Giao An Anh Van 10

Week : 01
Period : 01
Date : 5/9
`
I/ OBJECTIVES
By the end of the lesson Ss are able to review some tenses: simple past,
simple present, present perfect, past perfect… And then do the exercises.
II/ TEACHING METHODS
Communicative method.
III/ TEACHING AIDS
Grammar in use, Blackboard
IV/ NEW LESSON: REVIEW
Stages Teacher’s activities Students’ activities

Grammar
- Asks Ss to remind some - Work individually.
grammatical points
 SIMPLE PRESENT:
S+DO/DOES+V(bare inf)
S+V(s/es)
DO/DOES+S+V(bare inf)
……..?
 SIMPLE PAST:
S+V(ed/v2)
S+DID+NOT+V(bare-inf)
DID+S+V(bare inf)……?
 PRESENT PERFECT
S+ have/ has + PP
S+ have/has + not + PP
Have/ Has + S + PP?
 PAST PERFECT
S + had + PP
S+ had not + PP
Had + S + PP?
Exercises - Provides Ss the exercises in
the paper.
SUPPLY THE CORRECT FORM OF
VERBS - Individual work.
1.By the time he arrived, all his
classmates(leave)
2.I(meet) ARTHUR three weeks
ago
3.She (be) born in 1980
4.What you (do) at 6.p.m
yesterday?
5.He (write) a book since last year
6.The bell(ring) while Tom (take) a
bath
7. What you (do) yesterday?
8. Before she (watch) TV, she (do)
her homework last night.
9. Hurry up! The train (come)
10.Up to now, the teacher (give)
our class 5 tests - Work in pairs.
- Asks Ss to work in pairs to do the
exercise. - Some Ss present.
- Asks Ss to present the answers Others listen to.
in front of the class. - Listen to the teacher.
HOMEWOR - Corrects Ss’ mistakes - Prepare the new lesson
K
Week : 01
Period : 02
Date : 6/9
I/ OBJECTIVES:
- Help Ss be able to talk about their daily routines by learning a typical day of
a farmer.
- Help students develop reading skill.
II/ TEACHING METHODS:
Repetition, role play , communicative
III/ TEACHING AIDS:
Chalk, blackboard, English book, pictures about farmers and field work …
VI/ NEW LESSON: UNIT1/ LESSION 1 / READING
Teacher’s activities Students’activities

Gives Ss handout and introduce - Look at the handout.
e way to do it. Match a line in
with a place of work.
A B
Teacher a. Field
doctor b. school
worker c. hospital
farmer d. factory
uts the questions, calls Ss to -Answer by themselves.
swer.
here does a teacher/doctor…
ork?
eads to the new lesson: Today -Listen to the teacher
e are going to read two passages
out a day in the life of two
rmers.
equires Ss to ask and answer the -Work in pairs
estions
1. What time do you…?
2. What do you often do…?
oes around, helps Ss.
alls two Ss to practise again. - Two Ss practice again, Others listen.
-Read the passage in silent and point
sks Ss to read the text and show out the new words
e new words, the structure.
rites the new words on the
ard.
 NEW WORDS
arm(n)
uffalo(n)
ot of land (n) small piece of land
ough and harrow (v) - Write down.
ellow peasants (n)
ake a short rest (v)
ransplant (v) grow rice - Give meaning
e contented with
upplies the structure:
t+takes/took+o+time+to inf - Copy down
Reads the new words
Asks Ss to give the meaning - Listen to teacher and read again
the new words and read
em - Do task 1 by himself
Asks Ss to read the passages
dividually and choose the option
B or C.
Goes around the class and helps
. - Some Ss read aloud the answers.
Calls on some Ss to read aloud
eir answers. - Work in pairs
SK2
- Ask Ss to work in pair and ask
and anwser about the
passages
- Goes around the class and - Some pairs practise again. Others
helps Ss listen to.
- Calls on some pairs to do the
task in front of the class.
- Pair work
SK3
Ask Ss to scan the passage and
ake a brief note about Mr. Vy and
s. Tuyet daily routines. - Compare the notes with a friend
Goes around and offer help.
ells Ss to compare their notes - Work in groups
th a friend.
fter you read)
- Ask Ss to work in groups and
talk about Mr. Vy and Mrs.
Tuyet daily routines. _ Some Ss give a short talk. Others
- Goes around and provides listen to.
help.
- Calls on some Ss to give a
short talk about the daily - Learn by heart new words
routines if these two farmers. - Prepare the new lesson
/HOMEWORK
Week : 01
Period : 03
Date : 7/9
I/AIMS:
Help students ask and answer something about their daily routine. By the
end of the lesson, student will be able to talk about his or her daily routine
by using given information and pictures.
Communicative, role play, repetition
III/TEACHING AIDS:
Textbook, blackboard, chalk, small cards of class timetable, …
IV/ NEW LESSON: UNIT1 / LESSON2 / SPEAKING

WARM-UP - Says: Make a list of the - Haven’t opened the
subjects you learn at book yet.
school. - Listen to the teacher.
- Is able to supply the
subjects which Ss can’t. - Repeat after the
- Asks Ss to repeat the teacher
subjects after the teacher. - Listen to the
- Hangs the chart on the teacher’s
board and says: Match a requirement
number in A with a
suitable phrase in B
Activity1 A B
7.15 a. a quarter to ten
8.05 b. five to nine
8.55 c. five past eight
9.45 d. a quarter past
seven
10.40 e. twenty to eleven
Activity2 17.00 f. half past six p. m
TASK1 6.00 g. five o’clock p. m - Work in pairs
18.30 h. six o’clock a. m
- Asks Ss to work in pairs to
match a number in A with a - Some present the
suitable phrase in B. answers.
- Calls some Ss to present the
keywords on the board. - Listen to the teacher.
- Says: Quan is a tenth grade
student. He goes to school
every morning. Now, look at his
weekly timetable ask and
TASK2 answer questions by using the - Read QUAN’s weekly
information from the timetable. timetable individually.
- Asks Ss to read Quan’s weekly - Ask and answer in
timetable and do the task. pairs
- Asks Ss to do the task in
pairs. - Two pairs practice in
- Goes around and helps Ss. front of the class.
- Calls on two pairs to practise - Work in groups, write
in front of the class. on the waste papers
- Divides the class into 04 * Group 1 – Picture a &
groups. b
* Group 2 - Picture c &
TASK3 d
* Group 3 - Picture e &
f
* Group 4 - Picture g, h
- Calls on representative of &i
each group present in front of - Each group presents
the class. in front of the class.
- Asks Ss to study the pictures - Work in pairs.
carefully and then describe
them in English
- Goes around and helps Ss
- Asks Ss to practice in groups, - Work in groups.
describe Quan’s activities
during the day.
- Asks Ss to work in pairs talk - Work in pairs
Home about their daily routine and
work notes to Ss only talk about the
important activities.
- Goes to different pairs and
offers help if necessary. - Some good Ss tell
- Calls on some good Ss to their classmates about
present in front of the class his/her daily routine.
-Practice speaking skill
at home and prepare
the new lesson.
Week : 02
Period : 04
Date : 9/9
I/ OBJECTIVES
After the lesson, students will be able to:
. Talk about a day in the life a cyclo driver.
. Improve listening skill by doing pictures ordering and True or False
exercises.
Communicative,
III/TEACHING AIDS
Pictures, Textbook, cassette
IV/ NEW LESSON: UNIT1 / LESSON3 / LISTENING
Stage Teacher’s activities Students’ activities
s
Warm - Hangs out the picture
– up of a man who drives a -Look at the picture
cyclo and introduces:
 He has a cyclo
 He works in the -Listen to the teacher
streets
 He drives people from
one place to another -Answer the question
- Puts a question:
 Who is he? -Listen to the teacher
- Lists to the new
lesson: Mr. Lam is a
cyclo driver. He is
working in HCM city. -Answer the questions
Let’s guess his - guess what the word is and
routine. What does he then copy down.
do in his job?
- Puts questions in page
16
- presents some new
words by setting a
situation,
giving synonym, or
antonym
* key words: -Work in pairs and have
While -district(n) guesses about Mr. Lam’s
you -routine(n) routine.
listen -pedal(n)
TASK1 -purchase(v)=buying
- food stall(n)
- drop (v)
- Asks Ss to open their - Listen to Mr. Lam’s talk
books. Base on the and number the pictures in
pictures, Describe about their correct order.
Mr. Lam’s daily routine in - Compare the answers with
English. his/her friend
- Goes around checking
and helping Ss.
TASK2 - Plays the tape several -Read the statements
times carefully.
-Listen to the tape
- Stops playing the tape for

each sentence which -Some Ss explain the
After justifies to the picture for answers, others listen.
you Ss to check the keyword
liste - Plays the tape again and - Work in pairs
asks Ss to listen and
describe whether the
statements are True or
False.
- Stops playing the tape for - Some pairs practice
Home each sentence and then asking and answering
work calls on some Ss to explain in front of the class.
their answer. - Prepare the new lesson.
- Gives the correct answer -Learn by heart the old
- Tells Ss to work in pairs lesson
ask and answer questions
about Mr. Lam activities by
using the cues.
- Goes around the class and
offers the help if necessary
- Calls on some pairs ask
and answer in front of the
class.
Week : 02
Period : 05
Date : 10/9
I/AIMS
Help Ss understand about the content, language and structure of writing a
narrative . Moreover, by the end of the lesson Ss will be able to write a
narrative by using given prompt.
II/TEACHING METHODS
Communication method.
III/TEACHING AIDS
English book, chalk, blackboard
IV.NEW LESSON: UNIT1 / LESSON 4 / WRITING
Steps Teacher’s activities Students’ activities
Warm – - Puts some questions - Close the book
Up and writes them on the - Look at the
board. questions
1. Have you ever
heard a
freightening story?
2. When did it
happen?
3. Where did it
happen? - Work in pairs
4. How did you feel
about that? - Two pairs practice,
- Asks Ss to work in Others listen to
pairs.
- Calls on two pairs - Listen to the teacher
to practice in front
Activet of the class.
y1 - Sets the sence:
TASK1 Today, we are going - Read the passage,
to learn how to list the new words.
write a narrative.
- Asks Ss to read the
passage in the
book and find the
new words. - Copy down the new
- Writes the new words, and find the
words on the meaning.
board.
 New words:
- stare death in the
face(v) so scared
- fasten seat belt(v)
- be due to(a)
because of; owing -Repeat the new words
to after the teacher.
- take off (v) -Work in pairs
- air-hostess(n)
- be in danger(v)
- relieved(a)
- Guides Ss to read
the words.
- Asks Ss to work in -Some Ss talk, others
pairs, read the listen
passage again and
find all the verbs
that are used in the
past simple and the - Listen to the teacher
connectors in the and write into the
Activity story. notebook.
2 - Calls on some Ss to
TASK2 give the verbs and - Listen to the teacher
connectors in front
of the class.
- Says: You should
use the simple past
tense and time
expressions to tell - Work in groups
about the - Group 1 & 4 find
narrative. the events
- Explains to Ss the - Group 2 & 5 find
format of a the climax
narrative - Group 3 & 6 find
 The events the conclusion
 The climax
 The conclusion
- Asks Ss to work in - Report the results to
groups and identify class
the events, the
Activity climax and the - Listen to the teacher
3 conclusion of the and writer the new
TASK3 story. words into the
notebook.
- Goes around to
check and help
Ss.
- Asks Ss to report - Individual work
the results to class.
- Explains the
statement of the
task3 and provides - Some read loud,
some new words. others listen to
 new words
Home - fire brigade (n)
work - choke(v)
- Tells Ss to work - Finish the writing a
individually to build narrative
up a narrative - Prepare the new
about a hotel fire. lesson.
- Calls on some Ss to
read aloud their
writing in front of
the class.
- Comments and
corrects mistakes.
Week : 02
Period : 06
Date : 12/9
I/AIMS
By the end of the lesson students will be able to be more confident in
pronouncing the sound /I/ and /i:/ and better at using the present and past
simple tense and adverbs of frequency.
II/TEACHING METHODS
Communication Method.
III/TEACHING AIDS
English book, chalk, tape, blackboard
IV/NEW LESSON: UNIT1 / LESSON5 / LANGUAGE FOCUS

Warm – up  Game: Categorising
- Gives out 10 words
and tells Ss to put
them under
appropriate heading.
Adverb Adverbs Adver
s of of bs of
manne frequen time - work in groups
r cy
 Adverbs: tomorrow;
usually; carefully;
beautifully; hardly
Pronunciati ever; yesterday;
on sometimes; always;
carelessly; often.
- Demonstrates the
sounds / I/ and / i:/ by
pronouncing them
clearly and slowly.
- Helps Ss to - Listen to the teacher
distinguish these two and copy down.
sounds by instructing
the way to
pronounce:
 /I/ : first practice the
Practice1 sound /i:/ then open
your mouth a little
more. It is a short -The whole class repeat
sound.
 /i:/ : open your mouth - Some Ss repeat,
very little to make Others listen to .
the sound /i:/. It is a
short sound. - Work in pairs
- Plays the tape and
Grammar asks Ss to repeat.
and - Calls on some Ss to
Vocabulary repeat the sounds
clearly to class.
- Asks Ss to work in - Work in pairs
pairs
and practice the
sentences.
- Goes around the class - Some Ss answer,
and provide help if Others listen to
necessary.
 Review the present
simple tense
- Asks Ss to work in
pairs and discuss the
Practice2 form and use of the
present simple tense.
- Puts some questions - Work individually
and calls on some Ss
to answer regarding
the use and form of
the present simple
tense. - Read the completed
 When do we use this passage
tense?
 What adverbs of - Listen to the teacher
frequency does it go and copy down
with?
- Asks Ss to work
individually and
complete the blanks
in the passage - Work individually to
- Asks Ss to compare make examples to
the answer with a class.
friend.
- Calls on Ss to read
Practice3 the completed
passage.
- Says about the usage
and position of
adverbs of frequency:
Usage: Adverbs of - Work individually
frequency show how often - Some Ss read aloud to
something happens. class, Others listen to.
Position: we put the
adverbs of frequency:
 In front of normal
verb - Listen to the teacher
Practice4  Between an auxiliary and copy down.
verb and the main - Make some examples
verb
 After the verb to be
 Note: we put as a
rule at the beginning - Work in pairs
of the sentence.
- Asks Ss to do
exercise2
read aloud their - Some read, Others
sentences to class. listen
 Revision of the past
simple tense.
HOMEWORK
- Says about the usage - Learn by heart the
of the past simple lesson.
tense: We use the - Prepare the next
past simple tense to lesson
describe a completed
action or situation in
the past.
pairs and supply the
correct past simple
form of the verbs in
the blackest.
- Goes around and
helps Ss
read the completed
passage aloud in
front of the class
Week : 03
Period : 07
Date : 13/9
I. OBJECTIVES: After the lesson, the students will be able to talk about their
school and better their reading comprehension skill by doing true or false exercise
and answering questions.
II .TEACHING METHODS:
Communication method
III TEACHING AIDS :
English book, pictures, chalk, blackboard
IV. NEW LESSON: UNIT2 / LESSON1 / READING
 Asks Ss to look at the  Look at the book

book, read some topics and read the Week : 03
quickly. topics quickly. Period : 08
Date : 14/9
 Work in pairs,
 Puts the question: discuss the
When you meet your question.
friend what do you
often talk about?
BEFOR
E YOU
 Encourages Ss to talk
READ about the topics which
are not mentioned in the
book such as: fashion;
food; holiday; school…  Practise in pairs.
 Calls on one pair to
practice asking and
answering this question
in front of the class.
 Sets the scene: You are  Listen to the

going to read three talks teacher.
given by a student, a
teacher and a student’s
father about school. You
read them and do the tasks  Listen to the
assigned. tape
 Plays the tape  Work individually
 Asks Ss to work
independently and fill each
blank with one of the words  Compare with
in the box. each other.
 Has Ss compare the
answers with a friend.
 Goes around and check.  Listen to the
 Introduces about gerund teacher and
and to infinitive. copy down.
- Like / Love / Enjoy +
V- ing
- Want / hope / decide  Work in pairs
+ To- inf
 Asks Ss to work in
pairs , read the small
talks again and find out
Who…  Some Ss explain,
 Goes around and offer others listen to.
the help to Ss.  Work in pairs
 Calls on some pair to
D – TASK1
explain their answers to

class.
 Asks Ss to keep on
working in pairs , read  Some pairs
I/ OBJECTIVES : After the lesson the students will be able to use common
expression in making small talks. Start and close a conversation.
II/ TEACHING METHOD
-Communicative method
III/ TEACHING AIDS
Textbook, small cards.
IV/ NEW LESSON: UNIT2 / LESSON2 / SPEAKING

Warm - up - Writes a short conversation on - Look at the board
the board and says: Suppose and listen to the
that you meet a friend at the teacher
supermarket. You are very busy.
What will you say to open and
end the conversation.
A………………………………………
………………………(1)
B. Hi Lan, How are you?
A. I’m fine, Thank you! And you?
B. I’m very well. Thanks! I
haven’t seen you for a long
time. Let’s go somewhere for a
drink. - Work in pairs
A. Sorry - One pair practices,
………………………………………… other pairs listen to.
Activity1 …………(2)
Task1 - Asks Ss to work in pairs. - Look at the book
- Calls on one pair to practice to
the class. - Work in pairs
-Asks Ss to look at task 1 in the

book.
- Has Ss work in pairs to put the
expression which are commonly - Practise with the
Activity2 used in making small talks partners
Task2 under appropriate heading:
starting a conversation and - Work in pairs
closing a conversation.
- Goes around and help Ss.
- Has Ss practice these - Listen to the teacher
expression with a partner. carefully
Activity3 - Asks Ss to do task2 in pairs: - Some pairs practice,
Task3 rearrange the sentences to others listen to
make an appropriate - Work individually
conversation.
- Draws Ss’ attention to
intonation and stress beside
pronunciation. - Copy down
- Calls on some pairs to practice
conversation in front of the
class.
- Asks Ss to read the words in - Work in pairs
the box quickly and list out the
new words.
- Write the new words on the - Some pairs practice,
Activity3 board. Others listen to
Task 4 * NEW WORDS
- Awful (a) - Work in groups
- Have got a headache (v)
- Have got a backache (v)  Group1: talk about the
- Have got a toothache (v) weather.
- Asks Ss to keep on working in  Group2: talk about last
pairs, complete the conversation night’s TV programmes
with suitable words, phrases or  Group3: Talk about
sentences in the box. football
Homewor - Calls on some pairs to practice  Group4: Talk about
k the completed conversation in plans for next weekend
front of the class.
- Divides the class into 4 groups: - Learn by heart the
Make small talks on the topics, lesson
Using the starting and ending of - Prepare the new
a conversation. lesson.
- Goes around and check Ss.

Week : 03
Period : 09
Date : 15/9
I. OBJECTIVES
By the end of the lesson, students will be able to make mini conversations
about daily topics such as study at school, weather and traveling ….
II.TEACHING METHODS
Communicative method
III. TEACHING AIDS
Textbook, a cassette player
IV. NEW LESSON: UNIT2 / LESSON3 / LISTENING

Warm - Conversation Build
up - Gives out some key words from the - Look at the board
conversations in the last period.
Eg: Hi,… How?...... fine…….. nice
weekend?..... wonderful……….. to ……….
The beach……… - Work in pairs.
- Asks Ss to work in pairs and build a
conversation basing on the key - Some pairs practice,
words. others listen to.
BEFORE - Calls on some pairs to practice the - Work in pairs
YOU conversation in front of the class.
LISTEN
- Asks Ss to work in pairs and match a
question in A with a response in B. - Some pairs read
- Goes around and helps Ss aloud the
- Calls on some pairs to read aloud questions and
the question and response in front of response in front
the class. of the class
- Look at the
pictures, listen
to the teacher
- May also directly ask Ss some questions and
questions: answer them
 What do you see in the pictures?

 Where are they standing? - Individual work
 What are they talking about?
- Asks Ss to listen to the conversation - Individual work
and match them with the pictures. listen to the
- Plays the tape and tells Ss to listen tapes.
for main ideas and key words.
- Asks Ss to compare the key words
with a friend.
- Has Ss listen to the tape again and
answer the questions.
- Let Ss listen to the tape several
times if necessary and have a pause
between conversations to make it
easier for Ss
answers.
- Asks Ss to do the task in pairs. - Work in pairs.

- Calls on some Ss to read aloud their - Some Ss
answers in front of the class. practice, Others
listen to
- Encourages Ss to guess the missing - Work in pairs
words
- Plays the last conversation again - Listen to the
- Asks Ss to listen to it and complete tape
WHILE the conversation by filling in the - Work in pairs by
YOU missing information. completing
LISTEN conversation on
waste paper
- Calls on some pairs to practice the
completed conversation - Some pairs
practice the
- Suggests the common problems at conversation.
school: Others listen to.
 Getting bad marks - Listen to the
 Having difficulty in making friends teacher.
 Coming to class late - Take note.
 Be slow at learning…
AFTER - Asks Ss to work in groups, discuss
YOU the problems they have experienced - Work in groups
LISTEN at school.  Group1: Talk about:
- During the discussion, May give Ss Getting bad marks
some questions:  Group2: Talk about:
 What problems have you got at school? having difficulty in
 What is / are the reason (s)? making friends
 What have you done to solve it / them?  Group3: Talk about:
 Who helps you to solve it? Coming to class
late
 Group4: Talk about:
- Goes around and helps Ss. Be slow at learning
HOME - Listen again at home

WORK - Prepare writing skill
Week : 04
Period : 10
Date : 16/9
II. OBJECTIVES
By the end of the lesson, Ss will be able to fill some common forms such as
enrolment form; simple application form; library admission form;…
III. TEACHING METHOD
IV. TEACHING AIDS
Textbook; blue board; samples of some common forms
V. NEW LESSON: UNIT2 / LESSON4 / WRITING

- Asks Ss to work in pairs
and answer the following
questions: - Listen to the
 Have you ever filled in a questions
Warm- form?
Up  On what occasions? - Pair work
Task 1  What sort of information
do you often have to
provide when you fill in a
form? - Listen to the teacher
- Gives examples of some and look at the
commonly – used forms: forms.
Application form; Entry
admission form…
Activity - Provides some new words - Look at the new
1 on the board. words on the board,
 NEW WORDS: guess the meaning
- country of origin: of them.
- marital status:
- occupation: job, career… - take notes
- present address
- block capitals
- delete
- applicable
- Asks Ss to do task 2: match
Task 2 a line in A with a question in - Do task 2 in pairs
B.
- Have Ss compare their - Compare the
answers with a partner answers with the
- Says: As you know, forms partner
ask you to do certain things.
And it is important to - Listen to the teacher
Task 3 understand what they
require you to do. Now look
at task3 and try to do what
you are required to do.
- Has Ss to do the task - Individual work
individually
helps Ss, Further explains
and translates into - Individual work
Vietnamese if necessary.
Task4 - Asks Ss to study the form
carefully and fill in the form - Two Ss finish the task
using their own information. on the board. Others
- Calls on 2 Ss to fill in the do in the textbook
form on the board.
- Tells Ss to look at the board

and comment on their
performance. - Work in pairs
- Correct the form as the
whole class
- Asks Ss to work in pairs and
carry out the interview to fill - Learn by hear the
in the form. One S asks and lesson
Home the other answers. Prepare the new lesson
work
Week : 04
Period : 11
Date : 17/9
I/ OBJECTIVES
By the end of the lesson, Ss will be able to pronounce the vowels / ^/ and
/ a/ correctly and distinguish the use of gerund and to – infinitive.
III/TEACHING AIDS
Blackboard, Textbook , Cassette.
IV/ NEW LESSON: UNIT2 / LESSON5 / LANGUAGE FOCUS
 Game: Jumbled
Warm - Up
Words
- Divide the class into
small groups.
- Gives each group
one card containing
10 words whose
letters are jumbled:
Eg: 1. bsutcej - subject
2. skat - task
3. lmeeaf - female
4. ctarfif - traffic - Work in groups, the group
- Asks Ss to rearrange which finishes the task
the letters to make first with the most correct
good words words will be the winner.
- Gives key word:
- subject
- task
- female
- traffic - Listen to the teacher
- Demonstrates the
sounds /^/ and / a:/ by
pronouncing them
clearly and slowly.
-Helps Ss to distinguish
these two sounds by
instructing the way to
pronounce:
* /^/ first practice the
sound /ee/ then put - Take note
your tongue back a
little. It is a very short
sound.
* / a:/ first pronounce
the sound /a:/ then put - Listen to the tape and
your tongue down and repeat
back. It is a long sound.
- Plays the tape and - Some Ss repeat, Others
asks Ss to repeat listen to
repeat the sounds
clearly to in
Front of the class.
GRAMMAR - Asks Ss to work in - Work in pairs
AND pairs and practice
VOCABULARY the sentences
- Goes around the
class and provides
help if necessary.
- Asks Ss to work in - Work in pairs
pairs, make questions
for responses.
- Calls on some pairs to - Some pairs practice in
read the questions and front of the class. Others
answer aloud in front of listen to
the class.
- Distinguish the - Listen to the teacher
infinitive and –ing
form;
 Bare infinitive- - Take note
without To
 A gerund – a kind of
noun; a present
participle.
- Suppiles Ss some
verbs can only be
followed by – ing
form on the board:
 Verbs
Avoid; detest; miss; - Listen to the teacher, take
postpone; mind; note and put some
consider; practice; risk; examples with the verbs.
feel like; be worth; be
busy; It’s no use; be
used to; be interested
in; be fond of; be bored
with; be fed up with; be - Listen to the teacher, take
tired of; be accustomed note and put some
to; be proud of; be examples with the verbs.
successful;…
- Suppiles Ss some
verbs can only be
followed by infinitive
form on the board:
- Agree; refuse;
manage; fail; decide;
plan; expect; seem;
tend;…
- Suppiles Ss some - Listen to the teacher, take
verbs can be note and put some
followed by infinitive examples with the verbs.
or gerund form
without changing
their meaning on the
board: - Listen to the teacher, take
Love; like; hate; start; note and put some
prefer examples with the verbs.
- Suppiles Ss some - Work in pairs.
verbs can be
followed by infinitive
or gerund form - Some Ss present the
changing their answers. Others listen to.
meaning on the
board: - Listen to the teacher.
Remember; forget;
regret; stop; try. - Learn by heart the lesson.
- Asks Ss to work in - Prepare the new lesson.

pairs to do the
exercise 2 &
exercise3.
HOMEWORK
present the answers
- Corrects the errors.
Week : 04
Period : 12
Date : 18/9
I. OBJECTIVES: By the end of the lesson, Ss will be able to read better
through Matching and True or False exercises and improve background
knowledge about famous scientists especially about Marie Curie.
II. TEACHING METHODS:
III. TEACHING AIDS:
English book, pictures of some famous scientists…
Stages Teacher’s activities Students’

activities
- Gives Ss some questions on the _ Look at the
board: board
1/ Can you name some scientists
and their specializations?
2/ Have you have heard of Marie
Curie? _ Work in pairs
3/ What do you know about her?
- Asks Ss to work in pairs to ask & - Some Ss
answer the questions. speak out their
_ Asks some pairs to speak out their ideas. Others
ideas. listen to.
_ Helps Ss to express their ideas & - Read the
corrects mistakes. passage and
BEFORE - Asks Ss to read the passage find out the
YOU quickly and find out the new new words.
READ words.
- Writes the new words on the
board.
 NEW WORDS
- general education (n) - Take note
- brilliant(a)
- mature (a)
- harbor the dream of
- flying colors
- Phd: Doctor of Phylosophy
- Tragic death - Tell the
- To be awarded meaning of
- Atomic weight of radium the words
- Humanitarian wish - Work
While - Asks Ss to give the meaning of individually
you Read the words
- Asks Ss to read the passage - Some Ss

individually and match the words read and
or phrases in A with their explain.
meanings in B. Others listen
to
- Calls on some Ss to read and - Individual
explain their answers aloud in work
front of the class
- Has Ss read the passage more
carefully and decide whether the
statements are true or false. - Underline
- Corrects the false information. the
- Asks Ss to underline the information
information in the passage that
helps Ss find the correct answers. - Some Ss
- Calls on some Ss to explain their explain.
answers and may ask: Others listen
 Why is it true / false? to
 Can you give me the information
in the passage?
- Asks Ss to do the task in pairs to - Work in pairs
ask and answer the questions.
- Tells Ss to compare the answers - Compare
with other pairs and discuss
- Goes around and helps Ss the answers.
- Explains all the adjectives in the - Listen to the
book teacher
- Asks Ss to work in groups and - Work in
underline the evidence that they groups
find in the passage.
- Goes around and helps Ss - Reread the
passage at
Task1: Match the words and home
phrases in A with their meanings in - prepare
B. (page 33) speaking
( or let ss do task1 first, T. doesn’t skill
give answers, then asks ss to read
the text silently & find the answers
themselves.)
_Asks ss to read the passage silently
and do task 1.
_Gives instructions
_Gives feedback.
AFTER
YOU
Task2: True or False statements.
READ
Answers: (teacher’s book, page 21).
_Form pairs: asks ss to decide T or F
statements; if it’s false, correct it.
_Gives feedback.
Task3: Answer questions.

Answers: (teacher’s book page 34)
_Forms pairs: asks ss to ask and
Week : 05
Period : 13
Date : 20/9
I. OBJECTIVES
By the end of the lesson, Ss will be able to talk about their own background
and know how to ask for other people’s background.
II. TEACHING METHOD
III. TEACHING AIDS
Blackboard, Interview forms, posters and small cards, textbook 10.
IV. NEW LESSON: UNIT 3/ LESSON2 / SEAKING
Warm * Game: jumbled sentence.
– Up - Writes some words on the - look at the board
board: born, Marie Curie,
November 7th, Warsaw, in,
was, on, 1867. - Rearrange the
- Asks Ss to work in pairs, letters.
rearrange the letters to make - Listen to the
good words. question and
- Puts a question: Where can answer
we get information of one
Activit famous person? - work in pairs
y1
Task 1 - Explicit the term
“background”. - Discuss the
- Asks Ss to work in pairs and questions
decide which items can tell
somebody’s background.
- Asks Ss to discuss the
questions that can be to get
information for each item.
- May give suggested: _ do the task in
* Family pairs
- How many people are there
in your family?
- What does your father do?
* Education
- Where do you study at high
school?
- What subjects do you like
best?
Activit - What degree do you have? - Pair work
y2 * Experience
Task 2 - How long have you worked
as a doctor/ teacher/…?
- What experience do you - Pair work
have?
- Asks Ss to draw a form by
themselves
- Asks Ss to find the questions
for each item.
- Asks Ss to carry out the _ Compare with
interview in pairs. Rearrange partners.
Ss’ seats to make them sit _ Give answers ;
face to face. others correct
- Goes around the class and mistakes.
helps Ss
_Asks Ss to do the task
themselves & then compare
the answers with the partners.
- Asks Ss decide which of the
items below can tell you about
someone’ background
_ Goes round & helps Ss.
_ Asks some Ss to give the
answers
_ Gives feedback
_ Reads the sentences.
Activit - Asks Ss to work in groups, - Work in groups

y3 talk about the person they
Task 3 have known through
interview. - Some Ss talk.
- Calls on some Ss to give a Others listen to.
small talk in front of the
class.
HOME - Tell about

WORK yourself, using the
cues in task 2
Week : 05
Period : 14
Date : 21/9
I. OBJECTIVES
By the end of the lesson, Ss will be able to about one of the Olympic
champions by using the information regarding her background and career.
II. TEACHING METHOD
V. TEACHING ADIS
Blackboard, Cassette, Textbook.
IV. NEW LESSON: UNIT3 / LESSON3 / LISTENING
Warm – - Puts some questions and
Up asks Ss to work in pairs - Read the new
Questions: words, and take
 When did the Olympic note
start?
 How often is it held?
 Do you know any Olympic
champions? - Make sentences in
- Calls on some pairs to pairs.
Before practice in front of the
you listen class.
- Plays the tape, asks Ss to - Listen to the tape,
repeat the new words work individually
which are appeared in the
passage.
 NEW WORDS
- Diploma(n) - Compare the
- Certificate(n) answers
- Bachelor Degree (n)
While - Master’s Degree (n)
you listen - Sports teacher (n)
- Congratulation (n)
- Asks Ss to make - Some Ss explain.
sentences with the above Others listen to
words.
- Goes around and helps Ss.
- Plays the tape and asks Ss
to listen to it and decide
whether the statements
are true or false
- Read the sentence,
- Plays the tape several
work individually
times
- Has Ss compare the
explain their answers in
- Listen to and finish
front of the class.
the task.
- Tells Ss to read the
sentences carefully and
try to guess the missing
words in the blanks.
- Check the key word
- Asks Ss to listen to the
again
conversation again and fill
the blanks.
- Plays the tape more than
once and goes around to
check the task as the
whole class.
- Forms pairs.
- Asks ss to read and answer
the questions.
- explains some words.
* Notes:
- Look at the board
1/ diploma (n)
Ex: a high school diploma.
2/ certificate (n)
Ex: a birth/ marriage/ death
- Word in groups
certificate.
3/ degree(n)
Ex:
- Some Ss talk to the
a BA :a Bachelor’s degree
class. Others listen
a BS : bachelor of science
to.
a MA: master of arts
a PhD: doctor of philosophy
-Write a short
- reads the words in
paragraph about Sally.
textbook.
( 10 sentences )
_ leads ss to the passage.
- Gives Ss the outline of

Sally’s background:
1980……………. local
schools…………..
15…………………….
family………….. basketball
and swimming………………..
sports teacher …………………
teacher’s diploma.
- Asks Ss to work in groups
and base on these
guidelines to make a short
Homewo talk about Sally.
rk - Calls on some Ss to give
the talk to the class
Week : 05
Period : 15
Date : 24/9
I. OBJECTIVES
By the end of the lesson, Ss will be able to write a simple C.V and get to know
the format, layout and essential information of a C.V
II. TEACHING METHOD
III. TEACHING AIDS:
Blackboard, Some C.V samples, Textbook.
IV. NEW LESSON: UNIT3 / LESSON4 / WRITING
Stages Teacher’s activities
Students’Activitie
- Gives Ss a hand – out and asks s
- Work in pairs, Look
Ss to match a line in A with a
at
question in B.
the hand – out and
A B
match.
1. Name a. Mary
2. Date of birth b. 5/1/1967
- Look at the board
3.place of birth c. HCM city
4. School attended d. N- Trach
high school
5. Exams passed e. English,
Maths
6. Previous jobs f. tourist guide
7. interests g. music,
sports
WARM- UP - Listen to the
- Puts a question: Where can you
question
see the information?
- Work individually,
answer the q
question
- Says: Today, we are going to
- Listen to the
learn how to write a Curriculum
teacher
Vitae.
- Take note
- Asks Ss to read Mr Brown’s C.V.
- Explains the C.V
- Explains some words:
* NEW WORDS
- Work individually
- tourist guide (n)
- travel agency (n)
- Work individually
- Asks Ss to read the C.V again and
do the task
- Compare the
- Goes round and helps Ss.
writing with a
- Asks Ss to write a paragraph
friend
about Mr. Brown on board.
- Has Ss compare the writing with a
- Work pairs
friend
- Asks Ss to work in pairs and asks
the partner for the information
- Some Ss read
about his/ her parents and
aloud. Others
complete the form.
listen to
- Goes around and provide help.
- Calls some Ss to read aloud their
writing to the class.
- Write a paragraph
about
yourself
- Prepare the new
lesson
HOMEWORK
Week : 06
Period : 16
Date : 24/9
I. OBJECTIVES
By the end of the lesson, Ss will be able to pronounce the sounds /e/ and
/ ee/ correctly and use the past perfect tense appropriately and distinguish it
with the past simple tense.
II. TEACHING METHOD
III. TEACHING AIDS
Blackboard, Textbook.
IV. NEW LESSON: UNIT 3 / LESSON5 / LANGUAGE FOCUS

Warm – - Gives Ss a table containing 10
Up verbs - Look at the table
Past form Past
Verb inf participle
Take
Met
Left
Broke
Come
Gone
Got
Been
Do - Work in groups
Saw
- Asks Ss to work in groups,
complete the table - Listen to the teacher
- Goes around and offer help
- Demonstrates the sounds /e/ and
/ee/ by pronouncing them clearly - Take note
and slowly.
- Instructs the way to pronounce:
 /e/ first pronounce the sound I
then open your mouth a little
- Whole class repeat the
more. It is a short sound.
sounds
 /ee/ first pronounce the sound /e/
- Listen to the tape and
then open your mouth a little
repeat
more. - Some Ss repeat.
- Asks Ss to pronounce and repeat Others listen to
the sounds several times. - Work in pairs
- Plays the tape and asks Ss to

repeat.
- Calls on some Ss to repeat the

sounds clearly to class.
practice the sentences.
- Goes around and checks Ss
- asks ss to close their books, if the
teacher reads the sound /e/, ss say
1, if / / ss say 2.
b/ practice these sentences
(page 27)
- reads the sentences
- asks ss to practice in pairs.
- asks ss to find the words in the
text which have the sounds /e/ ; / /
(homework)
Gramm  Review the past perfect tense.
ar - Asks some good Ss to give the - Some good Ss give the
form and the use of the past form and the use.
perfect tense. Others listen to.
 Form - Work individually and
S + had + pp. take note
 Use
1. The past perfect tense can be
used to describe an action before a
point of time in the past.
2. The past perfect tense can be
used to describe an action that had
happened before another past - Work in pairs, put
action. some examples.
- Asks Ss to work in pairs, put some - Some Ss read he Ex.
examples. Others listen to
- Calls on some Ss to make

examples in front of the class
 Examples
1. I had done all my homework - Work individually.
before
7 p. m last night.
2. I had done all my homework - Some Ss read aloud.
before I watched TV. Others listen to.
- Asks Ss to do exercise1.
- Has Ss compare their answers
with a friend.
- Calls on some Ss to read aloud
their answers in front of the class. - Look at the example
- Work individually
- Demonstrates the point of the identify the example
past simple tense and the past - gives answers.
perfect tense by analying the - takes notes.
example.
- Gives Ss an example:
 Eg: She ( watch) TV after she
(do) all her homework. - read the story.
- Asks Ss to identify which action - do the exercise.
happened first. - compare the answers.
* Provide: We use the past perfect - take notes.
ten
se for the action happened first - translate.
and the past simple tense for the
latter cation.
Exercise 2: (Page 28)
- ask ss to compare the simple past
& the past perfect.
- asks some ss to give answers.
-gives feedback.
Exercise 3: (page 28)

- asks ss to read the story carefully
& then do the exercise.
- asks ss to compare their answers
in groups of 4.
- corrects the common mistakes.
- asks ss to translate the story into
Vietnamese(if there isn’t enough
time, do it at home).
Week : 06
Period : 17
Date : 25/9
I/ OBJECTIVES
By the end of the lesson Ss will be able to:
+ practice their skills
+ review what they learnt in unit 1, 2, 3.
II/ TEACHING METHOD
III/ TEACHING AIDS
Blackboard, English Text
IV/ NEW LESSON : TEST YOURSELF A

- Asks Ss to read the table - Work individually,
quickly, point out new words read and guess the
and then guess the missing missing words
words. - Take note the new
 NEW WORDS words.
1/ to fall in love
2/ to get married
3/ minister
LISTEN 4/ the black freedom
movement - Listen to the tape
5/ wound and complete the
- Plays the tape several table.
times and asks Ss to
complete the table. - Compare the
- Has compare their answers with a
answers with a friend. partner
- Goes around and offer
help
READING - Asks Ss to read the - Work individually,
passage quickly and point read and point out
out new words. the new words
 New words
- to be married with - Take note the new
- do research words
- principal
- technical college
- Public Health Council
- Asks Ss to guess the - Individual work
missing words
- Has Ss compare the - Compare the
answers with a friend answers with a friend
- Goes around and help Ss
- Asks Ss to work in pairs, - Pair work

use the correct form of the
verbs in brackets to
complete the letter of
GRAMMAR
application.
- Goes around and offer - Some Ss explain.
help. Others listen to.
explain their answer in
front of the class.
- Explains the requirement - Listen to the

of writing and asks Ss to teacher
read the letter quickly.
to write a reply. - Work in groups
- Guides Ss the steps to
write a letter.
 Steps of a letter
1/ the writer’s address. - Take note the cues
WRITING
2/ greeting: Dear…,
3/ body : writer’s message
4/ closing : yours sincerely,
5/ signature
help
- Calls on two groups - Two groups present.
present the writing on the Others listen to.
board.
Week: 06
Period : 18
Date : 26/9
UNIT FOUR:
I. OBJECTIVES
By the end of the lesson, Ss will be able to understand the term special
education and talk about it through matching and Multiple Choice exercises.
II.TEACHING METHODS
III.TEACHING AIDS
Blackboard, Some pictures, Textbook, a cassette player

Warm – - Says and writes on the board: - Hear and look at the
up They aren’t able to look, board.
hear, speak anything and
they are slow at learning.
- Asks Ss to guess: Who are - Work individually
they? - Some Ss answer
Others listen to
- Calls on some Ss to answer.
 Answer
They are the deaf, the blind,
the dumb, and the mentally
Before retarded.
you read - Puts questions and writes on - Look at the questions.
the board. - Work in pairs
1. Can they learn?
2. Where can they learn?
3. How can they learn? - Some Pairs practice.
- Asks Ss to work in pairs and Others listen to
answer them. - Group work
- Goes around and offer help.
- Calls on some pairs practice
While you - Asks Ss to work in groups and

read make a list of the activities
that the disabled would have
difficulty doing. - Look at the Braille,
- Gathers ideas: listen to the teacher’s
 Difficulty doing explanation
Do morning exercises; ride - Work in pairs
the bike to school; listen
to music; read book… - Compare with another
- Asks Ss to look at the Braille pairs.
Alphabet and explain
something about it. -

work out the message.
- Asks Ss compare the answers
with another pairs.
- Asks Ss to read the passage - Work individually

quickly and point out some
new words & expressions
 New words
- disabled:(a)
- deaf (a)
- dumb (a)
- proper schooling (n) - Take note the new
- mentally retarded(a) words
- time-consuming
- make great effort to help
- to be proud of
- opposite : resistance
- to oppose(v) - Individual work
- Asks Ss to read the passage
individually and do Task1
- Encourage Ss to guess the
meaning of the words in the - Compare the answers
context. with a friend
- Tells Ss to compare the - Some Ss read the
answers with a friend. answers. Others listen
to
- Calls on some Ss to read the
answers aloud in front of the - Work individually
class.
- Tells Ss to read the passage

again more carefully and - Work individually
complete the sentences.
- Asks Ss to give explanation
for their choice.
passage aloud in front of the
class.
- Asks Ss to work in pairs and - Work in pairs
read the summary of the
passage carefully.
missing words - complete the
- Has Ss complete the summary
summary in pairs.
- Goes around and provides - Some Ss read. Others
help listen to
completed summary aloud in - Prepare the new
front of the class. lesson.
HOMEWORK - Learn by heart new
words.
Week : 7
Period : 19
Date : 28/9
I. OBJECTIVES
By the end of the lesson, Ss will be able to talk about life a student. Actively
engage in an interview.
II. TEACHING METHODS
III. TEACHING AIDS
Black board, Textbook.
IV.NEW LESSON: UNIT4 / LESSON 2/ SPEAKING

s
- Asks Ss to work in groups and - Work in groups
make a list of words relating to
school. ( the group with the
longest list will be winner)
 Suggested answers
Subjects; Tests; Homework;
Teacher; secondary…
- Has Ss to study the questions - Work individually
in the interview carefully. and study the
questions
- Asks Ss to work individually carefully
and fill in the blanks with the - Work individually
right questions.
- Gives Ss tips by asking them
read the answers before - Work individually
deciding the best question in
the blanks.
- Calls on some Ss to explain the - Some Ss explain.
answers. Others listen to
- Asks Ss to work in pairs and - Work in pairs
carry out the interview, using
the questions in Task1
provide help.
- Calls on some Ss to use the
information in the interview to - Some Ss make a
make a mini- presentation mini-
about his/her partner. presentation
- Tells the whole class to
comment on presenter’
performance. - Whole class
HOMEWORK - Write some
sentences to tell
your friend
about your
school
Week : 07
Period : 20
Date :29/9
I. OBJECTIVES
By the end of the lesson, Ss will be able to listen better through true or False
and Gap-filling exercises.
II. TEACHING METHOD
III. TEACHING AIDS:
IV. NEW LESSON: UNIT 4 / LESSON 3 / LISTENING

- Asks Ss to work in groups of 3 - Work in groups
to 4 and find the different
words that derive from the
following roots ( the group
with the longest list of correct
words will be winner)
 Roots
Sorry; Second; Decide; Able. - Look at the roots
-Encourages Ss to find the words and find the
they have learnt. words.
* Answer
Sorry: sorrow, sorrily…
Second: secondary, secondly, - Take notes.
secondhand…
Decide: decision, decisive,
decisively…
Able: disabled, disability…
- Explains the meaning of the
words in the box. - Listen to the
* The words: teacher.
- photograph (n)
- photography(n)
- photographer (n)
- photogenic (a)
- photographic (a) - Take note
- Asks Ss to work in pairs and fill
each of the blanks with one
word from the box. - Work in pairs
answers aloud in front of the
class. - Some Ss read.
- Teaches Ss some new words. Others listen to
* New words
- surroundings (n)
- sorrow (n)
- passion (n) - Take note
- laborer (n)
- exhibition (n
- Asks Ss to give the meaning of - Work

them. individually and
- Asks Ss to make sentences give the
with the above words. meaning.
- Says: You are going to listen to - Individual work
a talk about a club for disabled
children. You listen to it and do - Listen to the
the tasks followed. teacher
- Lets Ss read the statements
carefully.
- Asks Ss to listen to the tape
and decide whether the - Work
statements are true or false. individually and
- Plays the tape more than once. read the
- Tells Ss to compare the statements
answers with a friend. - Listen to the
- Checks the answers as the tape and choose
whole class. the answers.
- Calls some Ss to explain the
answers to the class. - Listen to the
tape
- Asks Ss to read a part of the - Work
talk carefully and have a guess individually
of the missing words.
- Has Ss listen to the tape and - Read the
write in each blank with a answers as
suitable word. friends and
- Goes around and provides teacher
help. - Some Ss explain
- Calls on some Ss to read the the answers.
answers aloud in front of the Others listen to.
class. - Individual work
- Listen to the
tape and write
suitable words.
Some Ss read the

answers. Others
listen to.
- Tells Ss to work in groups of - Work in groups
4: Complete the questions of 4
and then Ask and answer
about the Vang Trang Khuyet
Club.
- Suggests some questions:
1/ What/ name/ the club? - work in groups
2/ who/ members/ the club?
3/ Where/ they/ come//?
4/ what/ they/ doing/ HaNoi?
5/ How many/ photographs/
display?
6/ what/ their photos/ about?
7/ what/ their passion/ taking
photographs/ help/ them?
- Goes around and provides
help. - Some groups
- Asks some groups to practice practice in front
in front of the class. of the class.
Others listen to.
HOME WORK - Learn by heart

the new words.
- Prepare the new

lesson.
Week : 07
Period : 21
Date : 30/9
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
III. TEACHING AIDS:
Blackboard, Pictures of some advertisements for English learning,
Textbook.
IV. NEW LESSON: UNIT 4/ LESSON 4/ WRITING

Warm- - Asks Ss to work in groups
Up ( Gives Ss ten or more
adjectives and asks Ss to
put them under two
headings): compliments
and complaints
 Adjectives
Bad; helpful; expensive;
lazy; hard-working;
good; careful; poor; - Work in groups
TASK 1 unhappy; beautiful.
 Suggested answers
Complime Complai
nts nts
Helpful Bad
Hard- expensiv
working e
Good lazy
Careful poor - Listen to the teacher and
Beautiful unhappy take notes
- Gives Ss definition and
format of a letter of
complaint: Complaint is a
kind of formal letter used - Answer the question
when you are not happy
with a service, a contract, - Take notes
a course… A letter of
complaint usually 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…
- Work in pairs
 Introduction: why you
write the letter.
 Body: what you want to
complain
 Conclusion: what you
want them to do - Pick up the new words
 Ending: yours faithfully and take note, work
 Signature individually.
read the advertisement & the
instruction - Listen to the teacher
- Explains some difficult
words and expressions.
* NEW WORDS
- native teacher (n)
- English- speaking countries
(n)
- Air- conditioned(a) - Work in pairs
- Air-conditioner.
- Says: After studying for
two weeks at English for
Today centre, you notice - Some Ss read. Others
that everything is worse listen to
than what the - Complete task1
advertisement says. A
friend of yours wants to
know about the centre and
you tell him/her the facts. - Individual work
Now you work in pairs and
complete the dialogue with
your own ideas. - Individual work
- 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 -
complete it basing on the
dialogue in task1.
- Asks Ss to use appropriate
connectors to make the
writing smoother.
- Tells Ss to exchange their
writing with a friend.
- Goes around the class,
tests Ss
And picks up some writings to
check the mistakes as the
whole class.
Week : 08
Period : 22
Date : 3/10
I.OBJECTIVES: By the end of the lesson, Ss will be able to distinguish and

pronounce the sounds / / ; / / correctly. Use the + adjective as a noun,
combine two sentences with which and review used to + infinitive
II. TEACHING METHODS
III. TEACHING AIDS
IV. NEW LESSON: UNIT 4 / LESSON 5/ LANGUAGE FOCUS
Stages Students’
Teacher’s activities
activities
Warm – - Prepares a two- column table with
up Yes/ No questions and Name.
- Lets Ss go around the class and ask - Work in groups
other Ss what they used to do when
they were small. If the answer is Yes,
write his/ her name in the table.( The
winner is the fist one who completes
the Name column).
Did you use to… Name
Cry at night?
Go to bed late?
Be afraid of ghost?
Eat a lot of ice scream? - listen to the
PRONU teacher
NCIATIO - Demonstrates the sounds / / and / /
N by pronouncing them clearly and
slowly.
- Instructs the way to pronounce the
two sounds:
 / / first pronounce the sound /ee/ - Take notes
then put your tongue slightly back
and bring your lips slightly forward.
It is a short sound
 / / first practice the sound then put
the back of your tongue up a little. - Listen to the
It is a long sound. tape
- Plays the tape and asks Ss to repeat. - Some Ss
repeat. Others
- Calls on some Ss to repeat the sounds listen to
clearly to class. - Work in pairs
- Asks Ss to work in pairs and practice

the sentences.
- Goes around and provides help
GRAMM - explicits the use of [ the + adj  - Listen to the

AR & noun( plural) ] teacher and take
VOCAB The + adj : to describe a group of notes.
ULARY people as a whole. These adjectives are
followed by a plural verb.
Eg: the blind, the deaf, the poor, the young…
- Asks Ss to work individually and complete the - Work
sentences using the + adj in the book. individually
- Has Ss compare their answers with a friend.
- Calls on some Ss to read the completed - Some Ss read.
sentences. Others listen to
Exercise 2:
- Gives Ss an example: - Look at the
Eg: I used to smoke, but now I stop smoking. example.
- Listen to the
- Explains Ss the structure and the usage of used teacher and
to: take notes
 Structure
[ used to + bare infinitive]
Used not to + bare inf.

Didn’t use to + bare inf.
Did…+ use to + bare inf?
 Usage
We use used to + infinitive to express a past action - Work in pairs
and state. It has no present equivalent.
- Asks Ss to give some more examples.
- Asks Ss to work in pairs: complete the
sentences using: used to + bare inf.
- Tells Ss to compare the answers with a friend.
- Checks the answers as the whole class. - Take notes
Exercise 3:
- Provides Ss some words and structure:
1/ be on the phone: to have a telephone
2/ delay(v): to be slow/ late
3/ let so do sth - Listen to the
4/ make + O + bare inf./ adj teacher and take
- Explains Ss about the use of Which. notes.
 WHICH:
Dùng để noí cả một mệnh đề. Là từ nối câu, đứng
sau dấu phẩy và mệnh đề 2.
 Example: - Work in pairs
She arrived on time, which amazed everybody. - Work in teams
- Asks Ss to work in pairs and do exercise3.
- Divides class into two big teams: A & B
- Labels Ss in A as 1,2,3 to 7 and Ss in B as a, b,
c to g.
- Asks Ss to go around the class and find the
ideal partner. It means that Ss have to find the
student who has the most suitable sentence to
make a new one (when Ss find his/her partner, - Some couples
asks them to join the sentences. read the
- Calls on some couples to read their sentences. sentences. Others
listen to.
- Prepare the new
E.HOMEWORK: lesson
Learnt by heart the
new words
Week : 08
Period : 23
Date : 4/10
UNIT 5:
I/OBJECTIVES
By the end of the lesson, Ss will be able to use a number of the words about
computers such as CPU, VDU, CD ROMS, floppy disks… and talk about their
benefits in our modern life. Improve reading skill through Matching and
Answering questions exercises.
II/TEACHING METHODS
III/TEACHING AIDS
Blackboard, English book,pictures about computers or computer available
in class.
IV.NEW LESSON: UNIT 5 / LESSON 1 / READING

s
- Writes some questions on
Warm the board: - Work in pair
- up  Have you got a computer?
 What do you use a
computer for?
 Is it difficult to use it?
(Befor - Asks Ss to answer the
e questions. - answer the questions
you - Asks Ss to work in pairs, look
read) at the illustrations of - Work in pairs, look at the
different parts of a computer illustrations of different part
system and each number of a computer system and
with one of the words or answer the teacher’s
phrases in the box. questions.
- Provides some new words.
*NEW WORD
-illustration (n)
-miraculous(a)
-central processing unit - Take notes the new words and
-interact(v) =link or act on give meaning of new words
each other
-be capable of st/doing st
ex:Computer is capable of - Make a sentence
doing almost anything you ask.
- storage device (n)
- lightning speed (n)
- Ask sts to read the passage in - Work individually
silent and do task 1
meaning of the words in the
context in which the are
appear.
- Calls on some Ss to read and - Some Ss explain the answers.
explain the answers in front of Others listen to.
the class.
- Explains carefully and corrects - Listen to the teacher.
if Ss have mistake
TASK 2
- Tells Ss to read the passage - Work individually.
more carefully and choose
the best tile for it.
- Lets Ss discuss the answers - Work in pairs
with a friend.
- Encourage them to explain
their choice.
TASK 3:
- Ask Ss to work in pairs ask - work in pairs
and answer questions , using
the cues
help Ss.
- Calls on some pairs to act out - Some pairs act out the
the activity in front of the class. activity. Others listen to.
AFTER YOU READ
- Asks Ss to work in groups and - Work in groups
discuss other uses of computer
in daily life.
- Suggests questions for - Listen to the suggests of the
discussion. teacher and discuss.
* Do you usually use
computers? Learn by heart the new words.
* What do you do when you use - Prepare new lessons peaking
computers?
* What do you like most about
computers?
* What uses of computer may
bring bad effects to its users?
E.HOMWORK
Week : 08
Period : 24
Date : 5/10
UNIT 5:
I.OBJECTIVES
After the lesson the students will be able to talk about the uses of modern
inventions in daily life such as radio, TV, fax machine, air conditioner…
II.TEACHING METHODS
III.TEACHING AIDS
Black board, English book, Real objects of modern inventions.
IV.NEW LESSON: UNIT 5 / LESSON 2 / SPEAKING
Stag Teacher’s activities Students’
es activities
War - Divides class into two big
m– teams: A & B. - Work in teams
up - Gives team A a list of 10
words about modern
inventions:
 TV
 Fax machine
 Air conditioner
 Radio
 Electric cooker
 Fridge
 Cell phone
 Washing machine
 Car
 Microware oven.
- Asks team A has to explain - Team A explain the
the words and team B has to words, team B guess
guess what the word is. the meaning.
- Has Ss work in pairs, ask and
Task answer questions about the - Work in pairs
1 uses of modern inventions
following the example.
- Calls on some pairs to ask
and answers in front of the
class. - Some pairs practice.
- Keeps Ss in pairs and asks Others pairs listen to.
them to complete the
Task sentences by using the words - Work in pairs
2 in the box.
- Asks Ss to study the
sentences carefully before - Some pairs read aloud.
deciding which word to be Others listen to
used.
- Calls on some pairs to read - Work in groups
the sentences aloud in front
of the class.
- Has Ss work in groups by
joining two pairs. Asks them
to look at the ideas in task2 - Listen to the teacher.
Task and then rank them in order
3 of importance.
- Suggests some structures in Week :
discussion: 09
 I think / I believe that the Period :
most important use of - Work in groups
25
information technology is
………. because ………..
- Has Ss work in groups and - Some Ss give a short
talk about their most talk. Others listen to.
Date : 6/10
UNIT 5
I/ OBJECTIVES
After the lesson , the students will be able to how a person learns to use a
computer and improve listening skill through True or False and gap filling
exercises.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Cassette player…
IV/ NEW LESSON: UNIT 5 / LESSON 3 / LISTENING
Stage Teacher’s activities
s Students’ activities
- Asks Ss to work individually and
Warm answer the question by checking the - Work in pairs.
- Up right column.
- Puts the question:
 How often do you use each of - Listen to the teacher
the items below? questions and check
Very Neve Sometim the right column.
often r es
radio
Cell
phone
camcord
er
comput
er
TV
Fax - Compare the
machine answers
- Tells Ss to compare their answers
with a friend and further discuss
Befor the uses of these items.
e you - Asks Ss to read the words and the - Point out the new
listen tasks and then point out the new words.
words.
 NEW WORDS
-camcorder(n)
-worried(a)
-memory(n)
-excuse(n)
-secretary(n)
-headache(n)
- Asks Ss to repeat the words several
times to make sure they pronounce - Whole class take
While them correctly. notes and read the
you - Says: You hear an old company words.
listen director talking about his experience
TASK1 of learning how to use a computer - Listen to the
from his son. You listen to the tape teacher.
and do task 1
- Ask Ss to read the statements - Work individually
carefully before listening to the tape.
- Plays the tape more than once. - Listen to the tape
- Asks Ss to compare their answers
with a friend. - Some Ss read and
- Calls on some Ss to read and explain explain. Others listen
the answers in front of the class. to.
TASK2 -Plays the tape again and asks Ss to
do Task2. - Listen to the tape
Tells to Ss to write the exact word for again.
Week : 09
Period : 26
Date : 7/10
UNIT 5:
I. OBJECTIVES: After the lesson, the students will be able to write simple
instructions on how to use some household appliances.
II.TEACHING METHODS
III.TEACHING AIDS
English book, blackboard, samples of some instructions.
IV.NEW LESSON: UNIT 5 / LESSON 4/ WRITING

es activities
 GAME: Matching
Warm - Asks Ss to work in groups - Work in groups.
-up and match the words in A
with the words in B
A B
1. insert a. long bip
2. make button
Press card
Hear a call
- Gives the answer :
1: c 2: d
3: b 5: a
TASK -Asks Ss to read the tasks and -Whole the class read the
1 point out the new words task and point out the
- Writes the new words on the new words.
board and keeps their
Vietnamese meaning.
* NEW WORDS:
- lift (v)
- receiver (n)
-insert (v)
- slot (n)
- press (v) - Take notes the new
-ambulance(n) words.
-emergency(n)
-remote control (n)
- cord (n)
-dial tone(n)
- Ask Ss to read the set of
TASK instructions on how to use a
2 public telephone. - Work individually
provides the help.
- Tells Ss to work in pairs to find
out the connectors and the
imperative forms of the verbs - Work in pairs
from the instructions.
class. - Some Ss read the
- Asks Ss to work in groups: answers. Others listen
Look at the TV and the remote to.
control and answer the
questions on how to operate - Work in groups
the TV.
- Tells Ss to look at the remote
control carefully when doing
the task.
- Calls on some Ss from the - work in groups
groups to answer the questions
TASK - Asks Ss to write a set of - Some Ss in groups
3 instructions. answer the questions.
- Tells Ss to compare the writing Others listen to.
with a friend.
picks up some writings and - Compare the writing
corrects in front of the class as with a friend.
a whole.
- Listen to the teacher.
- Rewrite the writing.

-Prepare the new lesson
HOMEWORK
Week : 09
Period : 27
Date : 18/10
UNIT 5:
I/ OBJECTIVES
After the lesson, the students will be able to pronounce the sounds /u/
and /u:/ clearly and correctly. Use the present perfects passive appropriately.
Communicative method.
III/TEACHING AIDS
English book, blackboard
IV.NEW LESSON: UNIT 5 / LESSON 5 / LANGUAGE FOCUS
Stages Teacher’s Students’

activities activities
Warm – * GAME: Categorising
up - Gives out 10 to 15 words.
- Asks Ss to put the words - Work in groups.
under the appropriate heading:
Who Which where
- Example of the words: nurse,

teacher, book, park, museum…
Pronun - Demonstrates the sounds /u/- - Listen to the
ci-ation /u:/ by pronouncing them teacher.
clearly and slowly.
- Helps Ss to distinguish
these two sounds by
instructing the way to
pronounce:
* / u/ first pronounce the
sound /a/ then put the back - Take notes.
of your tongue forward and
up a little. It is a short
sound.
* /u:/ first pronounce the
sound /u:/ then put your - The whole class
tongue up and back. It is a repeat the words.
long sound. - Listen to the tape.
- Asks Ss to repeat several
times
Gramm
ar and - Plays the tape and asks Ss
Vocabl practice the sentences.
ary -Goes around the class and
provides help.
- Reviews the form and use
of the present perfect.
+ structure:
- Listen to the
S+ have/has +pp teacher and take
S+ have/ has +not notes.
+pp
Have/ has +S + pp?
+uses: The present expresses

an action which began in the
past and still continues.
+ Notice the time expressions
that are common with this use.
We use for with a period of
time, and since with a point in
time.
two years
a month
a few minutes
* For half an hour
- Work in pairs and
Ages
give the example
- individual work
1970
- Some ss read.
* Since the end of the lesson
Others listen to
August
Christmas
- listen to the
+example:
teacher.
&I have learnt English for 5
years.
&She has seen several times.
- Take notes.
their answers aloud in front
- Put the example
of the class.
- Reviews the rules of
- Work in pairs
changing active into passive
voice.
- Explains form the present
perfect passive.
- Some Ss write
the answers on
S+have/has +pp+o (active) the board.
S+have/ has +been +pp +by Others check.
+o (passive)
- E.g: A new bridge has been
built across the river. - Listen to the
- Asks Ss to work in pairs and teacher and take
do the exercise. notes.
- Tells them to exchange the
exercise and cross check.
- Calls on some Ss to write the
answers on the board. - Put the example
- Checks and gives feedback to - Put the example

class as a whole.
- Overviews of Who, Which - Take notes.
(that): - Individual work
* Who, Which (that) can be - Some Ss read
used in place of noun subjects aloud. Others listen
and noun objects. to.
* Notes:
- When they refer to the -Learnt by heart the
subject, they can’t normally be old lesson.
omitted. E.g: This is the man - Prepare the new
who lives next door. lesson.
- When they refer to the object,
they can nomally be omitted.
E.g: This is the man who(m) I
like.
- Who refers to people
- Which refers to things
- Asks Ss to do the exercise3.
sentences aloud in front of the
class.
HOME WORK
Week : 10
Period : 28
Date : 11/10
UNIT 6:
I/ OBJECTIVES: After the lesson , the students will be able to get

information about some famous places in Vietnam through activities Before
and After you read. Improve reading comprehension skill by doing Multiple
choice and Answering questions exercises.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Large pictures about Thien mu Pagoda, Ha Long
Bay, The One-Pillar Pagoda, and Da Lat.
IV. NEW LESSON: UNIT6 / LESSON 1/ READING
Stag Teacher’s activities

es Students’ activities
War  GAME: NETWORKS

m– - Asks Ss to work in groups of
up 3 or 4 and make a list of
famous places in Vietnam. - Work in groups
(the group with the longest
list will be the winner).
Famou
s
places
- Work in pairs
- Gathers ideas and asks Ss to
work in pairs. - Look at the pictures
- May hang large pictures on on the board
the board so that teacher
can help Ss follow easily and
keep them interested. - Some Ss tell the
- Calls on some Ss to tell the answers. Others
answers in front of the class. listen to.
- Asks Ss to share their
background information - Work in groups
about these places.
- Has Ss work in pairs, ask and
Befor answer the following - Work in pairs
e you questions:
read  Do you usually have an
excursion?
 Where did you last have
it? Where to?
 What impressed you most?
 What was the most
interesting thing that you
did on the excursion?
- Says: You are going to read a
letter from Lan to her friend,
Minh about his recent
fantastic excursion to a cave - Listen to the
near Hanoi. You read the teacher
letter and do the tasks
followed.
- Asks Ss to read the letter
individually point out the - Work individually,
While new words and choose the point out the new
you best answer. words
read  NEW WORDS
TASk
1
excursion (n)
-lotus (n) - Take notes
-picturesque(n)
-wonder (n)
TASK -altitude (n) - Compare the
2 -pine (n) answers with a
-terminal exam friend
-resume (v) - Some Ss explain.
-cave (n) Others listen to.
-pagoda (n)
Tells Ss to compare their - Work in pairs
- Calls on Ss to read and - Some pairs act out.
explain their answers in front Others listen to.
of the class.
- Asks Ss to work in pairs and - Listen to the
After answer the questions. teacher.
you - Calls on some pairs to act - Some Ss read the
read out the activity in front of the letter. Others listen
class. to.
- Checks the answers in front - Work individually.
of the class as a whole.
- Calls on some Ss to read the - Compare the
letter aloud in front of the answers with a
class. friend.
- Has Ss work independently - Some Ss read.
and fill in each blank with a Others listen to.
suitable group of words from - Translate into Vietnam
the text. Whole the letter.
- Asks Ss to read the summary - Prepare the new lesson.
carefully before doing the
task.
- Has Ss compare the answers
with a friend.
completed summary.
Homework
Week : 10
Period : 29
Date : 12/10
UNIT 6:
I/ OBJECTIVES
After the lesson, the students will be able to talk about the seat plan on a
boat trip on Lake Michigan in Chicago.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard,
IV. NEW LESSON: UNIT 5 / LESSON 2 / SPEAKING

s
Warm  GAME: Crossword.
-up - Gives out a crossword which has 7 - Work in groups
horizontal lines and one vertical
line. The word in the vertical line is
made up of 7 letters from the 7
horizontal lines
- Gives information/ definition of the - Listen to the
words in the horizontal lines information and
- Asks Ss to work in groups and find guess the words.
the words. (each correct word in
the horizontal lines gets 10 points
and the one in the vertical line gets
40 points)
 Definition;
1. A natural cavity below the earth - Work individually.
surface or in the mountain.
2. Light of the sun.
3. A large natural stream of water.
4. A short journey usually for - Take notes the
pleasure. new words.
5. A temple or sacred tower in
Asian countries. - Work in pairs.
6. The science that studies the
surface of the earth and its - Listen to the
associated physical, biological, teacher.
economic, political features.
7. A hill of impressive height.
- Asks Ss to read the tasks and point - Work in groups.
out the new words.
- Presents some new words - Listen to the
* New words: suggestion of the
- sundeck (n) teacher.
- travel sickness (n)
- get sunburnt (v)
TASK1 - fresh air (n)
AND - air- conditioned(n) - Group work
TASK2 - refreshment (n)
- occupied (a)
- Asks Ss to make sentences with the
words they have learnt.
- Says: Tim’s class is going on a boat - Some groups
trip on Lake Michigan in Chicago. conduct. Others
Read the information about some of listen to.
the participants to know their
problems and their wishes. - Work in pairs.
- Asks Ss to work in groups, decide
the best seat for each person, using
the information in task 1.
- May suggest some useful structures:
* Some structures
I don’t think so; To be suitable for…;
Why/ why not?; What do you think?;
What’s your idea?; Had better + bare
infinitive
TASK3 - Tells Ss to conduct the conversation - Some Ss talk
like the example in the book. about the seat
- Goes around the class and provides preference. Others
the help. listen to.
- Calls on some groups to conduct the
conversation in front of the class.
- Tells Ss to work in pairs and discuss. - Learn by heart the
- Calls on some Ss to talk about their old lesson
seat preference in front of the class. - Prepare the new
lesson.
HOMEWORK
Week : 10
Period : 30
Date : 13/10
UNIT 6:
I/ OBJECTIVES
After the lesson, the students will be able to develop their listening skill
through ordering, Gap- filling questions exercises.
III/TEACHING AIDS
English book, Cassette
IV. NEW LESSON: UNIT 6 / LESSON 3/ LISTENING

Warm - -Find someone who
Up - Prepares a two – column
table with Yes/ No questions - Whole class
and Name.
- Lets SS go around the
class and ask other Ss what
they used to do when they
were small. (if the answer is - Whole class do it
Yet, write his/her name in
the table. The winner is the
first one who completes the
name column.
Do you Name
Like to go for a
picnic?
Go with your
friends/ family?
Always go to the - Work in pairs
beach for a
picnic?
Always go to the
mountain for a
picnic?
Bring food with
you when you go
for a picnic?
…… - Take notes.
BEFOR - Ask Ss to work in pair and
E YOU discuss the questions
LISTEN - Gathers ideas from some
pairs and introduces some
- Make sentences.
important vocabulary in the
listening.
 NEW WORDS - Listen to the teacher.
- glorious (a)
- assemble (v) - Take notes the words.
- destination (n)
- left-overs (n) - Listen to the teacher.
- delicious (a)
- Botanic Garden (n)
- Spacious (a)
- Sleep soundly (v)
- Writes all the new words on - Work in pairs.
the board.
- Asks Ss to make sentences - Listen to the tape and
which contain the new number the pictures in order.
words randomly.
- Reads the sentences aloud. - Some Ss explain the
- Asks Ss to write down the answers. Others listen to.
WHILE words.
YOU - Says” You are going to listen - Listen to the tape and do the
LISTEN to a short talk by a student task 2 independently.
about his picnic with
Task1 classmates. You listen to the - Some Ss read the sentences.
tape and do the tasks Others listen to.
followed.
- Asks Ss to work in pairs and - Listen to the tape.
study the pictures carefully. - Compare the answers with a
- Plays the tape and asks Ss to friend.
listen to the tape and number - Some Ss read the answers.
the pictures in order they hear Others listen to.
TASK2 in pairs.
- Calls on some Ss to explain - Listen to the teacher.
the answers in front of the
class. - Listen to the tape again.
- Asks Ss to listen to the tape
TASK3 again and fill in the blanks with
exact words they hear. - Compare the answer with a
- Tells Ss to read the sentences friend
carefully and have a guess of - Some Ss read aloud. Others
the missing words first. listen to.
- Plays the tape several times.
AFTER - Asks Ss to compare the - Work in groups.
YOU answers with a friend.
LISTEN - Calls on some Ss to read
aloud the answers in front of
the class. - Listen to the teacher’s
- Checks the exercise in front suggestion and practice.
- Plays the tape again and asks
Ss to answer the questions
independently.
- Has Ss compare their
- Calls on some Ss read aloud
their answers in front of the
class.
- Asks Ss to work in groups of - Learn by heart the old lesson
3 to 4 and map out the plan - Prepare the new lesson
for the picnic this weekend.
- May suggest:
* Destination:
* Means of transport:
* How many:
* How long:
* Who with:
* What activities:
* bring any food:
provides the help.
HOME WORK
Week : 11
Period : 31
Date : 15/10
UNIT 6:
I/ OBJECTIVES
After the lesson, the students will be able to write a confirmation letter
responding to a request and an invitation.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard
IV/ NEW LESSON: UNIT 6 / LESSON4 / WRITING
Stag Teacher’s activities Students’ activities

es
 GAME: JUMBLED WORDS
War - Divides the class into small
m groups. - Work in groups.
-Up - Gives each group one card
containing 10 words whose
letters are jumbled.
- Asks Ss to rearrange the
letters to make good
words. ( the group which
finishes the task first with
the most correct words will
be the winner)
E.g: 1. ubsutnrn - sunburnt
2. cpinci - picnic
3. snisksecs - sickness
4. pdcouie - occupied
- Asks Ss to read the letters
and point out the new words - Whole class read the letters
and structure: And point out the new words
* New words and structure

- convenient (a)
- necessary (a)
- go on a picnic/ trip (exp)
- to pick Sb up (exp) - Take notes the new words.
ex: he will pick me up at 3
pm tomorrow. - Listen to the teacher and
- to get so home (exp) write down.
Task - Explains the definition of
1 request and confirmation - Work in pairs
letters.
* Request is the letter that
asks for information or help.
* Confirmation is the letter - Whole the class.
that responds to the request.
It confirms whether the help
is provided or the information - Some Ss explain. Others
is available or not. listen to.
- Asks Ss to work in pairs,
read the two letters below - Two Ss read. Others listen to.
and find the requests in Nga’s
letter and confirmation in
Hoa’s. - Work individually.
- Tells Ss to underline the
structure showing requests
Task and confirmation.
2 - Calls on some Ss to explain
their answers in front of the
class.
- Calls on two Ss to read the - Individual work.
letters aloud in front of the
class.
situations carefully and find
the requests in both of them.
- Tells Ss to choose one of - Prepare the new lesson.
these situations to write a - write a letter to invite your
confirmation letter friends to go on a picnic.
responding to each of them.
- Asks Ss to exchange their
writings to check in front of
the class as a whole.
HOME WORK
Week: 11
Period : 32
Date : 16/10
UNIT 6:
I/ OBJECTIVES
After the lesson , the students will be able to pronounce the sounds / / and /
/ correctly. Distinguishing the present progressive (with a future meaning)
and be going to and use them appropriately.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT 6 / LESSON 5 / LANGUAGE FOCUS
Warm – up  GAME: Find someone
who
- Prepares a two-column
table with Yes/ No
questions and Name.
- Lets Ss go around the
class and ask other Ss
what they used to do
when they were small. If
the answer is Yes, write - Whole class do the
his/her name in the table. game.
(the winner is the first one
who completes the name
column)
Are you going Name

to…
Take an English
class in the
evening?
Spend summer
holiday on the
beach?
Watch the game - Listen to the
show who wants teacher.
to be
Pronunciati millionaire on
on VTV3
Practice1 Go to the
cinema?
- Demonstrates the
sounds / / and / / by
pronouncing them clearly
and slowly. - Take notes
- Helps Ss to distinguish
these two sounds.
- Instructs the way to
pronounce:
 / / first pronounce the - Listen to the tape
sound / / then put your and repeat.
tongue forward and up - Some Ss repeat the
a little. It is a long sounds. Others
sound. listen to.
Week :
 / / first pronounce the 11
sound / / but make it - work in pairs.
Period :
short. It is a short 33
sound.
to repeat. - Listen to the
- Calls on some Ss to repeat teacher.
Date : 17/10
I/ OBJECTIVES
+ review what they learnt in unit 4, 5, 6.
II/ TEACHING METHOD
III/ TEACHING AIDS
IV/ NEW LESSON: TEST YOURSELF B

- Asks Ss to read the table - Work individually,
quickly, point out new words read the table and
and then guess the missing point out the new
words. words.
 NEW WORDS
1/ Reading (n)
2/ noted for
3/ medium-sized
4/ inhabitant - Take note the new
5/ obviously (adv) words.
6/ fascinate (v)
LISTEN 7/ stroll up (v)
(1O’) 8/ definite (a)
- Asks Ss to repeat the new - Whole class repeat
words after the teacher. the new words after
the teacher.
- Plays the tape several - Listen to the tape
times and asks Ss to and complete the
complete the table. table.
- Has compare their - Compare the
answers with a friend. answers with a
- Goes around the class and partner
offer help
READIN - Asks Ss to read the - Work individually

G passage quickly and
(10’) decide whether the
following statements are
true or false. - Compare the
- Has Ss compare the answers with a friend
answers with a friend
- Asks Ss to work in pairs, - Pair work

read the following
paragraph. One word is
missing from each line. Put
a stroke (/) where the word
has been omitted and
GRAMM
write the missing word in
AR
the space provided.
(10’)
offer help. - Some Ss explain.
- Calls on some Ss to Others listen to.
front of the class.
- Explains the requirement - Listen to the

of writing and asks Ss to teacher
work in groups of 3 to 4,
read the Outline quickly
and then complete the - Work in groups
letter.
- Reminds Ss the steps to - Listen to the
write a letter. teacher.
* Steps of a letter
WRITING
1/ the writer’s address.
(15’)
2/ greeting: Dear…,
3/ body : writer’s message
4/ closing : yours sincerely,
5/ signature
offer help
- Calls on two groups
present the writing on the - Two groups present.
board. Others listen to.
Week: 12
Period : 34
Date : 20/10
UNIT 7:
I/ OBJECTIVES
After the lesson, the students will be updated with names of some popular
TV programmes such as Quiz Show, Portrait life…
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, TV schedules extracted from newspapers.
IV/ NEW LESSON: UNIT 7 / LESSON 1/ READING

s
Warm  GAME: Jumbled Words
- Up - Gives Ss 10 words whose
letters are in the wrong
order.
- Notes Ss that all the words - Whole class listen to the
are forms of mass media. teacher.
- Asks Ss to work in groups - Work in groups.
and rearrange them in good
order to make the right
words.
* enslieisov - television
* rwepeapns - newspaper
* idora - radio
* agenmiza - magazine
- Explains the term mass - Listen to the teacher and
media: write down the term mass
Mass media or mass media.
communications refer to
public institutions that report
news and other stories. Mass
media also keep people - Work individually, give
updated. examples for each type of
- Asks Ss to give examples for mass media.
Before each type of mass media.
you E.g: Newspaper: Tuoi Tre; Nhan - Work in pairs.
read Dan…
- Has Ss work in pairs, ask and - Some pairs practice. Others
While answer the following listen to.
you questions.
read - Asks some pairs practice in - Individual work.
front of the class.
programmes and point out the
new words: - Write down the new words.
* New words:
- mass media (n)
- new headline (n)
- weather forecast(n)
- portrait of Life (n)
- population and Development
-quiz show(n)
- TV Series (n)
- folk songs (n)
- documentary (n) - Whole class repeat the new
TASK1 - Wildlife World (n) words after the teacher.
- around the world - Work individually.
- Asks Ss to read the new
words.
- Asks Ss to read three TV - Compare the answers with
TASK2 programme schedules and do a partner.
Task 1. - Work individually.
- Has SS compare and discuss
their answers with a friend.
- Tells Ss to read the
programmes carefully and
decide whether the statements - Some Ss to explain the
are true or false. Correct the answers. Others listen to.
false information.
- Calls on some Ss to explain
their answers by giving - Listen to the teacher.
evidence in the reading
TASK3 passage. - Work in pairs.
- Checks the answers in front
- Asks Ss to work in pairs, ask
and answer the questions in - Some pairs ask and answer.
the book basing on the Others listen to.
AFTER information in the reading - Work in pairs
YOU passage.
READ - Calls on some pairs to ask
and answer in front of the
class.
- Keeps ss in pairs and asks - Some Ss give short talks.
them to tell their partner about Others listen to.
one of the TV programmes
they like watching best and
explain why.
- Calls on some Ss to give
short talks on the given topic.
- Gives Ss Names of some
popular programmes on VTV: - Listen to the teacher and
* Rush Hour: Gio cao diem write down.
* Sing to learn: hoc Tieng
Anh qua bai hat.
HOM * GAME SHOWS:
E - Wheel of Fortune: Chiec
WOR non ky dieu.
K - Who wants to be
millionaire?: Ai la trieu
phu? - Learn the old lesson.
- The price is right: Hay cho - Prepare the new lesson
gia dung.
- One vs one hundred: Dau
truong 100
- Who is who?: Ai la ai?
Week : 12
Period : 35
Date : 22/10
UNIT 7:
I/ OBJECTIVES
After the lesson, the students will be able to talk about the differences and
similarities of some popular types of the mass media.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT7 / LEESON 2 / SPEAKING

s
Warm-  GAME: NOUGHTS AND
Up CROSSES.
- Draws a table containing 9
words in each cell.
- Divides the class into two - Work in groups of 2.
groups: Noughts (o) and
Crosses (x)
- Asks Ss to choose the word
in the cell and make a
sentence with that word. A
correct sentence with the
given word will give one O or
X. The group with 3 O or X
vertically, horizontally, or
even diagonally first will be
the winner.
Newspap Internet cartoo
er n
Magazin Televisio news
e n
Radio Book drama - Make sentences with the
- Gives note: The sentences words above in groups.
Task 1 must be grammatically - Work in pairs
correct and make sense.
- Asks Ss to make sentences
with the above words. - Listen to the teacher’s
notes
- Asks Ss to work in pairs and - Some pairs explain. Others
decide which items are types listen to.
of the mass media. - Listen to the teacher.
- Notices Ss to refer to the
Task 2 definition of the mass media. - Listen to the teacher’s
- Calls on some pairs to introduction.
explain their answers in front
of the class.
- Checks the answers in front
- Says: You have discussed
some popular types of the
mass media. As you know, - Work in pairs.
each type has its own
features. Now, you work in
pairs and work out what
feature (s) the types of the
mass media have in common - Some pairs explain. Others
and what main features each listen to.
Task 3 of them has. - Work in groups.
carry out the activity using
the cues in the book.
- Goes around the class and - Listen to the suggestion of
provides help. the teacher and practice in
- Calls on some pairs to groups.
explain their answers in front
of the class.
- Has Ss work in groups and
talk about different types of
the mass media. - Prepare the new lesson
- May suggest some - Practice speaking with your
HOM questions: friends
E  Which types of the mass
WOR media do you usually get
K information from?
 Which one do you like the
most? Why?
 Which type of the mass
media is developing and
will develop in the future?
Week : 12
Period : 36
Date : 25/10
UNIT 7:
I/ OBJECTIVES
After the lesson, the students will be able to better their ability to listen to
news editions through Gap- filling exercise.
II/TEACHING METHODS:
III/TEACHING AIDS
English book, Blackboard, Cassette.

activities
Warm –  GUESSING GAME
Up - Provides three clues about the - Listen to the
word News/ News Broadcast. teacher.
Ss have to guess the word. If
Ss guess the word in the first
clue, they get 30 points, 20
points in the second clue and
10 points in the third clue.
1. It is one of the radio - Work in
programmes. groups.
2. It broadcasts daily and live
from radio station.
3. It updates you with the
BEFOR latest information, current
E YOU affairs domestically and - Work in pairs.
LISTEN internationally.
: - Asks Ss to work in pairs and - Some pairs
ask and answer the questions. practice.
- Calls some pairs practice in Others listen
front of the class. to.
- Gathers ideas and introduces - Whole class

the listening: News listen to the
WHILE broadcast is a popular teacher.
YOU programme on the radio.
LISTEN Today you will listen to a - Listen to the
TASK1 short news edition. You teacher.
listen to it and do the Tasks - Individual
TASK2 assigned. work.
- Explicits the items of the news. - Listen to the
tape
- Asks Ss to do Task 1. - Listen to the
- Plays the tape once or twice. teacher.
- Work
- Checks the answers in front of individually.
- Lets Ss read the two news - Listen to the
stories carefully and have the tape and fill
guess of the missing words. in the words.
- Plays the tape and asks Ss to
TASK3 fill in the missing words.
- Some Ss
- Notices Ss to catch the exact read
word (s) for each blank. completed
- Calls on some Ss to read stories.
AFTER completed stories. Others listen
YOU to.
LISTEN
- Asks for comments from other - Listen the
Ss. tape again.
- Pauses the tape when - Work in pairs.
necessary.
- Goes around the class and - Some Ss read
checks Ss the answers.
- Asks Ss to work in pairs and Others listen to.
answer the questions in the - Work in
book. groups.
HOME - Calls on some Ss to read the
WORK answers aloud in front of the
class. - Some Ss
present the
- Asks Ss to work in groups and story. Others
use their own words to tell listen to.
other members about one of - Learn by
the two news stories. heart the
- Calls on some Ss to present the lesson.
story in front of the class. - Prepare the
new lesson.
- Asks for comments from other
Ss.
Week : 13
Period : 37
Date : 28/10
UNIT 7:
I/ OBJECTIVES
After the lesson, the students will be able to write a paragraph about
advantages and disadvantages of computer, television, radio and other
types of mass media.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT 7 / LESSON 4 / WRITING

activities
Warm – - Puts Ss some questions: - Listen to the
Up 1. Name some kinds of the questions of the
mass media you know? teacher.
2. Which one is the most
popular?
3. What are the advantages
and disadvantages of TV? - Work in pairs.
- Asks Ss to work in pairs. - Some pairs
- Calls on some pairs to practice. Others
TASK1 practice in front of the class. listen to.
- Implicit the meaning of
advantage and
disadvantage by analyzing - Listen to the
the examples: teacher.
- Television helps us to
learn more about the - Whole class
world. answer the
- Television makes us teacher’s
passive. questions.
- Puts the question: Which
sentence says good - Whole class
about television? Which read and point
one is bad? out the new
words.
- Asks Ss to read about the

advantages and
disadvantages of TV and
point out the new words.
- Presents the new words:
 New words: - Write down the
- effective (a) new words.
- memorable (a)
- popularity (n)
- global (n)
- responsibility(n)
- interfere(n)
TASK2 - communication(n) - Whole class.
- brain(n)
- help/encourage S.O to do S.T
- make S.O/S.T + adj / bare
infinitive - Work in pairs.
- Asks Ss to read the new
words.
TASK3 - Has Ss underline the key
words of each idea.
provides help.
discuss the advantages and
disadvantages of the mass - Listen to the
media and write them down suggestion.
in the column.
- Lets Ss choose of the three
types of mass media to
discuss. - Take notes.
- Encourages Ss to find the
ideas with related to the
topics.
- Suggests some
advantages and - Pair works.
disadvantages:
-It makes people happy.
-It makes life enjoyable. - Work
-It enlarges people’s independently.
knowledge
-It costs people’s time and - Listen to the
HOME money teacher.
WORK -It harms people’s eyes.
- It makes people lazy/ - Learn the old
passive. lesson
- It influences on the way - Prepare the new
people think. lesson.
- Asks Ss to share the ideas
with other pairs.
- Asks Ss to write a
paragraph.
- Lets Ss work independently
and write under time
pressure.
pick up some writings to
correct in front of the class
as a whole.
Week : 13
Period : 38
Date : 29/10
UNIT 7:
I/ OBJECTIVES
After the lesson, the students will be able to pronounce the sounds / ei/ and
/ai/ clearly and correctly. Master the use of the present perfect tense and use
because of and in spite of appropriately.
II/TEACHING METHODS
III/TEACHING AIDS
Warm –Up  GAME: CATEGORISING
- Gives out 10 to 15 words.
- Asks Ss to work in pairs or
groups and decide which - Work in groups.
words go with since or for.
- Gives some words:
 1990; three months; two
weeks;….
- demonstrates the sound /ei/
/ai/ and /oi/ by pronouncing
Pronunciati them clearly and slowly. - Whole class listen to
on - Helps Ss to distinguish the teacher and write
these two sounds. down.
- Instructs the way to
pronounce:
 /ei/ has two sounds: e
and I. First make the
sound e. Now make it
longer eee. Then add I.
this is very short eeeI.
 /ai/ has two sounds: a
and I. First practice the
sound a. This is a long
sound and then add I.
This is very short. aaaI.
 /oi/ has two sounds: o
and I. First practice the
sound o. Now make it
longer ooo. Then add I.
This is very short. oooI.
to repeat.
- Calls on some Ss to repeat
the sounds clearly in front
of the class.
practice the sentences.
provides help. - Whole class listen to
- Asks Ss to present the form the tape.
and the use of the present - Some Ss repeat the
perfect tense. sounds. Others listen
to.
- Asks Ss to do the exercise 1
independently. - Work in pairs.
- Has Ss compare their
Grammar - Calls on some Ss to read
and the letter in front of the
Vocabulary class. - Some Ss present the
- Asks Ss to do the exercise 2 form and the use of
in pairs. ( This is probably the present perfect
an easy exercise so Ss can tense. Others listen
do it orally) to.
- Calls on some Ss to read - Work individually.
and explain their answers in
front of the class.
- Explains the use and the - Individual work.
difference of because of
and in spite of. - Some Ss read the
 Because of or because letter. Others listen
shows the cause. to.
 In spite of or Despite
shows the confession. - Work in pairs in orally.
- Gives Ss the structures:
* Because +S+V
* Because of +v-ing /
noun
* Despite + v-ing/ - Some Ss read and
noun explain. Others listen
* In spite of + v-ing/ to.
noun
- Asks Ss to make some - Whole class listen to
examples basing the teacher’s the teacher and write
suggestion down.
E.g: - Make some examples
1.Because of the cold in dependently.
weather , we kept the fire all - Take notes.
day.
Because the weather
- Individual work.
was cold, we kept the fire all - Compare the answers
day. with a friend.
HOME 2. In spite of his illness, he
WORK managed to come to school. - Some read the
- Has Ss do exercise 3. answers. Others
- Asks Ss to compare the listen to.
answers and discuss them
with a friend. - Do more exercises in
- Calls on some Ss to read your text books
their answers aloud in front - Review some tenses
of the class. - Prepare the new lesson
Week : 13
Period : 39
Date : 3/11
UNIT 8:
I/ OBJECTIVES
After the lesson, the students will be able to better their reading skill
through vocabulary Matching and Table completion exercises. Enlarge their
vocabulary about country life such as bumper crops, cash crops, brick
houses, straw, mud…
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pictures about country life.
IV/ NEW LESSON: UNIT 8/ LESSON 1/ READING

Warm –- Introduces Ss a table on the
Up board:
V I L L A G E
- Asks Ss to work in pairs to find - Work in pairs.
the missing words.
BEFOR - Has Ss to work in pairs and - Work in pairs and discuss
E YOU discuss the questions in the the questions.
READ book. - Some read the answers.
-Calls on some Ss to read the Others listen to.
answers in front of the class. - Listen to the teacher
- May ask other questions to questions and answer
make full use of the picture. them.
* What do you see in the
picture?
* Who are they?
* What are they using?
- Asks Ss to read the passage - Whole class.
and point out the new words.
board:
* New words:
- straw (n)
- mud (n)
- technical methods (n) - Look at the new words
- farming methods (n) on the board and write
- brick houses (n) down.
- thanks to (prep)
- make ends meet (v)
- be in need of many things (v)
- Rubs out all the words in
English and keeps their - Work in pairs.
Vietnamese meanings.
- Asks Ss to look at the
Vietnamese meanings and
TASK1 recall all the English words.
- Says: You are going to read
the passage about life changes - Listen to the teacher.
in the country. You read it and
do the following tasks.
and match the words which all - Individual work.
appear in the passage in A with
their definitions in B.
-Encourages Ss to guess the
meaning of the words in the
TASK2 context.
with a friend. - Compare the answers
- Calls on some Ss to explain with a friend.
the answers in front of the - Some Ss explain.
class. Others listen to.
- Asks some Ss to give
Vietnamese equivalents
- Asks Ss to scan the passage - Work individually.
to get specific information to
TASK3 complete the table.
- Lets Ss study the table
carefully before doing the task.
provides help.
- Tells Ss to discuss the answers - Individual work.
with a friend.
- Checks the answers in front of - Listen to the teacher.
AFTER - Asks Ss to work in pairs, read - Work in pairs, compare
YOU the passage again and answer the answers with
READ the questions in task 3. another pair.
- Tells Ss to underline the - Some Ss read. Others
information that support the listen to.
answers. - Work in groups.
HOME - Has Ss compare the answers
WORK with another pair.
class.
- Asks Ss to work in groups and
discuss the questions. - Prepare the new lesson
- Tells Ss to look back to the - Learn some new words
passage to get the ideas for the
questions.
- Goes to groups and provides
help.
Week: 14
Period : 40
Date : 5/11
UNIT 8:
I/ OBJECTIVES
After the lesson, the students will be able to develop their speaking skill,
talk about plans to improve life of a village and their possible results.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT 8 / LESSON 2 / SPEAKING
s
Warm - Puts Ss a question: To - Listen to the question of the
-Up make life in the country teacher.
better what should we
improve? - Work in pairs and answer it.
- Asks Ss to discuss in pairs
and answer it.
 Answer:
Roads; Medical Centre;
Task 1 Crops; Schools; - Open the book and point out
Bridges… some new words.
- Asks Ss to open the book
and look at the situation in
Task 1 and point out some
new words.
- Explains some possible
new words.
 New words - Take notes.
- resurface (v)
- canal (n) - Work in pairs.
- muddy (a)
- Has Ss to do the task in - Some Ss explain. Others
pairs. listen to.
- Tells some Ss to give
explanation for the - Some Ss read the answers.
answers. Others listen to.
Task 2 - Calls on some Ss to read
the answers aloud in front - Listen to the teacher.
of the class.
- Checks the answers in - Work in groups.
front of the class as a
whole.
- Asks Ss to work in groups - Some groups practice. Others
of three: read and practice listen to.
the conversation.
- Calls on some groups to
practice the conversation - Listen to the teacher and
in front of the class. write down.
- Briefly explain:
conditional sentence
type 1:
If clause Main
clause
Task3 Simple Simple - Listen to the teacher.
present present - Work in groups.
Simple
future
- Gives Ss an example:
E.g: If the roads are - Some groups act out. Others
HOM widened, cars and lorries listen to.
E can get to our village.
WOR - Asks Ss to work in groups
K and continue the
conversation, using the ideas - Prepare the new lesson.
in the table in task 1. - Learn the old lesson
provides help.
- Calls on some groups to act
out the conversation in front
of the class.
Week : 14
Period : 41
Date : 6/11
UNIT 8:
I/ OBJECTIVES
After the lesson, the students will be able to compare the past and present
of the town. Develop their listening skill through True or False and Gap –
filling exercises.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Cassette
IV/ NEW LESSON: UNIT8 / LESSON3 / LISTENING
Time Teacher’s activities Students’ activities

Warm – * GAME: Find someone who
Up - Prepares a two-column
table with Yes/ No questions
and Name.
- Lets Ss go around the class
and ask other Ss what they
used to do when they were - Work in groups.
small. If the answer is Yes,
write his/her name in the
table. (the winner is the first
one who completes the
name column)
Did you use name
to…?
Have a
favourite toy
when you
were a child?
Have a
nickname?
Have a pet? - Work in pairs.
Cry at night
BEFORE when you
YOU were a child?
LISTEN Hate school?
Play hide-and-
seek?
- Ask Ss to work in pairs: Look - Some Ss share the
WHILE at the two pictures of the finding. Others
YOU same town. Discuss the listen to.
LISTEN differences between them.
- Tells Ss to study the pictures - Listen to the
TASK1 carefully and find as many teacher.
differences as possible.
- Calls on some Ss to share
the finding in front of the - Individual work.
class.
- Says: You will hear some
talking about the changes in
his hometown. Listen to the
talk and do the tasks that
follow.
- Asks Ss to read the tasks - Write the new
quickly and point out the words.
new words:
 New words:
- coast (n) - Listen to the
- atmosphere(n) teacher and take
- suburb(n) notes.
TASK2 - widen(v) - Listen to the tape.
- destroy (v)
- Points out the structure of - Compare the
used to: answers with a
used to + bare friend.
inf
- Asks Ss to listen to the tape - Some Ss read.
and do the task 1. Others listen to.
- Plays the tape several times.
AFTER - Has Ss compare the answers - Work individually.
YOU with a friend and correct the
LISTEN false ones.
- Calls on some Ss to read the - Listen to the tape
answers aloud in front of the again.
class. - Work individually.
- Tells Ss to read a part of the
talk carefully and have a - Some Ss explain.
guess of the missing words. Others
- Asks Ss to listen to the tape listen to.
again and fill the gaps with - Work in groups.
the words they hear.
HOME - Plays the tape more than
WORK once.
- Asks Ss to write the exact
and grammatically correct - Listen to the
words. teacher.
class. - Some Ss give short
- Asks Ss to work in groups: talks. Others listen to.
discussing the changes in
your own hometown or
home village. - Prepare the new
- Goes around the class and lesson.
provides help. - Learn the old lesson
- Notices Ss to use the
present perfect and used to
show the changes.
short talks about the
changes in their hometown
Week : 14
Period : 42
Date : 7/11
I/ OBJECTIVES
After the lesson, the students will be able to write a letter giving direction to
the certain place.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Photocopy of the A0-sized map.
IV/ NEW LESSON: UNIT8 / LESSON4 / WRITING

s
War - Calls on some Ss to go - Whole class.
m -up to the board and follow
teacher’s directions. Ss
who do not follow the
directions correctly will
be the loser.
- The directions:
Turn right; turn left; go
Task1 ahead; go past the door… - Listen to the
- Says: Jim has decided to teacher.
come to Ann’s place for
his holiday. Ann writes
him a letter giving
directions to her house.
Now let’s work in pairs,
read the letter and
study the map carefully
to find Ann’s house on - Work in pairs.
the map.
Task2 - Has Ss to work in pairs
and do the task. (Ss
may draw the directions - Look at the map
on the map while on the board and
discussing) draw the
- Hangs the map on the directions.
board and asks Ss to
draw the directions on - Listen to the
the map. teacher
- Explains and checks in - Work in pairs.

front of the class as a
whole.
- Keeps Ss in pairs. Asks
them to read the letter
again and underline the - Look at the board
words and phrases Ss and write down.
can use to give
Task3 directions.
- Gathers the phrases
and writes them on the
board:
Come out of; Turn - Work individually.
right; Keep walking; go
over; Walk past; Take
the first/ second
turning on the left/ - Compare the
HOM right; It’s the one with; writing with a
E go straight ahead; friend.
WOR opposite…
K - Asks Ss to write the - Listen to the
letter independently teacher.
and goes around the
class provides help. - Prepare the new
- Has Ss compare their lesson
writing with a friend. - Learn the old
lesson.
- Picks up some writings
and corrects in front of
the class.
UNIT 8:
I/ OBJECTIVES
After the lesson, the students will be able to develop their pronunciation
and pronounce / au /-/ eu / clearly and correctly. Transform direct speech into
reported speech following correct rules. Say the difference between when
and if in conditional sentence type 1 and do related exercises.
II/TEACHING METHODS
III/TEACHING AIDS:
IV/ NEW LESSON: UNIT 8 / LESSON 5 /LANGUAGE FOCUS
Stages Teacher ‘s activities Students’ activities

Warm _up -Asks Ss to work in groups of 4.
- S1: says sentence 1.
- S2: reports sentence1 and says -Work in groups.
sentence 2
- S3: reports sentence 2 and says
sentence 3
- S4: reports sentence 2 and says
sentence 4
- S1: reports sentence 4.
* Sentence:
“ I study at Kim Lien high School”
- Demonstrates the sounds /au/
Pronunciat and /eu/ by pronouncing them -Listen to the
ion clearly and slowly. teacher and take
- Helps Ss to distinguish these notes.
two sounds.
- Instructs the way to pronounce:
* /au/ has two sounds /a/ and /u/.
First practice the sound /a/ and
then add u. This is very short
aaau.
* / eu/ has two sounds /e/ and /u/.
First pronounce the sound /e/.
And now make it longer: eee.
Then add u. This is very short -Listen to the tape.
eeeu. - Whole class
- Plays the tape and asks Ss to repeat the sounds.
repeat. - Work in pairs.
- Calls on some Ss to repeat the
sounds clearly to class.
Grammar practice the sentences. - Listen to the
and - Goes around the class and teacher and write
Vocabular provides help. down.
y * Reported speech: Statement
- Presents the notes/rules in
reported statements:
1. If the reporting verb is in the
past tense, it is usual for the verb
in the reported clause to move
“one tense back”
* Present - past
* Present perfect - Past perfect
* Past - past perfect
2. If the reporting verb is in the
present, there is no tense
change.
3. Typical pronoun, time, place,
and modal verb changes.
4. In formal situations, we can
use that after the reporting verb.
5. There are more than one
Exercise1 reporting verb. We can use many
other reporting verbs beside say -Individual work.
and tell, for example, think,
announce, explain, interrupt,
demand, insist, admit, -Listen to the
complain, warn. teacher.
with a friend.
- Checks the answers in front of -Take notes.
Exercise2 the class as a whole.
- Makes clear the difference
between say, tell and talk. - Individual work.
* Say (without object) + clause. - Some read.
* Tell (with object) + clause. Others listen to.
Exercise3 * Talk (to smb)about smt. - Some Ss remind
- Asks Ss to do the exercise 2. the form of the
- Calls on some Ss to read their conditional
Exercise4 answers aloud in front of the sentence type1.
- Asks Ss to review the form of - Pair work.
the conditional sentence type 1. -Some pairs read.
Others listen to.
- Asks Ss to do the exercise 3 in - Work in pairs.

pairs
HOME - Calls on some pairs to read the -Some Ss explain.
WORK answers aloud in front of the Others listen to.
class.
- Asks Ss to do the exercise 4. - Prepare the new
- Tells Ss to work in pairs and do lesson
the exercise orally. -Do more
- Calls on some Ss to explain the homework
answers in front of the class.
I/ OBJECTIVES
+ review what they learnt in unit 7, 8.
II/ TEACHING METHOD
III/ TEACHING AIDS
IV/ NEW LESSON: TEST YOURSELF C

- Asks Ss to read the - Work individually,
sentences and the passage read the passage
quickly, point out new and point out the
words and then guess new words.
whether the statements are
True or False.
 NEW WORDS - Take note the new
1/ heavy traffic (n) words.
2/ queue in (v)
3/ rubbish (n)
4/ prefer smt to smt or
LISTENING
gerund to gerund. - Whole class repeat
- Asks Ss to repeat the the new words after
new words after the the teacher.
teacher. - Listen to the tape
and complete the
- Plays the tape several table.
times and asks Ss to
complete the exercises. - Compare the
- Has Ss compare their answers with a
answers with a friend. partner
- Goes around the class
and offer help
- Asks Ss to read the - Work individually
READING
passage quickly and
point out the new words:
 New words:
- be essential for S.O to do
S.Th. - Write down
- convenient (a)
- current (n)
- dominate (v) - Work individually
passage independently
and answer the - Compare the
questions. answers with a friend
- Has Ss compare the
answers with a friend
GRAMMAR - Asks Ss to work in pairs, - Pair work

read the following
paragraph. Fill each
blank with the correct
form of a verb in the box.
- Goes around the class
and offer help. - Some Ss explain.
- Calls on some Ss to Others listen to.
front of the class.
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to develop their reading skill,
enlarge their vocabulary. Guess the meaning of the words on contexts and
components of the words, scan for specific information, use vocabulary items
related to the undersea world to read and talk about the topic.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, A map of the world
IV/ NEW LESSON: UNIT 9 / LESSON 1 / READING
Stages Teacher ‘s activities Students’ activities
Warm- - Puts Ss a question: - Listen to the teacher
Up Name some the sea question and answer it.
animals you know.
- May ask Ss to give the
Vietnamese names of the
animals if Ss do not know
them in English and then T
provides them in English.
* Answer:
Dolphin; jellyfish; seal;
shark; sperm whale; - Take notes.
starfish; turtle; whale…
BEFOR - Puts Ss a question and asks - Listen to the question
E YOU Ss to work in pairs to answer and work in pairs.
READ it: Can you name the sea
in the world?
- Calls on one Ss to write the - One S writes the answer
words on the board. on the board. Others
take notes.
- Says: you are going to read - Listen to the teacher.
a passage on the life in the
sea. While you are reading,
do the tasks in the
textbook.
WHILE - Asks Ss to read the - Work individually.
YOU passage and point out the
READ new words.
TASK1 - Writes the words on the - Take notes.
board.
 New words:
- bay (n)
- mystery (n)
- beneath (prep)
- submarine (n)
- marine life (n)
- fall into (v)
- water current (n)
- organism (n)
- at stake/ at risk - Work in pairs to make
- Asks Ss to make some some sentences with the
sentences with the above new words.
words to check their
understanding. - Work individually.
- Instructs Ss to read the
passage again and stop at
the lines that contain these
words to guess their
meaning. - Work in pairs
- Checks Ss understand the
words correctly by asking
them to provide the
Vietnamese equivalents to
the words. - Individual work.
- Asks Ss to work
individually to do task 1.
- Goes around to help Ss.
answers with other Ss. - Some Ss explain. Others
- Tells some Ss to explain listen to.
TASK2 their choices. - Whole class, listen to the
- Instructs Ss to underline teacher.
the key words, decide what
information they need to
find in the text, and look
for questions. - Work individually.
- Asks Ss to work
AFTER individually to do the task.
YOU - Asks Ss to discuss their
READ answers with their peers. - Some Ss write on the
- Calls on some Ss to write board. Others look at
their answers on the board and take notes.
and asks them to explain
their choices. - Work individually.
- Asks Ss to read the words
and phrases given in the
box to understand the
meanings. - Listen to the teacher.
- May explain the meanings
of some words if Ss find
them difficult.
 Words:
- mysterious (a) - Take notes.
- biodiversity (n) - Work individually.
passage again for the main
ideas and complete the
summary.
help.
- Asks Ss to check their
summary with a partner. - Listen to the teacher.
HOME - Checks with the whole
WORK class. - Learn the old lesson.
- Prepare the new lesson.
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to develop their speaking skill,
enlarge their vocabulary. Talk about causes and consequences of sea
problems. Offer solutions to sea problems using should/shouldn’t. Report on
discussion results
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pitures of the sea problems
IV. NEW LESSON: UNIT 9 / LESSON 2 / SPEAKING

s
Warm- - Prepares a set of pictures of
Up sea problems such as: Oil
spill; Rubbish on the sea
shore.
- Hangs the pictures on the - Look at the pictures and
board and asks Ss to work in work in groups.
groups to discuss the
questions:
 Questions:
1. What can you see in the
picture?
2. What problem is it?
- Asks some Ss to present their - Some Ss present. Others
TASK1 - Asks Ss to read through the - Work individually.
actions and elicit the new
words.
board.
 New words:
- trash(n)
- sparingly(adv)
- dispose of(v)
- fishing line and net
- herbicide(n) - Take notes.
- pesticide(n)
- fertilizer(n)
- release(v)
- discard(v)
- Reminds Ss that:
Should/shouldn’t are used to - Listen to the teacher and
offer strong advice or solutions then write down.
to problems.
- Emphasixes that:
Should/ shouldn’t may imply
obligation.
- Asks Ss to work in pairs to do - Work in pairs.
task 1.
- Asks some Ss to present their - Some Ss present. Others
TASK2 - Asks Ss to read through the - Work individually.
threats.
- Introduces some structures Ss - Listen to the teacher and
can use to talk about take notes.
consequences:
 Structures:
1. to make sth/sb + adj.
2. to result in + N/ G.
3. to cause.
-Asks Ss to work in groups to - Work in groups:
discuss the threats.  Group1: threat1
 Group2: threat2
- Goes around and offer help  Group3: threat3
and then takes notes of Ss’  Group4: threat4
mistakes to correct later.
TASK3 - Calls on some Ss to report - Some Ss report. Others
that their groups have listen to.
discussed and asks others
take notes and compare with
their groups’ ideas.
- Takes notes of their errors - Listen to the teacher.
while Ss report and then gives
feedback on Ss’ answers.
HOM - Learn the old lesson.

E - Prepare the new lesson.
WOR
K
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to develop their listening skill,
enlarge their vocabulary. Listen to get specific information about whales.
II/TEACHING METHODS
III/TEACHING AIDS
IV. NEW LESSON: UNIT9 / LESSON 3 / LESTENING
Warm - Writes a question on the - look at the question
_Up board: on the board.
Which action should you do
to protect marine plants - Work in pairs,
and animals? discuss the questions
answer it by using - Some present the
BEFOR should/shouldn’t ideas. Others listen
E YOU - Calls on some Ss to present to.
LISTEN the ideas in front of the - Work in pairs.
class.
- Ask Ss to work in pairs to
discuss the questions
1. Why is the whale a
mammal?
2. Can you name other
WHILE mammal animals in the sea? - Some Ss present.
YOU 3. Why do you keep hunting Others listen to.
LISTEN for whales? - Work individually.
- Calls on some Ss to present - Look at the board
their answers in front of the and write the new
class. words.
- Asks Ss to elicit some new
words.
TASK1 - Writes the new words on the
board, and asks Ss to repeat
them.
* New words: - Work individually.
- krill (n)
- whaling: hunting for whales
- migrate (v)
- conservation (n) - Listen to the tape
- Asks Ss to read through the and do the task.
statements to understand - Work individually.
them and underline key words.
For example: whale, third, - Listen to the tape
largest animals,Earth. again.
TASK2 - Plays the tape once for Ss to - Work in groups.
do the task.
- Asks for Ss’answers and - Some Ss explain.
writes them on the board. Others listen to.
- Plays the tape the second - Work in pairs.
time for Ss to check their
answers.
- Asks Ss to work in groups of
4 to compare their answers.
AFTER class. - Listen to the tape.
YOU - Asks Ss to read through the
LISTEN questions and underline the - Whole class, check
key words. For example: the answers.
length, weight, blue,
whale. - Work in groups.
- Asks Ss to guess the answers
HOME to the questions and writes
WORK them on the board. - Some Ss give talk.
- Plays the tape again for Ss to Others listen to.
check their answers. - Listen to the
- Checks the answers in front teacher.
of the class. - Prepare the new
- Ask Ss to work in groups to lesson.
talk about whales, using the - Learn the old
cues provides lesson
- Asks some Ss to give a talk
about whales to class.
- Corrects mistakes if
necessary.
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to develop their writing skill.
Write a descriptive paragraph about dolphins by using the facts and figures
from a table.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT 9 / LESSON 4/ WRITING
s
Warm - Gives a question on the board:
– Up What do you know about
sperm whales?
- Asks Ss to work in pairs and - Look at the question.
answer the question. - Work in pairs.
Answer: They eat meet, they
are very big, they live in
Ocean.
- Asks Ss to read the task and
find the new words.
TASK1  New words: - Work individually.
- carnivore(n)
- sperm whale(n)
- squid (n)
- offspring(n) - Take notes.
- life span(n)
- entrapment (n)
- habitat (n)
- gestation(n) - Repeat the new words.
- Asks Ss repeat the new words - Work individually.
after the teacher.
- Asks Ss to read through the
paragraph in task1 and tell what
a descriptive paragraph is.
- Asks Ss to look at the table and
tell them compare the other of
the features indicated in the
table with the other of the - Work in pairs.
features in the model paragraph.
- Asks Ss to work in pairs to do
the table with the information in - Exchange the answers
the paragraph. with another partner.
- Asks Ss to exchange the
answers with another pair.
- Checks Ss answers by asking
some Ss to go to the board to - Work in pairs.
TASK write the answers.
2 - Asks Ss to write the topic
sentence for the paragraph.
- Asks Ss to write the - Exchange the answers
paragraph. with another partner.
paragraph with another - Listen to the teacher.
partner.
- Goes around and collects
mistakes and errors. - Prepare the new lesson
- Writes Ss’ typical errors on the - Learn the old lesson
HOM board and corrects them.
E
WOR
K
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds / ie /e-e/
and /ue/. Pronounce the words and sentences containing these sounds
correctly. Use should and conditional type 2 appropriately.
II/TEACHING METHODS
III/TEACHING AIDS:
English book, Blackboard, pitures

Models the three sounds twice or Listen to the teacher
three times. - Repeat after the teacher.
- Pronounces the sounds and
asks Ss to repeat. - Work individually.
- Asks Ss to practice - Listen and repeat.
pronouncing the sounds
individually.
- Reads the words in each
column all at once and asks Ss - Work in pairs.
to repeat them.
- Asks Ss to practice in pairs. - Some pronounce. Others
- Goes around and offer help. listen to.
- Asks some Ss to pronounce
the words.
- Asks Ss to practice the
sentences in pairs.
- Asks some Ss to read the - Listen to the teacher.
sentences.
- Says: In this lesson,
should/shouldn’t are used to
offer solutions and give strong
advice.
 You should do sth = it is - Take notes
a good thing to do or the
right thing to do.
 E.g: You look tired. You
should go to bed.
 You shouldn’t do sth = it
isn’t a good thing to do
 E.g: You shouldn’t believe
everything you read in the
newspapers.
 We usually use should with
I think/ I don’t think/ Do - Work in pairs.
you think?...
- E.g: I think people should
protect the sea.
- Asks Ss to do exercises1 and - Some Ss read aloud.
2. Others listen to.
- Goes around and provide help. - Work in pairs, look at the
- Asks Ss to compare their pictures and make
answers with another partner. sentences.
class.
- Hangs some pictures on the

board such as: turtles;
vegetable and fruit; have
breakfast, play games.
- Shows some pictures and asks - Work individually.
Ss to make sentences with
should/ shouldn’t.
 Suggestion:
1. We should protect sea
turtles.
2. We should eat more
vegetable and fruit. - Take notes.
3. We should have
breakfast
4. We shouldn’t play
games.
- Asks Ss to give the form of the
conditional sentence type 2.
- Writes the form on the board.
Conditional sentence type 2
@ structure:
If clause Main clause
S+ V2/ ed , S+ would/ - Work in pairs.
should/ + V0
- Provides Ss the use of it. - Some Ss read the answers.

@ use: Conditional sentence Others listen to.
type 2 is used to express an - Work in groups of 2.
action which can’t happen at the * Group A: Writes the If
present or in the future. clauses.
@ ex: * Group B: Writes the
If I were you, I wouldn’t do that. independent clauses with
If she had a lot of money, she would.
would buy a new house. (in fact, - Learn the old lesson.
she is very poor) - Prepare the new lesson
- Asks Ss to do exercise 3 in
pairs.
- Asks Ss to compare answers
with another pair.
- Calls on some Ss to read out
the answers.
- Divides the class into 2 big

groups: A and B to practice
about Conditional sentence
type 2
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to use vocabulary items related
to the issue of conservation. Guess the meaning of words based on contexts
and components of the words. Scan for specific information about
conservation. Skim for general ideas about conservation.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handout.
Warm- - Provides Ss a table: - Look at the table.
Up C O N S E R V A T I O N
- Asks Ss to work in pairs to find - Work in pairs.
the missing words.
- Goes around and checks Ss.
- Calls on a S to read aloud the - One student read
answer. aloud. Others listen to.
BEFOR - Look at the pictures
E YOU discuss in groups.
READ - Uses the pictures on page 104
to introduce the topic of the
lesson to Ss. Some Ss present the
- Asks Ss to work in groups of 5 answers. Others listen
to discuss the questions in the to.
textbook. -Work individually.
WHILE - Goes around and offer help.
YOU - Asks some Ss to present their
READ group’s answers to the class.

quickly and point out the new
words. - Take notes.
 New words:
- conservation(n)
- eliminate(v) remove or get rid
of completely
- destruction(n)
- hydroelectric dam(n)
- circulation (n)
-damage (n)
- nature’s defence (n)
- play an important part in sth - Whole class, repeat
(v0 the new words.
- constant (a) - Work individually.
- clean up (v)
- worsen (v): to become worse.
- pass laws
- erosion (n)
- Asks Ss to repeat the new
TASK1 words after the teacher. - Listen to the teacher.
- Work individually.
- May ask Ss to make sentences
with the above words.
- Asks Ss to work individually to
do the matching.
- Goes around to help Ss. - Some Ss give the
TASK2 - Asks Ss to exchange their answers. Others
answers with other Ss. listen to.
- Checks the answers in front of - Individual work.
the class.
again and search for the
section of the text and then
work individually to do the
task. - Work in pairs.
- Asks Ss to discuss the answers
TASK3 with their peers.
- Calls on some Ss to give their
answers and asks them to
explain their choices. - Some Ss present the
- Asks Ss to read the first answers. Others
paragraph carefully and try to listen to.
sum up in the Ss’ own words,
what it is about. - Work in groups:
- Asks Ss to search through the * Group1 and 2:
list of main ideas provided in discuss question1.
the task to find the most * Group3 and 4:
suitable answers. discuss question2.
- Asks Ss to work in pairs to do * Group5 and 6:
the task. discuss question3.
AFTER - Goes around and offer help. - Some groups report.
YOU - Asks Ss to exchange their Others listen to.
READ answers with other pairs. - Learn the old lesson.
- Calls on some Ss to present - Prepare the new
the answers in front of the lesson
class.
- Divides Ss into 6 groups.

HOME - Goes around and offer help.
WORK - Asks every two groups to
share ideas with each other
when all groups have finished.
- Calls on some groups to report

their ideas to the class.
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to ask for someone’s opinions,
and show their agreement or disagreement about the new kind of zoo. Talk
about advantages and disadvantages of the new kind of zoo. Report on
discussion results.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pictures
IV/ NEW LESSON: UNIT10 / LESSON 2 / SPEAKING
Stage Teacher’s activities Students’
s activities
War - Prepares two pictures of zoos.
m-Up The first one shows a traditional
zoo. The second one shows a
new kind of zoo. Distributes to
Ss. - Work in pairs.
describe the pictures.
- Provides Ss some questions:
 Questions:
1. What can you see in the first
picture?
2. Is the animal in the first
picture free to run?
3. How might the animal feel?
second picture?
5. Is the animal in the first
picture free to run?
6. How might the animal feel? - Some pairs
- Asks some pairs to practice in practice.
front of the class. Others listen
to.
- Introduces the new lesson: You - Listen to the
are going to discuss the teacher.
new kind of zoo. - Work
TASK - Asks Ss to read through the two individually.
1 paragraphs and elicit some new
words
 New words:
- sensitive(a)
- imprison(v)
- endangered species(n)
- reconstruction(n) - Write down.
- breeding(n)
- gorillas(n)
- breed (v) - Work in pairs.
- reintroduce (v)
TASK discuss the two questions in the - Some Ss
2 book. present.
- Goes around to observe Ss Others listen
working. to.
- Asks some Ss to present their - Listen to the
answers. teacher and
write down.
- Introduces some structures Ss

can use to ask for someone’s
opinions, to give their opinions,
and show their agreement or
disagreement politely:
Asking for Giving
opinions opinions
* What do you * I think…
think of…?
* Do you * I don’t
think…? think…
* Do you agree * In my
with…? opinion…
Showing Showing
agreement disagreement
 I agree  I don’t
with… really - Work
 Yes, I think so. individually.
think you  Yes,… - Work in pairs.
are right but…
 Exactly.  I would
doubt
TASK that…
3 - Asks Ss to work individually to - Some Ss talk
do the task 2. about their
- Asks Ss to work in pairs to ideas. Other
share and explain their ideas. listen to.
TASK - Goes around and observe Ss - Work in
4 and then takes notes of Ss’ groups.
mistakes to correct late.
- Calls on some Ss to talk about
their ideas in front of the class.
- Listen to the
- Asks Ss to work in groups to teacher.
discuss the advantages and - Some Ss
disadvantages of the new kind of report. Others
zoo. listen to.
- Goes around and offer help. - Work in
HOM - Corrects some Ss’ mistakes groups.
E
WOR - Calls on some Ss to report that - Learn the old
K their groups have discussed. lesson.
- Asks Ss to compare with their - Prepare the new
groups’ ideas lesson.
UNIT10:
I/ OBJECTIVES
After the lesson, the students will be able to listen to get specific
information about forest fires. Talk about the causes of forest fires and ways
to prevent them.
II/TEACHING METHODS
III/TEACHING AIDS
Warm –  Game: Noughts and
Up Crosses.
- Puts a grid on the board with
nine words:
Conserve clean destr
up oy
imprison reintrod sensit - Work in pairs.
uce ive
hydroele worsen worse
ctric n
- Asks Ss to work in pairs. One
student is noughts (o) and
other is crosses (x). One
BEFOR student chooses a word and - Work in groups.
E YOU makes a sentence with it.
LISTEN - The first student to get
three-in-a row( across, down, - Some Ss present the
or diagonally) wins. answers. Others listen
- Ask Ss to work in groups to to.
discuss what may cause a - Listen to the teacher.
forest fire.
WHILE - Calls some Ss to present
YOU their answers.
LISTEN
- Gives some possible causes:
Campfire; butts of burning - Work individually.
cigarettes; lighting…
- Elicits some new words.
* New words:
- campfire(n) - Work individually.
- destroy(v)
- valuable(a)
TASK1 - awful(a)
- heap of leaves(n) - Listen to the tape.
- forest(n)
- put out (v) - Work individually.
sentences to understand what - Listen to the tape.
each of them is about.
- Plays the tape once for Ss to
do the task.
- Asks for Ss’ answers and - Work individually.
TASK2 writes them on the board.
- Plays the tape the second
time for Ss to check their - Listen to the tape.
answers.
- Checks Ss’ answers. - Work in pairs.
- Asks Ss to read through the - Some Ss explain. Others

statements to understand them listen to.
and underline key words. - Work individually.
TASK3 - Asks Ss to listen to the tape
again and do the task 2.
compare their answers.
- Calls on some Ss to explain - Listen to the tape.
their answers.
- Asks Ss to read through the - Work in pairs.
sentences to understand what
each of them is about and
underline the different parts
AFTER between the two sentences.
YOU - Plays the tape once time for
LISTEN Ss to do the task. - Some pairs act out the
- Asks Ss to work in pairs to conversation. Others
exchange answers. listen to.
HOME - Checks Ss’ answers. - Learn the old lesson.
WORK - Ask Ss to work in pairs – say - Prepare the new lesson.
how a forest fire may start and
what every camper ought to
remember.
- Calls on some pairs to go to
the front to act out the
conversation.
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to write a letter of invitation using
the cues provided.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handout
s activities
War  GAME: Ordering
m- - Prepares 8 handouts with some
Up sentences in jumbled order.
a. Hope to see you then.
b. We would like to invite you to
the wedding.
c. You are welcome to stay the
night as there is plenty of
room, though it would help if
you could let me know in
advance.
d. Mary and I are getting
married soon after we return
to Melbourne- on June 20th.
e. Dear John,
f. Best wishes, Alex
g. It will be at my parents’ house
in Parkville, probably at 2.30
p.m, and there will be a party
afterwards, starting at about - Work in groups.
8 p.m.
- Divides the class into 8 groups
and gives each group a handout.
- Asks Ss to discuss to reorder the
sentences to make a complete
letter if invitation. (The winner will
be the group with the quickest and -Listen to the
Task1 correct order). teacher and take
* Answer: notes.
1.e; 2.d; 3.b; 4.g; 5.c; 6.a; 7.f
- Elicits the features of an informal
invitation letter and tells Ss that an
invitation letter usually includes:
* The event: (what you invite your
friend to…)
* The place:
* The time and date:
* The invitation/suggestion - Work in pairs.
itself: ( We would like to invite you
to the …. Let’s go … How about
going to…)
- Asks Ss to look at column A in
task 1 and give the form of the - Take notes.
verb in each of the structures:
- Let’s + infinitive
- Would you like + (to- V)?
- How about + (Ving)?
- Do you feel like + (Ving)?
- Are you free + (to-V)? - Work in pairs.
- Why don’t we / you + inf………..?
- Shall we + inf…………..?
- Can you + inf………..? - Some pairs give
- Asks Ss to work in pairs to do the the answers.
Task2 task. Others listen to.
- Asks Ss to exchange their - Work individually.
answers with other pairs.
- Calls on some pairs to give their
answers and other pairs to add any - Work in pairs.
other ideas.

letters to understand the content of - One pair
each letter roughly. presents the
Task3 - Asks Ss to work in pairs to do the answers. Others
same with other two letters. listen to.
- Asks Ss to exchange answers with - Work individually.
other pairs.
- Calls on one pair to present the
HOM - Asks Ss to write the letter.

E - Goes around to observe and
WOR provides help, while Ss write the - Learn the old
K letter lesson.
-Asks Ss to exchange their letter - Prepare the new
with another partner. lesson
- Goes around and collects
mistakes and errors.
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds /b/-/p /
pronounce the words and sentences containing these sounds correctly. Use
the passive voice appropriately.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pictures of cities after storms
Pronunciat - Models the two - Listen to the teacher.
ion sounds twice or three
times. - Whole class, listen
- pronounces the and repeat the
sounds and asks Ss to teacher.
repeat. - Work individually.
- Asks Ss to practice
pronouncing the
sounds in chorus and - Listen to the teacher.
individually.
- Reads the sounds in
each column all at
once to help Ss
distinguish the - Repeat after the
differences between teacher.
the sounds in the - Work in pairs.
words.
- Reads the words and
asks Ss to repeat.
- Asks Ss to practice in - Some Ss pronounce.
pairs. Others listen to.
- Goes around to - Work in pairs.
provide help.
- Asks some Ss to
pronounce the words.
- Reads the sentences
Grammar and asks Ss underline
the words with the - Listen to the teacher
sounds in pairs. and take notes.
- Asks some Ss to read
the sentences.
- Elicits and revises
the form, meaning
and the use of the
passive voice.
Rule: - Make some
Am/ is/ are + pp examples base on
Was/ were + pp the teacher’s
Have / has +been guiding.
+pp
Modal verb + be
+pp
- Guides Ss to make
some examples.
Ex: 1. We are learning
English now.
-English is being
learnt now. - Listen to the teacher
2. They have and write down.
made some cakes.
-Some cakes have
been made.
* Use: The passive is
mainly used in three
ways:
1. When we don’t
want to take
responsibility for
something.
2. When we want to
Exercise focus on a happening,
1&2 not who or what did it. - Work individually.
3. When we want to
avoid “vague
subjects” like one,
someone, they,…
* However, the
passive is not used - Some Ss write the
when we want to answers on the
focus on the person or board. Others add
Exercise 3 thing that does the ideas.
action.
- Asks Ss to do the - Work in pairs.
exercise 1&2.
- Asks Ss to compare
their answers with
HOME another student. - Some Ss read aloud
WORK - Calls some Ss to go the answers. Others
to the board to write listen to.
their answers.
- Checks the answers. - Learn the old lesson.
- Asks Ss to do the - Prepare the new
exercise 3 in pairs. lesson.
- Asks Ss to compare
answers with another
pair.
read aloud the
answers.
UNIT 11:
I/ OBJECTIVES
to national parks. Guess the meaning of words based on contexts. Scan for
specific information about national parks.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT11 / LESSON 1 / READING
Warm- - Prepares some pictures: - Look at the pictures.
Up trees; plants; animals;
mountains; caves.
- Puts Ss some questions:
pictures?
2. Where can they live
together?
- Asks Ss to work in pairs to - Work in pairs.
answer the questions. - Work in pairs.
BEFOR - Asks Ss to work in pairs to
E YOU look at the pictures of three
READ nationals on page 112 and tell
the class anything they know
about these parks. - Work in groups.
5 to discuss the questions.
- Goes around and offer help. - Some Ss present the
- Asks some Ss to present the answers. Others listen to.
WHILE - Asks Ss to read through the
YOU passage and point out the
READ new words.
* New words
- national park(n)
- butterfly(n) - Take notes.
- survival(n) a state of
continuing to live or exist
- species(n) a group / groups
of animals or plants
- take care of (v)
- to be located in
- establish (v)
- rainforest (n)
- orphan (n)(v)
- tropical (a)
- temperate (a)
- toxic (a) - Work individually.
- Asks Ss to make some
sentences with the words
above.
TASK 1 - Asks Ss to read through the
passage again silently and
find the suitable words to fill
the blanks.
- Goes around and offer help. - Some Ss present the
- Asks Ss to check the answers answers. Others listen to.
in pairs. - Work individually.
- Calls on some Ss to present
the answers and explain them
TASK 2 in front of the class.
- Asks Ss to read the part
carefully to find the answer. Ss
can use their own words.
- Asks Ss to work individually - Some Ss write the answers on
to do the task. the board. Others look at and
- Asks Ss to discuss the add the ideas.
answers with the partner.
- Calls on some Ss to write the - Look at the board.
answers on the board and
AFTER explain their choices.
YOU
READ
- Draws the following table on
the board:
Park Name Reason(
s)
Cuc
Phuong
National
Nairibi - Whole class.
National
Park
Everglad - The student reports. Others
es listen to.
national
Park
- Asks Ss to go around to - Listen to the teacher.
interview different Ss to
complete the table. - Learn the old lesson.
- gives Ss 5 minutes to - Prepare the new lesson
HOME interview.
WORK - Calls on the student to report
the results to the whole class.
- Goes around to help and
collects errors while Ss are
working.
- Corrects Ss’ mistake in front
of the class.
UNIT 11:
I/ OBJECTIVES
After the lesson, the students will be able to use conditional sentences type
3 to express regrets. Talk about an excursion.
II/TEACHING METHODS
III/TEACHING AIDS
s activities
Warm - Writes some questions on the - Look at the
- Up board and asks Ss to work in questions on
pairs to discuss the questions. the board.
 Questions:
1. Have you ever had a trip on
summer holiday?
2. What did you prepare for that - Work in pairs.
trip?
3. Did you feel or awful? Why? - Some pairs
- Goes around and offer help Ss. practice. Others
- Calls on some pairs to practice in listen to.
front of the class. - Work
individually.
sentences in the two columns
and point out some new words.
Task1 board. - Take notes.
 New words:
- food poisoning
- fine (n) - Work in pairs.
- get lost
- carsick (a)
- Asks Ss to work in pairs to do the - Some Ss
task. read out.
- Goes around and observes Ss Others listen
working. to.
- Calls on some Ss to read out the - Work
answers. individually.
- Asks Ss to read the examples on

page 115 and revises the
conditional sentence type 3
quickly.
Task2 - Writes the form; the use; the
meaning and the examples on - Take notes.
the board.
 Form:
If clause Main
clause
Would/co
Past uld/
perfect should +
have + - Work in
PP groups.
 Use: It is used to talk about
things which did not happen
Task3 in the past or to express - Compare the
regerts. answers.
 Example: - Some Ss
If I had had the money, I would speak out.
have bought the Audi. Other listen
- Asks Ss to work in groups to do to.
the task. - Work in pairs.
- Goes around and observes Ss
working.
- Asks Ss to compare the answers
with another group.
- Calls on some Ss to speak out
the sentences.

gives each pair 2 handouts: One
for Nga and other for Nga’s
friend.
Nga’ friend Nga

- Ask what Nga - Answer the
did last Saturday friend’s
- Ask about the question
means of - Answer and
transport. express - Some pairs
- Asks about food regrets. act out.
and drinks. - Answer and Others listen
- Ask about the express to.
duration of regrets. - Listen and
excursion. - Answer and take notes.
- Ask what they express - Learn the old
HOME did in Huong regrets. lesson.
WOR pagoda. - Tell what they - Prepare the
K - End up the did and new lesson
conversation. express
regrets.
- Goes around, observes Ss

working and collects errors.
- Calls on some pairs to act out
their conversation.
- Writes some typical errors on the

board and corrects them.
UNIT 11:
I/ OBJECTIVES:
After the lesson, the students will be able to listen to get specific information
about Cuc Phuong National Park.
II/TEACHING METHODS
III/TEACHING AIDS:
English book, Blackboard, Cassette, Handout
activities
Warm- - Divides the class into 8
Up groups and gives each
group a handout. (Those - Work in groups
are some pictures about
National Parks in Vietnam)
- Asks Ss to match the
name of each National
Parks. (The first group to
have the correct answer
will be winner)
 Answers:
Phong Nha- Ke Bang Park; Ba
Be National Park; Bat Tu Long
National Park; Ba vi National
Park; Con Dao National Park. - Whole class, Look
- Prepares a big paper with at the questions
BEFOR 7 questions and sticks on the board.
E YOU them on the board.
LISTEN  Questions:
1. Where is Cuc Phuong
National Park?
2. What is the area of the
park?
3. When is the best time
to visit Cuc Phuong?
4. How many species of
animals living in the
park?
5. How many species of
plants living in the
park?
6. How many people go to - Work individually.
visit the park every
year?
7. What ethic minority live - Whole class,
in Cuc Phuong? pronounce the
- Elicites the answers from new words.
Ss and writes them on the
board for checking later.
words and expression on
page 116, pronounce the
words.
- Writes the new words on - Take notes.
the board.
 New words:
- threatened and
endangered specie - Whole class,
WHILE - ethnic minority repeat the new
YOU - flora (n) words.
LISTEN - fauna (n) - Work in pairs.
TASK1 - defeat (v)
- The Qing invaders
- Asks Ss to repeat the new
words after the teacher. - Work individually.
sentences carefully and
underline key words; try to
work out what you are
going to hear.
- Plays the tape once for Ss
TASK2 to do the task. - Some Ss to
- Asks Ss for Ss’ answers present. Others
and writes them on the listen to.
board. - Work individually.
- Plays the tape the second
time for Ss to check their
answers.
present the answers. - Listen to the tape.
- Asks Ss to read through
the statements to - Work individually.
underline key words. For
examples: How many
provinces, Cuc Phuong
National Park, belong - Work in pairs.
AFTER - Asks Ss to listen to the
YOU tape and do the task - Some Ss read and
LISTEN individually. explain. Others
- Asks Ss to give the listen to.
answers and writes them - Work individually.
on the board.
- Plays the tape again for Ss
to check their answers.
HOME - Asks Ss to work in pairs to
WORK compare the answers.
- Calls on some Ss read and - Some Ss read.
explain the answers. Others listen to.
- Learn the old
- Asks Ss to work lesson.
individually to write about - Prepare the new
the special features of Cuc lesson
Phuong National Park in
five minutes.
- Goes around and observes
Ss working.
the sentences out aloud.
UNIT 11:
I/ OBJECTIVES
Write letters of acceptance of refusal.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, handout.
s
Warm- - Divides the class into 8
Up groups and gives each
group a handout.
- Asks Ss to complete the
network with different types - Work in groups.
of letter they know. ( The
winner will be the group
with the quickest and
correct answers)
 Answer:
Refusal, love, reference,
application, inquiry, thank-
you, rejection, acceptance,
invitation letter.
Task 1 - Asks Ss to read through the - Work individually.
expression in the table to
understand them.
- Asks Ss to do the task in - Work in pairs.
pairs.
- Calls on some Ss to write - Some Ss write on the board.
the answers on the board. Others look at and add the
ideas.
- Asks Ss to discuss the
features o a letter of the
acceptance or refusal.
- May put some questions:
1. What is the similarity - Listen to the teacher
between the three letters? questions.
2. What is the similarity
between the letter 1 and
3?
3. How is letter two different
from the other two?
4. What did the writer of the
letter two refuse the
invitation?
- Reminds Ss the way to write
a letter of acceptance and
refusal. - Listen to the teacher.
 A letter of acceptance.
- First: Thank their friends for
invitation.
- Second: Use one of the way
of accepting. - Take notes.
 A letter of refusal.
- First: Thank their friends for
invitation.
- Second: Use one of the way
of refusing.
TASK2 - Third: Give out the reason for
their refusal as well.
- Asks Ss to do the task
individually and exchange
their answers with another - Work individually.
TASK3 partner.
the letter. - Some read out. Others listen
- Asks Ss to write the letter to.
individually. - Work individually.
- Goes around and observe Ss
working.
- Asks Ss to exchange the
letter with another partner.
- Corrects some mistakes.
HOM - Listen to the teacher.

E - Learn the old lesson.
WOR - Prepare the new lesson
K
UNIT 11:
I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds /t /-/d/
pronounce the words and sentences containing these sounds correctly. Use
the passive voice appropriately.
II/TEACHING METHODS
III/TEACHING AIDS
IV/ NEW LESSON: UNIT11 / LESSON 5 / LANGUAGE FOCUS

Stages Teacher’s activities Student’
activities
pronunciat - Models the two sounds twice - Listen to the
ion or three times. teacher.
- Pronounces the sounds and
asks Ss to repeat. - Repeat the
- Asks Ss to practice the sounds sounds.
in chorus and individually. - Work
- Reads the words in each individually.
column all at once and asks
Ss to distinguish the
differences between the
sounds in the words.
- Reads the words and asks Ss - Repeat the
to repeat. words.
- Asks Ss to practice
pronouncing the words in - Work in pairs.
pairs.
working.
- Asks some Ss to pronounce - Some Ss
the words to class. pronounce.
Others listen to.
- Reads the sentences and asks - Work
Ss underline the words with individually.
the sounds.
- Asks Ss to practice the - Work in pairs.
sentences in pairs.
grammar - Goes around and offer help.
and - Asks Ss to read the sentences - Some Ss read.
vocabular in front of the class. Others listen to.
y - Asks a student to go to the - One student
board and write down the writes on the
form of the third conditional. board. Others
look at and add
the ideas.
Exercise1 - Asks Ss to do Exercise 1 and - Work in pairs.
and 2 2.
- Goes around and provides
help.
- Asks Ss to compare the - Some Ss write
answers with another student. the answers on
- Calls some Ss to go to the the board.
board and write the answers. Others look at.
- Corrects the sentences. - Work in pairs.
Exercise 3 - Asks Ss to do exercise 3 in

pairs. - Some Ss read
- Asks Ss to compare answers out. Others
with another pair. listen to.
- Calls on some Ss to read out - Listen to the
HOME the answers. teacher.
WORK - Corrects the sentences. - Learn the old
lesson.
- Prepare the new
lesson
UNIT 12:
I/ OBJECTIVES
to music. Guess the meaning of words based on contexts. Scan for specific
information about music.
II/TEACHING METHODS
III/TEACHING AIDS
IV/NEW LESSON: UNIT12 / LESSON 1 / READING
es activities
Warm - Writes some questions on the
- Up board:
 Questions:
1. Do you like listening to - Look at the
music? questions on the
2. What kind of music do you board.
know?
3. What kind of music do you
like best?
4. Why do you like listening
to music?
- Asks Ss to practice in pairs to
answer the questions. - Work in pairs.
- Calls on some pairs to
practice in front of the class. - Some pairs
- Asks Ss to read aloud the practice. Others
Befor types of music and give the listen to.
e you Vietnamese equivalents of
read the types of music. - Work individually.
match each of the
descriptions to type of music.
- Calls on some Ss to give the - Work in pairs.
answers.
- Provides Ss some kind of
While music such as: Country
you music, Hip-hop… - Some Ss give the
read - Asks Ss to read through the answers. Others
passage and point out the listen to.
new words. - Listen to the
- Writes the new words on the teacher and take
board. notes.
 New words:
- express (v) - Work individually.
- convey (v)
- funeral (n)
- solemn (a)
- sense (n)
- emotion (n)
- lull (v)
- communicate (v)
- delight (v)
- integral part (n) - Take notes.
TASK - mournful (a)
1 - May ask Ss to make some
sentences with the words
above.
sentences carefully and do
the task.
- Asks Ss to work individually - Work in pairs.
to do the task.
- Asks Ss to exchange the - Work individually.
TASK answers with other Ss.
2 - Calls on some Ss read the
answers and explain their
choices.
- Asks Ss to read the part
carefully to find the answer.
Ss can use their own words.
- Asks Ss to work individually - Some Ss write
to do the task. and explain.
- Asks Ss to discuss their Others listen to.
answers with their peers. - Work in groups.
- Calls on some Ss to write
After their answers on the board
you and asks them to explain the
read choices.
5 to discuss the two
questions in the book. - Some groups
- Goes around and observes Ss report. Others
working. listen to.
- Asks two groups to share - Learnt by heart
Home ideas with each other. the new words
work - Calls on some groups to - Read the text
report their ideas to the again to understand
class. about music
- Corrects Ss’ mistakes - Prepare the next
part: Speaking
UNIT 12:
I/ OBJECTIVES
After the lesson, the students will be able to ask and answer questions
about music. Talk about favourite kinds of music.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pictures/ Posters
IV/ NEW LESSON: UNIT12 / LESSON 2 / SPEAKING
Teacher’s activities Students’ activities
 Warm –Up:
- Divides the class into groups of - Work in groups.
4 or 5.
- Gives each group a set of
pictures of foreign singers and
slips of paper containing their
names.
- Asks Ss to work in groups and
quickly match the singers with
their names. ( which group
finishes first and has all correct
answers will be the winner)
- Answers: 1. Nick Carter; 2.
Britney Spears; 3. Christina
Aguilera; 4. Alicia Keys; 5. Justin - Some Ss read aloud.
Timberlake Others listen to and point
 Task 1: Answering out the new words.
questions based on the
reading text.
- Asks some Ss to read aloud the - Take notes.
passage and then elicits some
new words.
- New words: - Practice in pairs.
- Keep/ make sb happy
- Cheer sb up: make sb feel less
sad. - Some Ss present.
- Band (n) Others listen to.
- Easy to listen to - Listen to the teacher.
- Requires students to work in
pairs.
- Goes around and observes pairs
working. - Listen to the teacher.
- Calls on some Ss to present the
answers.
- Corrects Ss’ mistakes - Look at the questions

on the board.
 Task 2: Asking and
answering about music
taste.
- Introduces: You are going to
two of your classmates to
get information to complete
the table.
- Gives Ss some questions to ask - Listen to the teacher
about their friend’s favourite and take notes.
kind of music…
- Questions:
1. What kind of music do you
like?
2. Why do you like it?
3. Who is your favourite singer/
musician?
4. What is your favourite song/ - Work in groups of 3.
piece of music?
5. When do you listen to music?
- May introduce some adjectives
and expressions to talk about
music and the importance of - Listen to the teacher
music. and take notes.
* make sb excited
* make sb feel relaxed
* help sb forget troubles and
worries
* relaxing (a)
* peaceful (a)… - Some Ss report.
- Tells Ss to form groups of 3. One Others listen to.
will be a journalist. Two are Ss. The - Listen to the teacher.
journalist has to ask the two Ss
some questions and fill in the - Learn by heart the
table. Ss can change their roles. lesson.
- Goes around and observes Ss - Prepare the next period
working.
* Task 3: Reporting on the
information.
- Teaches the structures Ss can
use:
 Both A and B like….
 A likes…, and so does B.
 A likes…, and B does, too.
 A likes…, but B prefers…(
prefer sth to sth)
- Calls on some Ss to report what
they have found out about their
partners.
- Takes notes of Ss’ mistakes and
corrects typical mistakes on the
board.
* HOMEWORK
UNIT 12:
I/ OBJECTIVES
After the lesson, the students will be able to develop their listening skill,
enlarge their vocabulary. Listen to get specific information
II/TEACHING METHODS
III/TEACHING AIDS
 Warm – Up:
picture in the book and
answer some questions of
the teacher.
- Questions:
1. Who is he?
2. What’s his job? - Listen to the teacher’
3. When/ where was he questions
born?
4. Is he still alive?
5. When did he die?
6. Which of the songs were
he written by him? - Work in pairs.
answers them.
- Goes around and observes
Ss working. - Some Ss practice. Others
- Calls on some Ss to listen to.
practice in front of the
class. - Listen to the teacher and
 Before you listen choose the key word.
- Reads the names of the
song on page 128 out
aloud and asks Ss to say
whether it is a Van Cao’s
song or not.
- Teaches some new words
on the board. - Take notes.
- New words:
- Rousing (a) - Work individually.
- Lyrical (a)
- Rural (a)
- Asks Ss to repeat in chorus
and individually. - Listen to the teacher.
 While you listen
- TASK 1:
- Introduces: You are going to
listen to an interview in
which Lan Huong, the
interviewer, asks Quang - Listen to the tape.
Hung, a famous actor about
Van Cao. Listen and do the - Work individually.
task 1.
- Plays the tape once for Ss - Listen to the tape.
to do the task.
- Asks for Ss’ answers and - Work in groups.
writes them on the board.
- Plays the tape the second - Some Ss give the answers
for Ss to check their and explain. Others listen
answers. to.
- Asks Ss to work in group of
4 to compare their
answers. - Listen to the teacher.
and explain their answers
in front of the class. - Work individually.
- TASK 2
- Says: You are going to
listen to the tape again to
- Asks Ss to read through the - Listen to the tape.
statements to understand
and underline the key - Some Ss to give the
words. For example: What, answers. Others listen to.
name, radio programme. - Listen to the tape and
- Plays the tape and asks Ss work in pairs.
to do the task.
- Asks Ss to give the answers - Some present the answers.
and writes them on the Others listen to.
board.
- Plays the tape again and
asks Ss to work in pairs to - Work in groups.
compare the answers.
and explain their answers. - Listen to the teacher.
 After you listen

to summarize the main
ideas of the listening
passage.
- May suggest some
questions:
- Questions:
1. Is van Cao the best
Vietnamese musician of
all time?
2. How do you feel when
you sing or hear the Tien
Quan Ca song?
3. How do you feel Van - Some Ss practice. Others
Cao’ songs about rural listen to.
life in Vietnam? - Learn by heart the lesson.
- Answers: - Prepare the next lesson.
1. Yes, he is.
2. It is hard and solemn.
3. They are sweet, gentle
and very lyrical.
class.
 HOME WORK
UNIT 12:
I/ OBJECTIVES
Write a profile based on prompts provided.
II/TEACHING METHODS
III/TEACHING AIDS
Task 1: Sentence completion

- Asks Ss what tense of verbs - Work in pairs.
they should use in the task.
- Reminds Ss that the simple past - Listen to the
tense should be used here as teacher.
the musician died.
- Divides Ss into groups of 6 .
Each group member will write a - Work in groups.
sentence.
- Goes around to help Ss.
- Asks group members share
their sentence with one
another. - Some Ss write
- Calls on 6 Ss to go to the board the sentence on
and each of them write down a the board.
sentence. Others look at.
- Listen to the
- Corrects the mistakes if teacher.
necessary.
 Task 2: Profile writing: - Work individually.
- Asks Ss to read through the - Listen to the
prompts. teacher.
- Reminds Ss to use the right
tense of verbs, articles, - Work
prepositions, pronouns… individually.
- Asks Ss to write the profile
individually.
letters with another student.
- Goes around and collects - Listen to the
mistakes and errors. teacher.
- Collects some writings for quick
feedback.
- Writes Ss’ typical errors on the
board and elicits self and peer - Learn by heart
correction. the lesson.
 HOMEWORK - Prepare the
next lesson.
UNIT 12:
I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds /s /-/z/.
Pronounce the words and sentences containing theses sounds correctly.
Know how to use to +infinitive to express purposes and make wh-
questions appropriately.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pictures
Teacher’s activities Students ‘ activities
* Pronunciation
- Models the two sounds twice or - Listen to the
three times. teacher.
- pronounces the sounds and asks Ss
to repeat. - Work
- Asks Ss to practice pronouncing the individually.
sounds in chorus and individually.
- Reads the words in each column all - Whole class,
at once and asks Ss to distinguish listen and
the differences between the sounds distinguish.
in the words.
- Asks Ss to work in pairs to practice - Work in pairs.
the pronouncing the words.
working. - Some Ss
- Calls some Ss to pronounce the pronounce.
words. Others listen to.
- Reads the sentences and asks Ss to
work in pairs to underline the words
with the sounds and write /s/ or/z/
under them. - Some Ss read.
- Goes around and provides help. Others listen to.
sentences. - Look at the
* Grammar: To + infinitive to board.
express purposes.
- Writes some sentences on the
board and underline the to +
infinitive:
Example: - Take notes.
1. I get up early every morning to
cook breakfast for my family.
2. Women should eat a lot of fruit to
stay young and beautiful. - Work
3. Mai phone Lan yesterday to individually.
invite her to go to the cinema.
- Asks Ss to comment on the use of - Listen to the
to + inf in these examples. teacher and take
- Tells Ss that in these sentences to + notes.
infinitive are used to express
purposes. - Work
- Asks Ss to do exercise 1 and 2 individually.
individually and then compare their
answers with another student.
- Calls on some Ss to read out the - Some Ss read
answers. out. Others listen
* Grammar: Wh- questions. to.
- Calls on some Ss to make up some - Work
wh-questions and writes down on the individually.
board.
- May teach this type of questions
again:
When? Time
Where? Place
Who? Person
Why? Reason - Listen to the
How? Manner teacher and take
What? Object/Idea/Action notes.
Which (one)? Choice of alternatives
Whose? Possession
Whom? Person(Obj -formal)
How much? Price, amount(non-count)
How many? Quantity (count)
How long? Duration
How often? Frequency
How far? Distance
What kind (of)? Description
- Listen to the
teacher and take
- Gives Ss the note that. The
notes.
grammar used with wh-questions
depends on whether the topic
being asked about is the “subject”
- Work in pairs.
or “predicate” of a sentence.
- Asks Ss to work in pairs to do the
exercise3.
- Asks them to compare the
- Some Ss write
answers with another pair.
on the board.
- Calls on some Ss to go to the
Others look at.
board to write the answers.
- Listen to the
- Corrects the answers.
teacher.
- Asks Ss to work in groups of 3 or 4
to ask some questions about the
- Work in groups
classroom.
of 3 or 4.
 Questions:
1. Are there a lot of pupils in the
classroom?
2. How many children are there?
3. What are they doing?...
- Some Ss
working.
practice. Others
- Calls on some Ss to practice in
front of the class. listen to.
 Homework
- Learn by heart the
lesson.
- Prepare the new
lesson.
UNIT 13:
I/ OBJECTIVES
After the lesson, the students will be able to develop such reading micro-
skills as skimming for main ideas, summarizing main ideas, scanning for
specific ideas, and guessing meaning in context. Use the grammatical
structure “It was not until… that… “and cinema vocabulary such as silent
films, screen, character and so on in order to read and talk about the topic.
II/TEACHING METHODS
III/TEACHING AIDS:
activities
Warm – - Writes some questions on the - Look at the
Up board and asks Ss to work in board and work
pairs to answers them. in pairs.
- Questions:
1. Do you like watching
films?
2. Name some kind of films
you know.
 Answer
- 1. Yes, I do.
- Comedy, cartoon, action
film, detective film,
drama, romantic film,
science film, thriller,
horror film. - Some Ss
- Calls on some Ss to practice practice. Others
BEFOR in front of the class. listen to.
E YOU - Guides Ss to discuss the
READ following questions in pairs. - Work in pairs.
- Goes around and offers
help. - Some pairs
WHILE - Calls on some pairs to practice. Others
YOU practice in front of the class. listen to.
READ
- Asks Ss to read the passage - Work
and point out the new individually.
words.
- New words:
- Motion (n)
- Position (n)
- Set st in motion: move st - Take notes.
- Still (a): silent
- Audience (n): viewers
- Spread (v)
- Replace (v)
- Teaches Ss the form and the - Listen to the
use: teacher and take
 FORM notes.
It was not until TIME that
CLAUSE
TASK1  USE: this structure is
used to emphasize the
commencement point of
an action or event.
 MEANING: This structure
means the same as not…
before.
carefully and find the words - Work in pairs.
TASK2 in the passage that can
match with the definitions - Some Ss present
on the right column. and explain. Others
- Goes around and offers listen to.
help. - Work individually.
- Asks Ss to check the
answers in pairs.
- Calls some Ss to present
and explain the answers.
- Individual work.
TASK3 six questions to underline
the key words: history of
cinema and begin, - Some Ss present
discover… and explain.
- Asks Ss to work individually Others listen to.
AFTER to answer the questions. - Work
YOU - Asks Ss to discuss their individually.
LISTEN answers with another
partner.
- Work in groups.
HOME - Asks Ss to read the first and
WORK the last sentence to decide
the main idea.
- Asks Ss to do the task and - Some Ss speak.
checks with the whole class. Others listen to.
- Asks Ss to work in groups - Learn by heart
and talk about the history of some new words.
cinema. - Ask and answer
- Goes around and helps Ss if some questions of
they have any trouble. the passage.
- Calls on some Ss to speak - Prepare the new
and gives them feedback. lesson
UNIT 13:
I/ OBJECTIVES
about the plot of a film based on prompts. Tell what kinds of film they like
and dislike. Express their attitudes about film, using attitudinal adjectives..
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Some film posters.
IV/ NEW LESSON: UNIT13 / LESSON 2 /SPEAKING
s activities
War - Writes the key word on the - Look at the board.
m– board, “FILM” and asks Ss to
Up work in pairs to ask and
answer about the topic.
- Suggested questions:
1. Do you like watching film?
2. What kind of films do you
know? - Work in pairs.
3. How much do you like
each kind of film? Why?
- Calls on some Ss to practice - Some Ss to
the questions in front of the practice. Others
class. listen to.
TASK - Asks Ss to read through the - Work individually.
1 table and point out the new
words.
* New words:
- action film
- cartoon film
- detective film - Take notes.
- horror film
- love story film
- science fiction(n)
- thriller(n)
- disgusting(a)
-violent(a)
-terrifying(a) - Work individually.
- Asks Ss to move around the
classroom and find as many
friends that have the same
preferences as them as - Some Ss report.
possible. Others listen to.
- Calls on some Ss to report
their likes and dislikes and
TASK the number of friends who - Listen to the
2 have the same tastes as teacher and write
them. down.
- Gives Ss all the adjectives that
can be used to describe films:
E.g: interesting, exciting, - Look at the book
fascinating, amusing, and listen to the
boring, horrifying,… teacher.
- Asks Ss to look at the adjs in
the right hand column and - Listen to the
explains the meaning of the teacher and take
new words. notes.
- Introduces Ss the structure:
Sb find st / sb + Adj.
- Gives Ss an example: I find - Listen to the
horror films fascinating. teacher.
- Elicits the expression of
agreement and disagreement:
Agreemen Disagreement
t - Take notes.
I agree I don’t think so
Yes, Yes but…
exactly Do you think so?
Right! You can’t be - Three Ss read.
Sure! serious! Others listen to.
You must be - Work in groups.
kidding!
- Calls on three Ss to read the
TASK model conversation in the
3 textbook.
- Divides the class into small - Some Ss report.
groups of 3 and instructs Ss to Others listen to.
find out what the other - Two Ss read.
members of their group feel Others listen to.
about the given types of films. - Listen to the
- Goes around and offers help. teacher.
their findings while they speak. - Work in pairs.
- Calls on two Ss to read the
TASK model conversation in the
4 textbook.
- Corrects Ss’ intonation and - Some Ss report.
pronunciation. Others listen to.
- Asks Ss to work in pairs to do - Work in pairs.
the task.
HOM observes Ss working.
E - Calls on some Ss to report - Some Ss report.
WOR their findings while they speak. Others listen to.
K - Asks Ss to work in pairs, ask
and answer questions about - Practice speaking
film that they have seen. - Prepare the new
- Goes around and offers help. lesson.
their friend’s story.
UNIT 13:
I/ OBJECTIVES
After the lesson, the students will be able to develop such listening micro-
skills as listening for specific information, taking notes while listening, and
summarizing main ideas.
II/TEACHING METHODS
III/TEACHING AIDS
Warm – - Dives the class into two big - Work in big groups.
Up groups and puts some
questions about the film
“Titanic”.
- Announces the Quiz game:
You need to listen to the
questions carefully and then
response as quickly as
possible. Each answer quickly
and correct, you get one point
for your group. Which group
has more point will be the
winner.
- Reads out the questions: - Listen to the teacher’s
* Questions: questions and answer.
1. What is the name of the
main female character in
“Titanic”?
main male character in
“Titanic”?
3. What is the theme song for
“Titanic”?
4. Who sang this song in the
movie?
5. How many awards did it
have?
- Gets Ss to add up the points
for each group and announces
the winner.
* Answer:
1. Rose 2. Kate
Winslet
3. “ My heart will go on”
4. Celine Dion 5. 11 awards
BEFOR - Whole class.
E YOU - Asks Ss to look at the table
LISTEN on page 136 and go over the
points together with the whole
class by asking questions such
as “How often do you go to the
cinema?, “How often do you
watch TV?, “How about
listening to the radio?...etc.
WHILE and calling on some Ss to
YOU answer . - Listen to the teacher.
LISTEN - Introduces: You are going to
listen to two friends, Lan and
TASK1 Huong, talking about their
plans for next week.
- Teaches Ss the new words
that will appear in the listening
passage.
* New words:
- suppose (v) - Take note.
- instead (prep)
- guess (v)
- plan (n) - Listen to the tape and
- Asks Ss to listen to how the repeat.
words are pronounced and
repeat after the tape. - Listen to the tape and do the
- Plays the tape once for Ss to task 1
listen.
- Asks Ss to do the task. - One student answers and
- Calls on one student to explains. Others listen to.
TASK2 answer and explain the answer.
- Corrects the mistakes.
- Introduces the task: Listen
and write Lan and Huong’s - Listen to the teacher.
plans for next week on the
calendar.
- Asks Ss to look through the - Work individually.
calendar and try to guess what
they should listen to.
- Plays the tape once. - Listen to the tape.
answers.
- Let Ss listen again and write - Whole class.
down the useful expressions
such as “Can you go with
me…?, “Can we go on
Thursday instead?, What
about Monday?...
TASK3 - Asks the whole class what - Listen to the teacher’s
day Lan and Huong can meet. question and answer it.
- Calls on one student answers - One student answers and
and explains the answer. explains. Others listen to.
AFTER - Asks Ss to work in pairs- Talk - Work in pairs.
YOU about Lan and Huong’s plan’s
LISTEN for next week. Use the
information you have written
on the calendars.
working.
- Calls on some pairs to - Some pairs perform. Others
perform the conversation in listen to.
front of the class. Ss can role
play the conversation again.
- Corrects the mistakes if - Listen to the teacher.
HOME necessarily.
WORK - Learn by heart the lesson.
- Prepare the new lesson.
UNIT 13:
I/ OBJECTIVES
After the lesson, the students will be able to write a descriptive paragraph
about a film they have seen, based on prompts.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Pictures, Handouts (slips of paper)
 WARM – UP
- Writes a question on the - Look at the
board. question on the
* Question: What do you board.
know about the “Titanic”
to answer it. - Work in pairs.
- Calls one pair to practice
in front of the class. - One pair practices.
* Answer: Famous, large, Others listen to.
many people died.
 TASK1
the passage and point
out the new words. - Work individually.
 New words:
- tragic (a)
- sink (v)
- luxury liner (n)
- voyage (v)
- disaster (n)
- engage (v) - Take notes.
- iceberg (n)
- hit (v)
- Asks Ss to repeat the
new words and make
the sentences with - Whole class.
some new words.
to do the task1. - Work in pairs.
- Goes around and
observes Ss working.
practice in front of the - Some Ss practice.
 TASK2
- Asks Ss to spend 5
minutes gathering and - Work in pairs.
organizing ideas for
their paragraph, using
the description of
Titanic and the
questions of the task 1.
- Asks Ss to exchange
their paragraphs with
another pair.
- Goes around and
collects some mistakes. - Listen to the
- Writes Ss’ typical errors teacher.
on the board and
corrects them. - Learn by heart the
 HOME WORK lesson.
- Prepare the new

lesson.
UNIT13:
I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds /f/ and
/v/. Pronounce the words and sentences containing these sounds correctly.
Use attitudinal adjectives to describe films or to express their opinion about
particular films. Use structure “It was not until… that …” and articles “a, an,
the” appropriately.
II/TEACHING METHODS
III/TEACHING AIDS
Teacher’s activities Students’
activities
  PRONUNCIATION
- Models the two sounds /f/ - Listen to the
and /v/ for a few times. teacher.
- Shows the articulation of
these sounds: When
producing these sounds
you upper teeth need to
touch your lower lips.
When producing /v/ you
can feel the vibration if
you place your fingers on - Listen to the tape
the voice box but when and repeat.
producing /f/ you can’t feel - Some Ss read.
this. Others listen to.
- Plays the tape once for Ss to - Work in pairs.
hear the words and asks them
to repeat.
words out loud. - Listen to the
- Asks Ss to work in pairs and teacher.
take turn to read aloud the
given sentences.
- Goes around to listen to and - Work individually.
takes notes of the typical - Work in groups.
errors.
 GRAMMAR AND
VOCABULARY
 EXERCISE 1 - Whole class,
- Asks Ss to read the verb list count.
quickly.
- Divides the class into two big - Listen to the
groups and the board into two teacher.
big parts. Reads out any verb
in the list and members of
each group will write the
corresponding adjectival form
on the board. - Take notes.
- Leads Ss to count how many
correct adjs each group gets.
- Explains the difference
between the two possible - Work individually.
adjectival forms for a verb.
 The-ing form: has an
active meaning. E.g: If sth
is interesting, it interests - Take note.
you.
 The- ed form: has a - Individual work.
passive meaning. E.g:
because sth is interesting, - Five Ss write on
you are interested in it. the board. Others
 EXERCISE 2 look at.
- Asks Ss to read all the
sentences through.
- Explains new words: - One student tells.
 New words: Others listen to.
- depress (v)
- exhaust (v) - Some Ss translate.
- astronomy (n) Others listen to.
- Asks Ss to do the task - Work individually.
individually. - Some read aloud.
- Goes around and observes Ss Others listen to.
working.
- Calls on 5 Ss to go to the
board and write the answers. - Listen to the
- Checks with the whole class. teacher.
 EXERCISE 3
- Asks Ss to remind the form,
meaning, and the use of the
structure “It was not until…
that …” which Ss have learnt
at the period.
- Gets Ss to translate some - Write down.
English sentences into
Vietnamese.
individually.
their answers.
- Corrects the mistakes if
necessarily.
 EXERCISE 4
- Explains Ss the form,
meaning, use of the indefinite
and definite article” a, an, and
the”.
 Form:
+ A + singular countable noun - Work individually.
beginning with a consonant.(a
dog) - Learn by heart
+ An + singular countable noun the lesson.
beginning with a vowel.(an - Prepare the new
umbrella) lesson.
 Meaning: one
 Use: Indefinite articles are
used to refer to “one of a
class”. E.g: a man, a book,
a university…
 Form:
+ The + singular countable
noun.
+ The + plural countable noun
+ The + uncountable noun
 Meaning: a particles
something.
 Use: Definite articles are
used to refer the things or
people we have already
mentioned or when it is
clear from the situation
which people or things we
mean.
individually.
- Checks with the whole class.
 HOME WORK
UNIT 14: THE WORLD CUP

I/ OBJECTIVES
skills as scanning for specific information, intensive reading for details, and
guessing meaning in context. Use some football vocabulary such as
elimination game, finalist, champion… to read and talk about the topic.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handouts.
  WARM-UP
- Writes the questions on - Look at the question
the board: on the board.
 Questions:
1. Have you ever heard
the song about world
cup?
2. Is it exciting?
song?
4. How often is the world - Work in pairs
cup held?
5. How many teams play - Some pairs practice.
in the world cup? Others listen to.
ask and answer them.
class.
 Answers:
1. Yes, I have.
2. Yes, It is very exciting.
3. It is the cup of life. - Work in pairs.
4. It was held every 4
years.
5. There are 32 teams in a
final tournament. - Work individually.
 BEFORE YOU READ
photo at the bottom and
work in pairs to find the
answer.
- Checks with the whole - Take notes.
class.
 WHILE YOU READ
the passage and point out - Whole class, repeat
the new words: the new words.
 New words: - Work individually.
- jointly
- the globe
- tournament
- host nation
- trophy
- passionate interest (n) - Some Ss give and
- elimination games (n) explain. Others
- Asks Ss to read the new listen to.
words.
 Task1
- Instructs Ss to read the - Work individually.
passage quickly and stop
at the lines that contain
these words to guess the
meaning of the words to
do the task 1
answers with a partner. - Some Ss explain.
- Calls on some Ss to give Others listen to.
and explain their answers.
- Feedbacks.
 Task2 - Individual work.
- Asks Ss to read through 5
questions to work out
what information they are
to look for and underline
the key words. - Some Ss explain.
- Asks Ss to do the task Others listen to.
individually.
- Goes around and checks
Ss. - Look at the board.
answers with a friend. - Work in pairs.
- Calls on some Ss give and
explain the answers. - Work in groups.
 Task 3
- Asks Ss to skim the
questions, underline the
key words and then go - Some Ss talk. Others
back to the passage to listen to.
scan for the key words and - Learn by heart the
do the task. lesson.
- Asks Ss to do the task - Prepare the new
individually and check the lesson.
answer with a partner.
- Gives corrective feedback.
 AFTER YOU READ
- Writes these figures on the
board: 1904, 13, 1930, 17,
32, 2002.
- Asks Ss to go back to the
text and find out the
events related to these
figures.
- Asks Ss to work in small
groups of 3 or 4 to talk
about the history of the
world cup.
- Goes around to check,
help and take note of Ss’
typical errors.
- Calls on some Ss to talk.
- Gives feedback.
 HOME WORK
UNIT 14: THE WORLD CUP

I/ OBJECTIVES
After the lesson, the students will be able to use some football vocabulary
to ask and answer about the World Cup and to talk about the World Cup
winners.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handout, Posters
  WARM- UP
- Writes some words on the - Look at the board.
board.
1. C- - - - - -N
2. H- - - N - - - - N
3. R- - - - - - P
4. S- - - E
5. W- - - - R - Work in pairs
fill in the missing words. - Some Ss read.
- Calls on some Ss to read Others listen to.
aloud the answers.
 Answer:
1. Champion 2. Host
nation
3. Runner up 4. Score
5. Winner - Work in pairs.
 TASK1: World Cup
2006 quiz - Some Ss read
- Asks Ss to look at the photo aloud. Others listen
in page 145 and name the to.
team in pairs.
- Calls on one student to read
aloud the answer.
- Supplies Ss some words: - Take notes.
 Words:
- lose the match to sb
- defeat sb: beat sb
- penalty shootout
- quarter final
- semi final
- O-O: Nil-Nil - Whole class, repeat
- 1-0: one-nil the new words.
- 2-2: two all
- Asks Ss to repeat the new - Listen to the
words. teacher.
 TASK2
- Introduces the task: You - Work in groups.
are going to work in
groups ask and answer
about the different
World Cup tournaments. - Listen to the
- Asks Ss to read the model teacher.
conversation on page 145
and write the model
questions on the board and
practice asking and - Some Ss perform.
answering them in groups. Others listen to.
- Reminds Ss that past tense
is used in this dialogue
because it is about past
events. - Listen to the
- Goes around and observes teacher.
Ss working.
- Calls on some Ss to perform - Work individually.
- Gives feedback. - Work in groups.
 TASK3
- Introduces the task: You - Some Ss talk.
are going to take turn to Others listen to.
talk about World Cup
winners in different - Listen to the
years. teacher.
- Gets Ss to read the model - Learn by heart the
in the textbook. lesson.
- Asks Ss to work in groups. - Prepare the new
- Goes around and offer help. lesson.
- Calls on some Ss to talk
about World Cup
winners in different
years.
- Takes notes of Ss’ errors if
any and corrects after Ss
finish speaking.
 HOMEWORK
UNIT14 THE WORLD CUP
I/ OBJECTIVES
skills as intensive listening for specific information and taking notes while
listening.
II/TEACHING METHODS
III/TEACHING AIDS

 WARM- UP
- Gets Ss to look at the 4 - Look at the 4 photos
photos on page 147 of in the textbook.
the textbook and name
each player in the
photos.
- Puts Ss some - Listen to the
questions: teacher’s questions.
 Questions:
1. Name some of
famous football - Work in pairs.
players in the world?
2. What do you know - Some pairs practice.
about them? Others listen to.
3. Which one do you - Listen to the
like best? Why?... teacher.
to ask and answer the
questions.
class.
- May provide some
information about the
footballers.
 Information about
footballers:
1. Pele is a former
Brazilian footballer.
He became known as
The King of Football
during his career. He
used to be the
Minister of Sport of
Brazil.
2. Maradona is a
former Argentinian
footballer. He played
in four World Cup
tournaments and
lead Argentina to win
the trophy in 1986.
He was awarded the
Golden Ball in that
match.
3. Zidane is former - Listen to the
French footballer. He teacher.
was awarded FIFA
World player of the
year three times (in - Work individually.
1998, 2000, 2003).
He was awarded the
Golden Ball in 2006
World Cup.
4. Barthez is a former
goalkeeper. With the - Take note.
national team he
won the FIFA World
Cup and Euro 2000
and reached the
2006 World Cup final
match. - Whole class, repeat
5. David Beckam is an the new words.
English footballer
who plays for Real
Madrid. He was the - Whole class, read
only English the table.
footballer to score in
three World Cup and - Listen to the tape.
the fifth player in the
history of World Cup - Work in pairs.
to score twice from
direct free kicks. - Listen to the
 BEFORE YOU teacher.
LISTEN
- Introduces the topic:
You are going to listen - Work individually.
about the World’s most
famous footballer, Pele.
new words on page 147
of the textbook and - Listen to the tape.
elicits the meaning of
them. -Work individually.
 New words:
- goal-scorer (n)
- hero (n)
- kicking and controlling
the ball - Work in pairs.
- retirement (n)
- ambassador (n)
- promote(v)
- championship (n)
- take part in (v):
participate in
- Asks Ss to repeat the
new words.
 WHILE YOU LISTEN

 Task1
table before they listen.
- Plays the tape once for
Ss to listen and fill the
table.
and check each other’s
answers.
- Checks the answers
with the whole class.
 Task2 - Some Ss present.
- Asks Ss to remember Others listen to.
anything about Pele - Listen to the
from the previous teacher.
learning. - Learn by heart the
- Encourages Ss to read lesson.
through all the - Prepare the new
questions before lesson.
listening and predict
the answers.
- Plays the tape again for
Ss to listen and answer
the questions.
answers with a partner.
 AFTER YOU LISTEN
and take turn to talk
about Pele, using the
information they have
learnt in task1 and
task2.
- Asks Ss to summarise
the main points in a
table like this:
1940 Born in Brazil
1956 Joined a
Brazillian
football club
1958 Participated
firs time in
World Cup
1962 Lead the
team to win
first World
cup
championshi
p, played in
World Cup.
1970 Played in
World Cup.
1974 1200th goal,
became a
national hero
Before19 Played for an
77 American
football club
for 2 years.
1977 Retired,
became am
ambassador
for football.
- Goes around and
present in front of the
class.
- Corrects Ss’ mistakes.
 HOMEWORK

I/ OBJECTIVES
After the lesson, the students will be able to write a short announcement
about a sport event.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handouts
 
  WARM – UP
- Divides Ss into small groups of 3 - Look at the
or 4 and distributes them the announcements and
announcements and writes some listen to the teacher’s
questions on the board. questions.
* Question:
1. What is it?
2. Where do you often see the
announcements?
3. What do you use
announcements for? - Work in groups.
4. Have you ever read any English
announcements? - Some Ss present.
- Asks Ss to work in groups to ask Others listen to.
and answer them.
- Calls on some Ss to present the - Work individually.
 TASK1 - Whole class.
- Asks Ss to read Task 1 silently - Listen to the
and answer the questions that teacher.
follow.
- Checks the answers with the
whole class.
- Basses on the model text,
elicits from Ss what possible - Take notes.
details to include in an
announcement.
 Details:
1. Who announces? - Whole class, listen to
2. What event? the teacher and take
3. When? note.
4. Where?
5. Why?...
- Elicits from Ss some useful
language to use in an
announcement.
 Some useful language:
Would like to - Work individually.
Wish(es) to
Is/are sorry to - Take note.
Subject + regret to +
announce + clause
Is/are pleased to
 TASK2
topics individually and then point - Whole class.
out the new words.
- New words: - Work individually.
- Volunteer (n)
- state (v) - Some Ss write.
- contact (n) Others look at.
- Asks Ss to repeat the new - Work in groups.
words and make the sentences  group 1 & 4:
with some new words. topic A
- Asks Ss to work individually to  group 2 & 3:
do the task2. topic B
- Goes around and observes Ss - Listen to the teacher.
working.
- Calls on some Ss to write their
notes on the board.
- Asks Ss to work in groups to
read the topics and write an
announcement. - Listen to the
teacher.
- May add more details E.g: - Learn by heart the
when and where the lesson.
meeting will be held, how - Prepare the new
to contact you in the lesson.
topics, Entrance is free for
the match or tickets will be
sold, when and where
tickets will be sold,…
- Goes around checking and
offering help.
- Collects some writings for
quick feedback.
 HOME WORK

I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds /g/
and /k/. Pronounce the words and sentences containing these sounds
correctly. Use structures with “will” to talk about unplanned future intentions,
to make predictions or offers. Use structure “Going to” to talk about definite
future plans.
II/TEACHING METHODS
III/TEACHING AIDS
activities
  PRONUNCIATION
- Models the two sounds /g/ - Listen to the
and /f/ for a few times. teacher.
- Explains the differences in
producing of these sounds:
 /k/ is an aspirated sound,
so when producing it, Ss
release a strong burst of
air. Besides, /k/ is a
voiceless sound so when
producing /k/ Ss can not
feel the vibration if they
place their fingers on the
voice box.
 In contrast, /g/ is a voiced
sound so when - Listen to the tape
producing /g/ Ss can feel and repeat.
the vibration. - Work individually.
- Plays the tape once for Ss to
hear the words and asks - Some Ss read.
them to repeat. Others listen to.
- Asks Ss to read the words in - Work in pairs.
two column out loud in
chorus for a few more times.
words out loud. - Listen to the
- Asks Ss to work in pairs and teacher.
take turn to read aloud the
given sentences.
- Goes around listening and - Look at the board.
takes notes of the typical
errors.
 GRAMMAR AND
VOCABULARY
 EXERCISE 1 - Take notes.
- Writes on the board some
examples containing both
“will” and “going to”.
 Examples:
1. Why are you working so
hard these days? - Listen to the
Because I’m going to buy a teacher and take
car so I’m saving as much as notes.
I can.
2. What are you going to
buy Jill for her holiday?
3. She hasn’t got a CD
player.
Oh, I will buy her a record
then.
- Explains Ss about the form
and the difference between
“will” and “going to”
 WILL refers to a plan that
is made spontaneously at
the moment of speaking. - Work individually.
It is used to express a
future intention. It is used
to make predictions about - Some Ss present.
future events, an offer. Others listen to.
 Form: Will + bare
infinitive
 GOING TO refers to a plan - Work individually.
that is already well
thought of before the
moment of speaking. It is - Some Ss read out.
used to express a future Others listen to.
intention.
 Form: Be + going to +
bare inf
- Gets Ss to do the task
individually.
- Check the
- Asks Ss to find a partner to
answers.
check their answer with.
- Some Ss read
aloud. Others
and explain their answers.
listen to.
- Gives corrective if necessary.
- Listen to the
 EXERCISE 2
- Asks Ss to read all the teacher
sentences through. - Learn by heart the
- Asks Ss to do exercise 2 lesson.
individually. - Prepare the new
- Goes around and observes lesson.
Ss working.
the answers.
 EXERCISE 3
- Asks Ss to do exercise 3
individually.
- Asks Ss to find a partner to
check their answers with.
aloud their answers.
- Corrects the mistakes if
necessarily.
 HOME WORK
UNIT 15: CITIES
I/ OBJECTIVES
skills as scanning for specific Ideas and guessing meaning in context. Use
the information they have read to talk about New York City.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handouts/ poster.
  WARM-UP
- Asks Ss to name some big - Work in pairs.
cities in the world that they
know. - One student tells.
- Calls on one student to tell to Others listen to.
the class.
 Answer: New York, Paris, - Work in pairs
Madrid,…
 BEFORE YOU READ
- Gets Ss to work in pairs and
match the pictures on page
156 of the textbook with the
correct places.
- Asks Ss some questions:
1. what can you see in the - Listen to the teacher.
picture 1?
2. What about picture 2?
3. What makes you think it is
the UN Headquarters?...
- Gives Ss some information
about the places described in
the pictures.
 Some information:
1. The Empire State building: is
an office building in
Manhattan, New York, It has
been the tallest building in
the world with a height of
381 m and 102 floors.
2. Central Park: is a large
public in New York city. It is - Work in groups.
the most visited city park in
the United States.
3. Times Square: is situated in - Look at the form to
the central Manhattan in stick on the board.
New York City. It is famous
for its Broadway theatres,
cinemas and supersigns.
4. The UN Headquarters: is - Work in pairs.
located in the Turtle Bay
neighbourhood.
- Asks Ss to work in groups of 3
or 4 and write down as much
information about New York
that they know as possible.
- Uses the network to help Ss
generate ideas ( Prepares it in
the form to stick on the board)
- Weather, population, Famous
places, Area, History, Location
of New York.
- Asks Ss to work in pairs to give
the information.
 Suggestion:
- Weather: + Winters are cold
with rain and snow - Some Ss present.
+ Summers are Others listen to.
hot and humid - Take notes.
- Population: 7 million people
live in the city and 19 million - Work individually.
live in the whole metropolitan
area.
- Area: 946 km2
- Famous places: Statue of
Liberty, Wall Street, Broadway
district. - Take notes.
- History: Founded by the
Dutch in 1624, has had several
names before like Fort
Amsterdam and New
Amsterdam.
- Location: Southeastern part - Whole class, repeat the
of New York State. new words.
- Calls some Ss to present their
information. - Work individually.

 WHILE YOU READ
- Asks Ss to read through the - Some Ss give and
passage and point out the new explain. Others listen
words: to.
 New words:
- Be located in/on/at.
- To found - Work individually.
- Global finance
- To be characterised by
- Metropolitan region
- Take over
- Unusual
- Ice-free - Some Ss explain.
- Mingle with Others listen to.
- Asks Ss to read the new words - Individual work.
and make some sentences
with some words.
 Task1
silently and then do the task 1. - Some Ss explain.
- Asks Ss to check the answers Others listen to.
with a partner.
- Calls on some Ss to give and
explain their answers. - Work in groups.
- Feedbacks.
 Task2
- Asks Ss to read through 5
questions in task 2 and identify
the key words in each - Some Ss talk. Others
question. listen to.
- Asks Ss to do the task - Learn by heart the
individually. lesson.
- Goes around and checks Ss. - Prepare the new
- Asks Ss to check the answers lesson.
with a friend.
- Calls on some Ss give and
explain the answers.
 Task 3
- Asks Ss to read the questions
carefully and do the task.
individually and check the
answer with a partner.
 AFTER YOU READ
- Asks Ss to work in groups of 3
or 4 and choose one of the
available New York tours to
join.
- Goes around to check, help
and take note of Ss’ typical
errors.
- Calls on some Ss to talk.
- Gives feedback.
 HOME WORK
UNIT 15: CITIES

I/ OBJECTIVES
After the lesson, the students will be able to describe a city, using the
vocabulary and structures that they have learnt in the lesson. Compare
different cities, using the comparative structures that they have learnt in the
lesson. State their preferences and explain the reasons.
II/TEACHING METHODS
1. Communicative method
III/TEACHING AIDS
activities
  WARM- UP
- Writes some questions on the - Look at the
board. board.
 Questions:
2. Which city is larger in area-
Hanoi or HCM city?
3. Which city has a bigger
population- Hanoi or HCM
city?
4. Which city is older- Hanoi or
HCM city?
5. Which city was known by
more names through history-
Hanoi or HCM city?
6. Which city has more districts-
Hanoi or HCM city?
7. Which city is hotter- Hanoi or - Work in pairs
HCM city? - Some Ss read.
8. Which city is closer to the Others listen to.
sea- Hanoi or HCM city?
the answers.
 Answer:
1. HCM city: area: 20095 km2
but Hn area: 921 km2
2. HCM city: 6.2 million but HN
3 million
3. HN: found in 1010 but HCM
city in 1698
4. HN: Long Bien, Dai La, Thang - Work individually.
Long, Dong Do, Dong Quan, - One student
Dong Kinh… reads aloud.
5. HCM city: 19 inner districts Others listen to.
and 5 outer districts but HN 8
inner districts and 5 outer
districts
6. CHM city
7. HCM city
- TASK1:
- Gets Ss to do the task
individually.
- Calls on one student to read
aloud the answer. - Take notes.
- Revises Ss the questions to ask

about the area, population and
other characteristics of a city.
Ask about What is the area
area of the city?
How large is the
city?
What is the area
that the city
covers?
Ask about the What is the
population population of the
city?
How many
people live - Work in pairs.
there?
How many
habitants are
there in the city? - Some pairs
Ask about the When/ in what perform. Others
history year/ in what listen to.
century was the
city founded? - Work in pairs.
Who founded the
city?
Ask about What is the main - Some pairs read.
transport and means of Others listen to.
other transport there? - Listen to the
characteristic How do people teacher.
s get around?
What is the
transport like?
What are the - take notes.
people like?
Are there many
parks?...
 TASK2
- Asks Ss to work in pairs to ask - Some Ss present.
and answer questions about Others listen to.
two cities New York and London.
- Goes around and observes Ss - Work individually.
working.
- Calls on some pairs to perform - Work in groups.
- Gives feedback.
 TASK3 - Some Ss present.
- Asks Ss to work in pairs to Others listen to.
compare the two cities they - Learn by heart
have just asked and answered the lesson.
questions about. - Prepare the new
- Calls some pairs to read aloud lesson.
the model conversation on page
160.
- Helps Ss to review the
comparative forms of adjectives
and noun.
 ADJECTIVES:
. As + adj + As
. short adj + er + than
. more + long adj + than
 NOUNS:
. As many/few + countable Nouns
+ As
. AS much/ little + non countable
Nouns + As
. More/ fewer + countable Nouns
. More/ less + non countable
Nouns
- Calls on some Ss to perform in
front of the class.
- Provides corrective feedback.
 TASK4
- Asks Ss to remind the structure
with “prefer” which Ss have
learnt in the previous lesson.
- Asks Ss to work in groups to tell
which of the two cities they
prefer and give reasons.
working.
- Calls on some Ss to present in
front of the class.
 HOMEWORK
UNIT 15: CITIES

I/ OBJECTIVES
skills as intensive listening for specific information and taking notes while
listening.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Cassette tapes
activities
  WARM- UP
- Gets Ss to look at the - Look at the 4
picture on page 160 of the picture in the
textbook and listen to the textbook and
teacher’s questions. listen to the
- Puts Ss some questions: teacher’s
 Questions: questions and
1. What is it? then answer
2. Do you know where it is them.
located?
3. Do you know who built
the Statue?
4. Why was it built?
ask and answer the - Work in pairs.
questions.
- Calls on some pairs to - Some pairs
practice in front of the practice. Others
class. listen to.
- May provide some - Listen to the
information about The teacher.
Statue of Liberty.
 Information about
The Statue of Liberty:
- The Statue of Liberty was a
gift to the people of the
United States from the - Take note.
people of France. She stands
in the middle of the harbor of
New York City. She is the
symbol of hope and freedom
for immigrants.
 BEFORE YOU LISTEN
- Teaches Ss some new
words.
 New words:
- crown (n) - Look at the new
- tablet (n) words and write
- burning torch (n) down.
- loose robe (n)
- image (n)
- symbol(n) - Whole class.
- iron frame (n) Repeat the new
- Asks Ss to repeat the new words after the
words and make some teacher.
sentences with the new
words.
 WHILE YOU LISTEN - Work individually.
 Task1
questions carefully and
work out what information
they need to concentrate - Listen to the
on while listening. tape.
- Asks Ss to guess the
answer to each question. - Work in pairs.
- Plays the tape once for Ss
to listen and do the task. - Listen to the
- Asks Ss to work in pairs teacher.
and check each other’s
answers.
- Checks the answers with - Work in pairs.
the whole class.
 Task2 - Listen to the
- Encourages Ss to do the tape.
task without listening one
more time.
- Plays the tape again for Ss - Work in pairs.
to listen and fill in the - Some Ss give the
missing information in the answers. Others
table. listen to.
- Asks Ss to check their - Listen to the
answers in pairs. teacher.
the answers.
- Work in groups.
- Checks the answers with
the whole class.
 AFTER YOU LISTEN
- Asks Ss to work in groups - Some Ss present.
of 3 or 4 and tell each Others listen to.
other what you have learnt - Listen to the
about The Statue of teacher.
Liberty. - Learn by heart
- Goes around and offers the lesson.
help. - Prepare the new
- Calls on some Ss to lesson.
present in front of the
class.
- Corrects Ss’ mistakes.
 HOMEWORK
UNIT 15: CITIES

I/ OBJECTIVES
After the lesson, the students will be able to describe a city of their choice,
using the structures and vocabulary they have learnt in the lesson.
II/TEACHING METHODS
III/TEACHING AIDS
 WARM – UP
- Divides Ss into small groups of 3 or 4 - Work in groups.
and asks Ss to brainstorm what they
would like to tell people about a city.
- Goes around and observes Ss working.
- Calls on some groups to present their - Some Ss present.
ideas in front of the class. Others listen to.
- Might sum up the class’ ideas by
writing the network on the board.
- Listen to the teacher

and take notes.
* Network: - Whole class, Listen

to the teacher.
History Weath Locatio
er n - Work individually.
ACity
Famous Area Populatio - Listen to the

places n teacher’s questions
Introduces: You are going to write a and answer them.
description of a city that you known
well. - Listen to the
 TASK1 teacher and take
- Asks Ss to read the model task notes.
silently about London and answer the
questions in Task 1.
- Checks the answers with the whole
class.
- Facilitates Ss by asking questions
like: “What does the first paragraph
describes?”
“What does the second paragraph - Some Ss present.
describes?” Others listen to.
“What does the third paragraph
describes?”… - Work individually.
- May draw Ss’ attention to the
language that is used to describe the
above information:
 Attention to the language:
- Be situated/ be located
- Be found by ….. in ….
- Covers an area of …
- Has a population of … - Work in pairs.
- Be famous for…
- The best thing about… is
- Calls on some Ss to present the - Some Ss write on
answers in front of the class. the board. Others look
 TASK2 at and add ideas.
- - Asks Ss to read the task carefully - Listen to the
and prepare ideas for writing. teacher.
- Asks Ss to exchange their outline
with a partner and provide feedback - Learn by heart the
to each other on ideas, organization, lesson.
and language use. - Prepare the new
- Goes around and observes Ss lesson.
working.
- Gets Ss to write up their description
individually in 10 minutes.
- Gets Ss to work in pairs and correct
each other’s writing.
- Goes around and offers help.
- Calls on some Ss to write their notes
on the board.
- Collects some writings for quick

feedback.
 HOME WORK
UNIT 15: CITIES

I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds // and
/ñ/. Pronounce the words and sentences containing these sounds correctly.
Distinguish non-defining and defining relative clauses with “which” and use
them correctly to connect sentences when speaking and writing. Use
structure with “although” to contrast ideas.
II/TEACHING METHODS
III/TEACHING AIDS
 PRONUNCIATION
- Models the two sounds // and /ñ/ - Listen to the
for a few times. teacher.
- Explains the differences in
producing of these sounds:
 // Ss need to replace the tip of
their tongue between the teeth.
 /ñ/ Ss need to replace the tip of
their tongue behind the upper
front teeth.
- Plays the tape once for Ss to hear - Listen to the tape
the words and asks them to and repeat.
repeat. - Work individually.
- Asks Ss to read the words in each
column out loud in chorus for a - Some Ss read.
few more times. Others listen to.
- Calls on some Ss to read the words - Work in pairs.
out loud.
- Asks Ss to work in pairs and take
turn to read aloud the given
sentences. - Some Ss read.
- Goes around listening and takes Others listen to.
notes of the typical errors. - Listen to the
- Calls on some Ss to read the teacher.
sentences again.

 GRAMMAR AND
VOCABULARY
 EXERCISE 1: Non-defining - Work individually.
and defining relative clauses
with “which”
- Asks Ss to remind the relative
clauses and the adverb clause by
telling the use of them.
* Relative clause and adverb clause
are put behind the main noun.
- Guides Ss to make example:
E.g: Mexico City is the largest
metropolitan area in the world. - Take notes.
Mexico City has a population of
nearly 20,000,000.
- Asks Ss to combine the example by
using relative clause.
* Mexico City, which has a population
of nearly 20,000,000, is the largest - Listen to the
metropolitan area in the world. teacher and take
- Explains Ss that: notes.
* Meänh ñeà quan heä khoâng
giôùi haïn laø meänh ñeà chæ
coù tính chaát boå sung khoâng
caàn thieát, coù theå boû ñi
ñöôïc maø caâu vaãn coù nghóa
roõ. Noù coù theå ñöùng giöõa
hoaëc cuoái caâu ñöôïc ngaên
caùch baèng daáu phaåi. Meänh
ñeà quan heä khoâng giôùi haïn
ñöôïc duøng khi danh töø trong
caâu ñaõ ñöôïc xaùc ñònh.
* Danh töø xaùc ñònh goàm: - Work individually.
- Teân ngöôøi, teân vaät.
- Danh töø coù chöùa SHTT.
- Danh töø coù chöùa ñònh töø.
- Danh töø coù cuïm giôùi töø theo - Whole class, tell the
sau. answers.
- Danh töø chæ moät vaät duy nhaát.
- Note: khoâng duøng “THAT” trong - Work individually.
meänh ñeà quan heä khoâng giôùi
haïn.
- Gets Ss to do the exercise 1
individually and then find a partner - Listen to the
to check their answers with. teacher and take
- Checks with the whole class and notes.
provides corrective feedback.
 Exercise 2: Although
- Asks Ss to read the example in the
textbook.
- elicits the form, example, meaning,
and use of the structure with
“although”:
* Form: Although + clause, Main - Work individually.
clause
* Example: Although it rained, we - Listen to the
went out for dinner instead of having teacher.
our dinner delivered.
* Meaning: in spite of the fact that.
* Use: We use this conjunction to - Learn by heart the
contrast ideas. lesson.
* Note: Don’t use although together - Prepare the new
with “but”. lesson.
- Gets Ss to do the task 2 individually.
And then find a partner to check the
answers with.
- Checks with the whole class and
provides corrective feedback.
 HOME WORK
UNIT 16: HISTORICAL PLACES

I/ OBJECTIVES
skills as scanning for specific Ideas and guessing meaning in context. Use
the information they have read to talk about Van Mieu- Quoc Tu Giam.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Handouts/ posters.
 WARM-UP & BEFORE YOU

READ
- Uses the picture on page 166 in the
textbook to introduce the topic of the
lesson by hanging it on the board and
puts Ss some questions and then asks
them to work in pairs to answer.
 Questions: - Look at the questions
1. What can you see in the picture? on the board.
2. What do you know about this
place?
3. Where is it? - Work in pairs.
4. List some historical places you
know in Viet Nam. - Some pairs practice.
- Asks Ss to work in pairs. Others listen to.
working.
- Calls on some pairs to practice
asking and answering in front of the
class.
 Suggested Answers:
2. Van Mieu- Quoc Tu Giam was
founded in 1070 by the Ly Dynastry.
Quoc Tu Giam is considered the first
university of Vietnam and was
established on the grounds of Van
Mieu.
3. It is located in Ha Noi.
4. Co Loa Citadel, Hoa Lu Capital, - Listen to the teacher.
Con Son- Kiep Bac Site, Den Hung
Remain, Pac Bo Site, Dien Bien Phu
Site, Son La Prison and Museum,
Quang Tri Citadel, Hue imperial City, - Work individually.
Hoi An City,…
 WHILE YOU READ
- Says: You are going to read about
Van Mieu- Quoc Tu Giam, a famous
historical and cultural relic of Hanoi
and do the tasks that follow.
passage silently.
- While Ss are reading, teacher writes
the new words on the board. - Take notes.
 New words:
- Relic (n): remains
- Confucian (a)
- Confucianism (n)
- Stele (n) - stelae (pln)
- Banyan trees (n)
- Tortoise (n): turtle
- Originally (adv) - Whole class, repeat the
- Representative (a) new words.
- Memorialize (n)
- Engrave (v)
- Flourish (v) - Work individually.
- Well- preserved (a)
- Royal examination (n)
- Asks Ss to read aloud the new
words on the board and make some - Some Ss give and
sentences with some words. explain the answers.
 Task1 Others listen to.
- Asks Ss to read the passage silently
and then do the task 1. - Work individually.
- Asks Ss to check the answers with a
partner.
explain their answers.
- Feedbacks.
 Task2 - Some Ss present and
- Asks Ss to read the sentences explain. Others listen
carefully and do the task. to.
- Asks Ss to reread the passage and
do the task individually and then
check the answer with a partner. - Work in groups.
working.
- Calls on some Ss to present and
 AFTER YOU READ
- Asks Ss to work in 4 groups. Each - The representative of
group is going to prepare a talk each group presents
about Van Mieu- Quoc Tu Giam. their talk. Others listen
- Asks Ss to use the suggestions to.
provided in the task.
- Goes around to check, help and - Learn by heart the
take note of Ss’ typical errors. lesson.
- Calls on the representative of each - Prepare the new
group to present in front of the lesson.
class.
- Gives feedback.
 HOME WORK
I/ OBJECTIVES
about a historical place, based on the vocabulary and structures that they
have learnt in the lesson. Talk about a historical place based on the given
information.
II/TEACHING METHODS
III/TEACHING AIDS
activities
 WARM- UP
- Introduces the game: You are going to work in - Listen to the
your group to match the names of different teacher.
historical places or places of interest in Hanoi.
The group which finished first will win the
game.
- Gives Ss the table.
1. Chuøa Moät a. Presidential Palace
Coät
2. Coät Côø Haø b. Temple of Literature
Noäi - Look at the
3. Baûo taøng c. Ho Chi Minh Mausoleum. table on the
Caùch Maïng board.
4. Vaõn Mieáu d. National Museum of
Ethnology
5. Laêng Hoà e. Co Loa Citadel
Chuû Tòch
6. Phuû Chuû f. National Museum of Fine
Tòch Arts
7. Baûo Taøng g. One pillar Pagoda
Daân Toäc Hoïc
8. Baûo Taøng h. Flag Tower of Hanoi
Lòch Söû
9. Baûo Taøng i. Revolution Museum
Myõ Thuaät - Work in groups.
10. Thaønh Coå j. Vietnamese National
Loa History Museum
 Answer:
- Listen to the
1. g 2. h 3. I 4. b
teacher.
5. c
6. a 7. d 8. j 9. f
10. e
- Divides the class into small group of 3 or 4
and asks Ss to do the game. - Take notes.
- Goes around and observes Ss working. - Some Ss read
- Checks with the whole class. the model
 TASK1: conversation.
- Introduces: You are going to work in pairs to
ask and answer about Ho Chi Minh’s
mausoleum, a historical place of Hanoi.
- Explains new words:
 New words:
- Stand (n) : Place
- Late : deceased: coá cöïu, nguyeân
- Gets some Ss to read aloud the model - Listen and write
conversation on page 169 and elicits the down.
ways to ask for the information covered in the
fact sheet.
Location Where is it located/ situated?
Construction When was it built? - Listen to the
In what year was it built? teacher’s
How many floors are there? questions and
What is the use of each floor? answer them.
Visiting On what days is it open? - Work in pairs.
hours Is it open at weekends?
What time can we visit it?
What time is it closed/ open?
rules Are we allowed to take photos - Some pairs
inside? perform. Others
Is photography allowed inside? listen to.
- Models by asking these questions for Ss
answer.
- Listen to the
teacher.
- Asks Ss to work in pairs to ask and answer

the above questions.
- Goes around checking and offering help.
- Calls on some pairs to perform in front of the
class.
- Write down the
- Provides corrective feedback after that. new words.
 TASK2
- Introduces the task: You are going to work in
pairs and ask and answer questions about
two historical places, namely Hue Imperial
City and Thong Nhat Conference Hall.
I/ OBJECTIVES
skills as listening for specific information and listening for detailed
information. Use the information in the listening passage to talk about Hoi
An.
II/TEACHING METHODS
III/TEACHING AIDS
English book, Blackboard, Cassette tapes

 WARM- UP
- Asks Ss to look at the - Look at the picture in
picture on page 171 the textbook and
of the textbook and practice asking and
answer the questions answering in pairs.
in pairs.
- Whole class, tell the
- Goes around and answers.
- Checks the answers - Look at the pictures of
with the whole class. the textbook and
guess individually.
 BEFORE YOU - Listen to the
LISTEN questions.
- Tells Ss to look at the
pictures on page 172
of their textbook and
guess what they are
going to listen about.
- Puts Ss some - Work in group of 3 or
questions : 4.
 Questions:
1. What can you see - Listen to the teacher
in picture 1/ picture and write down.
2/ and picture 3?
2. Where are these
places?
3. What city or town
do you think we
are going to listen
about?
- Gets Ss to work in
groups of 3 or 4 and
list down all they
know about Hoi An. - Take note.
- Goes around and
- Provides Ss some - Whole class. Repeat
information about Hoi the new words after
An after checking Ss’ the teacher.
work.
 Some - Work individually.
information
about Hoi An.
Hoi An is an ancient
town. It is situated on - Listen to the tape.
Thu Bon River. It is
located in Da Nang city. - Work in pairs.
It is recognized as a
World Cultural Heritage - Listen to the teacher.
by UNESCO.
- Teaches Ss some new
words: - Work individually.
 New words:
- merchant (n)
- vessel: big ship (n) - Listen to the tape.
- ornamental (a)
- certified (a) - Work in pairs.
- destination (n) - Whole class, tell the
- heritage (n) answers
- Asks Ss to repeat the - Listen to the tape
new words and make again.
some sentences with
the new words. - Work in groups.
 WHILE YOU
LISTEN
 Task1
questions carefully
and work out what
information they need
to concentrate on - Write down quickly.
while listening.
- Asks Ss to guess the
answer to each
question.
- Plays the tape once
for Ss to listen and do
the task.
pairs and check each - Work in groups.
other’s answers.
with the whole class. - Some representative
 Task2 of each group talk.
- Encourages Ss to Others listen to.
read through all the - Listen to the teacher.
questions, identify the
information they need
to look for in each - Learn by heart the
question and then do lesson.
the task without - Prepare the new
listening one more lesson.
time.
- Plays the tape again
for Ss to listen and
answers in pairs.
- Should play the tape

again and pause at
difficult points.
 AFTER YOU
LISTEN
groups of 3 or 4. In
their own group Ss
prepare a talk about
Hoi An.
- Helps Ss to
summarize the main
points and write them
in the table:
Location 30 km
south of Da
Nang, on
the Thu
Bon River
Role Major
trading
centre in
southeast
Asia(16th-
17th
centuries)
Feature Famous for
s old
temples,
pagodas,
small title-
roofed
houses and
narrow
streets.
Tourist Japanese
attracti Covered
ons Bridge,
Assembly
Hall of
Cantonese
Chinese
Congregati
on, Tan Ky
House
- Asks each group to
write their main
points on A0 sized
poster.
- Goes around and
offers help.
- Calls on
representative of
each group to talk
about Hoi An in front
of the class.
- Takes notes Ss’ errors

and provides
corrective feedback.
 HOMEWORK

I/ OBJECTIVES
After the lesson, the students will be able to describe the information
presented in a chart, using comparative structures and based on the cues.
II/TEACHING METHODS
III/TEACHING AIDS
 WARM – UP
- Hangs on the chart - Look at the chart and
which is prepared listen to the teacher
before on the board questions.
and puts Ss some
questions:
 Questions: - Work individually.
1. What is it?
2. What can you say - Work individually.
when seeing this
chart?
- Calls on some Ss
 TASK1
- Gets across Ss that
they start describing - Whole class, listen to
a chart, they always the teacher and then
need to spend time write down.
analyzing it and
organizing the
information described
in it in the most
logical order:
 Students should
understand
about:
- The topic. ( the topic
of a chart can be
found by looking at
its caption, its vertical
axis and its horizontal
axis)
- Pay attention to the
time reported in the
chart. (when the
chart shows the
present situation,
use the simple
present. When it - Work in pairs.
shows the past
events, use the
simple past. - Some pairs present.
However, the Others listen to.
simple present
verb is often used - Work individually.
in the opening
sentence of the - Listen to the teacher.
introductory
paragraph).
- Look for the general
trend, patterns, - Work in pairs.
different pieces of
information that the - Listen to the teacher
chart describes. and take notes.
- Provides Ss the
language use: The - Learn by heart the
chart shows that…; lesson.
The chart - Prepare the new
describes…; The lesson.
chart presents...
- Tells Ss to study the
chart in task 1 and
analyze it with a
friend by asking these
questions:
 Questions:
1. What is the topic of
the chart?
2. Does it describe
the past, the
present, or the
future?
3. What patterns are
shown?
4. How are the pieces
of information
related?
pairs to answer the
questions and then do
the task 1.
- Goes around and
practice in front of
the class.
 TASK2
- Based on the analysis
of the chart. Asks Ss
to write up a
description
individually.
- Reminds Ss of the
organization of the
chart description and
the common
language use in it.
- Goes around and
- Gets Ss to work in
pairs and correct
each other’s writing.
- Goes around and
offers help.
- Collects some
writings for quick
feedback.
 HOME WORK

I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds // and //.
Pronounce the words and sentences containing these sounds correctly. Use
comparatives and superlatives correctly when making comparison.
II/TEACHING METHODS
III/TEACHING AIDS

 PRONUNCIATION
- Models the two sounds // and // for a - Listen to the
few times. teacher.
- Explains the differences in producing
of these sounds:
 To make the sound / z/ and /s/ /z/,
Ss need to place their tongue at
the front of the hard palate near
the alveolar ridge. - Write down.
 But when making the sound/x/, Ss
need to curl their tongue a bit and
if they place a finger on the vocal
box they can feel a vibration.
- Plays the tape once for Ss to hear - Listen to the tape
the words and asks them to repeat. and repeat.
- Asks Ss to read the words in each - Work individually.
column out loud in chorus for a few
more times. - Some Ss read.
- Calls on some Ss to read the words Others listen to.
out loud. - Work in pairs.
- Asks Ss to work in pairs and take turn

to read aloud the given sentences.
- Goes around listening and takes - Some Ss read.
notes of the typical errors. Others listen to.
- Calls on some Ss to read the - Listen to the
sentences again. teacher.

 GRAMMAR AND VOCABULARY
 EXERCISE 1: Comparatives and
superlatives.
- Helps Ss review the comparative and
superlative forms of adjective:
* Comparatives:
. Structures: - Listen to the
S1 + V + short Adj/Adv + ER + teacher.
than + S2+ V
S1 + V + More + long Adj/Adv+
than + S2+ V
. Notes:
- Short (containing one syllable) E.g:
taller, shorter…
- Double the final consonant if it comes
right after a vowel. E.g: bigger,
thinner…
- For adjectives ending in –y, change- y
to –I and then add –er. E.g: tidy- tidier.
- Most adjectives ending in –y, -ow, -er
are treated as short adjectives. E.g:
narrow- narrower; clever- cleverer.
- Long (containing more than one
syllable) - Take notes.
- Most adjectives ending in –ful; -less;
-some are treated long adjectives. E.g:
hopeful- more hopeful; handsome-
more handsome.
- Most adverbs having two syllable,
ending in –ly are treated long adverbs.
E.g: shortly - more shortly; cheaply-
more cheaply.
* Superlatives
. Structures:
S + V + The + short adj/ adv +
EST
S + V + The Most + long
adj/adv
. Irregular: - Listen to the
ADJ/ ADV Comparative Superlative teacher.
s s
Good / Better The best
well
Bad / ill Worse The worst - Work in pairs.
Many / More The most - Whole class.
much
Few / little Less The least
far Farther(furth The - Work individually.
er) farthest
- Reminds Ss of the use of these - Some Ss read out.
structures: Comparatives are used to Others listen to.
compare two things/ people. But
Superlatives are used to compare 3 or
more things/ people. - Work individually.
- Gets Ss to do exercise 1 in pairs. - Check the
- Asks Ss to check their answers with answers.
the teacher.
 EXERCISE 2
- Asks Ss to do exercise 2 individually. - Some Ss read
- Goes around and observes Ss aloud. Others
working. listen to.
- Calls on some Ss to go to the board - Learn by heart
and write the answers. the lesson.
- Checks with the whole class. - Prepare the new
 EXERCISE 3 lesson.
- Asks Ss to do exercise 3 individually.
- Asks Ss to find a partner to check
their answers with.
- Calls on some Ss to read aloud their
answers.
- Corrects the mistakes if necessarily.
 HOME WORK

Giao An Anh Van 10

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Giao An Anh Van 10

Загружено:

Авторское право:

Доступные форматы

Week : 01

Stages Teacher’s activities Students’ activities

Teacher’s activities Students’activities

Stages Teacher’s activities Students’ activities

- Stops playing the tape for

Stages Teacher’s activities Students’ activities

 Asks Ss to look at the  Look at the book

 Sets the scene: You are  Listen to the

explain their answers to

Stages Teacher’s activities Students’ activities

-Asks Ss to look at task 1 in the

- Goes around and check Ss.

Stages Teacher’s activities Students’ activities

 What do you see in the pictures?

- Asks Ss to do the task in pairs. - Work in pairs.

HOME - Listen again at home

Stages Teacher’s activities Students’ activities

- Tells Ss to look at the board

- Asks Ss to work in - Prepare the new lesson.

Stages Teacher’s activities Students’

- Asks Ss to read the passage - Some Ss

Task3: Answer questions.

Activit - Asks Ss to work in groups, - Work in groups

HOME - Tell about

- Gives Ss the outline of

Stages Teacher’s activities Students’ activities

- Plays the tape and asks Ss to

- Calls on some Ss to repeat the

- Calls on some Ss to make

Exercise 3: (page 28)

Stages Teacher’s activities Students’ activities

- Asks Ss to work in pairs, - Pair work

- Explains the requirement - Listen to the

Stages Teacher’s activities Students’ activities

While you - Asks Ss to work in groups and

- Asks Ss to work in pairs to

- Asks Ss to read the passage - Work individually

- Tells Ss to read the passage

Stage Teacher’s activities Students’ activities

Stages Teacher’s activities Students’ activities

- Asks Ss to give the meaning of - Work

Some Ss read the

HOME WORK - Learn by heart

- Prepare the new

Stages Teacher’s activities Students’ activities

I.OBJECTIVES: By the end of the lesson, Ss will be able to distinguish and

- Asks Ss to work in pairs and practice

GRAMM - explicits the use of [ the + adj  - Listen to the

Used not to + bare inf.

Stage Teacher’s activities Students’ activities

Stag Teacher’s activities Students’

- Rewrite the writing.

Stages Teacher’s Students’

- Example of the words: nurse,

+uses: The present expresses

- Checks and gives feedback to - Put the example

I/ OBJECTIVES: After the lesson , the students will be able to get

Stag Teacher’s activities

War  GAME: NETWORKS

Stage Teacher’s activities Students’ activities

Stages Teacher’s activities Students’ activities

Stag Teacher’s activities Students’ activities

* New words and structure