UNIT 1: A VISIT FROM A PEN PAL

I. General objectives:
1. Competencies:
- Make & respond to introduction
- How to compare with the likeness and the difference.
- Scan for specific information.
2. Language focus:
- Past simple tense
- Present unreal wish
II. Techniques: Brainstorming; Questions – answers
III. Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH;
Pictures; Visual aids; Laptop; Flash cards, colored chalk.
IV. Total period distribution:

Period Items of Teaching

distribution
1 Getting started, Listen and
read
2 Speak and Listen
3 Read
4 Write
5 Language focus
Lesson 1: Getting started – Listen and read (45 min)
I. Objectives:
- Introduce, leading to the topic of a unit
- Talking about places to visit
II. Grammar: Wish sentence & Past habit Used to + Verb
III. Vocabulary: Words relating to famous place to visit & activities done
during the visit
Steps Teacher’s activities Student’s activities
Warm – Up * Getting started. - Looking at the 6
(15’) - Showing 6 pictures of places of pictures and guessing
interest of Vietnam what places they are.
- Eliciting the places of interest
of Ho Chi Minh City
- Asking them some questions - Answering the
1. Do you have any pen pals? questions.
2. Do you like to have pen
1
 pals?
3. Where will you take him if
he visits Vietnam for the 1st
time?
4. Can you tell me the names
of the places in 6 pictures? - Listening to the
- Teaching new words: Hung teacher’s explanations
Temple; Temple of Literature; then write the
Dong Xuan Market; the City vocabulary down.
Lead-in hall; Ho Chi Minh history
(30’) museum; Ben Thanh market.
* Listen and read
- Introducing the situation of the - Listening to the
passage: Rizal Mary is, Lan’s pen teacher
pal visited her for the fist time
and Lan took her to some places
of interest in Hanoi.
- Playing cassette once the 1st
paragraph. - Listening to cassette.
- Asking them questions: What - Answering the
do you know about Mary am? question.
- Having them a silent reading - Having a silent
then identifying the places of reading.
interest.
- Playing cassette again.
- Explaining the new difficult - Listening to the
words: Mosque; peaceful; cassette.
keep in touch; atmosphere - Writing down the new
- Reminding them of new and old words.
structures. - Finding out
* Old Structure: Past habit structures.
Used to + V
* Ex: Lan used to walk past the
mosque on her way to primary
school.
* New structure:
Wish sentence: Present unreal
wish - Identifying new
* Ex: I wish I had more time. structures.
- Asking them to have silent
reading for information to answer
the questions. - Having silent reading
- Calling some students to say their and get more
choices. information.
- Briefly explaining the use of Wish - Saying the choices.
Ex: I wish I had more time.
I wish + clause (Past simple)
2
 Practice:
1. I don’t have enough money.
I wish …………………………
2. I can’t sing that song
I wish …………………………
3. It’s raining.
I wish …………………………
4. I am too fat.
I wish …………………………
5. The weather is bad to day.
I wish …………………………
Consolidation 1. Where did Lan take Mary am
to visit?
2. What place did they visit on
Friday?
3. What new structure is there
in the passage?
Homework
- Doing the practice.
1. I wish I had enough
money.
2. I wish I could sing
that song.
3. I wish it wasn’t
raining.
4. I wish I weren’t too
fat.
5. I wish the weather
were fine today.
- Do exercise 1
workbook (p.5-6).
- Explain the way how
to do these exercises.
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 UNIT 1: A VISIT FROM A PEN PAL
Lesson 2: Speak – Listen (45 min)
I. Objectives:
- Developing speaking and listening skills.
- Introducing oneself
II. Language contents:
1. Grammar: Yes – No questions.
2. Vocabulary: Some words relating to capitals and big cities
in the word, especially in Asia.
III. Techniques:
Asking and answering – Pair work – Role play – Matching.
IV. Teaching aids:
Pictures, cassette player and tape.
V. Time: 45 minutes
VI. Procedures:
SPEAK (28 minutes)

S Teacher’s activities Student’s activities

teps

Warm – - Making questions: - Answering the questions:

up (3’) 1. Where does Mary is come 1. Malaysia – Kuala Lumpur
from? 2. Friendly
2. Does she like Vietnamese 3. Interesting
people?
3. Does she like Ha Noi?

Presentati - Introducing situation. - Matching and putting the

on (7’) - Asking Sts to work in pairs. dialogues in the correct
order.
 Finishing part (a)

Practice - Correcting part (a) - Replacing

(13’) - Sticking the answer key on the
board.
- Asking Sts to read the
information in three boxes at the
end of the page 8.
- Making similar dialogues.
- Practicing new dialogues
(Pair work)

4
 Free - Asking Sts to match countries - Matching
practice and their capitals (ASIA). - Playing roles with their old
(5’) - Asking Sts to play roles. names and their own words.

LISTEN (17 minutes)

Steps Teacher’s activities Student’s activities

Pre- - Introducing the lesson - Looking at the picture and

listening taking about them.
(3’)

While- - Taking about the - Listening and finding out

listening situation of the lesson. where Tim and Carol are
(10’) - Playing the tape. and that they are doing.
- Listening and choosing the
correct answers.
- Comparing their answers
with the partner’s.

Post- - Checking the answers with the - Saying the answers.

listening whole class.
(4’)

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 UNIT 1: A VISIT TO A PEN PAL
Lesson 3: Read (45 min)
I. Objectives:
1. Developing speaking and listening skills.
2. Help students to know more about Malaysia.
II. Language contents:
Vocabulary: divided, separated, comprise tropical climate, official,
language of instruction.
III. Techniques:
Communicative approach.
IV. Procedures:

Step Teacher’s activities Student’s activities

s

Warm-up - T shows the map of Vietnam - Answering the questions.

and asks students:
1. Which country is on the
map?
2. Which city is the capital of
Vietnam?
3. How many regions are there
in Vietnam?
Pre- - T introduce a the passage by - Sts answer (in
reading showing the map and the picture Vietnamese)
about Malaysia.
- T asks “What do you know
about Malaysia. - Reading the passage in
- T asks sts to read the passage silently an underline the
silently and underline the new new word
words. - Listening to the
- T explains new word explanation.
(translation method)
While- - T reads the passage and - Sts read their answer
reading students listen and find the right sentences.
information about Malaysia to fill
in the table. (pair word)
Post- - T hangs a cardboard and gets - Doing the exercise in pairs.
reading sts to do T/F exercises in pairs.
- T asks some pairs to write their - Answering the questions.
answers on the board.
- T gives answer keys and - Correcting the mistakes.
corrects them.

6
Feed-back - T asks. For the false - Giving the correct
statements T asks sts to give the statements.
correct ones.
Consolidati - T gives some questions about - Answering the questions.
on Malaysia:
1. Is Malaysia one of the
countries of the ASEAN?
2. How many regions are there?
3. Is Kuala Lumpur the largest
city in the country?
4. Which language is taught on
secondary school?
5. What’s the weather like in
Malaysia?
Homework - Learning the new words by
heart.
- Rereading the passage.

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 UNIT 1: A VISIT TO A PEN PAL
Lesson 4: Write (45 min)
I. Aims:
Sts can practice the skill of writing a letter (a normal letter and a
friendly letter)
II. Teaching aids:
Pictures of some places of interest ( Hoan Kiem Lake, West Lake,
London Bridge, etc), Overhead, projector.
III. Teaching steps:
Steps Teacher’s activities Student’s activities
Warm-up - T introduces the topic of - Answering the
the lesson by telling the sts questions.
his/her trip. Then T ask sts
some questions:
a. When did you go last
summer?
b. Do you have any
relatives?
c. Have you ever visited
them?
d. Could you tell us about
your trip?
Presentation - T reads a sample letter. - Listening to the
- T guides sts how to write a teacher.
letter (address, heading,
body, closing, signature…)

Practice - T has some sts read their - Sts read the outline,
letters in front of the class. pay attention to he
- T corrects the mistakes. content of each part.
- Sts base on the
outline and teacher’s
instructions and write a
letter.
- Sts discuss in groups
and write letters by
themselves.

Consolidation - How to write a friendly

letter
Homework - Sts write letters to
invite their friends to
their places where they

8
 are living, tell them
what they’ll do, what
food they’ll eat …

UNIT 1: A VISIT FROM A PEN PAL

Lesson 5: Language focus (45 min)
I. Objectives:
Students can retell their preparations before a special occasion and
express their wish.
II. Language content:
Grammar: Revision:
- Past simple.
- Wish sentence.
III. Technique:
Question – Answer.
IV. Teaching aid:
Pictures, colored chalk.
V. Procedure:
Teacher’s activities Student’s activities
Past simple - Creating the situation - Answering the T/s
(page 11) by asking some questions.
questions: 1. She was in HN
1. Where was Mary
am last week? 2. Lan took her to
2. What did she do in HOAN KIEM lake.
her first day in HN ?
- Asking the students to
pick out the tenses in 2
answers.
- Having some students
Exercise 1 page 11 give the formation of 1. What did Lan do on
past simple tense. the Weekend?
- Asking the students to - She went to the
do pair word (exercise 1) concert.
- Having some pairs 2. When did she go
present in front of the there?
class. - She went there on
- Having the students do Saturday at 8pm.
group work and the
Exercise 2 page 12 quickest group present Exercise 2:
their key on the board. - Lan made a cake
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 - Tan hang colorful
lamps.
Exercise 3 page 12 - They bought flowers.
The past simple - Huy paint a picture of
with wish: HN
S1 V1 S2 V2 - They went shopping.
I wish you had a longer Exercise 3:
vacation. - Creating the situation - “ I wish you had a
S1 V1 S2 V2 by asking questions: longer vacation”
I wish I had more time. “What did Lan say to - Wish sentence => a
S1 + WISH S2 + verb Mary am at the end of complex sentence.
_be (were) the week?” - Verb is used in the
_/v(past) - Asking the students to past subjunctive.
analyze the sentence. Exercise 3:
- Having the students a. I wish I were
Consolidation withdraw conclusion. taller
- Asking the sts to do b. I wish it were not
Homework exercise 3 page 12 so hot
(group work) c. I wish I had a
- Having some of the sts computer
write their sentences on d. I wish I didn’t do
the blackboard. it’s.
- Giving comments or
corrects the mistakes if
necessary.
- Asking the sts to give
the formation of wish
sentence.
- Asking the sts to write
five wish sentences.

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 UNIT 2: CLOTHING
I. General objectives:
1. Competencies:
- Ask and answer about habits and personal taste of dreading.
- How to present personal ideas in written form about the simple.
- Problems referred to the topic using the readily-given prompts.
2. Language focus:
- The present perfect tense.
- Passive voice review.
II. Techniques:
Brainstorming; Questions – answers.
III. Teaching aids:
Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual
aids; Laptop; Flash cards; colored chalk.
IV. Total period distribution: 6 periods.

Period distribution Items of Teaching

1 Getting started, Listen and
read
2 Speaks
3 Listen
4 Read
5 Write
6 Language focus

Lesson 1: Getting started – Listen and read (45min)

I. Objectives:
- Introduce, leading to the topic of a unit: The traditional Ao Dai of
Vietnam
- Remind them of some countries the word with their customs.
II. Grammar: The present perfect tense.
III. Vocabulary: word relating to ways of dressings.
Steps Teacher’s activities Student’s activities
• Getting started (15’)
- Showing 6 pictures of people - Looking at the 6 pictures
with their costumes. and guessing what
- Eliciting the name of some countries they are.
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 countries.
Warm-up - Asking them some questions.
1. Where does she come from? - Answering the questions.
2. Why do you know she come - Discussing in groups.
from Japan? * Sample Key:
- Teaching new words; a 1. She comes from Japan
kimono; a sari; a veil. 2. She comes from Vietnam
- Calling some group3. He comes from Scotland.
reprentatives to answer in front
4. She comes from India.
of the class. 5. He comes from the USA.
6. She comes from (Saudi)
Arabia.
- Listening to the teacher’s
- Correcting their mistakes if explanations then wire the
possible. vocabulary down.

• Listen and read (30’) - Listening to the teacher.

- Introducing the situation of
the passage.
“ Ao dai is the traditionally
unique dress of Vietnam. They
are being used by both man
and woman in specific
occasions. It has now being
changed in different designs for - Listening to cassette.
Leas-in fashion.”
(30’) - Playing cassette once - Answering the question.
the 1st paragraph.
- Asking them questions:
1. What is Ao Dai?
2. What are women do
nowadays?
3. What do women also
prefer?
4. What do the designer - Having a silent reading
do to the Ao Dai?
- Having them a silent reading
then identifing the main idea of - Listening to the cassette.
the passage. - Writing down the new
- Playing cassette again. words
- Explaining the new difficult
words; “poet’ mention;
consist; of; to slit;
inspiration; unique; - Finding out structures.
convenient; along silk tunic;
ethnic minoritres”
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 - Reminding them of new and
old structures: - Identifying new structure.
1. Old Structure: Past habit
2. Used to + V
Eg: Lan used to walk past the
mosque on her way to primary - Having silent reading and
school. get more information.
3. New structure:
Wish sentence: Present
unreal wish - Saying the choices.
Eg: I wish I had more time
- Asking them to have silent
reading for information to
answer the questions.
- Calling some students to say - Doing the practice
their choices. 1. I wish I had enough
- Briefly explaining the used of money
wish.
=> I wish I had more time. 2. I wish I could sing that
I wish + clause (Past song
simple)
Practice: 3. I wish it’s wasn’t raining
1. I don’t have enough
money. 4. I wish I weren’t too fat
I wish …………………………
2. I can’t sing that song. 5. I wish the weather were
I wish ………………………… fine today.
3. It’s raining.
I wish …………………………
4. I am too fat.
I wish …………………………
5. The weather is bad today
I wish …………………………

Consolidati - The present perfect tense.

on - Traditions in some countries.
Home - Completing the sentences
work and answer the questions.
(Page 14)

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 UNIT 2: CLOTHING
Lesson 2: Speak (45 min)
I. Objectives:
1. Competencies:
- Develop speaking skill.
- Ask & answer about the hobby and the habits of dressing.
2. Language focus:
a. Grammar:
- The Simple Present Tense
- The Simple Past Tense
b. Vocabulary:
- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse;
a sleeveless sweater; a striped shirt; baggy pants; faded jeans; blue
shorts.
II. Techniques:
Brainstorming; questions – answers; guessing
III. Teaching aids:
Cassette; cassette recorder; illustrating pictures; ohp; pictures;
visual aids; laptop; flashcards; colored chalk.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up - Asking students to answer - Listening to the teacher’s
Presentati some questions about clothes: questions and answer.
on 1. What type of clothing do
you wear at school?
2. What’s this? It’s a skirt / a
blouse …
- Introducing some new words - Looking at the new words
Pre- referred to kinds of clothiers. and repeats after the
speaking - Asking some questions: teacher.
1. What do you usually wear on - Learning the new
the weekends? vocabularies.
2. Why are you wearing these - Answering the questions in
clothes? pairs.
3. What is your favorite type of
clothing? Why?
4. School uniform: is it
comfortable?
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 5. What color is it?
- Asking them to match the - Matching thru picture with
pictures the given words. the words.
* Key:
a. A sleeveless sweater (5)
b. A striped shirt (6)
c. A plain suit (3)
d. Faded jeans (8)
e. A short-sleeved
f. A blouse
g. Baggy pants (7)
h. A plaid skirt (2)
i. Blue shorts (9)

Practice - Letting the students to ask - SS ask the members of the

each other in groups about their other group about the
While- habit of dressings. clothes they wear on the
speaking - Correcting their mistakes in weekend.
Controlled spelling.
practice - Calling some groups to - Presetting their interview
present their interview before before class.
class.

Reproducti - Asking the students to answer - Answering the questions.

on the questions :
1. What type of clothing do you
Post- wear on tet holiday?
speaking 2. What would you wear to a
party? - Summarizing the habit of
- Asking them to summarize dressing on special
what kind of clothes they occasion.
usually wear at school, at the
party or on Tet holidays.

Consolidati - Making up another

on conversation between you and
your friend referred to the
habits of dressing on special
occasion.
- Reminding them the questions
“What is your favorite type of
clothing?”
Homework - Doing exercise 3, 4
workbook (page 14.15)
- Explaining the way how to
do the exercises.

15
 UNIT 2: CLOTHING
Lesson 3: Listen (45 min)
I. Objectives:
1. Competencies:
- Developing reading skills.
- Listening for realistic information about some event.
2. Language focus:
a. Grammar:
Passive construction of past simple.
b. Vocabulary:
Attention; special; announce; entrance; wear; long-sleeved blouse;
information desk.
II. Techniques:
Brainstorming; Questions – answers; guessing.
III. Teaching aids:
Cassette; Cassette recorder; illustrating pictures; OHP; Pictures;
Laptop; Flash cards; colored chalk.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up - Introducing the pictures - Looking at the pictures and
Presentati divided into three groups of discuss their names on
on different clothes. groups.
- Asking them some questions - Answering the questions.
Pre- to remind them the vocabulary
speaking questions: - VOC: trousers; shorts;
1. What do you call these skirt; blouse; sandals;
clothes in English? shoes; boots
2. Have you ever worn them? - Yes, we have
- Introducing the situation of the - Listening to the situation.
coming announcement. - Listening, and then
“Mary, a three-year-old girl is catching up with the
reported missing at the Car necessary information.
Fair”
- Asking them to listen and
catch up with the information
“What is Mary wearing?”
16
 While- - Playing cassette twice without
- Listening to the cassette.
listening pause. - Doing pair work.
- Letting them guess in pairs - Marking the pictures.
“What is Mary wearing?”, then - Listening again.
compare with the pictures. - Making a good choice.
- Marking the correct pictures.* Tape script:
- Play cassette again. Attention please. Here is a
- Letting them make a good special announcement. A
choice. little girl is reported missing.
She was last seen 20
minutes ago near the main
entrance to the Car Fair. Her
name’s Mary and she are 3
year old. She has short dark
hair. She is wearing shorts-
blue shorts and a long-
sleeved white blouse. She’s
wearing a pair of shoes –
brown shoes. She may be
carrying a large doll.
If you see Mary, please
bring her to the information
desk. Her father’s waiting
for her there. Thank you.
Post- - Asking the students to - Comparing their choice
listening compare their choices with with partner.
partner. - Saying the choices before
- Calling some students to give class.
the answer. - Listening to the key and
- Giving them the key correct.
* KEY:
1. She’s wearing blue
shorts.
2. She’s wearing a long-
sleeved white blouse.
3. She’s wearing brown
shoes.
Consolidati - Repeating the words referred
on to clothes by looking at the
pictures.
- Reminding them the passive
structure.
Homework - Doing exercise 5, 6
workbook (page 16,17)
- Explaining the way how to
do the exercises.

17
 UNIT 2: CLOTHING
Lesson 4: Read (45 min)
I. Objectives:
1. Competencies:
- Developing reading skill.
- Searching for information about the history of the development of
jeans.
2. Language focus:
a. Vocabulary: words related to the history of jeans: sailor;
embroidered jeans; label; generation worldwide.
b. Grammar: passive voice (past simple).
II. Techniques:
Scanning; Questions – answers; guessing.
III. Teaching aids:
Map; cassette; Cassette recorder; illustrating pictures; OHP;
Pictures; Laptop; Flash cards; colored chalk; visual aids.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up - Introducing the new reading - Listening to the teacher’s
Presentati by asking some questions: introduction.
on 1. Do you know jeans? - Answering the questions
2. Do you like wearing jeans? freely.
3. Who loves wearing jeans?
4. When did jeans appear for
the first time?
Pre- - Encouraging the students
speaking make some questions about - Making questions
jeans: randomly.
“What do you want about
jeans?” question for elicit.
- Having scanning: (task 1)
- Reading quickly to find down
the new words and the - Reading the passage for
information (page 17) missing information.
While- - Introduction some - Listening to the teacher to
reading vocabularies. know the moaning of new
- Asking the students to have a words.
silent reading to do the gap - Having a silent reading
filling A. - Doing gap filling.

18
 - Playing cassette twice.
- Calling some students to read
the text aloud.
- Task 2: asking the students to
do task B in pairs.
- Listening to the cassette.
- Reading the text aloud.
- Doing talk B in pairs.
- Lestening to the cassette.
- Reading the text aloud.
- Doing taks B in pairs.

Post- - Calling some students to - Listening to the keys.

listening answer the questions before - Correcting their answers.
class.
- Correcting their answers by
giving them key.
Consolidati Do you like wearing Jeans?
on Where do jeans come from?
Who are now often wearing
Jeans? Why?
Homework - Doing exercise 8, 9
workbook (page 18,19)

19
 UNIT 2: CLOTHING
Lesson 5: Write (45 min)
I. Objectives:
1. Competencies:
- Developing writing skill.
- Know how to write a paragraph about the secondary school
student’s wear.
2. Language focus:
a. Grammar:
The simple present tense.
b. Vocabulary:
Be equal in; be pound of; bear one’s name; freedom of choose; self-
confident; feel comfortable.
II. Techniques:
Questions – answers; guessing.
III. Teaching aids:
Sample form of a letter; OHP; Pictures; Laptop; Flash cards; colored
chalk; visual aids.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up - Introducing the table showing
Pre-writing the three parts of showing
comments on something or a
problem using appropriate
argumentative language (page
18)
Pre- - Asking the students to read
speaking the topic and outline A and the
model passage supporting the
idea that secondary students
should wear uniforms…
- Asking them some questions:
1. “What type of clothing do you
wear at school?” (White shirt
and trousers).
2. Why do they wear uniform at
school?
- Explaining some new words
(be equal in, be proud of,
- Looking at the table then
discuss in pairs.
- Identifying the appropriate
argumentative language.
- Reading the topic and
outline a and the model
passage, the highlight the
sequence words.
- Answering the questions.
- Listening to the
explanations,
20
 bear one’s name, freedom
of choice, self-confident)

While- - Letting them read the outline - Reading outlines B.

reading B. - Knowing the meaning of
- Giving them the meaning of some difficult words.
some words: feel
comfortable, freedom of - Discussing in groups
choice. outline B then do the draft
- Asking them discuss in groups of the second passage.
outline B then write down their - Writing down their ideas in
ideas. written forms.

- Asking some students to write

their ideas on the board.
Post- - Correcting the mistakes. - Correcting the mistakes
writing - Giving them suggested writing - Writing down the
(see at the end of lesson plan). suggested passage.

Consolidati “Why should the secondary

on students wear uniforms?”
Remind them the
argumentative language?
Homework - Doing exercise 8, 9
workbook (page 18,19)
- Explaining the way how to
do the exercises.

SUGGESTED WRITING:
My opinion is that secondary school students should wear casual
clothes.
Firstly, casual clothes make students feel comfortable.
Secondly, wearing casual clothes gives students freedom of
choice. They are rights to choose sizes, colors and fashions of clothes
that they love.
Thirdly, casual clothes make students feel self-confident when they
are in their favorite clothes.
Finally, casual clothes make students more colorful and lively.
In conclusion, secondary students should wear casual clothes.
Wearing casual clothes is convenient, comfortable and fun.

21
 SEQUENCE:

Organization Argumentative language

Introductio - Let the reader know the - My opinion is…………………
n writer’s point of view. ….
I think …………………………
…..

Series of - Presents arguments in a Firstly………………………………

arguments logical way (one idea in each Secondly……………………….
paragraph) give examples Thirdly ………………………….
where possible. Finally/Lastly…………………….

Conclusion - Sums up the argument There ………………………….

In conclusion…………………..

22
 UNIT 2: CLOTHING
Lesson 6: Language focus (45 min)
I. Objectives:
1. Competencies:
- Reminding them of previous knowledge on present perfect and the
passive voice
- Know how to used specific words of present perfect.
2. Language focus:
a. Present perfect tense with specific words: (since, for, ever,
already, yet,…)
b. Review passive voice with tenses:
- Present simple, Past Simple, Future Simple, Present perfect and
modal verb passive.
II. Techniques:
Questions – answers; guessing.
III. Teaching aids:
Pictures; Laptop; Flash cards; colored chalk; visual aids.
IV. Teaching steps:
Steps Teacher’s activities Student’s activities
Present perfect - Letting the students read - Reading the model
with SINCE & FOR the model dialogue. dialogue.
* Since: before a - Leading them to underline - Underlining the
certain point of substitution words or substitution words or
time. phrases. phrases.
Eg: since 2 o’clock/ - From the underline - Answering the questions.
last week/ last substitution, asking them to
month/ last year. reproduce the similar - Practicing the dialogue in
* For: before dialogues using the given pairs.
duration of time. word from the box.
Eg: for 2 hours/ two - Asking them to practice the
weeks/ three dialogue in pairs.
years…
Consolidation - What is WISH Sentence?
- What tense is used in wish
1st type?
- Remind them the structure
of passive voice.
Homework - Doing exercise 7 (page
10).
- Explaining the way how

23
 to do the exercise.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1: Getting started – Listen and Read
I. Objectives:
- By the end of the lesson, Ss know about the life and activities in
the countryside.
II. Language contents:
* Grammar:
- Modal could with wish
- The Past Simple with wish
*Vocabulary:
- Home village, bamboo forest, banyan tree, shrine, river
III. Technique:
Question – Answer.
IV. Teaching aids:
Picture, cards
V. Time:
45 minutes
VI. Teaching procedure:
Steps Activities
Warm-up - Asking Ss some question about the countryside
+ Have you ever been to the countryside?
+ How often do you go there?
+ Where is it?
+ Have you got any relatives there?
+ Are you used to the country life and activities?

Pre-reading - Asking Ss to look at the picture and describe what the

people are doing in the picture:
1. watering the vegetables
2. swimming
3. feeding the pigs
4. harvesting (the farmers are harvesting)
5. feeling the pigs
6. Plowing in the field.
7. A buffalo boy is flying his kite
8. Some children are playing football.
- Pre-teaching new words: home village, bamboo forest,

24
 banyan tree, shrine, river
While- reading - Asking Ss read the text and answer the questions:
a. What did Ba, Liz and his family do on their journey to
his home village?
b. What did Liz think of the trip?
* Answers:
a. They visited Ba’s uncle, walked up the mountain to
visit a shrine, went boarding in the river and had a picnic
on the riverbank.
b. Liz enjoyed the trip very much, she took a lot of
photos.
- Asking Ss to read the statements on page 23 and
decide which is true and which is false (pair work)
- Giving feedback:
1 F ( Ba and his family had a day trip to there home
village)
2T
3 F (There is a big old banyan tree at the entrance to the
village)
4 F ( People had a snack under the banyan tree)
5T
6 F ( People had a picnic on the river bank)
7T
8 F (Liz had a lot of photos to show her parent)
9T
- Having Ss work in pairs to answer the questions (page
23)
1. It’s 60 kilometers the north of Hanoi
2. They got to village by bus
3. It’s is at the entrance to the village
4. They saw the shrine of a Vietnamese hero on the
mountain.
5. They had a picnic on the river bank
6. Liz took a lot of photos to show her parents.
7. Liz wishes she could visit Ba’s village again.

Post-reading - Asking Ss to talk to each other about the activities they

see in the picture on page 22.

Homework:
- Learn by heart new words
- Prepare next lesson: Unit 3/ Lesson 2 Speak

25
 UNIT 3: A TRIP TO THE COUNTRYSIDE
Lesson 2-3: SPEAK AND LISTEN
I. Objectives:
By the end of the lesson, Ss know how to
- Ask for and give information about their home village
- Develop listening and speaking skills
II. Language contents:
1. Grammar:
- Simple Present
- Simple Past
2. Vocabulary:
III. Technique:
Question – answer
IV. Teaching aids:
Picture, cards.
V. Time:
45 minutes
VI. Teaching procedure:
Steps Activities
Warm-up Asking Ss some questions about the countryside:
+ Where is your home village?
+ What can you see on the way to your village?
+ How far is it from the city?
+ Are there any interesting places in your village?

Speaking - Having Ss read the questions in exercise a – page

24, work in pairs, ask and answer about their
partner’s home village, using information in the box.
- Telling Ss to cover the role that they don’ts play.
Example:
A: Where is your home village?
B: It’s to the west of the city.
A: How far it is from the city?
B: It’s about 15 kilometers from the city.

A: How can your get there?

B: We can get there by bus.
A: How along does it take to get there?
26
 B: It takes an hour.
A: What do the people do for a living in your village?
B: They plant rice and raise cattle.
A: Does you village have a river?
B: There aren’t any rivers, but there is a big lake.
- Asking some opairs to perform their dialogue in front
of the class.
- Giving remarks

Pre-listening - Teaching some new words: a route – a pond –

parking lot = car park – to pick someone up
- Introducing the text: You will listen to the trip to Ba’s
village
- Asking Ss to look at the map, guessing where the
places on the map are and compare with their
partners.
- Writing their guesses on the board.
While-listening - Having SS listening to the tape and check their
predictions.
- Matching the places on the bus route with the letter
on the map is and compare with their partners.
- Giving feedback:
* Answer:
A banyan tree
B airport
C highway No 1
D Dragon bridge
E Gas station
F store
G pont
H bamboo forest
I parking lot

Post-listening - Asking Ss to show each other the bus route they

have just listened to.

Homework:
- Learn by heart new words.
- Prepare next lesson: Unit 3/ Lesson 3 Read

27
 UNIT 3: A TRIP TO THE COUNTRYSIDE
Lesson 4: READ
I. Objectives:
By the end of the lesson, Ss will able to
- Understand the text in details.
- Develop reading skill
II. Language contents:
1. Grammar:
2. Vocabulary:
- Exchange students – grow maize – grocery store - baseball
III. Technique:
Question – Answer
IV. Teaching aids:
Pictures, cards
V. Time:
45 minutes
Steps Activities
Warm-up - Asking Ss “exchange students” means

Pre-reading - Introducing the text:

Van is an exchange student. He is from HCM city. He is
now studying in the USA. He is living with the Parker family
on a farm outside Columbus, Ohio.
- Having Ss tell the class what they know about life in the
country, on the farm – what do the people do? How do
they relax? (pair word)
- Pre-teaching some new words: exchange students – grow
maize – grocery store – baseball

While-reading - Asking Ss to read the text to answer the questions:

1. How long will Van stay there?
2. What do Mr. and Mrs. Paker do?
3. How many children do they have?
4. What does Van do after finishing his homework?
5. How does the Parker family spend their weekend?
- Giving feedback:
1. He will stay there till the beginning of October.
2. Mr. Parker is a farmer and Mrs. Parker works part time
at a grocery store.
3. Two girls.
4. He feeds the chicken and collects their eggs.
28
 5. They eat hamburger or hot dog while they watch
Peter play.
- Asking Ss to work in pairs read the text and match the
words in column A with the explanation in column B.
- Giving feedback.
Answer: maize corn
Feed give food to eat
Grocery store where people buy food
and small things
Part-time shorter or less than
standard time
Collect bring things together.
- Asking Ss to read the summary and then the text,
complete the summary, using the information from the
passage (pair work)
- Asking one student to read the complete summary in
front of the class.
Answer:
a. Ohio 2. Farmer 3. works part-time at
a grocery store
4. Petter 5. Sam 6. After
7. farm
8. They watch 9. Baseball 10. member
- Correcting their mistakes.

Post-reading - Asking Ss to work in pair. One is Van who has just come
back from the USA. The other is a student who is going to
the USA as an exchange student.
A: Hi, Van. I’m going to the USA next month as an
exchange student. I want to know what o should do when
I’m in the USA. Can you help me?
B: Sure. Where are you going to stay?
A: I’m going to stay with The Browns. They live in a
suburb.
…

Homework:
 Write the summary into the notebook.
 Prepare next lesson: Unit 3/Lesson 5 Write

29
 UNIT 3: A TRIP TO THE COUNTRYSIDE
Lesson 5: WRITES
I. Objectives:
By the end of the lesson, Ss can
- Write a paragraph describing a story happened in the past – a
picnic in the countryside.
- Develop writing skill
II. Language contents:
1. Grammar:
- Past Simple Tense
2. Vocabulary:
Blanket – to lie out – to gether – site
III. Technique:
Question – Answer
IV. Teaching aids:
Pictures, cards
V. Time: 45 minutes.
VI. Teaching procedures:

Steps Activities
Warm-up - Ask Ss to answer some questions about going on a picnic
+ Have you ever gone a picnic?
+ When did you go?
+ How did you get there?
+ What did you come back?
+ Did you enjoy it?

Pre-writing - Pre-teach vocabulary: blanket-to play out –to gather-

site
- Ask Ss to look at the picture and read the cues.
- Have Ss to describe the picture to their partners.
- Ask SS to tell what they can see in each picture.

While-writing - Ask Ss to write a passage entitled “A country picnic”

- Ask Ss to use the picture and cues to write the passage:
It was a beautiful day, my friends and I decided to go on a
picnic. We took a bus to the countryside and then walked
about 20 minutes to the picnic site next to the river. We put
down the blanket and laid out the food. After meal we
30
 played the games “What song is it?” and blind man’s buff.
Late in the afternoon we went fishing. We enjoyed our
picnic. When we looked at the time, it was nearly 6.30pm.
We hurriedly gathered our things and ran to the bus stop.
We were lucky to catch the last bus and we arrived home
very late in the evening.

Post writing - Ask Ss to compare with their partner and correct if they
can.
- Choose some writings to correct in front of the class.

Homework:
- Write their passage in the notebook
- Prepare next lesson: Unit 3/Lesson 6: Language Focus.

31
 UNIT 3: A TRIP TO THE COUNTRYSIDE
Lesson 6: LANGUAGE FOCUS
I. Objectives:
- By the end of the lesson, Ss can review:
Modal could with wish
The past simple simple with wish
Prepositions of time
Adverb clauses of result
II. Language contents:
1. Grammar:
Modal could with wish
The past simple simple with wish
Prepositions of time
Adverb clauses of result.
III. Technique:
Questions – Answer
IV. Teaching aids:
Pictures, cards
V. 45 minutes
VI. Teaching procedure:

Activities
Exercise 1 - Revision: WISH: expresses wishes about the present /
future.
WISH + S + Simple Past (be_were)
- Asking Ss to look at the picture and answer the
questions:
a. Where is Hoa now? How does she feel?
b. What is the boy doing? What does he have in his
mind?
…
- Asking Ss do exercise 1 – page 28, 29 (pair work)
- Correcting the mistakes.

Exercise 2 - Reviewing the prepositions on – at – in - with

- Looking at he itinerary on page 30 and answers the
questions:
+ What does he do on first day?
32
 Exercise 3 - Reviewing the use of the Past Simple and the Present
Perfect.
We use The Past Simple tense to talk about definite. The
Present Perfect Tense to talk about indefinite past time.
- Asking Ss to read dialogue
- Asking Ss to word in pairs to practice asking and
answering about each of the items in the box.
- Correcting the mistakes if necessary.

Exercise 4 and - Reviewing the passive voice: BE + Past Past Participle

5 - Having Ss do exercises 4 and 5
- Correcting theirs mistakes.

Homework:
- Do exercises page 20 - 21?
- Prepare next lesson: Unit 4/Lesson 1: Getting Started – Listen and
Read.

33
 UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 1: Section - Listen and read (page 32-33)
Period 20:
Aim
Reading a dialogue for details about the questions in an exam.
Objective
By the end of the lesson, students will be able to produce the
questions for an oral examination.
Teaching aids
Text books
PRUCEDURE
Stage Steps/ Activates Word
arrangem
ent
Warm – up * Lucky numbers: T-whole
- Write 10 numbers on the board, from 1 to 10. class
- Tell students each number is for questions but 4
of them are lucky number, they do not need to
answer any questions but they get 2 points, and
they can choose another number.
- Divide the class into teams. The teams take
turn to choose the numbers.
- Tell students that they have to make questions
about personal information when teacher gives
them a word as a cue.
Egg: Teacher: from
Students: where are you from?
1. Name
(What’s your name?)
2. Lucky number
3. Live
4. Live which
(Whom do you like with?)
5. Lucky number
6. Old
(How old are you?)
7. Lucky number
8. Learn English
(When did you start learning English?)
9. Lucky number
10. Hobbies
(What are your hobbies?)

34
 I. Pre-teach vocabulary: T-whole
Pre- - Aspect (n): Lónh vöïc, maët, khía caïnh. class
reading (translation)
- Examiner (n): giaùm khaûo
(definition: a person who ask questions)
(Spoken or written) o find out how much a
person know.)
- coming (adj): saép ñeán
(translation)
- college (n): tröôøng Cao ñaúng hay Ñaïi hoïc.
(exeample)
Candidate (n): thí sinh
(definition: one who takes part in an cam)
-write examination / oral examination:
Cuoäc thi vieát  cuoäc thi vaán ñaùp
Checking vocabulary: what and where
- Write the new words on the board, each word in
each circle.

Written exam Examiner

College Aspect Oral

Candidate Coming

- Ask students to repeat the words chorally.

- Rub out word by word but leave the circles.
- Go on until all the circles are empty
- Get students to go to the blackboard and write
the words in their correct circles.
II. Pre-questions:
- Set the scene: Lan is talking to Paola, a foreign
student, about the oral examination that she has
just taken.
- Give students 2 questions
1. Were the questions in oral exam difficult or
easy?
2. How many questions did the ask Lan?
- Have students work in park to answer them. Individuale
- Give feedback. work
I. Reading and checking
While - Ask student to read the dialogue between Lan
reading and Paola on Page 32-33 ad check if their answer
35
are correct or not.
* Answers: Individuat
1. They are difficult (according to Lan) e work
2. About over 7 questions. Besides, she was
asked to read a passage.
II. True- False statements:
- Get students to read to list of questions for the
oral examination of Royal English College. Pair work
- Get them to read to dialogue again and decide
what questions that the examiner asked Lan.
- Let the students do exercise individually then
compare with their partners.
* Answer keys:
Royal English College
Examination in English as Foreign
Language
Stage one: Oral examination
1. What is your name?

2. Where do you come from? 
3. Where do you like? 
4. Do you like with your parents? 
5. When did you begin studding
English?

6. Why are you learning English? 
7. Do you speak any other languages? 
8. How did you learn English in your
country?

9. How will you use English in your
country?

10. What aspect of learning English do
you find most difficult?

11. What are you doing to learn? 
12. What are you hobbies? 
13. Look at this picture. Describe it 
14. Read this passage.  -
Ask students to compare the direct questions
and the reported speech.
* Answer key:
1. What is your pet name?
 She asked me what my name was.
2. Where do you come from?
 She asks me where I came from.
36
 3. Do you speak any other languages?
 She asks me if I spoke any other languages.
4. Why are you learning English?
 She asked me why I was learning English.
5. How did you learn English in your country?
Post –  She asks me how I learned English in your
reading country.
6. How will you use English in the future?
 She asks me how I would use English in the Pair work
future.
7. What aspect of learning do you find most
difficult?
 She asked me what aspect of learning English
I found most difficult.
8. Read this passage.
* Speaking/role play:
Homework
- Ask students to word in pairs to practice asking
and answering. One student plays the role of
examiner and another plays the role of Lan.
- Call on some pair to demonstrate before the
class.
- Give feedback and correct.
- Have students play the role of Paola and Lan.
- Call on some pairs to play the roles of Paola
and Lan before the class.
- Correct their pronunciation / intonation.
- Ask student to write the direct questions and
their reported speech in their notebooks.

37
 UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 2: Speak (45 min)
I. Objectives:
- Developing speaking skill to persuade others to do something.
- Students will be able to persuade their friends to attend the school
they like.
II. Language content:
 Grammar: Expressions of opinion to persuade someone to do
something.
 Key words: dormitory (N); reputation (N)
III. Teaching aids:
 Some advertisements of English language courses.
Steps Teacher’s guiding activities
Warm-up Showing some advertisements of English language
courses, giving some eliciting questions:
1. Do you know what there are?
2. What are they about?
3. What much you do if you want to attend the
course?
4. Which school would you like to choose if you
passed the exam? Why?
Pre-speaking * Pre-teaching:
10’ - Setting the scene
- Explaining some new words.
+ Asking students to scan the information of the 3
school ads and pick out the new words.
+ Demonstrating the new words
(Using pictures/ situasitions/ Vietnamese
explanations)
* Pre-activity:
- Asking students to give some expressions to express
opinions in order tp persuade others to do something.
- Getting students to write them into the board.
- Giving more expressions if necessary.
While- - Calling on one student to read the instruction aloud.
speaking 20’ - Asking sts to read the 3 ads. As well as the sample
conversation to get 2 ads left.
- Having sts work in group of three to active. Using
information from the 2 ads left.
- Calling on 2 groups to demonstrate their conversation in
front of class.
- Giving comments.
38
Post-speaking - Introducing some English language centers operating in
10’ VN at present such at ILA, SEAMEO, British, Council…
- Having sts work in groups to discuss which English
language school in VN they will attend this summer.
- Calling on 2 groups to act out their conversation.
- Giving comments.
Homework - Asking sts to write a letter, persuading his/her friend to
attend the English language center you like to learn at.

39
 UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 3: Listen (45 min)
I. Objectives:
- At the end of lesson, students can realize the importance of
learning a foreign language, especially English.
- Students are able to develop their listening skill.
II. Language content:
III. Teaching aids:
Cassette recorder, tape, visual aids, colored chalk, students’ book.
IV. Time: 45 minutes
V. Teaching procedure:
Steps Activities
Warm-up (5’) - T shows sts brochures of studying abroad and asks them
some questions:
1. – Are you interested in studying abroad?
2. – What should you prepare for your studying?
- T uses the sts’ answers to lead to the topic of the lesson

Pre-listening - T puts some questions based on the tape script (yes – No

(7’) question, or questions).

While- - Sts listen to the tape (1st time), the answer the teacher’s
listening (20’) questions.
- Sts listen to the tape (2nd time) and do the exercise
(true/false) (pair word)
- T checks their answer.
- Sts correct the false sentences (group work), then check
their own ones by listening to the tape (3rd time).

Post-listening - Sts summarize the dialogue (group work)

(11’)
Homework - Write the summary of the dialogue in your exercise
(2’) books.
- What should you do to improve your English? Talk about it
next time.

40
 UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 4: Read (45 min)
I. Objectives:
By the end of this unit, students will know how to scan for specific
information from an advertisement.
II. Language content:
- Grammar: Present and past simple tenses (review)
- Key words: language level: beginner; intermediate,
advanced.
III. Techniques:
Question – answer, scanning.
IV. Teaching aids:
Textbook, worksheet.
V. Time: 45 minutes
VI. Procedure:
Steps Activities
Pre-reading -Warm up: T has Ss answer some questions:
(10’) 1. What did you do last summer?
2. Did anyone attend a summer class?
3. If you want to attend an English school, what should you
do to know that is a suitable language school for you?
- T has Ss have a look at the pieces of advertisement on
p.36 then asks Ss:
1. What are they? ( piece of advertisement)
2. What are they about? ( foreign language school)
- T has Ss do TASK 1: exercise a/p.36.

While-reading * TASK 1: Ss read advertisements to complete the table on

20’ page 36.
- Silent reading, group work: T shows Ss the sheet (copied
from the table on p.36) and has Ss complete the table in 5
minutes. The fastest group will go to the board to complete
the sheet.

41
 School Class time Language Time to start
(morning / level
afternoon / (beginner /
evening…) intermediate
/ advanced)
Academy of
Language
Foreign
Language
Council
New English
Institute -
T teacher some new words: language level; beginner,
intermediate, advanced.
Answer:
School Class time Language Time to start
(morning / level
afternoon / (beginner /
evening…) intermediate
/ advanced)
Academy of Morning, Advanced First week
Language afternoon, of
evening November
Foreign Morning and Beginner/ 3rd
Language evening intermediat November
Council e
New English Afternoon, Beginner (today)
Institute evening,
weekend -
Ss correct themselves
- T correct the Ss answer if necessary then has Ss do TASK
2
* TASK 2: Choose the suitable language school for Mr. Lam
- Pair work: T has Ss read the notes Mr. Lam made then
have a look at the advertisements and choose suitable
language school for him in 3 minutes.
- Ss compare their answer with some others pairs to
correct themselves.
- T asks some Ss to give their answer and the reason they
have that answer.
- T corrects Ss’ answer if necessary.

Post-reading - T has Ss work in groups of three to discuss which school

12’ in the advertisements is suitable to each one and their
reason.
- T has some Ss present their choices in front of the class.

42
 - T corrects Ss’ answer if necessary

Homework - You want to attend one of the three schools from the
(3’) advertisements to improve your English. Note down the
ideas you need to put in the letter for more information
about it.

43
 UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 4: Section: - Write (page 37)

Period 23:
Aim
Writing a letter of inquiry
* Objectives:
By the end of the lesson, students will be able to write a letter of
inquiry to the instruction requesting for more information about the
courses and fees.
* Teaching aids:
Text books.
PROCEDURE
Stage Steps/Activities Word
arrangem
ent
Warm-up • Jumbled words:
• Versetimadnet  advertisement
• Swine  news
• Resetting  interest
• Atmorfioinn  information
• Eel  fee
• Sasecenry  necessary
• Pulpy  supply.
- Divide the class into two teams.
- Ask students from 2 teams to go to the board
and write the correct words.
- The team which is faster with more corrects
words will win the game.

Pre-writing I. Pre-teach vocabulary

- Request (n/v): ñoøi hoûi
(synonym: ask for)
- Detail (n): chi tieát
(definition: a small part of whole, particular fact) T-whole
- Look forward to (v): troâng mong, troâng chôø class
(synonym: expect)
- Express (v): baøy toû, bieåu loä
(definition: show or make known a meaning,
idea or fleeing)
- Exactly (adv): moät caùch chính xaùc.
(translation)
- Edison (n): aán baûn
44
 (translation)
* Checking vocabulary: Step the board
- Put the Vietnamese translation all over the
board.

Baøy Thænh Chi

toû caàu tieát

Troâng Aán
ñôïi baûn
- Call on two students from both sides of the
class.
- Ask them to stand at an equal distance from
the board.
- Call out the English word, the students run
forward and slap the Vietnamese word on the
blackboard.
- The students slapping the right word first is the
winner and gets a point for his / her team.
While- - Continue until students have slapped all the
reading words. Pair word
II. Reading comprehension:
- Have students read the letter written by John
Robinson on page 37.
- Ask them work in pairs to answer some
questions about the letter.
* Questions:
a. Where did Robinson see the school’s
advertisement?
b. What language does he want to learn?
c. What aspect of Vietnamese does he want
to improve?
d. What does Robinson want to know?
- Give feedback and correction.
* Answers:
a. He saw the school’s advertisement in
today’s edition of Vietnamese news.
b. He wants to learn Vietnamese.
c. He wants to learn to read and write Pair word
Vietnamese
d. He wants to know some details of the
courses and fees.
III. Marching:
- Give students four parts of a letter of inquiry.
a. Introduction
b. Request
c. Further information.
45
 d. Conclusion
- Ask students to divide the letter (written by
Robinson) into 4 parts and match each
paragraph with a suitable headline.
- Let students word in pairs compare their the
answer.
* Answer keys:
a. I saw your school’s advertisement in
Introduction: today’s edition of the
Vietnamese News.
b. Request: I saw your school’s advertisement
in today’s edition of the Vietnamese News.
c. Request: I am interested in learning -
Vietnamese end’s I like some information Individuate
about your school. work
d. Father information: I speak little
Vietnamese, but I want to learn read and write Pair word
it. Could you please send details of courses
and feed? I can complete a spoke Vietnamese
test if necessary.
e. Conclusion: I look forward to hearing from
you.
* Writing a letter:
- Have student read again the three
advertisements on page 36 and choose one of
the schools they want to attend to improve
their English.
- Get students to write a letter of inquiry to
the intuition requesting for more information
about the courses and fees. The exercise
Matching above will help students write their T-whole
Post letters easily. class
writing - After finishing the letter, students have to
compare with their partners and make some
correction.
- Give feedback. Call on some students to
read their letter before class.
- Make some corrections.
* Suggested letter:
Dear Sir,
I saw your Instates advertisement on today’s TV
program. I am very interested in learning English Individuate
and I would like some more in formation about work
your Institute.
I can speak a little English, but I read it very
slowly and my writing is bad. So want to
improve my reading and writing.
46
 Could you please provide more information
about the length of the courses and fees for
beginners? I can supply my record of English
study necessary.
I look forward to hearing from you soon.
Your faithfully,
Lan
- Choose three letters which were written
to 3 schools.
- Ask students to read aloud the letters.
- Give feedback and correct.

Home - Ask student to write the letters in their

work notebooks.

47
 UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 6: Language focus (45 min)
I. Aims: Practice:
- Modal with IF
- Here and now words with reported speech.
- Direct and reported speech.
II. Procedures:
Steps Activities
Warm up - Teacher comes in the class and whispers a sentence with
one student. Then this student tells one another.
Presentatio - Teacher gives some direct sentences and asks students to
n change into indirect sentences.
* I’m happy to see you.
 Aunt Xuaân said she was happy to see you.
* “Do you like pop music”
 She asked me if/ whether I like pop music
* Where do you live?
 She asked me where I lived.
- Ss complete the table / p.38 in pairs.
- Ss compare their tables.
- T. corrects.
Practice - One student read the instruction 3/p39
- Ss work in pairs.
- Some of pairs practice in front of the class
- T.corrects their mistakes.
- One student reads the instruction 4/p39
- Ss work in pairs.
- Some of pairs practice in front of the class.
- T. corrects their mistakes.
Consolidatio - Ss work in group (3 ss/a group) using reported speech and
n another asks the last what did she / he say / talk – the last
answers in reported speech)
- Some group practice in front of class.
- Teacher gives some picture and asks Ss to give some
advices using model verbs with if.
- Ex: Mrs. White is too fat. She wants to get thinner.
 If she wants to lose weight she should / must …
- Teacher asks some students to answer 1 / p.38
- Teacher corrects their mistakes.
Homework - Do exercise 1/ p38
- Copy the table / p.38 in notebooks.
UNIT 5: THE MEDIA
48
 Lesson 1: Getting started – Listen and Read (45 min)
I. Objectives:
At the end of the lesson, students are able to talk about the media
as well as to know something about the development of means of
communication.
II. Language contents:
1. Vocabulary: Words refer to the media “town crier –
interactive TV – the latest news information – remote
controls”
2. Grammar: Gerund after some verbs
III. Techniques:
Miming; Pair / Group work; Question – Answers.
IV. Teaching aids:
Cassette recorder; tape; illustrating pictures; visual aids; Flash
cards; colored chalk’ student’s book
V. Time: 45 minutes
VI. Teaching procedures:
Steps Activities
Warm-up Miming: Ss are divided into 5 groups
(7’) - The leader/ volunteer of each group gets 1 card from the
teacher then mimes the activity the he/ she gets from the
card.
- The others of the group guess and say the name of the
activity. Then they write the name of the activity on the
board. (If the members of the group cannot say the name
of the activity, the rest of the class can join the game).

Presentation - Teacher elicits to the topic of the lesson by using the

(18’) groups of words written on the blackboard.
- Pair work: Students listen to the tape (1st times) and
check the table (books closed).
Listen and check the appropriate paragraph (A, B, C, D)
A B C D
Television
The latest news
Newspapers &
magazines
Interactive TV
Town criers
Remotes controls
- Students listen to the tape (2nd times) and check the
answers.
49
 - Students read the text silently and complete the
table (p.41)
- Teacher checks the student’s answers and explains
new words if necessary. (Students listen & take
notes).

Practice - Group work:

(12’) - Students ask & answer the questions (p.42)
- Teacher checks the student’s answers. Then students
write the answer in their exercise books.
- Students ask & answer the questions about their
favorite activities in their free time, the benefits of
these actives (if they know) and how much time they
often spend on each activity.
- Teacher gives some advices if necessary.

Consolidation - Students summarize the development of the media,

(5’) using works / groups of works / statements on the
board.

Homework (3’) - Read the text again and learn the vocabulary by
heart.
- Write some TV programs in your exercise books.
Which programs do you like best? Why?

50
 UNIT 5: MEDIA
Lesson: Speak (45 min)
I. Objectives:
By the end of the lesson, sts will be able to talk to their friends
about the T.V programs that they like or dislike.
II. Teaching aids:
A4 papers, tape
III. Teaching procedure:
Steps Activates
Warm up Let sts listen to some introductory music and ask them to say
in which TV programs these music playing  cartoon, folk
music, show game, …

Pre-speaking Let sts listen to some introductory music and ask them to say
in which TV programs these music playing  cartoon, folk
music, show game, …
- Ask sts some questions about the TV programs they like
best.
- Have some Sts Read the dialogue in pairs before class
check their pronunciation / intonation of TAG question.
- Let sts work in pairs to practice the dialogue.
- Have sts pick out sentences showing agreement and
disagreement and ask them to practice.
a. Agree:
• I prefer documentaries.
• I love watching sports.
• I enjoy it too.
b. Disagree:
• Not really
• I don’t like watching sports.
• I’m the opposite.
Documentaries seem quite boring to me.
While- Have sts talk each other about the TV programs they like or
speaking dislike (making similar dialogue).

Post- - Have sts copy down this table (work in group).

speaking -

51
 MAI TUAÁN THAÙI …
News v x
Movies x v
Music x v
Sports v x
Game v v
show
Cartoon v x
Get sts to ask and answer question about TV
programs that people in their group like and dislike,
using TAG question.
- Have sts find out the most and the least favorite TV
programs of their group.
Homework - Have sts rewrite the dialogue they made (while doing
pair-work) in their notebooks.

52
 UNIT 5: THE MEDIA
Lesson 3: Listen (45 min)
I. Objectives:
Developing listening skill: listen and complete a table. By the end of
the lesson, students know the important dates of the media.
II. Language content:
1. Vocabulary:
- Assignment (n)
- Telegraph (n)
- Newsreel (n)
2. Grammar:
- Simple past tense
III. Teaching aids: cassette recorder and tape, handout (for exercise)
IV. Teaching procedures:
Steps Teacher’s guiding activates
Warm up - Teacher’s asks students to give some means of media,
3’ and then write on the board.
- Suggesting: newspaper, radio, television, internet,
etc.

Pre-listening - Teacher shows a telegraph and says: besides

7’ newspaper, television… there are other means of
media such as: telegraph, newsreel, etc (teacher
explains these words).
- Teacher asks students if they know when the
telegraph was invented.

While - Teacher introduces the conversation between Chau

listening and her father about her assignment (a test)
18’ - Teacher asks students top pay attention to the dates
when listening to the tape.
- Students listen for the 1st time.
- Students listen again and complete these information
in the table (group work)
- Students listen for the last time to check the answers.
(The groups exchange the answers for correction).

Post listening - Teachers asks some students (leaders of the groups)

15’ to stick the answer on the board.
- Teacher corrects the mistakes and gives the right
answers.
53
 - Teacher gives them points and congratulates the
swimming group.
- Matching exercise:
Dates Means of media
a. The 8 century AD.
th
1. Television
b. Between the 7 and 8
th th.
2. telegraph
c. Early in 19 century.
st
3. internet
d. Late 19st century. 4. radio and newsreels
e. Early in 20 century.
st
5. First printed newspaper.
f. In 1940s.
g. In 1950s.
h. Early 1990
i. Late 1990. (group work)
j. Mid and late 1990.
k. Late 20st century.
- Teacher gives feedback.

Homework - Students have to get information about the internet:

2’ “What do they use the internet for?”

54
 UNIT 5: THE MEDIA
Lesson 4: Section: - Read (page
43-44)
Period 31:
Aim
Reading a text about the internet.
Objective
By the end of the lesson, students will get some knowledge about
the internet.
Teaching aids
Text books, posters, pictures.
Stage Steps/Activities Word
arrange
ment
Warm – up * Charting:
- Show a picture of a computer and ask students
about it.
• What’s this?
• Can you use computers?
• What subject help you to use computers?
• Have you ever used Internet?
• Do you find the Internet useful?
• What do you use the Internet for?
I. Pre-teach vocabulary
- Forum (n): dieãn ñaøn
- (translation)
- Sift (v): löôùt soùng, löôùt maïng Internet
- (translation)
- Deny (v): töø choái, phuû nhaän
- (synonym : refuse)
- Get access to: tieáp caän.
- Limitation (n): söï giôùi, haïn cheá
- Spam (n): thö raùc
- (translation)
- Alert (adj): tænh taùo, nhanh trí, caûnh
giaùc.
- (definition: quick in movement of the
body or mind)
- Wander (v): ñi lang thang
- (definition: move or go around without
any purpose or destination)
* Checking vocabulary Matching:
55
 - Write the new words in the list on the left
hand side of the blackboard.
- Write the translations on the right hand
side of the blackboard.
- Have student’s com to the blackboard to
match items on the left with those on the
right by driving a line connecting them.
II. True – false stamens prediction
Set the science: There is a forum on the Internet.
You will read some opinions about the advantages
and disadvantages of the Internet.
- Ask students to read the stamens (on
poster) and word in pairs to predict they
are true or false.
True – False statements
a. Internet is a wonderful invention of
modern life
b. The internet is available not only in cities
but also in the countryside.
c. People use the Internet for two purposes:
education and entertainment. Individuat
d. Bad program is one of the limitations of e work
While the Internet
reading e. You should be alert when using the
internet.
- Give feedback
I. Reading and checking prediction:
- Have students read the text on page 43,
44 and check their predictions. Then ask
them to correct the false stamens.
- Give feedback and correct.
* Answer keys:
a. T
b. F
c. F
d. T
e. T Pair work
* Corrections:
a. The Internet is availed only in cities.
b. People use the Internet for many purposes:
education, information, communication,
commerce, entertainment.
II. Guessing meaning of the words. Ask
students to work in pairs to guess the
meanings of the works.
- Get students to match the English words in
column A with their meaning in column B.
56
 A B
a. increase 1. khaùm phaù
b. convenient 2. söï ruûi ro
c. explore 3. taêng leân
d. risk 4. thö raùc ñieän töû
e. electronic junk mail 5. tieän lôïi
f. time – consuming 6. maát nhieàu thôøi
gian

* Answer keys:
a-3 b-5 c–1
d–2 e–4 f–6
III. Comperhension questions:
- Have students read the text again and
answer the questions on page 44.
- Get students to work in pairs, practicing
asking and answering.
- Call on some students to call out their
answers.
- Give feedback and correct.
* Answer keys:
1. What does Sandra use the Internet to get
information and to communicate with friends and
relatives?
2. Why is it uneasy for Honghoa to get access to
the Internet?
- Because she lives in the countryside where
the Internet is unavailable.
3. According to Huansui, why do people use the
Internet?
- People use the Internet for education,
communication, commerce and entertainment.
4. Make a list of benefits of the Internet according
to the three responses.
-Benefits: Pair work
• Fast and convenient way to get
information.
• Communication
• Education Group
work
• Entertainment
Producti
• Commerce
on
5. Are there any disadvantages of the Internet? If
so. What are they?
Yes. There are some disadvantages. Individuat
• Time-consuming. e work
Homewor • Costly
57
k • Dangerous because of virus\s and bad
programs.
• Spam/electronic jock mail.
• Personal information leaking.
- Have student work in pairs, practice
asking and answering.
* Discussion:
- Divide the class in to four teams.
- Give them the questions and ask them to
discuss in groups.
“Do you agree or disagree with the response?
What is your response to this forum?”
- Get students to write their responses in
their notebooks.

58
 UNIT 5: THE MEDIA
Lesson 4: Write (45 min)
I. Objectives:
- By the end of the lesson, students will be able to express their
ideas about a certain problem in their writing.
- Develop speaking and writing skills
II. Language contents:
1. Grammar: review: present simple tense and modal verb CAN
2. Vocabulary: words related to the new topic “The Internet”
III. Techniques:
- Question – answer (communicative approach)
- Brainstorming.
- Eliciting.
IV. Teaching aids:
- Blackboard and chalk.
- Pictures, flash cards.
- Sheers of paper, pens.
V. Time: 45 minutes.
VI. Procedures:
Steps Activities

59
 • Warm up:
- T hands out some picture articles… to the sts. Sts will take
their turns to look ask them.
- T ask: “Do you know where I got these?” On the Internet.
• Preparation:
- T introduces these pictures/articles … are for:
+ information
+ entertainment
Pre-writing + education
20’ - T points out the benefits of the Internet. (That means we can
get many things we need on the internet)
- T asks sts to read the reading text (5.Read) again and
discuss in groups to give more ideas about the three main
contents on the internet.
- T asks to go to the blackboard and write their sentences.
* Information:
+ We can check weather conditions before we go on a pick
nick or we can book the tickets, find time tables and maps foot
the trip reserve rooms in a hotel …
* Entertainment:
+ We can listen to music or radio, watch films or play games…
+ We can communicate with our friends or relatives by means
of e-mail or chatting …
* Education:
+ We can teach ourselves. We can look up the new words…
- Sts are divided into 3 groups.
- T hands out some sheets of paper, asking sts to write a
passage about the benefits of the internet, using the cues in
their text books (p44)
Informatio Entertainment Education
While- n
writing 17’ New, Music, movies, On-line school,
articles, games, chatting, e- on-line lessons,
weather mail, web cam… self-study, ...
forecast - T
sticks their tasks on the blackboard.
- T invites representatives of each group to read their
passages in front of the class.
- T takes one of their tasks and corrects the mistakes, the
others will be corrected at home by the teacher (notice the
use of simple present tense)
- Sts exchange their tasks for comparison.

Post – - T gives conclusion:

writing (8’) “We can use the Internet for many purposes. It is really a
wonderful invention of our modern life. But be alert while

60
 enjoying surfing.”
- T asks some questions:
1. What do you have to do before having a picnic or a trip?
2. How can you communicate with your friends or relatives on
the fastest way?
3. Do you usually listen to music/radio on the internet?
4. Do you usually chat with someone on the internet?
………
- And the last question: “What do you usually do on the
internet?”
- T asks sts to ask and answer the question => make a deep
impression on their minds about what they have studied.

Homework - Write down in your notebooks a passage about the benefits

of the internet.

61
 UNIT 5: THE MEDIA
Lesson 6: Section: - Language Focus 3-4 (page
46)
Period 33:
Aim
Further Practice on using gerunds after some verbs.
Objective
By the end of the lesson, students will be able to talk to their
friends about their likes or dislikes.
Teaching aids
Text books, posters.
PROCEDURE
Stage Steps/Activities Word
arrange
ment
Warm-up * Word square: Whole
L M P R A C T I S E class
I O M I S S D N I M
K I R L S T C C K B
E N J O Y L O V E O
A F V S V U N A K N
F I S V O R S V I M
I N U U T S I O L L
N I G Y N E D I S H
I S G E S T E D I I
S H B C D E R O D U
- Stick the poster on the board.
- Ask students to find out 13 verbs in the word
square.
- Divide the class into two teams, students from
each team go to the board and circle the words
they have found, and then write them down in the
column of their team.
- The team which has more right words will be win
the game.
* Answer keys:

62
 Like, consider, finish, avoid

Love, enjoy, miss, pat ice

Presentati Deny, mind
on Suggest, finish
Dislike
* Whole
Dialogue Build: class
Set The Science: Hoa and Lan are talking about
their favorites in their free time.
- Show the open dialogue and ask students to build
a complete dialogue.
Lan: (1) You (2) (3) soccer?
Hoa: No, I (4) it.
Lan: (5) (6) enjoy (7) TV?
Hoa: Yes, I (8) it.
Lan: (9) You (10) finish?
Hoa: I don’t know. I’ve (11) tiered (12)
* Answer keys:
(1) do
(2) like
(3) playing
(4) hate
(5) do
(6) you
(7) Watching
(8) Love
(9) do
(10) Enjoy
(11) never
(12) it
* Revision of Gerunds After Some Verbs
* Form:
Like
Love
Enjoy + V-ing (Gerund)
Dislike
Hate
Teacher can remind some other verbs
Mind
Finish
Suggest
Consider
Practice Deny Pair work
Keep on (continue)
63
 Miss
Can’t help
Practice
Stand (bear)
- Get student to do exercise 3 on page 46
- Have students ask and answer questions about
each item in the box.
Soccer fishing
movies
Detective stories Candy
Music
Pair work
- Give an example.
a. Soccer:
- Do you like playing soccer?
- Yes, I do.
- Call on some pairs of students to practice asking
and answering.
- Give feedback and correction.
b. Fishing:
- Do you enjoy fishing?
- No, I hate it.
c. Movies:
- Do you love going to the movies?
- Yes, I love it.
Producti d. Detective stories: Invidual
on - Do you like reading detective stories? work
- I don’t know. I’ve never read them.
e. Candy
- Do you love eating candy?
- Yes, I like it. Especially chocolates.
f. Music
- Do you love listening music?
- Yes, I love it. Especially pop music.
- Have students work in pairs to ask and answer
questions.
* Writing: (substitution box)
- Have students write true sentences about their
family members, relatives, friends and
themsevelves.
- Ask students to look at the works in the three box
on the page 46 and use them as cues.
- Give example
My father likes watching sports but my mother
Home doesn’t. She loves listening to music.
work - Ask some students to read then write their
sentences on the board.
64
- Give feedback and correction.
- Get students to continue to write individually.

a. My mother hates advertisements on TV but little

brother doesn’t, he loves it very much.
b. I like writing letters to my friends but my sister
doesn’t. She hates writing.
- Ask student to write some sentences about their
friends, using like, love, enjoy … + V-ing.

65