plants
and animals.
+ earthquake
5 II. New - lesson
1/ Before you read:
- Ss answer:
Key:
87
Natural & environmental
problems
destruction
floods
Answer the questions.
1. What do you understand from the facts
above?
2. Can you explain why the numbers of these
animals have become small?
1. The facts above show that
the numbers of rare animals
become extinct.
2. Because they are killed
for food, fur, skin...
13 2/ While you read:
Task 1:
- Vocabulary: Match the words in column A
with their definitions in column B.
A B
1. decrease a/ similar with human
beings/people
2. extinct b/ thing makes nature pollute
3. endangered c/ make sth smaller
4. human-race d/ young of animals
5. interference e/ keep sb/sth safe
6. off-spring f/ no longer existing
7. pollutant g/ not of interfering
8. protect h/ be threatened
- pair work
- Ss match
Key:
1 - c 5 - g
2 - f 6 - d
3 - h 7 - b
4 - a 8 - e
- Gap- filling - Ss read the text silently
and carefully then fill in the
gaps.
Key:
1. extinct 4. pollutants
2. protect 5. endangered
3. decreasing 6.
interferences
5 Task 2: Circle A, B, C or D that best sums up
each paragraph
- pair work
- Ss do task 2
Key:
1-C 2-B 3-A 4-C
10 Task 3: Answer the questions
(play the game )
T gives 4 posters and asks Ss to scan the text
again. Then call the representative of each group
go to the board and write down their answers.
The winner will be a person having the best
answers.
- group work
- Ss scan the text again and
88
7
T gives feedback
3/ After you read
Find out why some animals have become
extinct.
- group work
- The representative of each
group reports before the
class.
Suggested answers:
+ hunting and killing
animals
+ Keep animals as pets.
2 III. Homework
- Study words
-Write a short passage about our natural
environment.
- Prepare Speaking.

PERIOD 62 Unit 10: Nature In Danger
speaking
A. Aims after the lesson Ss will be able to talk about endangered nature and measures for
protecting endangered nature
C. Teaching Aids: English Textbook 11, pictures, poster
D. Procedure
89
* keeping animals as pets

* hunting or capturing animals for
recreation or entertainment

* burning foreSs

* discharging chemical pollutants into the
environment

* cutting down trees for wood

* using fertilizers and pesticides for
cultivation
Pair work
T: display some pictures and ask ss to
match the pictures with the information
in Task 1(poster)
T: after matching, T reads the
information /reasons in Task 1.
T: have 1 or 2 students read the
information again and correct the
mistakes if needed.
Ss: order the reasons why nature
becomes endangered in the order of
importance (pair work).
T: call some ss to present their answers
Option:
T can ask ss to give reasons for their
choice
I. Warm up
Game: Yes (^_ ^) or No (..)
Information:
1. People kill animals for food and fur.
2. Some people keep animals as pets
3. We can destroy the air by adding pollutants to
it.
4. We are changing the environment by cutting
down trees.
5. Pandas live in China
6. People are affecting the water supply by using
water for industry and agriculture.
7. There are a lot of rare animals in American
zoos and national parks.
II. New lesson
1. Task 1: Matching
Ordering* Killing endangered animals for fur,
skin an d food
Ss: play the game in 2 teams
T: give the rules:
T: read some information. Ss listen
and say Yes if the information is
taken from the text Nature In
Danger. And say NO if it is not. The
team has the most right answers will
be the winner.
Answers:
1. Yes
2. No
3. Yes
4. Yes
5. No
6. Yes
7. No
T: introduce the new lesson
Human beings have a great
influence on the environment of the
world. Below are some reasons why
nature is being threatened.

.
90
PERIOD 63 UNIT 10: NATURE IN DANGER
Listening
A. Aims:
- Provide Ss with information about national parks in the world.
- Helping students practice their listening skills: deciding on True or False statements;
answering comprehension questions.
B. Teaching aids: Text book, Cassette and tape, Cards, Poster.
C. Procedure:
2. Task 2: Matching
3.Task 3: Discussion
* Usage language: S + should + be + PP
III. Homework
- Write a paragraph about 80 words with
the topic What should people do to
protect the environment?.
- Prepare Listening
Pair work
Ss: match the reason in Task 1 with
possible measures for protecting the
environment in Task 2.
T: go around to give help
T: give the feedback
Pair work
T: give a sample:
A: People are killing endangered
animals for fur, skin and food.
B: Killing endangered animals for fur,
skin and food should be banned.
Ss: use the information in task 1 and
task 2, state the negative impacts made
by people on the environment and
suggest measures to protect it.
T: go around to give help.
T: have some pairs present their answers
T: correct the mistakes on the
pronunciation if necessary.
91
I. Warm-up:
- What national park should I go to?
+ Im in Hue. What national park should I go
to? (Bach Ma national park)
+ We are moving to Hai Phong. (Cat Ba
national park)
+ We are staying in Thanh Hoa. (Cuc
Phuong national park)
+ We are now on the way to the south of
Vietnam. Im in Dong Nai now. (Cat Tien
National park)
+ And here is Vo Thi Saus hometown- Ba
Ria-Vung Tau. (Con Dao national park)
II. New Lesson:
1. Pre-Listening:
- Name some other national parks in Viet
Nam (Ba Vi, Ba Be, Phu Quoc, Mui Ca
Mau, U Minh Thuong national parks, etc.)
1. Listen and
repeat:
- scenic features
- devastating
- maintenance
- approximately
- vehicles
completely
2. While-Listening:
Topic introduction
Task 1:
- Silence reading for information.
- True/ False statement.
Task 2:
- Listen again and answer the questions.
- 4 teams. T is in the role of a foreigner
in Vietnam. The foreigner wants to
visit the national park where he/she is
staying. Ss in the role of local people
have to clap their hands to get the
priority to show her/him. Ss will get 10
points for each correct instruction.
- T then gives feedback and leads to the
new lesson.
- Ss work in pairs to name some
national parks in Vietnam and their
location if possible.
- T. says out the words, Ss. listen and
repeat in chorus and individually.
- T. explains the meaning of some new
words through pictures and
examples.
- T. introduces the topic of the tape.
- Ss read the statements in silence and
guess what information could be false.
- T plays the tape once without
stopping, Ss listen and do the task
individually.
- T divides the class into 2 groups and
asks Ss in each group to count their
number. There will be 2 Ss having the
same number. When T reads aloud the
statement in task 1 and says a number
in random, the Ss having that number
have to raise their hands to get the
priority to decide the statement.
* Feed back: (Ts book)
- T plays the tape again, Ss listen and
92
3. Post-Listening:
- Make true sentences about the national
parks in the US, using the cues:
Preserve
Scenic features
52
3%
Millions of visitors
Danger
Killed or hunted
Cut down
Fires
Pollution from vehicles
immediately
III. Homework:
1. Write a summary of the passage.
Prepare the Writing of Unit 10.
play the game Lucky star in 2 teams.
Each team in turn chooses a star and
answers the question under the star.
There is one lucky star which gives
bonus points without any questions.
- Ss work in pairs to asks and answer
the questions without looking at the
textbook.
* Feed back: (Ts book)
- T writes down the cues on the board
in turn. Ss work in groups of 4 to make
sentences using the prompts. Then they
use the sentences made to summarize
the passage.

Teaching date:.../0../2008
PERIOD 64 Unit 10 NATURE IN DANGER
Writing
A. Aims:
- Helping Ss know some information about Cat Ba National Park.
- Helping Ss write a description of Cat Ba. National Park.
B. Method: communicative Approach.
C. Teaching - Aids: - Pictures, cards, textbook.
Procedure
93
I. Warm - up:
* Game: Look at the pictures and slap the board.

Suggested answers:
- Cuc Phuong National Park
- Bach Ma
- Con Dao
- Nam Cat Tien
- Cat Ba
- Ss play the game in 2 teams,
each team chooses 4 students
to stand in front of the board. T
raises the pictures of the
National Parks. Ss look at the
pictures and slap the board
with their names. The winner
is the team who has the most
right answers.
II. New - lesson
1/ Pre - writing:
Activity 1: read some facts and figures about Cat Ba
National Park.
Activity 2: Ask some questions
- Where is Cat Ba National Park?
- What are the special features of Cat Ba?
- How large is it?
- What do you know about the animals and plants in
Cat Ba?
- What are some of the historic features of the park?
- T reads and explains the
asking of writing then gives
some questions.
- Ss answer the questions.
- Individual work
2/ While - writing
Activity 1: New - words
+ declare (v) /d kle (r)/ = announce (v)
+ situate (v) /sitju, eit / = locate (v)
+ reveal (v) /rvi:l/ allow to appear
+ inhabit (v) /inhbit/ = occupy (v)
+ preserve (v) / prz3:v/= keep safe
Activity 2: write a description of Cat Ba
-T gives some new-words and
pronounces them
- groupwork
- Ss write a description of Cat
Ba National Park.
- T pronounces new-words
- T walks around the class,
observes and helps Ss when
necessary.
3/ Post - writing
Activity 1: Correcting Writings.
Activity 2: Cat Ba National Park was declared as a
National Park in 1986. It is located on Cat Ba Island,
120 km from Ha Noi and 20 km east of Hai Phong.
Cat Ba National Park is in Vietnam. It has both
tropical foreSs and coastal waters with white sand
beaches, abundant natural resources, beautiful
landscapes and many kinds of rare animals and
plants. Its surface is 15,200 ha.
Cat Ba National Park preserves about 300 species of
fish, 40 kinds of animals, 150 different birds and 620
species of plants.
The stone tools and human bones found in the caves
- T calls the representative of
some groups write down then
corrects mistakes if necessary.
- T gives a sample if having
time.
- Ss notice and write down.
94
of the Island reveal that people inhabited there at
least 6,000 years ago.
III. Homework
- Write a short paragraph about Cuc Phuong National
Park.
- review Relative Clauses.
PERIOD 65 UNIT 10: NATURE IN DANGER
LANGUAGE FOCUS
A. Aims:
to help Ss. practice pronouncing some consonant clusters: /sl/ /sm/ /sn/ & /sw/
to have Ss. learn about relative pronouns with prepositions
B. Materials: English textbook 11
C. Teaching aids- pictures (4/Warm-up)
Procedure
Pronunciation
1 Warm-up
Game: What is the word?
Group work (4 groups)
2 Lead- in & Presentation
Class work
3 Practice
Class work
Grammar & Vocabulary
1. Elicitation & presentation
Class work
2 Practice
Exercise 1: Multiple-choice questions
Pair work

Exercise 2: Sentence combining
- give feedback
1. whom 2. which 3. whom
4. who 5. which 6. which

What can you see in the picture?
snow
In the summer, he often has a ______.
swim
- introduce: /sl/ /sm/ /sn/ & /sw/
- have Ss. listen to the word list in the
textbook/p.121
- tell them to practice pronouncing the word
list/p.121
- have Ss. listen to the sentence list in the
textbook/p.121
- tell them to practice pronouncing the
sentence list/p.121
- give feedback
- write two sentences on the board:
Is that the man?
You arrived with him.
- ask Ss. to combine the two sentences into
one, using a suitable relative pronoun
Possible answers:
Is that the man whom you arrived with?
Is that the man with whom you arrived?
95
Pair work Exercise 3: Blank filling
Pair work- give feedback
1. that
2. which
3. who
4. whom
5. which
6. which
7. who
8. whom
3. Consolidation
Class work
Homework
- do exercises of Language
focus (Unit 10) in
Workbook
prepare new words and do tasks for A.
- ask Ss. which one of the two sentences is
correct
- give feedback
+ introduce relative pronouns with
prepositions:
There are often prepositions in relative
clauses, and the relative pronoun is the object
of the preposition. This means that the
preposition can sometimes be omitted.
+ formal English: preposition + relative
pronoun (Note that when the relative pronoun
is placed immediately after the preposition we
can't use who instead of whom, and we can't
use that or zero pronoun either)
+ spoken (daily) English: the preposition is
often moved to the end of the sentence and
can be omitted
- give some more examples:
a. The woman was quite friendly
b. I gave my book to her.
The woman to whom I give my book was
quite friendly.
a. This is the house.
b. I used to live in it.
This is the house in which I used to live.
- have Ss. choose the suitable italicized words
to complete the sentences given
- observe and give help if necessary
- tell Ss. to combine the sentences, using
preposition + whom or which
- observe and give help if necessary
- give feedback
1. The man to whom I talked yesterday was
very kind.
2. The man about whom I told you works in
the hospital.
3. The woman about whom I am telling you
teaches me English.
4. The movie about which they are talking is
fantastic.
5. The picture at which she was looking at
was beautiful.
6. Ill give you the address to which you
should write.
- tell Ss. to complete the sentences, using
who, whom, which, or that
96
Reading/Unit 11 - observe and give help if necessary
- go over relative pronouns with prepositions
- ask if Ss. have any questions about this
grammar point
PERIOD 66 UNIT 11 SOURCES OF ENERGY
READING
A. Teaching Aims:
- Helping students understand about the alternative sources of energy in our lives.
- Helping students understand about the advantages and disadvantages of each alternative
source of energy.
- Helping students practice reading skills.
B. Method: Communicative Approach.
C. Teaching Aids: cassette player, pictures
D. Procedures:
I. Class stabilization
II. New lesson
1. Warm up:
Look at the pictures and match them with names
of the source of energy.
Feedback:
A. windmills picture 3
B. nuclear power station
picture 1
C. hydroelectricity picture 5
D. biogas picture 4
E. solar energy picture 2
Teacher says today we will learn about the
alternative sources of energy in our lives.
2. Pre- reading
Activity 1:Answer the questions
Look at the pictures in the textbook and answer
the questions.
1. What source of
energy does each picture above refer to?
2. What do you need
energy for?
Feedback:
1. - The first picture refers to the windmill.
- The second picture refers to the solar
energy.
- The third picture refers to the
hydroelectricity.
2. We need energy to live and work, to cook
Greeting
T gives Ss five pictures about five
of the source of energy such as:
nuclear power station,
hydroelectricity, biogas, solar
energy, windmills
T asks Ss to match the pictures with
names of the source of energy.
Ss work individually
Ss look at the pictures in the
textbook and answer the questions.
Work in pairs
T corrects and gives feedback.
T asks Ss to work in pairs to find
out in the text the words which
means:
T gives feedback.
97
meals, to light, heat or cool the house, to run
machines...
Activity 2: Vocabulary.
Find out in the text the words which means:
1. energy obtained from the power of the sun,
wind, water:
2. to give out:
3. existing or available in large quantities:
4. relate to the sun:
5. use until it is completely finished:
Feedback:
1. alternative energy,
2. to release
3. plentiful
4. solar
5. exhausted
3. While reading
Activity 1: Reading
Activity 2: Task 1. The words in the box all
appear in the passage. Fill each blank with a
suitable word.
1. Six hundred balloons were ___ at the
ceremony.
2. They are looking for ___ methods of
making it.
3. People use ___to run machines, heat and
cool their homes.
4. The foot in the restaurant is cheap, but the
choice is rather ___.
5. Fuel supplies are nearly ___.
Feedback:
1. released
2. alternative
3. energy
4. limited
5. exhausted
Activity 3: Task 2. Scan the passage and write
down the advantages and disadvantages of
each alternative source of energy. Feedback:
Sources of
energy
Advantages Disadvantages
Nuclear
power
Its unlimited It can be very
dangerous.
Geothermal Its available Its only
possible in few
places
T asks Ss to listen to the tape.
T writes these words on the board.
T asks Ss to read through the
passage silently.
T has Ss read the sentences one
time to identify the part of speech
of the word that will be filled in
each blank. For example, in
sentence 1 the word to fill in should
be a verb, in sentence 2 an
adjective...
T asks Ss to work individually to do
the task.
T asks Ss to change their answers
and tells them to explain their
choices.
T asks Ss to scan the passage and
find out the information of each
alternative source of energy.
Work in group
T asks Ss in each group to present
the advantages and disadvantages
of each alternative source of
energy.
T goes around to observe Ss
working.
T asks Ss to read the passage
silently and answer the questions.
T has Ss do the task 3 in pairs.
98
Solar
energy
Its not only
plentiful and
infinite but also
clean and safe
Its only
possible during
the day time.
Wind
power
Its clean and
unlimited
Theres no
wind energy
when there is
no wind.
Water
power
Its clean and
unlimited.
Its expensive.
Activity 4: Task 3. Answer the questions
1. What is our major source of energy?
2. How many sources of energy are
mentioned in the text, and which one do
you think has the most potential?
Feedback:
1. Our major source of energy comes from
fossil fuels.
2. Five sources of energy are mentioned in
the text. I think solar energy is the most
potential.
Post reading: Complete the summary of the
reading passage by filling each blank with a
word given in the box.
Feedback.
energy, one, fuels, limited, alternative
sources, unlimited, environment
III. Homework: Prepare speaking
E. Self Evaluation
T asks Ss to read the words in the
box and give the meaning.
T can explain the meanings of some
words if students find them
difficult.
T asks Ss to read the summary and
identify the part of speech of the
word to fill in each blank.
T asks Ss to read the passage again
for the main ideas and complete the
summary.
T asks Ss to check their summary
with a partner.
T checks with the whole class.

PERIOD 67 UNIT 11: SOURCES OF ENERGY
SPEAKING
A. Aims: Help Ss know about some sources of energy & how it helpful to our life.
B. Method: Communicative Approach.
C. Teaching aids: pictures, handouts.
Procedures:
99
I. Warm-up (5)
T asks Ss to match some sources of energy with
their definitions.
Wood / Solar energy / Hydroelectric power /
Geothermal energy.
1 is used to produce electricity.
2 is used to dry crops or lighting
homes.
3.is produced from the heat stored
in the earths score.
4. .. is the first source of energy used
by early man.
II. New Lesson:
A. Pre-speaking: (10)
What do we need energy for?
B. While- speaking:(18)
Task 1
Read and tick the appropriate box A (for the
advantages) or D (for disadvantage)
1. Fossil fuels will be exhausted within a
relatively short time.
2. Geothermal heat is available only in a few
places in the world.
3. If the wind is not blow, there is no wind.
4. Water power provide energy without
pollution.
5.A nuclear reaction releases radiation which is
dangerous to our environment.
6. Solar energy is not only plentiful and
unlimited but also clean and safe.
7. Its expensive to build a dam for
hydroelectric.
Task 2
Talk with your friend about the advantages and
disadvantages of using each alternative sources
of energy, using the suggestions from Task 1
Example:
A: I think / I believe that wind power can be an
alternative source of energy.
B: Why do you think / believe so?
A: Because our major sources of energy are
running out while the wind is abundant and
unlimited.
B: I know it is also clean and safe to the
environment. However, it is not available when
there is no wind.
Useful language:
Nuclear power / Solar energy / Water power /
Gas / Petroleum / Oil / Coal / Geothermal heat
FOR
Enormous, plentiful, available
Not spend a lot of money for treating it
Never run out / unlimited / renewable
- Class work
1. Hydroelectric power
2. Solar energy
3. Geothermal energy
4. Wood
- T ask Ss to work in group and
answer the question.
Suggested answer:
We need energy to live and
work; cook meals;
heat, light, cool our houses; make
electricity, run engines
- Ss do the task.
Keys: 1D 2D 3D 4A 5D 6A 7D
- T asks Ss to work in pairs,.
- T walks around the class and
offers comment if necessary.
- T calls some pairs to practice
speaking before class.
- T asks each group to present and
give feedback.
100
PERIOD 68 UNIT 11: SOURcES OF ENERGY
Listening
A. Aims: - Extensive listening to the passage to get information doing multiple-choice
questions
- Listening to the passage for specific information.
B. Method: integrated, mainly communicative
C. Teaching aids: textbooks, tape, cassette, pictures.
Procedure:
a) List some of the things you use energy
for in your house.
Feedback: petroleum, gas, coal, electricity,
solar, panel
b) Phonetic:
ecologist resources renewable
fossil fuels unlimited fertilized
Task 1(15):MULTIPLE CHOICE
QUESTIONS
(on page 129 in the textbook)
Feedback: 1.D 2.C 3.D
4.A 5.B
Task 2(11):GAP-FILLING
(on page 129 in the textbook)
Feedback:
1. unlimited 2. atmosphere
3. may 4. gases
5. amount
Which group do these sources of energy
belong to? Put a tick () in the right column.
Sources of
energy
Nonrenewable Renewable
T. shows Ss the pictures of the
electric fan and the gas cooker
Then, T. has Ss answer some
questions as a lead-in to the new
lesson.
- What can you see in these pictures?
- Do you use them in your house?
-What sources of energy do these
pictures refer to?
T. has Ss sit in pairs and do this task.
(Ss answers may vary.)
T. selects some pairs at random to
provide the answers in front of the
class.
First, T. reads aloud these words.
T. has Ss listen and repeat them.
T. can explain the meanings of some
new words if necessary.
Then, T. has Ss guess the theme of
the listening passage.
T. introduces the theme of the
listening lesson:
In this lesson youll listen to the
monologue about natural resources
for specific information.
T. has Ss read the questions in 2 or 3
minutes and checks quickly the Ss
understanding about the words and
ideas of these questions. T. can help
Ss if necessary.
Then, T. plays the recording once
and has Ss grasp the main idea of the
101
Coal
Geothermal
heat
Petroleum
Solar
energy
Oil
Wind
energy
Gas
Homework (2):
Write a short paragraph (about 50 words) to
talk about the influences of using energy to
the natural environment
whole passage.
T. plays the recording twice.
Ss listen and do the task.
T. plays the recording for the third.
Ss listen again to check the answers
and compare them with the partners
answers, discuss if the keys are
different.
T. selects some Ss at random to
class.
T. conducts the correction. Ss correct
their work.
T. has Ss read the passage carefully
and guess the parts of speech that can
be used to fill in the blanks.
T. plays the recording two times.
Ss listen and write in the missing
words. Then Ss compare the answers
in pairs.
T. selects some Ss at random to
class.
T. plays the recording for the third
and conducts the correction. (T. may
stop the recording when necessary.)
Ss sit in groups of four, use the
knowledge from the listening above
to do this task.
T. walks around the class to observe
and help Ss if necessary.
T. selects some groups to provide
their answers in front of the class.
(For good students, T. can ask them
to talk about the influences of using
energy to the natural environment)
Do it at home
102
PERIOD 69 UNIT: 11 SOURCES OF ENERGY
Writing
Objectives:
- Aims: students learn how to base on a chart to write a paragraph.
- Lexical items: words/phrase used in the chart and words about the
- Teaching aids: charts, a model of the description.
- Skills: writing a paragraph based on a chart.
Teaching Aids: pictures, computer, chart.
Procedure:
I.Warm up: (4 minutes)
Give pictures of charts and asks students what are
these.
0
1
2
3
4
5
6
7
billion
World
China MLYangtzeRiver
otherpartsof china
20
40
60
80
100
120
140
40
20
45
57
75
50
Coal
Nuclear&Hydroelectricity
Petroleum
2000 2005
milliontones theenergyconsumptioninHighland
Have you learnt about these charts?
Look at these charts. What do you know?
II. Pre -writing(15 minutes)
1 ask questions for elicitation.
Base on the chart how do you know the energy
consumption in High Land?
-What sources of energy are mentioned in the
chart?
20
40
60
80
100
120
140
40
20
45
57
75
50
Coal
Nuclear &Hydroelectricity
Petroleum
2000
2005
milliontones the energyconsumptioninHighland
How much total energy consumption was in 2000?
2. Ask students to study the chart about energy
consumption in Highland in 2000
*what is the unit of the energy consumption?
* what is the length wise column about?

-look at the pictures and answer.
- Anwers the questions
- know about the figure and they
can compare the information.
-look at the color of the colum.
-The numbers showed on the year
103
*What is the horizontal line about?
- Ask students to answer true or false
- 1)The red column refers to coal
- 2)The blue column refers to petrolium
- 3)The dark green refers to hydroelectricity
- and fill in gaps with the information
- Ask students to compare the answer with
other pairs.
3. Ask students to work in group of 4 students.
-look at the energy consumption in the year 2005 in
High Land.
compare the figures and complete second paragraph
like task.
T gives some model structures
+ according to the chart we know that the energy
..
+ the chart shows the energy consumption in High
Land.
III. while _writing: 18ms
T has students write a paragraph to describe the
chart using the information from task 1
Ask students to work in group
Using poster to write the paragraph
T goes around the class and gives help if it is
needed
IV. post _writing:
-have students share the paragraph with their
friends
-ask Ss to correct their friends mistakes
- correct some mistakes if necessary
- give some good writings to present.
Home work:
- gives another chart,
- Asks students to describe the chart at home
2000 and 2005
- they are: Coal, nuclear power
and hydroelectricity.
- petroleum.
- 117 million fons
Work in pairs
Listen to the question & answer
- Million tons
_the energy consumption
_ the year
Work in pairs to answer true or
false
1.F (nuclear &hydroelectricity)
2.F (coal)
3.F (petroleum)
+ 117
+ coal
+ smallest.
- read the answers and
write them on the board
- group work
- write a paragraph base on task
1. using similar structures.
+ write a paragraph base on the
chart, using the details, numbers
and the models that the teacher
gives.
- students should compare
the energy consumption
in 2000 and 2005.
look at the model writing
- give some other ideas if they
think it necessary
PERIOD 70 UNIT 11: SOURCES OF ENERGY
Language focus
104
A. Aims:
*Pronunciation:
-Helping students know how to pronounce compound consonants: / r/, /spl/, /spr/
* Grammar:
-Helping students review the relative clauses replaced by infinitive phrases.
B. Teaching aids:
Pictures, posters, handouts, chalk, board
C. Method:
Communicative approach
Procedure:
I. Check-up:
II. Warm-up:
Look at the pictures and answer the
questions:
1. What place is it?
Its a shrine
2. What season is it?
Its spring
3. What are the children doing?
They are splashing over each other.
III. New lesson:
Unit 11: SOURCES OF ENERGY E.
Language focus
A. Pronunciation:
Activity 1: Arrange the following words into
3 groups / r/, /spl/ or /spr/
spring splash spray shred
split shrimp spleen spread shrill
/ r/ /spl/ /spr/
shred splash spring
shrill split spray
shrimp spleen spread
shrine splutter sprightly
Activity 2: Listen and repeat:
Activity 3: Practise these sentences:
1. They were all shrieking with laughter.
2. He shrugged(his shoulders), saying he
didnt know and didnt care.
3. My dad hates shrimp paste.
4. What a splendid spring day!
5. The stream splits into three smaller
streams at this point.
6. The house has a narrow front, but it splays
out at the back.
B.Grammar:
1.Present participial phrase:
-T asks Ss to look at the pictures and
-T asks Ss to look at the underlined
parts and asks Ss:
+ Are these words pronounced
differently or the same?
-T introduces the new lesson.
-T divides the class into 3 groups
Group A: red cards
Group B: yellow cards
Group C: blue cards
-The representatives of each group will
go to the board and stick the given cards
in the right column.
-T reads word by word, Ss listen and
-T asks Ss to listen and say number 1,
number 2 or number 3 for the words
they hear. Say 1 for / r/.Say 2 for
/spl/.Say 3 for /spr/
-T asks two Ss to say aloud the answers
- Tasks Ss to listen and repeat in chorus
and individually.
-T asks Ss to look at the pictures and
introduces herself.
This is my neighbor..Shes very kind
+Who can talk about the girl, using a
complex sentence?
-T asks Ss to look at the underlined
parts and asks Ss:
+What do you call it?
Relative clause
+Who can reduce this clause into a
phrase?
-T asks Ss to work individually and then
exchange their answers with their
partners.
105
The girl who lives next door is very kind.
Relative clause
The girl living next door is very kind.
Participle phrase
Exercise 1: Rewrite the following sentences,
using a present participial phrase.
2. Past participle phrase:
*Look at the sentence and rewrite in another
way:
The homework which is given by Mrs White
is very difficult.
The homework given by Mrs White is
very difficult. Past participle phrase
Exercise 2: Rewrite the following sentences,
using a past participial phrase.
3. Infinitive phrase:
Ex: The language that we should master is
English.
The language to master is English.
Infinitive
Exercise 3:Rewrite the following sentences,
using an infinitive phrase
IV.Homework:
Reduce the following relative clauses into
phrases:
1. The girls who are playing in the school
yard are in our class.
2. There are many exercises that I have to
finish before school.
3. The person who lives next to my door has
bought a new house.
4. The mistakes which you have to correct
are very important.
5. They are good friends whom you can play
with.
V. Self-evaluation:
- Some Ss go to the board and write
their answers.
*Feedback:
1. The boy playing the piano is Bend.
2. Do you know the woman coming
toward us?
3. The people waiting for the bus in the
rain are getting wet.
4. The scientiSs researching the causes
of cancer are making progress.
5. The fence surrounding our house is
made of wood.
6. We have an apartment overlooking
the park.
-T asks Ss to do as directed.
-Tasks Ss to work individually and then
exchange their answers with their
partners.
*Feedback:
1. The ideas presented in that book are
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.
5. The experiment conducted at the
University of Chicago was successful.
6. They work in a hospital sponsored by
the government.
-T asks Ss to answer the question:
+What language should we master?
English
-T asks to work in group of six, doing as
requested.

PERIOD 74 UNIT: 12 THE ASIAN GAMES
reading
A. Aims: By the end of this lesson, Ss will be able to:
106
- Develop such reading skills as skimming and scanning for specific information
and details.
- Know the history of The Asian Games.
- Use some vocabulary relating to sport and sports events to read and talk about the
topic.
B.Teaching aids: Textbook, pictures, posters and handouts.
Procedure:
I. Stabilization:
II. Check-up: No
III. New lesson:
*Warm-up: (Pictures on the textbook )
1. Before you read:
Activity 1: Choose the correct answer:
1. How often are The Asian Games held?
A. every year B. every 2 years C. every 4 years
2. How many countries take part in the 14
th
Asian
Games?
A. 37 B. 44 C. 42
3. What sport did the Vietnamese athletes win gold
medals at the 14
th
Asian Games?
A. Bodybuilding B. football C. tennis
4. Which country took part at the 14
th
Asian Games?
A. Afghanistant B. VietNam C. Dong Timor
5. Where was the 15
th
Asian Games held?
A. In New Delhi B. In Doha C. In Beijing
Activity 2: Match a word in column A with its
definition in column B
A B
1.
intercultural(adj)
2. solidarity(n)
3. enthusiasm(n)
4. facility(n)
5. aquatic(adj)
a)a strong feeling of excitement
b)the ability to learn or do
things easily.
c)unity
d) growing or living in water
e)understanding between
countries
Answers: 1e 2c 3a 4b 5d
II. While you read:
Task 1: The words in the box all appear in the
passage. Fill each blank with a suitable word.
1. The hotel has special facilities for disabled athletes.
2. Swimming and water skiing are both aquatic sports.
3. He never lost his enthusiasm for training athletes.
-Greeting
- Checking attendances
-Stick the pictures of sports
events on the board and have
Ss work in two groups.
- Give each group 5 cards of
words(having different colors)
- Have them discuss in 3
minutes and ask two leaders
of the groups to go to the
board and stick the cards
beside the right pictures.
- Check and give good marks
to the group who have more
right answers.
- Give handouts
-Have Ss read the questions
quickly and find the answers
Answers: 1C 2B 3A 4C 5B
- have Ss match the words in
column A with the definitions
in B
- Give feedback
- Stick the poster on the board
and ask Ss to look at the board
and do the task.
- Call on some Ss to go to the
board to write the answers.
- Check the answers by
opening the hidden words on
the poster.
Tennis Karatedo
Men
,
s football Fencing
107
Bodybuilding
4. I will make every effort to arrive on time.
5. Our sports performances have been advancing
considerably over recent years.
6. Your help was greatly appreciated
Task 2: Scan the passage and complete the following
table.
Year Events
(1). The 1
st
Asian Games began in
New Delhi, India.
1954 Boxing, shooting and wrestling
were added at (2)
(3).. Tennis, volleyball, table tennis
and hockey were added at the 3
rd

Asian Games held in Tokyo,
Japan.
1998 (4) . were
introduced at the 13
th
Asian
Games in Bangkok, Thailand.
(5) The 14
th
Asian Games were held
in Busan, Korea.
Task 3: Answer the questions
1. What is the purpose of the Asian Games?
-The purpose of the Asian Games is to develop
intercultural knowledge and friendship within Asia.
2. How many participants took part in the 14
th
Asian
Games?
-9919 participants took part in the 14
th
Asian Games.
3. In which sports events did the Vietnamese athletes
win gold medals at the Busan Games?
-They won the gold medals in bodybuilding, billards
and women
,
karatedo at the Games in Busan, Korea.
III. After you read:
Activity]1: Name the sports in which Vietnamese
athletes have won gold medals at the Asian Games.
Activit y 2: Ask and answer about The Asian Games,
using the cues below.
Where? When? How many? How often?
Sport events Gold medals
Activity 3: Talk about The Asian Games, using the
information in Activity 1.
-Give handouts
-Have Ss work in groups of
four.
-Ask them to read the text
again then complete the table.
-Take 5 first quickest answers
to correct in front of the class
and give marks.
-Stick the poster on the
board.
-Have Ss work in pairs and
ask them to read the text
again to find the answers
for these questions.
- Ask some pairs of Ss to
practice asking and
answering in front of the
class.
- Call on some Ss to go to
the board and write the
answers.
- Open the answers on the
poster to check.(T does
question by question).
- Have Ss read the text
again to answer this
question (Ss work
individually])
- Give feedback
-Ss work in pairs to ask
and answer.
-Call on some pairs to
practice in front of the
class.
- Call one or two good Ss
to present in front of the
class
108
*Homework: Write a summary about The Asian
Games

speaking
A. Aim: - Give Ss a chance to practise asking and answering about the history of the
Asian Games and the medal standing of Vietnam at 14
th
Asian Games.
B. Teaching aids: Textbooks, cards.
Procedure:
II. Check up:
Check vocabulary and comprehension
questions of Reading of Unit 14.
III. Warm up
Play game: Guessing the names of Sports
through actions.
10 kinds of Sports:
1. body building 6. volleyball
2. swimming 7. billiards
3. cycling 8. shooting
4. football 9. wrestling
5. boxing 10. running
IV. New lesson
Task 1: Ask and answer questions about
the Asian Games, using the information
from the table.
Ex:
A: When and where were the first Asian
Game held?
B: In 1951 in India.
A: How many countries took part in the
Games?
B: 11
A: How many sports were competed at the
Games?
B: 6
Task 2: Talk about the results of the
Vietnamese athletes at the 14
th
Asian
Games, using the information from the
table.
Ex: A: How many medals did the
Vietnamese athletes win at the 14
th
Asian
- Greetings
- T calls one Student to go to the board and
answer Ts questions.
- T gives marks.
- T prepares 10 cards including the names
of 10 sports.
- T divides the class into 2 teams.
- Each team chooses a person to do the
actions for other members to guess the
name.
- The group with higher marks is the
winner.
- T sets the situation
- T sets an example for Ss to follow.
- Pair work: Ss play the roles of A and B
and do task 1.
- T goes round and helps.
- Game: Picking flowers
T shows Ss a box in which there are 15
flowers, each with the Asian games from 1
to 15
Ss in pairs pick up 1 flower asking and
answering questions about the Asian
games
- T sets an example for Ss to follow.
- Pair work: one is A and one is B and
follow the example given.
- T calls some pairs to practice in front of
109
Games in bodybuilding?
B: In body building, the Vietnamese
athletes won 1 gold medal and 1 bronze
medal.
Task 3:Making prediction about the 16 th
Asian games
V. Homework:
- Prepare vocabulary for C. Listening
the class.
- Feedback.
- T can give marks to these who do well.
- group work
asks some questions about the next Asian
games
Ss in group of 4 make sentences.
Listening
A. Objectives:
1.Aim(s): Listening to the Asian Games report to get some information about
some athletes and the sports events.
Helping Ss understand information given and do some Tasks
2. Lexical items: Words related to sports.
3. Teaching aids: Pictures of some athletes / Cards / Posters.
Procedure:
I. Class stabilization:
II. Check up:
III. Warm-up:
Names of Sports

IV. Pre listening:
1) Answer the questions
2) Listen and repeat
- coming live - gymnasium
T divides the class into 2 groups
T asks representatives of two groups to go
to the board and gives them some cards
with names of sports on it.
These two Ss have to give the suitable
action to express the name of sports
The other Ss in each group guess the
words and write them on the board
Group writes more words correctly and
quickly
-> winner
T and the whole class use pictures to check
words written
T has Ss answer some questions in
textbook
T helps Ss know how to pronounce
difficult words in the tape as well as their
meaning
T has Ss read Task 1 and give some
guiding questions:
110
- freestyle - gymnast
3) Guess information
V. While listening:
Task 1: Choose the best answer A, B, C
or D for the following sentences
Task 2: Answer the following questions
VI. Post - listening:
Talk about a famous athlete you know
medal year

name of sport appearance
nationality male / female
age

VII. Homework:
. Write a short paragraph about the athlete
you like best
. Prepare for Writing
. What are you going to do in Task 1?
. Which programme is the information on?
. Can you tell me the sports and athletes
that may be mentioned in the tape?
T plays the cassette
Ss listen, then exchange their answers with
their partners.
T gets feedback
T has Ss listen again to check and find the
information to support their answers
Feedback: 1C 2A 3B 4B 5D
T has Ss read all questions in Task 2
Ss listen to the tape again, then answer
these questions
T has Ss work in groups of 4 Ss, exchange
ideas, write their answers on posters.
T collects 3 posters and sticks them on the
board
T and Ss check the answers
Ss listen to the tape again
Feedback
1) (It was at ) 10.15 p.m.
2) (They have won ) 6 gold medals.
3) (He has competed in the long jump) 2
times.
4) High jump (was the last sports event
mentioned in the report).
5) He was very disappointed
T has Ss work in groups of 6 Ss, discuss
and talk about a famous athlete they know.
T gives some cues
Some representatives talk about the athlete
they know in front of the class
The other groups have to guess the
athletes name
111

PERIOD 77 Unit 12: The ASIAN GAMES
WRITING
A. Teaching aims:
Helping students write about the preparations for the Games
Improving students' writing skill
B. Methods: Communicative approach.
C. Teaching aids: poster. textbooks
Procedure:
m1.Pre readinII. Check- up
Picture A: The III. New lesson:
* Warm-up & Lead-in:
Questions:
-Do you think Vietnam may hold the
Asian Games in the future?
-If yes. What will we do to prepare for
the Games?
1. Pre- writing:
Task 1: Matching the words in column A
with their explanations in column B.
A B
1.
upgrade
a. to engage a new member
for a society, group,
organizations..ect...
2. equip b. to attempt to popularize
3. recruit
c. to supply with material
necessities
4.
promote
d. to raise a higher grade or
standard.
Task 2: Brainstorming
Listing many things to do to prepare for the
coming Asian Games.
O Things need building
O Things need upgrading
O Things need widening
O Things need equiping
O Things need promoting
O People need recruiting
2. While writing
Task 1: Write the correct sentences, using
the cues below.
a. We/ build/ National Stadium/ sports
- Greetings
- T checks the previous lesson.
-T gives some questions and asks Ss to
discuss, and then Ss give the answers.
- T. helps Ss to find the meanings of
some words by matching.
- T has Ss work in pairs to do this
task.
- Ss discuss with their partners to
give the answers
- T gives feedback
Feedback: 1d 2c 3a 4b
- T lets Ss work in group of six.
- Each group chooses one topic and
think of the things to do.
- T goes around to control and gives
help if necessary.
- Use poster.
-T asks Ss to work in pairs to complete
these sentences.
- Ss go to the board and write the
answers
- T corrects and gives comments
-T divides the class into 4 groups and
gives each group a poster and a felt-tip
pen.
- Ss discuss with the members of each
group and write the paragraph on the
poster
112
building/ car park.
b. National Sports Centre and local
stadiums/ need/ be/ upgraded/ immediately.
c. We/ widen/ training areas and roads/
to the sports buildings/ and/ have/ equip/
hotel and guest houses/ modern facilities/
welcome/ foreign athletes/ visitor.
d. It/ necessary/ promote and advertise/
preparations/ Asian games/ radio and TV
e. We/ recruit/ volunteers/ serve the
Games/ and/ they/ be/ university teachers
and students with good English.
f. The/ important thing/ that/ we/ hold/
competition/ choose/ an official song/
Asian Games.
Task 2: Suppose Vietnam is going to host
the coming Asian Games. Write a paragraph
of 120 words to describe the preparations
for the Games, using the sentences in task 1
and the following chronological order: first
of all, second, then, next, after that, finally.
+ You may begin with:
To prepare for the coming Asian Games, we
have a lot of things to do.
First of all, we build one more National
Stadium and......
3. Post- writing:
+ Activity 1: Peer correction
+ Activity 2: Chain Game
Ex: S1: I will build some hotels.
S2: I will build some hotel and some
sports buildings.
S3:......................................................
IV. Homework:
Imagine you are going to establish a private
company. Write a paragraph (about 100-120
words) about your plan
- T goes around to control and gives
help if necessary.
- Ask two representatives from 4 groups
to stick the poster on the board
- Tell class to read the paragraph
together and give correction &
comments
- T gives the suggested answer:
To prepare for the coming Asian
Games, we have a lot of things to do.
First of all, we will build one more
National Stadium and some sports
buildings and car parks. The National
sports Centre and local stadiums are not
in good condition, so they need to be
immediately upgraded. And we will
widen the training areas and the roads to
the sports buildings. Then we have to
equip all the hotels and guest houses
with modern facilities to welcome
foreign athletes and visitors. These
hotels should also have special services
for disable athletes. It is necessary to
promote and advertise all the
preparations for the Asian Games on the
radio and TV. Finally, we need to
recruit volunteers to serve the Games-
These people should be university
teachers and students with good
English. One more important thing is
that we have to hold a competition to
choose an official song for welcoming
the Asian Games.
-T explains how to play this game
- T calls one student to say one sentence
about the thing you will prepare for
coming Asian Games. Another student
repeats that sentence and add new
information to make a new sentence. Ss
in the class take turn to continue the
game.
113
PERIOD 78 Unit 12: THE ASIAN GAMES
Language Focus
A. Aims: By the end of the lesson, the students will be able to:
- distinguish the sounds /str/, /skr/, and /skw/
- pronounce the words and sentences containing the sounds correctly
- make relative clauses without relative pronouns
B. Teaching aids: posters, handouts
C. Procedure:
Warm-up: Noughts and crosses game
Choose the word whose underlined part is
pronounced differently from that of the other words:
1.A. population B. probably C. among D. solve
2. A. world B. resource C. support D.floor
3.A. thrive B. those C. throw D. think
4.A.afraid B. offer C. fruit D. frozen
5. A. clarinet B. clarify C. clarion D. clasp
6.A. clothes B. both C. breath D. strenth
7. A. cricket B. crowd C. cede D. crash
8.A. service B. reserve C. conserve D. consider
9.A. shoulder B. shout C. should D. shower
(1)O (2)X (3)X
(4)O (5)X (6)O
(7)X (8)O (9)X
Pronunciation
a) Listen and repeat:
e.g street screw square
/ str/ /skr/ /skw/
strong scream squeeze
strange scratch squeal
strength screen squeak
b) Practise reading aloud these sentences:
1. There are a strong man on the street at night.
2. The strong man looked very strange.
3. He was holding an ice-cream on one hand, and a
rubber doll in the other hand.
4. The man was eating he ice-cream, squeezing the
doll and it was squeaking.
T divides the class into two
team: Noughts (o) and
Crosses(x),draws a grid of
nine squares on the board. The
teams take it in turns to put a
O or X in the square of their
choice. the first team to
complete a horizontal, vertical
or diagonal line is the winner.
Key:
1. C 6.A
2.A 7.C
3. B 8.D
4. B 9.C
5.C
-T writes 3 words containing
the three sounds:/str/,/ skr/,
/skw/ on the board.
- T models the three sounds
for a few times and explains
how to make each sound and
the differences when
introducing them.
-T asks ss to give some more
words containing the three
sounds.
- T plays the tape once for ss
to hear the words containing
the three sounds then T plays
the tape again and asks ss to
repeat after the tape.
114
5. The man was screaming while walking to the
square.
6. Nobody knew why he was doing the strange
things.
Grammar: RELATIVE CLAUSE
Presentation
e.g. 1. I like the composition which you wrote .
Defining RC
I like the composition you wrote.
e.g.2. Tim, who I have know for ten years , is one of
my closest friend.
Non defining RC
e.g. 3. The table that was broken has now been
repaired
Notes:
- We can omit the relative pronoun in a
defining RC and when the relative pronoun plays as
an objects in the clause.
Practice
Exercise 1: Complete each of the following sentences,
using suitable sentence in the box to make a RC
without a Relative Pronoun
Key:
1. Have you find the bike you lost.
2. Most of the classmates he invited to the party
couldnt come.
3. the short stories John told was very funny.
4. the dictionary I bought yesterday is expensive,
but very interesting.
5. I didnt like the man we met this morning.
6. The beef we had for lunch was really delicious.
Exercise 2: Complete each of the following sentences,
using suitable sentence in the box to make a RC with
a preposition

Key:
1. I enjoy my job because I like the people I work
with.
2. The dinner party we went to wasnt very
enjoyable.
3. the house we are living in is not in good
condition.
4. I wasnt interested in the things they was
talking about.
5. he didnt get the job he applied for
6. the bed I slept in was very modern.
-T calls some ss to read th
word out loud.
-T asks ss to work in pair and
take turn to read aloud the
given sentence.
- T goes around to listen and
takes notes of the typical
errors.
-T calls some ss to read the
sentences again and provides
corrective feedback
- T sets the situations and give
some examples.
- T asks ss to underline the RC
in the examples
-T asks ss to tell the way to
make RC
- T explains when to omit the
relative pronouns.
-T asks ss to work in pairs
-ss read the whole sentences
and do the tasks as requested.
-T calls some ss to go to the
board and write the sentences.
-T feedbacks
-T explains the ways to makes
RCs with prepositions.
-T asks ss to work in pairs and
do the exercises.
-T calls some ss to go to the
board and write their
sentences.
-T feedbacks.
115
Exercise 3: Tick the sentences in which the relative
pronoun can be omitted.
Key:
Sentence 1, 3,5,6
Homework:
Make five sentences using Relative Clause without
relative pronouns
-T asks ss to work in groups of
four.
- the group which gives the
quickest and most correct
answer will get good marks
-T calls some ss from each
group to give the answer and
th explanation of their choices.
-T feedbacks.
PERIOD 79 Unit: 13 Hobbies
Reading
A. Aims: -Students talk about their hobbies and writers hobbies.
-Helping students understand more clearly about the meaning of some new words
and use them.
- After reading the text, students can find the answers to task.
B. Method: communicative approach
C. Teaching aids: pictures, poster, board
D. Procedure:
Contents and requirement
Activities
Teachers Students
116
II. Check up:
III. New lesson:
1. Warm up:
What do you often do in your free time?
Do you like these things?
2. Pre-reading:
Activity 1: Look at the pictures on page
145 and say which you like to do in your
free time.
(playing guitar, playing chess, keeping
fish, collecting stamps.
Activity 2: Discussion
- What is your hobby?
- Which topic do you learn today?
3. While reading
Tasks 1: Work in groups of 4 matching the
following words, phrases in column A
with their definitions or synonyms in
column B.
A B
1. accomplished
2. accompanying
3. modest
4. avid
5. discarded
6. indulge in
7. keep me
occupied
a. eager
b. allow oneself
the pleasure of c.
well trained,
skilled
d. going with a
singer or using a
musical
instrument
e. thrown away
f. humble,
unasuming
g. keep me busy
Suggested answers:
1.c 2.d 3.f 4.a 5.e 6.b 7.g
Task 2:
Work in pair and answer the questions
Suggested answers:
1. His first hobby is playing his guitar.
2. No, he isnt
3. Because hes an accomplished guitarist
and he is a good at accompanying people
singing by his guitar.
4. His second hobby is keeping fish.
5. He bought some from the shop and
collected some from the rice field near his
house.
T asks students to
answer the question
Ex: - Watching TV
- drawing
- reading book
T asks student to work
in pairs and look at the
pictures on page 146
and say which you like
to do in your free time.
T asks students to read
the text in silence.
T asks students to work
in groups of 4 and
matching the following
words, phrases in
column A with their
definition or synonyms
in column B.
Teacher has students
read the text again and
give answer (pair work)
Answer the
questions
Students
work in pairs
and look at the
pictures and say
which you like
to do in your
free time.
Students work
in group of 4
and do the
matching task.
Students read
the text and
give answer.
Students sit in
group and talk
about their
hobbies.
117
6. He is an avid stamp collector.
7. He collects them from discarded
envelopes his relatives and friends give
him.
8. Local stamp.
9. He keeps the less common ones inside a
small album. The common ones he usually
give away to others or if no one wants
them he simply throws them away.
Post-reading
Work in group and talk about your hobby
IV. Homework:
Teacher has students
talk about their hobby
One representative of
each group presents
Teacher gives a
presents for the best
representative
Speaking

A. Aims: - To help students practise speaking about their hobbies.
- Helping students make their dialogue.
B. Teaching aids: Poster, pictures, hand outs, cassette players.
C. Method: Communicative approach.
D. Procedure:
Time Contents and requirement
Activities
Teachers Students
5
New lesson:
1. Warm up:
Look at 5 pictures and answer the
question:
What do you often do in your free
time?
Ex: - I often read book in his free
time.
- I often chat with a friend in
internet.
T asks students to
look at the pictures
and answer the
question.

Look at the pictures
and answer the
question.
118
3
5
10
10
2. Before speaking:
Work in pairs. Look at the pictures
and choose the right names of the
picture.
3. While speaking:
Task 1
. Say which of the following you
would like/not like to do and why.
Task 2:
Activity 1: Fill in a blank with a
suitable word that you hear:
Huong: What is your hobby, Lan?
Lan: Wel, I like .
Huong: Could you tell me how you
you collect you books?
Lan: Wel, this must be done
regularly. Whenever I find a book
which is interesting I buy it
immediately.
Huong: Where do you.your
books?
Lan: I buy some from the near
my house and some others from
..book stalls. Sometimes my
friends, my mum and dad give me
some.
Huong: How do you organize your
collection?
Lan: I .them into different
categories and put each category in
into one corner of my bookshelf
with a name tag on it.
Huong: What do you plan to do
next, Lan?
Lan: I think Ill continue to make
my collection richer and richer.
Activity 2. Practise reading the
dialogue;
Task 3:
Work with a partner use the
suggestion below.
Activity 1. Make question and
answers.
Ex: - Whats your hobby?
T asks students to
Look at the pictures
and choose the right
names of the
pictures
T asks students to
discuss about what
you like /not like to
do and why
T asks students to
listen the dialogue
and fill in a blank
with a suitable word
that you hear
(handouts)
Tasks students to
practise reading the
dialogue
T asks students to
work with a partner
and use the
suggestion and
make questions and
- Look at the
pictures and choose
the right name of
the pictures.
- Discussion about
their hobbies.
Listen the dialogue
and fill.
.
Make questions and
answer
Make a dialogue.
119
10
2
+ Collecting stamps.
- Where do you keep stamp?
- Could you tell me how.?
Activity 2. Rearrange sentences
into a dialogue.
4. Post speaking:
Work in groups of four and talk
about what you dont like to do
HOMEWORK
answer
Rearrange
sentences into a
dialogue.
T asks students to
work in groups of 4
and then talk about
what you dont like
to do
Work in groups of
4 and talk about
what you dont like
to do
LISTENING

OBJECTIVES:
Aims: Listening to a talk to get information about his hobby and some advantages of
reading books.
Method: Communicative approach
Teaching aids: Real objects such as books, magazines, newspapers, discs, rod, swimming
hat, cassette player.
PROCEDURES:
I/ Warm up:
Write on the board some activities related to
things youve just seen on the desk. The team
which write more right activities first will be the
winner.
Suggested answers:
-Reading books, newspapers, magazines
-Listening to music
-Going swimming
-Going fishing
Guiding questions:
Among these activities what do you like to do in
your free time most?
Suggested answers:
-Listening to music
-Reading books,...
Do you know some advantages of reading
books?
T: divides the class into two teams
and gives the instructions
Ss: listen and do as directed
T: asks some guiding questions
S: answer
T: leads to the new lesson
120
Now we will listen to a students talk about his
hobby.
II/ New lesson
1. Pre-reading
Write down there benefits of reading
books and share your pairs ideas
with the class.
Suggested answers:
- Get information, facts
- Learn about many things
- Relax,...
Listen and repeat:
Magazines continually otherwise
profitably available bygone gigantic
ignorantly
2. While-listening
Task1: Listen to a students talk about
his hobby and decide whether the
statements are true or false
-Read the statements carefully and guess the
answers
-Listen and do the task
-Exchange your answer with a partner and
find out the reasons
Key: 1T, 2 F, 3 F, 4 F, 5 T, 6 T, 7 T, 8 F.
Task 2: Listen again and write the
missing words.
- Read the summary and guess the missing
words.
- Listen to the tape and do it
- Key: 1. wonderful, 2. disease, 3. jungle,
4. certainly, 5. ignorantly.
3. Post-listening
Talk about the disadvantages of over reading
-Discuss in groups to find out the disadvantages
basing on these phrases and more:
-Tired
-Can not do anything
-Be harmful for eyes
-Neglect studying
-Get confused...
III/ Home work
Summarize his hobby, the advantages of reading
books and the disadvantages of over reading.
T: asks Ss to work in pairs, then asks
some Ss to present their ideas.
Ss: Write down and present
T: corrects
T: reads the words and asks Ss to
repeat
Ss: listen and repeat
T: explain some difficult words
Ss: read the statements carefully
T: plays the tape twice
Ss: listen and do as requested
T: asks some Ss to give their and the
reasons
T: corrects
Ss: read the statements carefully
T: plays the tape twice
Ss: listen and do as requested
T: asks some Ss to answer, explain
and write on the board, then corrects
T: asks Ss to work in groups of 4
Ss: do as suggested
T: goes around and helps them if
necessary. Then asks some Ss to
present their ideas and corrects
Ss: present their ideas
121
WRITING
OBJECTIVES:
Aims: Student learn how to write about ones collection
Teaching method: Communicative approach
Teaching aids: Collections of stamp, coin, poster, board
PROCEDURES:
I. Warm up
Look at the poster and write quickly names of these
things
Answer: stamp collection, coin collection, shell
collection, car collection, doll collection.
-Do you like to have a collection?
Answer: Yes/ No
-If you have a collection and you want to introduce it to
you friend by writing, How can you do?
Answer: I will write about my collection
II/ New lesson
1. Pre-writing
Activity 1: Read the paragraph:
My hobby is collection stamps. My stamp collection
began when I was an 11-year-old boy. At that time I
just collected the stamps from discarded envelops
that my relative and my friends gave me. I love the
pictures and the information in these stamps. I often
keep the less common inside a small album and give
the common ones to others. I keep the collection for
myself and show it to my friends who are also
interested in collecting stamps.
Activity 2: Complete the chart below
Content Information
Name of his collection
How he collect them
How he keep them
When he started his collection
How he classify them
Why he collect them
His plan for the future
2. While-writing
Write about your collection, real or imaginary basing
on the content above.
3. Post- writing
Correction
III/ Home work
Write about your collection, real or imaginary on
your notebook
T: divides the class into
two teams, shows a poster
with some pictures of
collections quickly and ask
Ss of each team to write the
names of these collections
on the board.
The team which writes
more correct names first
will be the winner.
Ss: do as suggested
T: asks guiding questions
T: sticks a poster with a
chart on it and asks Ss to
read a paragraph and
complete it in pairs.
T: asks some St to
complete the chart on the
poster
Ss: do as suggested
T: corrects
T: asks Ss write about their
collection, then exchange
with their friends to
correct.
T: takes some writings to
correct
122
LANGUAGE FOCUS
A. Aims:- Helping students know how to pronounce the 4 sounds /pt/-/bd/-/ps/-/bz/.
- Helping students use cleft sentences to express the subject, the adverbial modifier
of the sentence and the object of the verb.
- Doing exercises in textbooks.
C. Teaching aids: Pictures, posters, board.
Procedure
123
I/Check up
II/Warm up
T gives out 2 pictures of shops and clubs and
asks what they are. Then T leads to the
pronunciation of the 2 sounds /ps/ and /bz/
T gives 2 gestures of jumped and robbed and
asks Ss guess them. Then T leads to the
pronunciation of the 2 sounds /pt/ and/bd/.
III/New lesson
1/Pronunciation:/pt/-/bd/-/ps/-/bz/
- Listen and repeat the words on page 151
- Practice reading the sentences on page
152
2/ Grammar: Cleft sentences
a/Lead in
1/The man gave her the book.
2/The boy hit the dog in the garden.
3/She bought him a present at the shop.
*Feedback
1/It was the man who gave her the book.
2/It was the dog that the boy hit in the garden.
3/It was at the shop that she bought him a
present.
b/Uses
-To express the subject, the abverbial modifier
of the sentence and the object of the verb, we
use It was .
c/Models
It was + subject + clause
It was +object + clause
It was +adverbial phrase + clause
D/Practice: exercises in textbook.
- Do exercise on page 152,153.
IV/Homework:
- Make five sentences using cleft sentences.
- Ss look at the pictures and
answer Ts question.
-Ss guess gestures.
-T says out the words, Ss listen and
-Pairwork
-Use a poster.
-Ss look at the examples and
rewrite the following sentences for
the underlined parts.
-T has some Ss do the task and
corrects.
-Ss look at feedback and find out
the uses and models of cleft
sentences.
-T gives feedback, Ss listen and
take notes.
-T explains the uses and gives the
models of cleft sentences.
-Ss listen and take notes.
-Use poster.
in pairs and do exercises in textbook.
-Give feedback.
124
PERIOD 84 Unit: 14 RECREATION
READING
+ OBJECTIVES
AIMS: + Helping students develop reading skill
+ Helping students know some activities British people do in their free
time.
LEXICAL ITEMS: Words/phrases related to leisure activities
SKILLS: reading for gist and specific information
METHOD: Integrated, mainly communicative
TEACHING AIDS: Pictures, handouts
PROCEDURE
1. Greeting and checking attendance (1)
Checking-up (4):
New lesson:
125
WARM-UP (4)
*T: What do you do in your free time?
watching T.V reading... gardening
walking listening to music cooking
*T: asks Ss to write these activities in the right
column
*T: What do people do these activities for?
Pre-Reading (10 mn )
Activity 1:
a> T: Now, look at the pictures on page 155
and
answer the questions:
a / Whats she doing?
b/ What are they doing?
b>T: Which of the following leisure activities
do you think British people often do in their
spare time?
reading books/newspapers
watching TV/videos
playing sports
singing
meeting friends
listening to music
watching sports
spending time outdoors
playing a musical instrument
T: What do British people do these
things for?
Activity 2:
T: Match the following words/ phrases with
their definitions or synonyms
* Students answer may vary
* Answer:
Indoor activities Outdoor
activities
- watching TV
- gardening
- reading books,..
- listening to
music
- cooking
- meeting friends
- shopping
- playing sports
Meeting friends
shopping
* Ss: to entertain
* Students work in pairs and answer the
questions
Suggested answers
- Shes playing the guitar
- They are singing karaoke
- They are playing football
- They are watching T.V
- They are swimming
* Students work in pairs and tick in the
left column.
* Students do the matching task
Suggested answers
1 d
2 b
3 a
4 c
5 e
* Students listen to the T
126
Leisure
activities
Words/phrases Synonyms / Definitions
1. bricklaying
2. stock
market
3. Glass
engraving
4. dart
5. sophisticated
A the art of cutting or
carving designs on glass
b. stock exchange
c. a game in which darts
are thrown at a target
market with number for
scoring
d. building
e. complicated
SPEAKING
Expressing agreement and disagreement
OBJECTIVES
_ Aims: Students learn how to express agreement and disagreement about
entertainment activities and to state the reasons.
_ Lexical items: Words /phrases related to expressing agreement and disagreement
about entertainment activities and stating the reasons.
_Teaching aids: Pictures, hand-outs, poster, textbook.
METHOD: Integrated, mainly communicative
PROCEDURE:
127
I/ Class stabilization:
II/ Check-up:
III/ New lesson:
1. Warm-up:
T: puts a picture showing an entertainment
activity on the board and asks some
questions.
a. How many people are there in this
picture?
b. What are they doing?
c. Guess their gestures and their attitude
2. Task 1: Work in groups. The following
are some phrases that can be used to
make suggestions and to express
agreement or disagreement.
Rearrange them into the right columns
1.I quite agree with you
2. Lets
3. Thats a good idea, but.
4. Great!
5. What about ?
6. I cant agree with you more.
7. Why dont we?
8. I dont think thats a good idea.
9. Shall we ?
10. Yes, lets do that.
11. Thats a good idea.
12. Yes, but
Making
Suggestions
Expressing
agreement
Expressing
disagreement
3. Task 2: The Ss of class 11A2 will have a
two-day holiday. They are discussing
whether they should go on a camping
holiday.
Read and practise the conversation (in the
text book).
Language notes:
a. Modal verb: CAN
b. Conditional sentence (type I)
If clause Main clause
Simple present Simple future
3. Task 3: Work in groups. Imagine you
are the students of class 11A2. Continue
the discussion. Express agreement or
disagreement, using the reasons in the
text book. Teacher walks around the
class and
offers ideas and comments when Ss need
help. And then correct the mistakes.
4. Task 4: Report your discussion to
the class.
T has Ss report their discussion and
asks questions:
Do the members of your group agree
_ Group work
+ Ss look at the picture, discuss and
+Ss work in groups of two or four.
Suggested answers:
_Making suggestions: 2, 5, 7, 9
_ Expressing agreement: 1,4,6,10,11
_ Expressing disagreement: 3,8,12
_ Pair work
+ Ss look at their books read and practise
the conversation, then close their books and
practise the conversation.
_Group work
+ Ss practise more free.
+ Ss work in groups of two or four.
+ Ss make similar conversations to
task 2.
_Pair work
+ The representatives of each group
report their discussion.
128
LISTENING
A. Aim(s): Helping SS develop listening skill.
have a general idea of ways of spending their summer
holiday.
B. Teaching aids: Textbook, color chalk, handout, flipchart and marker.
Procedure:
I. Stabilization:
II. Check up:
III. New lesson:
Warm up:
Hot seat game
- Summer
- City
- Camping
- Forest
- National park
Before listening:
Activity 1: Answer the questions.
-Which words would go with picture N1 1
and 2 in your book?
-What can you see in the 2 pictures?
-What are they caring / doing?
Activity 2: Listen and repeat.
- campgrounds
- wilderness
- waterfalls
- dirt bike
- trash
- giant trees
- depressed
- solitude
While listening:
You are going to listen to Anna, Terry and
Mary. They are talking about how they
would like to spend their holiday.
Task 1: Listen and decide whether the
statements are true (T) or false(F).
1. Anna doesnt like summer weather.
2. Anna usually spends 2 weeks in a
national park every summer.
3. Terry has never been to the
One Ss sits with back to the board, tries
to guess the words written on the
blackboard through other Ss support.
Having Ss worth freely in pairs.
Having Ss repeat the words, explain the
meaning of those with Ts help in
necessary.
Introducing
Having Ss read through the statements
before listening to the tape and do the
task in pairs then exchange their
answers.
Giving feedback:
1.T, 2.T, 3.F, 4.T, 5.F, 6.T
Having Ss answer some questions to
justify their answers.
Having Ss read through the sentences
before listening to the tape and filling the
blanks individually.
129
mountains or the desert in summer.
4. Terry is attracted to the beauty of
nature.
5. Mary likes the solitude of the
wilderness.
6. Mary enjoys the comfortable life in
the cities.
Task 2: Complete the sentences.Anna often
feels ___ in summer because it is ___ and
humid in New York then.
1. Anna enjoys taking showers in ___.
2. Terry ___go to the mountains.
3. According to Terry, many people
leave trash in the ___.
4. Mary doesnt want to live in ___ and
enjoys it.
5. Mary hates ___.
Task 3: Answer the questions.
1. What activities do Anna and her friends
enjoy doing most in the national park?
2. Where can they sleep?
3. According to Terry, why arent the
natural places as beautiful as they used to
be?
4. What does Terry think is also very
important to the world?
5. Where does Mary spend most of her
summer holiday?
6. Why doesnt Mary like camping?
After listening:
Discussion: List three advantages of a
camping holiday.
IV. Homework:
Write it out
Checking and giving the feedback:
1. depressed - hot
2. waterfalls
3. used to
4. foreSs
5. nature
6. camping
Stopping the tape after each question.
Having Ss work in groups of 6, write
the answer on the flipchart, raise it up
when finished and read it.
Collecting the right answer to stick on
the board.
Feedback:
1. Riding their dirt bike in the
desert, taking showers in waterfalls and
swimming in lake and rivers.
2. In sleeping bags or tents.
3. Because more and more people
are coming to these places and leave
trash in the foreSs and take rocks and
plants with them.
4. He thinks nature is also important
in the world.
5. In cities.
6. Because she cant put up an
umbrella tent in the wind or make a fire
in the rain or carry a heavy backpack.
Having Ss practise asking and answering
in pairs.
Having Ss list in pairs.
Having some Ss present their ideas in
front of class.
Having Ss list the advantages of a
camping holiday in their notebook.
WRITING
Aims : Students learn how to write a passage about camping holiday.
Lexical items: Words and phrases used in camping holiday.
130
Grammar : Past tenses.
Teaching aids : Pictures, handouts, posters.
Procedure
Teacher's activities Students' activities
Warm up: (2ms)
T uses 2 pictures about camping holiday and asks
Ss some questions: (Picture b, g in the book)
- What are they doing?
- Where are they?
- Have you ever gone camping?
Pre - writing:
Activity 1: (2ms)
T asks Ss to tell some activities in camping holiday
Activities in camping holiday
Activity 2:
Task 1: (7ms)
- T has Ss match activities with the correct pictures
- T helps Ss if they have any difficulties with words
or phrases
- T sticks 9 pictures on the board and asks some Ss
to write the activities below them. (9 pictures in the
book)
Feedback:
1-g; 2-a; 3-b; 4-c; 5-f; 6-d; 7-h; 8-i; 9-e
* Words and phrases used in writing a passage:
First, then, later, after that, because,...
In the morning, in the afternoon, in the evening,
* Tense: Past tenses.
While - writing:
Task 2
T asks Ss to write the whole passage using the
sentences above. They can add some more
sentences if necessary.
T gives each group a poster.
T gives Ss some outlines:
- When...?
- What time...?
- What happened...?
- How...?
Post - writing: (10ms)
- T asks Ss to exchange their posters to correct
mistakes.
- T gives comments.
Homework: (1m) Handouts
- Rewrite the passage in your notebook.
- Write a passage with the cues:
Ss answer the questions
Ss close their books and tell some
activities in camping holiday
- Ss work in pairs, match the
activities with the correct pictures.
- 9 Ss are asked to write 9
activities for the pictures.
- Ss correct mistakes.
Ss work in pairs and write the
whole sentence for each picture.
Ss work in groups (8 groups)
The groups exchange their posters
to correct mistakes.
131
Last weekend / go for a picnic / at BaiBut / friends /
gather / school gate / at 5 a.m / by bicycles / arrive
at 7 a.m / watch / the sea / ships / swimming /
fishing / playing games / happily / tired / never
gorget / interesting experience / leave / at 4 p.m./.
LANGUAGE FOCUS
A. Aim: -By the end of the lesson SS can distinguish and pronounce the sounds
/ts/- /dz/ - /t~t/- /d2d/ in a single word and texts.
-By the end of the lesson SS are able to understand and use the paired conjunctions and
cleft sentences in the passive.
B. Teaching aids: textbook, handouts, cassette, cards
PROCEDURE
Teachers activities Students activities
1.Warm up: (give out handouts)(5)
Tick(V) the correct sound for the words below:
/ts/ /dz/ /t~t/ /d2d/
1. needs
2. changed
3. reached
4. watched
5. foreSs
6. friends
7. matched
8. rents
9. managed
10. arranged
-introduce and instruct Ss how to pronounce
these sounds.
2. Pronunciation:
Activity 1: Listen and Repeat (7)
(in the textbook)
T reads two or three times and asks SS repeat
clearly.
Numbers (1) with sound/ts/ , (2) with sound /dz/
and...
Reads these sounds in not order.
Activity 2: (5)
T asks SS to practice reading the sentences in
the textbook then pick out the words containing
sounds /ts/- /dz/ -/ /t~t/- /d2d/
SS divided into many small groups.
Read and tick the correct sound.
Listen to
Repeat in chorus and individuals
Recognize and read aloud (1) or (2),
(3),(4).
Practise in pairs
Expected answers:
/ts/ sits, lots, tickets
132
Calls on SS to write the answers on the board.
3. Grammar and Vocabulary:
The paired conjunctions both and,
either.or, neither nor, not only.but also
Activity 1:(10)
T gives cues with my parents/my sister/ be here
to make sentences using the paired conjunctions
above.
T makes questions about agreement of verbs
following these paired conjunctions.
*Notice the parallel structure in the examples.
Activity 2: Combine the sentences using the
conjunctions above (task 1, p.161)(10)
-have SS do exercise 1 in the textbook, p.161
-call on SS representative of any group to write
the answer on the board.
- Invite class opinions and give feedback.
Activity 3: Cleft sentence
T helps SS understand the definition of the cleft
sentence by comparing these sentences.
A: I notice her eyes first
B: It is her eyes that are noticed first.
A: The boy hit the dog in the garden.
B: It was the dog that was hit in the garden.
T explains:
The B statements are cleft sentences in the
passive.
And makes questions;
What do you think their purpose is?
-Ask SS do exercise 2 in the textbook
Homework: (5) -Redo the exercises in the
textbook.
-Rewrite the sentences using
conjunctions (give out handouts)
-Prepare unit 15
/dz/friends
/t~t/ watched, pitched
/d2d/ managed, bridged.
SS work in group of 4.
Write the answers on the board.
Expected answers
-both my parents and my sister are
here.
-Not only my parents but also my
sister is here.
(n)either my parents (n)or my sister is
here
or: either my sister or my parents are
here
Draw some remarks.
-both...and: Take a plural verb.
-when two subjects are connected by
not only....but also, either.or,
neither nor the subject that is closer
to the verb determines whether the
verb is singular or plural.
SS divided 3 groups to do task
Group 1 will do sentences 1,2,3
Group 2 will do sentences 4,5,6
Group 3 will do the rest
SS work in groups
Practice the structure of cleft sentence
by changing the sentences into cleft
sentence in the passive (Exercise 2,
textbook)
PERIOD 92 UNIT 15: SPACE CONQUEST
READING
+ A. AIMS: - After reading the passage, Ss can learn the meaning of the words,
summarize the main idea of the paragraph and answer the questions
+ B. TEACHING METHOD: - Communicative approach
+ C. TEACHING AIDS: - Textbook, pictures, cards and handouts
+ PROCEDURE:
133
I. Stabilization and check up:
II. Warm up:
* Match the pictures with the appropriate cards
Pictures Cards
-Picture 1 Rocket
-Picture 2 The first man to step food on the
moon
-Picture 3 Space craft
-Picture 4 The moons surface
-Picture 5 The first Vietnamese to fly into
space
** Questions: What topic we are learning today?
III. New lesson: READING
Before reading: Answer the questions
1. Would you like to travel into space?
2. Who is the first human to fly into space?
3. Can you tell me something about him?
4. What made him a hero?
** While reading:
Activity 1: Pronunciation
- approximately(adv)
- cosmonaut (n)
- temperature (n)
- psychological (a)
- congratulate (v)
Activity 2: Reading text
-New words: Match the words in A with their
definitions in B
A B
1. lift off a. very big
2. tragic b. solve the problem
3. congratulate c. change or behave
differently
due to influence
4. enormous d. worry about something
5. deal with e. take off
6. psychological f. express pleasure at the
tension happiness
7. react g. disastrous or greatly
Distressing
Activity 3:(task 1 page 168 ) Match the
headings to the paragraphs
Para graph 1 A. The tragic accident
Paragraph 2 B. The lift-off
Paragraph 3 C. Congratulation
-Ss close the books
- T sticks pictures and cards on the
board and divides the class into 4
groups
-Group works
- The group which gives many
correct answers quickly will be the
winner
-T leads to the new lesson: Space
conquest
- Pair works
- T asks Ss
- Ss listen and answer
Listen and repeat
- T asks good Ss to read
- Pair works
-T gives handouts to Ss
- Ss work in pairs to the words in A
with their definitions in B
- T gives feedback
1.e 2.g 3.f 4.a
5.b 6.d 7.c
- T asks Ss to answer the question:
What is the heading of a
paragraph?
- Ss work in pairs
- T checks and gives feedback
P.1-B P.2-D P.3-E P.4- C P.5-A
134
Paragraph 4 D. A view on earth
Paragraph 5 E. Uncertainties
Activity 4: Answer the questions (textbook page
168)
1. How old was Gagarin when he became the
first human being in space?
2. How long was he in space?
3. What questions were raised before Gagarins
space flight?
4. What was the speed of his spacecraft in orbit
around the Earth?
5. Why couldnt Gagarin make a new space
flight?
6. What was done after Gagarins death to honor
this national hero?
** Post reading: Complete the summary of the
reading by putting the words / phrases in the box
into the blanks (textbook page 169 )
- Answer key:
1. cosmonaut 2. in space 3. lasted
4. success 5. gravity 6. view
7. impossible 8. named after
IV. Home work:
Translate the passage into Vietnamese.
Prepare B. Speaking
- Pair works
- T asks Ss to read all the questions
and underline the key words
- T calls some pairs to practice
before the class
- Then Ss write their answers on the
board
- T checks and gives feedback
- Closing books
- T hangs poster on the board and
has Ss guess the missing words
- Ss work in pairs
- T calls Ss and gives good mark to
encourage them.
Ss do the task at home.
SPEAKING
OBJECTIVE
Aim(s): speaking about the important events in the space conquest.
Lexical items: words / phrases related to space
Teaching aids: textbook, pictures
PROCEDURE
Warm-up:
T: gives out six pictures of famous astronauts in the
world.
T: asks Ss to look at the pictures and to answer
1) Who are they?
2) What are their nationalities?
Call on some pairs to ask and answer in front of the
class.
Close the book
Pairwork
Ss: answer
Picture 1- Hes Pham Tuan
Vietnamese astronaut.
Picture 2- Hes Yuri Gararin
Russian cosmonaut.
135
Comment and give suggested answers:
T: introduces the new lesson.
Activity1
Have Ss work in pair and do task 1
T: suggeSs Ss to make questions with
- When........?
- What..........?
- How old........?
- How important.........?
- How many...............?
-
Setting model
A: When did China launch its first maned spacecraft
into space?
B: On october 15, 2003
T: goes around the class and provides help if
necessary
T: Calls on some pairs to ask and answer aloud in
front of the class.
Activity 2
T has Ss practise making questions and answering
about the important events in space conquest.(Task 2)
T: explains and gives an example
(1) A: When did Russian launch its first artificial
satellite?
B: On October 4, 1957
C: What is the name of Russias first artificial
satellite?
D: Sputnik.
A: How important was the artificial satellite to
Russia?
B: The first artificial satellite marked the
beginning of Space Age.
(2) A: Who is the first woman to fly into space?
B: Thats Valentina Tereshkova, a russian
cosmanaut.
C: When did she fly into space?
D: On June 16, 1963.
(3) A: Who are the first humans to set foot on the
Picture 3- Hes Amstrong-
American astronaut.
Picture 4- Hes Buzz Aldrin-
American astronaut.
Picture 5- Shes Valentina
Tareshkova Russian
cosmonaut.
Picture 6- Hes Liwei-
Chinese astronaut.
Open the book
Pairwork
Example:
A: What is the name of
chinas first maned
spacecraft?
B: Its names Shenzhou 5
A: What is the name of the
astronaut?
B: His names Yang Liwei
A: How old was he when he
flew into space?
B: He was 38 years old
A: How important was the
successful flight to China?
B: The successful flight
marked a milestone in
Chinas space protect.
A: How many countries in
the world have been able to
carry out independently
maned space activities? What
are they?
B: There have been three.
They are: Russia, The United
States and China
Groupwork
136
moon?
B: They are Neil Amstrong and Buzz Aldrin
American astronauts.
C: When did they set foot on the moon?
D: On July 20, 1969.
(4) A: Who is the first Vietnamese to fly into space?
B: Thats Pham Tuan
C: With whom did he go along into space?
D: He went with V.V. Gorbotko a Russian
cosmonaut.
A: How long did he stay in the orbit?
B: He stayed 8 days in the orbit.
T: asks Ss to work in groups, goes around the class and
provides help when necessary.
Call on some groups to ask and answer aloud in front
of the class
Comment and have necessary corrections
Homework:
Write a short paragraph about the one important event
in space conquest.
Do at home
LISTENING
A. AIMS: - Help Ss to decide true or false sentences and answer the questions
B. TEACHING METHOD: - Communicative approach
C. TEACHING AIDS: - Textbook, pictures, cards and handouts
PROCEDURE:
137
I. Stabilization and check up:
II. Warm up:
Matching cards with the pictures
Pictures Cards
-Picture 1 Orbiting
- Picture 2 The Apollo crew
- Picture 3 Walking on the moon
- Picture 4 The Moon landing
- Picture 5 The first foot print on the Moon
Question: From the pictures can you guess what
topic we are listening today?
III. New lesson: LISTENING
** Before listening:
Activity 1: Pronunciation:
-Challenge (v) //
- Experiment (n)/./
-Achievement (n)//
Activity 2: Listen and repeat: Say STOP if you hear
one of these words from the listening passage
** While listening:
Activity 1: Circling the words, phrases or number in
the listening passage you hear Congress, 11,
suitcase, later, press, the first, carry, marry, oxygen,
chicken, 7, step, spacesuit, Apollo, cosmonaut,
temperature, ect
Activity 2: (Task 1 page 173 ): Decide true /false
statements.
** Answer key:
1.F (In a speech to the Congress )
2.F(There are three astronauts: Neil Amstrong, Buzz
Aldrin, and Michale Collins )
3. F (Neil Amstrong became the first man on the
moon )
4. F (The Oxygen, temperature, and pressure inside
the spacesuit )
5. T
Activity 3: (textbook ) Answer the questions by
circling the letter A, B, C or D
1. Which program was developed to meet president
Kennedy s challenge?
A. NASAs Apollo program B. ASIAN
C. NATO D. VOA
2. When was the Apollo 11 launched?
A. July 16, 1969 B. July 16, 1996
C. June 16, 1996 C. June 16, 1969
3. What was the portable life support system for?
A. Controlling the Oxygen B. Temperature
C. Temperature and pressure
- Work in groups
- T devides the class into 4
groups
- Ss close the books and
representative of each group
write the answer on the board
- Group which gives the correct
answers quickly will be the
winner
** T leads to new lesson:
-Class work
- T has Ss open the book and
look at the words carefully
- T plays the recorder and Ss say
STOP
- T stops the recorder to check

- Using handouts
-Ss work in groups
- T gives Ss handouts and has
them work in groups
- Ss do the task
- T plays the recorder and then
feedback
- T asks Ss to read all the
statement carefully and then
guess the statement is true or
false
- T plays the recorder for the
first
- Ss listen and take notes to
gives the evidence for their
answer
- T calls Ss to answer and plays
recorder again to check
- Using handouts
- Pair work
- T gives Ss handouts, then
explains some difficult if
necessary
- Ss listen and do
- T calls Ss to answer and plays
138
D. Controlling the oxygen, temperature and pressure
4. How long did the astronauts stay on the surface of
the moon?
A. two and a half hours B. Half an hour
C. an hour D. three and a half hours.
5. What did they do while they were staying on the
surface of the moon?
A. Collect soils and rock samples
B. Collect soil and perform experiments
C. Perform the variety of experiments and collect
soil
D. Perform the variety of experiments, collect soil
and rock samples to return the Earth
6. When did the astronauts return to the Earth?
A. July 24, 1968 B. July 24, 1969
C. June 24, 1996 D. June 24, 1969
** Post listening: Discuss the reason for the human
interest in Mars and other planets in the solar
system.
Fill in the blanks with the missing words
There are many reasons for human interest in Mars
and other planets in the solar system. Firstly, Man
likes (1).and wants to find out (2)
outside the World. One day, we may (3)
people to Mars and other planets in case the Earth is
overpopulated. We may also conduct (4)
on Mars and other planets for the (5)..of
people on Earth. We may find (6)minerals
there and have trips to other planets for tourist
purposes.
IV. Home work:
recorder again to feedback
**Feedback:
1.A 2.A 3.D
4.A 5.D 6.B
- Using handouts
- Ss work in groups of four.
- T explains some difficult
words if necessary
- T reads the passage
- Ss listen and do the task
- T calls some group and
checks. If any group gives many
correct words, T can gives good
mards
** Feedback:
(1) adventur (2) Possibilities of
life
(3) send (4) researches
(5) benefits (6) precious
Ss do the task at home.
- Rewrite the above
exercise on your
notebooks
Write a paragraph talking 3
things with you if you have a
chance of going to the moon.
WRITING
I. Objectives:
1. Aim: By the end of the lesson, the Ss will be able to write a biography based on
prompts provided.
2. Materials: Textbook, handouts, poster.
3. Lexical items: Words/ phrases used in a biography.
4. Structures: He is a..., He was born in..., In..., he did something, From... to...
Procedure:
Teachers Activities Students Activities
139
Warm up (3)
- Introduces the lesson by using the
picture of the astronaut Neil Amstrong and
put questions:
Pre-writing: (5)
- Asks Ss to read through Task 1 on page
174 and asks Ss what a biography is and
what to be included in a biography.
- Introduces the lesson.
Task 1: (5)
- Explains new words if necessary
appoint vice chairman, committee,
investigate, challenger shuttle disaster
- Asks Ss to do the task
Task 2: (12)
Instruction: You are required to write a
biography of Neil Amstrong from the
information
given in Task 1.
- Asks Ss what tense of verbs they should
use in this task.
- Reminds Ss that the simple past tense
should be
used here but the introduction and
conclusion should be used simple present
tense, and prepositions should be used
exactly (at, on, in, from... to, with,...); the
articles (a, an, the) and the words/ phrases
are used in writing a biography (be known
as, work as, receive... from, resign... from)
- Divides Ss into groups of 6.
- Goes around to check and help Ss if
necessary.
- Elicits self and peer correction and gives
Books closed.
Work in pairs.
Answer:
1. He is Neil Amstrong.
2. He is an American astronaut.
3. He set foot on the moon with Buzz
Aldrin.
Biography is the written history of a
person's life
Date of birth Place of birth

Biography Career
Quote Known as (famous for)
Work individually.
Open the books.
Do the task
1. Date of birth 2. Place of birth
3. Known as 4. Career 5.
Quote
- Work in groups.
- Group members share their sentence with
one another to get comments and
necessary correction. Next, combine all
the sentences into a biography.
- Each group member will write 2
sentences on the board.
Suggested answer:
Neil Amstrong is an American astronaut.
140
1. Look at the picture
and say who he is.
2. Is he a Russian or
an American
astronaut?
3. Who did he set foot
on the moon with?
correction when Ss are not able to correct
the errors.
FEEDBACK ON SS WRITING (8)
- Goes around and collects mistakes and
errors.
- Collects some writings for quick
feedback.
- Writes Ss typical errors on the board
and elicits self and peer correction and
provides correction only when Ss are not
able to correct the errors.
- Provides general comments on the
biography.
- Gives suggested answer.
WRAPPING UP (2)
- Summarizes the main points.
- For homework, asks Ss to write the
biography again, taking into consideration
their friends and Ts suggestions and
corrections and do the extra exercise.
He is known as the first person to walk on
the moon. He was born on August 5th,
1930 in Wapokoneta in Ohio. From 1949
to 1952, he worked as a pilot in the United
States Navy. Amstrong received his B.S
from Purdue University in 1955. He joined
the NASA astronaut program in 1962.
Neil Amstrong became the first human to
step on the moons surface on July 20th,
1969. He was joined by Buzz Aldrin forty
minutes later. Amstrong and Aldrin spent
two and a half hours on the moons
surface. Amstrong received his M.S from
the University of Southern California. He
resigned from NASA a year later and from
1971 to 1979, he taught at the University
of Cincinnati. In 1986 Amstrong was
appointed vice chairman of the committee
that investigated the Challenger shuttle
disaster. He is also well-known for what
he said when he stepped on the moons
surface: Thats one small step for man,
one giant leap for mankind.
Write a profile of David Beckham from the information below:
1. David Robert Joseph Beckham/ born/ Leytonstone, England/ 2
nd
May 1975, 1989/ join/
Manchester United s schoolboy squad.
2. Two years later/member/ full squad/ January 1993/ professional footballer/ with one/
most famous football clubs/ world.
3. Summer of 2002/ Beckham/ lead/ England/ World Cup Finals/ Japan and South Korea/
not only/ captain/ most impressive player.
4. This/ contract/ his position/ after 1998 World Cup/ France/ send off/ match against
Argentina. He/ responsible/ most supporters/ Englands subsequent dismissal/
competition.
Suggested answers:
1. David Robert Joseph Beckham was born in Leytonstone, England on 2
nd
May 1975,
and in 1989, he joined Manchester United s schoolboy squad.
2. Two years later, he became a member of the full squad, and in January 1993, he
became a professional footballer with one of the most famous football clubs in the world.
3. In the Summer of 2002, Beckham led England out in the World Cup Finals in Japan
and South Korea not only as his countrys captain, but as the most impressive player in
the UK.
141
4. This was in complete contract to his position after 1998 World Cup in France, when he
was sent off during the match against Argentina. He was held responsible by most
supporters for Englands subsequent dismissal from the competition.
LANGUAGE FOCUS
OBJECTIVE:
Aim(s): Ss will be able to use: could / be able to and question tags.
Pronounce the sounds /nt/, /nd/ /n/, /ns/, /nz/
Teaching aids: textbook, pictures, handouts.
PROCEDURE:
PRONUNCIATION(7')
Warmer:
Ask Ss pick out the word which has the
underlined part pronounced differently
from the rest.
1. didnt tenant end rent
2. went month tenth seventh
3. phones tonnes learns tense
4. glance Barnes chance Florence
5. remind thirteenth friend warned
Go around to check that Ss work and offer
help if necessary.
Check with the whole class.
Call on some Ss to read aloud in front of
the class , listen and correct the mistakes
Ask Ss to listen the sounds and repeat.
Introduce the lesson.
Pronouncing the four sounds separately:
Model the sounds twice or three times.
Pronounce the sounds and ask Ss to repeat.
Call on some Ss to read in front of the
class
Correct the mistakes.
Pronouncing words containing the sounds
Read the words in each column all at one.
Read the words once again, each time with
a word in each column to help Ss
distinguish the differences between the
sounds in the words.
Read the words and ask Ss to repeat them
Go around to provide help
Give correction if necessary.
Reading the dialogue with words
Close the book
Individual work, group work to discuss
Answer: 1. end, 2. went, 3. tense, 4.
Barnes
5. thirteenth
Individual
Whole class
Open the book
Repeat: whole class, individual work
Listen
Repeat
Practise in pairs
Some Ss pronounce the words
142
containing the sounds
Read the dialogue and ask Ss underline the
words with the sounds /nt/, /nd/,
/ns/,/nz/,/n/from the dialogue.
Go around to check and provide help.
Give feedback.
GRAMMAR
Could / be able to(15')
a. Presentation:
Write on the board examples containing
both could and were able to
Eg: My sister could play the piano well
when she was a girl.
They were able to win the game
yesterday
Ask Ss to compare the difference
between could and were able to of
two sentences.
Check and explain
1. Could is used to express an ability
in the past.
2. were able to is used to express any
complete success in the past.
b.Practice:
Exercise 1: complete the sentences
using could, couldnt or was /were (not)
able to.
Check and explain
c. Production:
Ask Ss to ask and answer about their
ability in the past
Example:
A: what could they do when you were
seven years old.
B: I could ride a bicycle.
Go around to check and offer hepl if
necessary.
Exercise2
Tag questions(10')
a.Presentation
Setting situation
Ask questions
T: You dont like meat, do you?
S: No, I dont.
T: Is the sentence a question?
S: Yes, it is. It contains a tag question.
T: Introduce the new lesson
= Today we do exercise with tag
Pairwork
Compare
Pairwork
Answer:
1. couldnt / wasnt able to/
2. was able to
3. was able to / could
4. was able to
5. could / was able to
6. couldnt / wasnt able to
groupwork
Answer
Pairwork
Answer:
143
questions.
b. Practice
Get Ss to do Exercise 2 individually
and then find a partner to check their
answers with.
Call on some Ss to read out their
answers and give feedback.
T: explains
-After negative statements we use the
ordinary interrogative:
You didnt see him, did you?
- After affirmative statements we use
the negative interrogative:
Mary was there, wasnt she?
c. Production(10')
Get Ss to do Exercise 3 individually
and then check their answers with a
partner.
Call on some Ss to read out their
answers and give feedback.
WRAPPING UP(3')
-Summarizes the main points of the lesson.
-For homework, ask Ss to do these
exercises
I. Complete the sentences with could,
couldnt or (be) able to.
1. The fire spread quickly but
everyone................escape.
2.I cant sing now but I......sing very well
when I was young.
3. This room was so dark that we....see
anything.
II. Put a question tag at the end of each
sentence:
1. Tom wont be able to go to school,.......?
2. There are a lot of people here, .....?
3. They had to go home early, .......?
4. Sue doesnt like onions, .....?
1. Its (very ) expensive, isnt it?
2. The film was great, wasnt it?
3. She has (has got ) a lovely voice,
doesnt she?
4. It doesnt look very good, isnt it?
5. Youve had your hair cut, havent you?
handouts
PERIOD 97 UNIT 16: THE WONDERS OF THE WORLD
READING
A. Aims: Ss can read and comprehend about the wonders of the world such as The Great
Pyramid of Giza.
B. Teaching aids: Textbook, pictures
144
C. Procedure
I. Check up
II. Warm up
Teachers activities
Give Ss to see a about film about Egypt.
- Which countries have you seen?.
- Which famous landscapes have you see?
*T Introduces new lesson.
III/ Pre - reading.
* Activity 1. Ask and answer the questions.
- T ask Ss to observe the picture carefully and answer
the questions on page 179.
- T walks around the class and Ss.
* Activity 2: Vocabulary
locks
?
construction
spiral ramp
wonder
tomb
- T explains new words by the pictures, or definition..
IV. While reading.
Task 1. Fill each blank with a suitable word.
Suggest answers.
1. tomb
2. wonder
3. ramp
4. chamber
5. mysterious
6. spiral
- Task 2
Answer the following questions.
1. In Agypt & the year 2560 BC.
2.147 metres & 230 metres square.
3. The purpose of this huge stone Pyramid was to
serve as a tomb when Pharash KhuFu died and to protect the
burial champer from the weather and from the thieves who
might try to steal the treasures and belonging there.
4. The Great Pyramid is believed to have been built
over 20 year period. Fist the site was prepared and then the
huge blocks of stone were stransported and put in their
places.
5. The boat is believed to have been uesd to carry the
body of KhuFu in his last journey on earth before eing
Students activities
- work in pair
- work in pair
- individual work
- group work
- individual work
- pair work
145
buried in side the Pyramid
- Task 3.
Scan the Text and say what the following words refer
to.
who (line 4 ): Thieves
it (line 8 ): The Great Pyramid
It (line 9 ): The Great Pyramid.
Each (line 12 ): block of stone
- Teacher corrects, them if necessary
V. Post reading.
Work in pair
Discuss the question: Which of the wonders of The
world do you prefer and why?
VI. Homework.
- Learn vocabulary by heart.
- Write a short paragraph (about 100 words) The
Great Pyramid.
- group work
- individual work
SPEAKING
Objectivies: By the end of the lesson, Ss will be able to distinguish and express
facts and opinions.
Lexical items: The words Ss have learnt from the reading text.
Skills: speaking
Teaching aids: pictures, flipcharts
PROCEDURE
146
I. PRE SPEAKING
Warm-up: WHO IS THE FASTEST?
- Instruct the topic and time limit: write
10/15 famous world places within 3
minutes.
- Deliver posters to Ss.
- Tell Ss to put their posters on the board.
- Give feedback and correct.
Vocabulary Recycling: game: Bingo!
T reads these words aloud: block, build,
earth, stone, raise, carry, burial, steal, place,
south
WHILE - SPEAKING
Activity 1:
- Ask Ss to read the sentences below:
- The sentences below all appear in the
reading passage. Work in pairs. Which
sentences express facts (F) and which ones,
opinions (O)? Put a tick ( ) in the right
column.
F O
- T gives feedback (whole class)
Answer Key
1. O 2. F 3. F 4. F 5. O 6. O 7. O
- T elicits the difference between a fact
statement and an opinion one.
Activity 2:
Activity 3: Work in groups. Discuss possible
answers to the following question, using the
suggestions below. All the answers must be
done as opinion. Ss should use the
prompts in the textbook.
1. Who built the Great
Ss write down 3 words with 5 letters each.
The words are taken from the text they
have learnt.
The Student who has three among the
words above will win the game.
1.The Great Pyramid is believed to have
been built over a 20 year period. E
E
2.The Great Pyramid was 147 metreshigh
E E
3.The Great Pyramid ranked as the tallest
structure on earth for more than
43 centuries.
E
E
4.The structure consisted of approximately
2 million blocks of stone E
E
5.One theory involves the constrution of a
straght or spiral ramp that
was raised as the construction proceeded.
E
E
6.A second theory suggeSs that the blocks
were lifted and placed
using thousands of huge weight arms.
E E
7.The boat is believed to have been used
to carry the body of Khufu in
his last journey on earth before being
buried inside the Pyramid.
E E
Work in pairs. Tell your partner about
some facts and opinions of the Great
Pyramid of Giza, using the information in
Task 1:
Examples:
Fact: The Great Pyramid of Giza was 147
metres high
Opinion: The Great Pyramid is believed to
have been built over a 20 year period.
- Call on Ss in difference groups to report
in front of the class.
- Give feedback and correct
147
PERIOD 99 UNIT 16. THE WONDERS OF THE WORLD
Listening
.
A. Objectives:
- Aims:
+ Listening to some information about The Great Wall of China.
+ Developing Ss listening skills of filling in missing information and
answering the questions.
- Teaching aids: Pictures, cards, cassette.
- Method: Communicative approach.
B. Procedure.
I. Checking up: 3 mn.
II. Pre- listening: 8 mn.
Activity 1: Warm up.(3mn). Look at the pictures of 7
new wonders of the world and call the names of
them.

(1) (2) (3) (4)

(5) (6) (7)

Questions:
1. Which wonder among these belongs to China?
2. Have you ever been there?
Activity 2. (3 mn).

Classwork.
Teacher shows the pictures of 7
new wonders of the world for the
students to recognize them.
(1). Machu Picchu in Peru.
(2). The Great Wall of China.
(3). Jesus statue in Rio de
Janeiro- Brazil.
(4). Mayan Ruins in Mexico.
(5). Roman Colosseum in Italy.
(6). Taj- Mahal in India.
(7). Petra, the ancient capital of
the Jordan.
1. The Great Wall.
2. Yes, I have.
No, I havent.
T leads in: Some of you have
been there. Today, you will get
more information about The
Great Wall in China.
148

Answer the questions:
1. What can you see in the picture? 2. Where do
you think it is?
3. When do you think it was built?
Activity 3. (2 mn). Listen and repeat.
man- made wonder Ming Dynasty
magnificence and significance. ancient
World Heritage stone roadway
UNESCO Beijing
III. While- listening:
Task 1: Listen to the passage about The Great Wall
of China and fill in the missing information: (10
mn).
Attraction of
the wall
- It is said to be visible from .
(1)
- It was listed as a World Heritage
by UNESCO in (2)
Construction
of the wall
- It was mostly built during (3).
- It took (4) years to complete
the wall.
- Some of its parts were built
around (5).
Special
features of the
wall
- The length of the wall is (6).
- The average height of the wall is
(7).
- The ancient people used (8)
to built the roadway.
Task 2: Listen to the passage again and answer the
following questions.(10 mn).
1. When did the ancient Chinese start building the
Great Wall?
2. How many provinces does the wall cover?
3. Why is it considered one of the greatest man-
made wonders in the world?
4. Which part of the wall is the best choice for visit?
Why?
IV. Post- listening.
Task 3. Choose a card on which there is a word or a
number. Ask and answer about The Great Wall of
Pairwork.
Ss look at the picture and answer
the questions.
Classwork.
T asks Ss to give the meaning of
the words.
T explains some difficult words.
Ss listen and repeat.
Pairwork: Handouts. (One pair
has a handout).
T: - asks Ss to read the sentences
in Task 1 carefully.
- has Ss listen the tape 2 times.
- has Ss check themselves.
- corrects.
* Key:
1. the moon. 2. 1987. 3. The
Ming Dynasty.
4. 200 5. 200 BC. 6. 6000
km
7. 11 metres. 8. stones
Pairwork.
T:
- asks Ss to read the questions in
Task 2 carefully.
- has Ss listen to the tape 2 times.
- has Ss answer the questions,
check themselves.
* Key:
1. in 1368.
2. Five provinces.
3. Because it can be seen from
the moon.
4. The part in the northwest of
Beijing is the best choice for visit
because it is still in its original
state.
149
China, use that word or number.(5mn).
- 1987. - 200 BC. - stones. - 11
metres. - The Ming Dynasty. - 1368. -
6000 km. - 5 provinces.
Task 4. Tell your partners why The Great Wall is
considered one of the greatest wonders in the world
and how it was built.(5 mn).
V. Homework. (1 mn).
- Write a short paragraph about The Great Wall of
China.
Groupwork. (Choose a card on
which there is a word or a
number. Ask and answer about
The Great Wall of China, use
that word or number).
Pairwork. (use the cues in Task 1
and Task 2).
T calls some of pairs tell in front
of class.
T corrects if necessary.
Teaching date:.../../2010
WRITING
- Write a report on his/her visit to some place.
- Talk about his/her visit.
- Improve writing as well as speaking skills.
- Develop the love of places of interest in Vietnam as well as in the world.
Lexical items: marble, God, Buddha s throne, dedicate.
Skills: writing, speaking.
Teaching aids: pictures, books.
PROCEDURE
150
I. PRE-WRITING
1. Warm-up: COMPETITION GAME
T. divides the class into two groups.
T. shows the pictures. Each group calls its name. The
winner will be the group which has more correct
answers. a b c
d
e
2. Teaching vocabulary:
- marble (n) < Picture or realia >
- God (n) <explanation>
- Buddhas throne <picture>
- dedicate (v) <example>
Ex: Uncle Ho dedicated his life to the cause of
national liberation.
Checking vocabulary: R.O.R
3. Reading the brief introduction:
- T. asks Ss to read the brief introduction and then
work in pairs to discuss it.
4. Questions and answers:
- T. asks some questions to check Ss
understanding.
a. Where did he/she visit?
b. Where is the Ponagar Cham Towers?
c. What are they like?
d. Do they consist of six towers?
e. Where are they located?
g. When were they built?
ke y : a. Ha Long Bay b. An
Egyptian Pyramid
c. The great Wall of China
d. Phong Nha cave
e. Ponagar Cham Towers.
Ss write a short paragraph about a
brief tour to the Ponagar
Cham Tower by using his/her
notes.
151
II. WHILE-WRITING: Write-it-up
III. POST- WRITING:
1. Activity 1: Correction.
- S - T gives marks for valuable answers.
2. Activity 2: Swapping the writing.
- SS exchange the writings to peer-correct.
- T stops peer correction and asks these questions:
+ Where did you go last summer vacation? ( I
went to Ha Long Bay...)
+....
3. Activity 3: In about 100-120 words, write a report
on your visit last summer vacation. (If SS didnt
go, they could imagine any place)
- T goes around to help SS.
- Ss exchange their writings to correct.
4. Activity 4: Talk about your visit last summer
vacation.
- Feedback. T gets Ss to choose the best performer
to get a small gift.
IV. HOMEWORK:
S write the answers on their
posters.
- T SS to stick the posters on the
board (3 posters)
- T corrects by eliciting from the
whole class (correct the most
important points such as tenses,
forms of verbs, prepositions...),
using a red pen or colored chalk.
- Ss prepare and then talk about
their visit in front of the class.
- Write a report on your visit last
summer vacation.
- Prepare for language focus
PERIOD 101 UNIT 16. THE WONDERS OF THE WORLD
LANGUAGE FOCUS

A. Aims:
- Pronunciation: /ft/ - /vd/ - /fs - /vz/
-Grammar and vocabulary:
+It is said that
+People say that
B. Teaching aids:
Text books, pictures, posters
C. Skills:
Speaking and writing
D. Method: Communicative approach

D. Procedure:

152
II. Check up:(4)
III. New lesson:
A. Warm up:(4) Guessing game (Guess
the names of these four wonders of the
world)
a) Its in Egypt. It was built over a 20-year
period. It was 147 meters high on a base of
230 meters square.
b) Its in China. Its the longest structures
in the world (over 6000 km)
c) Its in Quang Ninh, Viet Nam.It was
recognized as a wonder of the world by
UNESCO in 1994. Its famous for beautiful
caves and beaches.
d) Its in India. Its a great mausoleum. It
was commissioned by the Mughal Emperor
Shah Jahan. It was built over a 23-year
period.
B. Presentation:
1. Pronunciation:(10)
* Lead-in:
/ft/ - /vd/ - /fs - /vz/
coughs, gift, behaves, arrived, soft, moved,
knives, roofs.
* Activity 1:
/ft/: gift, soft, lift.
/vd/: arrived, moved, loved.
/fs/: coughs, roofs, laughs.
/vz/: behaves, knives, loves.
* Activity 2:
Sentences given in the book, page 185.
Teacher speaks out the sentences.
Ss work in groups of 5 and guess the
names. The quickest group with correct
answer will win.
T shows pictures of these places on the
board and gives marks for these Ss.
Feed back:
a) The Great Pyramid of Giza
b) The Great wall
c) Ha Long Bay
d) Taj Mahal in India

* T writes these words and these
compound consonants on the board then
pronounces these words twice.
Ss work in pairs to put them in the right
column of compound consonants.
T gives correction when Ss are wrong.
Feed back:
/ft/: gift, soft
/vd/: arrived, moved
/fs/: coughs, roofs
/vz/: behaves, knives
* T adds some more words: lift, loved,
laughs, loves into the right columns
153
(poster on the board)
T plays the tape of these consonants and
words twice.
Ss listen and practice: first in chorus,
then in chain (one by one).
T calls some Ss to repeat and corrects if
necessary.
* T plays the tape, Ss listen to the tape
and repeat.
T asks Ss to pay attention to the sentence
stress and pick out the words having the
sounds /ft/ - /vd/ - /fs - /vz/ after listening
to the tape twice.
Ss work in groups of five and practice
pronouncing these sentences.
T goes round and helps Ss if necessary.
154

Tron Bo Giao An Tieng Anh 11

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Tron Bo Giao An Tieng Anh 11

Hochgeladen von

Copyright:

Verfügbare Formate

Lesson plan of English 11

- Ss to give the form:

2. Classmates/ interested/ help/

3. Father/ used/ help/ people/

Act 3: Prepare for writing the letter:

Das könnte Ihnen auch gefallen