Lesson Plans Good

LESSON PLAN
UNIT 1: A DAY IN THE LIFE OF…

LESSON : READING
I. OBJECTIVES : By the end of the lesson, Ss will be able to read a passage and have and
adequate understanding about the daily routine in the life of a farmer
II. LANGUAGE FOCUS :
+ Grammar : simple present, progressive present
+ New words : relating to the farmer’s daily activities
III. TEACHING AIDS : pictures, handout worksheet, projector
IV. PROCEDURE
Stage Teacher’s activities Students’ activities
Time needed
I. Warm-up (5’) - Shows pictures of some people who are working- Work individually
( doctor, typist, football player, engineer, farmer) and give answers
- asks:
+ what does he/ she do ?
+ what does a farmer do ?
- says : to understand more about the life of a farmer ,
let’s come to Unit 1- lesson reading
II. Pre- reading (7’) - Has Ss ask and answer questions about their daily Work in pairs
activities Give feed back
- Comments
- Uses pictures relating to the farmer’s daily activities to
teach the word meaning
New words :
+ lead the buffalo to the field
+ plough (v, n)
+ harrow (v, n)
+ pump (v)
+ transplant (v)
+ fellow (n) } ( synonym ) friend
+ peasant (n) } farmer
III. While reading * Task 1 -Work individual
(20’) - Has Ss open their book to read the text silently and do - Do the exercise and
the task that follow give feed back.
- Guides Ss to scan to get the information
- Comments
* Task 2 Work in pairs
- Has Ss read the text again then answer the questions
- calls some pairs to answer the questions (closed pairs,
opened pairs)
- comments
- has Ss close the book taken ask and answer about Mr
Vy and Mrs Tuyet according to the passage. Work in pairs
* Task 3
- has Ss do task 3 after explaining the requirement
- has Ss scan the text to get information to fill in the
table
- divides the class into 3 groups to make a brief note
about Mr Vy and Mrs Tuyet’s daily routine in the
morning; in the afternoon; after dinner
- calls some Ss to present their answer on the projector Work in group
- comments Listen and comment
IV. Post reading - has Ss talk about their father and mother’ s daily Work in group
(10’) activities
- calls some representative to present their passage in
front of the class
- comments
V. Home work (3’) - has Ss learn the new words by heart
- has Ss read the text carefully to remember Mr Vy and
Mrs’s Tuyet’ daily routine
- has Ss write a passage about 80 words talking about
your father or mother’s daily routine.
UNIT 1 : A DAY IN A LIFE OF…

LESSON : SPEAKING
I. OBJECTIVES : By the end of the lesson, Ss will be able to use the present simple to:
+ ask & answer some information about their daily routines
+ talk about their daily activities and their classmate
- Grammar
- New words
III. TEACHING AIDS : pictures, handout work sheets
IV. PROCEDURE :
Time needed
I. Warm-up (5’) * Match the words with the pictures - Work in groups
- divides the class into 2 sides (A and B). Each side has
one representative in front of the desks
- Fixes the pictures of subjects on the board – Hands out
the words on subjects for two sides
- Announces the winner who has more correct words - match the words
under the pictures with the pictures
II. Pre- speaking * Task 1 :
(10’) - asks Ss to open their books at the page 15 and look at
Quan’s activities in the time table
- asks : + what time dose Quan have civic education
lesson on Monday ?
Ss : he has civic education lesson at 7.15am - answer individually
+ what lesson does Quan have at 7.15 on Monday ?
Ss : at 7.15 on Monday he has civic education lesson
-asks Ss to do Task 1 as the model
- walks around the class and helps Ss if necessary
-invites some pairs to practice their dialogues
- work in pairs
- comment
III. While - * Task 2 : - answer individually
speaking (15’) - Describes Quan’s activities, using the picture below
- asks Ss to look at picture (a) and answer the question
+ what does Quan do at 14:00 ?
Ss : he gets up ( after talking a short nap) at 14:00
- Asks Ss to do Task 2 as the model
- walks around and helps Ss if necessary
- calls some groups to present their results
- calls some Ss to present the whole Quan’s daily - work in groups
activities
- comment
IV. Post- speaking * Task 3 : - Work in pairs
(13’) - asks Ss to talk about their daily routine in pairs
- walks around and helps Ss if necessary
- invites some Ss to talk about their daily routine in front
of the class - present individual
- comments
V. Homework (2’) - has Ss write a passage from 80- 100 words about your Write the homework
daily routine
LESSON PLAN
UNIT 1: A DAY IN THE LIFE OF …
LESSON: LISTENING
I. OBJECTIVES : By the end of the lesson, Students will be able to :
+ Listen about one’s daily activities
+ Listen to number the pictures in their correct order
+ Listen to choose the True/ False statements
+ Grammar
+ New words
III. TEACHING AIDS : The cassette player
IV. PROCEDURE :
Stages Teacher’s activities Students’ activities
Times needed
I. Warm-up (3’) - Has Ss arrange words into the meaningful words
+ jumbled words :
 APNLE
 RITNA
 CLCOY  work in group of 4
 YBCLCEI
- Checks the result and give the situation:
- Says : my father is a pilot. He often travels around the
world by his plane.
- Shows a picture and asks...  works individually
+ Who is he ?
 He is a cycle driver
- Says : to understand about a cycle’s daily activities.
Today you’ll listen to the tape
II. Pre- listening (8’) - Asks Ss to answer the question:
1. Have you ever traveled by cycle ?
2. 2. When was it ?
3. Is it interesting to travel by cycle ? work in pairs
4. Which do you prefer, going by bicycle or by
cycle ? Give reason ?
- Comments
- Has Ss listen and repeat some words which related to
the passage in the tape.
+ district + office + purchases  read in chorus
+ drop + ride + food stall
+ routine + pedal
+ passengers + park
- Explains some difficult words :
+ district (n)  (example)  work individually
+ pedal (n)  (picture)
+ purchases (n)  (translate)
+ food stall (n)  (picture)
III. While-listening - Has Ss look at the pictures (on page 16) and guess the  work individually &
* TASK 1 (12’) order of the pictures describing compare the answers
- Mr Lam’s morning activities with the partners
-Says : you’ll hear Mr Lam, a cycle driver in HCM city,
talk about his morning activities. Listen the tape and
number the pictures in their correct order  listen and number
- Has Ss listen to the tape 1st time the pictures in their
- Checks Ss answers correct order
- Has Ss listen again & checks
- Has Ss listen to the tape the last time & checks  work individually
- Has Ss listen to the tape to decide whether the
statements are true/ false
* TASK 2 (8’) - Has Ss listen to the tape three times and checks after
times listen (explains the answer if necessary )
IV. Post- listening - Has Ss take turns to ask and answer questions about Mr  work inpairs
(12’) Lam’s activities, using the cues below
+ name + occupation
+ star work + passengers
+ lunch + rest
- Then retell his story to the class
V. Homework (2’) -Has Ss write a passage ( about 50-60 words) talking
about Lam’s morning activities
- Prepare new lesson : writing
+ Find the word meaning :
1. stared death in the face
2. fasten our seat belt
3. dip
4. overjoyed
UNIT 1: THE DAY IN THE LIFE OF…

LESSON : WRITING
I. OBJECTIVES: By the end of the lesson, students will be able to :
+ understand the context, language and the structure of a narrative
+ write a narrative about a hotel fire and use the giver instruchons / prompts
II. LANGUAGE FOCUS
- Grammar
- New words : stared death in the face, fasten our seat belts, dip, we had only minutes to live
III. TEACHING AIDS : The extra board,
IV. PROCEDURE
Stage Teacher’s activities
Time needed
I. Warm- up (3’) - Asks Work individually

+ Have you ever heard an interesting story /a frightening
story ?
+ where / when did it happen ?
+How did you feel about that ?
- After having Ss answers T says : today you will read a
model narrative to know how to write it.
II. Pre- writing (10’) Task 1: Read in silence
-Has Ss look at the text book (page 17&12) . Read the
model narrative in silence
- Explains some difficult words and phrases
* New words :
+ stared death in the face (translation)
+ fasten our seat belts( picture)
+ dip( synonym)
+we had only minutes to live ( explain)
- Has Ss read and find all the verbs that are used in the
past simple and the connectors (times expressions) in the Work individually
story
III. While-writing * Task 2 :
(20’) - Has Ss identify the events, the climax, and the Work in groups
conclusion of the story. Then report their results in front
of the class
- Walks around the class and helps Ss if necessary
* Tasks 3:
- Has Ss use the prompts below to build up a narrative
about a hotel fire
- Then provides 2 or 4 extra boards for 2 or 4 groups to
write their narrative on
- Goes around the class to check Ss’ practice and helps Work in groups
them if necessary
IV. Post-writing -T asks 2 or 4 Ss to hang their extra boards on the board - Ss look for the
(10’) and guides the others to find out the common mistakes mistake
-T directs Ss to correct the mistakes - Ss correct the
-T gives feed back mistake
-T gives the key
V. Homework (2’) - Has Ss rewrite the narrative correctly
+ prepare new lesson : “ language focus”
 pronunciation : / I / - / I :/
 grammar and vocabulary
1. the present simple
2. adverbs of frequency
3. the past simple
UNIT 1 : A DAY IN THE LIFE OF…

LESSON 5 ( LANGUAGE FOCUS )
I. OBJECTIVES : By the end of the lesson, Ss will be able to :
+ pronounce exactly and fluently the sounds / i / & / i: / in words and in sentences
+ use the simple present, the simple past and advs of frequency in speaking and writing
II. TEACHING AIDS : a cassette, pictures, handouts
III. PROCEDURE :
Time needed
I. Warm-up (5’) - Sticks four pictures (of a bee, a ship, a sheep and money) -Work in groups
on the board. - stick words to
- gives four pieces of paper with above words pictures
- has Ss stick them to the correct pictures
- gives corrections
- asks Ss to pronunciation those words
 leads in the new lesson
II. Pronunciation * listen and repeat -repeat
Activity 1 (5’) -writes two sounds / i / & / i: / on the board -look at the book and
- plays the cassette twice listen
-plays each sound -listen and repeat in
- plays the words in the text book chorus
-plays each word -listen
 gives corrections -repeat in chorus
Activity 2 (5’) * practice these sentences -repeat the sounds
- plays the cassette once -work individually
- plays and pauses sent. by sent.
- asks Ss to pick out the sound / i/ or / i:/
gives corrections
more exercises :
- plays a tape
- has Ss pick out the words containing the sounds /
i/ & / i:/
III. Grammar and - asks : -Work individual
vocabulary (28’) + what do you do in your free times ?
+ what kinds of spots do you like ?
 which tense is used in these sentences
 introduces the exercise
Activity * Exercise 1 : - work individually
- has Ss do ex 1 - work individually
- checks the result
- asks : how often do you play tennis ?
how often do you go to the cinema ?
notes : positions of adverbs of frequency
- has Ss do ex.2 -group of 4
- checks the result
Activity * Exercise 3
- asks : -answer individually
+ what did you do yesterday afternoon ?
+ did you go fishing yesterday ?
 which tense is used in the sentences
notes : the formations and usage of the simple past
( passive voice)
- has Ss do ex.3 - group of 4
- walks around the class and helps Ss if necessary
- gives corrections
IV. Homework (2’) * Do the exercises of language focus in work books (page - write
6)
LESSON PLAN
UNIT 2 : SCHOOL TALKS
LESSON : READING
+ read a passage for specific information
+ learn how to introduce oneself and express likes and dislikes
- Grammar
- New words : words related to school
III. TEACHING AIDS
IV. PROCEDURE
Time needed
I. Warm-up (5’) * Play a game - Ss Work individually
- T uses an extra board written the list of & topic on
- T asks Ss to look at and try to remember the list in 2
minutes :
+ sports and games + entertainment
+ health problems + hobbies
+ holidays + film
+ weather + work and study
- T takes the extra board away & asks Ss to retell the
topics in the list - Ss answer
- T checks & find out the winner individually
II. Pre- reading (7’) - T asks : when you meet your friends, which topics do Ss answer individually
you often talk about ?
- T leads into the new lesson
- T asks Ss to list words related to
+ subjects : maths, history..
+ kinds of school : high school…
III. While- reading - T asks Ss to sit in groups of four to do the exercise in - Ss work in group
(15’) their textbooks ( task 1)
- T corrects their mistakes
- T asks Ss to scan the passage and then to do Tasks 2 - Ss work in pairs
- T asks 2 pairs to present their results before the class
- T asks Ss to reread the passage and then do Task 3
- T corrects their mistakes.
- Ss work in pairs
IV. Post- reading - T asks Ss to sit in groups of 4 and talk about : - Work in groups
(15’) + what subjects they like learning best and why
+ what they like or dislike doing at school
+ what they worry about at school
- T asks some groups to present their talks before class
- Some Ss present their
talks before the class
while the others list and
remark
V. Homework (3’) - T asks Ss to write a short paragrap about them selves. - Ss do homework at
home

LESSON : SPEAKING
I. OBJECTIVES : By the end of the lesson , students will be able to make questions and give
responses in small talk
- Grammar
- New words
III. TEACHING AIDS
IV. PROCEDURE
Time needed
I. Warm-up (5’) - T asks Ss to complete the open conversation in 1 - Ss Work individually
minute
A : ____(1)____________
B : Hi, Nam. How are you ?
A: I’m fine. Thanks, and you ?
B: Very well. Thanks, I haven’t seen you for a long
time. Let’s go somewhere for a drink
A: Sorry,______(2)________
- T explains something about these sentences
II. Pre- reading (8’) *Task 1 : - Ss listen & remark
- T gives Ss some expressions which are commonly
used when people start or close a conversation
ex : + It’s nice to meet you + Bye
+ How is everything ? + see you again
………
- T asks Ss to do task 1
- T asks some pairs to present their practice before the - Ss work in pairs
class - Some Ss present their
- T asks Ss to read these expressions results before the class
while the others listen
& remark.
III. While- reading * Task 2 : - Ss work individually
(15’) - T asks Ss to scan task 2 & do it - Ss work in pairs
- T asks Ss to practice the dialogue in pairs
-T corrects their mistakes if necessary
* Task 3 : - Ss work individually
- T asks Ss to scan task 3 & find out difficult words
- T explains their meaning if necessary - Ss work in pairs
- T walks around the class & helps Ss if necessary - Some Ss present their
- T asks some pairs to present their practice before the practice before the class
class while the others listen
& remark
IV. Post- reading * Task 4 :
(15’) - T divides the class into groups (T asks Ss to sit in
groups of 4 )
- T asks Ss to do task 4 - Ss work in groups
- T walks around the class & helps Ss if necessary
- T asks some groups to their practice before the class
- some groups present
their result before the
class while the others
listen & remark
V. Homework (2’) - T asks Ss to write about conversation done in groups - Ss do homework at
home

LESSON : LISTENING
I. OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and then
match them with suitable pictures
+ Grammar
+ New words
III. TEACHING AIDS : cassette player
IV. PROCEDURE
Time needed
I. Warm-up (5’) - Shows a picture of Ha Long Bay - answer individually
- asks Ss some questions :
+ have you been to Ha Long Bay ?
+ do you enjoy spending your holiday in HLB ?
+ How do you like the weather in HLB ?
- Encourages Ss to make questions about this picture - work in pairs
- repeats good statements to lead in the new lesson
II. Pre-listening (3’) - Suggests Ss to arrange a question in A with a - work in pairs
response in B
- Goes around and helps Ss if necessary - present in front of the
- comments and correct class
III. While- listening * Task 1 :
(15’) &( 30’) - Divides class into groups of four
- asks class to try describing the picture in the text
book
- plays the tape and asks Ss to listen to (2 or 3 times) - listen and match the
* Task 2 : conversation with the
- plays the tape again and asks Ss to listen and get pictures
information
- asks Ss to ask and answer question
* Task 3 : - work in pairs
- plays the tape and asks Ss to fill the missing words
into the blanks - work in pairs
- goes around and check some
- plays the tape and correct
IV. Post- listening - asks Ss to talk about the problem, they have Work in groups
(5’) experienced at school
V. Homework (2’) - asks Ss
write 5 questions about personal hobbies .
describe a picture that the teacher gives

LESSON : WRITING
I. OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a form
- Grammar
- New words : new words related to forms
III. TEACHING AIDS : forms, an extra boards
IV. PROCEDURE
Stage Teacher’s activities Student’ activities
Time needed
I. Warm- up (5’) - gives a game Ss choose the number

F and answer the
J O B questions
B I R T H
P E R M I S S I O N
- Asks the questions
1. what do you look for after graduating from high
school ?
2. Phu Yen is my place of ________
3. What is the noun of the verb “permit” ?
4. key FORM Ss guess the key
- Leads in the new lesson
II. Pre- writing - Give some forms and hang an extra board with Ask and answer in pairs
Task 1 (5’) some questions :
1. Do you know what they are ?
2. what do you forms for ?
3. What sort of information do you often have to
provide when you will in a form ?
- summarize information of each answer on the board
- Asks Ss to match a line in A with a question in B
Task 2 (10’) after presenting some new words :
+ marital status
+ occupation
+ block capital
+applicable
- Asks Ss to work in pair
- corrects Work in pairs
III. While-writing - Asks Ss to fill in the form Work individually
Task 3 (5’) - Helps Ss and checks when Ss do
- Corrects Exchange and con
Task 4 (8’) - Asks Ss to fill in the form Work individually( 2- 3
Ss work on the boards)
- asks Ss to hang the extra boards while others correct

their friend form each other
- correct the common mistakes on the extra boards
- give the feed back
IV. Post-writing - divides class into 10 groups and asks them to use Work in groups
(10’) learnt information to write a form about one of topics
below
+ apply for a job
+ apply for a scholarship
+send money in a bank
+ attend to a club
+ make a library card
- choose two of them to correct
V. Homework (2’) - Write two of above topics
+ prepare new lesson

LESSON : LANGUAGE FOCUS
I. OBJECTIVES :By the end of the lesson, Ss will be able to
- pronounce exactly and fluently / A/ and / a:/ in words and in sentences
- use Wh- questions in writing and communicating
- use – ing and to infinitive form of verbs in speaking and writing
II. TEACHING AIDS : a cassette / an extra board
III. PROCEDURE
Time needed
I. Warm-up (5’) - Writes sentences on the board. I like studying Close the books . One
English but my cousin doesn’t. My father has got a car Ss reads and says what
- Underlines the sounds and leads into the lesson sounds are repeated .
The sounds / A/, / a:/
II. Pronunciation * listen and repeat Open their books
Activity 1 (5’) -writes two sounds / A / & / a: / on the board
- reads the sounds Repeat in chorus
- reads the words in the text book Repeat in chorus then
- asks Ss to close the books and numbers two sounds in individually
from 1 or 2
- read the words in the text book Say loudly the number
of the sound heard
Open the books
Read the words in pairs
Listen and repeat

Activity 2 (7’) * practice these sentences Read individually as
- read the sentences directed
- asks Ss to pay attention to the sentence stress Work in pairs
- asks Ss to pick out the words containing the sounds /
A/, / a:/ Read the result
- corrects
more exercises Work in groups
- asks Ss to rearrange words in correct sounds / A/ or /
a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon,
mud, shark
- corrects
III. Grammar & - asks Ss these questions - answer
vocabulary (25’) + do you like learning English ? + yes, I do / No, I don’t
+ why do you want to learn it ? + because I want to be
+ how long have you learn it ? teacher
+ for 4 years
- underlines “learning” & “ to learn”

- asks Ss to repeat the usage of gerund and infinitive
Exercise 1 :
Practice - asks Ss to make question for the following responses work in individually
- calls some Ss to write on the board
- checks and corrects
Exercise 2 :
- asks Ss to fill in the blanks with an- ing or to
infinitive form of verbs work in groups of four
- correct
IV. Homework (3’) - asks Ss to do exercises of language focus in work
books
UNIT 3 : PEOPLE’ S BACKGROUND

LESSON 5 : READING
I. OBJECTIVES : By the end of the lesson, students will be able to read the passage about a
famous person
- Grammar :+ past simple, past perfect
+ the structure the first woman to receive a Phid from the sort
- New words : some words relating to the field of science
III. TEACHING AIDS :
- Pictures of some famous people
- Hand out (worksheet)
- Flash card
IV. PROCEDURE
Time needed
I. Warm-up (4’) - Asks Ss to close the books show some pictures Ss :
- asks Ss to give the names and the jobs of these people - looks at the picture
- asks a question to lead in .Have you ever heard about and tell the names and
Marie Curie ? and what do you know her ? the jobs
- T asks note on the board - answers the questions
II. Pre- reading (7’) - Presents some words and structures Listens, takes note and
+ tutor (n) reprate after teacher
+ interrupt (v)
+ tragic (a)
+ realize (v)
+ Marie Curie because the first woman to receive a Ph.D
from the sorbone = who received a Ph.D from the
sorbone
III. While reading * Task 1 (5’) -Work in pairs to match
(23’) - Guides Ss what to do the words or phrases
- Have Ss read silently the passage phrases in task1 and their meanings
- checks Ss understanding and corrects the mistakes
* Task 2 :(8’)
Guides Ss to do the task - Do the task
- Asks Ss to read the passage again and do the task individually
- calls some Ss to give their answers - gives the answer,
- Have Ss listen to their partners and correct if necessary listen and correct
* Task 3 : (10’)
- Asks Ss to read silently once more and get the
information to answer the questions . Checks the answer
and asks Ss to supply some more information if - work in pairs to ask
necessary and answer
- presents their task in
front of the class.
Listen to their partners
and give some more
information
IV. Post- reading - Elicits Ss ‘ meanings of the words provides. Gives - gives the meanings of
(10’) meanings of words if necessary words
- asks Ss to discuss to find some evidences
- have some representatives tell their ideas and the - work in groups to find
others some useful information some evidence
- gives some cues and asks Ss to summarize the text - presents the
- call some group leaders to present the summary evidences, listen and
add some more
information
- work in groups of 4 to
summarize
- listen and give
comments
V. Homework (3’) - learns words by heart and use the words in “after you Task note
read” to make sentences
- prepare and tell your partners a life of a Vietnamese
famous person

LESSON : SPEAKING
I. OBJECTIVES : By the end of the lesson, Ss will be able to ask and answer about people’s
background
- Grammar : the past perfect and the simple past
- New words : words related to one’s curriculum vitae
- Pronunciation : / e/ or /ae/
III. TEACHING AIDS : pictures, extra pieces of paper
IV. PROCEDURE
Time needed
I. Warm-up (5’) * Match the information with the two famous people : Work in groups
Marie Curie Uncle Ho
radiu warr
m aw
Pierr brillia
nt
e Marie
curi curie 190
e portrai 3
t
Ngh
Uncle e An
Ho’s
portrait
Pris
19 on
11 diar
y
Ba Nobel
Dinh prize
squ
79 years
arEe
old
II. Pre- reading (5’) *Task 1 : ( in book)
- family - dislike Pair- work
- education - appearance
- hobby - experience
III. While- reading * Task 2 : ( in book) Work in groups of 4
(15’) - greeting - date of birth
- place of birth - home
- parents - brother( s)
- sister(s) - primary school
- secondary school - school work
- favourite subject - experience
- thanking
* Imagine you are a manager. You are an interviewer
and 3 & of year friends are interviewees
IV. Post- reading * Task 3: Individually work
(17’) - the manager informs the two winners and the reasons
why…
- talk about the person you admire most and the reason
why…( Uncle Ho may be of your choices)
V. Homework (2’) - practice talking about people’s background Group work
- prepare for the next period :
+ more information about Olympic champions
LESSON PLAN
LESSON : LISTENING
I. OBJECTIVES : By the end of the lesson , Ss will be able to know Sally’s origin and then they
can try to be a certain Olympic champion if they really love sports
- New words : words related to sports activities
- Skills : listening and speaking
III. TEACHING AIDS : picture on medals and Champion
III. PROCEDURES
Time needed
I. Warm-up (3’) - Shows a picture and give Ss the quick questions - Ss answer
+ what is it / that/ this ? + medal
+ do you want one ? + yes/ no
+ if you want you can get it, but you have to be the best/
champion a sport competition. And the person who can
help you be the champion today is a girl. Who is she ?
How is her origin ? Listen to the conversation between
bob, the journalist and her
II. Pre-listening (7’) - write the important vocabulary items on the board Ss clouted to say the
+ general education (n) : any of a exams taken by pupils wearing of the words
in British secondary school before their teacher’s
+ basket ball (n) explanation
+ romantic book (n) : love story
+ diploma (n) : a certificate awarded for passing an
exam completing a course of study
+ Olympic (adj.)
(n) : international athletic competition held
in modern times every four years in a different country.
+ divide the conversation into 2 sections
a/ “ congratulations… two brothers”
b/ “ what do you like to do… tell me”
III. While- listening - Take the parts of bob and sally - books closed
(20’) - Give Ss time to think of it - Ss will be asked how
Task 1 - Let Ss listen to the tape much they can hear
- Get Ss to decide whether the statements are T or
F
At first I have Ss listen to me and try to fill in the blanks
and then I tell them to check it up by looking at their
books
IV. Post- listening - I give Ss some more question about the conversation (4 Work in pairs
(12’) or 5 would be a maximum number)
- I get Ss to ask and answer questions about sally in
front of the class
V. Homework (3’) Prepare writing lesson
UNIT 3: PEOPLE’ S BACKGROUND
LESSON :WRITING
I. OBJECTIES : By the end of the lesson, Ss will be able to know how to write about people’s
background
II. LANGUAGE FOCUS
- Grammar : the part simple
- New words : words related to people’s background
III. TEACHING AIDS : hand cut
IV. PROCEDURE
Time needed
I. Warm- up (3’) - T gives a Vietnamese CV and asks Ss some questions Ss work individually
+ what is it ?
+ what do you know when you see one’s CV ?
+ what is used for ?
+ do you know how to write a CV in English ?
II. Pre- writing * Task 1 :

(10’) - T asks Ss to read Mr. Brown’s CV and to remark the -Ss work in groups
ways to write this CV.
- T gets Ss’ remarks
- T asks Ss these questions . Can we write it in the full Ss work individually
form ? How ?
- T guides Ps how to do the task
+ T asks one student to read these cues aloud and to
give their Vietnamese meaning quickly
+ T asks Ss to answer what tense we use to write Ss work in groups
+ T gives Ss time to do the task
+ T asks two representatives of two groups to write Ss follow and remarks
their letters on the board answer the questions
+ T remarks
* Task 2 :
- T asks some quick questions
( 10’) + do you know where and when your partner’s parents
were born ?
+ do you know their jobs, their interests
+ what question do you often use to ask for the
information ?
- T gives Ss handout to do the Task - Ss work in pairs
- T gets the answers by asking one pair to do the task - Ss follow and remark
likes that on the board
- T gets some more answers and remarks quickly their
mistakes.
III. While-writing * Task 3 :
(10’) T asks Ss to read the information carefully and gives 4
extra boards for 4 Ss to write their letters on
- T goes around the class to check Ss ‘ practice and
helps them if necessary
IV. Post-writing -T asks 4 Ss to bang their boards on the board and the Ss work individually
(10’) guides the others to find out mistakes Ss look for the mistakes
- T directs Ss to correct the mistakes and correct them
- T gives feedback
V. Homework (2’) - T asks Ss to do the exercise in the exercise book
(page 22)
prepare “Language focus”
+ pay attention to the difference of pronunciation
between / e/ - / ae/
+ review the past perfect vs the past simple
UNIT 4 : SPECIAL EDUCATION

LESSON : READING
I. OBJECTIVES : By the end of the lesson, students will be able to read the passage and have an
edaquate understanding about the class for the disabled children
1. Pronunciation : identifying the sounds :/ o/ & / o:/ by underline the words containing those sounds in
the text
2. grammar and vocabulary
- the + adj.
- used to + infinitive
- which as a connector
III. TEACHING AIDS : extraboard, pictures
IV. PROCEDURE
Time needed
I. Warm-up (4’) T : asks some questions Students’ answers may
1. what do you often do everyday ? vary
2. do you often listen to music or watch T.V?
3. which of these activities would be difficult for blind
and deaf people ?
II. Pre- reading (7’) T : introduce the Braille Alphabet & explain what the - students guess what
Braille Alphabet is the picture in the book
T : present vocabulary & structures is (Braille Alphabet )
- prevent Ss from doing something (exp.) - Ss can translate into
- opposition Vietnamese and give
- oppose (v) – be opposed to something the synonyms
- be proud of something/ somebody - Ss can make a
- make efforts to do something sentences from these
expression
III. While reading - T : + asks Ss to work in pairs - Ss work in pair
(23’) + have Ss guess some new words in the task 1 - Ss can translate into
- T : + asks Ss to scan the reading to get the specific Vietnamese some
information to do task 2 words
+ explain the word : “infer” in “it can be inferred” - work in groups
+ asks Ss to work in groups
+ check & correct these answers
- explain their choice
IV. Post- reading - divide the class into groups of for to do exercise in the Work in groups
(10’) book ( fill in gap)
V. Homework (3’) - asks Ss to learn new words by heart
- asks Ss to write the passage (about 100- 120 words) to
show their feelings about disabled children
- ask Ss to prepare part B

LESSON : SPEAKING
I. OBJECTIVES : By the end of the lesson, Ss will be able to use the simple past tense to talk
about their subjects and their school life
- Grammar
- New words
III. TEACHING AIDS : extraboard
IV. PROCEDURE
Time needed
I. Warm-up (5’) Play a game Work in groups
- T divides class into a groups and asks Ss to try to
remember the subjects learned
- T calls the representative of each group to write down
them on the board Correct their mistakes
- T checks and finds out the winner by themselves
II. Pre- speaking *Task 1 :
(10’) - T guides Ss how to do task 1 clearly
- T asks Ss to work in groups of four discussing Work in groups
- T & Ss check & remark
- T asks some pairs to present their practice before the Work in pairs
class
III. While- reading * Task 2 Work in pairs
(13’) - T explain the suggestion in the book & asks Ss to work
in pairs
- T calls some pairs to practice
- T & Ss remark
IV. Post- reading * Task 3: Listen and remark
(17’) - T asks Ss to tell the whole class what they know about
their partner
- T calls some Ss to present in front of the class
- T corrects if necessary
- T divides the class into 5 groups to tell what they like
and dislike in school
- T calls the representable of each group to present in
front of the class
- T remarks and give
V. Homework (2’) T asks Ss : Group work
+ to make the passage (100-120 words ) talking about
which subject they like best & why

LESSON : LISTENING
- listen to find out information
- listen & retell the story in speaking or writing
- Grammar
- New words
III. TEACHING AIDS : tape, cassette player
IV. PROCEDURE
Time needed
I. Warm-up (3’) - T divides class into 4 groups to write down some - Ss work in group
words derived from the word “photo”
- T calls Ss to write on the board - Ss write on the board
- T remarks
II. Pre-listening - T explains the meaning and the parts of speech of these Ss work in pairs
(10’) words
- T asks Ss to fill the blanks
- T corrects
- T asks Ss to listen and repeat the words : Ss listen & repeat
+ surroundings + sorrow
+ passion + labourer
+ deaf + mute
+ exhibition + stimulate
* Task 2 :
- T asks Ss to listen again and decide whether the
following statements are true (T) or false (F)
- T checks the answers
* Task 3 : T asks Ss to listen again and tick (v) the Group work
sentences you hear Pair work
IV. Post- listening T asks Ss to say how a forest fire may start and what Pair work(some leaders
(8’) every camper ought to remember will present their
* Free practice : reports )
what should we do to protect our forests ?
V. Homework (2’) Teaching asks students to write some sentences about Discussion ( group
the causes of forest fires work)

LESSON :WRITING
I. OBJECTIVES
By the end of the lesson, Ss will be able to read and understand a simple letter of
complaint and write a complaint letter about the poor quality the service at an English
Centre.
II. TEACHING METHOD
Communication method
III. TEACHING AIDS:
Blackboard, Pictures of some advertisements for English learning, Textbook.
IV. NEW LESSON: UNIT 4/ LESSON 4/ WRITING
Stages Teacher’s activities Students’ activities

Warm- Up - Asks Ss to work in groups ( Gives Ss ten or more
adjectives and asks Ss to put them under two - Work in groups
headings): compliments and complaints
 Adjectives
Bad; helpful; expensive; lazy; hard-working;
good; careful; poor; unhappy; beautiful.
 Suggested answers
Compliments Complaints
TASK 1 Helpful Bad
Hard- expensive
working - Listen to the teacher
Good lazy and take notes
Careful poor
Beautiful unhappy
- Gives Ss definition and format of a letter of
complaint: Complaint is a kind of formal letter - Answer the question
used when you are not happy with a service, a
contract, a course… A letter of complaint usually - Take notes
includes three main parts
- Puts the question: What’s a complaint letter?
- Gives the structure of the letter.
Structure of a complaint letter
 Writer’s address
 Receiver’s address
 Greeting: Dear…
 Introduction: why you write the letter.
 Body: what you want to complain
 Conclusion: what you want them to do
 Ending: yours faithfully
 Signature - Work in pairs
- Asks Ss to work in pairs to read the advertisement &
the instruction
- Explains some difficult words and expressions.
* NEW WORDS
- native teacher (n)
- English- speaking countries (n)
- Air- conditioned(a) - Pick up the new
- Air-conditioner. words and take note,
- Says: After studying for two weeks at English for work individually.
Today centre, you notice that everything is worse
than what the advertisement says. A friend of yours
wants to know about the centre and you tell - Listen to the
him/her the facts. Now you work in pairs and teacher
complete the dialogue with your own ideas.
- Goes around the class and offer help.
- Calls on some Ss to read their own answers aloud
to class.
- Has Ss read the letter of complaint in the book and - Work in pairs
complete it basing on the dialogue in task1.
- Asks Ss to use appropriate connectors to make the - Some Ss read.
writing smoother. Others listen to
- Tells Ss to exchange their writing with a friend. - Complete task1
- Goes around the class, tests Ss
And picks up some writings to check the mistakes as - Individual work
the whole class.
UNIT 4 :
- pronoun exactly & fluently the sound : / d/- / d:/ in words and in sentences
- use the structure : used to + infinitive and which as a connector in writing and speaking
II. TEACHING AIDS : a cassette
III. PROCUDURE
Time needed
I. Warm-up (5’) - T writes the sentence on the board, put the socks on - Ss close the books . -
top of the box One Ss reads and says
- T underlines the sounds & leads into the lesson what sounds are
repeated .
II. Pronunciation * listen and repeat - Ss open their books
Activity 1 (5’) -T writes two sounds / A / & / a: / on the board
- T reads the sounds -Repeat in chorus
- T reads the words in the text book - Repeat in chorus then in
- T asks Ss to close the books and numbers two individually
sounds from 1 to 2
-T read the words in the text book - Say loudly the number
of the sound heard
- Open the books
- Read the words in pairs
- Listen and repeat

* practice these sentences - Read individually as
Activity 2 (7’) -T reads the sentences directed
- asks Ss to pay attention to the sentence stress - Work in pairs
- asks Ss to pick out the words containing the sounds
/ i/, / i:/ - Read the result
- T checks the result
more exercises : T plays the tape - check the result
- T asks Ss to pick and the words containing / o/ they
recognize in the sentences they hear : story, rob,
tomorrow, hospital, stone, shop, airport
- asks Ss to rearrange words in correct sounds / A/ or
/ a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon,
mud, shark
- corrects
III. Grammar & T shows the picture about disable children and asks - answer
vocabulary (25’) - What do they like ?
- T gives the answer: they are disable children
- T asks Ss to rewrite the sentence using “the + Adj.”
- T leads to exercise 1
- T directs Ss to do exercise using the Adj. - Ss write on the board
Activity 1 Exercise 2 - Ss work individually
- T writes the sentence on the board and asks Ss to then exchange the result
rewrite the sentence using Used to + ing in pairs
Activity 2 ex : I often went fishing with my uncle when I was
young
+ I used to go fishing - Ss write on the board
- T has Ss do exercise 2
- T checks the result - Ss work in groups
- T guides the suggestion exercise 3 and asks Ss to
work in pairs - Ss work in pairs
- T calls some pairs to read their answers
- T corrects - Ss read their answer
Activity 3
IV. Homework (3’) Do the exercise of language focus in workbooks of

unit 4
UNIT 5 : TECHNOLOGY AND YOU
LESSON : READING
I. OBJECTIVES : By the end of the lesson, students will be able to read the passage specific
information and learn about how present and future devices and equipment may change our
lifestyle
- Grammar
- New words: words related to modern devices and equipment
III. TEACHING AIDS : pictures
IV. PROCEDURE
Time needed
I. Warm-up (4’) T show a picture of a modern devices and asks Suggested answers
question - It is a computer
1. what is this ? - yes, I can
2. Can you know to use it ?
II. Pre- reading (8’) Task 1 : Answer the following questions - Ss work in groups
- T writes the question on the board and asks to answer - to get information/ to
1. What do people use computer for ? send and receive mail
2. What can be other purser of computers in the - to do the shopping/ to
future ? design hour/ to give
- T checks and write the answers on the board advice
Task 2 : match objects with their names
- T has Ss work in pair and modern the objects painted
in the textbook with their names - Ss do the task keys : 1d,
- T conducts the connection and discusser the uses of 2e, 3g, 4c, 5a, 6f, 7b, 8h
some of these devices
III. While reading * Task 1 : match the words and phrase in column A - Ss work in groups
(23’) with it’s the definition in column B keys : 1c, 2e, 3a, 4b, 5d
- T asks Ss to guess the meaning of column A and
continue with the meaning of column B
- T checks and helps Ss if necessary
* Task 2 : decide which of the three options below is - Some groups present
the best little for the passages their result before the
- T asks Ss to check the information of the passage, class
then choose the best option - Ss work in groups
- T : what’s the best title A, B or C ? - discuss to find the best
title
- Ss: © what can the
* Task 3 : answer the questions, using the cues given computer do ?
in the textbook:
- T explains some words and asks Ss to answer the - Ss work in pair
question - find the information to
+ miraculous : answer the questions
+ capable of :
+ magical :
1. what can the computer do to help us in our daily 1. computer can help us
lives ? send and receive mails in
2. why is the computer a miraculous device? very short time
- T checks and corrects the mistakes if necessary 2. because it’s not only
capable of providing
information but also in
used as a calaulating
machines
IV. Post- reading - T gives a tape and asks Ss to discuss about it : “Talk Work in groups
(10’) about the advantages of using a computer” Discuss
- T gives suggestions and comments then checks and
corrects
V. Homework (3’) - T suggests Ss’s homework : Ss do homework at home
+ find out some problem that people encounter when
using computer
- T guides Ss to prepare the next lesson

LESSON : SPEAKING
I. OBJECTIVIES : By the end of the lesson, Ss will be able to :
- ask and answer some information about the uses of modern inventions
- talk about the uses of modern technology
- Grammar
- New words : words related to modern devices and equipments
III. TEACHING AIDS : handouts
IV. PROCEDURE
Time needed
I. Warm-up (5’) T give Ss some handouts Ss do the task in groups
T has Ss work in groups and match the objects with
their names Keys
* Handout 1. c. radio
Objects Names of electric 2.b. television
devices 3.e. washing- machine
- picture 1(maùy daøi) a. fax-machine 4.f. air condition
- picture 2 (ti vi) b. television 5.d. electric cooker
- picture 3 (maùy giaët) c. radio 6. a. fax- machine
- picture 4(maùy ñieàu hoøa) d. electric cooker
- picture 5(noài côm ñieän) e. washing-machine , f.
air- condition Ss answers may ary
- picture 6(maùy fax ) suggested answers
T conducts the correction and asks Ss : - It’s used to watch films
- can / could you tell me what a TV in used for ? - It’s used to learn
T leads into the new lesson English
II. Pre- speaking *Task 1 : (in book) * Class organization :

(8’) - T work in pairs. Asks and answer question about the Ss sit in pairs
uses of modern inventions Ss practice in pairs
- T has some pairs present their practice before the Some Ss present their
class practice
III. While- speaking * Task 2 ( in book) Work in pairs to choose
(10’) - T work in pairs complete the sentences use the words the appropriate verbs to
in the box ( you will have to use some verbs more than fill in the gaps
once) - some Ss present their
- T walks around the class and offer helps Ss if result before the class
necessary keys :
- T asks some pairs to present their results 1. store 2. transmit
3. process 4. send
5. hold 6. make
7. send 8. receive
9. design
IV. Post- speaking * Task 3: (in book) - Ss answers may vary
(10’) T asks Ss some questions to lead into the tasks 3 suggested answers:
Questions : - I think…
- In what way is information technology the most - Because…
useful to our lives ? Ss do the task 3 in groups
- Why do you think Ss ? some Ss present their
T has Ss do the task 3 reasons before the class
T walks around the class and offers ideas and while the other listen and
comments when students need help then T selects remark
some groups to present their results
V. Homework (2’) T asks Ss : Ss work at home
+ find 3 modern inventions then work with a partner to
talk about the uses of them

LESSON : LISTENING
I. OBJECTIVES : By the end of the lesson, students will be able to listen to a monologue of 120-
150 words for general or specific information.
- Grammar
- New words: words related to modern devices and equipments
III. TEACHING AIDS
IV. PROCEDURE
Time needed
I. Warm-up (3’) T shows a picture of some modern devices and asks - Ss answer may vary
questions * suggested answers
1. Name some modern devices you know ? 1. I have a fridge, a
2. Can you tell me what a fridge is used for and a telephone vacuum cleaner
telephone ? 2. A fridge is used to keep
food and vegetables fresh
II. Pre-listening - T has Ss close their books and asks them Ss close their books and
(10’) 1. How many modern devices are there ? look at the table in their
2. What are they ? books
3. How often do you use each of the them ? Ss work in pair, asking and
T uses pictures, objectives to give the meaning of answering the question 3,
new words then tick (v) in the task
T plays the recording twice Ss listen and repeat
III. While- listening Task 1 : - Ss read the statements in
T has Ss read the statements in their books carefully silence
T plays the recording twice - Ss listen, then discuss in
T walks around the class and offer help Ss if pairs to decide whether the
necessary statements are T or F
T plays the recording to conduct the correction Some students present their
Task 2 : results
T has Ss read the story
T plays the recording twice - Ss read the story with the
T plays the recording once more gaps in silence
T plays the recording to correct Ss results - Ss work in pairs, doing
the task Ss checks their
work
IV. Post- listening T has Ss listen to the man’s talk again Ss listen then retell the
T listen to check their work story in pairs
Two students retell the
story in of the class
V. Homework T assigns homework Ss write the main ideas of
the story in their notebooks
UNIT 5: TECHNOLOGY AND YOU

LESSON :WRITING
I. OBJECTIES : By the end of the lesson, Ss will be able to write a set of instructions of 100- 120
words following a suggested model and word cues
II. LANGUAGE FOCUS
- Grammar :
- New words : words related to modern devices and equipments
III. TEACHING AIDS : pictures a phone card
IV. PROCEDURE
Time needed
I. Warm- up (5m’) - T shows a picture of a public telephone and asks Ss ‘ answer may vary
questions
1. what is this ?
2. have you ever used a public telephone ?
3. Is this easy or difficult to use it ? May be Ss can’t answer
- T has Ss open their books and introduces the set the question 4
of instructions on how to use a public telephone
II. Pre- writing * Task 1 : read the following set of instructions on * Class organization : Ss
(5m’) how to uses a public telephone sit in pairs
- T uses pictures, real objects to give the meaning Ss read the set of
of new words instructions in silence
- T shows a phone card and asks questions and guess the meaning of
+ What’s it ? new words
+ What’s it used for ? Ss listen to questions and
+ What are the steps in using a public telephone ? answer
+ What should you do if you want to get help ? * Suggested answers :
+ What should you do if you want to call five - It is a phone card
services/ the police/ an ambulance ? - It is used to make a call
- They are first, left, next,
insert…
- To obtain help, dial 116
+ To call fire service, dial
114
+ To call the police, dial
113
+ To call an ambulance,
dial 115
Ss work in pairs
* Task 2 : Find out the connectors and the

imperative from of the verbs from the instructions
T has Ss read the instructions is silence and find out
the connectors from the instructions Some Ss present their
( 2m) T walks around the class and offer helps Ss if results before the class
necessary Ss work in groups,
T asks some pairs to present their results looking at the T.V and
* Task 3 : (in book) having discussions. Then
T has Ss look at the T.V and remote control and they answer the questions
answer the questions Representatives of each
groups present their ideas
in front of the class
* Suggested answers
(8m) 1. If we want to operate a
T conduct the correction T.V with a record control,
we have to make sure
that the cord in plugged
and the main is turned on
3.Press the power button
4. Press number 1,2 ,
3,4…
5. Press the volume
button up and down
6. Press the mute button
III. While- writing Task 4: ( in book) Ss work individually

(7’) T answers task : each student write a set of Ss writing may be
instructions on how to operate a T. V with a remote different
control, using the picture and the question in their
book as suggestions
IV. Post-writing Task 5: teacher gives suggestions and corrections Ss read one another’s
(10’) writings. Then some Ss
read their writing in front
of the class
V. Homework (2’) T assigns homework Ss write a set of
instructions how to use
an object they know
UNIT 5 :
- pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences
- use the present perfect, the present perfect passive and “who, which, that” structure in writing and
speaking
II. TEACHING AIDS :
III. PROCUDURE
Time needed
I. Warm-up (5’) - T writes the sentence on the board . After Lan had - One Ss reads and say
put the fruit on the table, she cooked a meal what sounds are repeated
yesterday - The sounds /u/ - /u:/
T underlines the sound and leads into the lesson.
II. Pronunciation * Task 1: listen and repeat - Ss open their books
Activity 1 (5’) -T writes two sounds / u / & / u: / on the board
- T reads the sounds -Repeat in chorus
- T reads the words in the text book - Repeat in chorus then in
- T asks Ss to close their books and numbers two individually
sounds from 1 to 2
-T read the words in the text book - Say loudly the number
of the sound heard
- Open the books
- Read the words in pairs
- Listen and repeat

* Task 2: practice these sentences - Read individually as
Activity 2 (7’) -T reads the sentences directed
- asks Ss to pay attention to the sentence stress - Work in pairs
- asks Ss to pick out the words containing the sounds
/ u/, / u:/ - Read the result
More exercises : T plays the tape - check the result
- T asks Ss to tick and the words they recognize in
the sentence they hear
T gives a remark
III. Grammar & * T ask 1: The present perfect - Ss answer the questions
vocabulary (25’) T asks Ss to answer the questions + I have never been to
- How long have you learnt English ? Lon Don
- Which tense is used in these sentence ? + The present perfect
- Have you ever been to Lon Don ? tense
T introduces the exercise Ss work individually then
Exercise 1 using the present perfect tense exchange the result in
T checks the result pairs
* Task 2 : the present perfect passive
T asks Ss to use these words to complete sentences : “Titanic” has been
Titanic/ show/ country/ since May showed in the city since
T asks Ss to give the form of the present perfect May
passive and then do exercise 2 - Work in pair
T goes around to helps Ss if necessary
T checks the result
* Task 3 :
T reviews relative pronouns - Ss work individually
T has Ss do the exercise 3 and compare the result
T check the result with a partner
IV. Homework (3’) Do the exercise of language focus in workbook page

61
LESSON PLAN
UNIT 6 : AN EXCURSION
LESSON : READING
I. OBJECTIVES : By the end of the lesson, students will be able to know about arrangements for
an excursion through reading a letter
- Grammar : present progressive (future meaning) : be going to
- New words: words related to excursion
III. TEACHING AIDS : pictures
IV. PROCEDURE
Time needed
I. Warm-up (3’) T asks: Is Viet Nam a beautiful country ? Ss answer
T instructs a game among groups of 6, list as many Ss work in their groups
landscapes in VN as possible
T collects Ss papers, choose the paper with the most
olaces, wads then aloud, announces the winter
II. Pre- reading (7’) T ask : Have you ever visited them or just seen their Ss answer
pictures or just heard about them ?
T asks Ss to look at the 4 pictures in the book, work
in pairs to decide what they are , match them with Ss answer in pairs
correct information, tell each other which place
they’d like to visit and the reason
T explain some new words if necessary
T checks corrects and call some Ss say their choice
pairs to ask and answer about their opinion
T asks Ss to look at the 5th picture gives some Ss say their choice
guiding questions
+ what’s this landscape ?
+ who’s going to visit it ?
+ how is that trip going to talk place ?
T leads into the text
T explains some new words
+ excursion : (translate)
+ cave : (picture)
+ permission (n) = to permit = to allow Ss take notes
+ persuade (v) : try to make someone agree with you
+ campfire (n) = campfire
T teaches Ss pronunciation
Ss read the words

III. While reading T asks Ss to read the text and answer the 3 guiding Ss read the text silently
(20’) questions Ss say their answers
T asks Ss to answer the 1st two questions key :
1. It is the way to Huong Pagoda
2. Lan and her classmates are
T ask Ss to read the text again to do task 1 Ss do the task
T explains some words (complain, relax, individually
destination )
T check Ss read the whole
T asks Ss to read the question in task 2 reread the sentence
text and answer Ss work in pairs
T checks by calling some pairs to ask and answer
IV. Post- reading T asks Ss to complete the summary by filling the Work in groups of 3 or 4
(12’) gaps
T checks Ss choice Ss volunteer to do the
T asks Ss to summarize the letter using their own task
words Ss work in groups
T asks Ss to work in groups make some
arrangements for an excursion to somewhere in Tuy
Hoa Ss listen
T calls representative to present their plans
V. Homework (3’) - learn vocal Ss do homework at home
- complete the exercise above
UNIT 6: AN EXCURSION
LESSON : SPEAKING
- Give opinions about arranging the seats on a boat
- talk about their most suitable seat and give the reasons
I. LANGUAGE FOCUS
- Grammar
- New words :
II. TEACHING AIDS :
III. PROCEDURE
Time needed
I. Warm-up (5’) Play a game
- ask Ss to guess the word about a transport that I thinks
about
- divide class into 4 group. The group finding it correctly Group wok
and quickly is the winner
- If Ss can’t guess, T gives more information “It has 4
letters”
II. Pre- speaking BOAT Ss answer

(15’) * T asks Ss some questions
- have you traveled by boat ?
- what are advantages and disadvantages of traveling by
boat ? (about health- seasick, fresh air / skin- sunburnt/
sight seeing- a good view, etc…)
T writes new words on board
Task 1 : ask Ss to read task 1 in book
T read the requirement aloud, then asks Ss Ss look at task 1 in the
- What is it ? book answer
- where is Chicago ? It’s in Chicago
It’s the third big city in America, belongs to Illinois
state. Lake Michigan is one of five beautiful lakes in
America
* T explain some hard words:
-sundeck (n) Ss read task 1
- suffer from(v)
- air conditioning (n)
* T asks Ss some question to check Ss’ comprehension
- what do you know about Mary ? Ss answer
- where is the best seat for Mary ?
* T asks Ss to look at the seat plan in
Task 2 ( in book)
- T explains the seat plan Ss look at the book
+ occupied
+ refreshments
- T repeat the question. Where is the best seat for Mary ?
- T asks 2 Ss to read the conversation in book
- T explains some structures to ask and give opinions
+ I think he/ she should…..
+ that’s a good idea Ss read aloud
+ I don’t think so
+ to be suitable for
+ had better
+ what do you think ?/ what’s your idea ?
III. While- speaking Ask Ss to discuss in group Group work

(12’) T goes around to check Ss’ practice
Ask representatives of some groups present their
decision, then ask the other group’s opinion
IV. Post- speaking * Task 3: Pair work
(10’) T : If our class is going to on a boat trip on Ba river.
Which seat do you think is the most suitable for you ?
why?
- T asks some pairs to play role Role play
V. Homework (3’) - ask Ss to write a paragraph, giving your opinion about

the seat on a trip & your reason
- write 5 sentence about what you like to do when going
for a picnic
UNIT 6: AN EXCURSION
LESSON : LISTENING
I. ECTIVES : By the end of the lesson, students will be able to listen and understand some
information about a picnic
- Grammar
- New words: words related to action of a picnic
III. TEACHING AIDS : cassette player, pictures, worksheets
IV. PROCEDURE
Time needed
I. Warm-up (3’) * Get Ss to play a game : worksheets Work in groups of 4
Match a verb in column A with a suitable word or phrase
in column B
A B
1. take a. soundly
2. get up b. yourself
3. prepare c. photos/ photographs
4. set up d. excited
5. play e. a tent
6. enjoy f. early
7. feel g. food and drinks
8. sleep h. at the stadium
9. return i. games
10. meet j. home
* The rule : which group finish first and has the most
right answers will be the winner
* Collect the worksheets and give the key
* Ask “when do you often do these actions ? Do you Answer individually
often go for a picnic ?where ? when?
II. Pre-listening * Lead Ss to the new lesson : Ss close their books and
(10’) - Ask Ss to do the exercise in the book look at the table in their
- check 2 pairs books
- say : “you are going to listen to a passage of a picnic. Ss work in pair,
First practice reading the following words. You’ll hear
them in the passage
- get Ss to practice reading the words in the book
- explain new words : glorious, spacing, left over, Only listen
tannical garden Listen and repeat
III. While- listening - Explain the requirement in task 1 - work in groups of 4
(20’) - ask Ss to look at the pictures in the book and order
them in groups
- check but not comment
- asks Ss to listen to the cassette player/ the teacher and listen and do the exercise
do the exercise in the book in groups of 4
- go round and see if Ss can do the exercise to get Ss to
listen more
- check and get Ss to compare the key with their
prediction
- ask Ss to do task 2 : the same procedures as task 1
- ask Ss to read the question in task 3 in silence and then - discuss in groups of 4
listen and answer them
- get Ss to discuss in groups
- check and correct
IV. Post- listening - get Ss to do the exercise in the book (after you Groups of 4
(10’) read )
- check and correct
V. Homework (2’) Ask Ss to rewrite the answer if to the questions in task 3 Work at home
Prepare the new lesson
LESSON :WRITING
I. OBJECTIVES : By the end of the lesson, Ss will be able to write a confirmation letter
II. LANGUAGE FOCUS : Some expressions are after used in confirmation letter
- I will….
- I’m glad to
III. TEACHING AIDS : an extra board
IV. PROCEDURE
Time needed
I. Warm- up (5m’) - T asks Ss to find some words which can be used with Ss work in pairs
the word “LETTER” such as invitation letter
- T calls some Ss to give the answer
+ regret
+ business letter
+ friendly
+apology
+ thank you
+ complaint
+ love
+ confirmation
- T ask Ss some question to read into the new lesson
+ have you ever received a request letter ?
+ If you accept the request, how do you mute a
confirmation letter ?
Ss answer the question
II. Pre- writing - T asks Ss to do task 1 Ss do task 1 as directed
(5m’) - T explains the usages of “ I will…” and some new
words
+ to pick someone up (translation)
+ convenient (a) = confact
- T checks the result by calling 2 Ss and the complete
the chart on the board
Mai’s request Hoa’s conformation
+ can you go shopping + certainy I will help
with me to buy the you to prepare
tying we need for the every thing you
trip ? need for the trip?
III. While- writing Before Ss do task2 , T asks them to read the situations Ss make remark
(7’) carefully and reminds them of some difficult words Ss practice writing as
+ bunch (n) directed
+ wildlife (n)
- T divides the class in+ groups 4 groups write letter 1
and 4 groups write 1 letter 2 and write their letter on
- T goes around the class to check Ss practice and helps
them if necessary.
Ss work in group
IV. Post-writing (15) - T asks 2 Ss to hang their boards on the blackboard Ss look for the mistakes
(letter 1 and letter2)
- T also guides the other groups to find out the common
mistakes Ss correct the mistakes
- T directs Ss to correct the mistakes
- T gives feed back
- T gives the key
V. Homework (2’) - each Ss rewrite the confirmation letter
- prepare: language focus
+ pronunciation /a/ and /z/
+ review the present

IV. OBJECTIVES : By the end of the lesson, Ss will be able to :
- pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences
- use the present progressive and “be going to” to express a future plan and a prediction
II. TEACHING AIDS : a cassette
III. PROCUDURE
Time needed
I. Warm-up (3’) T has the whole class sing “happy birthday” with only Ss sing
vowels /a/
T says “in this new song, we have various /a/ (short
,long, high, low). In English, we have two vowels / a/,
/z/ . They are only different in length
II. Pronunciation T introduces the lesson
(12’) Listen and repeat : Ss close their books,
T writes two vowels / a/ (column 1), /z/ (column 2) on listen
the board
T read the words in book are by one and has Ss listen Ss listen and choose 1 or
and decide whether they are one or two 2
T writes the words on the board according to Ss’
opinions
T asks Ss to look at the book and to check (correct it if
necessary) Ss open book and check
T read the words in the textbook Ss repeat in chorus, in
Practice these sentences : individually
T reads the sentences Ss listen and repeat
T asks Ss to pay attention to the sentence stress Ss reads individually as
T asks Ss to pick out the words containing the sounds /a/ directed
& /z/
T checks the result
Ss read the result
III. Grammar & The present progressive ( with a future meaning) and - Ss answer
vocabulary “be going to”
Presentation (10’) T asks “what are you going to do this weekend”?
T writes an answer an on the board “ she is visiting this
weekend”
T says and writes a sentence about herself “I’m going to
visit… too but I haven’t decided the time”
T asks Ss to remark the different use between “be going
to” and present progressive
T confirms Ss discuss
+ present progressive : an intention with a specific plan
(specific time)
+ “be going to” an intentions with or without a specific
time
T analyses 2 examples in the book for more
understanding
Note : “be going to” present a prediction
Ex: she looks tired . She is going to take a rest
T introduce the exercise
Exercise 1 :
T asks Ss to choose the correct opinion in brackets
T checks the result
Practice Exercise 2 :
Activity 1 (5’) T asks Ss to do ex 2 Ss work individually then
T check the result exchange the result in
Exercise 3 : pairs
T asks Ss to complete the exchange, using the present
Activity (5’) progressive on the Ss work in groups
T checks the result
Activity 3 (8’) Ss work in pairs

Consolidation
IV. Homework (2’) Make 2 sentences, using present progressive (future

meaning)
Make 2 sentences using “ be going to”
LESSON PLAN
UNIT 7 : THE MASS MEDIA
Lesson: Reading
I . OBJECTIVES :
1. Knowledge : By the end of the lesson, Ss will be able to understand about different types of the
mass media , knowing about some popular T.V programmes
2. Skill : Reading comprehension
II . LANGUAGE FOCUS
1.Pronunciation : the sounds /ei/, / ai /, / oi /
2. Grammar ; Review “Wh- & How” questions
3. New words : Words related to the media, kinds of the mass media, advantages or disadvantages of
the mass media, programs of radio T.V
III . TEACHING AIDS :
Projector, some pictures of M. C , pictures of the mass media
IV. PROCEDURE
Teacher‘s activities Students’ activities
* Warm-up (3mn)
T asks ;
- Do you like listening to the radio? Ss answering.
- Do you often watch T.V?
- Which programs do you often watch ?
T asks Ss look at the photos of M.C & guess the programs
* Pre-reading (10mn)
Asking Ss to work with their partners
1. When do you often watch T.V ?
2. How many chanels are there on our national T.V ? Ss work in pairs
3. How many hours per week do you watch T.V ? Ss asking & answering
T checks and corrects , asks some pair to work
* New words ;
T explains the newwords cartoon, drama, comedy, portrait, Folk
songs (pictures)
* While reading (20mn)
-T asks Ss to read the text to do the
task 1
T checks and corrects
- T has the class read the text again , this time more slowly, to scan
the details and do the task2
T walks round the class, listens to Ss’ discussion & offers Ss work in pairs
suggestions when necessary Ss match the words with
T checks & corrects their definitions
T asks Ss to do the task 3
T checks & corrects Dividing Ss into group of
* Post reading Four
T has Ss work in groups talk about programe on our national T.V Ss have discussions then
T gives suggestion & comments representatives of each pair
* Homework: (2mn) present their ideas in front of
T suggests Ss’ homework the class (T or F)
Ss work in pairs to answer

the questions
Ss group works discussions

& then representatives of
each group present their
ideas
Talk about uses of media
UNIT 7: THE MASS MEDIA

Lesson : SPEAKING
- Ask & answer questions about uses of media
- Talking about different types of media
II. LANGUAGE FOCUS
- Grammar
- New words : relating to mass media ( TV, interest)
III. TEACHING AIDS : real object, picture, an extra board
IV. PROCEDURE
Stage / Time needed Teacher’s activities Students’ activities
I. Warm-up (3’) T uses many real objects & pictures of mass media Ss discuss and answer
(TV, newspaper, books, radio telephone)
T asks Ss to tell which types of them are mass
media
T asks Ss to explain why they called mass media T
checks
T leads into the new lesson
II. Pre- speaking Task 1: Work in groups
(10’) T asks Ss to work in groups (4,6 persons) to read
the words below and put a tick next to the words of
the mass media
T walks round to helps Ss or listen to their
discussion
T asks Ss to answer & explain
T asks Ss to give their knowledge about mass Answer and explain
media.
III. While- speaking Task 2: Read in silent
(17’) T asks Ss to read the information in book and
understand some words orally, aurally, visually.
T devices Ss into pairs or groups & asks them to
discuss about the feature of each type of the mass Ss discuss
media has in common
T asks Ss to make a chart or write their sentences
on board Present their sentences
T can use pictures or real object in warm-up
T checks
IV. Post- speaking * Task 3: Divide Ss into group of
(10’) T asks Ss to work in groups to talk about different four
types or the mass media & answer the questions in
book
1. What are different types of the mass media? Ss have discussion then
2. what feature do they have in common? represent
3. what are their dist native features ?
- T asks Ss to present their results
- T calls other Ss to discuss about the results of
their
- T checks & corrects
V. Homework (3’) - ask Ss to write a paragraph about the mass media Ss do at home
prepare listening seat on a trip & your reason
- write 5 sentence about what you like to do when
going for a picnic

Lesson : LISTENING
I. OBJECTIVES : By the end of the lesson, students will be able hear and understand a news item
II. TEACHING AIDS : cassette player, pictures, worksheets
III. PROCEDURE
II. Pre-listening (5’) - Have Ss work in pairs ask and answer the Ss ask and answer
question provided
- T asks
do listen to the news on TV or radio? Ss answer and show their ideas
Why or why not?
III. While- listening - have Ss listen to the tape one and ask them to - Ss listen and tick the
Task 1(7’) tick the adjectives suitable to each news adjectives for each news, then
Task 2(10’) - have Ss listen to the tape again and fill in the change and comment their task
missing words - Ss listen and complete the
Task 3(10’) - have Ss listen to the news stories again and news stories
practice asking and answering in pairs together - Ss practice asking &
answering the questions
provided in pairs
IV. Post- listening Divide class into groups of 4 to 5 students and Ss stand in front of the class
(10’) have them retell their classmates about one of two and retell the news stories after
the news discussing
V. Homework (3’) Introduce Ss some main points of the next part of Work at home
the lesson and ask them to prepare it carefully

LESSON :WRITING
I. OBJECTIVES : By the end of the lesson, Ss will be able to
- write about advantages & disadvantages of the mass media of 100-200 words using a suggested
model & word cues
II. LANGUAGE FOCUS : review words related to the mass media
Ex: help/ encourage s.o to do s.t
Make s.o / s.t + adj
III. TEACHING AIDS : an extra board, pictures
IV. PROCEDURE
Stage / Time needed Teacher’s activities Student’ activities

I. Warm- up (5m’) Giving the pictures of TV , radio, magazine, Ss answering
telephone & asking
+ what’s this?
+ what are advantages of telephone/
radio/magazine…?
+ what are disadvantages of them?
II. Pre- writing task 1 Ss skim task 1 as directed
(5m’) * Requiring Ss to hamming
* Explaining the new words structures
- help/ encourage s.o to do s.t
+ help us to learn
+ encourage us to busy
- make s.o/ s.t + adj
+ make things memorable
+ make us a ware of
+ make us passive
+ make people violent Ss work in pair
Asking Ss to repeat about the advantages &
disadvantages of T.V
III. While- writing Task 2: Individual or Ss work pairs
(7’) Work in pairs. Discuss the advantages of the mass
media, and write them down in the columns
column below
Ex: it makes people happy
It provides quick access to information and
entertainment
It hams people’s eyes…
Asking Ss to write the information into notebook
Task 3:
Write a paragraph about the advantages and Ss work individual or group
disadvantages of one of the mass media discussed work of 6-8
in task 2
IV. Post-writing Task 4: Ss to hang their boards on the black board Ss look for the mistake
(10’) & guides the others to find out the common Ss correct the mistake
mistakes
T directs Ss to correct the mistakes
T gives the key
V. Homework (2’) Write a paragraph about the advantages and
disadvantages or one of the mass media

Lesson : Language Focus
I . OBJECTIVES : By the end of the lesson, Ss will be able to
- Know how to pronounce exactly & fluently the sounds /ai/ /oi/ /ei/ in the words & in the sentence
- Use the present perfect, because of & in spite of
II . TEACHING AIDS : extra board, a cassette
III. PROCEDURE

I. Warm-up (3’) -greeting & asking Read & find out three sound
- T writes three words on the board: make, bad, /ei/, /ai/, /ai/
dry
- T underlines the sound & lead into the lesson
II. Pronunciation Listen and repeat :
(12’) T writes three sounds /ei/, /ai/, /oi/ Open their book
Activity 1 - reads the model sounds
- reads the words in the text book Repeat in chorus & then
- guides Ss to read individually
- asks Ss to close the book - work in groups
- reads & asks Ss to find out the sounds
Activity 2 Practice these sentences : - read individually
-T reads all sentences - work in groups
- T asks Ss to pay attention to the sentence stress - find out the sounds by
- T asks Ss to pick out the words containing the writing them on the board
sounds /ai/, /ei/ , /ai/
III. Grammar & - writes some sentences on the black board or

vocabulary (25mn) extra board
- I’ve just cleaned the floor
- We’ve have already prepared the lesson
- asks Ss which tense is used in these sentences - the present perfect
ex1: T directs Ss to do exercise1 using the present
Activity 1(8’) perfect - work individually
- checks the result - work in groups
ex2:
Activity 2(7’) - asks Ss to revise the verbs of time: for, since,
ago - work in groups
- lets Ss read all sentences
- in this exercise we’ll practice how to use
adverbs of time in this sentences
* Note: since, for, ago
- checks the result - give the usage
ex3: gives some sentences by using “because of, - fill in the blanks
Activity 3(8’) in spite of”
eg1: He was absent because of his illness
eg2: in spite of the cold weathers, we all wore
shorts
- reminds the usage of “ because of” and “in spite
of” - work in pairs
- lets Ss do exercises
- corrects the sentences
IV. Homework (3’) - Ss do exercises again

- Ss prepare lesson 8
LESSON PLAN
UNIT 8: THE STORY OF MY VILLAGE
LESSON : READING
Period 1:
I. OBJECTIVES : By the end of the lesson, students will be able to read the passage and
understand how the farmer’ lives change due to knowledge of their children from college or
technical high school
- Grammar : simple past tense
- New words: mud, muddy, straw, shortage, farming method, crop bumper crop , cash crop
III. TEACHING AIDS : pictures and extra board
IV. PROCEDURE

I. Warm-up (5’) - Asking Ss to look at 2 pictures Working in pairs
the first : farmers work by hand, buffalo Giving the answer in
the second: farmers work by machines front of the class
- Asking Ss to compare the differences between
the first and the second
- Telling Ss about many changes in the village
due to the knowledge of their children from
college
II. Pre- reading (10’) - asking Ss to look at the picture in their text
books
- Asking Ss some questions
+ what are the people in the picture doing?
+ how are they working ?
+ what do you think of the crop ?
+ what help produce good crop?
- Explaining new words
III. While reading - asking Ss to read the text silently - working in groups
(13’) Task 1: - coming to the board
- dividing the class into 5 groups of 10 to match their paper
- delivering each group one piece of paper with with definitions on the
phrase in column A written extra board
- column B in the extra board correcting them - listening and writing
Task 2: down
- asking Ss to read the text again - discussing in group
- dividing the class into 2 groups - standing up and
+ group A: before giving the answer
+ group B: now
- correcting the grammar of their sentences
Task 3:
- asking Ss to read the text once again - working in pairs
- asking one Ss to ask a question and the other
answer
IV. Post- reading - asking Ss to close their books and giving the - working in
(15’) main idea of each paragraph individually
- asking Ss to discuss the question what can an - work in groups
education help you and the others?
V. Homework (2’) Write 3 sentences in your own ideas of people Ss do homework at
with an education can helps make the life of his home
or her community better
UNIT 8 : THE STORY OF MY VILLAGE

LESSON : SPEAKING
V. OBJECTIVES : By the end of the lesson , students will be able to make questions and give
responses in small talks
VI. LANGUAGE FOCUS :
o Grammar
o New words
VII. TEACHING AIDS
VIII. PROCEDURE
I. Warm-up (5’) - T asks Ss to complete the open conversation in 1 - Ss Work
minute individually
A : ____(1)____________
B : Hi, Nam. How are you ?
A: I’m fine. Thanks, and you ?
B: Very well. Thanks, I haven’t seen you for a long
time. Let’s go somewhere for a drink
A: Sorry,______(2)________
- T explains something about these sentences
II. Pre- reading (8’) *Task 1 : - Ss listen & remark

- T gives Ss some expressions which are commonly
used when people start or close a conversation
ex : + It’s nice to meet you + Bye
+ How is everything ? + see you again
………
- T asks Ss to do task 1
- T asks some pairs to present their practice before - Ss work in pairs
the class - Some Ss present
- T asks Ss to read these expressions their results before
the class while the
others listen &
remark.
III. While- reading * Task 2 : - Ss work
(15’) - T asks Ss to scan task 2 & do it individually
- T asks Ss to practice the dialogue in pairs - Ss work in pairs
-T corrects their mistakes if necessary
* Task 3 :
- T asks Ss to scan task 3 & find out difficult words - Ss work
- T explains their meaning if necessary individually
- T walks around the class & helps Ss if necessary - Ss work in pairs
- T asks some pairs to present their practice before
the class - Some Ss present
their practice before
the class while the
others listen &
remark
IV. Post- reading * Task 4 :
(15’) - T divides the class into groups (T asks Ss to sit in
groups of 4 )
- T asks Ss to do task 4 - Ss work in groups
- T walks around the class & helps Ss if necessary
- T asks some groups to their practice before the class
- some groups present
their result before the
class while the others
listen & remark
V. Homework (2’) - T asks Ss to write about conversation done in - Ss do homework at
groups home

LESSON : LISTENING
V. OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and
then match them with suitable pictures
+ Grammar
+ New words
VII. TEACHING AIDS : cassette player
VIII. PROCEDURE
Stage / Teacher’s activities Students’ activities

Time needed
I. Warm-up (5’) - Shows a picture of Ha Long Bay - answer individually
- asks Ss some questions :
+ have you been to Ha Long Bay ?
+ do you enjoy spending your holiday in HLB ?
+ How do you like the weather in HLB ?
- Encourages Ss to make questions about this picture - work in pairs
- repeats good statements to lead in the new lesson
II. Pre-listening (3’) - Suggests Ss to arrange a question in A with a - work in pairs
response in B
- Goes around and helps Ss if necessary - present in front of the
- comments and corrects class
III. While- listening * Task 1 :
(15’) &( 30’) - Divides class into groups of four
- asks class to try describing the picture in the text
book
- plays the tape and asks Ss to listen to (2 or 3 times) - listen and match the
* Task 2 : conversation with the
- plays the tape again and asks Ss to listen and get pictures
information
- asks Ss to ask and answer question
* Task 3 : - work in pairs
- plays the tape and asks Ss to fill the missing words
into the blanks - work in pairs
- goes around and check some
- plays the tape and correct
IV. Post- listening - asks Ss to talk about the problem, they have - work in groups
(5’) experienced at school
V. Homework (2’) - asks Ss write 5 questions about personal hobbies &
describe a picture that the teacher gives
UNIT 8 : THE STORY OF MY VILLAGE

LESSON : WRITING
V. OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a form
- Grammar
- New words : new words related to forms
VII. TEACHING AIDS : forms, an extra boards
VIII. PROCEDURE
I. Warm- up (5’) - gives a game Ss choose the number
F and answer the
J O B questions
B I R T H
P E R M I S S I O N
- Asks the questions
1. what do you look for after graduating from high
school ?
2. Phu Yen is my place of ________
3. What is the noun of the verb “permit” ?
4. key FORM Ss guess the key
- Leads in the new lesson
II. Pre- writing - Give some forms and hang an extra board with Ask and answer in
Task 1 (5’) some questions : pairs
1. Do you know what they are ?
2. what do you fill in the form for ?
3. What sort of information do you often have to
provide when you fill in a form ?
- summarize information of each answer on the
board
Task 2 (10’) - Asks Ss to match a line in A with a question in B
after presenting some new words :
+ marital status
+ occupation
+ block capital
+ applicable
- Asks Ss to work in pair
- corrects Work in pairs
III. While-writing - Asks Ss to fill in the form Work individually
Task 3 (5’) - Helps Ss and checks when Ss do
- Corrects
Task 4 (8’) - Asks Ss to fill in the form Work individually( 2-
3 Ss work on the
boards)
- asks Ss to hang the extra boards while others
correct their friend form each other
- correct the common mistakes on the extra boards
- give the feed back
IV. Post-writing (10’) - divides class into 10 groups and asks them to use Work in groups
learnt information to write a form about one of
topics below
+ apply for a job
+ apply for a scholarship
+ send money in a bank
+ attend to a club
+ make a library card
- choose two of them to correct
V. Homework (2’) - Write two of above topics
+ prepare new lesson

Lesson : Language Focus
I . OBJECTIVES : By the end of the lesson, Ss will be able to
- Pronounce exactly and fluently the sounds /au/ and /au/ in words and in sentences
- Use reported speech (statements) and conditional sentence (type 1) in speaking and writing
II . TEACHING AIDS :
III. PROCEDURE
I. Warm-up (3’) - Teacher writes the sentence on the board - Ss close the books
“ I will put my coat on and go put ?”
- T underlines the sounds and asks Ss to read the - Ss read and say the
example and say what sounds are repeated sounds
- T leads in to the lesson
/au/, /au/
II. Pronunciation Listen and repeat :
(12’) - T writes two sounds /au/, /au/ on the board
- T reads twice
- T asks Ss to repeat the words in the text book - Ss repeat in chorus
Practice the sentences :
-T reads the sentences
- T asks Ss to pay attention to the sentence stress - listen and repeat
- T picks out the words containing the sounds - read individually
/au/, /au/ asks - work in pairs
Reported speech - give the result
- T asks one Ss: “how old are you ?”
Activity 1 - T asks the other to give what she or he has just
said. Lan said, “I am 16 years old”
Lan said that she was 16 years old
- T asks Ss to compare the differences between 2
sentences
+ personal pronoun
+ tense
- T asks Ss to remind those changes
- T corrects them - work in individually
* exercise 1: the exchange the result
- T asks Ss to report these statement using the in pairs
verbs suggested
- T checks the results
* exercise 2:
- T asks Ss to remind the differences among
“say”, “tell”, “talk”
- T asks Ss to do the exercise in textbook (page
90)
Conditional sentence (type 1)
- T picks out a picture of a car
Activity 2 - T asks: “what is it? “, “Do you like it”
- T reads “If I have much money, I will buy a car” - answer
* exercise 3:
- T asks Ss to look at what H. Anh hopes will
happen in the future - work in groups of 4
- T asks Ss to write one paragraph about H. Anh
by using conditional sentence 1
- T checks the result - read the result
* exercise 4
- T asks Ss to put “when”, “if” into each gap
- T check the result - work in pairs
- compare the result
with a partner
III. Homework (2’) - T asks Ss to do the exercise in workbook (page

49/50)
- prepare “test yourself”
THE SECOND TERM LESSON PLAN
LESSON PLAN
UNIT 9: UNDERSEA WORLD
LESSON: READING
I. OBJECTIVES : By the end of the lesson, Ss will be able to read a passage for information of sea
animals and plants and modern technology used to study it
II. LANGUAGE FOCUS
- Grammar: conditional sentences (type II)
- New words : words related to plants and animal of the sea
III. TEACHING AIDS : picture
IV. PROCEDURE

I. Warm-up (5’) - showing a film about plants and animal of the sea - watching the film and
saying what they have
seen
II. Pre- reading (5’) - which ocean does VN belong to ? - Ss do exercise with
- tell some more plants and animals of the sea you the picture in text book
know
- T explains new words
- gulf (n), (picture)
- mystery (n), (translation)
- starfish (n), (picture)
- water current (n)
ex: electric current
- organism (n)
- biodiversity (n) - Ss repeat new words
- T instructs Ss to read these words and take notes
III. While-reading - Ss read silently
Task 1 (5’) - group work of four
- pair work after
Task 2 (5’) scanning the
text
IV. Post-reading - cues : food, environment, tourism - Ss discuss the
(7’) usefulness o the sea in
our daily life
- learn the new words
V. Homework (3’) - write a short passage
about the sea (50
words)

Lesson : SPEAKING
I. OBJECTIVES : By the end of the lesson, Ss will be able to talk about some types of sea creatures and
undersea life- as well as how to protect them and the environment in general
II. LANGUAGE FOCUS
- Grammar
- New words : herbicides, pesticides, fertilizers
III. TEACHING AIDS : picture
IV. PROCEDURE

I. Warm-up (5’) - showing 2 pictures - looking at the pictures
+ one a beautiful beach and answering the
+ the other a dirty one questions
- what do you see in these 2 pictures ?
- what should we do to protect the sea ?
II. Pre- speaking - T introduces some new words - Ss look though these
Task 1 (7’) + herbicide (n) sentences in task 1 to find
+ pesticide (n) out whether there are any
+ fertilizer (n) new words or not.
- T ask Ss to read new words - Ss repeat new words
- word in pair
III. While- speaking - T gives 3 parts for each topic: threats, Ss work in group of four
Task 2+3 (18’) consequences and solutions (each group discuss one
of 4 topics)
- one of the Ss of each
group presents his or her
ideas
IV. Post- speaking - T asks Ss to talk about what they should do Ss work individually
(12’) and what they shouldn’t do
V. Homework (3’) - learn new words
- prepare the next period

LESSON: LISTENING
I. OBJECTIVES : By the end of the lesson, students will be able to listen and understanding some
information about whales
II. LANGUAGE FOCUS:
Grammar
New words: krill, migrate, mammal, the international whaling
III. TEACHING AIDS : cassette player, picture
I. PROCEDURE

I. Warm-up (5’) - T use a picture of a whale and asks Ss answer the question
+ what do you know about whale ?
- Ss listen and repeat new
II. Pre-listening (10’) - T gives new words words
+ krill (n) - pair work: Ss discuss
+ migrate (v) the questions in text book
+ mammal (n)
+ the international whaling commission
III. While- listening - T lets Ss hear the tape 3 times - Ss work individually
Task1 (10’) and do task 1
Task 2 (10’) - T lets Ss listen to the tape for specific - Ss can compare with
information (3 times) their partners
- T calls other Ss to correct the answer - Ss look through the
questions before listening
- Ss work individually
and answer the questions
IV. Post- listening Work in groups of 4 to
(12’) talk about whales
V. Homework (2’) - Ss can talk something
about whales in the next
period
- prepare writing part

LESSON :WRITING
II. OBJECTIVES : By the end of the lesson, Ss will be able to write a short passage about sea
animal
III. LANGUAGE FOCUS :
- grammar
- new words: words related to sperm whales and dolphins
IV. TEACHING AIDS : worksheet
V. PROCEDURE

I. Warm- up (5m’) T gives some words asking Ss to make Ss choose the words and
sentences from the worlds relates to the make sentences to describe
picture in the textbook : sperm whales, fish, the picture
ocean, river, big, small
II. Pre- writing - T gives new words Ss read the text silently and
Task 1 (5’) + carnivore (n) do the exercise
+ gestation (n) Ss compare their work
+ entrapment sheets
- T makes some questions to help Ss finish the
table
III. While- writing - T goes around class and help Ss if Work in groups of four
Task2 (18’) necessary
IV. Post-writing (14’) - T asks Ss to write their passage (2) on the Ss compare their work
black board sheets
- T corrects them by pointing out common
mistakes
V. Homework (2’) - write some thing about

animal you like
- prepare next period

LESSON: LANGUAGE FOCUS
I. OBJECTIVES: By the end of the lesson, Ss will be able to:
- Pronounce exactly and fluently the sounds /is/, /ea/, /ua/
- Should + conditional sentence type 2
II. TEACHING AIDS
III. PROCEDURE
I. Warm-up (5’) - Ss play a game by finding
A I E out meaningful words from
some letters provided in the
R O P
box
H T U - Ss pronounce these words
( poor, here, tour, pair, hear)
II. Pronunciation - T writes 3sounds on the board and asks Ss - Ss listen and repeat
(12’) to listen and repeat /ia/, /ea/, /ua/ - Ss find some words that
Activity 1(5’) have the same sounds
Activity 2 (5’) - T asks Ss to work in pairs to read all the - Ss practice the sounds in
sentences and themselves sentence
III. Grammar and - T asks Ss some questions - Ss answer question and

vocabulary + what should you do before going to class? use “should” and
+ what shouldn’t you do when you have a “shouldn’t”
cold ?
Activity 1(E.1) (9’) - Ss work in pair: one asks
and the other answers:
S1: Liz needs a change
what should she do ?
S2: She should go away for
a few days
Activity 2 (E.2) (9’) - T asks Ss to do as directed, but Ss say “ I - Ss gives the structure of
think or I don’t think” conditional sentence type 2
Activity 3(E.3) (9’) - T divides class into 2 groups - Ss work in groups and
- T can give points for good work one of groups go to the
black board to write the
answers
III. Homework (2’) Do exercise of language
focus in work book
LESSON PLAN
UNIT 10: CONSERVATION
LESSON: READING
I. OBJECTIVES: By the end of the lesson, Ss will be able to talk about the value of forests and nature
conservation
II. LANGUAGE FOCUS:
- Grammar: the passive voice
- Pronunciation: /b/ ; /p/
- Vocabulary: words relating to conservation
III. TEACHING AIDS: pictures, cassettes player, tape
IV.PRODURE
I. Warm-up (5’) - chatting - Ss’ answer may very
T asks Ss some questions - suggested answer
1. can you tell me some environmental problems? - air pollution, dirty
2. what should we do to solve these problem? streets, flood, forest fires
3. what’s conservation? - planting trees,
protecting, animals,
conservation
II. Pre- reading (5’) - teaching asks Ss to look at the pictures and
answer the question on page 104
- T gives some difficult words related to - repeating words in
conservation: chorus and individuals
+ eliminate (v) (translation)
+ circulation (n) (translation)
+ hydroelectric (picture)
+ vegetation (definition)
+endangered species (translation)
III. While-reading Task 1: match the word in A with B - pair work
(18’) - T asks Ss to scan the passage and then do it - silent reading
- T corrects
Task 2: decide whether the following statements - group work
are true or false - silent reading
- T divides Ss into groups of 6
- T asks Ss to read the passage in silence and
decide whether the following sentences are true
or false
- T corrects
Task 3: - group work
- T divides Ss into groups of 6
- T asks Ss to skin the passage in silence and
choose the most suitable main idea for each
paragraph
IV. Post-reading - T asks Ss to answer the question in text book - pair work
(7’) - one student in group
Free practice: T asks Ss to discuss about presents
- what should/ shouldn’t we do to protect our
environment?
V. Homework (3’) Write a short passage about 80 words about what
we should/ shouldn’t do to protect our planet

LESSON: SPEAKING
I. OBJECTIVES: By the end of the lesson, Ss will be able to make a conservation and talk about how to
protect rare animals by opening zoos of the new kind.
II. LANGUAGE FOCUS:
- Grammar
- Words
III. TEACHING AIDS: handout papers
IV.PRODURE

I. Warm-up (5’) Activity 1: playing game - work in groups
- giving Ss handout papers
- instructing Ss to classify them to the following
categories
- The content of handout: below is a list of animals
classify them to the following categories
Farm animals
Wild and zoo animals
Pets
Horse, elephant, monkey, sheep, pig, hen, tiger, - Ss answer may vary
giraffe, snake, lion, cat, parrot, tortoise, fish, pard,
rhinoceros
Activity 2: chatting
- asking Ss to answer the questions
1. Have you ever been to the zoo?
2. What animals can you see in the zoo?
3. What are zoos opened for?
4. What animals are in danger?
II. Pre- speaking (3’) Task 1: - silent reading
- asking Ss to read the paragraph and answer the - pair work
questions
- correcting Ss’ mistakes
- should we open zoos of the new kind or not? - Ss’ answers
III. While- speaking Task 2: (10’) - group work
(20’) Activity 1:
- asking Ss to put stick (v) in the right box to show
your agreement or disagreement in task 2
Activity 2:
- asking Ss to share their ideas with a partner by - pair work
making a conservation
- T can work with a partner
T: I think it would be better for animals if they live
in the zoo of new kind because they may have
better food
S: I agree with you
- give some advantages and disadvantages of zoos
of the new kind - Ss’ answer
- correcting Ss’ mistakes - Group work
Task 3:
Activity 1:
- asking Ss to discuss the advantages and - pair work
disadvantages of zoos of the new kind
Activity 2:
- asking Ss to make a conversation
- T can work with a partner
IV. Post- speaking Task 4: asking Ss to make reports Group work (some
(13’) - correcting Ss’ mistakes leaders will present)
Free practice: talk about zoos of the new kind
freely
V. Homework (3’) Write a passage about zoos of the new kind about
80 words

LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, Ss will be able to listen and get some information about a
forest fire
II. LANGUAGE FOCUS:
- Grammar
- Words: words related to a forest fire
III. TEACHING AIDS: a film
IV.PRODURE
I. Warm-up (5’) - T has Ss see a short film about a forest fire, then fire Group work
their opinions about this film ( what do you see in the
film?)
II. Pre-listening (10’) - T asks Ss to talk about what may cause a forest fire
If necessary T gives open questions
1. Do you often go camping in the forest?
2. Is it dangerous when making a campfire in the
forest?
3. what will happen? When?
4. can you tell me some causes/ damages of forest
fires?
Listen and repeat: In chorus
Forest campfire valuable forester destroy awful heap
III. While- listening Task 1: - group work
(20’) - T asks Ss to listen and number the events in the order
you hear
- T plays the tape again
- T checks the answer
Task 2:
- T asks Ss to listen again and decide whether the
following statements are True (T) or False (F)
Task 3:
- T asks Ss to listen again and tick (v) the sentences you - pair work
hear
- T plays the tape once more
IV. Post- listening - T asks Ss to say how a forest fire may start and what - some leaders will
(12’) every camper ought to remember present their reports
Free practice: ( group work)
What should we do to protect our forests?
V. Homework (2’) Write some sentences about the causes of forest fires

LESSON: WRITING
I. OBJECTIVES: By the end of the lesson, Ss will be able to write a letter of invitation
II. LANGUAGE FOCUS: some expressions are often used in letters of invitation
- let’s….. - can you……….? - shall we…….?
- why don’t you / we…..? - how about…….? - are you free….?
- would you like……….? - do you feel like…?
III. TEACHING AIDS: an extra board with a game papers
IV.PRODURE
I. Warm- up (5m’) - T directs Ss how to play a game - group work
- T gives each group with 18 letters and asks them
to rearrange into the words which have meaning
- The winners will be the ones who are the first to
give the answer
KEY: LETTER OF INVITATION
- T asks Ss some questions to lead into the new - Ss give the answer
lesson:
+ have you ever received a letter of invitation? - Ss answer the
+ what are some expressions often used in letters questions
of invitation ?
II. Pre- writing Task 1: - Ss do task1 as
Task 1 (5’) - T directs Ss to do task 1 and asks Ss to work in directed
pairs in 5 minutes
- T checks the result by asking some pairs of
students to read their finished sentences
- Key: 1.c 2.f/h 3.a 4.g/d 5.f/h 6.d/g
7.e 8.b
- T asks Ss to look at the finished sentences and - Ss work individually
make a remark on the form of the verbs following
the expressions:
+ let’s……… + (bare infinitive)
+ why don’t you /we….. + ( to- infinitive)
+ would you like…… +(V-ing)
- can you…… + (bare infinitive)
+ how about….. +(V-ing)
+ shall we…… + (bare infinitive)
+are you free….. + (to-infinitive)
- T asks Ss to use these expression to fill in the - Ss do task 2 a directed
blanks in invitation letters in T.2 - at first Ss work
Task 2: individually and then
- before Ss do task 2, T asks them to skins over exchange their result
task 2 to look for new words - Ss report the result
- T explains the meaning of the new words and
directs Ss to do task 2
- key:
1. are you free/ would you like
2. would you like/ are you free/ how about
3. can you/ why don’t we
- T asks Ss to make remarks on the form of
invitation letters and some
III. While- writing
Task2 (18’)
IV. Post-writing (14’)
V. Homework (2’)

I. OBJECTIVES: By the end of the lesson, students will be able to
- Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences
- Use “to infinitive” of purpose and “wh-question”
II. LANGUAGE FOCUS:
III. TEACHING AIDS: cassette player, tape, textbook
IV. PRODURE:
Stages/ Time Teacher’s activities Students’ activities
Warm up(5’) - T writes the sentence on the board Susan says she has Ss close the book
shut the doors One Ss reads and says
- T underlines the sounds and leads into the lesson what sounds are repeated
(/s/ & /z/)
Pronunciation Listen and repeat Open their books
(12’) - Writes the 2 sounds /s/ & /z/ on the board Repeat in chorus
Activity 1 (5’) - Reads the sounds Repeat in chorus/ in
- Reads the words in textbook individual
- Asks Ss to close the books and numbers two sounds into Read and choose /t/ & /d/
2 groups (group 1: /s/, group 2: /z/) Ss say loudly the number
- Read the words in the textbook of the sound the hear
+ prepared + booked + finished belong group 1 or 2
+ cleaned + stopped + booked Ss open the books
+ lived + closed Ss read the words in pair
Activity 2 (7’) Practise these sentences
- Reads the sentences
- Asks Ss to pay attention to the sentence information Listen and repeat
- Asks Ss to pick out the words containing the sounds /s/ & Read individually as
/z/ directed
- Checks and corrects Work in pairs
More exercise:
- T plays the tape
- T asks Ss to tick the words containing the sounds /s/ & /z/ Read the result
they hear
- T checks and gives mark Work individual
Grammar & - T asks a question with “what …for” until having a good One student answer
Vocabulary answer with “to infinitive” from the student
- T explains the use of “to-inf.” of purpose and asks Ss to
Activity 1 (8’) do exercise in the textbook Ss work in pair
- T checks and corrects
- T asks Ss to complete the sentences in exercise 2 in the
Activity 2 (7’) textbook Ss work in pair
- T gives the example (as in the textbook)
Activity 3(8’) Ex: I often listen to music whenever I have free time
- T asks Ss to make question for the underlined part
- T asks Ss to do the rest sentences
- T asks Ss to ask and answer together Ss give the question with
- T checks and correct mistake “when”
Ss work in pairs
Role play (one asks and
one answers)
Homework - T asks Ss to do the exercises of language focus in
(3’) workbooks
LESSON PLAN
UNIT 11: NATIONAL PARKS
LESSON: READING
I. OBJECTIVES: By the end of the lesson, students will be able to understand and know more about some
National Park in the world as well as Vietnam
II. LANGUAGE FOCUS:
- Grammar: + should and shouldn’t Conditional Sentence (3)
+ prepositions of direction: though, across…
- New words: relating to the topic about National Parks
III. TEACHING AIDS: pictures, projector
IV. PRODURE:
Warm up(5’) - Divides Ss 4 groups to play a game: “Match the name of Group work
the animal with the suitable pictures
Pre reading (5- - Asks Ss to work with a partner to answer the question in the Pair work
7’) textbook
- Checks Ss’ answer
While - Introduces some new words: Read in silence
reading(20-25’) + butterfly (n) (picture)
+ orphanage (n) (definition)
+ sub tropical (adj.)
+ toxic (adj.) (example)
+ contamination (n/v)
Task 1 (in the textbook) Group work
- Checks and corrects
Task 2 Pair work
- Asks Ss to work in pairs to answer the questions in the text
Post reading(7- - Asks Ss : “which of the three national parks would you like Discuss in group of 4
8’) to visit most ? why?”
Homework(3’) - Asks Ss to learn the new words and make sentence using
these words
- Remember the main ideas of each park given in the reading
LESSON: SPEAKING
I. OBJECTIVES: By the end of the lesson, students will be able to talk about an excursion
II. LANGUAGE FOCUS:
- Grammar: conditional sentence (type 3)
- New words:
III. TEACHING AIDS: pictures
IV. PRODURE:
Warm up(5’) - Shows the pictures of landscapes in Vietnam (Dalat, Work in 4 groups to discuss
Nha Trang, Da Dia… to find things they should
- Asks Ss to think of what they should bring when they bring when making an
make an excursion there excursion to these places
Pre speaking - Presents some new words
(10’) - Fine (n)
- Food poisoning (n)
- carsick (a)
- Presents conditional sentence (type 3)
While Task 1 Present in front of the class
speaking(17’) - T goes around & checks
Task 2
- Asks Ss to do the task as example
Ex: a. If we hadn’t gone by coach, we wouldn’t have
got carsick.
b. If we had gone by bike, we wouldn’t have got
carsick
Post Task 3 Group work
speaking(10’) - Asks Ss to work in group of 4 to talk about their Present before the class
excursious in the past and tell what they regret not
doing
Homework - Write 5 sentences to talk about what the students not Do at home
(3’) regret not doing in the past (T asks students to do this)

LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to listen to and gaps some special features
of Cuc Phuong National Park
II. LANGUAGE FOCUS:
+ Grammar
+ New words: ethics, minority, flora, fauna, attack, enemy
III. TEACHING AIDS: + pictures
+ tape
IV. PRODURE:
Warm up - Asks students to work in groups Group work
+ Math the pictures with the correct provinces
# Cat Ba # Hai Phong
# Cuc Phuong # Ninh Binh
# Bach Ma # Hue
# U Minh # Ca Mau
Pre listening - Asks students to work in group to answer the question in the Group work
textbook
- Goes around to help and check the answer
- Presents new words:
# ethnic # fauna
# minority # attack
# ffora # enemy
While listening Task 1 Listen only in
- Plays the cassette (1st) groups of 4
……………………(2nd)
- Goes around- help- makes suggestions (if necessary)
- Plays the cassette (3rd)
- Checks the task
Task 2
- Gets students pay close attention to the questions provided Listen and try to
- Plays the casstte (1st) finish the task
…………………..(2nd) Should pay careful
attention to
question words
Listen- group work
of 4
Listen- group work
of 4
Try to write down
key words for each
question
Post listenting - Asks Ss to work in groups to talk about the special features of Work in group then
Cuc Phuong National Park present before class
Homework - Complete the form about Cuc Phuong National Park:
# in 1960 # 160 km # 200 square kilometres # in
2002 # 2000 # 450 # the
spring of 1789

LESSON: WRITING
I. OBJECTIVES: By the end of the lesson, students will be able to write the a letter of acceptance or
refusal
II. LANGUAGE FOCUS: Soften used in letters of acceptance or refusal
- Yes, I’ d like / love to - I’m afraid I can’t….
- Yes, that’s a great idea - I’d love to, but….
III. TEACHING AIDS: extra board
IV. PRODURE:
Warm up(7’) - Invites Ss to write their letters of invitation on extra
boards (homework- unit 10)
- Checks and gives marks
- Asks: Read and try to
+ Do you accept these invitations? correct
+ How can you write a letter of acceptance / refusal? Answer: “Yes/ No”
Pre writing (15’) Task 1 Group work
- Asks Ss to look at the textbook (page 117)
- Explains the meaning of these expressions then fill in
each blank of the note with a suitable expression
- Asks Ss to work in group of 4 to choose the suitable one
for each blank
- Goes around- checks the result
Task 2
- Asks Ss to rearrange…(key: 1/d-e-c-a-f-b) Group work of 6-8
- Checks Present the result
While writing - Asks Ss to read the letter of acceptance in task 2 then Group work
(10’) write a letter of acceptance / refusal
- Divides the class into 4 groups
+ 2 groups (acceptance)
+ 2 groups (refusal)
- Goes around check and helps if necessary
Post writing (10’) - Hangs the extra boards of 2 typical groups , asks the Exchange their
whole class to correct and remark boards and correct
Homework(3’) “Imagine one of your friends invite you to go somewhere
with him/ her. Write a letter of acceptance/ refusal.

- Pronounce: exactly and fluently the sounds /t/ & /d/
- Grammar: conditional sentence type 3
II. LANGUAGE FOCUS:
III. TEACHING AIDS: extra board
IV. PRODURE:
Warm up(5’) ( Sing a song) ABC SONG Sing in chorus
(12’) - Writes the 2 sounds /t/ & /d/ on the board Repeat in chorus
- Asks Ss to choose the words pronounced /t/ & /d/ Read and choose /t/ & /d/
(using an extra board)
+ prepared + booked + finished
+ cleaned + stopped + booked
+ lived + closed
- Reads the sentences Listen and repeat
- Asks Ss to pick out the words containing the sounds Read individually as directed
/t/ & /d/ Work in pairs
- Checks the result
Grammar & - Sets the situation- the structure Listen, look at the board and
Vocabulary - Gets Ss to pay careful attention to the verb forms give remarks
Activity 1 (8’) - Checks Group work 4
- Gets Ss to look at the example in the textbook
Activity 2 (7’) - Gets Ss to make remarks when reuniting the
sentences Group work 3
- Makes remarks and corrects the mistaken if possible
- Gets Ss to do the ex 2 Listen only
- Gets Ss to look carefully at the example
- Gets Ss to do the ex 3 Pair work
Activity 3(8’) - Checks Group work of 8
individual
Homework(3’) - Do the exercise in workbook (page 65,66)
- Prepare TEST YOURSELF
LESSON PLAN
UNIT 12: MUSIC
LESSON: READING
I. OBJECTIVES: By the end of the lesson, students will be able to understand the passage and have an
adequate understanding about music.
II. LANGUAGE FOCUS:
- Grammar:
- New words: Words related to music
III. TEACHING AIDS: cassette player and tape, pictures in the textbook and some others ones of singers
IV. PROCEDURES:
Warm up(5’) - T lets the Ss listen to the tape and asks them question. Ss listen to the tape and may
1. What have you just listened to ? answer in various ways
2. What kind of music are you listening to ? # music
3. Name some kinds of music as you know ? # pop/ folk/ classical…music
# traditional music/ pop
music/ rock music/ jazz…
Pre reading Activity 1: Ss discuss in groups and
(10’) Pop match descriptions in the
Rock’n roll correct order
Classical music Baby one more time
Folk Yesterday
Activity 2: Turkish March (Mozart)
T asks Ss to put the name of the music they hear in the Ly ngua o
blank Ss read the statements and
1. ……is traditional songs of a country put in each blank the name of
2. ……is a style of music with a strong and loud hear music
3. ……is a modern music that is popular with the youth 1. folk music
4. ……is serious and traditional Western European 2. rock’n roll
music 3. pop
Activity 3: 4. classical
T asks Ss to open the book, look at the pictures and
answer the question about them Ss look at the pictures and
1. What kind of music does she play in the first name the kind of music from
picture ? the pictures (pair work)
2. What bank in the second picture ? What kind of # It’s folk music
music do they play ?
3. What kind of music do you think they play in the # It’s The Beatles. Rock’n
third picture ? roll music
# It’s classical music
While T explains new words
reading(15’) - funeral (n)
- integral part
- lyrical (a)
T asks Ss to open the books, listen to the tape and read Ss open the books, listen to
the text silently then do the tasks that follow the tape and read the text
Activity 1: (Task 1, page 125, textbook) silently then do the tasks that
T asks Ss to work in pairs to do the task 1 follow
T checks and corrects Ss work in pairs
Activity 2: (Task 2)
T asks Ss to read the text, then answer the question
T checks and corrects Ss work in pairs
Post reading T asks Ss to reread the text then answer the questions Ss work in pairs
(12’) T checks and corrects
T devides class into groups of four
T asks groups to talk their opinions about the roles of Ss work in groups of four
music
T goes around and helps and asks each group to display
in front of class
T checks and corrects
Homework T asks Ss to do the exercise in the workbook (ex 12) Ss write in out
(3’) T explain how to do the exercise
UNIT 12: MUSIC

LESSON: SPEAKING
I. OBJECTIVES: By the end of the lesson, students will be able to use Vto, Ss to ask and answer
(communicate) some information in the field of music
II. LANGUAGE FOCUS:
- Grammar:
- New words: words related to music
III. TEACHING AIDS: pictures in the textbook, some collective pictures, handout, worksheets, an extra
board
IV. PROCEDURES:
Warm up(5’) T uses picture in the textbook, asks Ss to look at it and tries Ss answer
to answer some questions
Questions: Ss answer correctly or
1. What’s her name ? not
2. What is she doing ?
3. Does she listen to music when she goes to school ?
4. Why does she like music so much ?
To understand why she likes it so much , we come to the
new lessons. Ok ?
Pre speaking Task 1: (in book) Ss underline them in their

(10’) Before reading, T asks Ss to underline some new words textbook
- keep me happy
- are easy to listen to
- cheer me up
- have the radio on
Read loudly and correctly Ss listen to the T
T asks Ss to look at the book and do the sklill/ exercise Ss read in silence
T listen and corrects Ss work in pairs
1. She like pop music
2. Because it keeps her happy
3. The Backs street Boys
4. All the time
T asks Ss to close their books and who can speak to what
Ha Anh says about music
T listens and gives mark Ss listen to her/ him
(if possible)
While Task 2 Ss work in groups (six)
speaking (15’) - Using an extra board
- explaining it
- go around and helps Ss to do (if it is necessary)
Prepare: - rousing
- lyrical Ss practice
- serene and peaceful
- pleasant
- help s.o forget troubles
- make s.o excited
- make s.o feel related
T asks Ss to write their names on their papers and give T
Post speaking Task 3: now report what you have found out your partners
(12’) T asks any drills and practice
Model: both Lan and Nga like it because it is relaxing or
Ba likes pop music, but Nam prefer rock
T changes group 1 into groups….
T asks Ss to practice speaking
T asks Ss any some questions to check the result of Ss Ss practice speaking
Ex: Does Ha like pop music ?
- Asks Ss to work in group of 4 to talk about their
excursions in the past and tell what they regret not doing
Ss answer
Homework Learn vocabulary, structures by heart Do at home
(3’) Practice speaking by using, in this period vocabulary,
structures
Thanks for your listening
UNIT 12: MUSIC

LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to listen more information about Van Cao’
life and occupation. Choose the true/ false statements correctly
II. LANGUAGE FOCUS: + Grammar + New words: work related to music
III. TEACHING AIDS: picture
IV. PROCEDURE:
Warm up(5’) - T has Ss listen to a short song which was written by Van Cao Ss listen to a song
- T has Ss guess who the composer was Ss answer
Pre listening - T has Ss look at the picture of Van Cao and asks some Ss work in pairs
(15’) question.
a. Who is in the picture ?
b. What do you do about him ?
c. Where and when was he born ?
d. Is he still alive ?
e. When did he die ?
- T gives some words (adj.) related to Van Cao’s music: sweet
and gentle, exciting, solemn lyrical
- T has Ss look at the textbook and then answer the question
below
a. Which of these songs were written by him ?
While Task 1 Ss listen to the tape
listening (12’) - T introduces the situation of the task 1 Ss answer
- T has Ss listen and then decide whether the statements are
true or false
- T plays the recording 3 times ( T may stop the recording
when necessary)
- T asks Ss to choose “T” or “F” statement
- T helps Ss to choose the correct statement
Task 2
- T asks Ss to listen the tape again then answer the questions Ss work in pairs
1. What is the name of the radio programme ? Ss correct their work
2. Which song by Van Cao does Quang Hung like most ?
3. Why does Quang Hung like it ?
Post listening - T has Ss work in group of four to discuss Quang Hung’s Ss work in groups
(10’) ideas about Van Cao’s music Ss answer
- T asks Ss to answer the question
1.What does he do when he listen to “Tien quan ca”?
2. What does Quang Hung think about Van Cao ?
3. Do you agree or disagree with him
Homework Ss prepare writing at home
(3’)
UNIT 12: MUSIC

LESSON: WRITING
I. OBJECTIVES: By the end of the lesson, students will be able to write about the life story of a famous
person, write about the life story of a famous American musician and a famous Vietnamese musican.
II. LANGUAGE FOCUS:
- Grammar:
- New words: words related to music
III. TEACHING AIDS: pictures
IV. PRODURE:
Warm up(5’) - T has Ss listen to a short English song then asks Ss to answer Ss listen to music and
the questions answer
1. Do you know who the singer is ?
2. Where does he/ she live ?
- T shows a picture of Scott Joplin and asks questions
1. Who is he ?
2. Do you know any information about him ? Ss answer
Pre writing - T has Ss learn new words :
(15’) + compose + artiste work
+ musical black family + wonderful mixture
Task 1
T has Ss work in pairs. Use the prompts below to make up
complete sentences about Scott Joplin
Ex: Scott / born/ Texas/ 1886/ poor/ but musical black family
- T has Ss do the exercise in the textbook Ss work in pairs
- T checks the result by asking some pairs of students key
1. He learned to play the guitar when he was very young
2. He learned to play the works of composers like Back,
Beethoven, Mozart as well as to compose music
3. He quickly became famous
4. His tunes were wonderful mixture of classical European and
African
While writing Task 2
(10’) - T asks Ss to write about the life story of Van Cao
- Before Ss do Task 2, Tasks them to answer the questions
1. When was he born ? Ss answer
2. Where was he born ?
3. How was his family ?
4. When did he compose music ?
5. When did he compose his first song ?
6. When did he compose Vietnamese national an them Tien
Quan Ca ?
7. What are his artistic works ?
8. When did he die ?
T asks Ss to write the answers into passage Ss work in group
Post writing T checks the result and corrects their exercises
(10’)
Homework T asks Ss write a life story of a famous musician (about 50
(3’) words)
UNIT 12: MUSIC

- Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences
- Use “to infinitive” of purpose and “wh-question”
II. LANGUAGE FOCUS:
III. TEACHING AIDS: cassette player, tape, textbook
IV. PRODURE:
Warm up(5’) - T writes the sentence on the board Susan says she has Ss close the book
shut the doors One Ss reads and says
- T underlines the sounds and leads into the lesson what sounds are repeated
(/s/ & /z/)
(12’) - Writes the 2 sounds /s/ & /z/ on the board Repeat in chorus
- Asks Ss to close the books and numbers two sounds into Read and choose /t/ & /d/
2 groups (group 1: /s/, group 2: /z/) Ss say loudly the number
- Read the words in the textbook of the sound the hear
+ prepared + booked + finished belong group 1 or 2
+ cleaned + stopped + booked Ss open the books
+ lived + closed Ss read the words in pair
- Reads the sentences
- Asks Ss to pay attention to the sentence information Listen and repeat
- Asks Ss to pick out the words containing the sounds /s/ & Read individually as
/z/ directed
- Checks and corrects Work in pairs
More exercise:
- T plays the tape
- T asks Ss to tick the words containing the sounds /s/ & /z/ Read the result
they hear
- T checks and gives mark Work individual
Grammar & - T asks a question with “what …for” until having a good One student answer
Vocabulary answer with “to infinitive” from the student
- T explains the use of “to-inf.” of purpose and asks Ss to
Activity 1 (8’) do exercise in the textbook Ss work in pair
- T asks Ss to complete the sentences in exercise 2 in the
Activity 2 (7’) textbook Ss work in pair
- T gives the example (as in the textbook)
Activity 3(8’) Ex: I often listen to music whenever I have free time
- T asks Ss to make question for the underlined part
- T asks Ss to do the rest sentences
- T asks Ss to ask and answer together Ss give the question with
- T checks and correct mistake “when”
Ss work in pairs
Role play (one asks and
one answers)
Homework - T asks Ss to do the exercises of language focus in
(3’) workbooks
LESSON PLAN
UNIT 13: FILMS AND CINEMA
LESSON: READING
I. OBJECTIVES: By the end of the lesson, students will be able to know about the history of cinema
II. LANGUAGE FOCUS:
- Grammar: structure “it is/ was not until…
- New words: character, sequence, decade…
III. TEACHING AIDS: pictures of actors
IV. PROCEDURES:
Warm up(2’) Giving the picture of an actor and asking: Ss answering
- who’s this ? Ss answering
- which film does he (she) act ?
Pre reading (3-5’) Asking Ss to work with their partners Ss asking answering in
1. Do you want to see a film at the cinema or on TV pairs
? Why ? Ss asking answering in
2. What kind of film do you like to see ? pairs
While reading (28- Leading Ss to give the meaning of Voc… Ss reading in silence
30’) Asking Ss to scan the text
Task 1: Ss working individually
Asking Ss to do the exercise
Correcting their mistakes
Task 2: Ss working in silence
Asking Ss to reread the text, then answering the Ss working in pairs
questions Ss working individually
Task 3:
Asking Ss to scan the text to choose the best title
Post reading (5-6’) Dividing Ss into groups of four Ss working in groups
Asking Ss to talk about the passage using the cues
- group 1: 19th century
- group 2: 1910s
- group 3: 1920s
- group 4: 1905
- group 5: 1915
Homework(3’) Asking Ss to summary the history of cinema

LESSON: SPEAKING
I.OBJECTIVES: By the end of the lesson, students will be able to :
- ask and answer about kinds of film
- talk about their feeling about each kind of film
II. LANGUAGE FOCUS:
- New words: science fifteen, detective, horror, thriller, action
III. TEACHING AIDS: extra precis of paper,…
IV. PROCEDURES:
Warm up(3’) T giving Ss a short piece of film Tom and Jerry Ss watching film
T asking Ss some questions Ss answering
1. Can you give me the little of this film ?
2. What’s the kind of this film
3. Name some kinds of film you know
T asking Ss to write down their answer on the board
Pre speaking Task 1: Ss working in pairs
(10’) New words:
- science (n)
- horror (n)
- detective (n)
- thriller (n)
T explaining the meaning of the new words
T introducing the task warmly
Leading Ss to compare their answers
While Task 2: new words:
speaking (15’) - Action film (n)
- terrifying (n)
T introducing the task dearly Ss working in group of
Giving the model 3
Asking Ss to talk their feeling about each kind of film
T checking and correcting
Task 3:
T asking some questions
1. What kinds of film do you like best ?
2. What do you prefer, detective films or science fiction films
? Ss answering
T asking 2 Ss to ask and answer the model in book
T checking
Ss working in pair
Post speaking Task 4 Ss working in groups of
(12’) T asking Ss to sit in groups of 3 and talk about a film they 3
have seen ? Ss practising
Going around to help Ss if necessary
Asking some groups to practice before the class
T checking
Homework T asking Ss to write a paragraph about one of Ss’s favourite Ss writing a paragraph
(3’) films that they have ever seen as directed

LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to listen and get information about Lan
and Huong’s for the next week
II. LANGUAGE FOCUS: New words: picnic,suppose, instead, chat on the net…
III. TEACHING AIDS: picture, a cassette player
IV. PROCEDURE:
Warm up(5’) Asking a question: what do you do in your free time ? Ss answering the question
- leading to the new lesson
Pre listening Leading Ss to read the cues in book Ss working individually
(15’) Leading Ss to put a tick (v) in the sight column
Asking some Ss to check their answer
Leading Ss to listen and repeat the word in book
While Task 1 Ss listening and answering
listening (12’) Leading Ss to listen to a dialogue between Lan and
Huong. Then answer the question: “what are they
planning to do together”
Checking and correcting their guessing
Task 2 Ss working in groups
Preparing some plash cards about Lan and Huong’s plans Ss listening and putting
for the next week flashcards on the calendar
Giving the calendar Ss working in pairs
Checking and correcting (comparing with a partner)
Task 3
Explaining
Letting Ss listen to the tape again
Checking
Post listening Asking Ss to use the information about Lan and Huong’s Ss working in groups
(10’) plans to talk again
Calling some groups to present
Homework Free practice: Ss working individually
(3’) Talking about your plans for the next week
Writing about your plans for the next week (about 80-100
words)

LESSON: WRITING
I.OBJECTIVES: By the end of the lesson, students will be able to
- describe the film
- write about a film they have seen
II. LANGUAGE FOCUS:
- Grammar:
- New words: sending of a luxury liner (ship), disaster, iceberg
III. TEACHING AIDS: CD, extra board
IV. PROCEDURE:
Warm up(5’) T show a short film and asks Watch the film
- Have you ever seen this film ? Ss: yes
- What is the name of the film ? Ss: Titanic
- What do you know about it ? Ss: It is a love story film
He will know about it clearly through the lesson today.
Pre writing New words: Work in groups
Task 1(15’) Sinking of a luxury liner (ship)
Disaster (n)
Iceberg (n)
T asks Ss to read the passage of the film Titanic and them
answer the questions (work in groups)
T goes around the class and helps Ss if necessary
T calls some Ss to write their answer down on the board Ss go to the board and
T corrects write down
While writing T guides Ss to use the description of Titanic and the Ss work in group of 4
Task 2 (12’) questions above as suggestion to write about film they
have seen
T asks Ss to work in group of 4
T goes around the class to check Ss’ practice and helps
them if necessary
T gives them some words, structures,… Ss write down on the board
T calls some Ss to write down on the board Ss work in group
T asks Ss to write the answer into passage
Post writing T asks Ss to look at the board and give the comments Ss look at the board and
(10’) T asks Ss to compare their own writing comment
T corrects Ss compare
Homework T asks Ss to rewrite their description of the film they Ss work at home
(3’) have seen and prepare “language focus”
- pronunciation /f/ and /v/
- review: adj. of attitude, It is / was not until that, a/ an
and the

I. OBJECTIVES: By the end of the lesson, students will be able to pronounce the consonants /f/ and /v/ to
master the grammar part “adj. of attitude a/ an and the”, sentence structure “it is/ was not until… that”
II. TEACHING AIDS: cassette player, pictures, extra board
III. PROCEDURE
Warm up(5’) - Showing a fan in the class and asking what’s this ? Ss answering: a fan
- Showing a vase on the table in the class and asking: Ss answering: a vase
what’s this ?
T : yes, a fan and a vase; “f” and “v”
- Leading to pronunciation
Pronunciation * Pronunciation: Ss listening
(10’) Introducing and opening the tape Ss listening and repeating
Opening the tape once more in chorus
Calling Ss to read Ss reading individually
Leading Ss to practice pronouncing the sentence (in
book)
Grammar & * Ex1: asking: Ss answering: very
Vocabulary Ss a question : “what do you think about the film interesting
(30’) Titanic?”
Exercise 1 T : so, you are interested in the film
Reminding “interesting” and “interested” when do we
use “interested” and “interesting” ? Ss answering
Leading to do ex 1
Introducing
Asking Ss to write the adjectival forms of the verbs
1. fascinate – fascinating
2. excite – exciting
3. terrify – terrifying Ss working individually
Correcting the mistakes
Exercise 2 * Ex 2:
Leading Ss to do exercise
Ex: the movie wasn’t as good as we had expected
(disappoint)
- The movie was disappointing Ss working in groups of 4
- We were disappointed with the movie
1. ….
2. …. A pupil
Nha Trang
has get a
beach
bad
Checking by asking Ss to speak and write their answers
More exercise: Ss comparing together
Giving two pictures
1. 2.
Ss working in groups of 4
Asking Ss to describe the pictures by using adj. ending-

ing one form
Going around and helping pupils if necessary
Checking
Exercise 3 Exercise 3:have you visited Ha Long Bay ? or have you
read “Harry porter?”
If yes, when ?
If Ss say “yes” – T: reporting his/ her answer slowly and
clearly Ss yes
Ex: he/ she visited Ha Long Bay in 2002 or it was not
until 2002 that he / she visited Ha Long Bay
Leading to do exercise 3 after explaining the structure “it
was not untill…that”
Asking Ps to rewrite the following sentences using the
structure above
checking Ss working in pairs
Exercise 4 exercise 4:
- asking Ps to put a or the in the numbered blanks
- checking
Ss working in pairs
Homework * Asking Ss to underline the consonants /f/ and /v/ in the
(3’) following words: wife, cough, plough, laugh
Asking Ss to make sentences using the following
adjectives
1. boring/ bored
2. attracted/ attracting
* Preparing: - the new lesson until 14: reading
- finding the meaning of new word: tounament/
championship/ hort…
LESSON PLAN
UNIT 14: THE WORLD CUP
LESSON: READING
I. OBJECTIVES: By the end of the lesson, students will be able to read the passage for specific
information about the world cup
II. LANGUAGE FOCUS:
- Grammar: review passive voice in simple present
- New words: cassette player, picture of some famous soccer players
III. TEACHING AIDS: pictures of actors
IV. PROCEDURES:
Warm up (3- Divides class into some small group, asks Ss to match Work in group of 5, the
5’) the pictures of famous soccer player to their nations leader of each groups sticks
Leads Ss to the new lesson the picture and their nations
on the board
Pre reading Asking Ss to ask and answer the questions Pairs work
(5-7’) Gives new words
Reads new words
Asks Ss to read- correct mispronunciation if necessay Repeat chorously
Asks Ss review the passage voice Individually
While reading Has Ss open their books, listen to the tape, scan the text Open, listen, scan
(20-25’) Task 1: (individually)
Asks Ss to read the text, match Group work of 4 or 5
Task 2:
Asks Ss to read the text again, fill in the gaps Individually
Task 3:
Asks Ss to read the text once more, T / F exercise Group work (4/5)
Post reading Asks Ss to read the text , do the exercise in book Work in group of 4 or 5
(5-10’) Asks Ss to talk about the 2006 world cup by using the
cues
- How many teams takes part in it ?
- Which team is the winner ?
- Where is it held ?
Homework Asking Ss to read the text, learn by heart new words
(3’) Review the passage voice

LESSON: SPEAKING
I.OBJECTIVES: By the end of the lesson, students will be able to talk about the history of the world cup
II. LANGUAGE FOCUS:
- Grammar: review the simple past tense
- New words: words related to the name of some nations
III. TEACHING AIDS: poster of the 2006 world cup
IV. PROCEDURES:
Warm up(3’) Play a game Work in group of 6
- Uses a poster of the 2006 world cup
- Asks Ss to write down the name of the nation of each
team
- Lead Ss to the new lesson
Pre speaking Read the name of these nations Repeat chorously
(5-7’) Task 1:
Asks Ss to look at the pictures and talk what they know Work in group of 4/ 5
about these teams
* cues:
- How many times do they join in the world cup ?
- How many times did they become the world
champion ?
- Tell about the name of famous player in these teams
* review the simple past tense
While - Asks Ss to read the table in book Individually
speaking (20- - Reads the model Repeat chorously
25’) - Asks Ss to practice the model Pair work
- Call some couples read the model Pair work
- Asks Ss to practice with their partners using the Pair work
information in the table
- Asks Ss to present their result in front of the class – Role play
corrects their mistakes
Post speaking Asks Ss to have a look at the table again, discuss with Group work
(7-10’) their friends - the leader of each group
Help Ss to correct mistakes if necessary presents their group’s result
in front of class
- their friends correct if
necessary
Homework Asks Ss to learn by heart the name of those nations Ss writing a paragraph as
(3’) Write a passage about 100 words about the 2006 World directed
Cup

LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to get some information about a famous
football player by listening
II. LANGUAGE FOCUS: New words: words related to football
III. TEACHING AIDS: a cassette player, extra board
IV. PROCEDURE:
Warm up(5’) T lets Ss listen to a song Listen
T asks some question about this song Answer, individually
a. what is this song about ?
b.Do you know the title of this song ?
c. in what occasion do you hear it ?
Pre listening T asks Ss to look at the pictures in the book and: tell their Answer
(5-7’) names/ who is the person they like best ? why ?
T read words given Repeat chorously
T asks Ss to read- correct mistakes. Lead into new part
While Task 1 Listen
listening (20- Plays the tape once Group work
25’) Hangs the extra board and asks Ss to fill in the gaps Group work
Plays the tape again, asks Ss to complete Work in group
Plays the tape once more, lets Ss listen to the tape sentence
by sentence and asks them to check + correct their answers
Remarks
Task 2
Asks Ss to have a look at the questions
Lets Ss to listen to the tape and asks them to answer the Individually
questions Individually
Asks Ss to write the answer on board, their friends correct if Open pairs
necessary until T’s help Individually
Post listening T asks Ss to talk about the milestones in Pele’s life Work in group of 4/5
(7-10’) - the leader of each
group presents their
results
- their friends complete
if necessary
Homework Asks Ss to do the exercise again Ss working individually
(3’) Asks Ss to talk about the milestones in another person’s life
they like best.

LESSON: WRITING
I.OBJECTIVES: By the end of the lesson, students will be able to write an announcement about organizing
a football match
II. LANGUAGE FOCUS:
- Grammar:
- New words: related to an announcement
III. TEACHING AIDS: extraboard, cassette player
IV. PROCEDURE:
Warm up(3’) T records an announcement about a football match of the PY Listen
football committee, asks Ss to answer:
a. What is this announcement about ? Answer
b. When ? Where ?
c. Which team ?
leads to new lesson
Pre- writing Task 1 Work in groups of 4/5
(15’) T asks Ss to read the announcement, answer the qs in the
book
T remarks, corrects and summarizes main points noted in
writing an announcement
- who (announcer, organizer)
- what (content of the announcement)
- when (time)
- where (place)
Note: the simple future tense
While writing Task 2
(15’) T explains the aim of the exercise divides class into small Work in group of 4/5 in
groups extraboard
Asks Ss to write
T goes around and helps Ss if necessay
Post writing
(10’)
Homework
(3’)
UNIT 14: THE WOLRD CUP

I. OBJECTIVES: By the end of the lesson, students will be able to:
- pronounce the sound /g/ & /k/ in words and in sentence fluently and exactly
- use the sample future tense in making prediction and offers
II. TEACHING AIDS: extraboard
III. PROCEDURE
Warm up(5’) Play a game Close the books
T divides class into 2 groups, the leader come to the board Group work
and write 5 words begin with the sound /g/ and 5 words The leaders present
begin with the sound /k/ who is faster, is also the winner their result
T asks Ss to read the words given
T leads to the new lesson Individually
Pronunciation Listen and repeat: Listen and repeat
Activity 1 (5’) T writes 2 sounds /g/ & /k/ on the board, reads them chorously
T reads the words in the textbook Repeat, chorusly
T asks Ss to read the word given Individually
T numbers 2 sounds from 1 to 2, asks Ss to close their book, Says loudly the number
says the words of sound hear
Activity 2 (7’) Practice these sentences: Listen and repeat
T reads the sentences Read individually as
T asks Ss to pay attention to the sentence stress directed
T asks Ss to pick out the words containing the sounds /g/ Pair work
& /k/ Read the result
T check the result
Asks Ss where will the next world cup be held ?
Grammar & Asks Ss what tense is used in this sentence ?
Vocabulary T explains the using of the simple future tense (the difference
between will going to)
Activity 1(8’) * Ex1: Pair work
T directs Ss to do ex1 , using the simple future checks the
result
Activity 2 (8’) * Ex 2: T explains the using of will in making predictions Work in group of 5/6
T asks Ss to hang the extraboard on helps Ss in correcting (extraboard)
mistakes if necessay
* Ex 3:
Activity 3 (7’) T reads the example, asks some Ss to read it aloud Individually
T asks Ss to tell the about the using of the simple future tense
in this case Individually
- T explains the using of it again
T asks Ss to do the exercise
T asks Ss to give their results individually
- asks their friends correct- corrects if necessary
T summarizes the using of “the simple future tense” again
Homework T asks Ss to:

(3’) - do the exercise again, write into their notebook
- write 3 sentences by using this grammar point (about
themselves)
Unit 15: cities

Period 1: reading
A. Aims
 Ps can get more knowledge of the city of New York.
 Enlarge their vocabulary related to city.
 Improve their reading ability.
B. Skills
 Understanding new words expressions in context.
 Passage comprehension.
 Deciding on True or False statements.
C. Time allowance
 45 minutes
D. Aids
 Textbook and pictures
E. Procedure
Time Teacher’s activities Pupils’ activities

8’ I. Pre- reading Look at the pictures then ask answer
Introduce some pictures of some famous cities in with a partner to name them.
the world, ask Ps name them.
Do you know these places? Answer in Vietnamese
What are they? Work in pairs to ask and answer.
Where is New York? Answer:
What do you know about the city?
Guide Ps to read the places in the pictures:
The Empire State Building Listen to the teacher then repeat.
Central Park
Times Square
The United Nations
The Statue of Liberty
New Amsterdam
Broadway
Hudson river
Passaic
30’ II. While-reading Read and get the task, ask the
1. Task 1 teacher for help with new words.
Ask Ps to read the task. Help them with some new Read the passage individually then
words. Let Ps read the passage to do the task. discuss the answers with a partner to
complete the task.
Answers:
1. d 4. a
2. c 5. b
2. Task 2 3. e
Ask Ps to work individually to read the statements.
Guide Ps to understand them. Let Ps write the Read individually. Work in groups to
answer on the board. Check and correct. find the answers.
Feed back. 1. T
2. F It is ice- free in all seasons.
3. T It is on the Hudson and
Passaic rivers.
4. T
3. Task 3 5. T
Let Ps work in pairs to read then do the task. Go Work in pairs to answer the
around helping them. questions.
Ask Ps to answer individually ask the others to 1. It is in the southern part of
correct mistakes of their partners. New York State.
Feed back. 2. 7 million in the city and 19
million in the metropolitan
region.
3. Because it was found by the
Dutch.
4. Because it was home of the
United Nation, the central of
the global finance
communication and business.
5. The Statue of Liberty, the
Empire State of Building,
Wall Street and Broadway
theatre district.
5’ III. Post- reading Work in groups to discuss.

Go around helping and encouraging them.
2’ IV. Homework
Prepare for the presentation of the post-reading. - At home.
Guide Ps to prepare.
Unit 15: cities

Period 2: speaking
A. Aims
 Improve their speaking ability.
B. Skills
 Comparing 2 cities
 Stating preferences and giving reasons.
C. Time allowance
 45 minutes
D. Aids
E. Procedure

6’ I. Task 1 Read and do the task in pairs.
Guide Ps to do the task and use the questions. 1. d 4.a- e
2. f 5. b- c
3. a- e 6.b- c
10’ II. Task 2 Work in pairs ask and answer about a city
Go around helping Ps speak, encourage them to using given prompts and the questions in
speak. the task 1.
Call on some pairs to ask and answer in front of the
class.
15’ III. Task 3 Listen to the teacher. Imitate the
Guide Ps to use the sample conversation to speak. pronunciation.
Read aloud the conversation 2 times then let Ps Work in pairs to practise.
work in pairs to practise. Present in front of the class.
Call on some pairs to read in front of the class.
Feed back.
10’ IV. Task 4 Use the structures and contents in the task
Guide Ps to use the structures and contents in the 2 nad3 to speak freely in the class. Ask the
task 2 and 3. teacher for help if need.
Go around helping them to speak as well as notice
Ps’ mistakes of pronunciation.
Check some common mistakes of pronunciation.
Feed back.
4’ V. Homework
- Ask Ps to do exercises in workbook. - At home.
UNit 15: cities

Period 3: listening
A. Aims
 Improve their listening ability.
B. Skills
 Monologue
 Listening for specific information
 Filling in a table
C. Time allowance
 45 minutes
D. Aids
E. Procedure
10’ I. Pre- listening Look at the picture and work in pairs to
Introduce the picture of the Statue of answer the questions.
Liberty and as Ps some questions. 1. It is the Statue of Liberty.
2. It is the statue of a woman
3. It’s got a crown on its head.
4. It’s got a tablet on its left hand.
5. It’s holding a burning torch in its right
hand.
6. It’s wearing a robe.
25’ II. While- listening Read and get the task. Ask the teacher for help
Task 1 with new words.
Guide Ps to read the task help Ps to Listen to the tape 3 times and choose the
understand the questions in the task. Give correct answer.
some new words they may face. 1. B 4. A
Turn on the tape 3 times. Call on some Ps 2. A 5. C
to write the answer on the board. Turn on 3. B
the tape 1 time. Stop at each key sentence
to check and correct. Read the task and read the table to get the
Task 2 contents.
Turn on the tape 2 times. Call on a P to Listen to the tape 2 times then fill
fill in the table on the board. Check and in the table.
correct. Feed back. Formal Liberty lightening the world
name
Height 46 metres
Weight 205 tons
Material Cooper and iron
The base Stone and concrete
Opening 9.30 a.m_ 5. 00 p.m_ daily
time except Christmas Day
8’ III. Post- listening Present what they have listened.

Guide Ps to work in groups to talk about
what the have listened then ask Ps to
present in front of the class.
2’ IV. Homework
- Ask Ps to do the exercises. - At home.
Unit 15: cities
Period 4: writing
A. Aims
 Improve their writing ability.
B. Skills
 Describing a city.
C. Time allowance
 45 minutes
D. Aids
E. Procedure

5’ I. Lead- in
Ask Ps some questions: Answer:
Where is London?
What do you know about it?
18’ II. presentation Get the questions then work in pairs to read the
Task 1 description of London.
Guide Ps to get the questions. Answer:
Call on some Ps to answer the questions. 1. In Southern England, on the river Themes.
Feed back. 2. It covers an area of 1610 square
kilometers.
3. 7 million.
4. It is capital city.
5. It was founded by Romans in 43 AD.
6. It is famous for many things: its historic
buildings, such as St. Paul’s Cathedral and
the Houses of Parliament; its museums
and its many shops.
7. The parks.
17’ III. Practice
Task 2 Work in groups to choose a city in Vietnam they
Ask Ps work in groups to find a city in like. Make an outline basing on answering the
Vietnam. questions in the task 1.
Go around helping Ps write. Write individually basing on the outline.
Help Ps answer the questions to make their
group’s outline.
Give some new words if they need.
Call on some Ps to check and correct their
writing.
Check and correct some common mistakes
of grammar and spelling.
Feed back.
4’ IV. Production Present about a city they have written.
Ask a P of a group to present about a city
they have written.
1’ V. Homework
Hand in the writing. - At home.
Unit 15: cities
Period 5: language focus
A. Aims
 Ps can pronounce correctly: /ð/ and / /.
 Ps get to use non-defining and defining clauses properly.
B. Skills
 Pronunciation: / ð / and / /.
 Grammar and vocabulary:
 Non-defining vs. defining relative clauses
 Although as a contrasting connector
C. Time allowance
 45 minutes
D. Aids
E. Procedure

I. Pronunciation Listen to the tape. Pay attention to the differences
 Listen and repeat between the two sounds. Repeat after the tape.
13’ Turn on the tape 2 times. Notice the
differences between the two sounds.
Turn on 1 time ask them to repeat. Listen to the tape and repeat.
Pratise these sentences Pronounce in front of the class.
Turn on the tape 2 times. Ask Ps to repeat Correct mistakes of pronunciation
after the tape. Call on some P pronounces.
Feed back
II. Grammar and vocabulary Read the example, notice the key sentence.
20’  Exercise 1 Listen to the teacher’s explanation. Point out the
Non- defining relative clauses key sentence and draw the role and the position of
Ask Ps to read the example. Highlight the the clause.
key sentence. Guide Ps to point out the role Answer:
and the position of the clause. MÖnh ®Ò kh«ng x¸c ®Þnh dïng trong c©u víi
Give more examples to make clear vai trß bæ xung th«ng tin. NÕu bá mÖnh ®Ò
explanation. Ask P to draw the conclusion. quan hÖ kh«ng x¸c ®Þnh c©u vÉn cã nghÜa.
Ask Ps work in pairs to discuss the answer. Nã cã thÓ ®øng gi÷a hoÆc cuèi c©u, ®îc ng¨n
Go around helping them to complete the c¸ch víi c¸c thµnh phÇn kh¸c cña c©u bëi mét
task. dÊu phÈy.
Do the exercise in dividually.
May give some explanation to some cities, 1. Washington D.C, which is located on the
call on some Ps to answer orally or write on East Coast of the United States, has many
the board. interesting and historical places to visit.
Ask the others to correct mistakes, feed
back. 2. Brasilia, which is the capital of Brazil, is
less than 50 years old.
3. Mexico City, which has a population of
nearly 20 000000, is the largest
metropolitan area in the world.
4. Seoul, which hosted the 1988 Summer
Olympics, is well known for its shopping
centres.
5. Kyoto, which is used to be the capital of
Japan, has many temples.
Check and correct mistakes of grammar and
 Exercise 2 spelling.
Guide Ps to understand the task. Ask Ps to Work in pairs to do the exercise.
work in pairs. Go around helping Ps write, 6. Although there is not much to do in the
encourage Ps to write. countryside, I prefer living in there.
Connecting contrasting ideas: although/ 7. Although there is a lot of pollution in Los
though… give some explanation, notice the Angeles, it is an ideal place to live.
comma between the two sentences. 8. Although the shops are crowed, people
Although New York is not the capital of the are not buying much.
country, it is the home of the United Nations. 9. Although the city is a favourite tourist
destination for many people, it has its
Feed back. problems.
10. Although it is a safe neighbourhood, it is
best to be careful.
III. Production Summarise the grammar points they have learnt.

10’ Ask a P to summarise the grammar points
and the sounds they have learnt.
IV. Homework
2’ - Ask Ps to do exercises in workbook. - At home.
Unit 16
historical places
Reading
A * Skills: - Reading for gist and for specific information.
- Summarize the passage.
B. Method: Integrated, mainly communicative.
C. Time: 45 minutes
D. Teaching aids: Pictuets.
E. Procedure:
Teacher’s activities Pupils’ activities
I. Warm-up: (5 minutes) - Ps’ answers may vary.

- Show the picture. - Ps work in groups.
- Ask Ps to answer the questions:
What is it?
Where can you see it?
What do you know about it?
- Lead Ps to the lesson.
II. Pre-reading ( 7 minutes)
* Activity 1: - Work in pairs.
- Ask Ps to list some historical places they know in - Ps’ answers are different.
Vietnam. - Stand up and say their answers.
* Activity 2:
- Ask Ps to look at the picture and answer
questions:
Is Van Mieu – Quoc Tu Giam a hictorical place?
What do you know about this place?
- Introduce some historical places of Vietnam: Co
Loa Citadel, Hoa Lu Capital, Con Son-Kiep Bac
Site, Den Hung Remains, Pac Bo Site….
- Lead Ps to the lesson.
III. While- reading ( 22 minutes)
- Introduce the passage.
- Ask Ps to read the passage silently and find out new - Find out the new words.
words. - Ps copy new words.
- Explain the new words. - Read the new words.
- Help Ps read the new words.
Task 1: - Ps work in groups.

- Ask Ps to read for gist then do task 1: Choose A, B, - Stand up and say their answers.
or C that best suits the meaning of the italicized 1. B 2. A 3. C 4. B 5. C
word. - Underline the new words.
Ask Ps to read the words or phrases and understand - Take notes.
the meanings.
- Conduct the correction.
Task 2:
- Ask Ps to read the passage for specific information,
then decide whether the following statements are true - Reading and work in groups.
(T) or false (F). - Ps do the task.
- Prompt and correct Ps’ mistakes. - Answers:
- Walk round and help them. 1. F 2. T 3. F 4. F 5. T 6. T
- Conduct the correction. - Ps do the task and explain the answers,
IV. Post-reading (10 minutes) correct the incorrect information.
- Ask Ps to read the passage again and talk about Van
Mieu-Quoc Tu Giam, using the suggestions below:
+ Why is Van Mieu – Quoc Tu Giam a place of
interest? - Ps work in groups.
+ When and where were they built? - Ps’ answers may vary.
+ What were their functions?
+ What is special about the stelae there?
- Walk round and help them.
- Conduct the correction.
V. Homework ( 1 minute)
- Ask Ps to complete the exercise in post-reading.
- Do exercises in student book.
Unit 16
historical places
Period 2 speaking
A. Aims
 Ps can get more knowledge of Van Mieu Quoc Tu Giam.
 Enlarge their vocabulary related to historical places.
 Improve their speaking ability.
B. Skills
 Asking and answering questions about historical places.
 Talking about historical places from given information.
C. Time allowance
 45 minutes
D. Aids
 Textbook and pictures.
E. Procedure

I. Homework correction
8’ Ask a P to translate the reading text into - Give some comments.
Vietnamese.
Feed back.
Give mark.
II. Task 1 Work in pairs to talk.
Go around helping them to speak, encourage Suggested answers:
13’ them to use other ways to talk. When did the construction of the
Feed back mausoleum finish?
How many floors are there in the
Mausoleum?
What is the use of each floor?
On what days can we visit the Mausoleum?
What time can we visit the Mausoleum in
summer?
Can we visit the Mausoleum in October?
Why? Why not?
Can we take photographs inside the
Mausoleum?
III. Task 2 Practise speaking in groups to be in the role
Let Ps work in groups to be in the role of a of a tourist guide using the information
tourist guide. Go around helping them to speak. about Hue Imperial and Thong Nhat
12’ Call on some Ps to present. Conference Hall. May ask the teacher for
Feed back. help.
Present in front of the class.
IV. Task 3 Ask the other members of the group
10’ Guide Ps to do the task go around helping them. question about a historical place they have
Feed back been to or know about, not down the main
information, and then report to the class
what you have learnt about that place.
V. Homework
Write an outline of information about the place - At home.
2’ you know to present.
Guide Ps to do the task making an outline.
Unit 16
historical places
Period 3 listening
A. Aims
 Ps can get more knowledge of a historical place.
 Enlarge their vocabulary related to historical places.
 Improve their listening ability.
B. Skills
 Monologue :
 Listening for specific information.
 Filling in the table.
C. Time allowance
 45 minutes
D. Aids
 Textbook and pictures, cassette player and a tape.
E. Procedure

I. Pre- listening
10’ Ask Ps to answer those questions in the - Look at the pictures then answer the
book after looking at the pictures. questions.
Turn on the tape, ask Ps listen and repeat. Suggested answers:
Notre Dam Cathedral in Ho Chi Minh City.
Ha Long Bay.
The Huc Bridge in Hanoi
Noon gate in Hue Imperial City
Listen pay attention to stress and intonation
and repeat.
II. While- listening
20’ Task 1 - Get the task then listen to the tape. Choose
Ask Ps to read and get the task. Help Ps the best answer to complete the sentences.
with new words. Answers:
Turn on the tape let Ps complete the 1. B 4.C
sentences. 2. A
Task 2 3. C 5. C
Answers:
1. It lies on Thu Bon River, 30 km south of
Da Nang.
2. It was known as a major trading centre
of Southeast Asia between the 16th and
the 17th centuries.
3. Hoi An now famous for its old temples,
pagodas, and small- titled roofed
houses and Narrow Street.
4. They were made of wood and their
pillars were carved with ornamental
designs.
5. It was built in 1855.
6. It was built nearly two centuries ago.
7. The house now looks almost exactly as
it did in the early 19th centuries.
8. In 1999.
III. Post- listening
13’ Task 3 - Work in groups to talk about Hoi An.
Let Ps work in groups to talk about Hoi - Present.
An using the cues.
Call on some of Ps to present in front of
the class.
Feed back.
IV. Home work
2’ Prepare to present in front of the class - Ask the teacher for help.
Guide Ps to prepare at home.
:
Unit 16
historical places
Period 4 writing
A. Aims
 Ps can get more knowledge of tourism of Vietnam.
 Enlarge their vocabulary related to describing a chart.
 Improve their writing ability.
B. Skills
 Describing a chart.
C. Time allowance
 45 minutes
D. Aids
E. Procedure

I. HOMEWORK CORRECTION
8’ Call on a P to present the homework. - Present
Ask the others to comment. Comment the work of the partner.
Feed back. Give mark.
II. Task 1 Read the task then study the chart in pairs to
12’ Guide Ps to read the task then study the chart answer the questions that follow. Make more
to answer the questions that follow. May questions. Answer:
translate into Vietnamese for easy 1. The USA.
understanding. 2. 99,700
Give some suggestions to make more 3. Australia
questions. 4. No, it isn’t
Call on some Ps to answer basing on the 5. France
chart. Feed back. 6. The number of American visitors in
Vietnam in 2002 increased by 29,497 in
comparison with that in 2001.
III. Task 2
13’ Let Ps work individually. Go around helping - Work individually basing on the answer to the
if they need. Give more suggestions and new questions in the task 1. Write a description of the
words and phrases: chart provided in the task 1.
Arrival
Statistics
Vietnam National Administration of Tourism
Rank
Increase
Decrease
Higher
Fewer
IV. Production
10’ Ask Ps to list country had the biggest Answer: the USA
number of visitors to Vietnam.
V. Homework
2’ Part D: Writing in the workbook (Page 195)
Guide Ps to do the exercise.
* SUGGESTED ANSWER:
The chart shows the number of visitor arrivals to Vietnam from USA, France and Australia in 2001 and
2002. The statistics were provided by Vietnam national Administration of tourism. It is clear from the chart
that the number of visitors to Vietnam from USA, France and Australia in 2002 is higher than in 2001.
According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001
and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002. Australia
had little fewer visitors than France although the number of Australian visitors to Vietnam increased from
84,085 in 2001 to 96,924 in 2002.
Test yourself f
A. Objectives:
- Ps should know how to use some grammatical parts correctly.
B. Methods: Integrated, mainly communicative.
C. Time: 45 minutes
D. Teaching aids: Textbook, tape record, handouts.
E. Procedure:
Time Teachers activities Pupils activities
5
minutes I. Homework Do the given exercises.
- Ask Ps to do the given exercises.
7 II. New lesson
minutes I. Listening Listen to the radio and do the task.
1. Activity 1 Ps work in pairs.
- Ask Ss to listen to the radio and fill in the * Answers:
missing words. 1. three 2. friends 3. capital
- Turn on the radio for the first time. 4. crowds 5. noisy 6.
- Walk round and help them. interesting
- If Ps cannot complete the task, T will turn 7. streets 8. flowers 9. enjoy
the radio the second time. 10. modern
- Turn on the radio for the third time to
check the answers.
8 - Conduct the correction.
minutes II. Reading
- Ask Ss to read the passage silently and - Read the passage silently.
find out new words. - Find out the new words.
- Help Ss read the new words. - Reading.
- Ask Ss to read the passage and choose the - Do the task in pairs.
best answer. * Answers:
- Ask Ss to work in pairs. 1. C 2. A 3. A 4. A 5. A
- Walk round and help Ss with the new
words.
12 - Correct Ss mistakes.
minutes III. Pronunciation and Grammar
1. Pronunciation - Do the task.
- Ask Ss to listen to the radio and put a
tick (v) in the right box.
2. Grammar - Do the task in pairs.
a. Ask Ss to combine the sentences. * Answers:
- Walk round and help them. 1. Their house, which is quite big and
- Conduct the correction. modern, is in the suburb of the city.
2. The new English teacher, who I met
yesterday, seems to be very friendly.
3. Sandra has got a new job with Capital
Insurers, which is a much better company
than the last one she worked for.
4. Her latest novel, which I read on holiday, is
really good.
5. This bag, which I carried all the way from
b. Ask Ss to put the adjectives in brackets the station, is full of books.
into the comparative or superlative form. * Answers:
- Ask Ps to put the verbs in brackets in the 1. bigger 2. best 3. better
correct form. 4. more polluted 4. more stressful
8 - Walk round and help them.
minutes - Conduct the correction.
IV. Writing - Find out the new words.
- Ask Ps to read the words/ phrases. - Reading.
- Help Ps read the new words. - Do the task.
- Ask Ps to write a description of Taipei, - Ss work in groups.
using the words and phrases given as cues. * Answers:
- Walk round and help them. - Ss answers may vary.
3 - Ask Ps to read their biography aloud.
minutes - Correct Ps mistakes if there are any.
2 III. Consolidation - Listen to the teacher.

Teacher revises some main contents.
minutes
IV. Homework
- Ask Ps to prepare for the coming test.
- Ask Ps to revise the grammatical parts
from lesson 15 to 16. - At home
- Complete the biography of Mark Twain.

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LESSON PLAN

UNIT 1: A DAY IN THE LIFE OF…

UNIT 1 : A DAY IN A LIFE OF…

Stage Teacher’s activities Students’ activities

UNIT 1: THE DAY IN THE LIFE OF…

I. Warm- up (3’) - Asks Work individually

UNIT 1 : A DAY IN THE LIFE OF…

Stage Teacher’s activities Students’ activities

UNIT 2 : SCHOOL TALKS

UNIT 2 : SCHOOL TALKS

Stage Teacher’s activities Students’ activities

UNIT 2 : SCHOOL TALKS

I. Warm- up (5’) - gives a game Ss choose the number

- asks Ss to hang the extra boards while others correct

UNIT 2 : SCHOOL TALKS

Listen and repeat

- underlines “learning” & “ to learn”

UNIT 3 : PEOPLE’ S BACKGROUND

Stage Teacher’s activities Students’ activities

UNIT 3 : PEOPLE’ S BACKGROUND

II. Pre- writing * Task 1 :

UNIT 4 : SPECIAL EDUCATION

Stage Teacher’s activities Students’ activities

UNIT 4 : SPECIAL EDUCATION

UNIT 4 : SPECIAL EDUCATION

UNIT 4 : SPECIAL EDUCATION

Stages Teacher’s activities Students’ activities

Stage Teacher’s activities Students’ activities

- Listen and repeat

IV. Homework (3’) Do the exercise of language focus in workbooks of

UNIT 5 : TECHNOLOGY AND YOU

Stage Teacher’s activities Students’ activities

UNIT 5 : TECHNOLOGY AND YOU

II. Pre- speaking *Task 1 : (in book) * Class organization :

UNIT 5 : TECHNOLOGY AND YOU

UNIT 5: TECHNOLOGY AND YOU

Stage Teacher’s activities Student’ activities

* Task 2 : Find out the connectors and the

III. While- writing Task 4: ( in book) Ss work individually

Stage Teacher’s activities Students’ activities

- Listen and repeat

IV. Homework (3’) Do the exercise of language focus in workbook page

Stage Teacher’s activities Students’ activities

Ss read the words

Stage Teacher’s activities Students’ activities

II. Pre- speaking BOAT Ss answer

III. While- speaking Ask Ss to discuss in group Group work

V. Homework (3’) - ask Ss to write a paragraph, giving your opinion about

Stage Teacher’s activities Student’ activities

LESSON : LANGUAGE FOCUS

Stage Teacher’s activities Students’ activities

Activity 3 (8’) Ss work in pairs

IV. Homework (2’) Make 2 sentences, using present progressive (future

Ss work in pairs to answer

Ss group works discussions

Talk about uses of media

UNIT 7: THE MASS MEDIA

UNIT 7: THE MASS MEDIA

UNIT 7: THE MASS MEDIA

Stage / Time needed Teacher’s activities Student’ activities

UNIT 7: THE MASS MEDIA

Stage / Time needed Teacher’s activities Students’ activities

III. Grammar & - writes some sentences on the black board or

IV. Homework (3’) - Ss do exercises again

II. Pre- speaking Task 1 : (in book) Class organization :