10TD HK1

WEEK 1:
Distributive period: 1
INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Aims:
- Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
* Game: Lucky Number

1. Warm-up -T divides the whole class into two groups and plays the game. T <--> Ss
- The leader of each group chooses a number for their own group and
9 minutes does the following requirement in each question. If the answer is correct,
they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not? Group work
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
A. Content: Including six topics
2. Presentation 1 - T introduces the topics. T <--> Ss
1. You and me 2. Education
3. Community 4. Recreation
12 minutes 5. Nature and Environment 6. People and places
--> Six topics are divided into ten units.
- T asks Ss to find out the topic through the unit’s name.
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with language
and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to apply
and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas and
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necessary language
7. Communication and culture: providing Ss with an opportunity for
further practice and consolidation of the skills and the language learnt
previously in the unit.
8. Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and skills they
learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves. It helps them test
themselves about what they’ve learnt.
C. Tests:
3. Presentation 2 1- Checking frequency knowledge for the previous lesson. T <--> Ss
2- Fifteen minutes test (3 times for each semester)
20 minutes 3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has.
- Introduce some more information.
- There are 6 themes including You and Me; Education; Community; T <--> Ss
Nature and Environment; National Parks; Recreation and People and
Places.
- There are 8 periods in each unit. They are Getting Started, Language,
Reading, Speaking, Listening, Writing, Culture and communication and
Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new words T <--> Ss
in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively and
creatively.
- Take part in the activities that the teacher required such as pairs work,
group work or individual
- Each S has a notebook and book (student book and work book)
4.
Consolidation - Ask Ss to consolidate the main contents. T <--> Ss
2 minutes - Give feedback.
5. Homework - Prepare the new words in Unit 1: Family life T <--> Ss
2 minutes Lesson1: Getting started
E. Experience:
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Unit 1 Family life
Lesson 1 Getting started
A. Aims and Objectives:

- To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and completing
exercise.
- To teach some lexical items related to the topic Family life.
+ Use some lexical items related to the topic Family life.
+ Make simple dialogues using the given expressions.
+ Read about the benefits of sharing household.
+ Use the words and phrases related to household chores and duties.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D. Procedures:

* Brainstorming
1. Warm-up - T asks Ss some questions: T <--> Ss
+ What is your responsibility in your family?
5 minutes + Who does the household chores?
+ ………………….
- T leads Ss to the lesson.
2. New lesson
Task 1: Listen and read: Whole class
7 minutes - T plays the recording and asks Ss to listen and pay attention to the text to
understand the content.
13 minutes - Ss listen and read along silently.
Task 2: Decide whether the sentences are true, false or not given Pair work
- T asks Ss to read the passage again and get information to do Task 2 in
pairs.
- Ask students to compare the answers with a partner. T <--> Ss
- Ask some students to read the answers.
- Checks and gives the correct answers:
1. F 2. NG 3. F 4. T 5. T 6. NG
7 minutes Task 3: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words/ phrases
twice. Ss
- T asks some Ss to read the words.
- T corrects Ss’ pronunciation T <--> Ss
10 minutes - T explains the meanings if necessary.
Task 4: Write the verbs or phrases S
- T asks Ss to write the verbs or phrases that are used with the words or
phrases in the conversation.
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- T asks Ss to work individually. Ss <--> Ss
- T plays the recording again if necessary.
- T asks Ss to exchange the answers with their partner.
- T gives feedback. T <--> Ss
1. do /divide/ handle (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
3.
4. Homework - T asks Ss to learn by heart the words and phrases related to household
1 minute chores and duties. T <--> Ss
- Prepare for the next lesson.
Lesson 2: Language

- To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
- To teach Ss the words and phrases related to household chores and duties.
- To teach Ss to use the present simple and the present continuous tense.
+ Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
+ Use the words and phrases related to household chores and duties.
+ Understand and use the present simple and the present continuous tense.
B. Preparations:
D. Procedures:

* Checking
1. Homework - T asks Ss to make sentences using some words or phrases:
1. do (household) chores 2. take out garbage T <--> Ss
6 minutes 3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
- T corrects Ss’ answers and gives mark.
2. New lesson
A. Vocabulary:
8 minutes Task 1: Matching
- T asks Ss to read the words and phrases in the box, then discuss and find Individually
the meaning for each of them.
- Ss work individually.
- T asks students to compare the answers with a partner. T <--> Ss
- T asks some students to read the answers.
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- Checks and gives the correct answers:
7 minutes 1. f 2. e 3. a 4. h
5. b 6. g 7. d 8. c
Task 2: Adding more
- T asks Ss to read the conversation again and get information to do Task 2 Ss
individually.
- Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner. Ss <--> Ss
7 minutes - Ask some students to read the answers.
- Feedback T <--> Ss
Task 3: Discussing
- T asks Ss to discuss two questions
- Have Ss work in pairs to ask and answer the questions. T <--> Ss
- T encourages Ss to use the chores in the list in their answers.
5 minutes - T asks some pairs to ask and answer the questions. S
- T gives feedback.
B. Pronunciation:
Task 1: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words twice. T <--> Ss
- T asks some Ss to read the words.
- T gives the meaning of the words if necessary. T helps Ss distinguish the
three sound clusters. S
4 minutes - T corrects Ss’ pronunciation
- T helps Ss with the pronunciation.
Task 2: Listen and choose
- T asks to read the words in rows, paying attention to the difference
between the sound clusters.
- T plays the recording and asks Ss to listen then circle the word they hear. Ss
- T asks Ss to work individually.
- T asks Ss to exchange the answers with their partner. T <--> Ss
- T checks Ss’ answers by asking them to call out the letter (a, b or c)
corresponding to the word they hear. S
5 minutes 1. b 2. b 3. c 4. a
C. Grammar:
Task 1:
- T asks Ss to read the text once and asks them to pay attention to the words /
phrases such as every day, today, at the moment, and asks them what verb
forms are often used in the sentences that have these words / phrases. Ask
them to choose the correct verb form. Individually
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers and elicits from them the rules of using the present
simple and the present continuous tense.
- T gives feedback.
1. a 2. a 3. a 4. b
5. b 6. b 7. b 8. b
3. - Ask Ss to consolidate the main contents.

Consolidation - Give feedback. T <--> Ss
2 minutes
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4. Homework - T asks Ss to do exercise 2 page 8 at home.
1 minute - Prepare for the next lesson. T <--> Ss
E. Experience:
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Unit 1 Family life
Lesson 3 Reading
- To teach Ss to read for general ideas and for specific information about Family life and answer the
questions.
+ Read for general ideas and for specific information about Family life and answer the questions.
+ Understand more about home life and express their own ideas about home life.
+ Read for specific information about the benefits of sharing housework.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
D. Procedures:

* Checking
1. Homework - T asks Ss to do exercise 2 page 8.
1. does, is not cooking, is working T <--> Ss
6 minutes 2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
- T corrects Ss’ answers and gives mark.
2. New lesson
Sharing housework
8 minutes Task 1:
- T asks Ss work in groups, look at the picture and answer the questions. Group work
- T asks Ss to call out the answers to question 1 freely. For question 2, ask a
representative of each group to give the opinion of the group. The answer can
be “Yes, they are. Because they do the housework together/ Because all T <--> Ss
7 minutes members of the family share the housework.”
Task 2:
- T asks Ss to read the three heading (a-c) first and asks them if they
understand the meaning. Ss
- Ask Ss to read through the text once without stopping at words that they
don’t know the meaning of, and then ask them to work in pairs to decide on
the best title for the text. Ss <--> Ss
- Remind Ss that the title for the text is the one that gives the general idea of
the whole text.
- Ask students to compare the answers with a partner. T <--> Ss
- Check Ss’ answers and guide Ss to the correct choice if necessary by
helping them eliminate the sentences that only about one aspect of the text.
Key: c T <--> Ss
7 minutes Task 3:
- Have Ss read the text again and underline the words sociable, vulnerable,
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critical, enormous and tent when they see them in the text. Then, ask Ss to
work in pairs to choose the appropriate meaning for each word from the text. S
- Explain to Ss how to use context to guess the meaning of the unknown
words if necessary.
Key: 1.a 2. b 3. b 4. b 5. a
7 minutes Task 4: T <--> Ss
- T asks Ss to continue to work in pairs, and find out what it refers to in each
of the sentences. Let Ss read and understand the sentences before and after
the one has the word in it to decide what it means. Ss can use the elimination
technique to get the right answer. Pair work
Key: a. c b. b
7 minutes Task 5: Ss
- Put Ss in groups of three; ask them to read the questions first to make sure
they understand what information they need in order to answer the questions. T <--> Ss
It may help if Ss can understand the key words in the questions.
- Ask Ss to read the text again, and locate the part of the text where they can
get the answer to each of the questions before they discuss the answers.
- Check Ss’ answer by inviting a representative form each group to give the
answer to one of the questions. If the Ss’ answer is incorrect, don’t give the
right one at once, but try to elicit it form other Ss.
Key: 1. They do better at school, become more sociable, and have better
relationships with their teachers and friends.
2. Because it shows that they care about their wives and this makes their
wives happy.
3. They may fall ill easily or may think about divorce.
4. There is a positive atmosphere for the family.
2 minutes
4. Homework - T asks Ss to do task 6 page 9 at home.
E. Experience:
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WEEK 2:
Unit 1 Family life
Lesson 5 Listening

- To teach Ss to listen a programme about the roles of family members.
- To teach Ss about Family life.
+ Develop the listening skills for details and for specific details.
+ Talk about Family life.
+ Listen to a programme about the roles of family members.
+ Listen the monologue and do the true or false exercise and do the gap – filling exercise.
B. Preparations:
D. Procedures:

* Checking
1. Homework - Collect some homework books to mark writing.
8 minutes - Give marks. T <--> Ss
- Give comments and lead in the lesson.
2. New lesson
1. Activity 1
6 minutes - Ask Ss to answer some questions:
1. How does your family share the household chores? Pair work
2. Is your mother a homemaker?
3. Is your father a breadwinner?
4. Do you think that both parents now work to contribute the family T <--> Ss
8 minutes finances?
- Introduce the content of the listening that they are going to listen.
2. Activity 2 Ss
Ask Ss to look at the sentences in task 2 and guest which is true or which is
false.
Play the tape first time.
At the first time ask Ss to give the answer if they can.
Read the text second time.
Ask Ss to give the evidence. T <--> Ss
Listen the answers then give comment.
10 minutes In the third listening teacher check the understand of Ss.
Call some of them to give answers.
Give comment
Suggested answers:
1. T 2. T 3. T 4. F 5. T
3. Activity 3 T <--> Ss
Have Ss work in pairs to match the words/ phrases with its appropriate
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meaning
Ask them to guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting
10 minutes Traditional (a)
Solution (n)
Ask some of them to tell the answer
Give comments T <--> Ss
Answers:
1. e 2 . b 3. c 4. d 5. a
4. Activity 4
Ask Ss to read the task 4 Ss <--> Ss
Ask Ss to look at the key words
1/ How has the role of men in the family changed?
2/ How have men’s and women’s roles become alike?
3. What is the result of equally shared parenting?
Play the tape first time
At the first time ask Ss to give the answer if they can
Read the text second time.
Ask Ss to give the evidence
Listen the answers then give comment
In the third listening teacher check the understand of Ss
Call some of them to give answers T <--> Ss
Give comment
Suggested answers:
1. They are not the only breadwinner in the family, and they get more
involved in housework and parenting.
2. Both are responsible for family finances, homemaking and parenting.
3.The families become happier and the divorce rate among them is the lowest
2 minutes
4. Homework - T asks Ss to write the dialogue in the notebook
E. Experience:
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Unit 1 Family life
Lesson 4 Speaking
- To teach Ss to talk about Family life.
- To teach Ss some words and phrases related to Family life.
+ Talk about their home life.
+ Exchange opinion about household chores.
+ Talk about household chores they often do.
+ Express their opinions about the chores they like or dislike.
+ Knowledge:
- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.
+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
D. Procedures:
* Checking
1. Homework - T asks Ss to do the brainstorming
T <--> Ss
7 minutes cookin washing
g up
Household
chores
sweeping Doing the

laundry
T
List three household chores you like and dislike
Discuss the reasons
Give comments and lead in the lesson
2. New lesson
1. Activity 1
10 minutes Ask Ss work individually to write at least three household chores they like or Individually
dislike.
And then give the reasons. Pair work
Share the answers with the partners.
Call some of them to present the answers orally. T <--> Ss
Likes
Name of chore Reasons
Feeding the cats and dogs Love animals
Do the groceries Like shopping
Taking out the garbage It is not too hard
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Dislikes Ss
Name of chore Reasons
Laundry Take much time and quite hard
15 minutes Washing the dishes Often break things
Looking after the baby Waste time, be tired
2. Activity 2 Pair work

Ask Ss to look at the task 2.
Let them some minutes to read the questions first and underline the key
words. T <--> Ss
Ask Ss to work in pairs to match the questions with the answers.
Call some of them to read out the questions and answers.
Read the questions and underline key words.
1. ……………..everyday?
2. ………..like doing ……………..?
3. What ………………….. like ……….? T <--> Ss
4. ………… dislike doing …….?
Matching: Suggested answers 1. c 2. a 3. d 4. b
Call some of them to read the dialogue orally Ss <--> Ss
Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house. I sometimes do
the cooking when my mom is busy
A: Which of the chores do you like doing most?
10 minutes B: Well, I think I like sweeping the house
A: What do you like about it?
B: It’s not too hard, and I like seeing the house clean
A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things. T <--> Ss
Give comment or pronunciation correction if necessary.
3. Activity 3
Ask Ss to use the information above to make the similar conversation with Ss <--> Ss
partner (about themselves)
Work in groups of three then present in class.
Practise in pairs about their own chores at home.
Present orally in pairs.
Example:
A: What household chores do you do everyday?
B: I ……………………………..
A: Which of the chores do you like doing most?
B: Well, I think I like ……………………
A: What do you like about it?
B: Because ……………………….
A: Which of the chores do you dislike most?
B: I hate …………………. Because ……….
2 minutes
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Unit 1 Family life
Lesson 6 Writing

- To teach Ss to write a paragraph about family chores.
- To teach Ss some words and structures related to Family life.
+ Know how to write a paragraph about family chores.
+ Write about how each member of their family contributes to doing housework.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
D. Procedures:

* Checking
1. Homework
8 minutes - Collect some homework books to mark writing. T <--> Ss
- Give marks.
2. New lesson
“Many hands make light work”
8 minutes 1. Activity 1
- Ask Ss to work in pairs to discuss the meaning of saying Pair work
- Call some of them to tell the answers
- Ss present the answer
Many hands make light work means that if many people share a piece of T <--> Ss
12 minutes work, it will become easier for everybody.
If all family members contribute to housework, each won’t have to do much.
- Give comment.
2. Activity 2 +3 Pair work
Ask Ss to read the text.
In pairs complete the chore chart.
Call some of them to tell class.
- Ss present in class.
HOUSEHOLD CHORE CHART T <--> Ss
DAD Mending things , cleaning the bathroom

MUM Do most of the cooking and groceries shopping
LAM Doing the laundry, taking out the rubbish and cleaning the
fridge, laying the table for meals, sweeping the house and
feeding the cat (share with sister)
AN Helping mum prepare meals and washing the dishes, laying T <--> Ss
the table for meals, sweeping the house and feeding the cat
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(sharing with brother)
- Call some students to tell the form of writing a paragraph about how people
in the family share household work.
A paragraph about how people in the family share household work.
a. Introduction:
+ The members of the family
(I live in a family of four: … / There are four people in my family: ……… /
My family has …….. ) T <--> Ss
+ How the household chores divide in general?
(All members of may family do the housework / My family share the
household chore equally/ …. )
b. Body Ss <--> Ss
Describe each member’s duties?
Structures:
14 minutes Be responsible for …..
Being the elder child, ….
My responsibility at home is …….
c. Conclusion
The benefits of sharing house hold chore or your feeling about your Individually
family
(I love sharing the household chores with all members of my family as
……………)
3. Activity 4
Ask students to complete their own Family chore chart.
Write the chart of a student on the board as an example T <--> Ss
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinner
MUM Do most of the cooking and groceries shopping
My older sister Help my mum cook lunch and dinner
Doing the laundry
Water the houseplants
Me Taking out the rubbish
Lay the table for meals
Feed the cat and dogs
Call him/her write the writing on the board, and the rest of students write in
their notebook. (Time limited is 10 minutes)
Check the writing on the board.
Collect the writing to give marks.
Consolidation - Ask Ss to tell class how to write a paragraph about how people in your T <--> Ss
2 minutes family share household work.
- Give feedback.
E. Experience:
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Distributive period: 7 Date of teaching:
Unit 1 Family life
Lesson 7 Communication and culture

- To teach Ss about the sharing household chores in the family.
- To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and Singapore)
+ Understand and read about inventions in Asian countries.
+ Talk about about family life in different cultures (Viet Nam and Singapore)
+ Discuss the sharing household chores in the family.
+ Get knowledge of family life in different cultures (Viet Nam and Singapore)
B. Preparations:
D. Procedures:
* Checking
2. New lesson 1. Communication: Discussion: Who does what in your family?
Activity 1: Pair work
6 minutes - Ask Ss to work in pairs to describe
- Call some of them to tell the answers
Answers: T <--> Ss
The father is cleaning the house.
The mother is doing the housework ( cooking, cleaning the house, feeding
8 minutes the baby, doing the laundry, ironing….)
Activity 2:
- Tell Ss that they are going to listen to a TV talk show and will have to find
out who said what in the show.
- Ask Ss to read the statements (a-g) and make sure that they understand all
of them.
- T explains some words or phrases if necessary. T <--> Ss
10 minutes - Play the record. Have Ss listen and do the activity.
- Feedback.
Activity 3: Group work
- Ask Ss to work in groups of four to discuss the questions.
- Tell Ss to refer back to the ideas in Activity 2 to answer the questions, but
they can also express their opinions freely.
11 minutes - Call some groups to report their group’s opinions to the class.
2. Culture:
Activity 1:
- Ask Ss to work in pairs. One reads the text about family life in Singapore
and the other reads the text about family life in Viet Nam, then each writes T <--> Ss
down his/ her answers to the questions about his / her text.
- Help Ss with some vocabulary.
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- Ask some Ss to present their answers.
- Feedback
2 minutes
4. Homework - T asks Ss to learn the structures and vocabulary.
Lesson 8 Looking back and project

- To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and in
context.
- To teach Ss some lexical items related to the topic Family life.
- To teach Ss to do the tense exercises (the present simple and the present continuous tense).
- By the end of the lesson Ss are able to:
+ Exchange opinions about the household chores.
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
+ Use the present simple and the present continuous tense.
B. Preparations:
D. Procedures:
* Checking
2. New lesson Pronunciation:
- Introduce the task and play the recording. Individually
11 minutes - T asks Ss to underline the words having cluster sounds /tr/ , /br/ ,
/ kr /.
- Call on some Ss to read the sentences. T <--> Ss
Vocabulary:
Activity 1: What chores are the people doing?
- Have Ss work in pairs to write the name of chore under each picture. Pair work
- Check Ss’ answers by asking them to write the names of chores on the
board next to the number of the picture.
Key:
1. cooking 2. shopping for groceries
3. doing the laundry / washing clothes 4. taking out the rubbish
5. cleaning the toilet 6. washing up T <--> Ss
7. ironing 8. sweeping (the house)
9. watering the flowers 10. feeding the cats / pets
10 minutes Activity 2: Use the words/ phrases in the box in their correct form to Group work
complete the text.
- Tell Ss to read the text carefully, using the context clues to decide which
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word / phrase can be used to complete each gap in the text.
- Check Ss’ answers and provide correction if necessary.
Key: T <--> Ss
1. does the cooking 2. shops for groceries
3. does the heavy lifting 4. laundry
5. ironing 6. takes out the rubbish
7. sweeping the house 8. lays the table
14 minutes 9. does the washing-up
Grammar:
- Ask Ss to work in pairs to finish the sentences with either the present
simple or the present continuous tense.
- Check Ss’ answers.
- Feedback
Key: 1. am writing, miss 2. am looking after T <--> Ss
3. looks, is wearing 4. am cooking
5. are you reading 6. do
Activity 2:
- Ask Ss to work in groups to discuss the questions. Group work
- T goes around and helps Ss with the new words or structures.
- Call some groups to report the results to the class. T <--> Ss
- T listens and makes comments.
2 minutes
E. Experience:
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Distributive period: 8, 9
FURTHER PRACTICE
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Unit 2 your body and you


- To teach Ss to listen and read a conversation about Your body and you and do tasks: Listen and repeat and
questions and answers.
- To teach some lexical items related to the topic Your body and you.
+ Use some lexical items related to the topic parts of the body.
B. Preparations:
D. Procedures:
1. Warm up - Ask students to keep book close and remember names of the body.
8 minutes - Students listen to the teacher and point at the parts of their body when T <--> Ss
they hear the words related to part of the body.
ex: nose, eyes, ear, arm, hand, leg, finger...
- Lead in: We’re going to learn about ………...
2. New lesson An apple a Day

Task 1:
14 minutes This task leads students in and Ss work individually to arouse interest in
the topic of the unit. Tell Ss not to worry bout the new words or grammar Individually
points. The new items will be dealt with later on.
- Play the disk and ask students to listen.
- Students read the dialogue. T <--> Ss
Task 2:
This task focuses on comprehension.
- Ask students to practise asking and answering the questions.
- Let them report the answers and check if they have any difficulty in Pair work
understanding the conversation. Answers may vary.
- Walk round and help them
- Ask some students to stand up to talk again
1. Better health; good body condition; stronger resistance to illnesses...
2. Lose weight, build healthy bones, and prevent diseases like cancer. T <--> Ss
12 minutes 3. Memory or (the) brain.
4. He feels there may be unwanted effects from good things.
Task 3:
This task familiarises Ss with the vocabulary and helps them improve the
recognition of consonant clusters in focus. Tell Ss to listen and repeat the
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words.
- Play the tape. T <--> Ss
- Ss listen and circle the words they hear.
+ prevent disease bones weight
+ brain boost healthy
- Ss work on classifying the words into the corresponding categories.
disease (n) nervous (a)
balance (n) healthy (a)
skeleton (n)
system (n) prevent (v)
8 minutes bones (n) balance (v)
weight (n) boost (v)
brain (n) Ss <--> Ss
lungs (n)
Task 4: Individually
- Ask Ss to work individually, in pairs or in groups to report on a time
when laughter was the best medicine for them. T can assist by giving a list
of prompts including occasions like an embarrassing situation, feeling
stressful, tired or sick, etc…
3.
Consolidation - Summarize the main points of the lesson T <--> Ss
2 minutes
4. Homework - Ask students to write a passage about their daily routine (50 words)
Lesson 2 Language
A. Aims and Objectives: By the end of the lesson, students will be able to:
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context.
- To teach Ss to use the future simple with will and going to; the passive voice.
+ Understand and use the passive voice with modals.
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body.
+ Understand and use the future simple with will and going to; the passive voice
B. Preparations:
D. Procedures:
* Checking
1. Warm up - Teach some of the words using the glossary, some pictures.
- Prepare some pictures of the body systems or organs for illustration if T <--> Ss
5 minutes possible.
ex: blood, heart, spine, stomach, lung, nerves, bones, skull,
- Lead in: We’re going to learn about ...
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2. New lesson
A. Vocabulary:
a. Ask Ss to match the items in the left column with ones in the right
column.
+ Circulatory System : c + Skeletal System :e Individually
+ Digestive System : d + Nervous System :a
+ Respiratory System : b
b. Ask Ss to work in pairs, practise saying the names of the systems. T <--> Ss
Remind Ss to pay attention to the stressed syllable(s) in each word
- Ss work in pairs, practise saying the names of the systems.
Task 2:
- Tell Ss to work on classifying the words into the corresponding systems.
10 minutes - Assist Ss to find the right meanings using a dictionary.
B. Pronunciation
Task 1: Group work
- Ask Ss to listen and repeat the words.
- Help Ss make a clear distinction of the pair /pr/ and /pl/ and the pair /gr/
and /gl/. Allow Ss to repeat a few times.
Task 2:
- Ask Ss to listen and practise reading the sentences aloud. Teacher may T <--> Ss
17 minutes model first if necessary the draw Ss’ attention to the consonant clusters in
focus. Ask Ss to practise the sentences a few times.
C. Grammar: a. Will and be going to S
Task 1:
- Ask Ss to read about the usage of will and going to and make some
examples of their own.
+ “Will” can be used to express:
1. promises.
2. offers and requests for help Ss
3. refusals of things
4. and predictions about the future. T <--> Ss
+ “Be going to?” can be used to express:
5. plans, intentions.
6. and making some predictions.
- Give explanations and provide help when necessary.
Task 2:
- Ask Ss to identify the use of Will and going to in the sentences and write
from 1 to 6 next to each one.
- Help Ss if necessary.
Key:
1. 1 (promises) 2. 3 (refusals of things)
3. 5 (plans, intentions) 4. 6 (predictions)
5. 2 (offers and requests for help) Individually
Task 3:
- Tell Ss to further apply their newly acquired knowledge of will and
going to in context.
- Ask Ss to read the sentences. Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t. T <--> Ss
27
- Ss read the sentences. Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t. Give some explanations for their choice
if they can.
Key:
1. x 2. √ 3. √ 4. √
5. √ 6. √ 7. √ 8. √
Task 4:
- This task encourages Ss to use the items newly learnt in practice. Ask Ss
to complete the sentences with the rights form of Will and be going to.
Remind Ss that sometime both can be used.
Key:
1. will/ is going to 2. won’t T <--> Ss
3. will/ is going to 4. are going to
5. will 6. Are going to
7. will 8. am going to
b. The passive
- Tell Ss to read about the usage of the passive voice. Teacher can provide
some explanations if necessary to help Ss understand the rules.
Task 4:
- Ask to read the surprising facts about human body first, then
1. Nerves signals are sent to and from the brain as fast as 170 times per
hour. T <--> Ss
2. 10 watts is consumed by the brain
3. The blood vessels are damaged
4. The body is made up around 7 octillion atoms
5. 2,000 gallons is pumped through our body
6. 17 muscles are used to smile and 43 to frown
7. 32 million bacteria are estimated to live on one square inch of our skin.
8. Emotional tears are produced by humans
2 minutes
4. Homework - T asks Ss to do exercises again at home.
E. Experience:
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Lesson 3 Reading
A. Aims and Objectives: By the end of the lesson, students will be able to understand:
- General knowledge: Ss read for specific information about acupuncture.
- Language: Present simple
- New words: Words related to acupuncture.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
D. Procedures:

- Lead in: Inform the class of the lesson objectives: Skimming (glancing
1. Warm up over a text for a general overview) and scanning (quickly looking at a text
for specific information) the text for the main idea and specific T <--> Ss
6 minutes information. Ask the class to recall what skimming and scanning are.
2. New lesson
Task 1:
36 minutes - Have students look at the picture and read the title of the text- Ss
ACUPUNCTURE- and talk about what they may already know about
acupuncture.
- Select some Ss who know about the practice to speak to the class using
their background knowledge. T <--> Ss
- If no Ss about the practice, teacher will give a brief description.
Task 2:
The purpose of this task is to further involve the Ss in the subject of the T <--> Ss
reading.
- Ask students to read the passage. In pairs, or in groups choose the three Group work
most things they learn about acupuncture.
- Ss work pairs, or in groups to discuss what they want to know about
acupuncture from then decide on at least three things they want to have
more information about. T <--> Ss
- Ss report their list and compare with others’.
- Students read the text quickly and pick out words or phrases.
Key:
1. ailments 5. alternative Pair work
2. ease 6. treatment
3. acupoints 7. evidence
4. precaution 8. promote
Task 4:
The purpose of this task is the Ss’ thorough comprehension of the reading T <--> Ss
text.
- Allow students to read the text again in depth to find necessary
information to give answers to the questions.
29
- Ss work individually to answers the questions.
Suggested answers:
1. (It’s) promoting harmony between humans and the world around them Individually
and a balance between yin and yang.
2. It is believed to promote the body’s natural healing capabilities and
enhance its function.
3. There are more than 2000 nowadays.
4. They are soreness, slight bleeding, or discomfort.
5. Those who have electrical or electronic medical device inside them.
6. Acupuncture is considered as a reliable alternative to modern medicine.
Task 5:
The purpose of this task is to allow Ss to dig deeper into their background
knowledge using the reading as a model and a source of information and
then develop writing or speaking as a post-reading activities.
- Elicit Ss’ knowledge in the field of non-medical treatments. These can
be traditional or modern. Pair work
- Ss work in pairs or in groups to exchange information. After sharing
information, Ss report to the class. T <--> Ss
- Two students present the report.
2 minutes - Summarize the main points of the lesson.
4. Homework
E. Experience:
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Unit 2 Your body and you

Lesson 5 Listening
1. Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improve
listening skill.
2. Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- New words: Words related to diet.
3. Skills: Listening for specific information and deciding on True or False statements
B. Preparations:
D. Procedures:
Task 1:
1. Warm up The purpose of the task is to engage Ss in the lesson by eliciting their
5 minutes personal eating habits. T <--> Ss
- Ask Ss to answer the questions:
+ What do you usually have for lunch or dinner?
+ Do you care about the nutritional value of the things you eat?
- Ss talk about how much they care about the nutritional value of the
things they eat?
2. New lesson
Task 2:
37 minutes The purpose of the task is to give Ss a closer look into what they are going T <--> Ss
to listen to.
- Ask Ss to look at the picture below and ask them to talk about what they
think the listening may be about.
- Ss may respond briefly to give their opinions on the listening they are
going to do.
T <--> Ss
- Play the tape.
- Allow Ss to listen one more time if necessary to build up Ss confidence
in their listening capability.
- Listen to the recording to see what they hear matches what they
expected.
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Task 3: True-false
The purpose of the task is to check Ss’ comprehension. T <--> Ss
- Have students read the sentences carefully.
- Play the recording again and ask students to listen and decide whether
the statements are true or false.
- Call on Ss to check their answers.
- Ss read the sentences carefully.
- Listen to the tape again and decide the statements that are true or false
then explain them
Key: 1.F 2.T 3.F 4.T 5.F
Task 4:
The purpose of the task is to develop Ss’ skill in listening for detailed T <--> Ss
information.
- Tell Ss to listen again then divide the plate into sections and label which
food should be in each section.
- Ss write the sentences to describe the plate they have drawn in task 4. T <--> Ss
Task 5:
The purpose of the task is to swap up the listening with an expansion to
writing using the knowledge and information Ss have just learnt.
- Listen to the teacher and write down homework
4. Homework
E. Experience:
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Lesson 4 Speaking
A. Aims and Objectives: By the end of the lesson, students will be able to understand:
1. Educational aim: Students will be able to talk about how to get rid of bad habits.
2. Knowledge:
- General knowledge: Ss know about some bad habits and how to get rid of those ones.
- New words: words related to good and bad habits.
3. Skills: Speaking
B. Preparations:
D. Procedures:
1. Warm up - Lead in: Inform the class of the lesson objectives: Talking about some
5 minutes bad habits. T <--> Ss
2. New lesson
Speaking: Talking about some habits
The purpose of this task is to identify good habits from some given ones.
- Ask students what they think of their habits.
- Have Ss look at the list of habits and decide which ones are good.
- Ss name the habits they think they have.
- Ss look at the list of habits and decide which ones are good.
- Ss explain their choice and give rectification if needed.
Suggested answers:
+ Keeping a routine
+ Saving money
+ Never giving up
+ Being thankful
+ Reading regularly
+ Doing regular exercise
Task 2: T <--> Ss
The purpose of this task is to allow Ss to have some insight into habits
and how to kick a bad one. Ss will develop their confidence in speaking
by giving personal opinions on relevant topics.
- Ss work in pairs or in groups and discuss why some of the habits are Pair work
good and why some are bad by giving evidence and proof to support their
ideas.
Examples:
to stop littering
Look for dustbins when you want to throw away something, etc... T <--> Ss
33
Task 3:
The purpose of this task is to assist Ss’ speaking by using relevant
information.
- Ss read the text quickly and choose the things they think they can or
can’t follow. Then Ss explain their decision to the class.
- Ss read the phrase in the “watch out: box Group work
and try to come to a conclusion on the meaning of the idiom.
Task 4:
The purpose of this task is for Ss to develop their ability in free speaking
by applying advice to kicking a bad habit
- Ss work in pairs or in groups to choose one bad habit, then make a list of T <--> Ss
“do’s” and “don’ts in order to kick that habit.
- Ss share their lists with each other and report to the class.
4. Homework
E. Experience:
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Lesson 6 Writing
1. Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help and
respond to requests in proper dining/ eating.
2. Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- New words: Words related to diet.
3. Skills: Writing
B. Preparations:
D. Procedures:
- Lead in: Inform the class of the lesson objectives: writing about what to
1. Warm up eat and not to eat.
The purpose of this task is to provide Ss with input for their practice and
production later on
- Give brief explanations or provide meanings of the difficult words to
help Ss when necessary.
- Build a list of foods from your own experience that may give you.
- allergies
- bad breath
- stress
- sleeplessness
- sleepiness
2. New lesson
Task 2:
35 minutes The purpose of this task is to have Ss brainstorm and produce a list of T <--> Ss
food that may give them:
- Ss work individually to built a list as instructed.
- allergies Individually
- bad breath
- stress
- sleeplessness
- sleepiness T <--> Ss
Task 3:
The purpose of this task is to build up Ss ability when writing a letter
requesting help using the given model.
- Ask Ss to read the letters from the readers and may analyse the problems
and the writing styles.
Task 4:
The purpose of this task is to build up Ss’ ability in free letter writing by T <--> Ss
35
replying to “request-for-help” letters.
- Ask Ss to study the reply to Scott’s letter. Help Ss if necessary to
facilitate Ss’ acquisition in terms of writing styles, structures, language
and tactics.
4. Homework
E. Experience:
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A. Aims and Objectives: By the end of the lesson:

- Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia.
B. Preparations:
D. Procedures:
* Checking
2. New lesson 1. Communication: Discussion: Which parts/ systems of the body does
each activity possibly benefit? Pair work
35 minutes Activity 1:
- Ask Ss to practice speaking.
- Call some of them to tell the answers. T <--> Ss
- Ask Ss to talk about how the activity (ies) benefit(s) the parts/ systems of
the body.
Activity 2:
- Ask Ss to discuss the activities in the pictures and say why they are healthy. Group work
- T provides Ss with some words or phrases if necessary.
- Feedback.
Activity 3:
- Ask Ss to work in groups of four. Choose a system of the body and make a T <--> Ss
list of all the possible activities that are good for it.
- Call some groups to report their group’s opinions to the class and give Pair work
reasons for their choices.
2. Culture:
Activity 1:
- Ask Ss to read about health practices and belies in the two countries and
note the similarities and differences. Pair work
- Give explanations, if necessary.
- Help Ss with some vocabulary.
- Ask some Ss to present their answers. T <--> Ss
- Feedback.
- Ask Ss to work with a partner to discuss the similarities and differences in
traditional health beliefs and practices in the two countries.
Activity 3: T <--> Ss
- Ask Ss to use the information from their reading homework for this
37
activity.
- Ask Ss to talk about their chosen traditional therapy. Details may include
what the underlying idea/ belief is, how the practice is performed, what the
benefits are, who it is suitable for.
2 minutes
A. Aims and Objectives: By the end of the lesson:

- Ss use words and phrases related to topic “Your body and you”
- Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/.
- Ss use be going to, the simple future tense and the passive voice.
B. Preparations:
D. Procedures:
* Checking
- Introduce the task and play the recording. Individually
34 minutes - T asks Ss to underline the words having cluster sounds //pr/ , /pl/ , / gr /
and /gl/.
- Call on some Ss to read the sentences. T <--> Ss
Vocabulary:
Activity 1: Complete the following sentences with a word or phrase about
the body. Pair work
- Have Ss work in pairs to write the name of chore under each picture.
- Check Ss’ answers by asking them to write the names of chores on the
board next to the number of the picture.
Key:
1. brain 2. lung/ heart 3. digestive
4. skeletal 5. respiratory (system) 6. stomach T <--> Ss
7. nervous
Grammar:
Activity 1:
- Ask Ss to work in pairs to underline the part in italics that is appropriate
in the following sentences. Pair work
- Feedback
Key: 1. will become 2. are broken down and converted
3. is going 4. are stimulated
38
5. is used 6. won’t go T <--> Ss
7. are supported by 8. is going to rain
Project:
- Ask Ss to go round the class and conduct a survey.
- Have Ss use the information to write a report.
- T goes around and helps Ss with the new words or structures. Ss
- Call some groups to report the results to the class.
- T listens and makes comments.
2 minutes
E. Experience:
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39
FURTHER PRACTICE
40
41
42
Unit 3 music
- Know some words and phrases related to topic "Music"
- Ask and answer simple questions about a pop star
B. Preparations:
D. Procedures:
1. Warm up - T plays some pieces of music, songs.

8 minutes - Ss say the name of the songs T <--> Ss
- T introduces the topic.
2. New lesson - Elicit comments on the picture in the book
- T asks Ss to make comments
34 minutes He’s handsome Whole class
He’s a talented guitarist
He’s a famous/ well-known singer. ……..
Task 1: Listen and read
-Check Ss’ understanding of some vocabulary items: T <--> Ss
+ passionate + shy + deceiving
+ talented + platinum album + solo
+ single + debut album + release
- Give the meanings or Vietnamese equivalent of the words Ss don’t T <--> Ss
know.
- T plays the CD
- Sts listen and read the dialogue, pay attention to some new words.
- Students say the new words, T corrects if necessary.
- T checks pronunciation and meaning. Ss <--> Ss
- Sts work in pairs to read the dialogue.
- Some pairs read the dialogue if there is time.
Task 2: Read the conservation again. Then tick true (T) or false (F)
- Explain what to do and how to do. Group work
- T asks 5 Ss to give answers and explanation for each answer.
- Ss works in pairs to decide if a statements is True, False
Answers:
1. T T <--> Ss
2. F (His platinum album was My World)
3. F (He became a superstar within two years)
4. F (His home country is Canada)
5. T
Task 3: Read the conservation again, and give answers to the
following questions.
43
- Tell Sts to focus on the instructions. Individually
- Checks Ss understanding of the questions.
- Get Sts to work in pairs or groups to discuss the answers.
Key: 1. They are talking about a young pop star. T <--> Ss
2. He looks shy and passionate.
3. He won second place in the Idol contest.
4. His mother did.
5. They gained over 10.000.000 views
6. He had four singles enter Top 40 before his first album
Task 4: Find Adjectives, then discuss their meanings
- T checks with the whole class Pair work
Answers:
+ shy: not at ease with other people
+ passionate: having a keen enthusiasm or intense desire for something.
+ talented: a person with good natural ability
+ popular: widely liked or appreciated
+ well-known: famous
Task 5: Circle the verbs which are followed by to-infinitives
- Check the answers as a class
Key: Began to post…
The first solo artist to have four singles…. T <--> Ss
3.
2 minutes
Lesson 2 Language
- Use words and phrases related to topic "Music" to talk about the music or singer they know
- Pronounce and recognize the clusters /est/, / nt/, /eit/
- Identify and make compound sentences, and the verbs followed by the to-infinitive and
bare infinitive
B. Preparations:
D. Procedures:

- T says 8 words in Vietnamese
1. Warm up Words for the game:
Idol, talent, contest, debut album, release, solo, single, fan T <--> Ss
5 minutes - Ss write the words in English in groups. The winner is the group with
most correct words
2. New lesson
44
A. Vocabulary:
37 minutes Task 1:
1. Use the words in the box to complete the definitions
- Explain new words if necessary
- Set time and let Sts work individually Individually
- Check the answer as a class by saying the number, sts say the letter. T
can check their understanding by asking "How do you know?"
- Ss read and match each word with its definition. T <--> Ss
Answers:
1.talent 2.pop 3.idol 4.contest
5. fan 6.clip
Task 2: Give the Vietnamese equivalents to the words. Match each of
them with the appropriate meaning
- T asks Ss to work in pair to match the word with its meaning
Answers: Pair work
1-c 2- a; 3-b; 4 – d; 5- f; 6- e; 7- g
Task 3: Make sentences about the music or singer
- Call on a few Sts to write their sentences on board
- Get the class to comment before giving the correct answer
Task 4: Expand vocabulary Group work
- T divides the class into 4 groups to write the words related to Music and
Contest. The winner is the group with most words
Answers:
Music: concert, solo, show, single, video clip, band, singer, rhythm, Ss <--> Ss
musician, debut …..
Contest: audience, judge, contestant, score, performance….
2. Pronunciation
Task 1:Identify the word having the sounds
- T sets time and let Sts do the task individually
- Check the answers with the whole class.
Answer: Ss
+ passionate
+ talent T <--> Ss
+ contest
Task 2:
Listen and repeat
- T plays the CD and pause after each word for Ss to practice
- T asks 5 Ss to read the words in the book and check their pronunciation
if necessary.
- Play the CD
- Check the answer
Answers: Commemorate; best; talent; different; guest; date; test;
achievement; parent
2. Grammar
a. Compound sentences Individually
- review the use of some conjunctions and, or, but and so through
examples.
Task 1. Matching
- Check the answers
45
Answers: T <--> Ss
1-d; 2-c; 3-a; 4-b
Task 2. Matching
- explain new words if necessary
+ nominate + potential:
+ persuade: + purchase:
- Check the answer with the whole class.
- Ask some Ss to read aloud all the completed sentences
Answers: T <--> Ss
1-c; 2-e; 3-a; 4-b; 5-f; 6-d
b. Infinitives
- Focus Sts’ attention on the Watch out! Box
- Check which verbs are followed by “to” and which ones are not
- T checks with the whole class
Answers:
1. to sing 2. to make 3. to do
4. fall 5. ride 6. to buy
T <--> Ss

2 minutes
E. Experience:
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46
Unit 3 music
Lesson 2 Reading
- Use the words and phrases related to words related to music.
- Read for general ideas and specific information about TV show
- Guess the meaning of a word or a phrase.
B. Preparations:
D. Procedures:
1. Warm up - Get Ss to brainstorm the names of some current contest TV show.

8 minutes - Elicit answers to these questions T <--> Ss
What are your favourite TV contest show?
What do you think about it?
2. New lesson Task 1:
- Show some logos
34 minutes - Get Ss to discuss what they know about the logos.
- Call on a few Ss to report the result of their discussion Pair work
- Look at the logos and discuss in pairs what they know about them.
Task 2: T <--> Ss
- Guide Ss what to do and how to do
- Set a time limit and let Ss do the activity individually, then compare the
answer in pairs.
- Ss do this activity individually then compare the answer with a partner. Individually
- Check Ss' answer and give feedback.
Key
2001:Tthe year that Pop Idol was first launched in the UK
2002:Tthe beginning of American Idol
2007: The first season of Vietnam Idol T <--> Ss
2012: The fourth season of Vietnam Idol.
Task 3:
- Focus Ss’ attention on the instructions and get them to do the task
individually.
- Have Ss guess the meaning of the word based on the context.
- Require Ss to choose the meaning then compare with a partner.
- Ss choose the correct option then compare the answer with a partner. T <--> Ss
- Check Ss' answer and give feedback.
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Key: 1-b 2-a 3- a 4- a 5-b
Task 4:
- T asks Ss to read all the questions, check if they understand all the
questions and underline key words of each question before finding the
answer.
- Make sure they understand the words
Format: structure
Franchise: the right to use a logo and TV show format
- Check Ss’ answer if an answer is incorrect, T tries to elicit it from other
Ss. Ss <--> Ss
Key:
1. The Idol format
2. It came from the UK
3. 12 years
4. It’s a franchised programme
5. Answer vary
3.
2 minutes
E. Experience:
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Unit 3 music
Lesson 5 Listening
By the end of the lesson, students will be able to:
- Listen for gist and specific information
- Say how they feel when they hear the National Anthem
- Listen to the song excerpt and say how they feel
- Listen and choose the best answer
- Listen and answer the questions
B. Preparations:
D. Procedures:
Task 1:
1. Warm up - Show some photos of famous artists.
5 minutes - Elicit names of the artists. T <--> Ss
- Play some song excerpts by the artists.
- Ss listen to the songs and tell the names of the songs and the artists
Key
1. Trinh Cong Son 2. Luu Huu Phuoc
3. Micheal Jackson 4. Elton John
2. New lesson
Task 2:
37 minutes - Focus on the instructions T <--> Ss
- Play the recording
- Ask Ss some questions
What is the name of the song?
Who is the composer?
How often do you listen to the song?
How did you feel when you heard the song?
What do you think about the song lyrics?
Task 3: T <--> Ss
- Draw Ss’ attention to the instructions
- play the recording all the way through
- Play it again for Ss to select the correct answer.
- Checks with the class, if many Ss get the wrong answer, play the CD
again
Key: C
Task 4: T <--> Ss
- Draw Ss’ attention to the instructions
- Read out the questions
- Review the word affect
- play the recording all the way through
- Replay the recording for Ss to answer the questions
- Check answers as a class
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- Replay the recording the third time for Ss to confirm the answers T <--> Ss
Key
1. “I have a Dream” by ABBA
2. Inspirational songs.
3. His favourite songs inspire him, and he can learn lessons from them.
4. Rap or Hip-hop
Task 5:
- Play some songs that are popular to teenagers
- Ss say the names of the songs T <--> Ss
- Ss work in pairs to discuss their favourite songs and reasons they like
them.
- Call on a few Ss to present their opinions.
4. Homework
E. Experience:
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Unit 3 music
Lesson 3 Speaking
- Talk about TV shows
- Present their show to the class
- Complete the table with the notes from each show
- Make a list of details about their show
B. Preparations:
D. Procedures:
1. Warm up -T has 4 Ss stand in a line and take turns to speak out a TV show. The
8 minutes winner is the last one standing. T <--> Ss
- Brainstorm the names of TV shows.
- Elicit comments on the pictures
34 minutes -Draw Ss’ attention to the TV blurbs
- Explain the words
+ Celebrity panel: group of judges including famous people T <--> Ss
+ VNR Records: names of a recording company
+ contract: hợp đồng
- Go around and offer help
- Call on 2 Ss to write the table on the board Pair work
- Check Ss’ answer
Answer:
Who wants to be a millionaire
- To find a winner who will get a big sum of money
- The winner will answer a series of general knowledge questions. T <--> Ss
- The amount of prize- money increase with the number of questions
Vietnam Idol
- To find a pop star.
- The winner will be chosen by a celebrity panel and home viewers.
- The winner will get a recording contract with VNR Records.
Task 2:
- Draw Ss’ attention to the instructions T <--> Ss
- Make sure Ss understand the activity
- Go round and offer help
- Write down the facts for their imaginary TV shows. Individually
- Share ideas with partners in the group.
- Work together to combine ideas into one show
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Tips for presentations
+ smile, make eye contact
+ speak clearly, not too quickly Ss <--> Ss
+ keep notes on small note cards
4. It’s a franchised programme
5. Answer vary
3.
Consolidation - Summarize what they have learnt by asking Ss some questions T <--> Ss
2 minutes
4. Homework - Ask students to Exercises in workbook: C1, C3
E. Experience:
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Unit 3 music
Lesson 6 Writing
- Write biographies based on fact files.
- Read given paragraphs, match each of them with the corresponding heading
- Answer the questions
- Write a biography with given information
B. Preparations:
D. Procedures:
- Play some songs by Van Cao
1. Warm up - ask some more questions to introduce the lesson
7 minutes Who wrote the songs you have heard? T <--> Ss
What do you know about him?
2. New lesson
Task 1:
35 minutes Writing a biography T <--> Ss
Read the paragraphs and match them with headings
- Draw Ss’ attention to the photo and the instructions.
- Explain what to do and how to do Individually
- Pre teach some key words
Biography
Composer
Achievement T <--> Ss
- Check the answers as a class
Key
1-b 2-c 3- d 4- a
Task 2:
Answer the questions Individually
- Draw Ss’ attention to the instructions and questions
- Ss work individually to find the answers. Pair work
- Ss work in pairs to ask and answer the questions
- Call on a few Ss to report the answers
Key
1. He was born in 1923
2. He was born in Hai Phong
3. It was “Tien Quan Ca”
4. He died in 1995 in Hanoi
5. Answer vary
Task 3: Ss <--> Ss
Write a biography using the Fact files
- Point out to Ss how to write a biography
- Pre teach the key words/ phrases
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+ patriotic
+ occasional opera:
+ national assembly:
+ liberation movement:
+ child prodigy: than dong
+ uprising: noi day
+ ballade: bai ca su thi
+ technically demanding: yeu cau ky thuat cao
- Have Ss pay attention to punctuation, structure elements and liking
words.
- Ask Ss to write paragraphs about early years and typical works
- T goes around and gives help, collects common mistakes for later T <--> Ss
correction.
- Ss exchange their writing for peer correction and comment
- T collects 5 paragraphs to mark in class so that all Ss feel the need to do
the task.
- Give feedback on these papers.
4. Homework - Write a biography of your favourite composer
E. Experience:
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Unit 3 music
- Talk about the Vietnamese Quan Ho singing and the Indonesian music Dangdut
- Get some knowledge about the lives and works of some composers and singers.
- Match the names with the pictures
- Complete the sentences
- Listen to the recording. Ask and answer questions
- Read 2 passages about the Vietnamese Quan Ho singing and the Indonesian music Dangdut and do
the task
B. Preparations:
D. Procedures:
Activity 1
1. Homework - Show some photos
7 minutes - Check answers as a class T <--> Ss
- T asks Ss to match the names of the artists with the photos
- Check Ss’ understanding of the artists by asking some questions
Key
a. Chopin b. Elvis Presley
c. Michael Jackson d. Tchaikovsky
e. Johann Strauss f. Van Cao
- Play some song excerpts by the artists
2. New lesson 1. Communication:
Activity 1: Read and complete the sentences
35 minutes - Pre teach some key words
+ operetta: + swan: + magician: Individually
+ refer: + emphasis + nuance:
- Check the answer with the whole class.
Key 1. Johann Strauss 2. Tchaikovsky
3. Elvis Presley 4. Van Cao
5. Chopin 6. Michael Jackson
Activity 2: T <--> Ss
Listen to the recording. Ask and answer the questions
- Draw Ss’ attention to the instructions and the questions.
- Play the recording all the way through.
- Replay the recording and set time for Ss to discuss the questions in pairs or
groups.
- Check answers with the whole class. Pair work
Key
1. There are three speakers
2. They are talking about a local entertainment programme.
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3. It is going to take place in the City Opera T <--> Ss
4. Mai will buy the tickets
2. Culture:
Activity 1: Listen and say the name of the song
- Focus on the instructions Pair work
- Play the recording of the song
- Ask Ss to ask and answer the questions:
Do you know this song?
What’s the name of the song?
- Check answer with the whole class.
Key: “Den Hen Lai Len”
Activity 2: Read and fill the table
- Pre teach the key words T <--> Ss
+ folk song: + alternating group:
+ melody: + musical ping pong:
+ flute: + vocal:
+ musical instrument
- Check the text comprehension as a class
- asks 2 Ss to write the answers on the board for class checking
Activity 3: Listen and answer the questions Pair work
- Play the recording
- Check the answers
Key: a. Nhu Co Bac Trong Ngay Dai Thang
b. Pham Tuyen
c. Answer vary T <--> Ss
2 minutes
A. Aims and Objectives: By the end of the lesson Ss are able to:
- Use words and phrases related to topic “Music"
- Pronounce and recognize the words having the ending sounds /est/, / nt/, /eit/
- Use the coordinating conjunctions
- Give the correct verb form
B. Preparations:
D. Procedures:
* Checking
Activity 1: Listen and repeat Individually
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34 minutes - T introduces the task and plays the CD.
- Ss underline the words having ending sounds /est/, / nt/, /eit/.
- Check the answers.
- Read the words T <--> Ss
- Call on some Ss to read the sentences.
Activity 2:Listen and write down the words
- Focus on the instructions and phonetic symbols.
- Point out that Ss should listen and write down the words having the Pair work
ending sounds /est/, / nt/, /eit/
- Check answers
Key
/ est/ contest, rest, guest
/ nt/ moment, different, achievement
/ eit/ commemorate, late, debate, rate
Vocabulary:
Activity 1: Complete the text with the words from the box T <--> Ss
- T has Ss work in pairs, read the text carefully and fill in each gap with a
word.
- T reminds Ss that they have to use the correct form of the words when
filling
- T goes around and gives helps if necessary. Pair work
- - T checks with the class by saying the number
- check pronunciation and answers
Key: 1. passionate 2. talented
3. confident 4. modest
Activity 2: Ask and answer the questions T <--> Ss
- Draw Ss’ attention to the photo and questions.
- Elicit answers from the whole class
- Call on a few open pairs to ask and answer
Grammar:
Activity 1:
Complete the following compound sentences
- Remind Ss to use the coordinating conjunctions to join the two clauses T <--> Ss
- Call on some Ss to write their sentences on the board for the class to
comment on
- Correct the errors, if necessary
Activity 2: Underline the incorrect form of the verbs
- Elicit the answers and underline the incorrect parts. Ss
- Give explanations, if necessary
Project:
Students do the survey in PROJECT in groups at break time. Teacher
design the form and students hand in the results in written form as
assignment.
2 minutes
E. Experience: ........................................................................................................................................................
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FURTHER PRACTICE
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62
63
64
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KIỂM TRA ĐỊNH KÌ
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Review 1
Lesson 1 Language
- Pronounce and recognize the clusters /tr/, /kr/, / pl/, /gl/, /∂nt/, /eit/.
- Understand and use the future simple with will and going to; present simple; present continuous
tense; the passive voice
B. Preparations:
D. Procedures:
1. Warm up - T asks Ss to call out the themes in unit 1, 2 and 3 and the grammar parts.
- T leads Ss in the lesson. T <--> Ss
5 minutes
2. New lesson
A. Vocabulary:
- Explain new words if necessary
- Set time and let Sts work individually
- Check the answer as a class by saying the number, Ss say the letter. T Individually
can check their understanding by asking "How do you know?"
- Ss read and match each phrase in A with their continuation in B.
Answers: T <--> Ss
1.c 2. d 3. e 4. a 5. b
Task 2: Complete the conversation
- T asks Ss to work individually to use the word in the box to complete the
conversation.
Answers: Individually
1. lift weights 2. go rollerblading
3. exercise 4. exercise 5. watch TV
2. Pronunciation
- T sets time and let Ss do the task individually.
- Check the answers with the whole class. Individually
Answer:
/tr/ /kr/ /pl/ /gl/ /∂nt/ /eit/
train create play glide statement date
traffic credit plum glass different fortunate
travel critical please glue talent passionate
treat cream plough glow movement debate
trash crime place globe present late
- T asks Ss to read these words. T <--> Ss
2. Grammar
Task 1:Correct form
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- T elicits the forms and uses of the present simple tense; present
continuous tense and the future simple.
- Check the answers. Individually
Answers:
1. is coming – don’t want 2. don’t make- am studying
3. speaks – is speaking 4. am – ’ll / will bring
5. isn’t working/ doesn’t work - ’ll / will fix
Task 2: Rewrite T <--> Ss
- T elicits the form and use of the passive voice used with the present
simple.
- T explains new words if necessary Individually
Answers:
1. This road isn’t used very often.
2. David is not often invited to parties.
3. Fruit juice is included in the menu.
4. Mr Miller’s room is cleaned every day.
5. The music can be heard form far away. T <--> Ss
Task 3: Matching
- T elicits the use of so, and, but, and or.
- T checks with the whole class Individually
Answers:
1. c 2. d 3. e 4. a 5. b
T <--> Ss

2 minutes
Lesson 2 Skills
- Listen for gist and specific information
- Use the words and phrases related to words related to music.
- Read for general ideas and specific information about a kind of music.
- Write about what each person’s daily life is like.
B. Preparations:
D. Procedures:
- T asks Ss to change the sentences into the passive voice.
1. Warm up 1. They haven’t cleaned the streets this week. T <--> Ss
5 minutes 2. He couldn’t repair the broken vase.
3. They’ll have to change the date of the meeting again.
4. Mr. Dryden mended the washing machine.
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2. New lesson
I. Reading Individually
37 minutes - T asks Ss to do activities 1 and 2 individually and check their answers
with a partner’s.
- T gives the correct answers and explanations, if necessary.
Activity 1b:
1. c 2. d 3. b 4. e 5. a T <--> Ss
Activity 2:
1. Country music.
2. When life becomes more complicated and difficult.
3. From the American West.
4. Twenty-four hours a day.
II. Speaking Group work
- T asks Ss to work in groups, the entire group takes notes as different Ss
ask and answer questions about household chores in their family.
- T asks each group to choose one student to report the interview results to
the class.
- T asks Ss for their comments and decides which student has the best T <--> Ss
answers.
III. Listening
- T plays the recording once for Ss to listen and choose their answers.
- T plays the recording again, so Ss can check their answers, and then give
the correct answers. Alternatively, plays the recording one or more times
for Ss to choose the correct answers.
Key:
1. T 2. F 3. F 4. T 5. F 6. T
IV. Writing
- T asks Ss to write about two types of people who have very different
lifestyles.
- T asks Ss to write about what each person’s daily life is like.
- T asks Ss to write the draft first in class, and then they may write their
final versions at home. Ss may start their writing like this:
My father and my mother have different lifestyles. My father…..
4. Homework
E. Experience:
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Unit 4 For a better community
- Get to know vocabulary about volunteer activities.
- Make simple dialogues using the given expressions.
B. Preparations:
D. Procedures:
1. Warm up - Show some pictures about voluntary activities and ask Ss to tell the
8 minutes activities in these pictures. T <--> Ss
Pictures 1: Helping the elderly
Picture 2: Teaching children to read and write
Picture 3: Cleaning the nursing home.
Picture 4: cleaning the environment.
- T checks some Ss.
-Lead in the new lesson: Activities for a better community
2. New lesson Task 1: Answer the questions
- Get Ss look at the picture page 38 then answer some questions:
34 minutes 1. What is the picture about? Pair work
2. What are the people in the picture doing?
3. What do you think about their activities?
Do you want to join a voluntary organization?
-Let Ss guess what Quan and Hieu. T <--> Ss
Answers:
1. It's about a special class.
2. The boy in blue is teaching some children.
3. ( the answer may vary)
4. (the answer may vary).
- T plays the recording.
- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two pairs to act out the
conversation.
Task 2: Answer the questions about the text
-Make sense of the questions in the text. Pair work
- Have Ss find out the answer for the questions individually.
-Go round and give help if needed.
-Check Ss by calling some pairs to read the questions and answers aloud,
the other Ss give comment.
- Provide final feedback and correction. Ss <--> Ss
* Suggested answers:
1. At about 2 p.m yesterday afternoon.
2. Hieu was working at the Happy Mind Charity Center.
3. Yes, he was.
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4. His job is meaningful because he can help the children to read and
write..
5. The answer may vary.
Task 3: Making the conversation
- Ask each pair to make a dialogue using one of the expression in the box. Pair work
- Now, we can understand the content of the conversation about Hieu's
volunteer work and can make simple dialogues.
- Guide Ss to make dialogues T <--> Ss
- Check 3 pairs and give comment.
3.
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask students to write a passage about their volunteer work (50 words)
Lesson 2 Language
- Use the adjectives ending with -ed, -ing, -ful and -less in context.
- Pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
- Use irregular past tense verbs, the past simple and past continuous correctly in combination.
B. Preparations:
D. Procedures:
1. Warm up - T asks Ss to tell the whole class about their volunteer work.
- T listens and gives marks. T <--> Ss
5 minutes
2. New lesson
A. Vocabulary:
37 minutes Task 1:
- Ask Ss to read the conversation again and underline the adjectives
ending with - ed, -ing, -ful and less Individually
- T checks some Ss.
- Guide Ss to distinguish the use and meaning of these adjectives.
+ Adjectives with -ed: Passive, often go with nouns denoting persons. T <--> Ss
+ Adjective with- ing: Active, go with noun denoting things
+ Adjs with ful have positive meaning while adjs with less have negative
meaning.
* Key:
- ed: disadvantaged, interested, excited
- ing: interesting
- ful: useful, helpful, meaningful
- less: hopeless
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Task 2:
- Ask Ss to work individually in 3 minutes then have them compare their Pair work
answer with their partner.
- Check Ss' answers and give explanation if any.
- exchange the answers with their partner.
- provide the answer.
* Key: Group work
1. meaningless 2. interested
3. hopeless 4. useful
5. excited, meaningful
6. exciting. Ss <--> Ss
2. Pronunciation
- Play the recorder and let Ss listen and repeat.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Explain the requirement of this activity to Ss , focusing on the
importance of pronouncing the ending sounds correctly in English.
Task 2:
Listen and repeat T <--> Ss
- Play the recorder and ask Ss to write
/ nd/ , /n/ and/nt/ above the words that have the corresponding sounds.
- Put Ss in pairs to practice reading the sentences.
- Invite some Ss to read the sentences in front of the class. Correct
mistakes if any.
2. Grammar
Activity 1: Individually
- Ask Ss to read the sentences, check if they understand.
- Ask Ss to pay attention to the time expressions and ask them to find the
verb tense to go with these time expressions.
- Ss work individually first to rewrite the sentences in the past tense, using
the time expression in blankets. T <--> Ss
- Ask Ss to work in pairs to check the answer.
Activity 2:
- Invite 3 Ss to write on the board, then ask them to highlight the irregular
past tense verbs.
* Key:
1. I wore jeans to school yesterday.
2. My sister and I bought a lot of clothes last summer.
3. My father read newspaper in bed last night.
4. My mother made my bed last Sunday.
5. I wrote letters to my grandparents yesterday.
2 minutes
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Lesson 2 Reading
- Know the benefit of volunteer work.
- understand the discourse and put the sentences into appropriate place.
- Guess the meaning of some words through the context.
B. Preparations:
D. Procedures:
1. Warm up - T asks Ss some questions\;

8 minutes 1. Do you like volunteer work? T <--> Ss
2. Have you ever taken part in any volunteer work?
3. What kinds of activities do you like most?
- T elicits the answers and leads Ss in the lesson.
2. New lesson Activity 1:
- Introduce the title of the reading passage and elicit the reasons why
34 minutes people volunteer.
- Invite some Ss to share their choices. Pair work
- Ss give their own ideas by ticking the reasons in the textbook.
- Ss exchange the ideas with their partner.
Activity 2:
- Ask Ss to scan the reading text and check their predictions in activity 1.
- Check Ss' answers and ask them to clues from the reading text. T <--> Ss
- Provide the answers and evidences from the reading text.
* Key: Reasons They are: a, c, e and f
Activity 3:
- Remind Ss the strategies for Gapped text or Missing sentences.
- Go through the sentences in activity 3 and help Ss to make sense of
these sentences. Individually
- Ask Ss to do this task individually, then ask them to compare the answer
in pairs.
- Check Ss' answer and give further explanation.
- Do this activity individually then compare the answer with a partner.
- Some Ss give the answer by reading the Missing sentences out loud. T <--> Ss
* Key: 1- d 2- a 3- b 4- c
Activity 4:
Ask Ss to look back at the reading text to locate the highlighted words.
- Have Ss guess the meaning of each of the highlighted word based on the
context.
- Require Ss to choose the meaning then compare with a partner.
- Check Ss' answer and give feedback. T <--> Ss
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- Guess the meaning through the context.
- Choose the correct option then compare the answer with a partner.
Key: 1.A 2 .B 3.C 4.B 5.
Activity 5:
-Let Ss work in pairs to discuss the statements.
-Elicit different ways to give opinions that Ss know and add some more if
necessary.
- Invite some Ss to talk in front of the whole class.
- Work in pairs to give their own point of view toward issues mentioned
in two statements. Pair work
- Ss take turn to talk.
Ss <--> Ss
3.
2 minutes
4. Homework - Ask students to learn by heart the new words.
E. Experience:
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Lesson 5 Listening
- Listen familiarly an announcement on certain fields.
- Develop the listening skills for general information and specific details.
B. Preparations:
D. Procedures:
Task 1:
1. Warm up - Asks students to look at the pictures to see what the people in these
5 minutes pictures are doing and some related questions T <--> Ss
+What do you think people in these pictures are doing?
+Have you ever participated in any activities like these? Share your
stories!
Ex: They are doing voluntary activities to help the needy...
2. New lesson
Task 2:
37 minutes - Tell the students to match the words with their definitions then decide T <--> Ss
the parts of speech of these words.
- Match the words with their definitions and decide their parts of speech
and take notes if necessary.
Key: a. public service announcement (noun phrase)
b. donate (v)
c. non-profit (adj)
Task 3:
- Tell students that they are going to listen to the announcement by the T <--> Ss
director of Heart to Heart Charity and decide whether the statements are
true (T) or false (F).
- Have students guess their answers before listening.
- Play the recording and let students do the activity. Possibly play the
recording again.
- Check students' answers and comments.
Key: 1. T 2. F 3. F 4. F 5. T T <--> Ss
Task 4:
- Have students listen to the announcement again and do the activity. If
necessary, teacher may explain more.
Key
1. C 2A 3. B
Task 5: T <--> Ss
- Instruct and control the discussion between students in each pair.
Ex: Have you ever volunteered or done community service? If yes, what
did you do? If no, what is our plan to help people in your community?
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- Comment and correct the possible mistakes of students.

4. Homework
E. Experience:
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Distributive period: 32 Date of teaching:
Unit 4 for a better community
Lesson 3 Speaking
- Express their opinion about priorities for community development.
- Perform their viewpoints to other people.
B. Preparations:
D. Procedures:
1. Warm up -Ask Ss to look at the pictures at page 42 and name the activities in these
8 minutes pictures. T <--> Ss
- Check some Ss then ask them whether these activities are useful to the
community or not.
- Look at the picture and tell the activity in each picture.
P1: green summer/ green volunteer
P2: donating things
P3: donating money
- These activities are useful to community
- Lead in the new lesson.
- Ask Ss to work individually to look at some activities for community
34 minutes development and to match them with the reasons why they are important. T <--> Ss
- Go round and help if necessary.
-Have them compare the answer with others.
Check Ss' answers.
- Call on individual Ss to read aloud these activities and the reasons why
they are important.
* Key:
1.d 2.c 3.e 4. a 5.b
Task 2:
- Have Ss in pairs discuss why the activities in activity 1 are important for
community development.
- Guide Ss to prepare the ideas to support their reasons. Pair work
- Invite three pairs to perform the dialogues in front of the class.
- Give feedback.
Task 3:
-Have Ss work in groups of 4 and look at activities for community
development in task 1.
- Ask members in each group to rank the activities in the order of
importance.
- Guide Ss some useful expressions in the textbook to express their ideas. T <--> Ss
Task 4:
- Ask the representatives from 3 groups to present the groups' decisions to
the whole class.
- T chooses a representative to perform their decisions/ the whole class
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listen to the representatives and vote for the best decisions. Group work
- Ask the whole class to vote for the group with the best decisions.
Ss <--> Ss
3.
2 minutes
4. Homework - Ask students to Exercises in workbook: C1, C3
E. Experience:
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SỬA BÀI KIỂM TRA ĐỊNH KÌ
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Lesson 6 Writing
- Write an application letter applying for a volunteer job in a formal tone.
- Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
D. Procedures:
- T asks students to look at the job advertisement and highlight the key
1. Warm up information:
7 minutes - Look at the job advertisement and focus on some key information: job T <--> Ss
title, qualities needed for the job, working experience needed for the job,
and the address of the employer.
- Possibly explain and give more details about the job advertisement.
2. New lesson
Task 1:
35 minutes - Tell the students to find the purpose of the letter and the comment. T <--> Ss
- Point out the reason why Quan wrote the letter.
Answer: He wanted to apply for the volunteer teaching job.
Task 2: Answer the questions
- Tell students to read the letter again and answer the questions. Pair work
- Call on some students to answer and give feedback.
Key:
1. He saw the advertisement in the Young Newspaper on February 22nd.
2. He taught a group of primary students in his area.
3. He taught them for two months.
4. He is creative, patient, and has great love for children. Ss <--> Ss
5. He can give four references.
6. He can start teaching from next month.
Task 3:
- Tell students to read the letter again and match each paragraph in the
letter with its purpose. Group work
- If necessary, explain to students.
- Ss read different purposes of each paragraph of an application letter then
match each paragraph with its purposes.
- Work in groups and then give answers.
Key: Paragraph 1: b Paragraph 2: c T <--> Ss
Paragraph 3: d Paragraph 4: a
Task 4:
- Ask students to read the job advert and answer the questions.
- Read the advertisement and answer the questions about this job advert. Pair work
(Answer these questions by themselves first and then check with their
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partners. )
- Get students' answers and comments.
Key: 1. Reliable and hard-working
2. Welcoming guests and receiving donations for the organization.
Task 5:
- Instruct students to write a formal letter of 140-160 words applying for
the job. Follow the writing plan in task 3.
- Go around to offer helps.
- Get some outputs to highlight and comment and correct the possible T <--> Ss
mistakes of students.

4. Homework - Write an application letter.
E. Experience:
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+ Talk and express their views about priorities for community development in their living area.
+ Talk about a person in their community/culture and his/her contribution to community development.
- Through the lesson, teacher will help Ss know some local and global activities for community development.
B. Preparations:
D. Procedures:
- Tell students to ask and answer about volunteer activities they have ever
1. Homework taken part in or hope to take part in.
7 minutes T <--> Ss
- Ss present a small conversation as guided about volunteer activities to
support develop community.
- Control the discussion and correct.
Activity 1: Think global, act local Pair work
35 minutes
- Elicit students' interpretation of this saying, encourage students to speak
their minds.
- Check and correct possible mistakes. T <--> Ss
- Instruct students to rank the activities in order of importance.
Activity 2: Exchange your opinion
- Have students form groups consisting of students coming from different Group work
parts for the districts.
- Ss work in groups to exchange their points of view based on the example.
- Go around to offer helps and comments. T <--> Ss
- Check answers with the whole class.
2. Culture: Wise words
Activity 1:
- Ask students to look at the man in the picture and say whether they know Group work
anything about him and his contributions.
- Ss discuss with their partners in appropriate groups to share their
knowledge about the man named Mahatma Gandhi. T <--> Ss
Activity 2:
- Tell the students to read a text about Mahatma Gandhi and answer the Pair work
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questions about his life
- Read the text on their own, find information to answer questions, and
T <--> Ss
compare with other students.
- Take notes if necessary.
2 minutes
- To help Ss do the exercises and distinguish between some clusters /end/, /ent/....
+ Use the language of Unit 4
+ Talk about volunteering and community development.
+ Work out a plan to help someone in need in a country.
B. Preparations:
D. Procedures:
* Checking
1. Homework - Ask students to recall what they have learnt in Unit 4.
8 minutes - Speak out their ideas and opinions, knowledge that they have learnt in T <--> Ss
Unit 4.
- Speak out their ideas and opinions, knowledge that they have learnt in
Unit 4.
Activity 1: Listen and circle the words you hear in the sentences Individually
34 minutes - T introduces the task and plays the CD.
- Ss underline the words that Ss can hear in the sentences.
- Read the words T <--> Ss
- Call on some Ss to read the words.
Key: 1. B 2. A 3. B 4. B 5. B 6. B
Vocabulary:
Activity 1: Complete the text with the words from the box
- T has Ss work in pairs, read the text carefully and fill in each gap with a Pair work
word.
- T reminds Ss that they have to use the correct form of the words when
filling
- T goes around and gives helps if necessary.
- T checks with the class by saying the number T <--> Ss
- Check pronunciation and answers
Key: 1. meaningless 2. excited 3. meaningful
4. interesting 5. donate 6. disadvantaged
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Activity 2: Ask and answer the questions
- Draw Ss’ attention to the photo and questions.
- Elicit answers from the whole class
- Call on a few open pairs to ask and answer
Grammar:
Activity 1: Complete the following sentences using the past simple or
the past continuous form of the verbs T <--> Ss
- Remind Ss to use the forms of the past simple or the past continuous
tense.
- Call on some Ss to write their sentences on the board for the class to
comment on.
- Correct the errors, if necessary. Ss
Key: 1. The telephone rang while we were having dinner.
2. I was waiting at the bus stop when I received his text message.
3. It started to rain while we were walking home from school.
4. Were you listening when the teacher called your name?
5. He was walking along the corridor when he saw a job advertisement on
the notice board.
Activity 2: Use correct form of the verbs
- Tell students to read a text and put the verbs in the past simple or the T <--> Ss
past continuous.
- Elicit the answers and correct the answers.
- Give explanations, if necessary
Key: 1. was having 2. realized 3. was sitting
4. recognized 5. wanted 6. was happening Ss
7. told 8. ran 9. was 10. didn’t kill
Activity 3: Answer the questions
- Ask students to read the text again and answer the questions that follow.
- Correct and comment.
Key: 1. She was a school girl from Surrey, England.
2. She was interested in Geography.
3. The sea water suddenly receded from the shoreline, which is a
symptom of a tsunami.
4. She told her parents about a possible tsunami, and her father warned
other people on the beach and the staff at the hotel where the are staying
about it.
5. Students’ own answers.
Project: Students do the survey in PROJECT in groups at break time.
Teacher design the form and students hand in the results in written form
as assignment.
Group work
2 minutes
4.Homework - T asks Ss to learn the structures and vocabulary.
E. Experience: ……………………………………………………………………………………………………
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FURTHER PRACTICE
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90
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Unit 5 Inventions

- To teach Ss to listen and read a conversation about inventions and do tasks: Matching and questions and
answers.
- To teach some lexical items related to the topic inventions.
+ Use some lexical items related to the topic inventions.
+ Ask and answer simple questions about modern devices.
B. Preparations:
D. Procedures:
- Ask Ss to look at the picture and introduce Phong and his father and then
1. Warm up ask Ss the question:
8 minutes T <--> Ss
What are Phong and his father talking about?
They are talking about modern devices like smart phone, laptop…..
2. New lesson Task 1: Listen and read
- Play the recording, and ask Ss to read the conversation.
34 minutes
- Let Ss, in pairs, practise reading the dialogue aloud. Pair work
- Call on some pairs, give comment on Ss’ pronunciation.
Task 2: Answer the questions
- Ask Ss to read the conversation again and think of the answers to the
T <--> Ss
questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Assist Ss to understand the questions and key words in Activity 2
- Get Ss, in pairs, to ask and answer questions about the conversation.
- Call several pairs to read the questions and their answers. Ask the others
Pair work
to give comment.
- Check the answers and provide the correct ones if necessary.
- Provide final feedback.
1. He promised to reward Phong if he passed the English test.
2. Because his old mobile phone is still good.
3. Computers have changed our lives in many ways: faster T <--> Ss
communication, free entertainment and convenient shopping.
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4. He will use his laptop for listening to music, playing games, chatting
with his friends, researching topics on the Web and typing his assignment.
Individually
Task 3: Matching
- Have Ss read the dialogue again and underline the words in the table.
- Guide Ss to guess the meaning of these words.
- Ask Ss to match the words with the definitions.
-Ask the whole class to read these words.
Key:
1. c 2.a 3. d 4.b
3.
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. Homework - Ask Ss to learn by heart important words with the topic and do part 1 in
1 minute T <--> Ss
student’s book.
Lesson 2 Language
- To teach Ss to pronounce compound nouns, noun groups and their stress pattern in isolation and in context.
- To teach Ss to form compound nouns and their meanings.
- To teach Ss to use the present perfect tense and use the gerunds and infinitives to talk about the uses or
purposes of something.
+ Understand and use the present perfect tense to describe an event or action and the gerunds and
infinitives to talk about the uses or purposes of something.
+ Pronounce compound nouns and noun groups in isolation and in context.
+ Use some lexical items related to the topic inventions.
B. Preparations:
D. Procedures:

- Give some pictures and asks Ss in two teams to write a compound noun
1. Warm up to describe each picture.
- Check Ss’ work and comment. T <--> Ss
5 minutes * Answer:
School-boy, boy –school, blackboard, laptop, headphone.
- Lead in the new lesson
2. New lesson
A. Vocabulary:
- Ask Ss to give the meaning of the compound nouns and their parts.
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- Call some Ss to write on the board and give comment. Individually
- Help Ss to realize that most of compound nouns have the meanings as
a combination of their parts, however, some words have different
meaning like “ laptop” T <--> Ss
- T checks some Ss.
- Check answer as a class.
* Key: 1. video game: a game in which players control and move images
on a screen
- video: film or image
- game: something you play for fun
2. smartphone: a mobile phone that has some functions of a computer
- smart: intelligent, computer-controlled
- phone: a telephone
3. laptop: a portable, small computer that can work with a battery Pair work
- lap: top part of your leg
- top: upper surface
4. e-book: a book that is displayed on a computer screen or an electronic
device
- electronic: using microchips to control a small electric current Individual
- book: a written work
5. e-mail: a way of sending messages to other by using computer
- electronic: using microchips to control a small electric current
- mail: post letters Ss <--> Ss
Task 2:
- Have Ss, in pairs, to match the first part of words with the second ones.
- Check Ss’ words and meaning of these compound nouns.
- Check Ss' answers and give explanation if any. Pair work
- Exchange the answers with their partner.
- Make sure that Ss have the right answers by going over all the answers
in class. Allow Ss to look up the words in the glossary, if necessary.
* Key: 1. pencil case 2. blackboard T <--> Ss
3. washing machine 4. headphones 5. food processor
2. Pronunciation
Task 1: Listen and repeat
- Play the recording for Ss to repeat chorally and individually.
- Focus on the stress patterns of compound nouns ( main stress is usually Ss <--> Ss
on the first part) and noun groups ( main stress is on the second part).
- Play it again with pauses for Ss to repeat each word chorally.
- Give the meaning of the words if necessary. Help Ss distinguish
compound nouns and noun groups.
- Ask Ss to work in pairs and take turns reading the words.
Task 2: Listen and tick
- Play the recording and ask Ss to tick (v) before the stressed syllable in Individually
each word.
- Ask Ss to take turns reading the words.
- Invite some Ss to read the words in front of the class. Correct mistakes if
any.
* Key: 1. b 2. a 3. a 4. b 5. a T <--> Ss
2. Grammar:
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a. Gerunds and infinitives
Activity 1:
- Explain to Ss that: V- ing is used after for and To inf. is used to
describe purpose of something.
- Get Ss do Exercise 1 individually in 5 minutes.
- Go round to assist Ss, then call some Ss to check the answers
- Go over all the answers in class.
Key: 1. getting, sending 2. to create, to contract 3. to read Individually
4. to play 5. chopping, mixing 6. to store
Activity 2:
- Divide the class in two groups.
- Take turn to send a representative to describe the pictures using target
language, other member make yes/ no questions to guess the objects.
- Control and judge Ss’ work.
b. The present perfect tense
Activity 1:
- Draw the timelines on the board and explain to Ss that they should write
a word from the box above each line. Group work
- Call Ss to label the timelines with the words from the box.
- Give feedback and explain to Ss more about the present prefect.
Activity 2:
- Have Ss, in pairs, match the beginning with suitable ending then put the
verb in the present perfect or the present simple.
- Check and comment.
1.c ( has broken) 2. d (looks - has lost)
3. e (do you know, have got ) 4. a ( have asked)
5. c ( left - have disappeared) Individually
Activity 3:
- Have Ss do this exercise individually in 5 minutes.
- Check the answers with the whole class
- Provide the answer and the explanations. Pair work
* Answer: 1. seems 2. have affected 3. were
4. have encouraged 5. has aided 6. have killed 7. prefer
3.
4.Homework - T asks Ss to do exercises again at home.
E. Experience:
………………………………………………………………………………………………………………..
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Unit 5 Inventions
Lesson 2 Reading

- To teach Ss to read for general ideas and for specific information about natural world as inspiration for
inventions and match the words with their definition and answer the questions.
+ Read for general ideas and for specific information about natural world as inspiration for inventions
and match the words with their definition and answer the questions.
+ Know about some inventions inspired by nature.
B. Preparations:
D. Procedures:
1. Warm up Wonderful nature

8 minutes Activity 1: T <--> Ss
Have Ss look at the pictures in the textbook and tell:
1. What can the animals or leaves do that people can’t?
2. What objects have people invented to make up for what they can’t do?
- Assist Ss with useful words to express their ideas.
- Ss look at the pictures and tell the abilities of the creatures and leaves
mentioned in the textbook.
* Suggested answer:
Picture a: a bird can fly
Picture b: a dolphin can stay under water for a long time.
Picture c: a lotus leave doesn’t get wet.
 People have invented an aeroplane, a ship or submarine, and a
waterproof raincoat to make up for what they can’t do.

- Check some Ss and ask the other to give comment on their friends’ Individually
7 minutes answers.
- Ask Ss to read the text quickly to choose the most suitable title for it.
- Check and explain
- T asks Ss to skim the text and choose the best answer.
* Key: T <--> Ss
b. imitating Nature.
10 minutes Activity 3:
- Let Ss read the passage again and then guess the words in the left
column in their context. Pair work
-Ask Ss to do activity 3 in 6 minutes.
- Call some students to check the answers.
- Read the passage again to do activity 3.
- Compare the answer with a partner.
- Provide the answers. T <--> Ss
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1. b 2. e 3. a 4. c 5. f 6. d
12 minutes - Ask Ss to read these important words in the whole class twice.
Activity 4:
- Help Ss to make senses of the questions in Activity 4 and realize key
words. Pair work
- Ask them to ask and answer the questions in pairs in 10 minutes.
- Go round and assist Ss.
- Ask some pairs to present the questions and answers orally, ask the
others listen and give comment.
- Provide final feedback. T <--> Ss
* Suggested answer:
1. The inventions that imitate animals are aeroplane and the submarine.
2. The inventions that imitate plants are Velcro, the self- cleaning glass
window and umbrella fabric.
3. Because it helps us to travel long distance in the air and encourage the
development of tourism and trading
.4. A submarine can help scientists to learn about life under the sea.
5. The material that makes up the glass window has the ability to wash
away the dirt in the rain.
6. An aeroplane “ Its wings and shape imitating those of birds”
A submarine: “ imitates a dolphin’s shape”
5 minutes The Velcro: “hook and loop fastener; two fabrics sticking together thank
to the hooks on one surface and the loops on the other”.
Activity 5:
-Have Ss work in groups of three or four to discuss the questions and
decide which of the four inventions is the best imitation of the nature.
And explain their choice. Group work
-Check some groups’ work and comment.
T <--> Ss
3.
2 minutes
4. Homework - Ask students to learn by heart the new words.
1 minute - Do exercise in reading part in student workbook. T <--> Ss
E. Experience:
....................................................................................................................................................................................
....................................................................................................................................................................................
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Unit 5 Inventions
Lesson 5 Listening
- To teach Ss to listen an interview for specific information.
- To teach Ss about modern inventions.
+ Listen and do the tasks.
+ Develop the listening skills for specific details.
+ Talk about modern inventions.
B. Preparations:
D. Procedures:
- Inform Ss of the lesson objectives: Listening for specific information
1. Warm up about an interview.
5 minutes - Ask Ss to name some modern inventions in the world that they know. T <--> Ss

- Ask Ss to look at the picture and answer the guiding questions.
13 minutes a. What does this flying car have on both sides of its body? Does it have T <--> Ss
wheels?
b. Can it fly? Can it run on the ground? Can it move in water?
Activity 2:
- Ask Ss to look at the words listed and explain the meaning of the words
they do not know.
- Have them to listen and tick the words they hear
Key:
17 minutes Traffic jams; collapse; garage; gallon; runway
Activity 3: Answer the questions
- Ask Ss to listen again and answer the questions
- Encourage Ss to take notes. Remind them that notes are keys words and T <--> Ss
ideas that can be written down quickly.
recording again.
- Have Ss compare their answers with their partners’
Key:
1. In New York City
2. He’s businessman
3. He’s considering owning a flying car to deal with the traffic problem.
4. It’s not too big, so it can be put in a garage.
5. This flying car cannot take off without a runway.
Activity 4:
This task focus on specific information about the flying car. T <--> Ss
- Ask Ss to guess what kind of information they may put in the gaps.
- Play the tape again and instruct Ss only focus on information about size,
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petrol consumption, speed of the flying car.
recording again.
Key: 1. bigger
7 minutes 2. 5(in the air); 1(on the ground)
3. 200 (in the air); 120 (on the ground)
Activity 5:
- Ask Ss to discuss in pairs whether or not they want to own a flying car.
- Draw their attention to the problem with the flying car Pair work
(e.g. In need of a runway)
A possible solution to the problem. Making it leave the ground like a
helicopter
4. Homework
E. Experience:
....................................................................................................................................................................................
....................................................................................................................................................................................
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Distributive period: 41 Date of testing:
Unit 5 Inventions
Lesson 3 Speaking
- To teach Ss to talk about inventions, their uses and their benefits.
- To teach Ss some words and phrases related to inventions.
+ Talk about unique inventions, their uses and their benefits.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher:+ Handouts, textbook and pieces of papers.
+ Language: Present simple, gerunds after ‘used for’ and infinitive to express purposes.
D. Procedures:
1. Warm up -Ask Ss to fill in the word- web about Modern inventions and their
7 minutes functions in four minutes. T <--> Ss
-Work in 4 groups to fill in the word- web.
- the representatives from four groups present their works in the boards.
- Check Ss’ work and give comment.

- Ask Ss to think of the heading of the speaking lesson “ Unique Pair work
10 minutes inventions”  very special and unusual inventions.
- Ask Ss to practise the conversation in pairs.
- Invite two pairs to read aloud, give comment on Ss’ pronunciation.
T <--> Ss
- Explain some new words
12 minutes +Solid object (NP): + Original (n)
Task 2:
-Have Ss complete the table about 3- D printer.
- Control and assist. Pair work
- Check Ss’ work and comment.
- Work in pairs to fill in the suitable information in the table.
* Suggested answers.
a. Name of invention 3-D printer
b. Characteristics bigger and heavier than a normal T <--> Ss
printer
c. Use To produce solid objects similar
to the originals
13 minutes
d. Benefits Saving a lot of money
Task 3:
- Ask Ss look at the pictures of a portable solar charger and a USB stick, Group work
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and discuss which benefits ( in the box) are suitable for each invention.
- Explain new words if any.
- Let Ss work in groups to do this activity in 4 minutes.
- Check some Ss’ answers. And comment.
- Work in groups of three or four to discuss the benefit of a portable solar
charger and a USB stick. Ss <--> Ss
* Suggested answer:
+ Portable solar charger: not dependent on electricity, environmentally-
10 minutes friendly, easy to carry, not costly
+ USB stick: not costly, easy to use, easy to transport files.
Task 4:
- Have Ss in pairs make up similar dialogues with the information in the
Pair work
table.
- Check two to three pairs and give comment on Ss’ pronunciation and
intonation.
Task 5:
- T gives a model for Ss.
I’d like to recommend a food processor to all of you. This machine is
small and portable. It is used to prepare meals with delicious dishes within T <--> Ss
a short time. It’s an economical device for all households.
- Get Ss to work in groups of four or five to give a similar small talk.
- Check some Ss and give feedback to their talks.
3.
2 minutes
4. Homework - Ask students to learn by heart the expressions.
- Prepare a small talk to introduce a new item to the class in the next
period.
E. Experience:
....................................................................................................................................................................................
....................................................................................................................................................................................
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Unit 5 Inventions
Lesson 6 Writing
- To teach Ss to write about the benefits of an invention and provide Ss with new words and structures
related to modern inventions.
+ Learn about the disadvantaged of being a working mother.
+ Write a short paragraph about the benefits of an invention with supporting ideas.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
D. Procedures:
1. Warm up Inform the class of the lesson objectives: writing a paragraph with details
4 minutes or examples as supporting ideas. T <--> Ss
2. New lesson How good is it?

Task 1:
18 minutes - Have Ss work in pairs and discuss whether or not they have any of the Pair work
audio devices illustrated by the pictures.
- Encourage Ss to extend their discussion to benefits of each kind of
device. T <--> Ss
* Expected answers:
+ The speaker can produce sounds loud enough for everybody in a large
room to hear.
+ Headphones and earbuds do not disturb other people when you listen to
music; earbuds are more convenient than headphones because they are
smaller in size. Ss <--> Ss
Task 2:
The focus of this task is on how to develop a paragraph. Explain to Ss that
one way to support an idea in a paragraph is to give further explanation or
an example.
- Ask Ss to read a paragraph about benefits of earbuds and match the Group work
details with the benefits
- Call on some students to answer and give feedback.
20 minutes Key: 1.c 2.a 3.b
Task 3:
- Have Ss read the paragraph about earbuds again and complete the T <--> Ss
outline of this paragraph.
- Help Ss to analyse the structure of a paragraph step by step.
- If necessary, explain to students.
Key:
a. Topic: The benefits of earbuds
b. Thesis sentence (Topic sentence): what are its benefits?
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c. Supporting idea 1 and further explanation: small, light, portable→put
in a bag or pocket
Supporting idea 2 and further explanation: not costly →about 100,000
VND
Supporting idea 3 and further explanation: used everywhere→will not
disturb anybody
Task 4:
- Put Ss into groups of two groups. Ask them to choose one invention and Group work
discuss what they will write about.
- Encourage Ss to make complete sentences about the benefits of the
invention they have chosen.
- Call on some Ss to suggest their group’s thesis sentence and the benefit
of the invention they have chosen. Individually
- Have Ss work independently and write their own paragraphs. When they
finish, ask them to exchange it with partner for peer comments/
correction.
- Walk around and offer help if necessary.
- Choose one or two paragraphs and ask the whole class to give comments T <--> Ss
and corrections.
- Get students' answers and comments.
- Get some outputs to highlight and comment and correct the possible
mistakes of students.

4. Homework - Write the text again at home.
E. Experience:
....................................................................................................................................................................................
....................................................................................................................................................................................
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Unit 5 Inventions

- To teach Ss about inventions in Asian countries.
- To teach Ss to talk and read about inventions in Asian countries.
+ Understand and read about t inventions in Asian countries.
+ Talk about about inventions in Asian countries and the reason why they vote for an invention.
+ Get to know about some inventions in Thailand which contribute to agriculture development and
environmental protection.
B. Preparations:
D. Procedures:
1. Warm up - Inform the class of the lesson objectives: Further skill development
2 minutes T <--> Ss
Gender equality in Viet Nam
15 minutes
Activity 1: Voting
Whole class
- Explain to Ss that they need to consider all four criteria when voting for
the best invention.
- To give Ss more freedom, allow them to choose another invention not
mentioned in the list.
T <--> Ss
- Focus on four criteria. Inform Ss that they will have more chances to
practice speaking.
Activity 2: Reporting
- Have Ss prepare a talk about the best invention. Individually
- Call some Ss to present.
- Ss can follow the model:
We vote for…………because they are very…….We use them
to……………..What’s more,………………..
- Go around to offer helps and comments.
10 minutes - Check answers with the whole class.
2. Culture:
Activity 1:
- Ask Ss to look at the pictures and discuss with a partner what the inventions
are for. Them have them guess which countries these inventions are from. Pair work
- Focus on the instructions and pictures.
*Key:
15 minutes 1. China: (c) 2. Japan: (d)
3. Singapore: (b) 4. The Philippines: (a) T <--> Ss
Activity 2:
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- Tell Ss some important information about King Bhumibol Adulyadej. Ask
Ss if they know the meaning of ‘patent’. Explain to them that an inventor
needs to get a patent for his invention to protect his/her idea.
- For more advanced classes, extend the activity by letting Ss discuss
whether there are patents in Vietnam.
- Ask Ss to read the text and answer the questions
Give Ss time to read the text. Pre-teach some words that might be new to Ss. Pair work
- Walk round to monitor the class and offer help, if necessary.
- Read the text on their own, find information to answer questions, and
compare with other students.
- Take notes if necessary. T <--> Ss
* Key:
1. The two issues are agriculture development and environmental protection
2. a. rain-making technique; b. biodiesel; c. Chaipattana Aerator
3. Chaipattana Aerator and rain-making techniques
4. All three inventions have helped to protect the environment:
+ Chaipattana Aerator→ cleans wastewater
+ Rain-making techniques→ improves forest conditions
+ biodiesel→ reduce the use of fossil energy
2 minutes

- To help Ss pronounce correctly compound nouns and noun groups with stress on the first or second word in
isolation and in context.
- To teach Ss some lexical items related to the topic Inventions.
- To teach Ss to do the tense exercises (the present simple and present perfect) and exercises on gerunds and
to infinitives.
+ Pronounce correctly compound nouns and noun groups related to the topic Inventions.
+ Use some key words of the same topic and the passive voice with modals.
+ Exchange opinions about the benefits of some inventions.
B. Preparations:
D. Procedures:
* Checking
1. Homework - Ask students to recall what they have learnt in Unit 5.
5 minutes - Speak out their ideas and opinions, knowledge that they have learnt in T <--> Ss
Unit 5.
- Inform the class of the lesson objectives: reviewing pronunciation,
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vocabulary, and grammar.
2. New lesson I. Pronunciation:
Activity 1: Individually
7 minutes - Ask Ss to pick out compound nouns and put them in the first column.
The other words are noun groups and are put in the second column.
- Help them review the stress patterns of compound nouns and noun
groups. T <--> Ss
Key:
Oo oO
Food processor Solar charger
Smartphone Correction pen
Laptop Digital camera
Washing machine
Earbuds
Runway
Activity 2: Whole class
- Play the recording. Ask Ss to listen and repeat the words.
12 minutes II. Vocabulary:
Activity 1:
- The five words in the box are the most commonly used ones in the unit.
Have Ss put them in the gaps of the five sentences. T <--> Ss
- Have Ss read the exchange once to grasp the general idea. Then have
them work with a partner and discuss which word should be used in each
gap.
- T has Ss work in pairs, read the sentences carefully and choose the Pair work
words to complete the sentences.
- T checks with the class. T <--> Ss
15 minutes *Key: 1. economical 2. invention 3. portable
4. benefits 5. expensive
III. Grammar:
Activity 1:
- Have Ss read the exchange once to grasp the general idea. Then have Pair work
them work with a partner and discuss which verb should be used in each
gap.
- T has Ss work in pairs, read the sentences carefully and choose the
words to complete the sentences.
- T checks with the class.
* Key: 1. is 2. haven’t planned 3. have wasted
4. don’t have 5. haven’t started 6. says
Activity 2:
- Ask Ss to use the gerund after ‘be used for’ and infinitive form after ‘be
used to” to describe functions or purposes of things. Individually
- Have Ss do the exercise individually first. Then ask them to work in
pairs to practice asking and answering the questions.
- Ask Sts to underline the words in italics that best complete the sentence
- Call some of them to tell the answers.
- Give comment if necessary T <--> Ss
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*Key:
1. A washing machine is used for washing clothes
2. A solar charger can be used for charging mobile devices
3. I use a laptop (smartphone, ipad,..) to listen to music and watch video.
4. A correction pen is used for covering a writing error.
3 minutes 5. I use a 3-D printer to produce/make solid objects (OR:…for producing
solid objects)
IV. Project:
Students do the survey in PROJECT in groups at break time. Teacher
design the form and students hand in the results in written form as
assignment. Group work
2 minutes
4.Homework - T asks Ss to learn the structures and vocabulary.
E. Experience:
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FURTHER PRACTICE
A. MULTIPLE CHOICES:
I/ Choose the word whose underlined part has a different pronunciation from the others in each group:
1/ A. technology B. different C. mental D. dentist
2/ A. computer B. from C. box D. doctor
3/ A. happy B. weekly C. accuracy D. multiply
4/ A. produced B. wanted C. needed D. subtracted
5/ A. magazine B. device C. live D. unit
6/ A. teen B. speed C. reenter D. keep
7/ A. of B. often C. foreign D. five
8/ A. music B. computer C. document D. illustrate
9/ A. invention B. option C. calculation D. question
10/ A. ask B. answer C. and D. active
II/ Choose the word whose main stress is placed differently from the others in each group:
1/ A. technology B. illustration C. definition D. electronic
2/ A. computer B. different C. capable D. calculate
3/ A. number B. software C. manage D. invent
4/ A. become B. hardware C. letter D. music
5/ A. office B. language C. around D. other
6/ A. beauty B. machine C. dail y D. modern
7/ A. newspaper B. multiply C. magical D. allowance
8/ A. magazine B. collection C. performer D. invention
9/ A. request B. subtract C. produce D. action
10/ A. device B. lighting C. magic D. worry
III/ Select the synonym of the following bold and underlined word in each sentence in the unit:
1/ We visit shops, offices, and places of scenic beauty with the help of computers.
A. stay with B. look at C. stop over D. come to see
2/ We visit shops, offices, and places of scenic beauty with the help of computers.
A. houses B. pubs C. stores D. inns
3/ We read newspapers and magazines which have been produced on computers.
A. born B. shaped C. begun D. manufactured
4/ What makes computer a miraculous device?
A. strange B. superhuman C. wonderful D. famous
5/ Each time you turn it on, with appropriate hardware and software, it is capable of doing almost anything
you ask.
A. suitable B. good C. right D. important
6/ It is a calculating machine which speeds up calculations: it can add, subtract, multiply, and divide with
lightning speed and perfect accuracy.
A. full B. total C. capable D. exact
7/ It is a calculating machine which speeds up calculations: it can add, subtract, multiply, and divide with
lightning speed and perfect accuracy.
A. precision B. goodness C. loveliness D. wonder
8/ It is an electric store which manages large collections of data.
A. handles B. works C. drives D. pilots
9/ Decide which of the three options below is the best title for the passage.
A. voices B. desires C. choices D. answers
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10/ Ask and answer questions about the uses of modern inventions.
A. up-to-date B. new C. late D. present
IV/ Select the antonym of the following bold and underlined word in each sentence in the unit:
1/ Look at the illustrations of different parts of a computer system.
A. together B. similar C. average D. pure
2/ She was wearing a beautiful dress.
A. unsightly B. dirty C. dusty D. bad
3/ We receive letters from and send letters to almost every part of the world with the help of computers.
A. take B. buy C. sell D. break
4/ And we can even learn foreign languages on computers.
A. known B. native C. natural D. expected
5/ Each time you turn it on, with appropriate hardware and software, it is capable of doing almost anything
you ask.
A. unsuitable B. unimportant C. ill-prepared D. irregular
6/ The man understood the lessons very well.
A. ill B. hardly C. poorly D. wrong
7/ Listen to the old man’s story again and write in the missing words.
A. existing B. near C. here D. nearby
8/ Places of scenic beauty are places where the scenes are interesting and beautiful.
A. incorrect B. tiresome C. irrelevant D. unlucky
9/ Why is computer a miraculous device?
A. ordinary B. improper C. false D. ugly
10/ My personal opinion is that the students should be doing more work outside the classroom.
A. national B. inner C. spiritual D. public
V/ Choose the best answer A, B, C or D for each sentence:
1/ She noticed a marked _______ in the children on her second visit.
A. differ B. difference C. different D. differently
2/ She had been a _______ in her day.
A. beauty B. beautician C. beautify D. beautiful
3/ By my _______, we made a profit of £20 000 last year.
A. calculate B. calculator C. calculation D. calculated
4/ The government provided an _______ £25 million to expand the service.
A. additive B. addition C. additional D. additionally
5/ Disagreements about defence cuts have opened up deep _______ within the military.
A. divide B. divisions C. divided D. divisional
6/ Use conditioner regularly to make your hair soft and _______.
A. manage B. management C. manager D. manageable
7/ I found the talk both informative and _______.
A. entertain B. entertainer C. entertaining D. entertainment
8/ What’s your _______ of happiness?
A. definition B. definite C. indefinite D. definitive
9/ We don’t know whether he’s _______ or dead.
A. live B. lively C. alive D. living
10/ She has a highly _______ mind.
A. invent B. inventive C. inventor D. invention
VI/ Choose the correct words to complete the sentences:

1/ The taxi drivers’ strike _______ last month, and it still _______ on these days.
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A. began- is going B. had begun- goes
C. began- goes D. had begun- is going
2/ You _______ the work that you _______ assigned to.
A. didn’t finish- had been B. don’t- are
C. haven’t finished- were D. can’t finish- could be
3/ My teacher _______ while he _______ a car.
A. didn’t smoke-is driving B. hasn’t smoked-was driving
C. doesn’t smoke-is driving D. hadn’t smoked-was driving
4/ By the end of this week, Valentine _______ and _______.
A. comes-goes B. would come-go
C. will come-go D. will have come-gone
5/ When my aunt _______ old, she often _______ of all the things she _______ when she _______ young.
A. grew-thought-did-was B. grows-thinks-does-is
C. has grown-thinks-had done-was D. grows-thought-had done-is
6/ We _______ her brother since last Sunday, but we _______ he _______ an essay on Build a fire
at the moment.
A. didn’t see-believed-wrote
B. haven’t seen-believe-is writing
C. don’t see-believe-writes
D. haven’t seen-have believed-has written
7/ My friend and I _______ your sister tomorrow afternoon after she _______ her work.
A. will meet-will finish B. will meet-has finished
C. will have met-has finished D. will have met-will finish
8/ In a short time, when the clock _______ nine, we _______ here an hour.
A. strikes-will have been waiting B. has struck-will wait
C. strikes-will have waited D. has struck-will be waiting
9/ Do you know two straight lines which _______ at a point _______ an angel?
A. met-formed B. have met-have formed
C. meet-have formed D. meet-form
10/ What you _______ a few minutes ago while your sister _______ the dishes?
A. did...do-washed B. did...do-was washing
C. were...doing-washed D. were...doing-was washing
VII/ Find the one mistake (A, B, C or D) in these sentences and then correct them:
1/ (A) The youthful scientist declares (B) that he has concluded (C) the experiment (D) successful.
2/ It’s said that a team (A) has been setted up (B) to look into the matter (C) since (D) last week.
3/ Men (A) have traveled (B) for they first (C) appeared (D) on the earth, haven’t they?
4/ Mr. Tam, (A) who has (B) a lot teaching skill (C) at junior level, will be joining our school (D) in August.
5/ Her well-known film, (A) that (B) won several awards, was (C) about the life (D) of Lenin.
6/ We (A) met the women (B) with vehicles (C) that went to (D) market.
7/ Ms. Hanh is (A) the best (B) beautiful lady (C) that (D) I’ve ever met.
8/ Our teacher is (A) one of (B) the kindest and (C) most intelligent, (D) doesn’t mention handsome, men we
know.
9/ Her old grandmother is not (A) enough strong (B) to go (C) walking (D) up hills.
10/ What their country (A) desires is a (B) long-term policy for investment in (C) science and (D)
technological.
VIII/ Read the following passage carefully, and then select the best option A, B, C or D to complete it:
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Technology, general term for the processes by (1) _______ human beings fashion tools and machines to
increase (2) _______ control and understanding of the material (3) _______. The term is derived from the
Greek words tekhnē, which refers to an art or craft, and logia, (4) _______ an area of study; thus, technology
means, literally, the study, or science, of crafting.
Many historians of science argue not only that technology is an essential condition of advanced,
industrial civilization (5) _______ also that the rate of technological change has developed its (6) _______
momentum in recent centuries. Innovations now (7) _______ to appear at a rate that increases geometrically, (8)
_______ respect to geographical limits or political systems. These innovations tend to transform traditional
cultural (9) _______, frequently with unexpected social consequences. Thus technology can be conceived as
both a creative and a destructive (10) _______.
New vocabulary:
- to be derived from: có nguồn gốc từ
- momentum (n.): (thông tục) đà
- innovation (n.): sáng kiến, sự đổi mới
- geometrical (adj.): thuộc hình học
- geographical (adj.): thuộc địa lý
- to conceive (v.): nghĩ, hiểu; diễn đạt, bày tỏ
1/ A. that B. which C. whom D. what
2/ A. the B. its C. their D. his
3/ A. air B. atmosphere C. surroundings D. environment
4/ A. meaning B. saying C. telling D. reading
5/ A. and B. but C. or D. so
6/ A. private B. possessive C. own D. having
7/ A. like B. want C. love D. seem
8/ A. for B. by C. with D. without
9/ A. systems B. networks C. world D. matters
10/ A. work B. task C. process D. assignment
B. USE OF ENGLISH:
I/ Match the sentences, clauses or phrases in column A with the ones in column B to make meaningful sentences:
A B
1/ You will be at the meeting A/ isn’t it?
soon,
2/ There is a lot of traffic, B/ won’t you?
3/ Khanh will get better soon, C/ do they?
4/ They won’t be late for school, D/ won’t he?
5/ The girls don’t like tea, E/ will you?
6/ He hasn’t got a laptop, F/ isn’t there?
7/ You aren’t going out tonight, G/ are you?
8/ It’s a striking villa, H/ has he?
9/ Let’s go out for a walk, I/ will they?
10/ Turn on the telly, J/ shall we?
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II/ Fill each gap with a suitable word from the list below:
emergency, pressed, central, capably, accuracy, magical, excuse, device, invention, multiply
1/ Be careful what you believe - her powers of _______ are well known.
2/ The pilot of the aircraft was forced to make an _______ landing on Lake Geneva.
3/ In warm weather these germs _______ rapidly.
4/ The crowd _______ against the locked doors trying to get into the building.
5/ Rescuers used a special _______ for finding people trapped in collapsed buildings.
6/ No amount of financial recompense can _______ the way in which the company carried out its policy.
7/ Of course, you pay more for premises with a _______ location.
8/ Diamonds were once thought to have _______ powers.
9/ We can predict changes with a surprising degree of _______.
10/ She drove very _______.
III/ Supply the correct form of the word in brackets:
1/ Falling house prices are (illustrate) _______ of the crisis facing the construction industry.
2/ She started writing (poem) _______ at a young age.
3/ Well, you've made a (miracle) _______ recovery since last night!
4/ She is looking for a personal assistant with good (organize) _______ skills.
5/ We walked home arm-in-arm in the (magic) _______ moonlight.
6/ He is very (invent) _______, always dreaming up new gadgets for the home.
7/ He gave me strict (instruct) _______ to get there by eight o'clock.
8/ You have to have such a lot of (patient) _______ when you're dealing with kids.
9/ The (graduate) _______ are marked on the side of the container.
10/ You say that a baby has a (health) _______ pair of lungs when it cries loudly.
IV/ Complete the following sentences with “yes, no, already, yet, just, once, often, recently, ago, before”:
1/ A long time _______, there lived a girl called Cinderella.
2/ If you'd say _______ to the request you'd save a lot of trouble.
3/ “Are you ready?” “Not _______ - wait a moment.”
4/ An opportunity as good as this arises _______ in a lifetime.
5/ _______ we make a decision, does anyone want to say anything else?
6/ How _______ do you wash your hair?
7/ As I have _______ mentioned, I doubt that we will able to raise all the money we need.
8/ “Would you like any more cake?” “_______, thank you.”
9/ He'd _______ got into the bath when the phone rang.
10/ Until very _______ he worked as a teacher and he still shudders at the memories.
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Review 2
Lesson 1 Language
- To teach Ss to pronounce compound nouns and noun groups with stress on the first or second word in
isolation and in context.
- To teach Ss to use the present perfect; past simple; past continuous tense; to V or V-ing.
+ Recognize stress pattern: Compound nouns and noun groups.
+ Understand and use the present perfect; past simple; past continuous tense; to V or V-ing.
B. Preparations:
D. Procedures:
1. Warm up - T asks Ss to call out the themes in unit 4 and 5 and the grammar parts.
- T leads Ss in the lesson. T <--> Ss
5 minutes
2. New lesson
A. Vocabulary:
17 minutes Task 1:
- Explain new words if necessary Individually
- Set time and let Ss work individually
- Check the answer as a class.
Answers: T <--> Ss
1. boring – bored 2. interested – interesting
3. parentless – homeless 4. useful
5. disappointed - hopeful
Task 2: Complete the sentences
- T asks Ss to work individually to use the words in the box to complete Individually
the sentences.
- T asks Ss to write the answers on the board.
- T reads aloud each answer and asks the class if they agree or not, then
confirms the correct one. T <--> Ss
Answers:
7 minutes 1. smart phone 2. e-books 3. online games
4. laptop 5. mobile phones
2. Pronunciation
Task 1: Stress Individually
- T sets time and let Ss do the task individually.
- Check the answers with the whole class.
Answer:
O O O O
Washing machine Electronic book
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Food processor Solar charger
Immune system Medical mirror
13 minutes Laptop Mobile phone T <--> Ss
Hearing aid Online game
- T asks Ss to read these words.
2. Grammar
Task 1:Correct form
- T elicits the forms and uses of the past simple; past continuous tense Individually
with “when” or “while”.
- T asks a student to write the answers on the board while other Ss also do
this task.
- Ask Ss for explanations, if necessary. T <--> Ss
Answers:
1. arrived – was talking 2. was making – rang
3. were playing – began 4. saw – was standing Individually
5. stole – was getting on
Task 2: Correct form
- T elicits the form and use of present perfect
- T explains new words if necessary
Answers:
1. Have you visited 2. did you see 3. saw T <--> Ss
4. was spending 5. have never been
Task 3: Correct form
- T elicits the form of the verb (V-ing or to V). Individually
- Ask Ss to do this activity individually and then compare their answers
with a partner’s.
- T checks with the whole class T <--> Ss
Answers:
1. conducting 2. to surf 3. printing
4. to buy 5. to defrost
2 minutes
E. Experience:
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Review 2
Lesson 2 Skills
- To revise the language and skills Ss have learnt and practised in units 4 -5.
+ Listen for specific information
+ Use the words and phrases related to words related to Inventions.
+ Read for general ideas and specific information about Inventions.
+ Summarise their answers.
+ Write about the benefits of a handheld device.
B. Preparations:
D. Procedures:
- Inform the class of the lesson objectives: Reading about Up in the sky,
1. Warm up speaking about activities for your community, listening about volunteer T <--> Ss
5 minutes work for children in Viet Nam and writing about the benefits of a
handheld device.
2. New lesson
I. Reading Individually
10 minutes - T asks Ss to do activities 1 and 2 individually and check their answers
with a partner’s.
- T gives the correct answers and explanations, if necessary.
Activity 1b:
1. c 2. d 3. b 4. e 5. a T <--> Ss
Activity 2:
1. Country music.
2. When life becomes more complicated and difficult.
7 minutes 3. From the American West.
4. Twenty-four hours a day.
II. Speaking Group work
- T asks Ss to work in groups, the entire group takes notes as different Ss
ask and answer questions about household chores in their family.
- T asks each group to choose one student to report the interview results to
the class.
10 minutes - T asks Ss for their comments and decides which student has the best T <--> Ss
answers.
III. Listening
- T plays the recording once for Ss to listen and choose their answers.
- T plays the recording again, so Ss can check their answers, and then give
the correct answers. Alternatively, plays the recording one or more times
for Ss to choose the correct answers.
Key:
10 minutes 1. T 2. F 3. F 4. T 5. F 6. T
IV. Writing
- T asks Ss to write about two types of people who have very different
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lifestyles.
- T asks Ss to write about what each person’s daily life is like.
- T asks Ss to write the draft first in class, and then they may write their
final versions at home. Ss may start their writing like this:
My father and my mother have different lifestyles. My father…..
4. Homework
E. Experience:
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KIỂM TRA ĐỊNH KỲ
119
Distributive periods: 49, 50
ÔN TẬP
SECTION A: LISTENING
PART 1: Listen and tick (v) the box. There is one example.
0. Where's the new DVD?
1. Which book did John buy?
2. What does Sally want to do?
3. What's in the playground?
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4. What's Ben drawing?
5. What's Mum doing?
PART 2: Listen and write one missing word for each space below.
REDBRIDGE SPORTS CENTRE
(0) – Name: ………Lucy Flynn……………..
(1) – Which class? ………………………………….
(2) – When? …………………………………
(3) – Name of teacher? ………………………………..
(4) – Comes to Centre by: ………………………………
(5) – Favourite sport: ………………………………..
PART 3: Listen to the passage and choose the correct answer.

1. When was Picasso born?
A. In 1881 B. In 1896 C. In 1973
2. Picasso received artistic training from his father at ………………………
A. thirteen B. seven C. thirty
3. How many works of art did Picasso produce?
A. 50.000 B. 1.885 C. 1.973
4. When did Picasso die?
A. In 1937 B. In 1973 C. In 1993
5.Where did Picasso die?
A. In Malaga B. In Barcelona C. In Mougins
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SECTION B : PHONETICS - VOCABULARY - LANGUAGE FOCUS
Choose the word which has the underlined part pronounced differently from the rest.
1. A. lung B. nurture C. muscle D. brush
2. A. different B. critical C. intestine D. dining table
Choose the word whose main stressed syllable is different from the rest.
3. A. nervous B. prevent C. healthy D. system
4. A. grocery B. memory C. incredible D. balance
Choose A, B, C, or D that best completes each unfinished sentence.
5. Peole tend to live in…………family which consist of parents and children.
A. blended B. nuclear C. extended D. single-parent
6. “Who……………..?” “…………………to get through to Misaki”
A. do you phone/ I’m trying B. are you phoning/ I’m trying
C. are you phoning/ I try D. do you phone/ / I try
7. I ……………….one of my special desserts for dinner, if you like.
A. make B. am going to make C. will make D. am making
8. the next train to Dublin ………….at 4:45. ( station announcement)
A. will leave B. is leaving C. is going to to leave D. leaves
9. Mark is _________ with the volunteer work in this charity organization. He is not very ________ about
getting a paid job next time.
A. disappointed/ hopeful B. disappointed/ hopeless
C. disappointing/ hopefulness D. disappointing/ hopes
10. It is__________.that controls all the organs in the body.
A. heart B.brain C. spine D. nerves
11. __________takes place when the female provides the main source of income for the family
A. Breadwinner Mom B. Breadwinner Dad
C. Breadwinner D. Breadwinner male
12. the ____________system is to process the nutrients absorbed from the small intestine.
A. Respiratory B. Circulatory C. Digestive D. Skeletal
13. Students should have their eyes ____________ regularly.
A. tested B. to test C. test D. testing
Error identification.
14. Roles in homemaking and breadwinning can share by family members.
A B C D
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15. It didn’t take her much time to do the laundry because she has a washing machine.
A B C D
16. I shall contact you as soon as they will phone me.
A B C D
17. Our new neighbour is a bored man.
A B C D
SECTION C: READING
Read the passage and choose the best answer:
FOOD AROUND THE WORLD
It isn't amazing how much time we spend talking about food? "Have you ever eaten ...?", "What do you
have for lunch?" and so on. And yet, when you travel from one county to another, you find that people have
quite different feelings about food. People often feel that what they eat is normal, and what other people eat is
strange and silly. In most parts of Asia, for example, no meal is complete without rice. In England, people eat
potatoes every day. In the Middle East, bread is the main part of every meal. Eating becomes a habit which is
difficult to change. Americans like to drink a lot of orange juice and coffee. The English drink tea four or five
times a day. Australians drink large amounts of beer and the French drink wine every day.
The sorts of meat people like to eat also differ from one country to another. Horse meat is thought to be
delicious in France. In Hong Kong, some people enjoy eating snakes. New Zealanders eat sheep, but never eat
goat meat. The Japanese don’t like to eat sheep meat because of its smell, but they enjoy eating raw fish. So it
seems that although eating is a topic that we can talk about for hours, there is a little common sense in what we
say about it. People everywhere enjoy what they have always eaten, and there is very little we can do to change
our eating habit.
1. What is the main idea of the text?
A. People have the same feelings about food.
B. People think about food differently.
C. People think that no meal is perfect without rice.
2. According to the writer, where is bread the main food?
A. In Asia B. In Japan C. In Middle East
3. Which of these people drink wine every day?
A. Americans B. Australians C. The French
4. Why are the Japanese not interested in sheep meat?
A. They don't like its smell. B. It tastes bad. C. Horse meat and goat meat are popular.
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5. In which country do people often drink beer?
A. France B. Australia C. England
6. Which is popular food in Japan?
A. Fish B. Horse meat C. Goat meat
7. How does the writer conclude about our eating habit?
A. Our eating habit is difficult to change.
B. People everywhere enjoy eating new food.
C. We can change our eating habit easily.
8. Match the countries and their popular foods or drinks:
ENGLAND, FRANCE, AMERICA, THE MIDDLE EAST, ASIA, ENGLAND.
1. 2. 3. 4. 5. 6.
SECTION D: WRITING
I. Rewrite the following sentences using the words given so that it means exactly the same as the first
sentence.
1. The gardener waters the flowers every evening.
→The flowers _____________________________________________________________
2. My nephew often flied a kite in this field when he was a child.
-> My nephew used _________________________________________________________
3. I last saw my cousin two years ago.
-> I haven’t ________________________________________________________________
4. It is believed that the wanted man is living in New York
→The wanted man _________________________________________________________
II. Writing a paragraph of about 60 words about how do you divide household duties in your family.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
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KEY:
SECTION A: LISTENING
I.
1. B 2. A 3. C 4. B 5. A
II.
1. swimming 2. afternoon 3. Hart 4. her Dad’s car 5. tennis
III.
1. A 2. B 3. A 4. B 5. C
SECTION B: PHONETICS- VOCABULARY- LANGUAGE FOCUS (17 points)

1. B 2. D 3. B 4. C 5. B 6. B
7. C 8. D 9. A 10. B 11. A 12. C
13. A 14. C 15. A 16. C 17. D
SECTION C: READING (8 points)

1. B 2. C 3. C 4. A 5. B 6. A 7. A
8.
1 2 3 4 5 6
FRANCE AMERICA ENGLAND ASIA ENGLAND THE MIDDLE
EAST
SECTION D: WRITING
I. Rewrite sentences.
1. The flowers are watered by the gardener every evening.
2. My nephew used to fly a kite in this field when he was a child.
3. I haven’t seen my cousin for two years.
4. The wanted man is believed to be living in New York.
II. Write a paragraph.
- Vocabulary
- Structures
- Content
- Format
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TEST YOURSELF
A. Aims:
- To practice speaking, reading, listening and writing.
- To make Ss feel confident of their ability in order to understand and speak English by setting tasks
within their competence.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases.
+ Listen for specific information to do the written test.
+ Read for general ideas and specific information.
+ Speak English by setting tasks within their competence.
+ Write correct sentences in isolation and in contexts.
* Language focuses:
- Tenses (The present perfect tense)
- The passive voice
- Infinitives with and without to, gerund.
- Stress in compound nouns and noun phrases.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
- Grammar: Revision
- Exercises: Practice and production
D. Procedures:
1. Warm-up - Greeting and checking attendance.

- Inform the class of the lesson objectives: Revise the vocabulary, T <--> Ss
5 minutes grammatical parts and phonetics in units 1-5.
I. Speaking:
2. New lesson - Ask Ss to revise the words and structures to talk about their daily routines,
their favourite musicians/ songs, how to keep fit, what kind of volunteer
8 minutes work they would like to do, what they have done to make their community
better and which modern inventions they like most.
II. Listening:
- Ask Ss to revise the words and structures related to the topic Family life.
III. Reading:
- Ask Ss to revise the words and structures related to the topic Music and
Volunteer work.
IV. Phonetics and grammar: T <--> Ss
- Ask Ss to revise stress in compound nouns and noun phrases.
1. The present perfect tense
10 minutes 1.1. Công thức (+) S + has/ have + Ved2
(-) S + has/ have + Ved2
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(?) Have/ Has + S + ved2?
1.2. Cách sử dụng
– Diễn tả hành động xảy ra trong ở quá khứ và liên quan đến hiện tại.
1.3. Trạng ngữ
- just, already, since, for, yet, before, recently, up to now, up to present,
lately…..
2. Present simple tense:
a. Form: (+) S + V(s/es)
(-) S + do/ does + not + Vo Ss <--> Ss
(?) Do/ Does + S + Vo?
3. The passive voice
2.1. Công thức
S + be + Ved2 + (by O)
4. Purpose:
- Be used for + V-ing
- To infinitives
5. Verbs:
- Infinitives with to
- Infinitives without to
- Gerunds
V. Exercises:
Exercise 1: Use the correct tense of verbs in brackets:
1. Mr. Jackson (paint)…………………………. his house since last month.
2. I (read)……….. the novel written by Jack London several times before.
3. The sun (warm) …………….. the air and (give) ………………. us light.
17 minutes 4. He is in Hanoi now. He (be) ……there since I (leave)………………. T <--> Ss
5. Ann usually (do)…………. the shopping but today I (do)…………. it.
6. When winter (come)…….., they usually (go)…………….. skiing.
7. The teacher (not arrive)……………….yet.
Exercise 2: Supply the correct verb form:
1. Don’t forget …………….……… (phone) your mother.
2. I love …………… (be) on my own and …….……… (listen) to music.
3. Would you like …………….……… (go) to the beach this afternoon?
4. I enjoy …………….……… (read) your letters very much.
5. He promised (help)………………………… me do the homework.
6. Mathew suggested ………….… (go) out for a meal but I wanted
…………….……… (stay) at home.
7. She couldn’t …….……… (reply) because she didn’t know what to say.
8. My friend let me …………….……… (drive) her car.
9. She doesn’t allow …………….……… (smoke) in the house.
10. I wish that dog would …………….……… (stop) …………….………
(bark). It’s driving me mad.
11. The film was very sad. It made me …………….……… (cry).
3. Change the sentences into the passive voice.
1. The maid hasn't washed the dishes.
2. They have received an important person.
3. People don't use this road very often.
4. People speak English here.
III. Consolidation: T <--> Ss
127
- T gives comments
- Teacher asks Ss to give examples for the grammatical parts above.
3 minutes - Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
- Prepare for the written test.
T <--> Ss
3. Homework:
2 minutes
E. Experience:
....................................................................................................................................................................................
....................................................................................................................................................................................
128
CHỮA BÀI KIỂM TRA ĐỊNH KÌ
129
ÔN TẬP
I. Phonetics:
* Which pronounced part is different from others: (0.5p)
1. A. rural B. community C. tutor D. music
2. A. educate B. debate C. private D. locate
* Which word has the main stress different from others: (0.5p)
3. A. album B. contest C. entrant D. remain
4. A. devotee B. platinum C. episode D. general
II. Grammar and vocabulary:
A. Fill in the blank with the correct form of the verb in parenthesis: (1p)
1. One day I heard him (sing) ..................................her a song, he had such a beautiful voice !
2. He will be prepared (propose) .................................his idea to the manager.
3. Tom (break).................................... his leg when he (play)..........................................Frisbee.
B. Fill in the blank with the correct form of the word in parenthesis: (1p)
1. My greatest (passionate)..................................is becoming a pilot.
2. Many poor people live on (donate)................................only.
3. He shot the bird but (fortunate)......................................it didn't die.
4. If we only sit around and do nothing, our lives will become (mean).........................................
C. Choose the best answer to complete the following sentences: (1.5 p)
1. Van Cao is one of the most well-known _____ in Viet Nam.
A. actors B. authors C. musicians D. singers
2. We came to the remote village and ______ meals for homeless children.
A. cook B. offered C. do D. made
3. Some high school students often ______helping the disadvantaged or handicapped children.
A. look after B. clean up C. understand D. participate in
4. They have benefited a lot ______doing volunteer work.
A. by B. from C. with D. of
5. That child has been eliminated______the singing contest.
A. from B. in C. at D. by
6. Vietnam Idol is part of the Idol ______ created in the UK.
A. original B. smash hit C. franchise D. phenomenon
III. Reading:
A. Read the passage carefully and choose the correct answer: (1.25 p)
Many organizations are trying to find a solution to the problem of world hunger. Two of them are CARE and
OXFARM. They both provide food to hungry people. However, they both believe that it is more important to
help people produce their own food. Because of this belief, both organizations have programmes to help people
improve their lives.
CARE: It was organized in 1945. Today it has development programs in 37 countries. CARE gives
equipment and teaches people how to build water systems, roads, schools, houses and health centers. It also
teaches people how to increase productivity on their farms, and how to start small village industries. Besides, it
provides health care for the people. It teaches people how to improve their health. It trains people and provides
simple medical care.
CARE also provides food for about 30 million people each year, most of them are children. It gives special
help when there is a flood, an earthquake, a drought or a war.
130
OXFARM: In the 1960s, it started working on long-term development in many countries. It wanted to attack
the causes of hunger, poverty and diseases. It wanted to prevent the problems instead of trying to solve them.
However, it continues to provide food to the hungry, the sick and the homeless.
Both organizations are international. They help people of any race, colour or religion. They meet with the
people to decide on program together. OXFARM and CARE help to provide the necessities of life to less
developed countries.
1. Which of the following is the main topic of the passage?
A. Organizations in the world. B. Some international organizations with good purposes.
C. Organizations in the United States. D. Two international organizations with good purposes.
2. The author mentions all of the following as ways to help people in less developed countries EXCEPT…
A. building water systems B. providing health care
C. doing businesses D. improving health
3. What is the common feature of both international organizations?
A. They both teach people a foreign language. B. They both teach people to produce medicine.
C. They both provide help to people in less developed countries.
D. They both create money to help people in developed countries.
4. It can be inferred from the passage that…….
A. People all over the world who are in need are helped to overcome difficulty in life.
B. People in Africa who are in need are helped to overcome difficulty in life.
C. People in some parts of the rich world who are in need are helped to overcome difficulty in life.
D. People all over the world who are on business are helped to overcome economy difficulty.
5. The word necessities (line 16- paragraph 5) is closest in meaning to……
A. what people need B. what people like
C. what people do not need D. what people do not like.
B. Fill in each blank with one of the following words (Each word is used once only): (1.75 p)
challenged live regarded alike born prize career

Elvis Aaron Presley, or the king of Rock “N” Roll was (1)…………….in Mississippi, in 1935. His
family moved to Memphis, Tennessee, in 1948, and Elvis graduated from high school in 1953. Elvis’ musical
influences were the pop and the country (2)………...As a Memphis teenager, he was influenced by the gospel
music in church and the R&B. Elvis began his singing (3)…………with the Sun Record in Memphis in 1954. In
late 1955, his recording contract was sold to RCA Victor. By 1956, he was an international sensation. He began
a whole new ear of American music and popular culture with his uniquely combined sound and style which
(4)…………. the social and racial barriers of the time.
Elvis Presley starred in 33 successful films. He was acclaimed through his record-breaking,
(5)…………… concert performances on tour and in Las Vegas. He has sold over one billion records, more than
any other artist. His American sales have earned him gold, platinum, or multi-platinum awards. He got 14
Grammy nominations and won 3 awards from the National Academy of Recording Arts & Sciences. He got the
Grammy Lifetime Achievement (6)…………….. at the age 36 , and was named One of the Ten Outstanding
young Men of the Nation for 1970 by the United States Jaycees. He is (7)………….. as one of the most
important figures of twentieth century popular culture. Elvis died at his Memphis home, Graceland, in 1977.
IV. Writing:
A. Find out the mistake in the following sentences: (1p)
1. We expect getting as many good marks at school as possible.
A B C D
2. I was working really hard in my office yesterday when the electricity is out.
A B C D
3. You cannot possible imagine how embarrassed I was yesterday.
131
A B C D
4. We took the bus downtown, did a few errands, and had gone to lunch.
A B C D
B. Rewrite the following sentences, using the suggestions: (1.5 p)
1. Jimmy can't play basketball. He's too short.
=> Jimmy isn't.........................................................................................................................................................
2. The cheese is so hard. We can't cut it.
=>The cheese is too ................................................................................................................................................
3. The concert hall has a large stage. There is enough room for many performers to play at the same time.
( Combine the two sentences, using or/ and/ so or but)
=>...............................................................................................................................................................................
KEY:
I. Phonetics: ( 1p)
1. A. rural 2. C. private 3.D. remain 4. A. devotee
II. Grammar and vocabulary:
A. Fill in the blank with the correct form of the verb in parenthesis: ( 1 p)
1. sing/singing 2. to propose 3. broke/ was playing
B. Fill in the blank with the correct form of the word in parenthesis: ( 1p)
1. passion 2. donation 3. unfortunately 4. meaningless
C. Choose the best answer to complete the following sentences: ( 1,5 p)
1. C. musicians 2. B. offered 3. D. participate in
4. B. from 5. A. from 6. C. franchise
III. Reading:
A. Read the passage carefully and choose the correct answer: (1,25 p)
1. D. Two international organizations with good purposes.
2. C. doing businesses 3. C. They both provide help to people in less developed countries.
4. A. People all over the world who are in need are helped to overcome difficulty in life.
5. A. what people need
B. Fill in each blank with one of the following word (Each word is used once only): ( 1,75 p)
1. born 2. alike 3. career 4. challenged 5. live 6. prize7. regarded
IV. Writing: A. Find out the mistake in the following sentences: ( 1 p)
1. B (getting) 2. D (is) 3. A (possible) 4. D (had gone)
B. Rewrite the following sentences, using the suggestions: ( 1,5 p)
1.Jimmy isn't tall enough to play basketball.
2.The cheese is too hard for us to cut.
3.The concert hall has a large stage, so there is enough room for many performers to play at the same time.
132
SPEAKING TEST
133
SPEAKING TEST ( cont)
134
KIỂM TRA VÀ SỬA BÀI KT HK1
135

10TD HK1

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WEEK 1:

INTRODUCING THE PROGRAMS OF ENGLISH 10

* Game: Lucky Number

A. Aims and Objectives:

Time/Stages Activities Interactions

A. Aims and Objectives:

Time/Stages Activities Interactions

3. - Ask Ss to consolidate the main contents.

Time/Stages Activities Interactions

A. Aims and Objectives:

Time/Stages Activities Interactions

sweeping Doing the

2. Activity 2 Pair work

A. Aims and Objectives:

Time/Stages Activities Interactions

DAD Mending things , cleaning the bathroom

A. Aims and Objectives:

Lesson 8 Looking back and project

A. Aims and Objectives:

Unit 2 your body and you

A. Aims and Objectives:

2. New lesson An apple a Day

Unit 2 your body and you

Time/Stages Activities Interactions

Unit 2 Your body and you

Unit 2 your body and you

Unit 2 your body and you

Unit 2 your body and you

A. Aims and Objectives: By the end of the lesson:

Lesson 8 Looking back and project

A. Aims and Objectives: By the end of the lesson:

1. Warm up - T plays some pieces of music, songs.

Time/Stages Activities Interactions

3. - Ask Ss to consolidate the main contents.

1. Warm up - Get Ss to brainstorm the names of some current contest TV show.

KIỂM TRA ĐỊNH KÌ

Time/Stages Activities Interactions

3. - Ask Ss to consolidate the main contents.

Time/Stages Activities Interactions

1. Warm up - T asks Ss some questions\;

3. - Ask Ss to consolidate the main contents.

SỬA BÀI KIỂM TRA ĐỊNH KÌ

Unit 4 For a better community

3. - Ask Ss to consolidate the main contents.

A. Aims and Objectives:

A. Aims and Objectives:

Time/Stages Activities Interactions

A. Aims and Objectives:

1. Warm up Wonderful nature

2. New lesson Activity 2:

2. New lesson Activity 1:

2. New lesson Task 1:

2. New lesson How good is it?

3. - Ask Ss to consolidate the main contents.

A. Aims and Objectives:

Lesson 8 Looking back and project

VI/ Choose the correct words to complete the sentences:

Time/Stages Activities Interactions

1. Which book did John buy?

2. What does Sally want to do?

3. What's in the playground?

5. What's Mum doing?

PART 3: Listen to the passage and choose the correct answer.