2012 Ta9

Gi¸o ¸n TiÕng Anh 9 - Trêng T.H.C.
S Lª Th¸nh T«ng - N¨m

häc : 2011- 2012
Ngµy so¹n/
/ 2019
TiÕt 1: ¤n tËp
I. Môc tiªu:
- Gióp häc sinh «n tËp vµ còng cè kiÕn thøc ng«n ng÷ cơ bản ®·
®îc häc ë líp 8 .
- - VËn dông ng÷ ph¸p ®Ó lµm bµi tËp.
Néi dung ng«n ng÷ : Çc th×, cÊu tróc c©u vµ tõ vùng ®·
häc......
II. §å dïng d¹y häc: s¸ch gi¸o viªn , b¶ng phô , .....
III.TiÕn tr×nh bµi d¹y:
Tenses Form Çch dïng vµ vÝ dô

1.The S. S + bare-V/V-s/V- * ChØ 1 thãi quen ë hiÖn t¹i
present es ex: He usually (go) goes to
(HiÖn t¹i S+do/does not+ school every morning
®¬n) bare-V * 1 sù thËt kh«ng thay ®æi
Do/Does+ S+ ex: The sun (rise) rises in
bare-V ? the East.
2. The S+ am/is/ are+ V- * ChØ hµnh ®éng ®ang x¶y

Present ing ra t¹i thêi ®iÓm ®ang nãi
Continuous S + am/is/are+ - It (rain) is raining now.
(HiÖn t¹i tiÕp not+ V-ing - Lan (eat) is eating at
diÔn) Am/is/are+ S+ V- preent
ing? - Listen! She (sing) is
singing
3. The Pr- S + have/has + * ChØ 1 hµnh ®éng x¶y ra
Perfect V3/Ved trong qk t.gian kh«ng x¸c
(HTHT) S + have/has ®Þnh
+not+ V3/V-ed ex: She (visit) has visited Ha
Have/Has + S + Long Bay several times.
V3/V-ed? * ChØ hµnh ®éng b¾t ®Çu ë
QK mµ cßn tiÕp tôc ®Õn
hiÖn t¹i
- We (learn) have learnt
English for 7 years.
- My mother (be) has been
sick sinse yesterday
GV: Ng« ThÞ Hµ 1

Gi¸o ¸n TiÕng Anh 9 - Trêng T.H.C.S Lª Th¸nh T«ng - N¨m
häc : 2011- 2012
- Lan (just buy) has just
bought a new shirt.
4. The S. S + V2/V-ed * 1 sè viÖc x¶y ra ë thêi
Past S + did + NOT + ®iÓm x¸c ®Þnh trong qu¸
( Qk) bare-V khø
Did +S + bare- V? - She (meet) met him
yesterday.
- Mr Pike (stay) stayed here
last nigh
5. The Past S + was/ were + * ChØ 1 hµnh ®éng x¶y ra ë
Continuous V-ing 1 ®iÓm thêi gian x¸c
(QKTD) S + was/ were + ®Þnh trong QK
not+ V-ing - At this time last night, she
Was/ were + S + (study) was studying
V-ing? lessons at home.
* ChØ 2 hµnh ®éng cïng x¶y
ra song song ë QK
- My mother (cook) was
cooking while my father
(watch) was watching TV.
* ChØ 1 hµnh ®éng ®ang
x¶y ra ë QK th× 1 hµnh
®éng kh¸c xen vµo
-When he ( drive) was
driving, he (see) saw a
serious accident.
6. The S. S + will/ shall + DiÔn t¶ hµnh ®éng x¶y ra ë
future (TL Vinf t¬ng lai.
®¬n) S + will/shall + - Tomorrow he (visit ) will
not + Vinf viisit me.
Will/Shall + S - She (stay) will stay at next
+Vinf? Monday.
B. Thùc hµnh: ( 20 phót)
Question 1. Put the verbs in brackets in to the correct forms .
1. While my sister and I ( watch ) a movie on TV last night, our
uncle in the USA
( phone ) .
2. Please, continue your work, we don ,t mind ( wait ) .
3. Most of the Earth,s surface (cover ) by water .
4. Th film ( start ) at 7. 15 p.m .
5. If Mr Lam ( go ) to Paris next week , he ( see ) Eiffel Tower .
GV: Ng« ThÞ Hµ 2

häc : 2011- 2012
6. I ( save ) for two years . I ( save ) 100 dolas .
7. Many lakes and rivers ( destroy ) by pollution from factories at
present .
Question 2. Turn the following sentences in to the passive forms .
1. People always admire this picture .
2. They speak English all over the world .
3. Does anyone answer my questions ?
4. Who will she look after after work ?
5. They haven,t seen him since January .
Question 3. Each sentence has a mistake , find and correct it .
1. I took off my shoes so as to not make any noise .
A B C D
2. Shall you close the window for me , please ?
A B C D
3. Do you mind if I took a photo ?
A B C D
4. The boy falls off his bike and hit his head on the road .
A B C D
5. The ambulance will be there there for about ten minutes .
A B C D
Question 4. Complete the second sentence so that it has the same
meaning as the first .
1. How long is it since you used the car ?
 When . . . . . . . . . . . . . . . . . . . . . . . . .... . .
2. It is three years since I last saw Nam .
 I haven,t . . . . . . . . . . . . . . . . . . . . . . . ..
3. Keeping the environment clean is very important .
 It is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Old car tires are recycled to make shoes and sandals .
 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. I am very sad that I wasn,t accepted in that group .
 I,m very sad that . . . . . . . . . . . . . . . . . . . . . . .. .
IV. Cñng cè bµi: ( 3 phót) - GV hÖ th«ng néi dung ng«n ng÷ ®·
häc.
GV: Ng« ThÞ Hµ 3

häc : 2011- 2012
V. Bµi tËp vÒ nhµ:( 2 phót) - Yªu cÇu HS lµm BT vµ häc thuéc çc
cÊu tróc ng÷ ph¸p, chuÈn bÞ bµi míi.
.......................................................................
Ngµy so¹n: / /
2019
Unit 1 : A visit from a penpal

TiÕt 2: Lesson 1: - Getting started & Listen and read
- Language focus 3
I.Objectives (Môc tiªu):
- By the end of the lesson, Ss will be able to tell other about things
they did
through historical places and understand the use of “wish” with the
past simple tense.
Language contents(Träng t©m ng«n ng÷):
1.Vocabulary: correspond, a mosque, impress ...
2. Structures : wish + S + V(past simple )
II. Teaching aids: ( §å dïng) Extra boards , posters , tape ,
cassette , picture
III. Procedures( TiÕn t×nh bµi d¹y):
Teachers & students Contents
activities
- T divides the class into 2 I/ WARM UP: Brainstorming
groups
- SS think of the famous Famous places
Sword lake
places in Hanoi . in Ha Noi
- Each student in each group

writes on the board in 2 *Suggested ideas :
minutes - Hung’s temple - My Dinh
stadium
- T gives feedback and gives - Temple of Literature - Ho Chi
marks for each group. Minh’s Mausoleum
- T introduces the title - History museum - Ba Dinh’s
square
- Hanoi theater
GV: Ng« ThÞ Hµ 4

häc : 2011- 2012
- T elicits ss to present new II/ Pre-stage
words * Preteach vocabulary
- ( to) correspond[kɔris'pɔnd]:
- T models 2 times ( eplanation)
- SS repeat chorally and - ( to ) impress [im'pres]:
individually . ( explanation)
- A mosque [mɔsk]: nhà thờ Hồi giáo
-T checks ss the stress and ( picture)
the meaning of the word . -( to ) pray : [prei]: cầu nguyện
( situation)
- SS copy down these words . - ( to ) depend on : [di'pend]: phụ
thuộc
- T gives an example to elicit ( explanation)
ss to present a new - ( to ) keep in touch :
structure . ( explanation)
- Atmosphere (n) ['ætməsfiə]: bầu
không khí
( translation)
- Mausoleum(n ) : [mɔ:sə'liəm] lăng
mộ
( picture)
Example:
Today isn’t Sunday . I wish today
were Sunday
Form :
- SS copy the structure. S + wish + S +
V( 2/ed )
- T asks SS about Maryam to Usage :
set the scene. * Set the scene:
Lan’s penpal is Razali Maryam .
She went to Ha Noi last week .
Pre questions :
1. Where is Maryam from ?
2. How long have Maryam and Lan
been pen pals ?
3. What places did they visit ?
GV: Ng« ThÞ Hµ 5

häc : 2011- 2012
- SS listen to the tape and III/PRACTICE : Keys :
twice and answer the 1. Kuala Lumpur .
questions . 2. for over two years.
3. Ho Chi Minh’s Mausoleum, the
History Museum and the
- T gives feedback Temple of Literature, many
beautiful parks and lakes and
the mosque.
Choose the best option ( Textbook )
Answer keys
1. A. ( They have been pen pals
for over two years )
2. C ( Lan and Maryam
usually write to one another every
two weeks )
3. B ( Maryam was impressed
because Hanoi people were
friendly)
4. D ( The girls went to see
famous places in Hanoi, areas for
recreation, a place of worship)
5. B ( Maryam wanted to invite
Lan to Kuala Lumpur )
GV: Ng« ThÞ Hµ 6

häc : 2011- 2012
- T gives an example to elicit IV/ PRODUCTION . Exercise 3:
ss to present a new Set the scene:
structure . I wish I were
taller
- SS write the questions on

their notebooks .
T: How is he?
- T gives feedback
S: He is short.
T: Yes. He is short, but he

wants to be
taller. What
does he say?
Model sentence: I wish I were

taller
- T. asks Ss to do the exercise 3 in

the textbook.
Further practice: Correct the
mistakes:
1. I wish I am a singer
2. I wish they can pass the exam
3. She wishes she not get up late
4. We wish the weather isn’t hot
today
5. Lan wishes Maryam be here
longer.
- SS copy down the V/ Homework .
homework. - Learn vocabulary .
- Write 5 sentences by using “
Wish”.
- Prepare lesson 2 . speak.
GV: Ng« ThÞ Hµ 7

häc : 2011- 2012
Ngµy
so¹n: / / 2011
Ngµy d¹y: / /
2011

TiÕt 3: Lesson 2: Speak

- By the end of the lesson, Ss will be able:
- to introduce them selves, make and repond to introduction.
- to improve the speaking skill.
II.Language contents(Träng t©m ng«n ng÷):
1- Vocabulary: some places
2- Structure : to be different from # to be the same as
III.Techniques( Ph¬ng ph¸p) : Jumbled words, Substitution
drill,ask &answer,
writing skill
IV. Teaching aids: ( §å dïng) Extra boards , picture....
V. Procedures( TiÕn t×nh bµi d¹y):
Teacher’s and Contents
students’
activities
I.Warm-up:
Toky
Pelmanism Perth
Liverpoo Bomba
Hoi An
o l
Japa Austral Vietna

England India
n ia m
- T elicits ss to II SPEAKING :
GV: Ng« ThÞ Hµ 8

häc : 2011- 2012
present new words +Pre teach :
- SS copy down these - to be different from # to be the same as
words . - You must be Yoko .
*Pre-speaking : Set the scene
“ Nga is talking to Maryam. They are waiting
- T sets the scene. for Lan outside her school”.
Ordering sentences : Put the sentences in the
- SS work in pairs to correct order to make a complete dialogue on
put the sentences in page 8
the correct order to Aswer key
make a complete 1. c 5. b 4. d 2. e 3. a
dialogue.
- SS practise the
dialogue. *While-speaking : Substitution drill
1/ Trang: Hello. You must be Yoko .
Yoko: That’s right, I am .
- T gives model Trang: Pleased to meet you. Let me introduce myself. I’m
dialogue. Trang .
Yoke:Pleased to meet you , Trang .
- T asks ss to take Trang: Are you enjoying your stay Vietnam ?
turn to be one of Yoke: Oh yes, very much . I like Vietnamse people and
Maryam’s friends old I love old cities in Vietnam.
and practise. Trang: Do you live in the city, too ?
Yoke: Yes, I live in Tokyo. Have you been there ?
Trang: No . What’s it like ?
Yoko: It’s a busy big capital city.It’s very different from
Hanoi.
- SS work in pairs to
practise the *Post speaking : Make similar dialogue
dialogue . A: Hello. You must be Paul.
B: That’s right, I am.
A: Pleased to meet you. Let me introduce myself. I’m Le.
- SS take turns to B:Pleased to meet you , Le .
practise A: Are you enjoying your stay in Vietnam ?
B: Yes, very much . I love the people, the food . and the
beaches in Vietnam.
A: Do you live in a city, too ?
B:Yes,I live in Liverpool in England. Have you been there?
- T calls some pairs to A: No. What’s it like ?
GV: Ng« ThÞ Hµ 9

häc : 2011- 2012
present their B: It’s an industrial city, in the North of England .
dialogue. A: I see.
- SS copy down the III/ Homework .

homework - Learn vocabulary .
- Practice the the dialogue again.
- Prepare lesson 3 listen page 8.
..................................................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: / /
2011

TiÕt 4: Lesson 3: Listen & Language focus 1,2

- to listen to information to select the correct pictures
- to practise the past simple and the past simple with wish.
- to improve the listeninging skill.
2- Structure :
III.Techniques( Ph¬ng ph¸p) : Jumbled words, Pre-questions,ask
&answer.
IV. Teaching aids: ( §å dïng) Textbook , cassette players and
posters, picture....
Teacher’s&students’ Contents
activities
GV: Ng« ThÞ Hµ 10
häc : 2011- 2012
- T divides the class into 2 I/ WARM UP : Jumbled words
groups to write the correct - aprk = park
words - fwolers = flowers
- T gives feedback and gives - argss = grass
marks for each group. - opnd = pond
II/ LISTENING :
*Pre-listening:
-( to) catch a bus : ( explanation)
-It’s time +S + V2,ed / Be: were
- T asks ss to look at the Ex: It’s time we caught the bus
pictures and asks ss about - Set the scene : “ Tim Jones’s Mexican
those pictures. pen
pal, Carlos is visiting the USA”
Pre-questions :
a. Where is Carlo from ?
- SS work in pairs to predict b. Where are Tim and Carlo going to ?
and answer the questions . *While –listening :
Keys :
- T gives feedback. a/ He is from Mexico .
b/ They are going to a restaurant
- SS listen to the tape twice downtown.
and check their prediction . *set the scene.
Picture (a) : Where is it ? Does Carlo
like walking on the grass or cutting
- SS listen to the tape twice the flowers ?
and choose the correct Picture (b). Do they take a bus ?
picture. Which number is it ?
Picture (c). Do they go to the
restaurant ?
*Listen and check the numbers of the
correct pictures.
Answer :
- T asks Ss to do the exercise a) 1
1. b) 2
- Open pairs c) 2

häc : 2011- 2012
* Post –listening
- Closed pairs Exercise1:
- T asks Ss to give the form of
- Ss work in pairs: ask and answer the
the simple past and how to questions about what they did
use it. yesterday.
Example: S1: What did you do
yesterday?
S2: I went to the
supermarket.
Answer keys:
a. What did Nga do on the
weekend?
- She went to a concert called
Hanoi singers
When did she see it?
- She saw it on Saturday at 8 pm
.
b. What did Lan do on the
weekend? - She joined a camp
called Youth and Young Pioneer
Associations.
When did she join it?
- She joined it all weekend.
c. What did Nam do on the
weekend?
- He went to see a soccer match
between Dong Thap vs. The Cong
When did he see it?
- Ss match. - She saw it on Sunday at 4 pm.
-T corrects by giving the d. What did Hoa do on the
pictures. weekend?
- She went to see a play called
“Much Ado About Nothing”
When did she see it?
- She saw it on Sunday at 7 pm.
Exercise 2:
Brainstorm:
To prepare a party : - make a cake
-buysome foods
and drinks

häc : 2011- 2012
- Ss match.
-T corrects by giving the pictures.
buy a cake
hang a picture of Hanoi
go colorful lamps
paint shopping
ey: 1. Lan made a cake

2. Tan hung colorful lamps
3. Nga bought some flowers
4. Ba painted a picture of Hanoi
5. Lien and Hoa went shopping.
- SS write the homework on III/ Homework .

their notebooks . -Learn vocabulary
-Practice the the dialogue again.
-Prepare the vocabulary for reading :
( to separate, to comprise, currency,
Islam, religion, compulsory,
Hinduism,official ...)
..................................................................................
Ngµy so¹n: / /
2011
häc : 2011- 2012
Ngµy d¹y: / /
2011

TiÕt 5: Lesson 4: READING
I.Objectives (Môc tiªu): :

- to have some knowledge about Malaysia, one of the countries of
the ASEAN
- to improve the listeninging skill.
1- Vocabulary: Comprise/ compulsory/ethnic/divide/religion/Islam
2- Structure : -Passive
III.Techniques( Ph¬ng ph¸p) : Slap the board, Pre-questions,ask
&answer.
IV. Teaching aids: ( §å dïng) Textbook , posters, picture....
activities
- T asks SS questions about I/ WARM UP :
Malaysia. * Pre- questions :
- SS answer the questions. - Can you see Malaysia on this map ?
- How many parts are there in

Malaysia ?
- Which country are next to Malaysia ?

- T elicits ss to present new II PRE-READING:
words. +Pre teach :
- T models 2 times. - (to)separate :['sepəreit] (translation)
- SS repeat chorally and - ( to )comprise :[kəm'praiz]
individually. ( translation)
- T checks SS the meaning - currency(n) : ['kʌrənsi] ( situation)
and the stress. - Islam (n): [iz'lɑ:m; 'islɑ:m](explanation)
- religion (n ): [ri'lidʒən] ( explanation)
- official ( adj): [ə'fi∫l] ( translation)
- Hinduism(n) :['hindu:izm] §¹o Hin-®u
häc : 2011- 2012
(¢n ®é gi¸o)
- SS copy down these words . ( translation)
- compulsory( adj): [kəm'pʌlsəri]
( explanation)
- instruction (n) : [in'strʌk∫n]
( translation)
Checking Voc.: Slap the board
Set the scene :
- T sets the scene. “We are going to learn about one of
the countries of the ASEAN. Do you
know about Malaysia?”
*Pre reading activity : Pre –questions
- T asks SS questions about Where is Malaysia ?
Malaysia. What information will you get about
Malaysia?
III/ WHILE -READING
Keys:
- T asks students to read the 1.It is in the South East Asia.
text and check their 2.We’ll get about
prediction. Area,Population,Climate,Unit of
currency,Capital city,Official religion,National
- SS read the text and fill in language and Compulsory second language
the blank with the - Read and complete the table .
information . 1.Area:
………………................................
- T asks SS about the 2.Population:
information. …..........................................
3.Climate:
……..........................................
4.Unit of currency:
………..........................
5. Capital city:….
………..........................
6. Official
religion………........................
7. National
- SS fill in the chart in language…………..............…
exercise a) on page 10. 8. Compulsory second
language……….............................

häc : 2011- 2012
- T gives feedback by asking .....…..
the questions
What is the capital city? What is
the currency? What is the national
language?”.
Answer key : a) page 10
1. 329,758
2.Over 22 million
3.tropical climate
4.the ringgit
5.Kuala Lumpur
- T asks students to read the 6. Islam
text to do the True and False 7.Bahasa Malaysia
statements. 8.English
- SS work in pairs to answer
the questions on page 10. IV/ POST –READING :
- T gives feedback . True of false ? then correct the
false statements
1. Malaysia is a member country of
ASEAN T____
2. There are two religions in
Malaysia.
3. People speak only Malaysia.
4. Primary school children learn
three languages at school.
5. All secondary school children
learn in English .
Answer keys :
2. F ( There are more than two
religions )
3. F ( English , Chinese , and Tamil
-T gives the homework. are aslo widely spoken.
4. F ( one of the three: Malay,
Chinese, Tamil )
5. F ( English is a compulsory
second language , not primary
language of instruction)

häc : 2011- 2012
V/HOMEWORK :
-Learn the information about
Malaysia.
-Learn vocabulary.
-Do the exercise again.
-Prepare the lesson writing.
..................................................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: / /
2011

TiÕt 6: Lesson 5: Write

- By the end of the lesson, Ss will be able to write a letter to a pen pal
about the trip to other cities in Vietnam .
1- Vocabulary: mention,disappointed,outline,..
2- Structure : simple past,present perfect,....
III.Techniques( Ph¬ng ph¸p) :- Communicate ,ask &answer,
writing skill
häc : 2011- 2012
IV. Teaching aids: ( §å dïng) Textbook , picture....
activities
- T guides Ss to play the game I/ Warm up :
about places of interest in Viet- Guide Ss to play the game about
Nam which Ss visited . places of interest in Viet Nam
* Game: Find someone who which Ss visited .
Have you ever been to
Ha Noi ? Ha Long ? Cat Ba ? Sa
Places Pa ?
of Da Lat ?Tran Temple ?
interest Thinh Long Beach ?
in Viet Who….
Nam - Call on some representatives to
report in front of class.
Listen and copy the title in their
notebooks .
-T Introduces the aims of the - Work in pairs to answer the
lesson to Ss “ You are going to question=> Lead in the new lesson
write a paragraph about a trip .
to a city in Viet Nam “ II / Pre Writing :
- Now SS answer these 1. When did you arrive in ……….?
questions about your trip. 2. Who met you at the bus –stop /
- Call on some Ss to practice train station ?
answering these questions in of 3. Which places did you visit ?
class.-Write the letter 4. Who did you meet during the
independently . visit ?
- Exchange their writings and 5. What kinds of food did you eat ?
correct mistakes. 6. What did you buy ?
-S read loudly-T remarks and 7. How do you feel about the visit ?
correct mistakes if any . Are you happy or tired ?
- Have Ss write the paragraph , III / While Writing :
using the answers as prompts . - Go around class and provide help
with some one if necessary
- Call on some Ss to read their
* Suggested letter : writings and correct common
mistakes in front of class.
- Ask them to compare with their
friends,writings .
- Give suggested letter :
Dear Lan ,

häc : 2011- 2012
I arrived at Hue Railway station at
7 am on Sunday . Uncle Hung took
me home by motorbike .
I have visited the Imperial city . I
was amazed by magnificient
monuments there . I also went to
Dong Ba Market , the biggest
market in Hue . This is the place
where I bought a lot of things .
Yesterday Uncle Hung and I went to
eat beef noodles and Com Hen . I
enjoyed it very much .
I will leave Hue on Saturday . I am
so happy . People in Hue are very
nice and friendly . I miss them very
much . The train is scheduled to
- Ask Ss to look at the letter come to Ha Noi at 6 pm . Please
again and call on some Ss to collect me at the station .
read the letter aloud . I am looking forward to meeting
and telling you about the trip in
* Have Ss complete the letter Hue .
with the suggested words See you then ,
Yours
Anh
IV/ Post writing :
Dear Lan ,
* Homework: 1. Very happy / get your / mail .
Prepare the next lesson. 2. I / back / from / holiday /
countryside .
3. It / one / interesting / trip / have
4. I / play / lots / traditional games /
eat / fresh / fruits .
5. what / you ? Nice / weekend ?
6. Please write back / me / soon /
possible .
V / Home work :
1. Copy down the letter in the note
books
2. Do the exercise in workbook .
3. Prepare the next lesson .

häc : 2011- 2012
.....................................................................
.............
Ngµy so¹n: / /
2011
Ngµy d¹y: / /
2011
Unit 2 : CLOTHING
TiÕt 7: Lesson 1: GETTING STARTED + LISTEN & READ

- By the end of the lesson , Ss will be able to know something about
traditional dress and the Ao dai .
1- Vocabulary: traditional dress , long silk tunic , material , fashion and
designer
2- Structure : present perfect
III.Techniques( Ph¬ng ph¸p) : Reading and answering the
questions .
IV. Teaching aids: ( §å dïng) Textbook , picture, cassette ....
activities
I / Warm up :
- Divide Class into groups. A/Getting started:
Ask them to look at clothes + She comes from Japan . She is
people are wearing and take
wearing a Kimono .
turn to decide where each
+ She comes from Viet Nam . She
person comes form.
-Asking questions: is wearing an Ao dai
1) where does she/ he + He comes from Scotland . He is
come from? wearing a kilt .

häc : 2011- 2012
2) Why/ how do you know + She comes from India . She is
she/ he come from wearing a Sari
( Japan)…? + He comes from the USA . He is
-Example:
wearing a Cowboy .
T: Where does the woman in
+ She comes from Arabia .She is
picture a) come from?
T: How do you know she come wearing a Veil.)
from Japan?
-The group who gives the

correct answer get a point
B/. Listen and read:
1.Newwords:
II/. Presentation: + Poet (n)
- Eliciting about Ao dai of Viet Ex : To Huu is a great poet .
nam and ask some + Musician (n)
questions : Ex : Trinh Cong Son is a great
1. What do you know about Musician .
Ao dai ? + Long silk tunic (n) :
2. What material is Ao dai + Loose pant ( n) Tran
often made from ? + Ethnic minorities (n)
3. Who wears the Ao dai ? +Traditionaldesigns (n)
4. Is modern Ao dai different + Fashionable (a)
from the old one ? …….
-- Practice answering the
questions .
- Remark and explain some
new words
- Listen and repeat in chorus
and individually . 2. Complete the sentences:
- Guess its meanings and give 1. …poems , novels and songs .
example. 2 ..long silk tunic with slits up the
- T turns on the tape sides worn over loose pants .
- S listen and repeat them. 3. ... To wear modern clothing at
- T corrects the work .
pronounciation if any. 4. ….lines of poetry on it .
-Ask them to complete the 5. ... Symbols such as suns , stars ,
sentences , using the crosses and stripes
information from the passage 3. Answer:

häc : 2011- 2012
. 1. Traditionally , men and women
- Call on some Ss to read their
used to wear the Ao dai .
answers aloud 2. Because it is more convenient .
- Correct and give the correct3. They have printed lines on poetry
answers on it or have added symbols such as
- Ask them to read the text suns , stars , crosses , and stripes to
aloud in front of class the Ao dai .
III/ Practice: - Answer the questions about the Ao
- Have Ss read the text again dai .
and answer the questions in b - What color is popular with Ao dai ?/
- Ask them to exchange their with students at high school ? / with
results and compare with a the middle – aged …?
friend . 4. Homework
- Call on some pairs to - Learn by heart new words and do
practice asking and the exercises.
answering - Prepare the next lesson
- Listen and correct mistakes
if any .
IV/ Homework :
Learn by heart new words and
redo the exercises.
Prepare the next lesson .
Ngµy so¹n: / /
2011
Ngµy d¹y: / /
2011
Unit 2 : CLOTHING
1- Vocabulary: Colorful T shirt , plaid skirt , plain suit , blue
shorts,sleeveless sweater,stripes shirt….
2- Structure : - What do you wear when you go to the party ? ....
- Huong said that she liked to wear faded jeans on the weekend
III.Techniques( Ph¬ng ph¸p) : Reading and answering the
questions .
häc : 2011- 2012
activities
I/ Warm up : * Game: Noughts and Crosses
-Play games Traditional Pants
-Listen and copy the title of the lesson. Special Wear
- Work individually. Convenient Use
- Remark and lead in the new lesson. Poets Designers
II / Pre speaking
- Introduce “ In the last lesson , we got 1. Newwords
some information about Ao dai the - a colorful T-Shirt (n)
traditional dress of Viet Nam . Today - a plaid skirt (n)
we will learn about the casual clothes - a plain suit (n)
that we wear daily . - a short – sleeved blouse (n)
- Guide Ss to do the exercise a and - a sleeveless sweater (n)
explain the aims of it .- Pic, Name - a striped shirt (n)
,Meaning. - baggy pants (n)
- S read them after T. - faded jeans (n)
-Some S repeat them. - blue shorts (n)
- Then S do exer (a).
- Compare with their friends . * Keys:
- Read their results in front of class 1.a 2.h 3.d 4.f 5.b
- Correct and give the right answers . 6.c 7.g 8.e 9.i
( Using the subordinate board ) and
Tell Ss to read the new word and copy .
III / While speaking : 2. Work in group:
- Introduce “ Now work in groups to -Casual clothes:……….
discuss and write two more questions -Favorite clothes :……….
for the last section of the survey .” -School uniform:………
- Now use the questions in the survey to -Clothes for speacial occasions:
interview members of another group . …………….
The words in section a may help you . Suggested questions :
+ Go around class and provide help if -What type of clothing do you wear on Tet
necessary . holiday ?
- Call on some Ss to report in front of -What do you wear when you go to the party
class . ?
- Remark and correct mistakes .
IV / Post speaking : The suggested answers :
- Now report the results they have Huong said that she liked to wear faded
interviewed in front of class as jeans on the weekend because she felt very
häc : 2011- 2012
examples in the book . comfortable .
- Call on some representatives to Lan said that a colorful T –shirt was his
demonstrate . favorite type of clothing .
- Correct and give People said that the blue uniforms of their
school were very beautiful and comfortable
V / Home work : 3. Home work
Learn by heart new words . Prepare the next lesson.
Do exercises in workbook .
Prepare the next lesson .
.....................................................................
.............
Ngµy
so¹n: / / 2011
Ngµy d¹y: / /
2011
Unit 2 : CLOTHING
TiÕt 9: Lesson 3: Listen & Language focus 1

- By the end of the lesson ,ss will be able:
häc : 2011- 2012
- to hear a public announcement about a lost little girl called Mary.
- to improve the listening skill.
- to practice “ for ”and “since” in the present perfect tense
1- Vocabulary: Words about clothes
2- Structure : Present perfect tense
III.Techniques( Ph¬ng ph¸p) : Pre-questions,ask &answer.
IV. Teaching aids: ( §å dïng) Textbook , cassette players and
posters, picture....
activities
I/. Warm up
Ask Sts to find words about
clothes Clothes: skirt
- Play games in groups . Pants
Write as many words as Shorts
possible Sleeveless sweater ………..
- Call on Ss to write the words
they have found
- Correct mistakes if
neccesary -Trousers; shorts; skirt; blouse;
- Asking them some sandals; shoes; boots
questions to remin them - Yes, we have
thevocabulary questions:
1. What do you call these
clothes in English? 1. Name the clothes
2. Have you ever worn them?
II/. Pre-listening a) A: floral pants B: blue shorts C:
- Introduce : “In this lesson , polka dot skirt
you will hear a public b) A: long - Sleeved white blouse B:
announcement about a lost short - sleeved pink shirt C : short -
little girl called Mary . First sleeved white shirt
you name the clothes in the c) A: Sandals B: boots C: shoes with
pictures flowers .
- Explain the clothes in the
pictures - Predict Mary’s clothes.
- Have Ss read all of them
aloud and copy .
- Ask them to predict Mary’s
clothes

häc : 2011- 2012
- Work in groups to predict 2. What Mary is wearing
what Mary is wearing Keys
- Read their predictions aloud a) B : she is wearing blue shorts .
. b) A : She is wearing a long – sleeved
- Write the predictions on the blouse .
board . c) C : She is wearing brown shoes .
III/. While - listening

- Turn on the tape ( 2 or 3
times )
- Listen to the tape carefully
and check their prediction
- Ask Ss to compare the
results they have heard .
- Call on some Ss to read the
answers aloud .
- Correct and give correct
answers
- Turn on the tape again and 3. The present perfect with “ since
ask Ss to check their results . – for”
=>Ask Ss decribe a friend of - I have been to USA for two years.
them.can ask some - She has seen her parents since
questions: 1998.
+ How old is he? - Doing exercice 1( make similar
+ What does she look like? dialogues) .
+ What type of clothing - Practicing the dialogue in pairs.
does she like wearing?
+ What is she wearing
today?
IV/ Post - listening
- Presentasion the present
perfect: With “ since – for”
since : Một điểm
thời gian
for : một khoảng thời
gian
-Do exercice 1
- Feedback
V/. Homework 4. Homework
- Learn by heart new words - Learn by heart new words and do
and do the exercises. the exercises.
- Prepare the next lesson . - Prepare the next lesson

häc : 2011- 2012
..................................................................................
Ngµy so¹n: / /
2011
Ngµy d¹y: / /
2011
Unit 2 : CLOTHING
TiÕt 10: Lesson 4: READING

- By the end of the lesson ,ss will be able to understand the text for
details about jeans and improve the reading skill.
1- Vocabulary: sailor,style,embroider,embroidered,
economic,generation
2- Structure : Passive voice
III.Techniques( Ph¬ng ph¸p) : Brainstorming, Slap the board,
ask &answer.
IV. Teaching aids: ( §å dïng) Textbook , posters, picture....
activities

häc : 2011- 2012
I/. Warm up Brainstorming: Jeans:
- Asks the students to talk easy

about the advantages of Jeans to wear
- Gives the remarks and
introduces about the text. fashionable
- Ask &answer Advanta
convinient
+who loves wearing jean? ges
Du
+what was jean cloth rable
made from? convenients
+do you know when jeans
appeared for the first time?
and where?
II/. Pre-reading 1. Pre – teach vocabulary:
-Ss listen the lesson - material (tran)
-T gives new words →ss say the - cotton (realia) : b«ng, sîi b«ng
meaning - (to) wear out (exp) (use sth so
-T reads words →ss repeat much that it no longer works, or can
- Asks ss to read again . no longer be used) : lµm r¸ch
- a style (tran) : kiÓu d¸ng
- to embroider (realia) : thªu (hoa
v¨n, h×nh )
- a label (realia)
III/. While - reading - Checking: Slap the board
- T reads the text once.
- S read the text in silence to 2. T/F prediction.
get information, compare a. Jeans were made in Asia.
their answer and check their b. Workers did not like wearing jeans
prediction, corrects T/F because the material wasn,t
statements strong.
c. In the 1960s, many students wore
jeans.
d. In the 1970s, jeans became
cheaper.
- Ask Ss to read the text e. In the 1980s, jeans became high
again and fill in the missing fashion clothing.
dates and words (exercise a, f. Today, jeans have been out of
page 17) fashion
3. fill in the missing words and
day
1. 18 th century/jean cloth
2. 1960s/students
- Asks ss to ask- answer 3.1970/cheaper
häc : 2011- 2012
some questions(pairwork) 4.1980/fashion
- Asks them practice be fore 5.1990/sales
class
- Corrects 4. Answer: Lucky number
- Reads exer → Ss repeat 1.The word jeans comes from a kind
of material that was made in
Europe .
2.The 1960s’ fashion were
embroidered jeans ,painted jeans
and so on …
3. Because jeans became cheaper .
IV/ Post – reading 4. Jeans at last became high fashion
Discussion clothing in the 1980s.
- Has ss work in groups to 5.The sale of jeans stopped growing
discuss the questions because the worldwide economic
+ Do you like wearing jeans? situation got worse in the 1990s
why or why not
+ What type of jeans do you - Discussion
have ?
+ Do you think jeans are in
fashion?
V/. Homework 4. Homework
- Learn by heart new words - Learn by heart new words and do
and do the exercises. the exercises.
- Prepare the next lesson - Prepare the next lesson
..................................................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: / /
2011
Unit 2 : CLOTHING
häc : 2011- 2012

- By the end of the lesson , Ss will be able to give their ideas about wearing school
uniform and they will know some structures in the lesson such as: I think , In my
opinion , firstly to write an exposition to persuade smb to do s.th.
1- Vocabulary: argument, pactical, self – confident, bear one,s name,
equal
2- Structure : Introduction / Series of Arguments / Conclusion
III.Techniques( Ph¬ng ph¸p) :- Communicate, rubout and
remember ,ask &answer, writing skill
activities
I/.Warm up : * Chatting * Chatting:
- T asks Ss some questions about
their feeling when wearing
different types of clothing. - I often wear uniform.
- How often do you wear - I feel comfortable and
uniform? convinient when wearing
uniform.....
-How do you feel when wearing
uniform?
- If you have a choice, what type 1 . Pre – teach vocabulary:
of clothing do you want to wear - (to) encourage (exp : to give a
when going to school? Why do hope, support or confidence to
you choose it? someone) :
II/. Pre-writing - (to) be equal in (exp: Ba is 35
- T read request→explain them kg, Tan is 35, too. They are
- Gives new words→ss say the equal in weight) : c«ng b»ng,
meaning b»ng nhau
- T read word→ss repeat - (to) bear one’s name (tran) :
- Asks Ss to read again mang tªn
- freedom of choice (tran) :
- self-confident (adj) (tran) :

häc : 2011- 2012
Checking Voc.: R&R
* Set the scene: if you like * Matching:
wearing uniforms, what will you Parts of an Language
do to persuade your friends? argument
Now , look at the table…….. 1. a. Therefore,
(?) How many parts are there? Introduction ….
In
- Explain the way to use
conclusion,…
language in each part
2. Series of b. My opinion
- T pays attention to the three arguments is …..
parts of the writing : I think ……
Introduction / Series of 3. Conclusion c. Firstly,…
Arguments / Conclusion Secondly,
- Ask Ss to read the topic and …
outline A Finally,…
- Ask Ss some questions to check Answer these questions
their understanding 1. The writer,s point of view is “
+ What’s the topic of the Secondary school should wear
passage? uniform “
+ Why does wearing uniforms 2. Wearing uniform ( writer
encourage Ss to be proud of presents arguments )
their school? - Encourages Ss to be proud of
+ How do Ss feel when their school because the
wearing uniform? uniforms bear their school, name
+ Do Ss have to think of what .
to wear everyday? - Help the Ss feel equal in many
- Work in pairs to answer the ways , whether they are rich or
questions about an poor .
argumentative writing : - Is practical . Ss do not need to
1. How many parts does an think what to wear everyday .
argument have ? 3. Ss in secondary school should
2. What does the writer do in wear uniform .
each part of an argument ?
3. What words or phrases should
be used in each part of an
argument ?
- Correct mistakes if any and give 2.The suggested writing
the form of an argumentative I think it is necessary for
writing : ( in text book ) secondary school should wear
… casual clothes when

häc : 2011- 2012
III/. While writing they are at school
- Ask Ss to look at outline B and Firstly, wearing casual clothes
use the information from the makes Ss feel comfortable ,cool.
three questions above in outline Secondly, wearing casual
A to discuss in pairs and write clothes gives Ss freedom of
and argument writing in their choice:They have right to choose
notebooks . sizes (ex:large/ medium/ small);
- Asks Ss write them on the colors (blue, red ,yellow ,green ,
board …..) and fashions (ex:Jean,
IV/. Post – writing blouse, dress, pants…..) that
- Ask Ss to exchange their they love.
writings and correct mistakes . Thirdly, wearing casual clothes
- Write some common mistakes makes Ss feel self-confident
on the board . when they are in their favorite
- Tell Ss to read their writings clothes.
aloud . Finally, wearing casual clothes
makes school more colorful and
lively
V/. Home work In conclusion,Ss in secondary
- Learn by heart new words . school Ss should wear casual
- Rewrite the writing in their clothes because it’s
notebooks . convenient ,comfortable and
- Prepare the next lesson . beautiful.
3. Homework:
- Rewrite the writing in their
notebooks .
- Prepare the next lesson .
----------------------------------------------------------------------------

häc : 2011- 2012
Ngµy
so¹n: / / 2011
Ngµy d¹y: / /
2011
Unit 2 : CLOTHING
TiÕt 12: Lesson 6: LANGUAGE FOCUS 2,3,4

- By the end of the lesson,ss will be able to know how to use the present perfect
Practice “already”and “yet” in the present perfect tense and review the passive forms of
the present perfect,simple present,simple past,simple future
1. Vocabulary: old voc.
2.Gram : - Passive voice, The present perfect
III.Techniques( Ph¬ng ph¸p)
- Communicating,ask-answer,pair work

activities
FindLª -Th¸nh
Gi¸o ¸n TiÕng Anh 9 - Trêng T.H.C.S found T«ng - N¨m
häc : 2011-
I/.Warm up 2012 Build - built
Hold a game Eat - ate
Ask Sts to find the P 2 of these Write - written
verbs Sell - sold
Solve - solved
Improve - improved
Read - read
I. With “ already _ yet”

II/.Activity 1
Presentasion the present perfect : * ALREADY: is used in
With “ already _ yet affirmative sentence
Set the scene:You and your friends Position: midsentence
are visiting HCM city .Look at the * YET : is usedin the negative
notes there are things you have sentence and question
done, what are they? Position:end of the sentence
-Elicit from Ss the use and
position of already and yet in the A: Have you seen the Giac Lam
sentence pagoda yet?
Run through the vocabulary in B:Yes,I’ve already seen it .
exercise 3 page 20. A:Have you eaten Vietnamese
- Students practice asking and food yet?
answering about each of the iterms B:No, I haven’t
in the box . 3) With “ ever_ never”
-Ask students to look at example * Ever : được dùng trong vâu nghi
vấn , đứng sau chu từ
III/.Activity 2 * Never : Đứng sau chủ từ
Review present perfect with EVER > chỉ hành động chưa từng làm từ
- Set the scene “ Tom and Mary are trước giờ.
talking to each other about the
places they have been to” II/ Passive voice
- Doing exercise 3 S + BE + V3 +( BY
- Feedback + O)
1) Present simple
IV.Activity 3: *S + am, is, are + V3 + (by +
- Presenting for students the O)
passive forms of present simple , 2) Past simple
past simple , present perfect, * S + Was, Were + V3 + (by
simple future +O)
BE + Past participle 3) Present perfect
-Pair works * S + Has, have + been + V3
+ (by + O )
4) Simple future
* S + Will + be + V3 + (by +
O)
-Elicit fromGV: Ng« ThÞ
students the Hµ
modal 34 5) Modal verbs: must , should ,
verbs: must , should , might , can might , can and have to / be
and the patterns have to / be going going to
häc : 2011- 2012
-------------------------------------------------------------------------
Ngµy so¹n:
/ / 2011
Ngµy KT: /
/ 2011
TiÕt: 13 & 14 : KiÓm tra vµ ch÷a bµi kiÓm tra
I.Môc tiªu:
- Qua bµi kiÓm tra sè 1 Hs cã kh¶ n¨ng «n tËp vµ cñng cè vÒ tõ vùng,
cÊu tróc ng÷ ph¸p
®· häc ë bµi 1 & 2.
- Ph¸t triÓn kÜ n¨ng ®äc , viÕt ,.........
II. KiÕn thøc:
-The past simple.
-The present perfect .
-The passive forms.
III.Ma trËn ®Ò:
Chñ ®Ò NhËn biÕt Th«ng hiÓu VËn dông Tæng
TN TL TN TL TN TL
1. 10 10
Phonics , 3
Grammar 0 ,0
& Vocab ,3
2. 5 5
Reading 0 2,
,4 0
3.Writing 5 10 15
0,4 0,3 5,
0
Tæng 3,0 4,0 3,0 30
10
IV. Néi dung ®Ò kiÓm tra:
häc : 2011- 2012
Question 1: T×m tõ cã phÇn g¹ch ch©n kh¸c víi 3 tõ cßn l¹i.(3
points)
1. a. last b. taken c. ate d. late
2. a. may b. always c. fat d. occasion
3. a. love b. some c. come d. trousers
Question 2: Chän ®¸p ¸n ®óng nhÊt trong A, B, C hoÆc D ®Ó
hoµn thµnh çc c©u sau:(7 points)
4. He wishes he.................. a king.
a, am b, were c, is d, was
5. I took my classmates ........................ Le Nin Park.
a, at b, with c, from d,to
6. He ...............write to me twice a week but he doesn't write any
more.
a, use to b, used to c, uses to d, using
to
7. My friend wishes..............beautiful and young forever.
a, she can be b, she could be c, she could d,she can
8. Many university and college ........................wore jeans in the 1960s.
a, doctors b, farmers c , nurses d,
students
9. How many chapters this story..................?.
a, consists b, consists of c , comprises of d,
includes
10. Nguyen Du is a poet. He.............. a lot of beautiful poems before.
a, has written b, written c, writes d, is writing
Question3: ViÕt l¹i çc c©u sau dïng tõ gîi ý.(5 points)
11. The students water the flowers everyday.
-> The
flowers......................................................................................................
.......
12. I last met her five years ago.
-> I
haven't ....................................................................................................
.............
13. She doesn't have enough money to help you.
-> She
wishes......................................................................................................
.......
14. My parents have already given me a new watch .

häc : 2011- 2012
->
I................................................................................................................
.............
15.He has lived in Hanoi since he was an eleven-year-old boy.
->He
started......................................................................................................
.........
16. It's time for you to do your home work.
-> It's time
you ..........................................................................................................
..
Question 4: Chän tõ thÝch hîp ®Ó ®iÒn vµo mçi chç trèng
trong ®o¹n v¨n sau:
(5 points)
My penpal is from the USA. He (17) ...................live in a big city.
He lives in a small tow on the Missouri River. Every day , he goes to
school on a yellow (18)......................his classes start at 8.30 a.m and
end at 3.30 p.m. He doesn't go home for lunch . At 11.30 a.m he has a
long (19)......................to have lunch at school.He often buys snacks
and drinks at the school (20).................At 3.30 p.m , a school bus
(21)...........the students to their homes.
17.a, doesn't b, not c, isn't
18.a, taxi b, car c,school bus
19.a, afternoon b, break c, time
20.a, kitchen b, room c, cafeteria
21.a, takes b, taking c, is taking
Question 5: Hoµn thµnh bøc th sau dïng tõ gîi ý:(9 points)
22. I / arrive / HCM city / 6 o'clock yesterday morning.
23. I / staying / modern hotel.
24. I / already see / Nha Rong Habor / some places of intetest here.
25. Tomorrow / I / going on a trip / Da lat city.
26. I / never been there before.
27. I / be excited / trip / not sleep.
28. I / be home / Sunday/ October 10th.
29. I / tell you / more / trip / when / be in Hue.
30. I / hope / you well.
V.§¸p ¸n & híng dÉn chÊm:
Question 1: 1,a 2, c 3,d
Question 2:

häc : 2011- 2012
4. b 5. d 6. b 7. b 8. d 9. b 10. a
Question 3 :
11. The flowers are watered everyday
12. I haven't met her for 5 years.
13. She wishes she had enough money to help you.
14. I have already ben given a new watch.
15. He started living in HN since .........
16.It's time you did your home work.
Question 4:
17. a 18. c 19. b 20. c 21. a
Question 5:
22. I arrived in HCM at 5.00 yesterday morning.
23. I am staying in a modern hotel.
24. I have already seen NR habor and some places of interest here.
25. Tomorrow I am going on a trip to Da Lat city.
26.I have never been there before.
27. I am very excited about the trip so I can't sleep.
28.I will be home on Sunday October 10th.
29.I will tell you more about the trip when I am in Hue.
30. I hope you are both well.
*Thang ®iÓm: 10
....................................................................
Ngµy so¹n: /
/ 2011

häc : 2011- 2012
Ngµy d¹y:
/ / 2011
Unit 3 : A TRIP TO THE COUNTRYSIDE


- By the end of the lesson , the students will be able to describe about
the village and
talk about activies in the countryside.
1- Vocabulary: topic:" a trip to the countryside"
2- Structure : " could" with wish clause
III.Techniques( Ph¬ng ph¸p): Chatting, Rub out and remember,
Reading and answering the questions, pairwork,individual
activities
I/ Warm up: I/ Getting started : *

- Ask Ss some questions about Chatting :
the countryside 1. She is watering the vegetable
Questions : 2. They are swimming
Have you ever been in the 3. She is feeding
countryside ? How often do you 4. They are harvesting
go there ? 5. He is feeding the pigs
Where is it ? 6. A man is plowing with his buffalo
Have you got any relatives ? 7. A buffalo boy is flying the kite
 What are they doing ? 8. Childrens are playing the soccer.
II/.Presentation II/ Listen and read
- Teach vocabulary * Vocabulary:
- Check vocabulary : What and - home village (tran): quª
where
- Ask students to look at the nhµ
pictures and describe the - a bamboo forest (pic):
people what they are doing in rõng tre
the pictures . - a banyan tree (pic): c©y
®a
- a shrine (pic): ®Òn, n¬i

häc : 2011- 2012
thê cóng
- a river bank (pic): bê s«ng
III/. Practice
- Ask Ss to predict. * Checking Voc.: R&R
- Give feedback *Set the scene: Ba’s family went
on a trip to his home village on
Sunday, Ba asked Liz to join with
him.
True/ False prediction: (poster)
1. Ba and his family had a two-day

trip to their home village . F
2. Many people like going there for
their weekends. T
3. There is a small bamboo forest
at the entrance to the village. F
4. Liz has a snack at the house of
Ba’s uncle. F
5. There is a shrine on the
mountain near Ba’s village. T
6. Everyone had a picnic on the
mountain. F
7. Everyone left the village late in
the evening. T
8. Liz has a video tape to show the
trip to her parents. F
9. Liz wants to go there again. T
IV/.Post – Reading : - Ask Ss to read the text to check
- Ask Ss to read the text on their prediction.
page 22, 23 to answer the - Give Feedback: 1F2T 3T 4T
questions
- Ask Ss to read the text again to
- Ask Ss work in groups
answer the questions: (Lucky
- Have Ss work in pairs to
numbers)
answer the questions ( on page
1. Where is Ba’s village?
23 )
2. How did Ba and his family get
- Give feed back
to the village?
3. LN
4. Where is the banyan tree?
5. What did they see on the
mountain?
6. Where did they have their
picnic?
häc : 2011- 2012
7. LN
8. What did Liz do to show the
V/. Homework: trip to her parents?
- Ss talk about their home 9. LN
village and tell their friends 10. What does Liz wish?
whether they like going there or Answer keys:
not. 1. It’s about 60 kilometers to
Ex: Where is it? How far is it? the North of Hanoi
How can you get there? 2. By bus 3. LN
What is it like? 4. It’s at the entrance to the
- Do you like going there or not village
- Prepare Speak + listen 5. The shrine of a Vietnamese
hero on the mountain
6. On the river bank
7. LN 8. Liz took a lot of
photos
9. LN
10.She wishes she could visit
Ba’s village again .
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TiÕt 16: Lesson 2: SPEAK & LISTEN

- By the end of the lesson, ss will be able to ask for and give
information about their home village, develop listening and speaking
skills.
1- Vocabulary: west, across, flow, dragon bridge, pond, gas station,
parking lot
2- Structure : Wh questions
III.Techniques( Ph¬ng ph¸p): Chatting, Rub out and remember,
Reading and answering the questions, pairwork,individual

häc : 2011- 2012
Activities Content
1. Warm up: A. Speak A. Speak
- Ask Ss to answer some * Questions:
questions about the
countryside - It’s to the north of the town.
+ Where is your home - I can see a river, a lake and paddy
village? fields
+ What can you see on the
way to your village? - It’s about 18 kilometers from the
+ How far is it from the city? town.
+ Are there any interesting - Yes, there are.
places in your village?
- Ss answer about their
home village.
2. Pre-Speaking :
- Have Ss read the questions * Example:
in exercise A: Where is your home village?
a on page 24 B: It’s to the west of the city.
- Tell the Ss to cover the roleA: How far it is from the city?
that they don’t play B: It’s about 15 kilometers from the
city.
A: How can you get there?
3. While- speaking: B: We can get there by bus.
- Ask some pairs to perform A: How along does it take to get
their dialogue in front of the there?
class. B: It takes an hour.
- Role play A: What do the people do for a
- Work in pairs living in your village?
- Give feed back B: They plant rice and raise cattle.
A: Does you village have a river?
B. Listen: B: There aren’t any rivers, but there
1. Pre –Listening : is a big lake
- Ask & answer the B. Listen:
questions. * Questions:
- Where do you live ?
country or city -> I live in the countryside/ city
- What do you see in your
village? -> There are buffalo, bridge , rice
field, gas station, ……………in my
- Teaches new words and village
asks Ss to practise 1. New words:
(class –individual) route (n)

häc : 2011- 2012
-> Checking the new words: pond (n)
Rub out and remember parking lot (n)= car park :
dragon bridge (n):
pond (n):
gas station (n):
parking lot (n):
2.While-Listening:
Task1: Put a tick the same
things have in Ba’s village
Task 2: Ask Ss to listen to
the tape once
Task3: Ask Ss to look at the
map,guess where the places - Ss to look at the map,guess where
on the map are and compare the places on the map are and
with their partners compare with their partners
Write Ss’guesses on the
board
Task 4: Maching 2. Maching
- Gets Ss to listen to the tape A: banyan tree
and check their predictions . B: airport
- Match the places on the C: highway No. 1
bus route with the letter on D: Dragon bridge
the map. F: store
- Give feedback. H: bamboo forest
I.Parking lot
3. Post listening - Sts draw a simple map of their

- Ask Sts to show each other neighborhood show their partner
the bus route they have just the way to their house.
listen to.
- Have Sts draw a simple
map of their neighborhood
show their partner the way
häc : 2011- 2012
to their house. - Do exercises.
C. Homework:
- Have ss practice about
their home village
- Prepare the next lesson:
read
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TiÕt 17: Lesson 3: READ

- By the end of the lesson, ss will be able to understand the text in
details and
develop reading skill.
1- Vocabulary: exchance student, maize, hamburger,hot dog, part
time, grocery store
2- Structure : Review the present perfect. " wish" clause with could
III.Techniques: ( Ph¬ng ph¸p):
- Reading and answering the questions, pairwork, individual
Teacher’s&students’act Contents
ivities

häc : 2011- 2012
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- By the end of the lesson ,Ss will be able to write a short paragraph
describe a story happened in the past-picnic in the countryside and
develop writing skill.
Vocabulary : picnic site,blanket,lay out, put down, gather.
III.Techniques: ( Ph¬ng ph¸p): : Questions and answers, sharing
and comparing, group works/ pair works.
IV. Teaching aids: ( §å dïng) Textbook , picture, ....
Teacher’s&students’activiti Contents
es
I/ Warm up: * Questions:
- Ask Ss to answer some questions + Have you ever gone a picnic?
about going on a picnic + When did you go?
+ How did you get there?
+ What did you come back?
+ Did you enjoy it?
II/. Pre- Writing:
- Describe the pictures * Newwords:
- Ask Ss to look at the picture and - picnic site (n)
read the cues. - blanket (n)
- Pre-teach vocabulary - to lay – laid – laid:
- Ask SS to tell what they can see in -> to lay out
each picture. - to put down
- to gather
III/. While-writing:
- Ask Sts to look at the picture read ->It was a beautiful day,my
the cues friends and I decided to go on a
- Have Sts describe the pictures to picnic…
their partner - Ask Sts to talk to the * Suggested writing:
class about what they can see in It was a beautiful day, my
each picture. friends and I decided to go on a
- Go on ding the same steps for the picnic. We took a bus to the
häc : 2011- 2012
rest of the pictures. countryside and then walked
- Asks ss to write the passage about 20 minutes to the picnic
entitled “a country picnic” site next to the river. We put
- Ask Sts to write the passage. down the blanket and laid out
(group work) the food. After meal we played
- Corrects 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
IV/. Post-Writing : arrived home very late in the
- Ask Sts some questions evening.
+ How did you get there?
+ What did you do after meal?
+ Did you enjoy your picnic?
+ What games did you play?
+ Did you arrive home late in
the evening?
V/Homework:
- Rewrite the passage.
- Prepare Lang.focus.
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TiÕt 19: Lesson 5: LANGUAGE FOCUS

- By the end of the lesson, Ss will be able to use the past simple with
wish, prepositions
of time and adverb clauses of result and develop skills.
häc : 2011- 2012
1- Vocabulary: topic: " life on the farm "
III.Techniques: ( Ph¬ng ph¸p): : Questions and answers,
sharing and comparing, group works/ pair works, Matching
Teacher’s&students’activit Contents
ies
1. Warm up: Matching Matching
- Ask Ss to write 2 sentences on 2
different I am………………………
- Pieces of paper ,begin I wish………………….
I am………………………(real
situation)
I wish………………….
- Put them into 2 bags , then asks
to pick up them at a time & read I/ New words
loudly - (to)pass the exam
Who have the funniest - (to) win the contest:
matchingwinner - itinerary (n)
2/ Activity 1: - (to)depart
Pre teach vocabulary
(opposite of the verb - fail)
(translate)
(pivture)
(explaination) Form :
read the new words (class- S+ wish + S + V2, ed (be 
individual) were)
Checking the vocabulary :What S+ wish + S + could +
&Where V(bare)
3/Activity 2: *answer
- Asking Ss to rewiew the old a.Ba wishes he could have a
knowledge new bicycle
About the wish with “ could” b.Hoa wishes she could visit her
- Elicit form Ss parents
- Ask Ss to look at the picture , c.I wish Icould pass the exam
study the real situation by d.We wish it did not rain
answering the question e.He wishes he could fly
a. Where is Hoa now? f.They wish they stayed in Hue
b. How does she feel? * Prepositions of time:
c. What is the boy doing? - at (at night )
What does he have in his mind? - on
- Ask Ss to do exercise 1/page 2ø8 - in
häc : 2011- 2012
- Have Ss tell the prepositoins of - between ( between 6 am and
time 9 am)
- And give some examples - after / before /till / up to….
- Explain the exercise 2/ page 30 - Since /for ….
II/ .Work with a partner
2 / b. on e.
at
c. between f. till
- Ask Ss to do & write down on the d. at
board 3 / a. on d.
- Have Ss correct & read for
b. at - in e. in
c. in f. at
4/Activity 3:
- Ask Ss to look at the sentence & III/ Adverb clauses of result:
answer the question ‘’ so ‘’
When it rains ,how do you go Use: to express the result of the
there ? statement before ( do ñoù)
Explain the lesson Ex: It rains , so we go to there
- Ask Ss to do exercise 4 /page 31 late
- Ask Ss to write the correct ( Adverb clause of result )
sentence & read loudly 4. 1 e 2a 3d 4b
Asking Ss to make 3 wishes 5c
about the present or future
5/. Homework :
- Asking Ss to copy the
itinerary into their notebook
- Prepare new lesson.
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TiÕt: 20 Ch÷a bµi kiÓm tra
I.Môc tiªu:
By the end of this period, ss will be able to know
+ what mistakes they have made in this test.
+ how to correct their mistakes by working in groups.
+ how to change their way of reviewing their lessons.
häc : 2011- 2012
II. KiÕn thøc:
-The past simple.
-The passive forms...........
III. Néi dung ®Ò kiÓm tra:
points)
more.
a, use to b, used to c, uses to d, using
to
a, doctors b, farmers c , nurses d,
students
includes
-> The
flowers......................................................................................................
.......
-> I
haven't ....................................................................................................
.............

häc : 2011- 2012
-> She
wishes......................................................................................................
.......
->
I................................................................................................................
.............
->He
started......................................................................................................
.........
-> It's time
you ..........................................................................................................
..
(5 points)
23. I / staying / modern hotel.
26. I / never been there before.
27. I / be excited / trip / not sleep.

häc : 2011- 2012
Question 2:
4. b 5. d 6. b 7. b 8. d 9. b 10. a
Question 3 :
Question 4:
17. a 18. c 19. b 20. c 21. a
Question 5:
*Thang ®iÓm: 10
...................................................
...............

häc : 2011- 2012
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Unit 4 : LEARNING A FOREIGN LANGUAGE


- By the end of the lesson, Ss will be able to produce the questions for
an oral examination and use the reported speech and develop skills.
1- Vocabulary: examiner, aspect,
exactly,attend,examination,candidates=examinee
2- Structure : Reported speech
sharing and comparing, group works/ pair works, What & Where
Teacher's & Language Target
Students'Activities

häc : 2011- 2012
1.Warm up 1, Brainstorming :
- T divides the class into two How do you learn
teams . Then T asks them to English ?
check the ways of learning
…………1. Do the homework.
……….2. Do more grammar
-T gives feedback. exercises in grammar books.
………..3. Read short stories or
newspapers in English
……….4. Write English as much as
possible.
……….5. learn by heart all the new
words and texts.
………...6. Speak English with
friends.
………7. Use a dictionary for
reading.
………8. Practice listening to English
- T introduces the new lesson programs on the radio.
2.Presentation ………9. Watch English TV programs.
-T elicits SS to teach ………10. Learn to sing English
vocabulary. songs.
-T models.
-SS repeat chorally and 2. Pre-teach vocabulary:
individually. - aspect (n)['æspekt] (translation)
-T checks SS about the - examiner [ig'zæminə] (n)
stressing and the meaning (definition: a person who asks
- SS copy down. questions)
(Spoken or written) to find out how
- Checking vocabulary : What much a person know.)
& Where - college ['kɔlidʒ](n)(example)
- candidate ['kændidit] (n)
(definition: one who takes part in an
exam)
- T gives SS examples to give - write examination / oral
the form. examination:
( translation )
Ex: Do you like coffee? She asked
me if I liked coffee.
Where are you from ? She asked
me where I was from .
-T sets the scene. Form :
Pre-questions:
S+ asked + O + if
GV: Ng« ThÞ Hµ 54/whether + S + V
S+ asked + O + Wh-word+
häc : 2011- 2012
- Set the scene: “Lan is
talking to Paola, a foreign
student, about the oral
examination that she has just
taken”.
1. Were the questions in oral
exam difficult or easy?
2. How many questions did
the ask Lan?
3. Practice 1/ Yes, it ‘s easy
- T asks students to read the 2/ There are 8 sentences
dialogue between Lan and
Paola on Page 32-33 and 3. Reading and checking :
check if their answer are Answers:
correct or not. 1. They are difficult (according to
Lan)
2. About over 7 questions. Besides,
she was asked to read a passage.
Task b. Page 33.
-T gets them to read the * Answer keys:
dialogue again and decide 1. What is your name? 
what questions that the 2. Where do you come from? 
examiner asked Lan. 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?
- Let the students do the 8. How did you learn English 
exercise individually then in your country?
compare with their partners 9. How will you use English in 
your country?
10. What aspect of learning 
4. Production English do you find most
Speaking / Role play difficult?
- Ask Ssto work in pairs to 11. What are you doing to 
practise asking & answering learn?
( examiner _ Lan) 12. What are you hobbies? 
13. Look at this picture. 
- Call some pairs to Describe it
demontrate before the class
häc : 2011- 2012
14. Read this passage. 
- Give feedback ,correct
4. Role play:
-T explains the ways to 1. What is your name?
change into reported speech  She asked me what my name
for questions was.
2. Where do you come from?
 She asks me where I came from.
3. Do you speak any other
languages?
 She asked me if I spoke any other
languages.
4. Why are you learning English?
 She asked me why I was learning
5/. Homework: English.
- Asking Ss to write the direct 5. How did you learn English in your
question and their reported country?
speech in their notebook  She asked me how I learned
-SS copy down English in your country.
6. How will you use English in the
future?
 She asked me how I would use
English in the future.
7. What aspect of learning do you
find most difficult?
 She asked me what aspect of
learning English I found most
difficult.
5.Homework:
- Learn new words by heart.
- Prepare section SPEAK for new
lesson
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häc : 2011- 2012
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TiÕt 22: Lesson 2: SPEAK
- By the end of the lesson ,Ss will be able to persuade friends to attend
the school they like and develop skills.
1- Vocabulary: award ,reputation,scenery,approximately
2- Structure : why don’t .... / I think.......
sharing and comparing, group works/ pair works, slap the board...
Students'Activities
1/.Warm up: 1, Matching:
- T divides the class into two
teams . Then T asks them
1.Englan 2.Australi 3.The 4.Chin 5.Franc
to match the column A d a USA a e
-T gives feedback. a.Sydney b.Beijing c.London

d.New
e.Paris
York
- T introduces the new 1- c 2-a 3-d 4-b 5-e

lesson. 2. Pre-teach Vocabulary
2/ Pre - Speaking - a scholarship: ['skɔlə∫ip] (translation)
-T elicits SS to teach - abroad [ə'brɔ:d] (adv)(translation)
vocabulary. - (to) persuade [pə'sweid](translation)
-T models. - a dormitory ['dɔ:mitri](situation)
-SS repeat chorally and -a campus ['kæmpəs](explanation)
häc : 2011- 2012
individually. - reputation [,repju:'tei∫n](unc) (explanation)
-T checks SS about the - a native speaker ['neitiv, spi:kə](situation)
stressing and the meaning Expression :
- Checking vocabulary : slap I think........ / Why don't
the board we....?
- SS copy down. What do you think. ?/ If we go to...., we
can....
I agree/ disagree because...... / We
- T introduces the expression should........
to persuade . *Set the scene : Thu , Tam and Kim are
talking about the school which they
- T Sets the scene would like to go .
- T asks SS to practice the

dialogue 3. Suggested dialogue .
3/ While- Speaking Thu : I think we should go to the
-T divides the class into Brighton Language center in the UK.
groups of three and play the Because the school has excellent
roles of Thu, Tam and Kim. reputation.
- T has students read the Tam : Why don’t we go to the Seatle
three advertisements to get School of English in the USA ? You can
the information and using the stay with Vietnamese friend.
expression the box to Kim : What do you think about the
practice to persuade their Brisbane Institute of English in the
friends. Australia? The course is cheapest.
- T gives examples
- T calls on some groups to
demonstrate before the 4. The topic: "Tomorrow is Sunday.You
class. and your friends want to go somewhere.
4/ Post- Speaking: Try to persuade your friends to go with
-T gives a topic, sts you”
persuade others to do. Suggested dialogue.
A:-I think we should go to the seaside.
-T gets students to work in If we go to the seaside, we can swim
groups of 3, persuading and sunbathe.
others to do that he/she B:-Why don’t we play football. It’s very
prefers. interesting.
C:-I think we stay at home to watch TV.
There is
a nice program on TV.
5/. Homework: 5.Homework:

- Asking ss to write a short - Practice the dialogue again.
paragraph about the - Prepare lesson 3 – Listen (p.35)
reasons why they learn

häc : 2011- 2012
English
- Prepare section LISTEN for
new lesson
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TiÕt 23: Lesson 3: LISTEN

- By the end of the lesson ,Ss will be able to hear conversation
between nga and kate and write true or false and develop listening
skill.
1. Vocabulary: national bank, international bank, improve, excellent
2. Structures : - Direct and reported speech
- Modal verbs with “if”
III.Techniques: ( Ph¬ng ph¸p): : Questions and answers, group
works/ pair works, ...
Students'Activities
1/ Warm up 1. Braimingstorm:
- Ask Ss to think about the
häc : 2011- 2012
usefulness of learning English to listen to English songs
The usefulness of learning

English
2/ Pre- Listening:
- Set the scene: '' Nga is 2. True/ False prediction: (poster)
Statements Tru False
talking to Kate about her
studying English” a. Nga’s studying
- Ask Sts to read the English for her
statement on page 35 work
- Have Sts work in pair to b. She learned
predict which statement is English at school
true and which is false. and university
c. She works for a
national bank in
Hanoi
d. She needs to
improve her
writing
e. Her listening is
excellent
f. She hopes she can
talk to people from
3/ While listening: all over the world,
- Listen and check: and understand
- Let Sts listen to the tape her favorite
twice and check their English songs.
prediction * ANSWER:
- Give feedback and correct A. T
B. T
C. F :She work for an
- Ask Sts to answer the international bank in Ha Noi
questions. D. T
Questions: (poster) E. T: Her listening is terrible
a. Is Nga studying English F. T
in Vietnam or in
England?
b. Why is she studying Answer keys:
English there? a/ In England
c. Did she learn English at b/ She’s studying English for her
school and university? work
d. What does she want to c/ Yes, she did
häc : 2011- 2012
improve? Why? d/ She wants to improve her
4/ Post_listening writing. Because sometimes she
- T. gives cues. has to write letters in English.
- Ss work in groups of four.
Tell about their own studying
English and write on
transparent paper. - Answer the questions
Cues:
+ Do you like learning
English? - Yes, I do
+ Do you think it is useful for
you in the future? Why? - Yes, I do ......
+ According to you, what skill
is the most difficult? How do
you learn it better?
5/. Homework :
- Write the conversation and
Prepare read - Prepare read
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- By the end of the lesson ,Ss will be able to get the information
about the english classes from the advertisements and develop reading
skill.
1. Vocabulary: council, council,intermediate,well-qualified,academy
2. Structures : modal verb with if

häc : 2011- 2012
III.Techniques: ( Ph¬ng ph¸p): : Questions and answers, group
works/ pair works,Slap the board...
Students'Activities
1/ Warm up:
Guiding questions:
- Have you ever taken part in an - Yes or no
evening English class?
- Have you ever read any - Yes, I have
advertisements for English
courses?
- What do they say? I. New words
2/ Pre – reading - intermediate (adj), (visual):
Teach vocabulary trung cÊp
( pictures, explain , ) - advanced (adj), (tran): ®¹t
tr×nh ®é cao
Ask Ss to read words ( choral & - well-qualified (adj), (tran): chÊt
individual ) lîng tèt
-Checking new words by the - tuition (n): sù d¹y kÌm
game : Rub out and remember - Academy (n), (exp: a school for
some special purpose): trêng
-Set the scene : Mr Lam wants chuyªn ngµnh
to attend a foreign language - Council (n): Héi ®ång
course. Guess what he needs for - Checking Voc: Slap the board
his class
Give a porter of 4
statementon the board
3/ While – Reading
- Mr Lam wants to attend a
foreign language course. Guess
what he needs for his class. True/ False statements
- Have Ss read the notes of Mr prediction: (poster)
Lam and check their prediction a. Mr Lam needs to learn
- Ask Ss to correct if the French
statement is false b. Mr Lam needs the
intermediate level class
- Ask Ss to do the exercise 5a on c. He wants to learn English in
page 36. the morning
- Ss work in pairs to note down d. He wants the course to
information about the English begin late November.
classes from the Answer keys: a. F b. T c.F d.F
advertisements.
häc : 2011- 2012
4/ Post- Reading
Get Ss to ask their friends
course and fill in the table answer:
What time can you go to your E School Class Languag Time to
class Time e level start
Academ Morning First week
Which level do you choose ? y of Afternoo Advanced of
When do you want to start Languag n november
learning ? e Evening
Foreign Morning Beginner November
languag and Intermedi 3rd
e council evening ate
New Afternoo
english n Beginner Today
Institute everning
weekend
5/. Homework :
- Asking Ss to write a short - Get Ss to ask their friends about
paragraph about the result of their English course and fill in the
the survey table
choose a suitable
language school
Nam Class Languag Time

e time e to
Level start
Minh eveni beginne Early
ng r June
Example
a. What time can you go to your
English class?
b. Which level do you choose?
c. When do you want to start
learning?
- Give the feedback.
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TiÕt 25: Lesson 5: WRITE
- By the end of the lesson ,Ss will be able to write a letter of inquiry to the institution
requesting for more information about the course and fees and develop writing skill.
1. Vocabulary: edition, details of courses, fee ....
2. Structures : Review
III.Techniques: ( Ph¬ng ph¸p): : Questions and answers, group works/ pair
works,Jumbled words, slap the board...
Teacher's & Students'Activities Language Targets
1/ Warm up :
- Divide the class into 2 teams to go to *Jumbled words
the board & write the correct words.The Versetimadnet , swne , restetni ,
team which is faster with more correct atmorfioinn , eef , sasecenry , psulpy
words will win the game
(Advertisement , news , interest ,
information, fee, necessary , supply) I/ New words
2/ Pre- Writing : - request (n,v) = ask for :
- Pre-teach vocabulary - detail(n) :
- Checking vocabulary :slap the board - look forward to (v) = exprect :
- express(v) :
- exactly (adv) :
3/ While- Writing - edition (n)
- Have Ss read the letter written by Jonh II/ Answer
Robinson on page 37 , answer the a. He saw the school’s advertisement
questions in today’s edition of Vietnamese
a. Where did Robinson see the news
school’s Ad b. He wants to learn Vietnamese
b. What language does he want c. He wants to learn to read and write
to learn? Vietnamese
c. What aspect of Vnese does d. He wants to know some details of
he want to improve ? the courses and fees
d. What does Robinson want to
know?
 Give feedback & correction
häc : 2011- 2012
_ Give Ss 4 parts of the letter of inquiry a.Introduction :
1) Introduction I saw…………News
2) Request b.Request : Iam
3) Further information ……………………….your school
4) Correction c. Further information:
- Ask Ss to match with a suitable I ……………..necessary
headline d.Correction:
- Let Ss work in pairs compare their I look …………..you
answers
- Have Ss read again the 3 III/ Writing a letter
advertisements & choose one of the Dear sir,
schools they want to improve their I saw your school’s advertisement on Tuoi
English ( have the explaination of tre newspaper .I’m very interesting in
teacher) learning english and I’d like some more
- After finishing, Ss compare with friends information about your school.
- Give feedback ( correct letter before I learn english at school but I can’t
class) understand what people say.I want to
improve my listening skill.
Could you please send me courses and
fees.I look forward to hearing from your
soon
Yours faithfully
4/ Post- Writing :
- Correct 3 letters - Copy them down.
(3 schools)
5/. Homework :
- Ask Ss to write the letters in their
notebooks. Prepare : LANGUAGE
FOCUS
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Ngµy so¹n: / / 2011

häc : 2011- 2012
Ngµy d¹y:
/ / 2011


- By the end of the lesson ,Ss will be able to use modal verbs with if
,report what they hear and develop four skills.
* Structures : modal verbs with if, reported speech
III.Techniques: ( Ph¬ng ph¸p): :
- Questions and answers, group works/ pair works,...
IV. Teaching aids: ( §å dïng)
- Textbook , picture, ...
Teacher's & Language Targets
Students'Activities
1/ Warm up : Checking the
exercises
( gives marks ) *REVISION
2/ Activity 1 1. a/ .Modal verbs
- Ask Ss to name some modal will / would :
verbs with their meanings Must/ have to :
Should / ought to :
May / might :
Can ./ could :
Form: S + M.V + V ( bare – inf )
- Let Ss work in pairs to b/.Conditional sentences
complete the conditional Type 1
sentences. They have to use the * IF clause : Simple Present
modal verbs in brackets and tense
the information in the box * Main clause: S + M . V
+bare_ inf
Ex : If you want to improve your
English, I can help you
- Ask Ss to do exercise Answer keys:
Language Focus 1 on page 38. c.you should do exercise
- Divide the class into two regularly
teams. Team A with red chalk, d. he might miss the train
häc : 2011- 2012
team B yellow chalk. e. you ought to stay in bed
f. you must do your homework if
3.Activity 2 you want to go out .
- Ss from 2 teams go to the 2/. Direct and Reported
board and complete the table by Speech
writing suitable tenses in the model sentences
reported speech: a. Statement:
* Changes in tense: S + said + S + V2
Present simple  Past …………………
simple Ex: I’m on the beach now
Present Progressive  Past  She said she was on the
Progressive beach then
Future simple  would + b. Yes / No question:
verb * S + Asked / told + if /
Can / may  could / whether + S + V ………
might Ex: Do you have a house
Must / have to  had here ?
to  He asked me if / whether I
* Change in adverbs and had a house there.
articles c. W_H question
this  that S+ asked me + W_H + S +
these  those V………
now  then Ex: Where will you visit her
here  there tomorrow?
today  that day  She asked me where I would
tomorrow  the following day/ visit her the following day .
the next day
- Have Ss work in pairs to do Exercise 3:
Language focus 3 exercises on a. Uncle Hung said that
page 39. birthday cake was
- Set the scene: “ Lan’s father delicious.
held a party to celebrate his b. Miss Nga said she loved
mother’s birthday. those roses
Unfortunately, Mrs Thu, her c. Cousin Mai said he was
grandmother, has a hearing having a wonderful time
problem and she cuoldn’t hear there.
what people were saying. After d. Mr. Chi said he wuold go to
the party, Lan reported would go to Hue the
everything to her grandmother” following day.
I’m happy to see you.(Aunt e. Mrs Hoa said she might
Xuan ) have a new job.
Aunt Xuan said she was f. Mr. Quang said he had to
happy to see you. leave then.
- Call on some pairs to call out
häc : 2011- 2012
their sentences( one with direct
speech and the other with Exercise 4:
reported speech.) a. She asked me how old I was.
- Give feedback and correct. b. She asked me if/whether my
- Have Ss do Language focus 4 school was near there.
exercise on page 39. c.She asked me what the name
- Ask Ss to work in pairs to of my school was.
change the direct speech d.She asked if/whether I could
questions into reported use a computer.
questions. e. She asked me why I wanted
that job.
f. She asked me when my
school vacation started.
5/. Homework :
- Do exercise again and prepare
the new lesson to revision
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Ngµy so¹n: /
/ 2011
Ngµy
KT: / / 2011
TiÕt: 27 : KiÓm tra 1 sè 2

I.Môc tiªu:
- Qua bµi kiÓm tra sè 2 Hs cã kh¶ n¨ng «n tËp vµ cñng cè vÒ tõ vùng,
cÊu tróc ng÷ ph¸p ®· häc ë bµi 3 & 4.
- Ph¸t triÓn kÜ n¨ng ®äc, viÕt ,.........
II. KiÕn thøc:
-The past simple with: " wish", Modal could with: " wish".
-Prepositions of time.
-Adverb clauses of result.
-Modal verbs with if.
-Direct and reported speech.
III.Ma trËn ®Ò:
häc : 2011- 2012
TN TL TN TL TN TL
1. 10 5 15
Phonics , 5
Grammar 0 ,0
& Vocab ,3 0,4
2. 5 5
Reading 0 2,
,5 5
3.Writing 5 5
0,5 2,
5
Tæng 5,0 2,5 2,5 25
10
Question I: T×m tõ mµ phÇn g¹ch dưíi ®ưîc ph¸t ©m kh¸c víi ba
tõ cßn l¹i:
(3 points)
1. A. soup B. group C. would D. touch
2. A. dear B. hear C. bear D. near
3. A. decoration B. preparation C. question D.nation
Question II: Chän ®¸p ¸n ®óng nhÊt trong A, B, C hoÆc D ®Ó
hoµn thµnh çc c©u sau:( 6 points)
4. We have many well - .................. teachers.
A. qualify B. quality C. qualified D.
qualification.
5. They woke up late……….they didn’t have time for breakfast.
A. so B. because C. but D.
because of
6. I am ……………to remember what she asked.
A. tries B. try C. trying D.
tried
7. She arrives in Singapore ………9 a.m ……….Monday.
A. at , in B. until ,on C. at , on D. in,
on
8. My mother asked me…………to school by bike .
A. if I went B. if I go C. If I gone D.
whether I gone
9. If you want to lose weight, you ...............eat too many sweets.
A. might not B. shouldn't C. mustn't D.
may not.

häc : 2011- 2012
Question III: ViÕt d¹ng ®óng cña çc ®éng tõ trong ngoÆc. (3
points)
10. you ( finish) .....................doing experiment yet ?
11. When I was playing chess with my friend, my mother (call)
………......………. me
12. When he was young he used to (walk) ....................................to his
school.
Question IV: §äc ®o¹n v¨n sau vµ tr¶ lêi çc c©u hái. (4 points)
There are at least 2,000 different languages in the world. Of all these
language, English is the most widely used. It’s used by business
people, airline pilots and sea captains all over the world. It is also the
language of sports and science. So it is very important to learn English.
Chinese is also an important language because it has the greatest
number of speakers. There are not only over one billion people living in
China today, but also many Chinese people living outside China.
Chinese is widely spoken in many parts of Asia and Africa. Russian is
spoken in both Europe and Asia. French is widely understood in Europe
and in parts of Canada, Africa and Asia. From more than 2,000
languages, The United Nations has chosen six of them for business.
They are Arabic, Chinese, English, French, Russian and Spainish.
Questions:
13. How many languages are there in the world?
14. Is English important for you? Why? Why not?
15. Why is Chinese also an important language in the world?
16. What language is spoken in both Europe and Asia?
Question V. Tìm lỗi sai và sửa lại trong mỗi câu sau. (4 points)
17.When I was a little boy, I have lived with my aunt and uncle in Hai Phong.
A B C D
18. How long did you done that work?
A B C D
19. I don’t know how connecting the printer.
A B C D
20.Tom asked Jerry if he knows how far it is from his house to supermarket.
A B C D
Question VI: Hoµn thµnh bøc th sau dïng tõ gîi ý: (5
points)
Dear Sir/ Madam,
21. I / read / advertisment / English- Vietnamese dictionary / today's
edition /
Viet Nam News.
22. I / like / buy one / bookshop.
häc : 2011- 2012
23. Could / you / provide / information / title / price of the dictionary?.
24.I / also like / know / number of pages.
25. I / look / hear / you soon.
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Ngµy so¹n: / / 2011

Ngµy d¹y:
/ / 2011
Unit 5 : THE MEDIA

TiÕt 28: Lesson 1: Getting STARTED + listen & Read
- By the end of the lesson ,ss will be able to know more about the
media as well as to know something about the development of means
of communication and develop four skills.
1. Vocabulary: internet ,invent ,variety , channel , control ....
2. Structures : Gerund after some verbs
- Questions and answers, group works/ pair works,Slap the board...
IV. Teaching aids: ( §å dïng) - Textbook , picture, ...
1.Warm up * Chatting:
- Asks ss to look at the pictures EX:
- Asks some questions: A: Which is your favorite
+what are they doing? activities in your free time?
- Have ss to think about their B: Watching TV
favorite activities and how much A: How many hours a week do
time they spend on each you spend waching TV?
activities B: About 4 or 5 hours
- T does modal sentence
- Asks ss to ask and answer in I.New words:
pairs - a crier ['kraiə]
2.Presention: - channel['t∫ænl] (n)
- Preteaching vovabulary - interactive [,intər'æktiv]: (adj)
- Ss take out new words T uses - a remote control [ri'mout,kən'troul]

häc : 2011- 2012
pictures, translatiuon, example, - control (v)
synonym to teach new words. - benefit (N)
- Check vocabulary: Slap the * Minh loves reading books :
board Form : Gerund after some verbs
S + love , like, enjoy, +
V-ing
- T elicits SS to present the Hate
structrure. II. Complete the table:
TT Facts & Passage

Events letter
1 D
3.Practice 2 B
- Sets the scene by using the 3 B
pictures to tell some things 4 C
about them. 5 A
- Completing the table: 6 D
- Read the text and complete the
table with the passage
III. Answer the questions(2b)
letter in which these facts or
a. A town crier was a person
events are mentioned.
- Work individually then share whose job was to go through
with your partners City streets ringing a bell and
- Gives feed back shouting the latest news as he
- Comprhension questions was walking.
- Have Ss work in pairs of Ss to b. It’s widely read by both
ask and answer the questions in teenagers and adults.
exercise 2b on page 42 c. People can get the latest
- Read the text again to prepare information and enjoy
answer and play "Lucky interesting and inexpensive
numbers": local and international programs
1. LK 2. -1 3. -2 4. LK in a convient way
5. -3 6. - 4 7. LK 8. * Work cue drill:
-5 ? Asks students to make full
- Work in 2 groups sentences using the form
- T give feedback. a. They/ enjoy/ live/ Hanoi
4. Production b. He /hate/ drink/ coffee / in the
- Ask Ss to write about their morning
favorite type of media and the c. She / suggest/ play game
reason why. d. You / stop/ watch T.V
- Asks students to practice by

häc : 2011- 2012
steps
5. Homework:
- Home work: Exercise 1, 2
- Prepare: Speak + Listen
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Ngµy so¹n: / / 2011

Ngµy d¹y:
/ / 2011
Unit 5 : THE MEDIA

TiÕt 29: Lesson 2: SPEAK + LISTEN
- By the end of the lesson ,ss will be able to talk to their friends about
the programs that they like or dislike. Listen to the text and complete
the table and develop four skills.
1. Vocabulary: documentaries ,seem ,informative , battle , wild life , pear
tree , weather forecast ,appeared , invent , bacome , journalism
2. Structures : - S +like/love / enjoy +V-ing
- Tag questions
- Passive voice
- Questions and answers, group works/ pair works, .Chatting...

häc : 2011- 2012
1. Warm up: Questions:
Chatting: + Do you like watching sport?
+ Do you have TV set?
+ How often do you watch tv?
A. Speak: + What programs do you like
2. Pre- speaking: best?
-T ask some Qs Speak:
- S answer about themselves 1. new words:
-T introduces the lesson - violent: (a) b¹o lùc
-T reads the dial - documentary: (n) phim tµi liÖu
- informative (n) giµu th«ng tin
- Gives new words
- folk music(n) nh¹c d©n ca.
- Asks ss to explain them - drama(n) kÞch
- Asks ss to read words→ss repeat * Checking VOC: ROR
- Explains them 2. Model sentences:
- Gives the tag question Lien: You like watching sports,....
- Asks ss to read again Trung?
- Gives the example Trung:You don’t like foreign
films, .........?
Lien: No, I dont.
*Form:
Afirmative ..negative
3. While-speaking: ?
- Asks ss to read dial (pair work) Negative ..afirmativ
- Asks ss to practice before class e?
- Corrects *Meaning: cã........... kh«ng?
- Asks ss to make a similar dial *Use: Hái ®Ó x¸c ®Þnh th«ng
about the programs they like and tin.
dislike.(pair work) *model dialouge:
- Asks ss to practice before class A: You like watching cartoon ,do
- T read the daily TV guide on you?
Thursday ,oct 16 B: not really, some catoons are
- T explain them so boring and
4. post- speaking: I don’t like watching them .I
- Asks ss to make similar dailouge prefer film
B. Listen: B: I enjoy them because it’s very
1. Pre-listening: informative.
- Set the scene: Chau is doing an B:But you watch the news ,don’t
assignment about the media,She you?
wants to ask her father some A: Yes,but not often
informations to do the assignment A:I’m the opposite .I like cartoon
-T reads the table→ss listen and film always make me asleep
- Gives some new words

häc : 2011- 2012
- Reads words→ss repeat Listen:
- Asks ss to read again
- Explain the table 1. new words:
- major force
- appeared(v)
2.while-listening: - telegraph(n)
- Guess the time when the facts - printed newspaper(n)
appeared by answering Yes/ No - newsreel (example: “Dien Bien
Phu” is a documentary, but “The
- Ss listen to the conversation visit of the Prime Minister Phan
between Chau and his father and Van Khai to the USA” showed on
check their prediction. TV is a newsreel.)
* Checking Voc.: R&R
*Open prediction:
Guess
Questions
Yes No
1. Did the first
printed
newspaper
appear in the 6th
century AD?
2. Was the
telegraph
invented in the
late 19th century?
3. Post-listening: 3. Did TV become
- Have ss to work in pairs to fill in popular more
the table/43 than 50 years
- Have ss to listeng the tape?(3 ago?
times) 4. Did radio and
- Have ss to check their newsreel appear
prediction(group work) in the 19th
- Ss compare with their partner century?
- Asks ss to write them on the
board * Answer keys: 1. No 2. Yes
- Corrects 3. Yes 4. No
4. .Home work: 2. keys:
- Ss write the dial and practise a. The late 19th century
them d. The internet
- Ss listen the tape at home c. In the 1950s
carefully b. Radio and new sreel
- Plan: READ
häc : 2011- 2012
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Ngµy so¹n: / / 2011

Ngµy d¹y:
/ / 2011
Unit 5 : THE MEDIA

- Reading a text about the Internet.
häc : 2011- 2012
- By the end of the lesson students will be able to get more some
knowledge about Internet.
- Skill: Reading.
1. Vocabulary: forum, surf, deny, get access to, limitation, span, alert,
wander.
2. Structures : Gerunds.
- Questions and answers, group works/ pair works,What and Where,
Chatting...
1.Warm up: Chatting:
- Show a picture of a + What is it?
Computer and ask Ss about it + Can you use Computer?
+ What subject help you to use
Computer?
+ Have you ever used Internet?
+ Do you find the Internet useful?
2. Pre – reading: + What do you use the Internet for?
-T introduces the text 1.New words:
- Pre - Teach Voacbulary: - forum (n) DiÔn ®µn
- Ss take out new words. - surf (v) lít m¹ng internet
- T uses “ - deny (v) tõ chèi
Translation,synonym, - get access (v) tiÕp cËn
definition” to expain the new - alert (a) c¶nh gi¸c
words. - wander (v) ®i lang thang
- Ss guess the meaning * Checking: “What and Where”
-Ss listen the tape
-T reads the text again
3. While- reading:
+ Sets the scene: There is a
forum on the internet. You will
read some opinions about the
advantages and 2. T/F statements:
disadvantages of the internet. a. Internet is a wonderful invention
- asks them to read lesson of modern life.
before class b. The internet is available not only
- Gives T/F statements and in the cities but also in the
asks students to read them countryside
carefully and guess T/F c. People use internet for two

häc : 2011- 2012
- Gives feed back: purposes: education and
+How do you correct if it is F? entertainment
*Key: d. Bad program is one of the
a–T limitations of the internet
b – F The internet is available e. You should be alert when using
only in the cities the internet
c – F People use the internet
for many purposes education,
information, communication,
commerce, entertainment. 3. Question and answer:
d–T e–T 1...... to get information & to
* Comprehen- questions: communication with friend &
- Asks students to read the relative.
text in pair again and answer 2 Because she live in the
the questions. countryside.
3. People use the Internet for many
purposes education,
information,communication,commer
ce, entertainment.
4. Post- reading 4. Benefits:
- Asks students to discuss +Fast/convenient way to get
about disadvantage and information
advantage of using internet? +Education/communication/
- Work in 4 groups to write commerce/entertainment.
discussion on the posters 5 Disvantages:
- Gives feed back + time consuming/costly.
+ dangerous because of viruts and
bad program.
+ Spam or elctrionic junk mail.
5. Homework:
- Redo all exercises into your
notebooks.
- Prepare the next lesson:
Writing
................................................................
..........

häc : 2011- 2012
Ngµy so¹n: / / 2011

Ngµy d¹y:
/ / 2011
Unit 5 : THE MEDIA

TiÕt 31: Lesson 4: WRITE
I. Objectives (Môc tiªu):

- By the end of the lesson, Ss will be able to write a passage about the
benefits of the Internet.
- Skill: Writing.
II. Language contents(Träng t©m ng«n ng÷):
1. Vocabulary: topic:" The Internet"
2. Structures : Gerunds.
III. Techniques: ( Ph¬ng ph¸p): :
1. Warm up: * Net works:
- Asks students to write more
words about the benefits of the education
news
internet
? Work in 2 groups Benefit
of
Internet
Information
commerce
- Write more words about the

benefits of the internet
+ information ( news article,
weather forecast)
2. Pre- writing: +entertainment: music, movies.....

häc : 2011- 2012
* Ask Ss to arrange the items
into the right column according
to the benefits of the Internet: Information Entertainment Education
news, movies, webcam, weather on line
forecast, online school, email, weather movies school
games, city maps, chatting, self-
study, novels, weather, online
lessons, music, booking tickets.
- Ss work in groups of four.
*Benefit of the Internet:
- Feedback and correct. + First...................
*Benefit of the Internet: + Second...............
+ Third...................
+ Finally...............
3. While- writing: Suggested ideas:
- Ask Ss to read the forum on the Benefits of the Internet
Internet in the reading text againThe Internet has increasingly
(5.READ). Write a passage about developed and become part of our
the benefits of the Internet, everyday life. And noone can deny
following the cues on page 44. the benefits of the Internet.
- Devide the class into 3 groups. The Internet is a source of
Group 1 writes a passage about information. It is really a very fast
the benefits of the Internet on and convenient way to get
Information, group 2 writes information. You can get the latest
about Entertainment, group 3 local of global news easily. You can
writes about Education. check weather conditions before
4. Post- writing: you go somewhere; eg. Go
*Correction camping, fishing, outdoors,You can
T asks one student from each find a timetable and maps of the
group to write the passage on buses you want to take, you can
the BB book our tickets for the next concert
T corrects. or soccer match, trip or hotel.
Internet is a very fast and cheap
way to communicate with your
friends or relatives by means of
email, chatting, webcam.
Besides, the Internet is a source of
entertainment, you can listen to all
kinds of music, the radio, watch
videos. We use the Internet not only
to play games but also to read
novels or do virtual sightseeing.
The Internet is also a rich source of
häc : 2011- 2012
educational meterials/ courses. We
can learn English through many
interseting programs. We can look
up a dictionary, take a training or
5. Homework: learning course on the Internet.
- Redo all exercises into your The Internet is a wonderful
notebooks. invention of modern life. And it
-Prepare the next lesson: makes our world a small village.
Language focus.
...................................................................................
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Ngµy so¹n:
/ /
Ngµy d¹y:
/ /
Unit 5 : THE MEDIA

I. Objectives (Môc tiªu):

- By the end of the lesson, students will be able to talk to their friends about their likes or
dislikes. Further Practice on using gerunds after some verbs.
- Skill: Reading, Writing.
II. Language contents(Träng t©m ng«n ng÷):
1. Vocabulary: topic:" The Internet"
2. Structures : Gerunds, tag question.
III. Techniques: ( Ph¬ng ph¸p): :
1.Warm up: * Brain storming:
häc : 2011- 2012
- Asks to give some activities in watching T.V
their free time. listening toActivitie

music
s in free
time
2. Activity 1: playing soccer reading

-T gives new gram”tag question” books
-T explains them
-T gives example *Grammar:
*Tag question:
-T asks ss to listen dial a
S+ be/V +…………,Be not/don’t…+S?
-T explain it and does modal S+ be not/don’t…+………, be /do…+ S?
-T read dail a→ss repeat Ex: You like play soccer, don’t you?
-Asks ss to do exerb, c, d, e(pair *Keys:
work) b. didn’t he
c. wasn’t it
-Asks ss to practices before class
d. do you
-Corrects e. aren’t we
*modal sentence:
Tuan doesn’t like music ,does he?
No,he doesn’t
3. Activity 2:
Tuan Hanh Mai Anh
- Get ss to ask and answer
News v v x x
questions about TV programs
Movies x x v v
- These people like or
dislike(using tag questions) Music x v x x
Tuan likes news, doesn’t he? Yes Sports v x x v
- T does modal sentence Game x x v x
-Asks ss to read the table/45 show
- Asks ss to work in pair Cartoon x v v x
- Asks them to present before * Form: Like, Love, Enjoy ......
class + V-ing
- Corrects - Get student to do exercise 3 on page 46
4. Activity 3: Soccer fishing
- T asks ss to call some verbs movies
before V+ing Detective stories Candy
like/enjoy/hate/finish/forget/ Music
- Have ss to ask and answer
questions about each item in the - Give an example.
box a. Soccer:
- T read words in the box - Do you like playing soccer?
- Asks ss to say the meaning - Yes, I do.
- T reads words→ss repeat - Call on some pairs of students to practice

häc : 2011- 2012
- T does modal asking and answering.
- T asks to do exers(pair work) - Give feedback and correction.
- Asks ss to do before class b. Fishing:
- Corrects - Do you enjoy fishing?
- No, I hate it.
c. Movies:
- Do you love going to the movies?
- Yes, I love it.
d. Detective stories:
- Do you like reading detective stories?
- 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.
keys:
a. a. My mother hate advertisements
on TV but little brother doesn’t, he
5. Production: love it very much
- Asks ss to look at the words in b. I like writing letters to my
the boxes /46 friends but my sister doesn’t,She
-T reads words→ss repeat hate writing
-T gives some words and guide
the way to do exer 4
-T gives example
-Asks ss to do exer 4 (indi)
-Asks ss to read them before
class
-Asks them to write their
sentences on the board
-Corrects
6. Home work:
- Ask student to write some sentences
about their friends, using like, love, enjoy
… + V-ing.

häc : 2011- 2012
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Ngµy so¹n: /
/
Ngµy d¹y: /
/
TiÕt 33: Test correction 2
I. Môc tiªu:

häc : 2011- 2012
- By the end of the lesson, the students will be able to check
the knowledge from unit 4 to unit 5.
II. Néi dung ®Ò kiÓm tra:
Question I: T×m tõ mµ phÇn g¹ch dưíi ®ưîc ph¸t ©m kh¸c víi ba
tõ cßn l¹i:
(3 points)
hoµn thµnh çc c©u sau:( 6 points)
4. We have many well - .................. teachers.
A. qualify B. quality C. qualified D.
qualification.
5. They woke up late……….they didn’t have time for breakfast.
A. so B. because C. but D.
because of
6. I am ……………to remember what she asked.
A. tries B. try C. trying D.
tried
7. She arrives in Singapore ………9 a.m ……….Monday.
A. at , in B. until ,on C. at , on D. in,
on
8. My mother asked me…………to school by bike .
A. if I went B. if I go C. If I gone D.
whether I gone
9. If you want to lose weight, you ...............eat too many sweets.
may not.
points)
10. you ( finish) .....................doing experiment yet ?
11. When I was playing chess with my friend, my mother (call)
………......………. me
12. When he was young he used to (walk) ....................................to his
school.
Question IV: §äc ®o¹n v¨n sau vµ tr¶ lêi çc c©u hái. (4 points)
There are at least 2,000 different languages in the world. Of all these
language, English is the most widely used. It’s used by business
häc : 2011- 2012
and in parts of Canada, Africa and Asia. From more than 2,000
languages, The United Nations has chosen six of them for business.
They are Arabic, Chinese, English, French, Russian and Spainish.
Questions:
13. How many languages are there in the world?
16. What language is spoken in both Europe and Asia?
Question V. Tìm lỗi sai và sửa lại trong mỗi câu sau. (4 points)
17.When I was a little boy, I have lived with my aunt and uncle in Hai Phong.
A B C D
18. How long did you done that work?
A B C D
19. I don’t know how connecting the printer.
A B C D
20.Tom asked Jerry if he knows how far it is from his house to supermarket.
A B C D
Question VI: Hoµn thµnh bøc th sau dïng tõ gîi ý: (5
points)
Dear Sir/ Madam,
edition /
Viet Nam News.
25. I / look / hear / you soon.
* §¸p ¸n vµ HD chÊm:
Question 1: 1,d 2, c 3,c
Question 2: 4. c 5.a 6. c 7. c 8.
a 9. b
Question 3 : 10. Have you finished 11. called 12. to walk
Question 4: 13.There are at least 2,000 different languages in the
world.

häc : 2011- 2012
14. Yes, it is. Beacause English is the most widely used. It’s used by
business people, airline pilots and sea captains all over the world. It is
also the language of sports and
15. Chinese is also an important language because it has the greatest
number of speakers.
16. Russian is spoken in both Europe and Asia.
Question 5: 17 , c 18, b 19,c 20,
b
Question 6:21. I read your advertisment for the E-V -D in today's
ediction of the VN ....
22. I would like to buy one from your bookshop .
23.Would you please provide me with some information about the title
and the price of .
24. I would also like to know the number of pages.
25. I look forward to hearing from you soon.
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TiÕt: 34 & 35: Review (¤n tËp)

- Helping Ss to review the knowledge they have learnt.
- Making them to know more the structures of the tenses, passive
voice, conditional type1, prepositions of place and Reported speech.
Pre simple tense, Past simple tense, Present ferfect tense, Future
tense, Passivevoice, Reported speech, Conditional type I......
Questions and answers, sharing and comparing, group works/ pair
works, slap the board...

häc : 2011- 2012
1.Warm up: review old lesson
2. New lesson:
a.Tenses: I. Tenses:
- T asks Ss to give out the present 1.Pre simple tense & Past simple
simple tense and past simple tense:
tense. 1.Presimpl 2.Past
e tense: simple
- T explains by comparing them. tense:
* * V(ed, cét
V(nm,s,es) II).
* To be: * Tobe:
Am, is, are. was, were.
*Use:The * Use: the
cation in action in
present. teh past.
- Ask them to give out the Present *Adv: *Adv:
today, yesterday,a
perfect tense. now...... go..
- Check form, meaning & using. 2. Present ferfect tense:
-Review the future simple tense. *Form:
- Explain. S + have/has + Vpp.
-Check meaning,form & using.
3. Future tense:
b. Structure:
will/shall + Vnm
- Review “wish” in the past.
be going to + Vnm.
- Check form, meaning and using.
II. Structures:
? How do you use it.
1. Wish in the part.
? What is it about?
- Review the Passive voice. wish + S ..could/wo
- Take some notes. + uld + V
..Vqk
2. Passive voice:
- Review the reported speech. be + V pp
? When do you use it. + Note: C©u chñ ®éng ë th×
? What do you do when you nµo, ta chia “to be” ë th× ®ã.
change the sentence into the 3. Reported speech:
reported speech. *Form:
- Ask them to give out the form, + S + said + S + V.....
meaning and using. + Wh-qs:
S + asked + Wh-qs + S +
V..........
- Elicit conditional type I. + Yes/No question.
- T explains it S + asked + If/wether + S +
- Check form, meaning & using. V.............
4. Conditional type I
häc : 2011- 2012
If clause Main clause
Simple present Simple future
S+ Will, shall,
(Vs,es,o) can, may
Might, should,
ought to+ Vo
Must, have to
- If he has free time , he will go
- Review the preposition of place. swimming .
- T explains & asks some - If I have much money , I will
questions. buy a new car
? How do you use it. 5. Prepposition of place:
? Tell me some prepositions you in/ on/at/under/behind/
have learnt. between/infron of...
C. Practice:
- T asks ss to review the past simple and
the past simple with” WISH” Exercise 1: Change the sentences into
- Asks ss to write them on the board passive:
- Gives examples 1.We clean the garages every day.
Exercise 2: Rewrite the sentences, keeps -> …………………………………
the meaning unchanged 2. Someone has given him a lot of
1. Nam started learning English two years money.
ago. -> …………………………………
-> Nam has …………………… 3. Noboday has swept the rooms for
2. They have worked in that factory for weeks.
five years. -> …………………………………
-> They began ………………… 4. The police arrested two criminals.
3. My father stopped smoking two years -> …………………………………
ago. 5. We check every car engine thoroughly.
-> My father hasn’t ……………… -> …………………………………
4. Helen started to study French in 1995. 6. We have invited all the students in the
-> Helen has ……………………… school.
5. My neighbor always makes a lot of noise -> …………………………………
at night. 7. They will have to change the date of
-> I haven’t ………………… the meeting again.
6. He is sorry for being late. -> …………………………………
-> he wishes…………………… 8. They are going to invite her to dinner.
7. It’s a pity the weather isn’t better today. -> …………………………………
-> I wish……………………… 9. Nam can speak English fluently.
8. I don’t have a computer. -> …………………………………
-> I wish………………………
D. Homework:
- Learn by heart all the structures
- Do exercises.
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TiÕt: 36 Review (¤n tËp)

- Making them to know more about conditional type1,Gerund, tag questions.
häc : 2011- 2012
Conditional type1,Gerund, tag questions ......
Questions and answers, sharing and comparing, group works/ pair
works, slap the board...
A.Warm up: review old lesson
B. New lesson:
1. Danh động từ ( Gerund):V_ing
Một số động từ theo sau bởi V_ing: Exercise 1: Choose the right alternative:
like 1. How old were you when you learned
dislike swimming/ to swim?
S + enjoy + V_ing 2. She doesn’t mind to walk / walking
love home but she’d rather get/ to get a taxi.
hate 3. He had made his decision and refused
2. Câu hỏi đuôi: là câu hỏi thêm vào cuối to change/ changing his mind.
câu mục đích để kiểm tra thông tin được 4. Nam suggested having/ to have a party.
đưa ra đúng hay sai hoặc để có sự đồng ý 5. She spends most of her free time to
của người khác. surf/ surfing the net.
Ex: Loan is here, isn’t she? – yes, she 6. It was a really good holiday. We
is. reaally enjoyed to be/ being by the sea
Nam doesn’t like coffee, does again.
he? – yes, he does 7. We have finished to repaint/ repainting
Quy luật: the room.
Câu trần thuật Câu hỏi đuôi Exercise 2: Add tag questions to the
xác định phủ định following sentences.
(+) (-) 1. I am late, …………………..?
Câu trần thuật Câu hỏi đuôi 2. Let’s go, …………………..?
phủ định xác định 3. Sit down, …………………..?
(-) (+) 4. No salt is allowed, …………………..?
Đối với động từ: be, have, modals , câu hỏi 5. Nothing was said, …………………..?
đuôi được lập lại với chính động từ này 6. Peter hardly ever goes to the party,
Động từ thường: dùng do, does, did trong …………………..?
câu hỏi đuôi. 7. Nobody borrowed my car yesterday,
C. Practice: …………………..?
Exercise 3: Make up sentences with “If”. 8. Mary’d written before you phoned,
Use the words in the box. …………………..?
9. Everyone warned you, ……………..?
häc : 2011- 2012
1. She comes late again , a) I’ll give you
some.
2. I win this competition , b) It will be
cheaper
3. We go by train , c) that will pollute the
wood
4. We go by plane , d) she will lose her job
5. You need more bags , e) it will be quicker
6. We throw these bottles over the bedge
f) I will give the award to the unlucky
people.
D. Homework:
- Learn by heart all the structures
- Do exercises
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häc : 2011- 2012
Unit 6 : THE ENVIRONMENT
TiÕt 37: Lesson 1: Getting STARTED + listen & Read

-By the end of the lesson, Ss will be able to know more about
environmental problems and the solutions & listen for details to
complete the notes and develop four skills.
1. Vocabulary: conservationist, shore, provide, disappointed, acheive.
2- Structure : Conditional sentences: type 1
- Questions and answers, group works/ pair works,rubout and
remember. ...
- Textbook , Extra boards, picture, ...
1.Warm up * Matching:
- Asks ss to look at the pictures answer key:
- Match these environmental - Picture a: air pollution
problems to the pictures . - Picture b: spraying pesticides.
- T introduces the lesson - Picture c: garbage dump
- Picture d: water pollution.
- Picture e: deforestation
- Picture f: dynamite fishing
2. Pre – reading: * Pre - Teach Voacbulary:
-T introduces the text - conservationist( n): ( picture)
- Pre - Teach Voacbulary: người bảo vệ môi trường
-T elicits SS to teach vocabulary. - shore ( n) : ( picture) bờ biển
- T uses “picture, situation - provide (v) = supply : cung cấp
,synonym, antonym” to expain the (synonym)
new words. - disappointed(adj )> hopeful
-T models. ( antonym)
-SS repeat chorally and - acheive ( v) : ( situation): đạt được
individually. * Checking Vocabulary: Rubout
-T checks SS about the stressing and remember.

häc : 2011- 2012
and the meaning
-SS copy down. * Model sentences:
- T introduces the structure. - Conditional sentences:
- SS give examples about : type 1
Conditional sentences type 1 Ex: If you want to pass the
that they had leanrt in unit 4. exam, you must study hard.
- T gives an example to Elicits: If you can keep your
introduce the form. school clean, you will have a
- SS give examples. good place to study.
Ex: If you can't find Lam Kinh
Temple, I will help you.
*Open prediction: * Guessing:
+ Sets the scene: Mr Brown and Group 1  ......
some volunteer conservationists Group 2 .......
are going to clean the beach. Group 3 .........
Can you guess what each of Mr.Jones: .........
them is going to do? Mrs.Smith. ........
- Ask students to keep the books Mr.Brown .........
closed.
- Give students 1 minute to * Matching: Answer key:
guess. Group 1  f. walk along the
- Give feedback. shore
3. While- reading: Group 2 e. check the sand
- Ask Ss to open their books and Group 3 b. check among
listen to the tape. the rock
- Let ss check their prediction. Mr.Jones: a.collects all the
- Ask Ss to read the text again, bags an
and then match the names in takes them to the dump.
column A with the activities in Mrs.Smith. c. Provide the
column B picnic
lunch for
everyone.
Mr.Brown d. give out the bags
- Let students read the text * Comprehension questions:
again. Answer keys:
- Ask students to work in pairs to 1. Mr Brown is the speaker.
answer the question on page 48 2. The listeners are the volunteer

häc : 2011- 2012
(exercise 2b) conservationists.
- Give feedback. 3. They are on the beach.
4. They are going to clean the beach.
5. If they work hard today, they will
make the beach clean and beautiful
again soon.
6. Yes. We cleaned our school/
streets ..... We collected the
garbage at our school ...
* Discussion:
4. Post- reading + Should:
- Asks students to discuss: - Plant more trees.
what should we do to protect - Collect waste papers, bottles
the environment? and cans.
- Work in 4 groups to discuss. - Put the garbage bins in the
- Give feed back. public places.
- Use cloth bags instead of
plastics bags.
- Reduce the amount of
pesticides
- Go to work by bus.
- Take part in social activities.
+ Shouldn't:
- T sums up the lesson. - Don't cut down the trees.
- Don't throw trash in the public
5. Homework: places.
- Learnt by heart all new words. - Don't use dynamite to catch
- Do exercise 4 and 5 page 56. fish.
- Prepare: Unit 6: Speak - Don't throw waste into lakes,
rivers and oceans ...........
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..

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Unit: 6 THE ENVIRONMENT

TiÕt 38: Lesson 2 : Speak
I.Objective: (Môc tiªu):

- By the end of the lesson, Ss will be able to persuade their friends
to protect the environment.
II.Content : (Träng t©m ng«n ng÷):
1- Vocabulary: topic:" environmental problems "
2- Structure : I think you should … / Won’t you …?/ It would be better
if you …
III.Techniques( Ph¬ng ph¸p): Jumbled words,....
IV. Teaching aids: ( §å dïng) : Extra boards , posters , tape ,
cassette , picture
1.Warm up * Jumbled words:
- Asks ss to look at the 1. uaderpse = persuade
2. beaargg = garbage
poster and answer.
3. oderpvi= provide
4. lupotilon = pollution
5. duproce = produce
häc : 2011- 2012
2. Pre – speaking: * Pre - teach vocabulary:
-T introduces the lesson. - (to) prevent (tran): ng¨n chÆn, phßng
chèng
- Pre - Teach Vocabulary:
- (to) reduce (exp: Last time, this shirt
-T elicits SS to teach costed 50.000 dong. Now it costs
vocabulary. 30.000 dong. What happens?): gi¶m
- T uses “picture, - (to) wrap (mime): bao bäc
situation ,synonym, - a faucet (pic): vßi níc
antonym” to expain the new - a leaf -> leaves (pl) (realia): l¸ c©y
- Checking Voc: R O R
words.
-T models.
-SS repeat chorally and
individually.
-T checks SS about the
stressing and the meaning
-SS copy down.
* Matching:
- T introduces the structure. - T. reminds Ss about the expressions of
- SS give examples. persuading someone to do something.
I think you should …
Won’t you …?
It would be better if you …
Can I persuade you to … +
Infinitive. Why don’t you …?
Why not …?
What/ How about …? + V-
ing
3. While- speaking: - Ask Ss to complete the expressions in
- T has SS work in pair to column A by using one of the lines in
match the column A with column B (page 49)
Column B.
- T gives feedback. then compare with their partners.
- Have Ss match the lines in column B
with an expression in column A so that
they have sentences of persuasion.
Example:
- SS practice the dialogue. A: I think it would be better if we use
banana leaves to wrap food.
B: Why so?
A: Because plastic bags are very hard to
dissolve, they will cause pollution. And
if we use less paper, we can save trees
4. Post- speaking
häc : 2011- 2012
- SS use the box in section in the forests. That’s how we can save
a and b to make the the environment.
dialogue.
- Ss call out one of their sentences until
all sentences are finished.
Example:
S1: I think we should use banana
leaves to wrap food.
S2: Won’t you reuse and recycle bottles
- T sums up the lesson. and cans?
S3:
……………………………………………………
.
- Ss work in pairs to answer the
questions in the questionaire.
A : I think we should do something to
protect the environment.
5. Homework: B: All right . What should we do ?
- Learnt by heart all new A : I think we should save paper .
words. B: How can we save paper ?
- Write a short passage A: We should collect used paper.
about what you will do to B : That’s a good idea. Let’s do that .
protect the environment. - Give feedback
- Prepare: Unit 6: Listen
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TiÕt 39: Lesson 3 : Listen

- By the end of the lesson, Ss will be able to persuade their friends to
2- Structure : ADJ + THAT CLAUSE
häc : 2011- 2012
III.Techniques( Ph¬ng ph¸p): Brainstorming, Noughts &
crosses...
cassette , picture
Students'Activities
1.Warm up * Brainstorming:
- Asks ss to look at the - Ask students to think of the environment problems
poster and answer. in their city.
- Get students to go to the board and write down
their ideas.
Air pollution dirty street
2. Pre – listening:
-T introduces the lesson.
- Pre - Teach Vocabulary:
Environmental
-T elicits SS to teach problems in our
vocabulary. city
- T uses “picture, situation
,synonym, antonym” to * Possible answers:
- The destruction of the forests.
expain the new words.
- Rubbish/ garbage/ trash.
-T models. - smote from cars, motorbikes…
-SS repeat chorally and - smote from factories.
individually. * Pre- teach vocabulary :
-T checks SS about the - sewage (n) (tran): níc th¶i, níc
stressing and the cèng
- to pump (pic): b¬m
meaning
- to spill – spilt – spilt: ®æ, trµn
-SS copy down. ra
- T introduces the - deliberate (adj) : cã chñ ý, cè ý
structure. * Open –prediction :- Set the sence and explain
- SS give examples. requests
of the lesson
T ask to guess which sentencec are true and complete
the notes
1. ..come from ships at sea
2. Garbage is ..
3. Most of this pollution comes from the land
4. Waste materials come from factoties
5. Oil is washed from the land
3. While- listening: 6….Which is pumped directly into the sea.
häc : 2011- 2012
- T has SS work in pair to -T gets feed back from ss and write their
match the column A with ideas on the over board
Column B. Secondly
- T gives feedback. Guess Correct
Thirdly
Next S1 S2 S3 S4
- SS practice the
Finaly
dialogue.
- Ask students to complete the notes about the
reasons why ocean is polluted by listening to the
tape.
- Let students listen twice/ three times.
4. Post- listening - Give feedback.
- SS use the box in section * Answer keys:
a and b to make the 1. Garbage is dumped into the ocean.
dialogue. 2. Oil spills come from ships at sea
3. Oil is washed from land.
- T has ss listening to the text twice
after the second listening ss share their ideas with the
partners
- - T has ss listen to the text one more time or until they
can complete the notes(p.50)
- T sums up the lesson. - - T gets ss to give resulf and correct their precition
-- - T give feed back
- Gets ss to go to the board to complete the boxes
-Ask ss to read the boxes again.
- Ask ss to retell 5 main causes which make the
oceanpolluted
- Asks the students to learn by heart all new words ,
do exercises , and prerare the next lesson.
5. Homework:
- Learnt by heart all new
words.
- Write a short passage
about what you will do to
- Prepare: Unit 6: Read

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TiÕt 40 : Lesson 4: Read

- By the end of the lesson, Ss will be able to understand a poem about
the environment.
2- Structure : If + main clause, subordinate clause
III.Techniques( Ph¬ng ph¸p): Chatting, Slap the board.....
cassette , picture
1.Warm-up: * Chatting:
- Ask students some + Do you like poetry?
questions about poetry + Which poetry do you like best?
+ Name some poems that are your
favorite?
+ Do you think it is easy understand
a poem?
II/ Pre-reading : + Have you ever read an English
-T elicits SS to teach poem?
vocabulary. + Do you understand it? Do you like
-T models. it?
-SS repeat chorally and Pre-teach vocabulary:
individually. - Junk yard ['dʒʌηk'jɑ:d](n)
-T checks SS about the (explanation: a place where people
stressing and the meaning store wastes)
-SS copy down. - Treasure ['treʒə] (n(translation)
* Set the scene:
- Hedge [hedʒ] (n)(visual)
“Two people are going on the
picnic. They are talking about - Nonsense ['nɔnsəns] (n)
the pollution”. (translation)
- Give students two questions - Foam [foum] (n)(picture)
and ask them to answer - to minimize ['minimaiz] ( explanation)

häc : 2011- 2012
before reading the poem. * Checking Voc. Slap the board
- Have students work in pairs
to guess the answers.
- Give feeback. * Pre questions
III/ While- reading : a) Who are the people in the poem?
- Have students read the b) Where are they?
poem and check their
answers. 1. Reading and checking:
* Answer key:
a) The mother and her son.
- Have students practice b) They are in the park/woods
guessing the meaning if the 2. Matching :
words by matching each word A B
in column A with an 1. junk a. a row of things
appropriate explanation in yard forming a fence.
column B. 2. end up b. people
3. c. a piece of land full of
treasure rubbish.
4. foam d. a flow of water
T gives feedback. 5. stream e. mass of bubbles of
6. hedge air gas
7. folk f. valuable or precious
things
g. reaches of state of.
* Answer key:
1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b
3. Answer key:
- Show 5 questions (from 1-5) 1. If the pollution goes on, the world
on page 51. will end up like a second hand junk
- Get students to work in pairs yard.
to answer the questions. 2. The mother thinks other folk
pollute (are responsible for the
pollution of) the environment but
not her or her son.
3. His mother will talk him home
right away
IV/ Post reading : 4. No. Because he is right; if he
* Discussion: throws the bottles that will be
- Divide the class into four polluting the woods.
groups. 5. The poet wants us to learn that
- Ask students to write 5 everyone is responsible for keeping
things that they have to do to the environment from pollution.
keep the environment * Discussion:
unpolluted. - Clean the school yards.
häc : 2011- 2012
“What could you do in your - Plant trees / flowers / grass
school/ house to minimize - keep the school clean/
pollution?” - Don’t throw garbage in the school
V/ HOMEWORK: - Put the garbage in the garbage bin.
- Reading the text again and - Collect bottle /cans / used paper
write the answer on the paper for recycling .
.
- Prepape unit 6 lesson 4 : - SS copy down
Write page 52,53.
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TiÕt 41 : Lesson 5: Write

- By the end of the lesson Ss will be able to:
+ Understand the frame of acomplant letter.
+ Write a complaint letter using given ideals/ suggestions.
III.Techniques( Ph¬ng ph¸p): Matching, .....
IV. Teaching aids: ( §å dïng) : Extra boards, posters, tape,
cassette, picture
1.Warm- up: * Matching (poster)
- T. gives five patrs of a
complaint letter and ask A B

häc : 2011- 2012
Vietnamese meanings. mentions the
- Ask Ss to match these words * Situation problem
on the left with the phrases * states the
on the right. Complication reason for
- T presents the form of the * Resolution writing
complaint letter . * Action ends the
* Politeness letter politely
makes a
suggestion
talks about
future action
- Answer keys: in text book
*Pre-teach vocabulary
II/ Pre-writing : - complain [kəm'plein](v)(translation)
-T elicits SS to teach - complication [,kɔmpli'kei∫n](n)
vocabulary. (explanation)
-T models. - float [flout] (v) (picture)
- SS repeat chorally and - frog (pic)
individually. - toad (pic)
-T checks SS about the - prohibit [prə'hibit](v) ( translation)
- Local authority ['loukəlɔ:θɔriti]
- SS copy down.
(translation)
* Answer key:
Dear Sir/Madam
R I would suggest your company to tell
- SS copy down . your drives to clear up all the trash on
- T sets the scene. the ground before leaving.
- Ask students to work in pairs S I am writing to you about the short
stop of your trucks around my house
to label and order the letter on their way to the North
on page 52. A I look forward to hearing from you and
seeing good response from your
* Set the scene: company
“This is a letter of complaint. C When the trucks of your company
There are five sections of the have a short break…………..flies.
letter are not in the right P Sincerely,
order. Label each section with Tran Vu Nhat
the appropriate letter: S, C, R, * Comprehension question :
A or P” 1. Mr Nhat wrote it .
2. He complains about the short stop
of the garbage truck around his
house.
3. He suggests the drivers should
clear up all the trash on the ground

häc : 2011- 2012
before leaving
III/While-writing : * Answer key:
1. Read task b and answer a. They begin to catch fish.
the questions: b. They use electricity to catch fish.
- Let students read the c. We write to the head of the local
production 6b on page 53. authorities.
- Ask some questions to make d. We suggest the local authorities
sure the students know what should prohibit and fine heavily any
there have to write. one using electricity to catch fish.
a. What do people do in the e. We look forward to seeing the
lake behind your house these protection of environment from the
days local authorities.
b. What makes you worried
c. To whom do you write the
letter to?
d. What suggestion do you
want to make?
e. What do you look forward *Write the letter
to ? Dear Mr. President.
*Write the letter I am writing to you about the
IV/ Post-writing : catching of fish of many people in
- Exhibition and Correction the lake behind my house.
Sample letter I am very worried because they use
- Move around the class and electricity to catch fish. After a short
help students time, they leave the lake; a lot of
- Give feedback, correct some small fish died and float on the
letters before the class. T can water surface.Other animals also
write the mistakes (spelling; died from electric shock waves.
grammar) on the board. I would suggest the local authorities
- Ask students to write their should prohibit and fine heavily
letter in their notebooks. anyone using this way of catching
fish. I look forward to hearing from
you and seeing the protection of
environment from the local
IV/ HOMEWORK: authorities.
- Write the letter about that Sincerely,
the raw sewage from the
factory near your village - SS copy down
pumped in to the river..
- Prepape unit 6 lesson
5:Language focus1,2,3,5.
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TiÕt 42 : Lesson 6: Language focus
I.Objective: (Môc tiªu)

- By the end of the lesson, sts will be able to use adjectives and
adverbs to make sentences adjective + that clause.
- Adjectives and adverbs / Adverbs clauses of reason
- Adjective + that clause / Conditional sentences type 1
III.Techniques( Ph¬ng ph¸p): Pelmanism.....
IV. Teaching aids: ( §å dïng) : Extra boards , posters , picture
1. Warm-up: Pelmanism Pelmanism:
- Divide the students into two
teams and ask them to choose two Extreme Happy Sad Good Slow Sadly
numbers.
Fast Slowly Well Fast Extremely happily
- Turn the cards over and see if
they match.
- Continue until all the cards are
finished.
2. PRESENTATION AND 1.Language focus 1:
PRACTICE : Ex: He is a slow worker.
- T elicits ss to present the He works slowly .
form Adj + LY – Adverb of
maner
* Adjective :
-Before a noun : a nice girl, new shoes.
-After the verb : be, look, appear, seem ,
feel, taste , sound, smell.
*Adverb of manner: goes after the direct
object.
L 1 / Page 54 Keys :

häc : 2011- 2012
b. slowly
c. sadly
d. happily
e. well
2.Language focus 2:
Set the scene : Picture
Ba is tired because he stayed up late
- T elicits ss to present the watching TV
form Main cl adv.cl of reason
Because
As,
- Have students to
Since +
language Focus 2 exercise
clause.
on page 54-55 L2 / p 54,55 keys
- Let students work in park b.Nam has a broken leg because I fell
and join the pair of over while he was playing basketball.
sentences together using, c. Lan is going to be late for school
Because, Since or As. because the bus was late.
- T: call on some students d. Hoa broke the cup because she was
to read aloud their careless.
sentences. e.Mai wants to go home because she
- T: correct the sentences. feels sick.
f. Nga is hungry because she haven’t
eaten all day 3. Language focus 3:
Set the scene
- Ask students to do the Ba: Dad! I got mark 9 on my text
exercise 3 on page 55. Mr.Ha:That’s wonderful.I’m pleased that
you are working hard.
Adjective + that
- T lets ss work in pair . clause
b. I’m excited that I can go to Dalat this
time
c. I’m sorry I broke your bicycle
yesterday.
d. I’m disappointed you did not phone
me about it .
-T elicits SS to present the e. I’m amazed that I could win the first.
form 4. Language focus 5:
Ex: If the rice paddies are polluted, the
rice plants will die.
If + clause, main clause
(Simple present tense)
(will / infinitive)
* Matching:
häc : 2011- 2012
- Have students do the Language Focus 4 exercise
on page 56. They have t match each half – sentence
in column B.
- Ask students to work in pairs and find out five
- SS work in pairs to do the complete conditional sentences.
exercise 5 on page 56. EXERCISE 5:
Complete the sentences:
- Explain sts how to do the text
- Give them an example:
- Give feedback.
3. PRODUCTION: III/ PRODUCTION:
- T has SS work in pair to 1. If he …….hard,he will pass the exam.
choose the best answer. a. study b. studied c. studies
- Revision: d. study
- Adjectives and adverbs 2. I want everybody to listen ……………
- Adverbs clauses of reason a. care b. careful c. careless
- Adjective + that clause d. carefully
- Conditional sentences type 1 3. he is tired now …………he played
soccer in the afternoon.
a. and b. but c. so
d. because
4. Where ……….you go if you have a
4. HOMEWORK : car ?
- Learn the structure a. have b. did c. will
- prepare unit 7 getting d. had
started ,57,58. enormous, 5. If it ……………., we will go to the
bill, crack , dripping, movies .
faucet. a.hadn’t rained b.didn’t rain
c.doesn’t rain d.won’t rain
- SS copy down
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UNIT 7: SAVING ENERGY

TiÕt 43 : Lesson 1 : GETTING STARTED – LISTEN AND
READ

- By the end of the lesson, Ss will be able to know:
- How to say energy
- Give and respond to suggestions.
- Grammar: suggest + V-ing (review)
- Vocabulary: enormous, bill, crack , dripping, faucet
III.Techniques( Ph¬ng ph¸p): - Question and answer, True / False
statements
IV. Teaching aids: ( §å dïng) : Chatting, posters , tape , cassette ,
picture
1.Warm up Matching:
Matching: The things in the pictures are
- T has ss match the pictures turning on .Match the things
with the sentences. with their correct names.
- T gives feedback. a. television b. Faucets
c. stereo
d. lights e. air conditioner
2. Pre – reading:
f. fan
-T introduces the text
- Pre - Teach Voacbulary: * Pre-teach :
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-T elicits SS to teach vocabulary. - a water bill ['wɔ:tə] [bil]
- T uses “picture, situation ( realia)
,synonym, antonym” to expain the -enormous [i'nɔ:məs]: very big
new words. (synomym)
-T models. -a crack [kræk] ( visual)
-SS repeat chorally and - a pipe [paip] ( visual)
individually. - a plumber ['plʌmə]
-T checks SS about the stressing ( explanation)
-to drip [drip] ( situation)
and the meaning
-Waste [weist] # Save [seiv](v)
-SS copy down.
- T introduces the structure.
- T gives an example to
introduce the form.
- SS give examples. * Model sentences:
Lan : How can we save paper ?
Nam : I suggest collecting used
*Open prediction: paper.
+ Set the scene : Mrs Mi is Form :
talking to her neighbor ,Mrs Ha. S + suggest + V-
Mrs Ha looks very worried . *pre-questions: ing
Answer the questions . a. What is Mrs. Ha worried
- Ask students to keep the books about ?
closed. b. What does Mrs. Mi advise Mrs
- Give students 1 minute to Ha to do ?
guess. c. What should Mrs.Ha do to
reduce the amount of water?
- Give feedback.
3. While- reading:
- Ask Ss to open their books and * Read and check :
listen to the tape. Key:
- Let ss check their prediction. a. her water bill .
b. She should reduce the
amount of water her family uses
.
c. She should get a plumber to
make sure there are no cracks in
- Let students read the text the pipes and take showers.
again. * True or false statements.
- Ask students to work in pairs to Correct the false statements
1. Mrs .Ha’s water bill is
answer
enormous .
- Give feedback. 2. Mrs. Mi gives Mrs. Ha advice
häc : 2011- 2012
on how to save water.
3. Mrs. Mi suggests getting
some tools to check cracks in
the pipes .
4. Mrs. Mi suggests taking baths
to save water.
5. A dripping faucet can waste
500 liters of water a month
Key :
T 1.
T 2.
F 3. Mrs. Mi suggests getting
some tools to check
cracks in the pipes .
a plumber
F 4. Mrs. Mi suggests taking
baths to save water.
4. Post- reading showers
- Asks students to discuss: T 5.
“ What do you do to save Dicussion:
energy at home and at - Taking a shower instead of a
school ?” bath .
- T hangs the pictures of saving - Turning off faucets after using .
energy . - Turning off lights before
- SS look at the pictures and leaving .
discuss with their friends. - Turning off TV , radio when on
- SS write on the posters. one watches or listens.
- T sums up the lesson. - Going to school by bus .
5. Homework: - Turning off the fans before
- Learnt by heart all new words. leaving ..
- Do exercises. - Turning off the air conditioner
- Prepare: Unit 7: Speak + listen before leaving.
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TiÕt 44 : Lesson 2 : SPEAK & Listen

- By the end of the lesson, Ss will be able to make suggestions and responses
and Ss will be able to know more about solar energy by listening and further
practice in making suggestions.
- Grammar: to suggest + V-ing/ to suggest (that) Subject + should + V
- Vocabulary: to turn off, to turn on
III.Techniques( Ph¬ng ph¸p): pair work and group work

häc : 2011- 2012
cassette , picture
1.Warm up: *Matching:
- T asks SS to work in pair a. a faucet b. a bath c. the
to match the picture with lights
each name. d. TV e. a fan f. air
conditioner
- T gives feedback.
1 2
3
4 5
6
2. Speak: (20 minutes)
a. Pre – speaking:
-T introduces the lesson. -Keys : 1- b, 2- a 3- f , 4- e 5-d 6-
- T introduces the structure. c
- SS give examples. * Model sentences:
- SS copy down A : I think we should turn off the faucet.
B: Ok. I suggest fixing the faucet.
Form :
Suggestion Response
I suggest + V-ing … Ok .
I think we should… That’s a good idea.
b. While- speaking: Shall we…? All right.
Why don’t we …? No. I don’t want to .
- T asks SS to work in pair How about + V-ing ..? I prefer to …
to match the pictures with What about+ V-ing … Let’s …
?
its phrases
Let’s …..
- T asks SS to work in
*Matching :
groups of four to make
* Keys: A-2, B-6, C-1, D-4, E-7, F-3 ,
similar dialogue by using
G-8,-H-5
the table.
* Substitution drill
A : I think we should do something to
häc : 2011- 2012
c. Post- speaking save energy .
- T asks SS to work in B: That’ s a good idea.
groups of four to write on C: How about turning off all the faucets
the posters. after using .
D: Great! Let’s do that.
* Discussion
How to save
energy at
home
- T gives feedback. - Taking a shower .
- Turning off faucets after using .
- Turning off lights before leaving .
- Turning off TV , radio when on one
watches or listens.
3. Listen: ( 15 minutes) - Going to school by bus .
a. Pre – listening: - Turning off the fans before leaving ..
- T elicits SS to teach - Turning off the air conditioner before
vocabulary. leaving
- T models.
-SS repeat chorally and * Pre-teach vocabulary:
individually. - solar (adj): (explanation: everything which is
- T checks SS about the connected with the sun)
stressing and the meaning - solar panel (n)
- SS copy down. - nuclear power (n)
- Ask students to work in - install (v): (translation)
groups to guess the * Checking vocabulary: Slap the board
answer.
* True – False statements prediction
- Give feedback
- Ask students to look at the statements on page 60
(4a)
- Have they work in pairs and guess which
statements are true and which one are false.
1. Solar energy can be cheap and clean
2. Most of our electricity now comes from nuclear
power.
3. The solar energy that gets to the Earth cannot
provide enough power for the world’s population.
4. Solar energy can be used on cloudy days.
b. While- listening: 5. All buildings in Sweden will be heated by solar
- T has SS listen to the tape energy in 2050
twice and check their - Give feedback
prediction. * Listening and checking:
- Have students listen to the tape twice and check
häc : 2011- 2012
their prediction
- Get students to correct the false statement
* Answer keys:
- T has ss listen twice . 1. T 
- T asks ss to share with 2. F  Most of our electricity comes
their partner . from the use of coal, gas, oil or
- T asks SS to correct false nuclear power.
sentences. 3. F  1% of the solar energy that gets to
the Each can provide enough
power for the world’s population.
4. T 
5. F  They will be heated by solar
c. Post- listening: energy in 2015.
- Have SS listen to the tape * Gap-filling
again and fill in the gaps . If - Have students look at exercise 4b on page 60
SS can’t finish , and work in pairs to guess the words in the blank
- T gives feedback . - Give feedback
- Have students listen to the tape again and fill in
the gaps. If students can’t finish, let them listen
- SS write on the posters. once more.
* Answer keys:
- Give feedback
5. Homework: - Have students work individually to do the
- Learnt by heart all new exercise
words.
- Write a short passage
about what you will do to
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TiÕt 45: Lesson 3: Read
- By the end of the lesson students will be able to get general idea of
reading through choose the best summery and answering questions .
III.Techniques( Ph¬ng ph¸p): Kim game, R.O.R.....
cassette , picture
1.Warm-up:(5 minutes) *Kim game:

- Give poster which have the words: Poster:
- ? Look at the poster to remember Electricity, gas,
the words in 20 seconds America, present, bill,
- ?Work in 2 groups to write the Earth, resources
words - Gives feed back
2. Pre- reading: (10 minutes) a.Pre teach: New words
- T elicits SS to teach vocabulary. + Consumer (mime)
- T models. + catelogy (exam)
- SS repeat chorally and individually. + bulb (realia)
- T checks SS about the stressing + label: (mime)
and the meaning + conserve:(trans)
- SS copy down. - Checks R.O.R
Set the scene: “We’ll read the text - T hangs the poster on the
about saving energy.” board and introduce each main
- Pre-question : Which of the edias
following is the best summary of the - Ask Ss to read them carefully
passage ?” - Ask Ss to check mening.
1. Energy-saving bulbs should be - Ask Ss to guess: What about
used to save electricity. the numbers (1, 2, 3, 4)
2. In western countries electricity ,
gas, and water are necessities.
3. North American and European
countries are interested in saving
money and natural resources.

häc : 2011- 2012
4. Labeling schemes help save
energy.
3. While-reading(15 minutes) - Asks students to open their

- T has SS read the text and check books & read the text
their prediction. carefully to check their
*Answer key : guessing.
3. North American and European - T monitors & helps weaker Ss
countries are interested in saving - Feed back; Check some Ss
money and natural resources.
* Comprehension questions
- T asks SS to read the text again to Asks students to read the text
answer the questions. to prepare answers
- SS play lucky number . ? Work in pairs to prepare
? Work in 2 groups to play
game : Lucky letters
Gives feed back
1.They are in terested in
products that will not only work
effectively but also save money.
2. To spend less on lighting we
replace an ordinary 1oo
wattlight bulbs by usingenergy
saving bulbs.....................
? Read the text again to tell the
best summery of the passage
Gives feed back
4. Post-reading: ( 10 minutes) Suggested ideas.

- What should we do to save money - Use solar energy instead of
and natural resources ? coal , gas and oil .
- Use energy-saving house hold
appliances like
bulbs,refrigerators, stoves,
cookers.
- Reduce the amount of water
and electricity we use.
-Turn off the faucets , TV, or
radio .
5. Homework - Write 5 sentences on how to save

( 5 minutes) energy
häc : 2011- 2012
- Write answer of the exercise b/page 61
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TiÕt 46: Lesson 4 : Write

- By the end of the lesson students will be able to write a short, simple speech with clear
organization and present it in front of the whole class.
III.Techniques( Ph¬ng ph¸p): Chatting, Slap the board.....
cassette , picture
1. Warm up: (5 Minutes ) *Jumble words

? Work in 2 groups latispe = plastic
? Come to the board to write right taswe= waste
words palec = place
- Gives feed back teshe= sheet
tevoss =store
2. Pre- writing: ( 15 Minutes)
- Introduce some MC: Thanh
häc : 2011- 2012
Baïch, Nguyeân Vuõ, Laïi Vaên
Saâm
- Ask questions:
+ “How can we do to become
a good MC?”
+ “What should we do in
order to speak fluently and Pre-teach:
clearly?” - a speech[spi:t∫]: (explanation)
- T elicits ss to present - (to) sum up [sʌm] [ʌp]: (translation)
vocabulary - attention [ə'ten∫n] (n) :
(explanation)
- SS copy down. - regularly ['regjuləri] (adv) :
(translation)
Set the scene : “ Today we learn how
to write a speech about saving
energy”.
1. Matching ( on page 61)
- T ask ss to work in pair to A B
match the column A with the Parts of Functions
correct sentence in column B. speech
1.Introducti A. summing up what
- T gives feedback. on you have said
2.body B. getting people’s
3.conclusio attention and telling
n them what you are
going to talk about .
C. giving details in
easy-to-understand
language.
* Answer keys:
1-B
2-C
3-A
- T asks ss to work in pair 2. Ordering ( b. on page 61-62)
1. If you follow these simple
- T gives feeback. rules, not only will you save money,
but also the environment will be
cleaner.
2. Most of us use too much gas.
You can reduce this amount by :
traveling by bicycle or public
transport .
having a mechanic check your

häc : 2011- 2012
motorcycle regularly.
3. Good evening, ladies and
gentlemen . I’m Professor Roberts and
tonight I’m going to tell you how to
save money.
Keys :
3-2-1
3. While – writing: ( 10 Minutes)
- T gives ss some notes.
Notes :
- Good morning / evening
ladies and gentlemen
- How to + infinitive :
- by + v-ing
- Not only…………..but aslo
……. - Have students discuss and find out
- T asks SS to do the task bon the three parts of a speech
page 61. - Ask students about the function of
each part: introduction, body and
conclusion.
- T has SS work in group of - Correct mistakes and give the
four. answers:
1-B 2-C 3-A
- Practice:
+ Have students work in groups (part
B, p61)
- Correct the mistakes and give the
corrects answers.
4. Post – writing:( 10 Minutes ) - (part C, p.62) have some sts work on
- T asks SS to do the task c on groups. - - Divide the class into 3
page 62. groups: each group prepare a speech,
write it on the paper and stick it on
the board.
- T has SS work in group of *Write it up:
four. Good morning ladies and gentle men,
- T asks some students to I'm a conservationist and to day I'm
hang the posters . going to tell you how to reduce the
- T asks ss to read their amount of garbage.
speeches. You know, nowadays, every household
produces a lot of garbage.This not
only pollutes the environment but
affects people's health as well.So it's
necessary for you to reduce the

häc : 2011- 2012
amount of garbage you produce.You
can reduce this amount by:
-Collecting plastics bags ,....
-Using cloth bags....
- Not keep solid waste with food
waste.....
If you follow these simple rules, not
only will reduce the amount of
garbage you produce but your life will
be safer.
- Correct the mistakes and give
remarks.
5. Homework: ( 5 Minutes) - Have students prepare a speech and
write down on their notebooks, using
the topic in textbook
- Learn speech .
- Prepare unit 7 : Language focus
(page 62,63,64)
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TiÕt 47: Lesson 5: Language Focus

- By the end of the lesson of the lesson , students will be able to know
how make suggestion and to use connectives and phrasal verbs .
Further practice in connectives and phrasal verbs
- Connectives and phrasal verbs
III.Techniques( Ph¬ng ph¸p): * Bingo, Brainstorming.....
cassette , picture
1.Warm-up: (5') * Bingo:

- Ask students to write down in * Suggest list of verbs +
their notebook 5 verbs with Prepositions
prepositions. Look for Look after
- Prepare a list of verbs + Turn on Turn off
preposition. Then call out each Want for Belong to
word in a loud voice. Depend on Go on
- Students listen to the teacher Listen to Talk to
carefully. If anyone has the Dream about
same verb + prepositions, they
cross it out.
The first students crossing out
all 5 verbs + prepositions shout
“Bingo” and win the game. * Answer keys:
2. Practice: (30') - Picture 1: look after the baby
- Provide students 5 verbs + - Picture 2: go on (wasting paper)
prepositions and then ask them - Picture 3: turn off TV
to match the verbs with the - Picture 4: look for
pictures on page 64. - Picture 5: turn off the faucet
- Have students work in pairs to

do Language Focus 2 exercise
on the page 63. They have to
häc : 2011- 2012
use suitable verbs to complete * Brainstorming:
the sentences. therefore
- T divides the students into 2 however and
groups .
so
- SS in each groups go to the Connectiv
board and write the connectives. moreover es
or
- T gives feedback .
but because
- T leads in . * Answer keys:
a) Mrs. Quyen bought com,
- Ask students to thinks of potatoes and cabbage at the
connectives that they’ve learnt. market.
- Have students go to the board b) I’d love to play volleyball but I
write down the connectives. have to complete an assignment
- Give feedback c) Nam got was because he forgot
- Have students work his umbrella.
individually to do the exercise d) Hoa failed her math test.
Language focuses 1 on page 63. Therefore, she has to do the test
They have to complete the again
sentences by using correct e) Do you want Vietnamese tea or
connectives. milk tea?
f) Its raining, so I can’t go to the
beach.
g) Ba’s hobbies are playing football
and collecting stamps.
- Ask students to work in pairs  h) Na is very tired. However,
to compare their answers. she has to finish her homework
- Give feedback. Have some before she goes to bed.
students read aloud the
completes sentences, chalk *Practice: Task 3 on page 64
their pronunciation and the
meanings.
- Ask students to do exercises 3 S+ Suggest + V-ing
using S+ suggest + S
'' suggest'' should + Vo
Keys :
I suggest collecting some money .
I suggest collecting unused
clothes .
I suggest organizing a show to raise
money.

häc : 2011- 2012
I suggest giving lessons to poor
children
I suggest helping elderly people
and war invalids with their chores.
I suggest looking after their children
while they are out for work
 Practice: Task 3 on page 64
Keys :
I suggest you should work harder
on your pronunciation.
I suggest you should write
sentences with new words.
I suggest you should speak English
in class.
I suggest you should buy a good
dictionary.
I suggest you should do some
reading in English.
4. Production: (5' ) I suggest you should listen to the
songs, and news in English on TV or
5. Homework: ( 5' ) on the radio.
- Remember the lesson.
- Learn vocabulary and language

focus .
- Review for one-period test.
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TiÕt: 48: KiÓm tra 1 tiÕt sè 1 HK 2

I.Môc tiªu:
- Qua bµi kiÓm tra sè 1 HS cã kh¶ n¨ng «n tËp vµ cñng cè vÒ tõ vùng ,
cÊu tróc ng÷ ph¸p ®· häc tõ bµi 6 ®Õn bµi 7.
II. KiÕn thøc:
- Tenses.
- Prepositions .
- Adverbs , adjectives.
- If clause.
- Suggest + Ving.
- Connectives..................
III.Ma trËn ®Ò:
Chñ ®Ò NhËn Th«ng hiÓu VËn dông Tæng
biÕt
TN TL TN TL TN TL
1. phonetics, 15 5 20
Gram & 0.2 5
vocab 0.4 0
2. Reading 5 5
0.5
2.5
3.Writing 5 5
0.5 2.5
Tæng 20 5 5 25
5.0 2.5
häc : 2011- 2012
2.5 10
Question I: . T×m tõ mµ phÇn g¹ch díi ®îc ph¸t ©m kh¸c víi ba tõ
cßn l¹i:
(5 points)
1 . A. game B. calm C. father D. class
2. A. event B. lend C. even D. dentist
3. A. maps B. pens C. books D. sits
4. A. apple B. map C. water D. man
5. A. nature B. natural C. nation D. native.
1. What about.............................. showers instead of baths to save
energy?.
A. take B. to take C. taking D. took
2.If we work hard, we ........................this beach a clean and beautiful
place.
A. make B. have made C. to make D. will
make
3. She felt tired. ________, she had to finish her homework.
A. However B. Therefore C. So D. Although
4. I suggest ________ a picnic at the weekend.
A. to have B. having C. had D. have
5. You ________ better if you take this medicine.
A. will feel B. feel C. felt D. would feel
6. Three thousand cars___________ last year.
A. produced B. were produced C. will produce D. will be produced
7. The children felt _________ when their mother was coming back
home.
A. excitement B. excitedly C. excited D. exciting
8. ________ he worked hard, he could pass the exam.
A. So B. Because C. Even though D. Therefore
9. He laughed _________when he was watching “Tom and Jerry” on TV.
A. happy B. happily C. happiness D.
unhappy
10. If I ________ free, I’ll come to see you.
A. am B. was C. will be D. have been
Question III: §iÒn giíi tõ thÝch hîp vµo chç trèng: (5 points)
1. Don’t worry. I will take care.......................your sister when you are
away.
2. You should turn ....................the light before going out.
häc : 2011- 2012
3. I have lost my hat. I’m looking.......................it everywhere.
4. We shouldn’t go........................wasting water.
5. This boy is good …….........drawing.
Question IV: §äc ®o¹n v¨n sau vµ chän ®¸p ¸n ®óng nhÊt ®Ó
hoµn thµnh çc c©u sau. (5 points)
The telephone directory or phone book, is an alphabetical listing of the
names, addresses, and phone numbers of all the people in an area who
have phones and want their numbers to be listed. There is no charge if
you have your telephone number listed .
It’s important to know how to use the telephone directory. The
directory has white pages that list the names of people and
businesses who have phones. The yellow pages, in the back of the
directory list the names and numbers of businesses.They also have
advertisements for some of the businesses listed. The yellow pages are
classified alphabetically by subjects. You can find a listing of plumbers,
electricians, physicians, schools ,and so on. Under each heading is an
alphabetical listing of all the local businesses or people in that
category.
1. The telephone directory is a …………..
a. magazine b. phone book
c. text book d. novel
2. Your phone numbers……………….. in the telephone directory
a. can’t be listed b. is never listed
c. can be listed d. may be listed
3. If you want to have your telephone number listed in the phone
book , you ………
a. don’t have to pay any money b. have to pay much money
c. have to pay some money d. have to pay a little money
4. There are ………………… in the phone book
a. only white pages b. only yellow pages
c. white and blue pages d. both white and yellow pages
5. The yellow pages are classified alphabetically by ……………..
a. names b. subjects
c. addresses d. phone numbers
Question V: ViÕt l¹i çc c©u sau dïng tõ gîi ý: ( 5 points)
1. We couln’t drive fast because the traffic was heavy.
->
Since........................................................................................................
....................
2.'' Shall we drink coffee somewhere after the theatre? '' said Tom.

häc : 2011- 2012
-> Tom
suggested.................................................................................................
..........
3. Nam studied every subject very hard. He failed his exam last year.
( but)
->
Nam..........................................................................................................
....................
4. He has to stay at home. He has to clean his house. ( and)
->
He ............................................................................................................
..............
5. I can’t take you to the airport because I don’t have a car.
-> If
………………………………………………………………………………...........
.....................................................
..................

häc : 2011- 2012
Ngµy
so¹n: / / 2012
Ngµy
d¹y: / / 2012
Unit 8: celebrations
TiÕt 49 : Lesson 1 : GETTING STARTED – LISTEN AND READ

- By the end of the lesson, students will be able to know more about
the celebrations
in the world and VN.
- Grammar: Relative clause
- Vocabulary: Words about celebrations
III.Techniques( Ph¬ng ph¸p):
- Slap the board ...
IV. Teaching aids: ( §å dïng) :
- Extra boards , posters , tape , cassette , picture
Teacher's&Students'Activities Language Targets
1.Warm up Getting started:

- Ask Ss the name of some
celebrations on VN & in - Birthday, wedding, Tet holiday,…
other countries.
- Give Ss some picture
about birthday, wedding,
Tet holiday,… and then ask
Ss to guess the names of
the pictures. Ask Ss to look
the picture and answer the
questions.
häc : 2011- 2012
2. Pre – reading: 1. Pre teach new words
-T introduces the text - (to) occur ( synonym) = (to) happen
- Pre - Teach Voacbulary: - (to) decorate (v) picture
-T elicits SS to teach - sticky rice cake (n) picture
vocabulary. - Passover (n) translation
- T uses “picture, - Jewish (n) picture
situation ,synonym, - Slavery (n): ( antonym) > Freedom (n)
- Parade (n) : picture
antonym” to expain the new
* Checking vocab: Slap the board.
words.
* Model sentences:
-T models.
- Tet is a festival which occurs in late
January or....
individually. - Family members who live apart try to....
-SS copy down.
- T introduces the
structure.
- T gives an example to
introduce the form. 2. Open Prediction.
- SS give examples. - what celebrations they are going to
*Open prediction: read.
+ Set the scene :
- Ask students to keep the
books closed.
- Give students 1 minute
to guess.
- Asks Ss to guess what 3. Read and check.
celebrations they are - Asks Ss to read then check their
going to read prediction.
- Give feedback. - Gives feedback
3. While- reading: “They are Tet, Passover and Easter”
- Ask Ss to open their 2. Grid
books and listen to the - Asks Ss to read the dialogue again then
tape. complete the grid.
- Let ss check their * Answer key
prediction.
Celebrati When Activities Food Country
- Let students read the
on ?
text again.
häc : 2011- 2012
- Ask students to work in Tet In late Cleaning Sticky Viet Nam
pairs to answer January and rice
- Give feedback. or early decorating cakes
Februar homes, and
y enjoying
special food
Passover Late in Not Special Israel
March available meal
or early called
April the
Seder
Easter Around People Chocolat In many
the crowd the e and countries
same streets to surge
time as watch eggs
Passov colorful
er parades
4. Post- reading Celebrati When? Activitie Food Countrie

- Ask Ss to give some on s s
information about the Mid- Middle Lion, Moo Viet
other celebrations which Fall of Lunar danci n Nam
they know. (Ex: Mid-Fall Festiva August ng cake China
Festival, Wedding, Lunar l singin s,
New Year,…) g swee
5. Homework: ts
- Learnt by heart all new
words.
- Do exercises.
- Prepare: Unit 8: Speak +
listen
...........................................................
..

häc : 2011- 2012
Ngµy so¹n:
/ / 2012
Ngµy d¹y:
/ / 2012
TiÕt 50: Lesson 2 : Speak + Listen

- By the end of the lesson, students will be able to give a
respond to compliments and complete a song and sing a song
beautifully.
- Grammar: Give a compliment and respond to a compliment
- What and Where ...
häc : 2011- 2012
1.Warm up:
* Revision of adjectives:
- Have students review
adjectives * Ex:
- Get students to make S1: I have an active friend
sentences. S2: I have a beautiful friend
I have + a/an adjective + S3: I have a clear friend
friend S4: I have a dirty friend
- The first students has to use ……………………………………
the adjective beginning with
the letter A. The second
students has to use the
adjective beginning with the
letter B. The third with C…
- Go on until the last student
1. Preteach new words
with the adjective beginning
- active (adj)
with the letter Y. - activist (n): (translation)
2. Speak: (20 minutes) - nominate (v): ghi danh
a. Pre – speaking: ->Nomination (n) (translation)
- T introduces the lesson. - charity (n):(explanation: kindness
in giving help to the poor)
- Pre - Teach Voacbulary:
* Checking vocabulary: What and
-T elicits SS to teach Where
vocabulary. - Write the words on the board, put
- T uses “picture, situation one word in each circle.
,synonym, antonym” to expain Charit Well- Effectiv
the new words. y done
eeeee
- T models. Activ Nomina Activi
eeeee
e teon ee tie
- SS repeat chorally and 2. Model sentences:
individually. - Set the scene: Trang has justst
won
-T checks SS about the the first prize in the English
stressing and the meaning speaking contest. What does Mai
- SS copy down say to pay Trang a compliment? And
what does Trang respond?
Mai: Well done, Trang
- T introduces the structure. Trang: Thanks.
- SS give examples. - Ask students how to give and
- SS copy down respond to compliments
* Give a compliment:
- Well done

häc : 2011- 2012
- That’s a great…
- That’s an excellent…
- Congratulation on…
- Let me congratulate you on…
* Respond to a compliment:
- Thanks/ Thanks a lot
- It’s very nice/kind of you to say so
- That’s very kind of you.
* Word-cue drill:
a. Well done/thanks
b. Congratulations/ thanks a lot
c. Let/congratulate/ on passing the
exam/kind
b. While- speaking: d. Great report/ nice of you
- Have students practice giving * Answer keys:
and responding the a. On her mother’s birthday, Huyen
compliments made a big beautiful cake to
- Have students works in open celebrate.
pairs then closed pairs * Mother: Well done, Huyen
- Ask students to works in * Huyen: Thanks, Mom.
pairs, to read the situation on b. Tuan is an active student. He has
page 66. 67 then give and taken pair in different charity
respond to compliments. activities in his town. Tuan has been
- Give feedback the most nominated as the most
- Call on some pairs of students effective activist in the town charity
to act out. program.
o Friend: Congratulation on
your nomination, Tuan
o Tuan: It’s very nice of you to
say so.
c. Hoa brings to class a new picture
she has painted
You: That’s an excellent drawing,
Hoa.
Hoa: That’s very kind of you to say
so.
3. Listen: ( 15 minutes)
-Explain the title of the song “Auld
a. Pre – listening: lang syne”
- Do you like singing? -Auld: old
- Can you sing anEnglish -Lang:long
song ? -Syne: since
- Which English songs do you
häc : 2011- 2012
sing? -Vocabylary: - acquaintance (n)
- Have you heard “ Auld lang (explain)
syne”? - trusty (adj)
- T elicits SS to teach (translation)
vocabulary. - Check : jumpled words.
- T models.
individually.
- T checks SS about the
- SS copy down.
- Ask students to work in
groups to guess the answer.
- Give feedback - Give the answer keys: a. days
b. While- listening: c. mind
- Ask students to listen to the e.kindness b. take
tape twice (stop at each d.hand
sentence if necessary)
- Ask ss to fill in the gaps then
compare with other partners.
- Play the tape one more time
- Ask ss to give their answer.
c. Post- listening:
- Ss sing follow the tape in chorus.
- Teacher writes the song on
- Sing invidually
the extraboard then teaches
them the song.
- Ss sing follow the tape in
chorus.
- Sing invidually
5. Homework:
- Learnt by heart all new words.
- Have some students to sing
the song by heart.
.............................................................

häc : 2011- 2012
Ngµy so¹n: / /
2012
Ngµy d¹y:
/ / 2012
TiÕt 51 : Lesson 3 : Read

- By the end of the lesson, students will be able to know more about
the opinions, feelings and memories about their father on the
Father’s Day in The USA and in Australia.
- Grammar: Give a compliment and respond to a compliment
- Chatting, What and Where ...
I/ WARM UP : Matching:
- T divides the ss into 2 groups A
B
- T leads them to do the task. 1. Women’s Day a.
22- 12
2. Vietnamese Independent Day
- T leads SS in the lesson. b. 8-3
3. Children ‘s Day c.
3rd Sunday of June
II/ PRE-READING :
4. May Day
- T introduces the lesson. d. 20-11
- Pre - Teach Voacbulary: 5. Teacher’s Day
-T elicits SS to teach e. 1-5
vocabulary. 6. Father’s Day
- T uses “picture, situation f. 1-6
,synonym, antonym” to expain * Vocabulary:
häc : 2011- 2012
the new words. - a hug [hʌg] : ( mime )
- T models. - considerate [kən'sidərit]:(adj)
- SS repeat chorally and translation
individually. - generous ['dʒenərəs] : (adj)
-T checks SS about the (translation)
stressing and the meaning - priority [prai'ɔrəti] :( explanation)
- SS copy down - sense of humor (n) : (translation)
- T sets the scene. - to distinguish [dis'tiηgwi∫]:
( translation)
- terrific (adj) [tə'rifik]: (synonym )
=wonderful
* Set the scene

- SS work in pair to predict and
answer the questions .
Rita Bob
Jane
We read the text to know more
about the opinions, feelings, and
memories of children about their
father on Father’s Day in the USA
and in Australia
III/ WHILE-READING :
TRUE OR FALSE STATEMENTS
- SS read the text and check
1 .Rita’s Father teaches him how
their prediction .
to love, cry, and laugh
2. Rita’s loves him so much that no
words can describe.
3. Jane’s father cried on her
wedding day.
4. Bob’s father is very mean .
- SS read the text and answer
5 .Bob’s father doesn’t enjoy telling
the questions .
jokes.
* Read and check .
1T
2T
3.T
4. F . ( He is considerate and her
- T gives feedback.
generous) .
5 . F (His sense of humor makes him
häc : 2011- 2012
IV/ POST-READING : different from others)
- SS work in group of four and Answer the questions
write about their father. Keys :
V/ HOMEWORK: . a. Rita sends this card to his father
- Learn the vocabulary. b. Yes, he does
- Write the answer . c. His sense of humor
- Prepare Unit 8 write d. He is possibly dead. These ideas
may tell about that … How much
you are missed..., I now have
children, Dad,….
e.The best person in the world, a
teacher, a friend, a care taker.
- Tell about your father
Write: your feeling, opinions, and
memories about your father
.............................................................
Ngµy so¹n:
/ / 2012
Ngµy d¹y:
/ / 2012
TiÕt 52: Lesson 4 : Write

- By the end of the lesson, students will be able to write a letter to a
friend to share their ideas.
- Grammar: Relatives Clauses
- Brainstorming...
Students'Activities
I/ WARM UP : Brainstorming
- T divides SS into 2 groups
GV: Ng« ThÞ Hµ 138 What do
people do on
Mother’s
häc : 2011- 2012
- T leads them to do the

task.
- T leads SS in the lesson. Gives gifts.

*Keys :
-Give gifts, flowers , postcards
-Cook a special meal.
-Do the housework.
-Help the mother with the housework.
II/ PRE- WRITING :
*Pre-teach:
- T introduces the lesson. - To enhance :(explanation)
- Pre - Teach Voacbulary: - To have a day off : ( translation)
-T elicits SS to teach - To support :( situation)
vocabulary. - Nationwide (adj):(translation)
- T uses “picture, - To express :( explanation)
situation ,synonym,
antonym” to expain the new
words.
- T models.
- SS repeat chorally and
individually.
- Set the scene : “ Do people celebrate
Mother’s Day or Father’s Day ?Do you
stressing and the meaning think it is necessary to have a day to
- SS copy down celebrate for your mom and dad ?”
- T sets the scene. Answer key:
1. to express feelings memories and
loves for our parents
To enhance family traditions.
- Comprehension To bring family members together so
questions : that …
- Read the outline and 2. On Sunday , on women’s Day.
answer the questions. 3. - have parties
- cook a special meal with their
favorite foods .
- make cakes :
- Sing their favorite songs .
All family members and close friends
gather and enjoy the party or the meal.
- SS work in pair to predict
häc : 2011- 2012
and answer the questions . 4. flowers , gifts, postcards, clothes ,
ties ( for fathers )
5. Yes , I do .
III/ WHILE-WRITING: * Write it up ( outline – p. 70)
- SS work in pair to write
about the celebration for First Tell your friend the
Mom or Dad. paragra reason(s) for celebrating
ph: this day (for children to
express their feelings,
memories, and love for their
parents,to enhance family
- T gives feedback. traditions,to bring family
members closer...)
Second Give details about:
paragra - when to celebrate: in what
ph: season, or what month, on
what date of the month or
day of the week... (why?)
- how to celebrate: having
parties, sending cards,
going on picnics...
- what special gifts to give:
gifts to moms, gifts to dads.
IV/ POST-WRITING : - what special food to offer.
- SS work in group of four Third State whether or not you
and write about their paragra think your idea will be
father. ph supported and you hope the
- T asks SS to hang on the day will be celebrated
posters on the board . nationwide.
*Correction :
In my opinion I think it’s important for us
to have a day to celebrate for our parents. It
will be a day for us to express our feelings,
memories and love for our parents. Family
- T leads ss to correct the
members can have a chance to get together
mistakes to enhance family traditions.It will be also a
day to bring family members closer.
We should celebrate it on the first
Sunday in August. Because it’s a day off and
everyone is free from work and study. It’s a
good idea to have a warmly party with all
family members in a restaurant. Our parents
V/ HOMEWORK: . should be given some beautiful flowers,
- Write the passages on greeting cards and special gifts which they
the board . like. And they also should be servered the food
- Prepare: Unit 8 Language they like best.
häc : 2011- 2012
focus 1 ,3,4 I hope that my idea will be supported
and the day will be celebrated nationwide
because everybody loves their parents so
much and wants their parents to be happy.
- SS copy down.
.............................................................
Ngµy
so¹n: / / 2012

häc : 2011- 2012
Ngµy
d¹y: / / 2012
TiÕt 53: Lesson 5: Language focus

- By the end of the lesson, students will be able to practice in Relative
clause, adverb clause of concession.
- Jumbled words, What and Where ...
- Extra boards, posters, picture…
1. Warm up: - Work in 2 groups to write the

Gives a poster right
1. lofk – fold *Jumbled words
2. ubcpli – public 1. fold
3. tlaough – although 2. public
4. ppaenh – happen 3. although
? Work in 2 groups to write the 4. happen
right words
2. Presentation a. Pre teach:
- Guessing the meaning of the - compose (exam)
words from teacher's eliciting - Culture (exam)
- Read and repeat - occur (trans)
- Copy them - satisfy (trans)
- Check R.O.R - jumper (realia)
- lap (mime)
Checks R.O.R
- Look at the dialogue to practice b.Dialogue build
by steps
- Who, which are replace pronoun - She is the girl who is wearing a
- Who is used for people blue shirt
- Which is used for thingGives feed - They are novels which are written
back by a famous writer
- Gives the dialogue
häc : 2011- 2012
- Asks students to pactice the
dialogue
- Gives model sentences
- She is the girl who is wearing a
blue shirt
- They are novels which are
written by a famous writer
? Give form -Do language focus 1
? How can you use it ? * Exercise1:
Gives feed back A: Who is Lan
3. Practice B: She is ........ who is
*Exercise1: wearing a blue shirt
? Do language focus 1 A: What book are those?
? Have to join the sentences, using B: They are novels ........ are
relative clause written by a famous writer
? Work in pairs * Model sentences
Calls some pairs to practice before She is the girl who is wearing a
the class blue shirt
Gives feed back They are novels which are written
by a famous writer
Note:
Who, which are replace pronoun
Who is used for people
Which is used for thing
- Look at 2 pictures on P 71 to
describe each of the people in the
pictures using Relative clause
Practice by steps
+Exercise 2: Describe each of
people in the picture.
*Exercise2:
? Look at 2 pictures on P 71 to *Picture cue drill:
describe each of the people in the Example:
pictures using Relative clause + My uncle Tom is a man who is
- Asks students to practice by standing behind my grand mother.
steps +My grand mother who is standing
- Gives feed back near my aun is very friendly.
+Exercise3:
*Form:
Main clause + Adv Cl
of concession.

häc : 2011- 2012
* Exercise3:
-T elicits the form, use & *Meaning:
meaning by giving the Eventhough/though/Although (dï,
example. mÆc dï)
? Who can give out the fom of the Using: ChØ sù nhîng bé
adverb clause of concession.
? Meaning, please. *Key: b. Although we donot.
?How about the using. .......Dad & I have......
c. We went to..... event though
they donot
d. Many... ,though they do
not..........
e. Eventhough in Austrlia,
4. Production: people......
- Ask Ss to do the exercise - Join the sentences, using relative
individually. clause
- T monitors and helps. - Work in pairs
- Check: call some Ss to do the - Practice before the class
exercise.
- Answer the questions.
- Give out forming, meaning,

using.
- Do exercise individually.
5. HOMEWORK: . - Ss go to the board to do the

- Do exercise in to note books . exercise.
- Prepare the next lesson.
..........................................................................

häc : 2011- 2012
Ngµy so¹n: /
/ 2012
Ngµy d¹y: /
/ 2012
TiÕt 54: Test correction 3
I. Môc tiªu:
Question I: . T×m tõ mµ phÇn g¹ch díi ®îc ph¸t ©m kh¸c víi ba tõ
cßn l¹i:
(5 points)
1 . A. game B. calm C. father D. class
2. A. event B. lend C. even D. dentist
3. A. maps B. pens C. books D. sits
4. A. apple B. map C. water D. man
5. A. nature B. natural C. nation D. native.
1. What about.............................. showers instead of baths to save
energy?.
A. take B. to take C. taking D. took
häc : 2011- 2012
2.If we work hard, we ........................this beach a clean and beautiful
place.
A. make B. have made C. to make D. will
make
3. She felt tired. ________, she had to finish her homework.
A. However B. Therefore C. So D. Although
5. You ________ better if you take this medicine.
A. will feel B. feel C. felt D. would feel
6. Three thousand cars___________ last year.
A. produced B. were produced C. will produce D. will be produced
7. The children felt _________ when their mother was coming back
home.
A. excitement B. excitedly C. excited D. exciting
8. ________ he worked hard, he could pass the exam.
A. So B. Because C. Even though D. Therefore
unhappy
Question III: §iÒn giíi tõ thÝch hîp vµo chç trèng: (5 points)
1. Don’t worry. I will take care.......................your sister when you are
away.
2. You should turn ....................the light before going out.
3. I have lost my hat. I’m looking.......................it everywhere.
4. We shouldn’t go........................wasting water.
5. This boy is good …….........drawing.
hoµn thµnh çc c©u sau. (5 points)
The telephone directory or phone book, is an alphabetical listing of the
names, addresses, and phone numbers of all the people in an area who
have phones and want their numbers to be listed. There is no charge if
you have your telephone number listed .
It’s important to know how to use the telephone directory. The
directory has white pages that list the names of people and
businesses who have phones. The yellow pages, in the back of the
directory list the names and numbers of businesses.They also have
advertisements for some of the businesses listed. The yellow pages are
häc : 2011- 2012
classified alphabetically by subjects. You can find a listing of plumbers,
electricians, physicians, schools ,and so on. Under each heading is an
alphabetical listing of all the local businesses or people in that
category.
a. magazine b. phone book
c. text book d. novel
a. can’t be listed b. is never listed
c. can be listed d. may be listed
a. don’t have to pay any money b. have to pay much money
c. have to pay some money d. have to pay a little money
a. only white pages b. only yellow pages
c. white and blue pages d. both white and yellow pages
a. names b. subjects
c. addresses d. phone numbers
Question V: ViÕt l¹i çc c©u sau dïng tõ gîi ý: ( 5 points)
->
Since........................................................................................................
....................
-> Tom
suggested.................................................................................................
..........
( but)
->
Nam..........................................................................................................
....................
->
He ............................................................................................................
..............
-> If
………………………………………………………………………………...........
*§¸p ¸n
Question I: ( 1đ)
häc : 2011- 2012
1 . A. game
2. C. even
3. B. pens
4. C. water
5. B. natural
Question II: ( 2đ)
1. C. taking
2.D. will make
3. A. However
4. B. having
5. A. will feel
6. B. were produced
7. C. excited
8. B. Because
9. B. happily
10. A. am
Question III: §iÒn giíi tõ thÝch hîp vµo chç trèng: ( 2đ)
1. Don’t worry. I will take care........of...............your sister when you are
away.
2. You should turn ......off..............the light before going out.
3. I have lost my hat. I’m looking........for...............it everywhere.
4. We shouldn’t go..........on..............wasting water.
5. This boy is good ……at.........drawing.
hoµn thµnh çc c©u sau. ( 2đ)
b. phone book
c. can be listed
a. don’t have to pay any money
d. both white and yellow pages
b. subjects
Question V: ViÕt l¹i çc c©u sau dïng tõ gîi ý: ( 2đ)

häc : 2011- 2012
( but)
........................................................................
Ngµy
so¹n: / / 2012
Ngµy
d¹y: / / 2012
Unit 9: Natural disasters
TiÕt 55: Lesson 1 : Getting started + Listen and
read

- By the end of the lesson, students will be able to read a dialogue for
details about the weather forecast.
- Grammar: Relative pronouns
- Vocabulary: Words about weather forecast
1. Warm up
+ Matching:
- Ask Ss to look at the picture and
match. - Ss look at the pictures with the
- monitors & helps. word & match.
- Feed back. - Give out the answers.
- T asks students to answer some
questions about the weather: 1. snow storm.
? What is the weather like to day? 2.earthquake.
? Do you like hot/ cold weather ? 3.volcano.
? Have you ever listened to the 4.Typhoon

häc : 2011- 2012
weather fore cast on the radio or
on T.V ?
? Do you think weather fore cast is *Pre teach : New words
useful for us? How is it useful? - thunderstorm (picture)
2. Pre reading - Delta (picture)
- Guessing the meaning of the - central high land(picture)
words from - just in case (trans)
teacher's eliciting - temprature(exam)
- Read and repeat - trust (explain)
- Copy them - Checks what and where
- Check what and where
- Guess.
- Pair work.
- Give out the answer.
* True/False statements 1 - F, 2 - F, 3- T,
- Sets the scene: Thuy is talking to 4 - T, 5 - F
her grandmother while they both
are watching T.V
- T hangs the poster on the board.
- Run through.
- Asks them to guess.
3. While reading
- Asks students to read the
dialogue in pairs to check their
guess * Gap fill:
- T monitors and helps some pairs. Gives table exercise
- Feed back: Calls some Ss to give 2 b on page 75.
out their answer. * Key
* Gap fill: 1.turn up-weather fore cast
- Read Exercise 2 b on 75 and tell 2.raining
the teacher what they are in 3.thunderstorm
Vietnamese 4.have temperature
- Guess the missing words weather fore cast , watching
- Work in pairs them.
- Read the dialogue to check your - Read the dialogue again to
guess answer the questions
- Work in pairs
- Write down the missing words
*Comprehension question
Gives question and asks students - Think about the content of the
to read the dialogue again to dialogue to retell what they are
answer the questions talking about
- Retell before the class
häc : 2011- 2012
? Work in pairs
Gives feed back
4. Post reading
*Retell
? Think about the content of the
dialogue to retell what they are
talking about
Calls students to retell before the
class
5. Home work:
- Do exercise in to note books
- Next: Speak .
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TiÕt 56: Lesson 2 :SPEAK
- By the end of the lesson, students will be able to talk about what
they do to prepare for a typhoon.
- II.Content : (Träng t©m ng«n ng÷):
- Vocabulary: Words about weather forecast

häc : 2011- 2012
- T divides SS into two groups and I/ WARM UP : Brainstorming

write about the disaster.
typhoon
Natural
= T gives feedback. disaters
*Suggested ideas.
- volcano - flood
- earthquake - drought
- snowstorm - typhoon
- T elicits ss to present the II/ PRE-SPEAKING :
vocabulary. *Pre-teach :
- to damage ['dæmidʒ]= to spoil
SS copy down. [spɔil] (synonym)
- available [ə'veiləbl] (adj) :
- T elicits SS to present the form (explanation)
- to hire ['haiə] :(explanation)
- to tie [tai] :( mime )
- a ladder ['lædə] :( translation)
SS copy down. - a bucket ['bʌkit] :( translation
- anned food :(explanation)
- a power cut : (explanation)
Set the scene : Have you ever
seen a typhoon ?
What should you make for a
typhoon ?
exercise 3a on page 76. check
() what preparations you think
should be done for a typhoon.
*Answer keys:
 Buying some canned food.
- Have students to exercise 3a on Painting the house.
page 76. The students have to Buying a dog.
check () what preparations they  Buying candles.
think should be done for a  Buying marches.
typhoon. Hiring some video movies.
T gives feedback .  Filling all buckets with water.
- T gets students to match the  Buying a ladder.
action with a correct reason.
häc : 2011- 2012
 Fixing the leak in the roof.
 Tying the roof to the ground
T asks ss to work in pair . with pegs and ropes.
Inviting some friends over for
T gives feedback . a dinner.
 Checking all the window and a
door latches.Washing your
blankets.
SS copy down. III/ WHILE-SPEAKING :

- Ask students to use the Matching
expressions on page 77 when Match an action with a correct
talking to one another. reason
Actions Reasons
1. to buy a.There may
canned food be power cut
2. to buy b.The market
candles or will be closed.
matches c.There must
3. to fill all be strong
buckets with wind blowing
water. d.It will be
4. to tie the raining hartd
roof to the e.The water
ground with pipes may be
pegs and ropes. damaged
5.to fix the leak .
in the roof
Keys : 1-b, 2-a , 3-e, 4-c, 5-d
* expressions
- I think …
- I think we should…
- T leads ss to practice the -Yes, I think so …
dialogue -What for?
Example exchange: Substitution
- T T asks SS to work in pair . drill
-They can use the questions and S1: What should we do to prepare
the answers above. for a typhoon ?
- Go around and help students. S2: I think we should buy some

häc : 2011- 2012
Encourage students to show their canned food .
own ideas. S1: Why ? (1-
has ss similar dialogue action )
S2: Because the market will be
closed
( f –reason )
S1 : Yes, That’s a good idea.I
agree with you
- asks SS to work in pair . IV/ POST-SPEAKING :
-They can use the questions and Discussion
the answers above. What should we do before a
- Go around and help students. typhoon ?
Encourage students to show their *Suggested ideas
own ideas -to buy food (rice, oil, canned
food, soy sauce, flour,…)
-to buy some medicine .
-to check the roof ,door and
windows
-to find the shelter.
-to buy candles, matches ,
-to buy the torch or flashlight.
SS copy down. V/ HOMEWORK :
-Learn vocabulary .
-Write the exercise on your
notebook .
-Prepare unit 9 : Listen
( page,77) How to live with
earthquake .
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TiÕt 57: Lesson 3 :LISTEN
- By the end of the lesson, students will be able to get some ideas on
how to live with earthquakes by listening.
- Grammar:
- Vocabulary: block, roller, strike....
- Guessing word, What and Where ...
- Extra boards , posters , tape , cassette , picture.
- T divides SS into 2 groups . I/ WARM UP : Guessing word
- T asks SS to guess the word. _ _ _ _ _ _ _ _ _ _ ( earthquake )

- Have you ever heard of an
earthquake ?
- In which country do earthquakes
occur frequently?
- T gives feedback.
- T elicits ss to present the II/ PRE- LISTENING :
vocabulary. * Pre-teach :
- to block [blɔk]: explanation)
SS copy down. - a roller ['roulə]:(explanation)
- to [straik] –struck – struck
- T elicits SS to present the form (translation)
häc : 2011- 2012
- a mirror ['mirə] :(explanation)
- to place [pleis]: (mime)
* Checking: What and Where
- SS copy down.
- Set the scene: “An expert is

giving a talk on how to live with
earthquakes”.
* Pre-questions :
+ Where would you stay if an
earthquake occurred ?
- T asks SS to predict and answer
the questions.
- T has students look at the box on III/ WHILE- LISTENING :
the page 77 and fill the words in - look at the box on the page 77
the blanks from (1) to (9) and fill the words in the blanks
* Answer keys:
(1) bottom shelf of the bookshelf
-T has students listen to the tape twice and (2) fridge.
fill the words in the blanks. (3) washing machine
(4) mirrors
(5) a window
(6) inside
(7) under a strong table
(8) doorway
(9) corner of a room
- T asks SS to work in pair to answer the IV/ POST- LISTENING :

questions . *Comprehension
a. What should we do with heavy fixtures,
- T gives feedback furniture and appliances if we live in an
earthquake zone ?
b. Why do you have to block the rollers
on your fridge and washing machine ?
c. What should we do to avoid flying
glass ?
d. What should we do during an
earthquake ?
*Answer key :
a. We should place heavy books on the
bottom shelf of your bookshelves.
b. to present them from moving.
c. to avoid flying glass , we should Check
the mirrors in your bathroom and
häc : 2011- 2012
bedroom. Make sure they can’t move.
Don’t put your bed next to window.
d. You should plan where you are going
stay during an earthquake. The first thing
to remember is to stay inside. Then you
should sit under a strong table or
doorway, or stand in the corner of a room.
- SS copy down. V/ HOMEWORK :
- Learn vocabulary .
- Write the exercise on your notebook .
- Prepare unit 9 : Read. Prepare the
vocabulary : Tidal wave, abrupt,shift
,warn ,funnel- shaped, suck up ,tornado .
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TiÕt 58: Lesson 4 : READ
- By the end of the lesson, students will be able to get more
information about the natural disasters in the world.
- Grammar:
- Vocabulary:
- Network , What and Where ...
Language Targets Teacher's &
Students'Activities
I/ WARM UP : Network : Natural - T divides the class into 2

disasters groups
- T gives feedback.
II/ PRE-READING :

häc : 2011- 2012
* Pre-teach :
- The Pacific Rim [pə'sifik][rim] :
- tidal wave['taidweiv](n): (translation)
- abrupt (adj): [ə'brʌpt] (synonym - T elicits ss to present the
sudden) vocabulary.
- shift [∫ift](n): (definition)
- SS copy down.
- warn [wɔ:n] (n): (translation)
- funnel-shaped ['fʌnl] [∫eipt](adj):
(visual)
- suck up ['sʌkʌp] (v): (translation)
- T sets the scene.
- tornado [tɔ:'neidou] (n):
- majority [mə'dʒɔriti] (n): (example)
- to erupt : - T gives questions
* Set the scene: “Today we’ll read the text about
some natural disastests. Guess”
* Pre-question
1. How many natural disasters are there in the
text ?
2. What are they ?
III/ WHILE-READING :
* True- False Statements
1. Most of earthquakes in the world occur in the -T gets students to work in
Ring of Fire. pairs to state which
2. The earthquake in Kobe in 1995 caused severe statements are true and
damage. which are false.
3. A huge tidal wave traveled from California to
Alaska and hit Anchorage in the 1960s.
4. Typhoon, hurricane and tropical storm are
different words for the same natural disasters.
5. The eruption of Mount Pinatubo is the world’s - Have students read the text on page
largest ever volcano eruption 78 and check their prediction.
6. A Tornado looks like a funnel.
Answer key:
1. T 2. T
3. F (A huge tidal wave traveled from Alaska to
California) 4. T
5. F (The eruption of Mount Pinatubo is the - T gets students to correct false
world’s largest volcanic eruption in more than 50 statements.
years.) 6. T
IV/ POST-READING : Comprehension
questions:
1. Why do people call the Pacific Rim “Ring of
häc : 2011- 2012
Fire”
2. What will happen when there is an abrupt shift - T asks SS to work in pair to answer
in the underwater movement of the earth? the questions .
3. What does “typhoon” mean?
4. Can we predict when a volcano erupts ?
5.What are tornadoes?
* Answer keys:
1. Because 90% of earthquakes occur - T gives feedback.
around the Pacific Rim.
2.Tidal waves will happen
3. It means “big wind”
4. Yes. The scientists can warn us about the
eruption
5. Tornadoes are funnel-shaped storms
which pass overland below a thunderstorm and
can suck up anything that is in their path.
V/ HOMEWORK :
- Write the exercise on your notebook .
- Prepare unit 9 : write. Prepare how to
write a story . - SS copy down
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TiÕt 59: Lesson 5 : write
- By the end of the lesson,students will be able to write a story.
Develop their writing's skill.
- Grammar: Preposition , the past form of the verb
- Vocabulary: behave, shelter, all of a sudden ....
- Jumbled words , What and Where ...
häc : 2011- 2012
Students'Activities
I/ WARM UP : Jumbled words - Divide the class into

1. otnophy – typhoon two teams. Ss from
2. damotro – tornado two teams go to the
3. lacono – volcano board and write the
4. tearquake – earthquake correct words.
5. ormst – storm - T gives feedback.
II/PRE-WRITING: - T elicits ss to
* Pre-teach : present the
- behave [bi'heiv](v): (translation) vocabulary.
- shelter ['∫eltə] (n): (definition: a place of safely)
- all of a sudden : (synonym: suddenly) - SS copy down.
- scared ['skeəd] = afraid : (synonym)
Set the scene : This is Lan’s family, they are at
home
* Telling the story
- Show six pictures on the board
- Show six pictures
- Set the scene: This is Lan’s family, they are
on the board
at home
- Ask home questions to elicit the story - Ask SS some
1. Picture 1: questions to elicit the
- Who is this? It’s Lan story.
- Where is she? She’s outside/in the garden.
- What is she doing? She’s playing with her
dog, Skippy. - Ask some students
=> Lan is out side playing with her dog. to look at the
2. Picture 2: pictures and retell
- How is the dog? It looks strange. Perhaps is it the story.
scared?
 All of a student, the dog behaves strangely
3. Picture 3:
- What’s on TV? The weather forecast
- What does Lan’s mother say? She tells Lan
that she has just heard on TV that there is a
typhoon coming.
 Lan ran home and her mother tells her that
there is a typhoon coming
4. Picture 4:
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- What are they doing? They are gathering and
talking about the coming typhoon
 Mrs. Quyen gathers her family and asks
them to find shelter in the house.
5. Picture 5:
- What’s the weather like now? It is very dark.
It has strong wind a heavy rain
 Suddenly, it becomes dark. The storm
comes with strong win and heavy rain
6. Picture 6:
- What’s the weather like now? It’s fine.
- How are they now? They all are happy.
 The storm finishes soon and everyone is
glad
III /WHILE –WRITING - Have students write

Use the pitures and the words in the box to a story individually.
write a story . You can make changes or add - Ask students to use
more detail to the story.( p.79 ) past tense.
Notes : - Go around and help
-Preposition students to write.
-the past form of the verb
IV/POST –WRITING: - Take some writings
It was a beautiful day. The sun was shining, to correct in front of
the sky was blue and the weather was perfect. the class.
Lan was outside playing with her dog, Skippy. - Ask students to
All of a sudden, the dog began behaving rewrite their writings.
strangely. She kept running around circles. Lan - Collect their papers
ran home with her dog to tell her mother what and correct.
Skippy was doing. Lan’s mother, Mrs. Quyen
told Lan that she heard on TV that there was a
typhoon coming. Mrs. Quyen gathered her
family and told them to find shelter in the
house.
Suddenly, the sky became very dark. The
storm came with strong winds and heavy rain.
Mrs. Quyen and her family were scared, but
häc : 2011- 2012
soon the storm finished and everyone was
glad. What a clever dog Skippy is. She saved
Lan from being caught in the typhoon”.
V/ HOMEWORK : SS copy down.
-Write the story on your notebook .
-Prepare unit 9 : Language focus1 .Prepare
how to write a story .
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häc : 2011- 2012

TiÕt 60: Lesson 6 : Language focus1

- By the end of the lesson, students will be able to further practice on
Relative pronouns who, which, that.
- Grammar: Relative pronouns who, which, that.
- Vocabulary:
-Guessing word...
- Extra boards, posters, tape, cassette, picture.
Students'Activities
I/ WARM UP : Guessing word

- T gives the
situations for
________ _ _ _ _ _ _ _ ( relative pronoun ) students to get the
words.
II/PRESENTATION : Language focus 1 : - T gives feedback.
Relative clauses - MÖnh ®Ò quan hÖ
* MÖnh ®Ò quan hÖ hay cßn ®îc gäi lµ mÖnh
®Ò tÝnh ng÷, v× nã dïng ®Ó bæ nghÜa hay
nãi vÒ danh tõ chØ ngêi, vËt ®øng tríc nã.
MÖnh ®Ò quan hÖ thêng b¾t ®Çu b»ng mét - T elicits SS to
present the
®¹i tõ quan hÖ. structure.
§¹i tõ quan hÖ: (relative pronouns): Gåm cã
®¹i tõ quan hÖ chØ ngêi - Who, Whom, That.
Và đại từ quan hệ chit vật - WHICH
- Who: lµ ®¹i tõ quan hÖ chØ ngêi, nã bæ
nghÜa cho danh tõ chØ ngêi ®øng vÕ tríc vµ
lµm chñ ng÷ cho mÖnh ®Ò sau.
- I know a lot of people. They live in Ho Chi
- SS copy down .
Minh city.

häc : 2011- 2012
 I know a lot of people who live in HCM city.
- The boy is my son. He is in red hat
 The boy who is in red hat is my son
- Whom: lµ ®¹i tõ quan hÖ chØ ngêi, nã bæ
nghÜa cho danh tõ chØ ngêi ®øng tríc vµ lµm
t©n ng÷ cña mÖnh ®Ò sau.
Ex: This is the girl. You wanted to meet her
last week.
 This is the girl who you wanted to meet last
week.
- Which: lµ ®¹i tõ quan hÖ chØ ngêi, nã bæ
nghÜa cho danh tõ chØ vËt ®øng vÕ tríc vµ
lµm chñ ng÷ cho
mÖnh ®Ò sau.
Ex: I lost the pen. It is red.  I lost the pen
which is red
- Which : lµ ®¹i tõ quan hÖ chØ ngêi, nã bæ
nghÜa cho danh tõ chØ ngêi ®øng vÕ tríc vµ
lµm t©n ng÷ cho
mÖnh ®Ò sau.
ex: The book is for reference. I bought it 2
years ago.
 This book which I bought for 2 years ago is
for reference
 Who-which: replace the pronoun

 Who is used for people, which is used for
things?
- Defining Relative clauses identify nouns;
these clauses tell us which person or thing the
speaker means.

häc : 2011- 2012
II/PRACTICE - Have students to do
the exercise in
- Have Ss answer the questions (on page 81), Language Focus 1 on
using the Relative pronouns. page 81
Answer keys:
b. The country which won the 1998 Tiger Cup
is Singapore.
c. The animal which has one or two horns on - Get students to
its snout is rhinoceros. work in pair, and
then ask some
d. The explorer who discovered America is students to write the
Christopher Columbus. sentences on the
board.
e. The planet which is closest to the earth is
Venus.
f. The animal which was chosen to be the logo
of Sea games 2003 is buffalo.
g. The ASEAN country which is devided into - SS copy down .
two regions by the sea is Malaysia.
h. The food which can you chew but you can’t
swallow is the chewing gum and the thing you
can swallow but you can’t chew is water.
- T asks SS to work
III/ PRODUCTION: Combine each pair of individually.
sentence using a relative pronoun.
1. Mrs White has just had her second baby.
She’s been married for 4 years.
2. Tom and Peter didn’t come . They were
invited .
3. Where are the eggs ? They are in the
fridge .
4. The flowers were roses . I bought the flowers
for my sister.
- SS copy down.
5.The pikes keeps having all –night parties.
They lives next door.
V/ HOMEWORK :
-Learn vocabulary and grammar point .

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-Prepare for one period test..
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TiÕt: 61: - KiÓm tra 1 tiÕt sè 4

I.Môc tiªu:
häc : 2011- 2012
- Qua bµi kiÓm tra sè 4 HS cã thÓ «n tËp vµ cñng cè vÒ tõ vùng, ng÷
ph¸p ®· häc tõ bµi 8 ®Õn bµi 9.
- Ph¸t triÓn kü n¨ng ®äc, viÕt.
II.KiÕn thøc träng t©m:
* Chñ ®Ò: - Celebrations & festivals.
- Natural disasters.
* Chñ ®iÓm: Recreation and The world around us.
* Language focus:
- Tenses, Relative pronouns and relative clauses
- Adverb clauses of concession.
- Relative clauses.
* Vocabulary: - Words to talk about celebrations, festivals & natural
disasters.
III. Ma trËn ®Ò:
biÕt
TN TL TN TL TN TL
Gram &
vocab 0.2 0.5 5.0
5
2. Reading 5 5
0.5
2.5
3.Writing 5 5
0.5 2.5
Tæng 15 5 5 25
5.0 2.5
2.5 10
§Ò sè 1
Question I: Choose the word whose underlined part is pronounced differently
from the rest. ( 1,25 points)
1. a. decorate b. considerate c. celebrate d.
congratulate
2. a. battery b. slavery c. sticky d.
fly
3. a. souvenir b. south c. thousand d.
around

häc : 2011- 2012
4. a. celebrate b. coast c. compose d.
crack
5. a. south b. souvenir c. thousand d.
around
Question II: Put the verbs into the correct tense. (2,5 points)
6. She ( read) ...................... a picture book at the moment.
7. He ( write).................... three letters so far.
8. I ( not / have) ..................... lunch yet.
9. ....................................( you have) a good time at the beach
last weekend?
10. We ( have) ..................... dinner when she came.
Question III: Choose a, b, c or d to complete the
sentences. ( 1,25 points)
11. She is a person................helps me in this exam,
a. which b. who c. whom
12. In Australia, a tropical storm is called a.....................
a. cyclone b. hurricane c. typhoon
13. The meeting hall ........... they had the press conference , is very
large
a. to which b. on Which c. in which
14. I went out .....................it was raining.
a. in spite of b. despite c.although
15. .......... are funnel – shaped storms which pass overland below a
thunderstorm.
a. typhoons b. volcanoes c. tornadoes.
Question IV . Read the passage then answer the questions.
(2.5 points)
Christmas
Two popular traditions at Christmas are : decorating the home
and singing the Christmas carols. The home is the center of the
Christmas celebration.Inside, an evergreen tree is usually placed in the
corner of the living room.Children and their parents wrap string of
colorful lights around the tree, they hang ornaments on the branches .
A star or angle often crowns the top. Careful- wrapped gifts are placed
beneath. Outside, families often string lights around the windows and
wind light around trees and shrubs in the front yard. As the families
decorate their homes, they often put on Christmas record. Almost
every family has at least one favorite album or compact disc. School
children of all ages perform Christmas concerts for their parents and

häc : 2011- 2012
communities. On Christmas’ Eve, family members gather around
Christmas tree to sing traditional songs Such as Jingle bells and Silent
night and then give presents to each other.
Questions.
16. What are the popular traditions at Christmas?
17. Where is the evergreen put ?
18. How do they decorate the Christmas tree?
19. What do the family members often do on Christmas’ Eve ?
20. What do they do as they decorate their home ?
Question VI: Complete each sentence of the following letter:
(2.5 points)
Dear Linh,
21. In / opinion / it / necessary / have / day / celebrate/ Father's Day /
as / people / do/ Australia / USA.
22. It / be / time / children/ express/ feelings / memories/ love /
fathers.
23. I / suggest / we/ celebrate / this day / December 20th.
24. I / believe / other people / will share / idea / so / we/ write/ more
friends .
25. I / look / forward / hear/ you/ soon.
Best wishes,
Ngoc Mai
IV. Keys
I. Choose the word whose underlined part is pronounced differently from the rest.
(1.25 point)
1. a. decorate b. considerate c. celebrate d.
congratulate
2. a. battery b. slavery c. sticky d.
fly
3. a. souvenir b. south c. thousand d.
around
crack
5. a. south b. souvenir c. thousand d.
around
II. Complete the following sentences with the correct form of the verb (2,5 points)
6. She is reading a picture book at the moment.
7. He has written three letters so far.
8. I have not had lunch yet.

häc : 2011- 2012
9. Did you have a good time at the beach last weekend?
10.We were having dinner when she came
III. Choose the best answer A, B, C or D to complete the
sentenses:
(1,25 points)
11. b 12. a 13.c 14. c 15. b
(2.5 points)
16. Decorating the home and singing the Christmas carols.
17. In the corner of the living room
18. Children and their parents wrap string of colorful lights around
the tree, they hang ornaments on the branches.
19. They gather around Christmas tree and sing traditional songs.
20. They often put on Christmas record
(2.5 points)
Dear Linh,
21. In my opinion, it is necessary to have a day to celebrate Father's
Day as people do in Australia and the USA.
22. It will be the time for children to express their feelings, memories
and love for their fathers.
23. I suggest that we should celebrate this day on December 20th.
24. I believe many other people will share this idea, so we should
write to more friends
25. I am looking forward to hearing from you soon.
Best wishes,
Ngoc Mai
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Unit 10: Life on other planets.

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TiÕt 62 :LESSON 1 : GETTING STARTED + LISTEN AND
READ

- By the end of the lesson students will be able to know more about
UFOs.
- Grammar: Conditional sentence
- Vocabulary: spacecraft, aircraft , meteor , alien , weather
balloon ..............
-Guessing word...
Students'Activities
I/ WARMER :
Guessing words : _ _ _ _ ( UFOs)
(Unidentified Flying Objects ) - T asks SS to guess the
*Getting started . name of the picture.
a. Have you ever heard about UFOs ? Do
you think they really exist? - T introduces the tittle
b. Have you ever seen any films on
UFOs?
c. What do you want to know about
UFOs? I want to know where they are
from and why they come to our planet.
II/ PRE-Stage : * Pre- teach
vocabulary - T elicits SS to present
- spacecraft ['speis'krɑ:ft](n): (picture) the vocabulary.
- aircraft (n)
- SS copy down
- meteor ['mi:tjɔ:] (n(visual, picture)
- alien ['eiljən](n) (picture)
- weather balloon
- evidence ['evidəns] (un): (definiton:
anything that makes clear, shows or
proves)
- to capture ['kæpt∫ə] (v):
(synonym: catch (by force) arrest) - T elicits SS to present
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- to claim [kleim] (v)(translation) the form
Lan :Would you like to go to see a movie
with me ?
Mai :Sorry.I’m busy.If today were Sunday, I - T sets the scene.
would go with you
Form : Conditional sentence : Unreal
condition in the present
IF CLAUSE MAIN CLAUSE
Past subjunctive The present
S+ V 2,ED , be : conditional - SS work in pair to
were S + would , should predict.
+ Vo
Could , might
Set the scene : “ Some people report that
they have seen UFOs but many scientists
don’t believe so . However , there is still
evidence for people to believe so.”
Pre-questions :
1. Did people see UFOs many times ?
2. What kinds of UFOs did people see ?
III / WHILE- STAGE : Checking : - SS read and check.
1. Yes they did .
2. They saw large round objects, egg-
shaped objects and a plate- like
device.
Task 1 Matching : - Get students to read
A the text and find the
B words in the text that
1. proof, support a. have the meanings given
disappeared in * 2 a on page 84:
2. falling star or shooting star b. - Ask students to work in
aliens pair.
3. unknown/strange people or thing c. - Give feedback.
meteor
4. bringing together or gathering d.
collecting
5. caught as a prisoner
e. captured
6. because impossible to see f.
evidence
* Answer keys:.1.f , 2.c , 3. b, 4.d , 5.e ,
6.a
1. proof, support = evidence

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2. falling star or shooting star = meteor
3. unknown/strange people or thing = aliments
4. bringing together or gathering = collecting
5. caught as a prisoner = captured
6. because impossible to see = disappeared - Have students to
Task 2 Complete the notes complete the sentences.
* Answer keys: UFO Sightings: - Get students to read
a) An aircraft, a weather balloon or a meteor the text again and
can be mistaken for a alien spacecraft complete the notes.
b) In 1947, a pilot saw nine large round objects They have to work
traveling at about 2.800 meters an hours. individually then
c) There were over 1.500 UFO sightings compare with their
worldwide in 1952 partners.
d) In 1954, a woman and her children saw a UFO - Call on some students
above their house. to read aloud their
e) A farmer saw an egg- shaped object in one of sentences.
his fields and also aliens collecting soil
samples in 1964.
f) In 1971, two men claimed they were captured
by aliens and taken aboard a spacecraft.
g) A pilot and his plane disappeared after
sighting an UFO in 1978.
In 1981, a Frenchman reported that he saw a plate –
like device at a treetop 30 meters away from his
garden.
IV/ POST-STAGE : Put the verb in the
correct tense .
1. If Ba (be )……………..rich, he would travel
around the world.
2. If Mr.Loc had a car, he ( drive)
………………….to work.
3. If Lan ( live ) …………………………in HCM - SS work in pair to
city, she would visit Saigon Water Park. complete the sentences.
4. Nam ( arrive) ……………………………at school
on time if he had an alarm clock.
5. If Hoa lived in Hue , she ( see ) ………..her
parents every day . - T gives feedback
6. If Nga owned a piano, she (play)…………………
it very well.
V/ HOMEWORK :
- Write the exercise on your notebooks.
- Prepare unit 9 : Speak .p. 85 .

häc : 2011- 2012
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Ngµy so¹n:
/ / 2012
Ngµy
d¹y: / / 2012

TiÕt 63 :LESSON 2 : SPEAK + LISTEN
I. Objective: (Môc tiªu):

- By the end of the lesson students will be able to talk to one another
about what they think there might be on Mars, on the moon and on
other planets and know more about the moon by listening.
II. Content : (Träng t©m ng«n ng÷):
- Grammar: May/might + infinitive
- Vocabulary: microorganism, gemstone , sparkling .....
III. Techniques( Ph¬ng ph¸p):
- Matching, drill...

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Students'Activities
I/ WARM UP:
* Matching: - T divides SS into 2
groups.
A B
- SS work in groups to
1. Mercury a. Sao kim match the column A
2. Venus b. Sao thổ with B.
3. Earth c. Sao thủy
4. Mars d. Sao mộc - T gives feedback.
5. Jupiter e. Trái đất
6. Saturn f. Sao hỏa - T leads in.
- Key: 1 -c , 2 -a, 3 -e , 4 -f , 5 -d, 6 -b.
II/ PRACTICE:
1. SPEAKING :
a. Vocabulary : - T elicits SS to
present the
- microorganism [,maikrou'ɔ:gənizm] (n): vocabulary.
vi sinh vật (translation)
- gemstone ['dʒemstoun](n): đá quý (relia) - SS copy down
- sparkling ['spɑ:kliη] (adj): lấp lánh (realia)
- creature ['kri:t∫ə](n): sinh vật
(translation)
- trace [treis] (n): dấu vết (visual)
- mineral ['minərəl] (n): khoáng
- T sets the scene
sản(example)
*Set the scene :
“ These are drawings of things that a
space tourist traveled to Mars, he saw
many things there and noted them down.
These are drawing of things. Try to guess
and match the drawings with their - SS work in pair to
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names” . match the pictures
* Matching : with the names
Match the picture with its name .
Picture 1 a. gas
Picture 2 b.
minerals
Picture 3 c.
mountains
Picture 4 d. water
Picture 5 e.
gemstones
Picture 6 f. little
creatures - SS copy down
Picture 7 g. planets
- Keys : 1-d, 2-e , 3-a ,4- c , 5- g, 6- b, 7-f - Call on some
students to read their
* Form: May/might + sentences before the
infinitive class.
* Use: We use may, might to talk about
present or future possibility. - Give feedback and
correct
- Might is normally a little less sure than
may.
Ex:
- It may be a boat - Use the drawing to
- It might be a train drill
- It may be a flying saucer
- It might be a meteor.
b. Drill:
* Exchange: what’s this?
This may be water on Mars.
1. What are they?They may be - Have students
minerals on Mars practice the dialogue
2. What are they?They might be plants between Nam and
on Mars Hung on page 85.
3. What’s this?This may be gas on Mars - Call on some pairs
4. What are they?They may be of students to
gemstones on Mars. practice the dialogue.
5. What are they? The may be little - Correct their
creatures pronunciation.
c. Dialogue: - Have all students
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Nam: What do these drawings say, Hung? work in pairs to
Hung: There might be water on Mars. practice the dialogue.
Nam: And what about those black - Have students make
sparkling spots on the right corner? up similar dialogue
Hung: Well, they might be traces of about the drawings.
gemstones. There may be a lot of
precious stones on Mars.
* Sample: - T elicits SS to
S1: What do these drawing say? present the
S2: These may be mountains on Mars. vocabulary.
S1: And what about the red signs on the
left corner? - SS copy down
S2: Well, they might be gas on Mass
2. LISTENING:
a. Pre-teach vocabulary - T sets the scene
- expert ['ekspə:t](n): chuyên gia - Have students work
(definition: a person who has special in pairs to answer the
knowledge, skill or proactive) questions .
- crater ['kreitə] (n): hố (bom), miệng núi - Give feedback
lửa(visual/picture)
- Set the scene: “You will listen to the
description of the moon. But before - Have students listen
listening, you should read the statements to tape twice and
on page 86 and answer the questions check their
1. Is there life on the moon? prediction.
2. What are there on the moon ?
* Answer key:
1. No, there isn’t .
2. There are great round holes and high
mountain - SS listen to the tape
b. True / false statements and answer the
a. There is no air on the moon. questions.
b. There are rivers and lakes on the - Let students listen
moon. to the tape once
c. There is no sound on the moon. again (or twice) and
d. It is very cold at night on the moon. they check their
e. During the day the temperature is even answers.
lower.
f. There are no round holes on the moon - SS work in group of
g. There are no mountains on the moon four to discuss .
h. You will weigh 8 kilo heavier on the
moon. - SS write on their
i. You will be able to jump very high on poster.
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the moon
j. One day on the moon lasts for two
weeks.
* Answer keys:
a, c, d, f, i, j:
c. Discussion:
1.Is there life on the moon ? Why or why
not ?
3. What is the temperature on the moon
at night and day ? - SS copy down
3. Will you sleep very well on the moon?
Why? Why not?
Key:
1.There is no life on the moon because
some experts have found out that there is
no water or air on the moon.
1. Because there is no air on the moon
2. It is about 151 C below zero , about
100C above zero
3. No, we won’t. Because one day lasts
for two weeks on the moon.
III. HOMEWORK :
- Learn vocabulary
- Write the answer on your notebooks.
- Prepare : Read.
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Ngµy so¹n:
/ / 2012
Ngµy
d¹y: / / 2012

TiÕt 64 : LESSON 3 : READ

- By the end of the lesson students will be able to understand the text
about a space trip.
- Grammar:
- Vocabulary:
- Chatting, Ordering statements..........
- Extra boards, posters,Textbook.
Students'Activities
I/ WARM UP
* Chatting:
- Show students that picture and ask
them some questions to involve students
in the topic of the lesson. - Have students to answer
- Do you want to travel? the questions
- Have you ever traveled in our country or
broad?
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- Have you ever dreamed of a trip to
space?
- Do you want to be an astronaut?
- Do you think traveling into space takes a
lot of money?
I.PRE-READING - T elicits SS to present
Pre-teach vocabulary the vocabulary.
- push – up ['pu∫ʌp] (v): hÝt ®Êt(mime)
- orbit ['ɔ:bit](n/v:) quÜ ®¹o, di chuyÓn - SS copy down
theo quÜ ®¹o (visual/picture/translation)
- totally ['toutəli] (adv): hoµn toµn
(synonym: completely)
- marvelous ['mɑ:vələs] (adj)
(synonym : wonderful)
- physical condition: ['fizikl] [kən'di∫n]
(n): (translation) t×nh tr¹ng sức khỏe
Set the scene:
- Have you ever heard of a space trip ? - Set the scene.
- What do people have to prepare ?
Ordering statements - Show the poster of five
1. Get a letter from a doctor to show you statements on the board.
are in perfect health. - Have students work in
2. See pictures of the earth, its interesting pair to put the
places, and the stars from very far. statements in order to
3. Feel tree and enjoy wonderful feeling. show what they need and
4. Get ready and be in an excellent get in Joining a trip space.
physical condition.
5. Get on the trip
IV/ DISCUSSION : - SS work in groups of
- If you were able to take a space trip, four to discuss and write
what would you do to prepare for the on the poster.
trip ? What would you like to bring ?
Suggested ideas.
I would get ready and be in excellent
physical condition. I would run a lot, swim
everyday, and do aerobics and push –ups.
Then I would get a letter from a doctor to
show I am in good health . I would bring a
camera.
V/ HOMEWORK :
- Learn vocabulary . - SS copy down
- Write the answer
- Prepare writing .

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Ngµy
so¹n: / / 2012
Ngµy
d¹y: / / 2012

TiÕt 65 : LESSON 4 : WRITE

- By the end of the lesson students will be able to write an exposition
about the existence of UFOs.

häc : 2011- 2012
Students'Activities
I/ WARM UP : 1. ucinionttrod = T divides SS into 2 groups

introduction
2. oybd = body SS work in groups to write
3. nculcoonsi = conclusion the correct word.
4. taimnenterent = entertainment T leads in .
5. caret = trace
6. peapaceran = appearance
I.PRE-WRITING T elicits SS to present the

Pre-teach vocabulary : vocabulary.
- imagination [i,mædʒi'nei∫n](n):
(translation) SS copy down
- trick (n): (definition: a cunning action)
- man – like creature (n): (translation)
- mysterious [mis'tiəriəs](adj):
(definition: difficult or impossible to
explain)
- Flying saucer ['flaiiη'sɔ:sə](n):
(synonym: UFO)
Task a . - Get students to do
* Answer keys: exercise 6a on page 88
1. Introduction : ( ii) I don’t believe there - Have students read the
exist UFOs even though many outline of an exposition in
newsappers talk a lot about them. column A and put the
2. Body(iii)Firstly, flying saucers might paragraphs in column B in
be aircrafts, balloons clouds or tricks of order to match the
light. Secondly, there are not enough sections in A.
photos showing clearly the shapes of
the UFOs. Moreover, if there are UFOs,
there will certainly be traces of their
landing on the ground.
3. Conclusion ( i) There fore, UFOs are
just the imagination of some writes and
they do exist only in films for - Have students read the
entertainment. dialogue between An and
Task b * Comprehension questions: Ba about the existence of
1. Does An believe there are UFOs?(No, UFOs.
he doesn’t) - Give students some
2. Does Ba believe in UFOs?(Yes, he questions to make sure
does) they understand the
3. What does An think about UFOs? dialogue.

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( He think that is might be people’s
imagination)
4. Why does Ba think UFOs exist?
(Because newspapers talk a lot about
UFOs and many people around the
world say they are having seen flying
saucers?)
5. What evidence makes Ba believe in
UFOs?
(There are plenty of photos of them and
the mysterious circles on the fields)
III/ WHILE-WRITING : - Get students to use Ba’s
* Suggested writing: opinion to write an
“I believe UFOs exist because article exposition about the
and reports in newspapers talked a lot existence of UFOs.
about their appearance. - Let students write the
First, many people from different exposition individually
countries reports that once saw flying then share with their
saucers. partners and correct
Second, there are many photos of flying mistakes by themselves.
saucers and some of the photographers
said they saw man – like creatures get
out of the saucers.
Moreover, people are discussing the
mysterious circles on the fields in the
countryside of Great Britain.
So I think UFOs are not human’s
imagination. They are real; and we
should be ready to welcome their visits”
IV/ POST WRITING: * Correction: - Collect some writing to
correct the mistake before
the class.
- Call on some students to
read aloud their writings.
- Get students to write an
exposition, using An’s
opinion.
V/ HOMEWORK : SS copy down
- Write the an exposition .
- Prepare lesson 6 language focus .
Ngµy so¹n:
/ / 2012
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Ngµy
d¹y: / / 2012

TiÕt 66 : LESSON 5 : LANGUAGE FOCUS

- By the end of the lesson students will be able to use the relative
pronouns who – which – that,to to use conditional sentences.
Students'Activities
I/ WARM UP : T divides SS into 2 groups
Net work. SS work in groups to write

the correct word.
Will Moda T leads in .
ls
II.PRESENTATION AND PRACTICE
1.Language focus 1: T reminds ss of the modal
* Revision of modal verbs: may and verbs
might
Ex: S1: What may it be?
S2: It may be a book or it might SS copy down.
be a game.
* Form : - Have students look at
May/Might + the pictures on page 89-
infinitive 90 to do exercise in
*Use: Language Focus 1.
* May/Might is used to talk about - Get students to work in
present or future possibility. pairs. They have to
* Might is normal a little less sure than practice asking and
May. answering.
* Drill:
a. Ex: S1: What may it be?
häc : 2011- 2012
S2: It may be a book or it might
be a game.
b. What may it be?
It may be a box of crayons or it might b
a box of plaint.
c. What may it be?
It may be a football or it might bad a
basketball.
d. What may it be?
It may be a boat or it might be a train
e. What may it be? T reminds SS of the
It may be a flying saucer or it might be conditional sentences
a meteor.
f. What may it be?
It may be an evening star or it might be
a spacecraft.
2. Language focus 2 : conditional
sentences type 1
Ex: If I have time , I’ll go with you .
* Form: If clause: simple present
tense main clause: simple future
(will + verb (infinitive))
* Use: We use this structure when there
is a possibility that the situation in the if
– clause will happen in the future or is
true in the present.
* Answer keys: - Have students work in

a. If Ba forgets his lunch, he’ll be hungry pair to do the exercise in
at lunch time. Language Focus 2 on page
b. Lan will miss the bus if she does not 90.
hurry. - Ask students the fives
c. If Ha is not careful, he’ll drop the cup. sentences, using
d. Mrs. Nga will join us if she finishing conditional sentences
her works early. type 1.
e. If Mrs. Binh writes a shopping list, she - Call on some students to
won’t forget what to buy. read their sentences
3. Language focus 3 : Conditional before the class.
sentences type 2 - Give feedback and
- Set the scene: Ba is not rich so he correct.
can’t travel around the word.
If Ba were rich, he could travel
around the world.

häc : 2011- 2012
* Answer keys: - Ask students to do
 If Ba were rich, he would travel Language Focus 3
around the world. exercise on page 90. They
* Form : Main Clause: would/ could/ have to work with a
might + verb partner and make
If Clause: past simple tense/ past commotional sentences
subjunctive type 2.
* Use: We use this structure to talk - Give an example first
about unreal or unlikely present (3a)
situations. - Let students work in
* Answer keys: pairs.
a. If Mr. Loc had a car, he would drive to - Give feedback and
work. correct.
b. If Lan lived in Ho Chi Minh City, she
should visit SaiGon Water Park.
c. If Nam had an alarm clock, he would
arrive at school on time.
d. If Hoa lived in Hue, she would see her
parents every day.
e. If Nga owned a piano, she would play
it very well.
f. If Tuan studied harder, he would get - Have each student write
better grades. 3 things he/she would like
g. If Na had enough money, she would to do.
buy a new Computer. - Get students to share
(Na would buy a new Computer if she with their partners.
had enough money) - Give feedback and
4. Language focus 4 correct.
“What would you do if you met an alien
from outer space?”
Ex: If I meet an alien from outer space, I
would invite him/her to my home and
talk to him/her
III/PRODUCTION: Put the verb in the SS work in pair to put the
correct tenses. verb in the correct tense.
1. If he ( mee) her, he will tell her my
address.
2. If Minh had money , he (go ) to Hanoi.
3. He (pass ) in the exam if he studied
hard.
4. What would you do if today (be )
Sunday.
5. You will be healthier if you ( do ) the

häc : 2011- 2012
morning exercise.
V/ HOMEWORK : SS copy down

- Learn the structure.
- Write the exercise on your notebook.
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CONTENTS T’S AND SS’S

ACTIVITIES
I/ WARM UP : Net work. T divides the class
into 2 groups
Will Moda
ls

häc : 2011- 2012
II.PRESENTATION AND PRACTICE T reminds ss of the
1.Language focus 1: modal verbs
* Revision of modal verbs: may and might
Ex: S1: What may it be?
S2: It may be a book or it might be SS copy down.
a game.
* Form : - Have students look
May/Might + at the pictures on
infinitive page 89-90 to do
*Use: exercise in Language
* May/Might is used to talk about present Focus 1.
or future possibility. - Get students to work
* Might is normal a little less sure than in pairs. They have to
May. practice asking and
* Drill: answering.
a. Ex: S1: What may it be?
S2: It may be a book or it might be
a game.
b. What may it be?
It may be a box of crayons or it might b a
box of plaint.
c. What may it be?
basketball.
d. What may it be?
e. What may it be?
It may be a flying saucer or it might be a T reminds SS of the
meteor. conditional sentences
f. What may it be?
It may be an evening star or it might be a
spacecraft.
2. Language focus 2 : conditional
sentences type 1
Ex: If I have time , I’ll go with you .
* Form: If clause: simple present
tense main clause: simple future
(will + verb (infinitive))
* Use: We use this structure when there is
a possibility that the situation in the if –
clause will happen in the future or is true
in the present.

häc : 2011- 2012
* Practice: - Have students work
* Answer keys: in pair to do the
a. If Ba forgets his lunch, he’ll be hungry at exercise in Language
lunch time. Focus 2 on page 90.
b. Lan will miss the bus if she does not - Ask students the
hurry. fives sentences, using
c. If Ha is not careful, he’ll drop the cup. conditional sentences
d. Mrs. Nga will join us if she finishing her type 1.
works early. - Call on some
e. If Mrs. Binh writes a shopping list, she students to read their
won’t forget what to buy. sentences before the
3. Language focus 3 : Conditional class.
sentences type 2 - Give feedback and
- Set the scene: Ba is not rich so he can’t correct.
travel around the word.
If Ba were rich, he could travel around
the world.
* Answer keys: - Ask students to do
 If Ba were rich, he would travel around Language Focus 3
the world. exercise on page 90.
* Form : Main Clause: would/ could/ They have to work
might + verb with a partner and
If Clause: past simple tense/ past make commotional
subjunctive sentences type 2.
* Use: We use this structure to talk about - Give an example first
unreal or unlikely present situations. (3a)
* Answer keys: - Let students work in
a. If Mr. Loc had a car, he would drive to pairs.
work. - Give feedback and
b. If Lan lived in Ho Chi Minh City, she correct.
should visit SaiGon Water Park.
c. If Nam had an alarm clock, he would
arrive at school on time.
parents every day.
e. If Nga owned a piano, she would play it
very well.
f. If Tuan studied harder, he would get
better grades. - Have each student
g. If Na had enough money, she would buy write 3 things he/she
a new Computer. would like to do.
(Na would buy a new Computer if she had - Get students to share
enough money) with their partners.
4. Language focus 4 - Give feedback and
häc : 2011- 2012
“What would you do if you met an alien correct.
from outer space?”
Ex: If I meet an alien from outer space, I
would invite him/her to my home and talk
to him/her
8’ III/PRODUCTION: Put the verb in the SS work in pair to put
correct tenses. the verb in the correct
1. If he ( mee) her, he will tell her my tense.
address.
2. If Minh had money , he (go ) to Hanoi.
3. He (pass ) in the exam if he studied
hard.
4. What would you do if today (be )
Sunday.
5. You will be healthier if you ( do ) the
morning exercise.
2’ IV/ HOMEWORK : SS copy down.
-Learn the structure.
-Write the exercise on your notebook.
Ngµy so¹n: / / 2011

Ngµy d¹y:
/ / 2011
TiÕt 54 : Lesson 4 : Write
- By the end of the lesson, students will be able to write a letter to a
friend to share their ideas.
Stage & Time activities Work
arrangem
ents
1. Warm up * Using the game “Jumbled words” to Teacher –
(5 Minutes ) review vocabularies. whole class
häc : 2011- 2012
* Giving each group (4 groups) some
words whose letters is in a random
order on the board, and asking them
to write the correct words.
1. calerbetoni => celebration 5.
ftigs => gifts
2. tratidoni => tradition 6. fleenigs
=> feelings
3. folwres => flowers 7. rebemern =>
remember
4. pirtase => parties 8. spicale
=> special
2. Pre- writing * Sticking the cards of the some Teacher –
( 15 Minutes) celebrations on the board, and asking whole class
Sts to write the correct date for each
celebration:
Choral
- Women’s Day: 8-3 - Teachers’
work
Day: 20-11
- Children’s Day: 1-6 - May Day: 1-
5
- Christmas Day: 25-12 Individual
- Vietnamese Independence Day: 2-9 work
* Through the celebrations above,
presenting the new lesson by asking
Sts some questions:
1. In the celebrations above, which
one can stand for a Mother’s Day in
Vietnam?
2. What about a Father’s Day in
Vietnam?
* Reading the situation in 6 –
Write/page 70.
3. While – writing * Asking Sts to read the outline

( 10 Minutes) carefully.
* Explaining some new words:
To enhance, to support, nationwide
(adv)
* Giving some suggesting questions

häc : 2011- 2012
for each paragraph on the board on Pair -work
order to help Sts discuss in groups
more easily.
Paragraph 1:
- Do you love your parents? If yes, I do
thinks it is necessary to have a Day for
your Father? You’re Mother?
- Tell the reason for celebrating this
day. (Sts can use the suggesting ideas
in the Paragraph 1)
Paragraph 2:
- When do you celebrate? Why?
- Celebrating this day at home or a
restaurant? Why?
- Should you have a party with many
guests or should you have
lunch/dinner with family members?
- What gifts should you buy for your
father/mother Group –
- What food should you serve? work
(Sts can use the suggesting ideas in
the Paragraph 2)
Paragraph 3:
Do you thing your idea will be
sororities nationwide? Why?
* After discussing in groups, asking
each group write a letter to a friend to
share their ideas about celebrating a
Day for Father or Mother on the
papers A4.
4. Post – writing * Asking 2 representatives of 2 groups Group –
( 10 Minutes ) to stick their papers on the board. work
* Asking Sts to give their opinions
about the two papers on the board.
5. Consolidation * Having Sts write a letter about
( 5 Minutes) celebrating a Day for Father/Mother in
their notebooks.
.................................................................
.
häc : 2011- 2012
Ngµy
so¹n: / / 2011
Ngµy
d¹y: / / 2011

- By the end of the lesson, students will be able to Practice in Relative
clause
- Extra boards, posters, picture…
arrangem
ents
1. Warm up Jumbled words: Teacher –
(5 Minutes ) Give the words whose letters are in a whole class
random order on the board/poster.
Ex: ubclpi = public
Paephn = happen…………..
2. Presentation 1. Preteach new words Teacher –
( 15 Minutes)  Compose (v) whole class
 Occur (v) = happen
 Satisfy (v) = please Choral
work
 Violet (n)
 Jumper (n) Individual
 Lap (n) work
Where
- Explain the words, and how to use
Relative Pronouns WHO, WHICH, EVEN
häc : 2011- 2012
THOUGH, THOUGH, CONCESSION,
ALTHOUGH (using pictures, objects or
Vietnamese)
Form and use:
 Who-which: replace the pronoun
 Who is used for people, which is
used for things?
3. Practice Even though Individual

( 10 Minutes) Though work
Concession + adverbial
clause of
Although
- Give students 2 examples. Individual
- Set the scene. work
- Have students do language focus
1 exercises, using relative clauses.
- Have students look at 2 pictures
on page 71 to describe each of the
people in the pictures, using
Relative clauses.
- Correct the mistakes if they
appear.
- Have Ss do language focus 3
exercise individually, using though,
although or even or though
4. Production - Have Ss look as the pictures on Individual
( 10 Minutes ) page 72-73 and complete the work
sentences, using correct tense of
the verb.
- Call on some Ss to read aloud their
sentences and correct their
mistakes.
- Ask students to describe the
people in their families’
photographs.
5. Consolidation - Asking Ss to do exercise at home
( 5 Minutes)

häc : 2011- 2012
...................................................................

arrangem
ents
1. Warm up * Chatting: Ask students some Teacher –
(5 Minutes ) questions about weather: - What’s the whole class
weather like today?
 Do you like hot/cold water?
 Have you ever listened to the
weather forecast on the radio or
on TV?
 Do you think weather forecast is
useful for us? How is it useful?
2. Pre- reading - turn up (v): (TV, radio). (mime) Teacher –
( 15 Minutes) - expect (v): (translation) whole class
- thunderstorm (n): (picture)
- delta (n): (visual)
- just in case (n): (translation) Choral
- trust (v): (synonym: rely on) work
* Checking vocabulary: what and
where
Individual
Expe Delta Just in work
ct case
Thunder Turn Trust

GV: Ng« ThÞ Hµ
storm 195 off
häc : 2011- 2012
- Have students repeat the words

chorally then rub out word but leave
the circles. Remember to let students
repeat before and after rubbing out
each word.
- Go on until students can remember
the words.
- Get students to write the words
again in the correct circles.
II. Pre-questions:
- Set the scene: Thuy is talking to her
grandmother while they both are
watching TV
- Give students one question and ask
them to guess the answer
a. What are they watching?
- Give feedback
* Answer keys:
a. They are watching the weather
forecast on TV
3. While – reading I. Gap filling:
( 10 Minutes) - Have students read the dialogue Individual
silently and do exercise 2b on page work
75.
- Get them to share their answers with
their partners.
- Give feedback
* Answer keys:
1. Thuy’s grandmother wants her to
turn up the volume on TV because she
wants to listen to the weather forecast
2. The coast of Thanh Hoa will be
raining.
3. The central highlands will
experience thunderstorms.
4. Ho Chi Minh City will have
temperature between 270C and 350C

häc : 2011- 2012
5. Although Thuy’s grandmother
doesn’t trust weather forecast she like Pair -work
watching them.
II. Comprehension questions:
1. Why does Thuy’s grandmother ask
her to turn up the volume?
- Because she wants to listen to the
weather forecast
2. Which City is the hottest today?
- Ho Chi Minh City in the hottest
3. Where is Thuy going?
- She going on to the part on the other
side of Thang Long Bridge with her old
friends (she’s going on the picnic)
4. What does Thuy grandmother want
her to do?
- She wants her to bring along a
raincoat.
- Have students practice asking and
answering in pairs.
III. Practice the dialogue
- Let students listen to the dialogue
and focus on the pronunciation.
4. Post – reading - Call on some students to play the Group –
( 10 Minutes ) roles of Thuy, grandmother and work
weatherman to practice the dialogue.
- Ask students to practice the dialogue
in group of three
* Speaking:
- Ask students to read again the
weather forecast on TV and notice
some phrases.
Will have
temperature
Between ……and………………
* will experience
temperature
Between …………and……………………
* HCM’ temperature will

häc : 2011- 2012
be
Between …………and…………………… Pair -work
* can expect clouds / thunderstorm.
- Ask students to look at the map and
play the role of the weatherman to
present the weather forecast, baked
on the information given.
- Call on some students to present
before the class
- Have students work in pairs
( 5 Minutes)
.....................................................................
Ngµy so¹n:
/ / 2011
Ngµy d¹y:
/ / 2011

TiÕt 58 : Lesson 2 : Speak

- By the end of the lesson, students will be able to to talk about
what they want to buy and do to prepare for a typhoon .
- Vocabulary: Words about a typhoon
III.Techniques( Ph¬ng ph¸p): - Brainstorming , What and Where
...
arrangem
häc : 2011- 2012
ents
1. Warm up * Brainstorming: Teacher –
(5 Minutes ) - Have students think about what they whole class
do to prepare for a typhoon
- Have students to go to the board and
write down
Buy food
Preparation
for a typhoon
Store water
* Possible answers:
+ Check the doors and the windows.
+ Cut some branches of high tree in
the garden or around the house
+ Buy oil, gas, buy candles, Check
the roof
2. Pre- speaking I. Pre-teach vocabulary Teacher –
( 15 Minutes) - Bucket (n): Çi x« (visual) whole class
- Leak (n): chç thñng, chç dét (visual)
- Tie (v) cét, trãi (mime)
- Latch (n): çi chèt cöa (picture) Choral
- Ladder (n): çi thang (picture) work
- Blanket (n): çi mÒn (picture)
- Available (adj): cã s½n (translation)
- Damage (v): ph¸ háng, lµm thiÖt h¹i Individual
(synonym of hurt or work
spoil)
- strike – struck – struck (v): (synonym:

hit)
* Checking vocabulary:
- Call on two students or 2 team of
students to the front of the class.
- Make sure they stand at an equal
distance from the board.
- Call out the definition or the
synonym of the word, the two
students must run forward and slap
the correct word on the blackboard.
The one who slaps the first gets one

häc : 2011- 2012
good mark.
- Continue until students have slapped
all the words.
* Suggested phrases:
1. Make movement difficult or
impossible (block)
2. Typhoon in North and South
American (strike)
3. Typhoon in Australia (cyclone)
4. The synonym of “hit” (strike)
3.While –speaking - Have students to exercise 3a on Group –

( 10 Minutes) page 76. The students have to check work
() what preparations they think
should be done for a typhoon.
*Answer keys:
 Buying some canned food
 Buying candles
 Buying marches
 Filling all buckets with water
 Buying a ladder
 Fixing the leak in the roof
 Tying the roof to the ground with
pegs and ropes.
 Checking all the window and a door
latches Individual
- Elicit some questions and get work
students to ask and answer in pairs.
a. Why do we need to buy food?
( Because the market will be cooled
and no food will be available)
b. What food do we need to buy?
(rice, oil, canned food, soy sauce,
flour,…)
c. Why do we need to buy candles?
( Because there may be power cut)
d. Why do need to fill all buckets with
water?
(Because water pipes may be
damaged and we’ll not have enough
water to use right after the typhoon)
e. Why do need to buy a ladder?
( Because the roof may be damaged
häc : 2011- 2012
by the typhoon, and we have to fix it)
f. Why do we need to the check all the
window and door latches?
(Just in case the strong wind pushes
the doors open)
- Ask students to use the expressions
on page 77 when talking to one
another.
* I think …,
* I think you should…
* Yes, I think so ….
* What for?................
4. Post speaking - Ask students to use the expressions on page 77 Pair -work
( 10 Minutes ) - Divide the students into the group of four.
- Have students talk about what they think they
want to buy and to do prepare a typhoon;
explain why. They can you the questions and the
answers above. Besides, the ideas in the bubbles
on page 77 can help students talk easily.
- Go around and help students. Encourage
students to show their own ideas.
5. Consolidation - Write something about what they

( 5 Minutes) have to do to prepare for a typhoon.
- Asking Ss to do exercise at home
......................................................
...............

häc : 2011- 2012
Ngµy so¹n:
/ / 2011
Ngµy d¹y:
/ / 2011

TiÕt 59 : Lesson 3 : Listen

- By the end the lesson, students will get some ideal on how to live with earthquakes by
listening .
- Vocabulary: Words about a typhoon
III.Techniques( Ph¬ng ph¸p): - Chatting,
arrangem
ents
1. Warm up * Chatting: Teacher –
(5 Minutes ) - Ask students some questions about whole class
earthquakes.
+ Have you ever heard of and earthquake?
+ What happens if there is an earthquake?
+ In which country do earthquakes occur
frequently?
+ What would you do if there was an
earthquake?
2. Pre- Listen I. Pre teach vocabulary Teacher –
( 15 Minutes) - (to) block (v) (exp: make movement whole class
difficult or impossible): h¹n chÕ, ng¨n
c¶n
- a roller (n) (tran): trôc l¨n, con l¨n Choral
- (to) strike (v) (= hit): va ch¹m work
- a snout (n) (pic): mâm cña ®éng vËt
- a hurricane (n) (= typhoon in Asia):
c¨n b·o (in North and South America) Individual

häc : 2011- 2012
- a cyclone (n) (tran): c¬n lèc xo¸y, b·o work
(in Australia)
- eruption (n) (tran): sù phun trµo
* Checking vocabulary:
* Suggested phrases:
1. Make movement difficult or impossible
(block)
2. Typhoon in North and South American
(strike)
3. Typhoon in Australia (cyclone)
4. The synonym of “hit” (strike)
5. The nose or jaws of an animal (snout)
6. An outbreak or bursting forth (eruption)
II. Prediction
* Set the scene: An expert is giving a talk on
how to live with earthquakes.
- Have students look at the box on the page 77
and guess the words in the blanks from (1) to (9)
- Give feedback
3.While –listen - Have students listen to the tape twice and Group –
( 10 Minutes) check their prediction. work
* Answer keys:
(1) Bottom shelf of the bookshelf
(2) Fridge.
(3) Watching machine
(4) Mirrors
(5) A window Individual
(6) Inside work
(7) Under a strong table
(8) Doorway
(9) Corner of a room
- Ask Ss to retell what should we do to Pair -work

4. Post –listen
( 10 Minutes ) live with earthquakes basing on the
questions:
- Where should we play heavy books?
- What should we do with our fridges
and washing machine?
- Why should we check the mirrors?
- Where should we put our beds?
- Where should we stay/ sit/ stand
during an earthquake?
häc : 2011- 2012
5. Consolidation Write 5 sentences about we should do

( 5 Minutes) to live with earthquakes, using
Relative pronouns.
....................................................
Ngµy so¹n:
/ / 2011
Ngµy d¹y:
/ / 2011

TiÕt 60 : Lesson 4 : Read

- By the end of the lesson, students will be able to read a text about
natural disasters for details.
- Vocabulary: Words about natural disasters
III.Techniques( Ph¬ng ph¸p): - Chatting, Rub out and
remember...
arrangem
ents
1. Warm up 1. Chatting Teacher –
(5 Minutes ) + How do you know it is a snowstorm/ whole class
an earthquake/ a volcano/ a typhoon?
+ Have you ever experienced any of
these natural disasters? What
happened? How did you feed?
häc : 2011- 2012
2. Pre- reading I. Pre-teach vocabulary Teacher –
( 15 Minutes) - 'Tidal wave (n): (translation) whole class
- a'brupt (adj): (synonym: quick,
sudden)
- shift (n): (definition: change of
Choral
position) work
- warn (n): (translation)
- 'funnel-shaped (adj): (visual) Individual
- suck up (v): (translation) work
- tor'nado (n):
- Ma'jority (n): (example)
* Checking vocabulary: Rub out and
remember
Individual
I. True- False Statements Predictions
work
* Set the scene: There are 6
statements about the information of
some to natural disastests. All of you
have to read them and guess whether
they are true or false.
- Hang the poster of T/F statements on
the board.
- Get students to work in pairs to
guess which statements are true and
which are false.
1. Most of earthquakes in the world
occur in the Ring of Fire.
2. The earthquake in Kobe in 1995
caused severe damage.
3. A huge tidal wave traveled from
California to Alaska and hit Anchorage
in the 1960s.
4. Typhoon, hurricane and tropical
storm are different words for the same
natural disasters.
5. The eruption of Mount Pinatubo is
the world’s largest ever volcano
eruption
6. A Tornado looks like a funnel

häc : 2011- 2012
3.While reading I. Reading and checking Group –
( 10 Minutes) - Have students read the text on page work
78 and check their perfection
- Get students to correct false
statements.
II. Complete the sentences:
- Have students work in pairs and
complete the sentences in exercise 5b
on page 79.
* Answer keys:
1. The majority of earthquakes occur
around the Pacific Rim.
2. During the earthquake in Kobe, Pair -work
many people were killed when homes,
office blocks and highways
collapsed................
4. Post – reading * Asking and answering: Individual

( 10 Minutes ) - Divide the class into four groups. work
- Have students read the text again
- Group 1 asks a question. Group 2, 3,
4 answer it.
- Group 2 ask another question. Group Pair -work
1, 3, 4 answers.
- Go on until the four groups ask their
questions.

( 5 Minutes)
.........................................................................................
Ngµy so¹n: /
/ 2011
Ngµy d¹y: /
/ 2011

TiÕt 61 : Lesson 5 : Write

häc : 2011- 2012
- By the end of the lesson, students will be able to Write a story about a
typhoon
III.Techniques( Ph¬ng ph¸p): - Jumble words, what and where...
- Extra boards , posters , picture
arrangem
ents
1. Warm up * Jumble words: Teacher –
(5 Minutes ) - Write the words whole letters are in a whole class
random order on the board.
- Divide the class into two teams.
Students from two teas go to the
board and write the correct words.
- The teams which write more correct
words first win the game.
1. otnophy – typhoon
2. damotro – tornado
3. lacono – volcano
4. tearquake – earthquake
5. ormst – storm
2. Pre- writing 1. Preteach new words Teacher –
( 15 Minutes) - behave (v): (translation) whole class
- shelter (n): (definition: a place of
safely)
- all of sudden (IDM): (synonym: Choral
suddenly) work
* Checking vocabulary: what and
where Individual
work
Behav Shelt
Perfec
e er
All of a Scare t
sudden d

chorally then rub out word by word
but leave the circle. Remember to let
students repeat before and after
häc : 2011- 2012
rubbing out each word.
the words.
again in the correct circle.
II. Telling the story Pair -work
- Show six pictures on the board
- Set the scene: This is Lan’s family,
they are at home
- Ask home questions to elicit the
story
1. Picture 1:
- Who is this? It’s Lan
- Where is she? She’s outside/in the
garden.
- What is she doing? She’s playing
with her dog, Skippy.
=> Lan is out side playing with her Pair -work
dog.
2. Picture 2:
- How is the dog? It looks strange.
Perhaps is it scared?
 All of a student, the dog behaves
strangely
3. Picture 3:
- What’s on TV? The weather forecast
- What does Lan’s mother say? She
tells Lan that she has just heard on TV
that there is a typhoon coming.
 Lan ran home and her mother tells
her that there is a typhoon coming
4. Picture 4:
- What are they doing? They are
gathering and talking about the
coming typhoon
 Mrs. Quyen gathers her family and Pair -work
asks them to find shelter in the house.
5. Picture 5:
- What’s the weather like now? It is
very dark. It has strong wind a heavy
rain
 Suddenly, it becomes dark. The
storm comes with strong win and
heavy rain
häc : 2011- 2012
6. Picture 6:
- What’s the weather like now? It’s
fine.
- How are they now? They all are
happy.
 The storm finishes soon and
everyone is glad
3. While – writing - Ask some students to look at the Group –
( 10 Minutes) pictures and retell the story work
- Have students write a story
individually. The cues in the box on
page 79 will help students to write
easily
- Ask students to use past tense.
- Go around and help students to
write.
4. Post – writing - Get students to share with their Individual

( 10 Minutes ) partners and correct mistakes. work
* Correction:
- Take some writing to correct on front
of the class.
- Ask students to rewrite their writings
- Collect their papers and correct.

( 5 Minutes)
...........................................................
........
Ngµy so¹n: /
/ 2011
Ngµy d¹y: /
/ 2011

TiÕt 62 : Lesson 6 : Language focus

- By the end of the lesson, students will be able to be able to
distinguish between defining Relative clauses and non – defining
Relative clauses
häc : 2011- 2012
arrangem
ents
1. Warm up * Pelmanism: Teacher –
(5 Minutes ) Kangaro Toky Lan Sacrame Pomp Itali whole class
os o g nto eii a
Son
Neil Japa Austral The Ky Californ

Armstro n ia USA Cun ia
ng g
2. Presentation 1. Pre teach new words Teacher –
( 15 Minutes) - sweep – swept – swept : (mime) whole class
- destroy (v): (define: pull down or
break to pieces)
- extensive (adj): (synonym : wide, Choral
large) work
- border (v): (visual) Individual
* Checking vocabulary: What and work
Where
II. Defining and non defining Relative
clauses:
- Give students two pairs of sentences
and ask them to use Relative pronoun
who or which to combine them.
1. The Novel has been lost. You gave
me the novel on my birthday.
 The Novel which you gave me on
my birthday has been lost.
2. Vietnam, exports rice. Vietnam is in Individual
the Southeast Asia. work
 Vietnam, which is in the Southeast
Asia, exports rice.
- Help students distinguish between
defining and non-defining Relative
clauses.
- Defining Relative clauses identify
nouns; these clauses tell us which

häc : 2011- 2012
person or thing the speaker means.
- Non-defining Relative clauses give
more information about a person or
thing already identified. When we write
these clauses, we put commas at the
beginning of the clause (and often at
the end of the clause)
* We can not use “that” in a non –
defining Relative clause.
* In a non – defining Relative clause we
cannot leave out who or which.
3. Practice Recognizing – defining Relative clause.

( 10 Minutes) - Have students to do the exercise in
Language Focus 3 on page 82
- Ask students to underline the
Relative clause in each sentence, and
then add commas to separate the non Pair -work
defining Relative clause from the rest
of the sentences.
- Get students to work in pair, and
then ask some students to write the
sentences on the board.
* Answer keys:
a. Kangaroos, which come from
Australia, have long tails.
b. Ba, who lives Trang Tien Street, likes
playing the guitar.
c. The novel that you gave me on
birthday, has been lost
D. Neil Armstrong, who first walked on
the room, lives in the USA.
e. The chair that I bought yesterday, is
broken (defining Relative clause)
F. Mrs. Lien, who sings very well, is my
English teacher.
III. Matching
- Have students do the exercise in
Language Focus 2 on page 81-82 Individual
- Ask students to match each of the work
sentences in column A with related
sentences in column B, and then use a
suitable relative pronoun to join them.

häc : 2011- 2012
- Get students work individual, then
share with their partners.
* Answer keys:
1-e 2-g 3-f 4-a
5-c 6-d 7-b
4. Production * Writing:
( 10 Minutes ) - Have students rewrite the sentences
in Language focus 3 exercise on page
82
- Ask students to replace each
underlined clause with their own
clause.
- Let students use facts or their
imagination Individual
Ex: work
a. Vietnam, which is a small country,
exports rice.
b. Kangaroos, which are called “Chuot
tui” in Vietnamese, have long tails.
c. Ba, who is my best friend, likes
playing the guitar.
d. (defining)
e. Neil Armstrong, who is a famous
astronaut, lived in the USA.
f. (defining)
g. Miss. Lien, who teachers us English,
is a beautiful woman
5. - Asking Ss to do exercise at home

Consolidation
( 5 Minutes)
..........................................................................
Ngµy so¹n:
/ / 2011

häc : 2011- 2012
Ngµy KT:
/ / 2011
TiÕt: 63: - KiÓm tra 1 tiÕt sè 4

I.Môc tiªu:
* Language focus:
- Tenses
- Relative pronouns and relative clauses
- Relative clauses.
disasters.
III. Ma trËn ®Ò:
biÕt
TN TL TN TL TN TL
Gram & 5
vocab 0.2 0.5 0
5
2. Reading 5 5
0.5
2.5
3.Writing 5 5
0.5 2.5
Tæng 15 5 5 25
5.0 2.5
2.5 10
§Ò sè 1
Question I: Choose the word whose underlined part is pronounced differently
from the rest. ()
1. a. stored b. ploughed c. laughed d.
smiled
häc : 2011- 2012
2. a. dump b. erupt c. nuclear d.
plumper
crack
last weekend?
large
thunderstorm.
(2.5 points)
Christmas

häc : 2011- 2012
Questions.
(2.5 points)
Dear Linh,
fathers.
friends .
Best wishes,
Ngoc Mai
IV. Keys
(1.25 point)
a. 1. c 2. c 3. a
b. 1. d 2. b
sentenses:
(1,25 points)
11. b 12. a 13.c 14. c 15. b
(2.5 points)

häc : 2011- 2012
(2.5 points)
Dear Linh,
write to more friends .
Best wishes,
Ngoc Mai
..........................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: /
/ 2011
Unit 10: life on other planets

TiÕt 64 : Lesson 1 : Getting started +
Listen and read

- By the end of the lesson, students will be able to practice
reading for details about UFOs to complete the notes.
- Grammar: Modal verbs: may, might
- Vocabulary: Words about UFOs

häc : 2011- 2012
- Guessing words , what and where...
- Extra boards , posters , picture, tape...
arrangem
ents
1. Warm up * Guessing words: Teacher –
(5 Minutes ) - Have students guess three words. whole class
- Give students the number of the
letters of each word and give the
definitions so that students can guess
the words.
1)
------------------------------------------------------
-
* This word has 12 letters. It is the
opposite of identified.
2)
------------------------------------------------------
-
* This word has 6 letters. It means
moving through the air as a birth
does.
3)
------------------------------------------------------
-
* This word has 7 letters. It is in form.
It means a thing that can be seen or
touched. Teacher –
* Answer keys: whole class
1. Unidentified
2. Flying  UFOs
3. Objects
* Chatting:
- Show the picture on page 83 to the
students and ask them some
questions about UFOs
* What can you see in the pictures?
* What do we call them in
Vietnamese?
* Do you know another word for UFOs?
häc : 2011- 2012
(flying saucer)
* Do you thing they really exist?
* Have you ever seen any films on
UFOs?
* Do you want to see a UFO? What do
you want to know about UFOs?
* If you saw an UFOs, what would you
do?
2. Pre- reading I. Pre- teach vocabulary Teacher –
( 15 Minutes) - 'spacecraft (n): (picture) whole class
- 'meteor (n): (visual, picture)
- 'evidence (v): (definiton: anything
that makes clear, shows or proves)
- 'alien (n): (definition: person on other Choral
planets) work
- 'capture (v):
(synonym: catch (by force) arrest)
- de'vice (n): (translation)
- claim (v): (translation) Individual
* Checking vocabulary: what and work
where
Spacecr Spacecr
aft aft
Captu Alien Meteo
re r
Claim Devic Teacher –
e whole class
chorally then rub out word by word
but leave the circles. Remember to let
students repeat before and after
rubbing out each word.
the words
again in the correct circles.
3. While – reading I. Guessing the meaning of the Pair – work
( 10 Minutes) words:
- Get students to read the text and
find the words in the text that have
the meanings given in * 2 a on page

häc : 2011- 2012
84:
- Ask students to work in pair.
- Give feedback
* Answer keys:
1. proof, support = evidence
2. falling star or shooting star =
meteor
3. unknown/strange people or thing =
aliments
4. bringing together or gathering =
collecting Individual
5. caught as a prisoner = captured work
6. because impossible to see =
disappeared
II. Complete the notes.
- Have students to do exercise 2b on
page 84
- Get students to read the text again
and complete the notes. They have to
work individually then compare with
their partners.
- Call on some students to read aloud
their sentences.
* Answer keys:
UFO Sightings:
h) An aircraft, a weather balloon or
a meteor can be mistaken for a
alien spacecraft
i) In 1947, a pilot saw nine large
round objects traveling at about
2.800 meters an hours.
j) There were over 1.500 UFO
sightings worldwide in 1952
k) In 1954, a woman and her
children saw a UFO above their
house.
l) A farmer saw an egg- shaped
object in one of his fields and
also aliens collecting soil samples
in 1964.
m) In 1971, two men claimed they
were captured by aliens and
taken aboard a spacecraft.

häc : 2011- 2012
n) A pilot and his plane disappeared
after sighting an UFO in 1978.
o) In 1981, a Frenchman reported
that he saw a plate – like device
at a treetop 30 meters away from
his garden.
4. Post – reading * Discussion: Group -
( 10 Minutes ) - Have the whole class discuss the work
topic “UFOs”
- Choose good students to be the
leader.
- Get the leader to make a summary of
the evidence of the existence of UFOs
and then discuss with his/ her friends.
- Give the leader some questions for
him / her to ask his/ her friends.
* Do you believe in Kenneth Arnold, or
the woman who saw a UFO above her
house?
* Have you ever seen a picture of an
alien? Can you imagine what the
aliens are like? Are they small or big?
Are they intelligent? (If yes) Why do
you think so?
( 5 Minutes)
.......................................................................
Ngµy so¹n: /
/ 2011
Ngµy d¹y: /
/ 2011

TiÕt 65 : Lesson 2 : Speak & Listen

- By the end of the lesson, students will be able to talk to one another
about what they think there might be on Mars, on the moon and on
other planets and know more about the moon by listening.
häc : 2011- 2012
- Grammar: Modal verbs: may, might
III.Techniques( Ph¬ng ph¸p): - Word square, Rub out and
remember...
arrangem
ents
1. Warm up * Word square Teacher –
(5 Minutes ) S E A R T H  Earth whole class
M U M E R C  Sun
U R N S A U  Mars
S S R U B R
A A R V C Y  Moon
M O O N T S  Mercury
- Ask students some questions about
the solar system.
* Which planet is the nearest to the
sun? (M)
* Which is the biggest?
* Which is the hottest?
2. Speaking I. Pre-teach vocabulary Teacher –
( 20 Minutes) - micro-'organism (n): (translation) whole class
- 'gemstone (n): (relia)
- 'sparkling (adj): (realia)
- 'creature (n): (translation) Choral
- trace (n): (visual) work
- 'mineral (n): (example)
- 'expert (n): (definition: a person who
has special knowledge, skill or
proactive) Individual
- 'crater (n): (visual/picture) work
- one – sixth
- two – fifths
* Checking vocabulary: Rub out and
remember
II. Revision of model verbs: may –
might
* Form: May/might +
infinitive
* Use: We use may, might to talk
häc : 2011- 2012
about present or future possibility.
- Might is normally a little less sure
than may.
I. Matching
- Set the scene: A space tourist Individual
traveled to Mars, he saw many things work
there and noted them down. These are
drawing of things. Try to guess and
match the drawings with their names.
* Answer keys:
1) Minerals
2) Water
3) Mountains
4) Plants
5) Little creatures
6) Gas
7) Gemstone
II. Drill Pair -work
- Use the drawing to drill
* Exchange: what’s this?
This may be water on Mars.
5. What are they?
They may be minerals on Mars
6. What are they?
They might be plants on Mars
7. What’s this?
This may be gas on Mars
8. What are they?
They may be gemstones on Mars.
9. What are they?
The may be little creatures.
III. Practice the dialogue Pair -work
- Have students practice the dialogue
between Nam and Hung on page 85.
- Call on some pairs of students to
practice the dialogue.
- Correct their pronunciation.
* Dialogue
Nam: What do these drawing say,
Hung?
Hung: There might be water on Mars.
Nam: And what about those back
sparkling spots on the right corner?

häc : 2011- 2012
Hung: Well, they might be traces of
gemstones. There may be a lot of
precious stones on Mars.
3. Listening: Prediction Pair-work
( 15 Minutes ) - Set the scene: “You will listen to the
description of the moon. But before
listening, you should read the
statements on page 86 and guess
which is correct and which is
incorrect”.
a. There is no air on the moon.
b. There are rivers and lakes on the
moon.
c. There is no sound on the moon.
d. It is very cold at night on the moon.
e. During the day the temperature is
even lower.
f. There are no round holes on the
moon
g. There are no mountains on the
moon
h. You will weigh 8 kilo heavier on the
moon.
i. You will be able to jump very high on
the moon
j. One day on the moon lasts for two
weeks.
I. Listening and checking:
- Have students listen to tape twice Individual
and check their perdition. work
* Answer keys:
a, c, d, f, i, j
II. Comprehension questions
- Give students some questions and
ask them to work in pair to answer
them.
- Give feedback
* Questions:
1. Why are there no sounds on the
moon?
2. How many craters are there on the
moon?
3. How much will you weigh on the

häc : 2011- 2012
moon if you weigh 50 kilos on the
earth? Pair -work
4. Will you sleep very well on the
moon? Why? Why not?
- Let students listen to the tape once
again (or twice) and they check their
answers.
their answers.
Corrects their answer and let them
listen to a tape again if they can’t
answer the question.
* Answer key:
1. Because there is no air on the moon
2. There are about 30.000 craters on
the moon
3. If I weigh 50 kilos, I’ll weigh only a
little more than 8 kilos.
4. No, we won’t. Because one day
lasts for two weeks on the moon.
...........................................................
........
Ngµy so¹n: /
/ 2011
Ngµy d¹y: /
/ 2011

TiÕt 66 : Lesson 3: Read

- By the end of the lesson, students will be able to understand the text
about a space trip.
- Grammar: Modal verbs: may, might, conditional sentences type 1, 2
III.Techniques( Ph¬ng ph¸p): - Chatting, Slap the board...

häc : 2011- 2012
arrangem
ents
1. Warm up 1. Chatting Teacher –
(5 Minutes ) - Prepare some lectures of a spaceship whole class
or of the first travel of man to the
moon
- Show students that picture and ask
them some questions to involve
students in the topic of the lesson.
* Do you want to travel?
* Have you ever traveled in our
country or broad?
* Have you ever dreamed of a trip to
space?
* Do you want to be an astronaut?
* Do you think traveling into space
takes a lot of money?
2. Pre- reading I. Pre-teach vocabulary Teacher –

( 15 Minutes) - push – up (v): (mime): hÝt ®Êt whole class
- 'orbit (n/v:)
(visual/picture/translation) quÜ ®¹o, di
chuyÓn theo quÜ ®¹o Choral
- 'totally (adv): (synonym: completely) work
hoµn toµn
- 'marvelous (adj): (synonym:
wonderful) Individual
- 'physical con'dition (n): (translation) work
t×nh tr¹ng
* Checking vocabulary: Slap the board
II. Ordering statements
- Show the poster of five statements
on the board. Teacher –
- Have students work in pair to put the whole class
statements in order to show what they
need and get in Joining a trip space.
1. Get a letter from a doctor to show
you are in perfect health.
2. See pictures of the earth, its
interesting places, and the stars from
very far.

häc : 2011- 2012
3. Feel tree and enjoy wonderful Pair -work
feeling.
4. Get ready and be in an excellent
physical condition.
5. Get on the trip
- Give feedback.
3. While – reading I. Reading and checking

( 10 Minutes) - Have students read the text and
check their guess.
* Answer keys:
a. 4 b. 1 c. 5 d. 2 e.
3
II. Comprehension question:
- Have students read the text again Pair -work
and work in pairs to answer the
questions on page 87.
- Call on some students to answer the
questions loudly.
- Correct their answer.
- Get students to practice asking
answering the questions.
* Answer keys:
1) What will you have to do if you
decide to take a space trip?
- If you decide to take a space trip, Pair -work
you’ll have to run a lot, swim every
day, and do aerobics and push – ups
to have an excellent physical
condition.
2) What must you do if you want to
show you are in perfect health?
- If you want to show you are in
perfect health, you must get a letter
from the doctor.
3) What scenes on the earth can you
see from the outer space?
- You can see pictures of the earth:
your country, interesting places, the
oceans, and the big rive the tall
mountains.
4) How many times a day can you see
those scenes?

häc : 2011- 2012
- We can see those scenes 16 times a
day.
5) What things can you do while you
are in orbit that you cannot do when
you are on the earth?
- We can walk on the wall or on the
ceiling.
4. Post – reading * Discussion: Group work
( 10 Minutes ) - Give students the topic of the
discussion.
“If you were able to take a space trip,
what would you do to prepare for the
trip? What would you like to bring
along?
- Divide the class into 4 groups. The
students discuss on groups.
- Ask each group to choose one leader
who will present his/her group’s
opinions.
- Help students to show their ideas.
5. Consolidation - Get students to write a short

( 5 Minutes) paragraph to answer the questions in
the discussion.
...........................................................
........

häc : 2011- 2012
Ngµy so¹n: /
/ 2011
Ngµy
d¹y: / / 2011

TiÕt 67 : Lesson 4: Write

- By the end of the lesson, students will be able to write an
exposition about the existence of UFOs.
- Extra boards , posters , picture...
arrangem
ents
1.Warm up * Jumbled words: Teacher –
(5 Minutes ) - Write the words whose letters are in whole class
random other on the board.
- Divide the class into two teams.
Students from two teams go to board
and write the correct words (rearrange
the letters in correct order). The team

häc : 2011- 2012
which writes more correct words first
wins the game.
1. ucinionttrod = introduction
2. oybd = body
3. nculcoonsi = conclusion
4. taimnenterent = entertainment
5. caret = trace
6. peapaceran = appearance
2. Pre- writing 1. Pre- teach new words Teacher –

( 15 Minutes) - imagi'nation (n): (translation) whole class
- trick (n): (definition: a cunning
action)
- man – like 'creature (n): (translation)
- mys'terious (adj): (definition: difficult Choral
or impossible to explain) work
- Flying saucer (n) (synonym: UFO)
Where
II. Matching: Individual
- Get students to do exercise 6a on work
page 88
- Have students read the outline of an
exposition in column A and put the Teacher –
paragraphs in column B in order to whole class
match the sections in A.
* Answer keys:
1. Introduction: I don’t believe there
exist UFOs even though
Many new sappers talk a lot about
them.
2. Body: Firstly, flying saucers might
be aircrafts, balloons clouds or tricks
of light. Secondly, there are not
enough photos showing clearly the
shapes of the UFOs. Moreover, if there
are UFOs, there will certainly be traces
of their landing on the ground.
3. Conclusion: There fore, UFOs are
just the imagination of some writes
and they do exist only in films for
entertainment.

häc : 2011- 2012
3. While – writing III. Reading the dialogue Group –
( 10 Minutes) - Have students read the dialogue work
between An and Ba about the
existence of UFOs.
- Give students some questions to
make sure they understand the
dialogue.
* Comprehension questions:
1. Does An believe there are UFOs?
(No, he doesn’t)
2. Does Ba believe in UFOs?
(Yes, he does)
3. What does An think about UFOs?
( He think that is might be people’s
imagination)
4. Why does Ba think UFOs exist? Pair -work
(Because newspapers talk a lot about
UFOs and many people around the
world say they are having seen flying
saucers?)
5. What evidence makes Ba believe in
UFOs?
(There are plenty of photos of them
and the mysterious circles on the
fields)
- Call on some students to answer the
questions.
- Correct their answers
- Ask students to practice asking and
answering in pairs.
4. Post – writing * Writing: Individual
( 10 Minutes ) - Get students to use Ba’s opinion to work
write an exposition about the
existence of UFOs.
- Let students write the exposition
individually then share with their
partners and correct mistakes by
themselves.
* Suggested writing:
“I believe UFOs exist because article
and reports in newspapers talked a lot
about their appearance.
First, many people from different

häc : 2011- 2012
countries reports that once saw flying
saucers.
Second, there are many photos of
flying saucers and some of the
photographers said they saw man –
like creatures get out of the saucers.
Moreover, people are discussing the
mysterious circles on the fields in the
countryside of Great Britain.
So I think UFOs are not human’s
imagination. They are real; and we
should be ready to welcome their
visits”
* Correction:
- Collect some writing to correct the
mistake before the class.
their writings.
5. Consolidation - Get students to write an exposition,
( 5 Minutes) using An’s opinion.
...........................................................................

häc : 2011- 2012
Ngµy
so¹n: / / 2011
Ngµy d¹y: /
/ 2011
TiÕt 68: Language focus
- By the end of the lesson, students will be able to futher practice
in modal verbs and conditional sentences type 1, 2 .
III.Techniques( Ph¬ng ph¸p): -Guessing game , Matching...
Stage Steps/ Activities Work

arrangeme
nt
Warm-up * Jumble words: T-whole class
- Write the words with the random letters
on the board.
- Divide the class into two teams. Students
from two teams go to the board and write
the correct words.
- The teams which write more correct words
win the game.
1. isrh = rich
2. lockc = clock
Presentati 3. tivis = visit
on 4. alrma = alarm
5. aienl = alien
6. psces = space
I. Revision of conditional sentences T- whole class
type 1
* Form: If clause: simple present tense
häc : 2011- 2012
main clause: simple future (will + verb
(infinitive))
* Use: We use this structure when there is a
possibility that the situation in the if –
clause will happen in the future or is true in
the present.
* Practice:
- Have students work in pair to do the
exercise in Language Focus 2 on page 90.
- Ask students to make fives sentences,
using conditional sentences type 1.
- Call on some students to read their
sentences before the class. Pair work
- Give feedback and correct.
* Answer keys:
a. If Ba forgets his lunch, he’ll be hungry at
lunch time.
b. Lan will miss the bus if she does not
Practice hurry.
c. If Ha is not careful, he’ll drop the cup.
d. Mrs. Nga will join us if she finishing her
works early. T-whole
e. If Mrs. Binh writes a shopping list, she class
won’t forget what to buy.
II. Conditional sentences type 2
- Set the scene: Ba is not rich so he can’t
travel around the word.
- Ask students to complete the sentences:
* If Ba ………………………rich, he
……………………………………around
…………………
* Answer keys:
 If Ba were rich, he would travel around
the world.
* Form : Main Clause: would/ could/
might + verb
If Clause: past simple tense/ past
subjunctive
* Use: We use this structure to talk about
unreal or unlikely present of future
situations.
We often use “If I were you” to give advice
- Ask students to do Language Focus 3
exercise on page 90. They have to work
häc : 2011- 2012
with a partner and make commotional
sentences type 2. Individual
- Give an example first (3a) work
- Let students work in pairs.
- Give feedback and correct.
* Answer keys:
a. If Mr. Loc had a car, he would drive to
work.
b. If Lan lived in Ho Chi Minh City, she
Productio should visit SaiGon Water Park.
n c. If Nam had an alarm clock, he would Individual
arrive at school on time. work
parents every day.
e. If Nga owned a piano, she would play it
very well.
f. If Tuan studied harder, he would get
better grades.
g. If Na had enough money, she would buy
a new Computer.
(Na would buy a new Computer if she had
enough money)
* Revision of modal verbs: may and might
* Form : May/Might + infinitive
(without to)
*Use: Pair work
* May/Might is used to talk about present or
future possibility.
* Might is normal a little less sure than May.
* Drill:
- Have students look at the pictures on
page 89-90 to do exercise in Language
Focus 1.
- Get students to work in pairs. They have
Homewor to practice asking and answering.
k a. Ex: S1: What may it be?
S2: It may be a look or it might be a
game.
b. What may it be?
It may be a box of crayons or it might b a
box of plaint.
c. What may it be?
basketball.
häc : 2011- 2012
d. What may it be?
e. What may it be?
It may be a flying saucer or it might be a
meteor.
f. What may it be?
It may be an evening star or it might be a
spacecraft
- Ask students to make fives sentences,
using conditional sentences type 1, 2 .
.................................................................................
Ngµy so¹n:
/ / 2011
Ngµy d¹y:
/ / 2011
TiÕt: 69: Ch÷a bµi kiÓm tra
I.Môc tiªu:
häc : 2011- 2012
* Language focus:
- Tenses
- Relative pronouns and relative clauses
- Relative clauses.
disasters.
III. §Ò sè 1
Question I:
a. Choose the word whose underlined part is pronounced differently from the rest.
(0,75 point)
1. a. stored b. ploughed c. laughed d.
smiled
2. a. dump b. erupt c. nuclear d.
plumper
crack
b. Pick out the word that has the main stressed syllable
different from the others
(0,5 point)
1. a. tropical b. logical c. casual d.
commercial
2. a. access b. control c. wander d.
income
last weekend?

häc : 2011- 2012
large
thunderstorm.
(2.5 points)
Christmas
Questions.
(2.5 points)
Dear Linh,
fathers.

häc : 2011- 2012
friends .
Best wishes,
Ngoc Mai
IV. Keys
(1.25 point)
a. 1. c 2. c 3. a
b. 1. d 2. b
sentenses:
(1,25 points)
11. b 12. a 13.c 14. c 15. b
(2.5 points)
(2.5 points)
Dear Linh,
write to more friends .
Best wishes,
Ngoc Mai
häc : 2011- 2012
..........................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: /
/ 2011
Period : 70 : Review
I. Objectives :
 By the end of the lesson, students will be able to revise the
knowledge they had learnt.
II. Language content
III. Teaching aids :
IV. Procedures:
A. Grammar:
1. Past Simple Tense
- Form: + S + V-ed / V2 + ………… Ex : - He arrived here
yesterday.
- S + didn’t + V + ……… - She didn’t go to
school yesterday.
? Did + S + V + …………………… ? - Did you clean this
table?
- Note: last week / month / year . . ., a week / 3 days / 5 months . . . ,
yesterday, yesterday morning / evening, In+ year, from 2000 to
2005.
* Dïng víi ®éng tõ '' Wish ''

häc : 2011- 2012
- I wish you had a longer vacation.
- I wish I were older.
2. Present perfect tense
* ChØ 1 hµnh ®éng x¶y ra trong qk t.gian kh«ng x¸c ®Þnh
ex: She (visit) has visited Ha Long Bay several times.
* ChØ hµnh ®éng b¾t ®Çu ë QK mµ cßn tiÕp tôc ®Õn hiÖn t¹i
- We (learn) have learnt English for 7 years.
- My mother (be) has been sick sinse yesterday
- Lan (just buy) has just bought a new shirt
*for + kho¶ng t.gian
since + Mèc t.gian
never, ever, just = recently = lately, so far = up to now = up to the
present= until now,already, yet,this is the first time ...., several
times.
3. Reported speech
Speaker’s words Reported statement
will / shall  would / should
am / is / are going to  was / were going to
present simple  past simple
present continuous  past continuous
past continuous  past perfect continuous
present perfect  past perfect
past simple  past perfect
must  had to
can  could
Ex: Direct speech: “I’ll talk to Hoa.”said he.  Reported speech: He
said he would talk to Hoa main verb reporting verb
Ex: Direct speech : “I’m arriving at about 6.00.”says Brenda.
Reported speech : Brenda says she’s arriving at about 6.00.
- says / say to + O  tells / tell = O said to + O  told + O
Ex : He told (said to) Helen (that) he didn’t like coffee.
Would  would, could  could, might  might, should  should,

ought to  ought to
Speaker’s words statement Reported
today that day
tonight that night
tomorrow the next day / the following day
yesterday the day before /the previous day
ago before
now then
next/ on Monday the next/ following Monday
häc : 2011- 2012
last Monday the previous Monday / the Monday
before
the day after tomorrow in two days’ time / two days later
this that
these those
here there
Ex: Direct speech : “ I’m leaving here tomorrow,” said Mary
Reported speech : Mary said (that) she was leaving there the
next day.
Reported questions.
- Yes – No questions
Ex: “ Do you see new friend?” he said  He asked if you saw
new friends.
- Wh –questions : who,which,whom,what,. . .
Ex: “ Who is going for a walk?” he asked them.  He asked them
who was going for a walk.
B. Practice: - Do exercises.
C. Consolidation: - Retell the lesson.
.......................................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: /
/ 2011
I. Objectives :
häc : 2011- 2012
IV. Procedures
A. Grammar:
1. The passive form (voice)
Form: BE + V3 /V-ed (past participle)
TENSES PASSIVE
1. The simple present S + am/is /are + PP
2. The pre. Continuous S+ am/is / are/ + being + PP
3. The present perfect S + have/ has + been + PP
4. The simple past S + was/ were + PP
5. The past continuous S + was/ were + be+ V -ing
6. The past perfect S + have/has + been + PP
7. The simple future S + will/ shall + be + PP
8. The near future S+am/is/are going to+be+PP
9. The Modal verbs S + can/could/may + be + PP
Ex : You must do this exercise carefully. => This exercise must be done
carefully.
2. Tag questions
Ex: You’re new student, aren’t you?
Ex: Students don’t drink coffee, do they?
Ex: Hoa can’t sing very beautifully, can’t she?
3. If clause:
If clause Main clause Example
Simple Simple present
present
Simple Simple future If it rains, I’ll stay at home
present
Simple past Would/Could/Might + If I lived near your house, I would take you to
V school everyday
Note: + Conditional sentences ( Type1)
Ex: If the rain gets heavier, our date may be cancelled.
Ex: If you are staying for a week, we will get you a better room.
+ Conditional sentences ( Type 2)
Ex: My older sister is spending her holidays in Da Lat. If had a
chance, I might be staying there a week.
.......................................................................
Ngµy
so¹n: / / 2011
Ngµy d¹y: /
/ 2011
häc : 2011- 2012
I. Objectives :
IV. Procedures
A. Grammar:
1. Relative clause
* Relative pronoun:
( Subject) ( Object) possessive)
Who Whom / Who Whose
That That
Which Which Whose
That That Of which
- WHO:
Ex: My friend, Tuan, is very handsome. Tuan can sing folk song
very well.
=> My friend, Tuan,who is very handsome can sing folk song very
well.
=> My friend, Tuan, who can sing folk song very well is very
handsome.
- WHOM:
Ex: The old lady to whom I spoke.
- WHOSE:
Ex: The film is about a poor-girl. Her boy friend leaves her to
marry a rich woman.
- WHICH: Ex: Auld Lang Syne is a song . Auld Lang Syne is sung on
New Year’s Eve.
=> Auld Lang Syne is a song which is sung on New Year’s Eve.
- THAT : WHO/WHICH
* Relative adverb
- WHEN: Ex: The month when (in which) I was born.
- WHERE: Ex: The resort where I enjoyed.
1. Defining relative clause :
- The typhoon may damage the water pipes which supply our home.
2. Non-defining relative clauses
Ex: Mrs. Thom, who is my former teacher, likes bananas very much.

häc : 2011- 2012
2. Adjective+ that clause
S + be + adjective or past partiple + that +
noun clause
Ex : I am happy that you had a new car.
Note: AFRAID,GLAD,SORRY,
SURE,EAGER,ANXIOUS,HAPPY,PLEASE,ANNOYED, PROUD, . . .
3. Connectives
* AND: Lan likes cats and dogs.
* BUT : Ex: They have a lot of money, but they’re not very happy.
* SO: Ex: He’s ill so he stays at home.
* THEREFORE Ex: The weather was too bad, our plan, therefore, had
been changed.
* HOWEVER: Ex: I will offer my cat to Hoa. However, he may not like
it.
* BECAUSE: Ex: She didn’t go to the zoo because she was ill.
Note: “because of” thay vì “ because”
……..because + S + ………because of +
V noun (phrase)
Ex: I was late because of the traffic jam. ( keït xe)
* OR: Ex: Is your girl tall or short .
4. Preposition of time : at, in ,on, from . . . to, for, by
- AT : Ex : We have class at one o’clock.
Ex : I sleep at night.
- IN : Ex : I was born 1994
Ex : We have class in the morning.
- ON: Ex : We have class on Monday.
Ex: I was born on April 6, 2006
6. Adverb clauses of cocession
Although / Though / Even though + S + V +
(complement)
Ex: Although he had a bad cold , he went to class.
..........................................................
.....

häc : 2011- 2012
Ngµy
so¹n: / / 2011
Ngµy d¹y: /
/ 2011
I. Objectives :
IV. Procedures
Question I: Choose the best answer ( A, B, C, or D ) to complete
the following sentences
1. They ................. already.................. this movie.
A. has/watched B. has/watch C. have/watched D.
have/watch
2. I wish I ...............have a computer.
A .can B.may C .could D
.will
3. Maryam and Lan ................. pen pals for 2 years.
A.are B .were C .have been
D .will be
4. There ................. an old building in this area before.
A .used to is B.used to be C .used to have
D .used be
5. We have been classmates ...................... four years
A.for b.in c.from
d.since
6. The man ....................... helped me yesterday is my uncle.
häc : 2011- 2012
A. which B. when C. who D. He
7. This is my .....................
A. friend B. friendly C. friendship
D.friendless
8. I wish I ...................... in Ho Chi Minh city now.
A. was B. will be C. is D.
were
9. City life is different .................................country life.
A. from B. to C. of D.
with
10. Your salary is the same........................mine.
A. like B. as C. with D.
from
11. Can you turn...................the light? It 's too dark in here.
A. on B. of C. in D.
for
12. Lan enjoys ..........................books.
A. read B. reading C. reads D.
to read
13. My friends want ............................. Ha Long Bay.
A. visit B. visited C. to visit D.
visiting
unhappy
17 . We have learnt English ............................. 4 years.
A. in B. during C. for D. since
18. I can’t understand the French visitors. I wish I........................
French.
A. know B. have known C. knew D.
will know
19. They .......................... this church about 100 years ago.

häc : 2011- 2012
A. was built B. built C. has built D. will
build
20. I have many books,..................tell about traditional festivals in Viet
Nam.
A. where B. who C.whom D. Which
II. Rewrite each sentences
1. He said to me “I will come here again tomorrow”. -> He
told ...............
2. She said to me “Do you do your homework right after school” ->She
asked me .......
3. “What are you doing now, Nga?” asked Minh. ->Minh asked
Nga ..............
4. She doesn’t send my father that book. -> I wish she.................
5. “ I must leave now” said Nam. -> Nam said ..............
6. They will build a stadium here . -> A stadium...............
7. They have just bought their only son a new motorbike. -> Their only
son ...........
8. The students should plant trees before a new school year. ->
Trees…………..
III. Put each suitable preposition in each blank.
1. We are proud ……………. being Vietnames
2. We often go to school………. bicycle
3. This boy isn’t good …….... swimming.
4. Lan is waiting ……….. me at the moment.
5. I prefer wearing ao dai ……… wearing morden clothing
.......................................................................
....

häc : 2011- 2012
4. Future simple Tense ( Thì töông lai ñôn)

- Use : Dieãn taû moät haønh ñoäng seõ xaûy ra taïi moät thôøi ñieåm
naøo ñoù trong töông lai.
- Form : + S + will / shall + V + …………… Ex: He will finish his
homework tomorrow .
- S+ won’t / shan’t + V + ……………….. Lan won’t go to
the zoo next week.
? Will / Shall + S + V + …………………. ? Will you do
this exercise ?
5. Present progressive Tense ( Thì hieän taïi tieáp
dieãn )
- Use : Dieãn taû moät haønh ñoäng xaûy ra vaøo ñuùng thôøi ñieåm
noùi.
-Form : + S + is / am/ are + V-ing + …………… Ex : I’m
learning English now.
- S + is / am/ are + not + V-ing + …… He isn’t learning
English now.
? Is / Am / Are + S + V-ing + ………? Is he reading books
now?
- Note: Thì hieän taïi tieáp dieãn thöôøng duøng keøm vôùi caùc traïng
töø : now, right now,at present , at the moment ñeå nhaán maïnh tính
chaát ñang dieãn tieán cuûa haønh ñoäng ôû ngay luùc noùi .
6. Near Future: Be going to ( thì töông lai gaàn )
- Form : S + is / am/ are + going to + Vinf
- Use : Duøng khi noùi veà moät vieäc maø ai ñoù quyeát ñònh seõ
laøm hay döï ñònh seõ laøm trong töông lai.
Ex : There is a good film on TV tonight. I’m going to stay home to
watch TV .
- Note : Be going to coøn duøng ñeå döï ñoaùn moät tình huoáng coù
theå xaûy ra
Ex: I feel tired . I think I’m going to be sick.
8. Modal verbs
häc : 2011- 2012
- Form : + S + modal verb + V + ………. Ex : I can sing very
well.
- S + modal verb + not + V + ……… Ex : Hoa may not
come to the party tomorrow.
? Modal verb + S + V + ………….? Ex : May I come in ?
- Modal verb : must, mustn’t, needn’t, shouldn’t, should, ought to, can ,
can’t, could, may, might
* MAY/ MIGHT: Duøng ñeå dieãn taû haønh ñoäïng coù theå xaûy ra
trong töông lai
Form:S + may/ might + V inf (I’m not sure where I spend on Tet
holidays,but I may stay in Da Lat).
* Duøng “may /might” dieãn taû söï xin pheùp (permission) ôû hieän
taïi cuõng nhö ôû töông lai.
Form: May / Might + Vinf Ex: May I go out now, sir?
* Duøng “may” ñeå khôûi ñaàu caâu chuùc Ex: May you live long
long life!
* Ta cuõng coù theå duøng “ may as well”, “might as well” + Vinf
(cuõng neân, cuõng coù yù ñònh)
Ex: I may as well join in the army with my old classmates.
-----------------------------------------------------------------------------------------
Period : 67+68
II. Pattern
1. USED TO + Vinf : Ñaây laø caáu truùc duøng mieâu taû thoùi quen
, moät vieäc thöôøng xaûy ra trong quaù khöù . Noù ñöôïc thaønh laäp
vôùi cuïm töø USED TO + Ñoäng töø nguyeân maãu.
Ex: When I was young, I used to look after my younger brothers.
Note: Caàn chuù yù:
+ Used to + bare infinitive -> chæ thoùi quen trong quaù khöù (past
habit)
Ex: When he was a boy, he used to go swimming.
+ To be + used to+ V-ing -> chæ thoùi quen hoaëc vieäc thöôøng xaûy
ra ôû hieän taïi (present habit)
To get + used to+ V-ing -> trôû neân quen vôùi
Ex : I am used to reading in the library.
2. To take someone to somewhere (a place) = ñöa ai ñi ñeán
ñaâu, daãn ai ñi ñeán ñaâu
3. Wish sentence: Ñaây laø caâu töôûng töôïng hoaøn toaøn khoâng
coù söï thaät. Vì theá ñoäng töø khoâng theo ñuùng thì cuûa noù. Trong
chöông trình lôùp 9 coù caùc daïng caâu öôùc sau:
Present  S + V-ed / V2 (simple past)
 Past subjunctive: Be duøng WERE cho caùc ngoâi
Past S + had + V-ed / V3 (past participle)
Future S + would / should / could + V (infinitive)

häc : 2011- 2012
Ex : - I wish I spoke English fluently.
- We wish my mother had been here with us last year.
- He wishes he would come to my party.
8. If clause ( Meänh ñeà If ) : Meänh ñeà IF coøn ñöôïc goïi laø
Conditional Clause ( Meänh ñeà ñieàu kieän) hoaëc Adverbial Clause of
condition ( Meänh ñeà traïng ngöõ chæ ñieàu kieän )
If clause Main clause Example
Simple Simple present
present
Simple Simple future If it rains, I’ll stay at home
present
Simple past Would/Could/Migh If I lived near your house, I would take you to
t+V school everyday
Simple Would/Could/Migh
perfect
have +V3/Ved
Note: + Conditional sentences ( Type 1)
- Moät soá bieán theå cuûa meänh ñeà chính ta thöôøng gaëp: If +
simple present + may/might/can/...
Ex: If the rain gets heavier, our date may be cancelled.
- Moät soá bieán theå cuûa meänh ñeà if ta thöôøng gaëp: If + present
continuous + simple future
Ex: If you are staying for a week, we will get you a better room.
+ Conditional sentences ( Type 2)
- Bieán theå cuûa meänh ñeà chính: Daïng ñieàu kieän tieáp dieãn coù
theå duøng thay theá daïng ñieàu kieän ñôn:
Ex: My older sister is spending her holidays in Da Lat. If had a
chance, I might be staying there a week.
- Daïng bieán theå cuûa meänh ñeà if: Thay vì duøng thì quaù khöù
ñôn ,ta coù theå duøng thì quaù khöù tieáp dieãn hoaëc quaù khöù
hoaøn thaønh
Ex: If he had studied harder, he could get high position in this
company.
9. Adjectives and adverbs ( Caùc tính töø vaø traïng töø )
a- Tính töø : - boå nghóa cho danh töø Ex: An interesting
book
- Caùch thaønh laäp tính töø :
+ Theâm tieáp ñaàu ngöõ (prefix) vaøo tröôùc ñoäng töø : a+verb 
adjective Ex: a+ live => alive
+ Theâm tieáp vò ngöõ (suffix) vaøo sau ñoäng töø hoaëc danh töø :
* Verb + ed  adjective Ex: please + ed 
pleased (haøi loøng)
* Noun + en  adjective Ex: wood + en 
wooden ( baèng goã)

häc : 2011- 2012
* Noun + ful / less  adjective Ex: hope + ful 
hopeful (nhieàu hy voïng)
* Noun + ly  adjective Ex : love + ly  lovely (
deã thuong)
* Noun + y  adjective Ex: rain + y  rainy
(coù möa)
* Noun + ern  adjective Ex: south + ern 
southern (thuoäc mieàn baéc)
* Noun + ish  adjective Ex: child + ish 
childish ( coù veû nhö con nít)
b - Traïng töø : - boå nghóa cho ñoäng töø Ex: She sings well.
- Caùch thaønh laäp traïng töø :
+ Haàu heát caùc traïng töø chæ theå caùch ñöôïc thaønh laäp baèng
caùch theâm ñuoâi LY vaøo tính töø:
adjective + ly  adverb Ex: slow + ly  slowly
+ Chuù yù : Moät soá traïng töø ñaëc bieät : Ex: good  well ,
fast  fast , . . .
12. Relative clause ( Meänh ñeà quan heä )
1. Defining relative clause : Meänh ñeà quan heä haïn ñònh
Chuû töø Taân ngöõ Sôû höõu
Duøng chæ ( Subject) ( Object) (possessive)
ngöôøi Who Whom / Who Whose
That That
Duøng chæ Which Which Whose
vaät That That Of which
* Relative pronoun: (Ñaïi töø quan heä ) : Duøng ñeå noái hai caâu
rieâng bieät thaønh moät caâu.Noù thay theá cho moät trong hai cuïm
danh töø gioáng nhau
- WHO: Duøng thay theá cho cuïm danh töø chæ ngöôøi , noù thay
theá cho cuïm danh töø ôû vò trí chuû ngöõ.
Ex: My friend, Tuan, is very handsome. Tuan can sing folk song
very well.
=> My friend, Tuan,who is very handsome can sing folk song very
well.
=> My friend, Tuan, who can sing folk song very well is very
handsome.
- WHOM: Duøng thay theá cho cuïm danh töø chæ ngöôøi , ôû vò trí
boåû ngö ( Complement)
Ex: The old lady to whom I spoke.
- WHOSE: Laø ñaïi töø quan heä chæ söï sôû höõu . Noù thay theá
cho danh töø chæ ngöôøi vaø vaät
Ex: The film is about a poor-girl. Her boy friend leaves her to
marry a rich woman.
häc : 2011- 2012
- WHICH: Duøng thay theá cho cuïm danh töø chæ ñoà vaät ,ôû vò trí
chuû ngöõ vaø boå ngöõ.
Ex: Auld Lang Syne is a song . Auld Lang Syne is sung on New
Year’s Eve.
=> Auld Lang Syne is a song which is sung on New Year’s Eve.
- THAT : Duøng thay theá cho WHO/WHICH
* Relative adverb ( Traïng töø quan heä )
- WHEN: Coù theå duøng ñeå thay theá “on which” hoaëc “in which”
(duøng ñeå chæ thôøi gian)
Ex: The month when (in which) I was born.
- WHERE: Coù theå thay theá cho “at which” hoaëc “in which” (duøng
ñeå chæ nôi choán)
Ex: The resort where I enjoyed.
2. Non-defining relative clauses : Meänh ñeà quan heä khoâng haïn
ñònh
Chuû töø Taân ngöõ Sôû höõu
Duøng chæ ( Subject) ( Object) (possessive)
ngöôøi Who Whom / Who Whose
That That
Duøng chæ Which Which Whose
vaät That That Of which
Meänh ñeà quan heä khoâng haïn ñònh ñöôïc ñaët sau nhöõng danh
töø ñöôïc xaùc ñònh, vì theá nhöõng meänh ñeà naøy khoâng xaùc
ñònh danh töø maø noù chæ noùi theâm veà ñieàu gì ñoù veà danh
töø baèng caùch cung caáp theâm moät soá thoâng tin veà noù.
Khoâng gioáng nhöõng meänh ñeà quan heä haïn ñònh , chuùng
khoâng nhaát thieát phaûi coù trong caâu , ta coù theå boû ñi maø
caâu khoâng trôû neân maäp môø, chuùng ñöôïc taùch bieät vôùi danh
töø maø chuùng theâm nghóa bôûi daáu phaûy (,)
Ex: Mrs. Thom, who is my former teacher, likes bananas very much.
---------------------------------------------------------------------------------------------------
----
Period : 69
13. Reported speech ( lôøi noùi traàn thuaät) laø caâu thuaät laïi moät
caùch giaùn tieáp lôøi noùi
cuûa ngöôøi khaùc. Ñeå chuyeån töø tröïc tieáp sang caâu giaùn tieáp
chuùng ta phaûi:
* Moät soá thay ñoåi veà thì (Tense changes) :- Neáu ñoäng töø
thöôøng thuaät (reporting verb) cuûa caâu ôû thì quaù khöù thì phaûi
luøi ñoäng töø chính veà quaù khöù moät baäc khi chuyeån töø lôøi
noùi tröïc tieáp (direct speech) sang lôøi noùi giaùn tieáp (indirect /
reported speech) theo quy taéc sau :
häc : 2011- 2012
Speaker’s words Reported statement
will / shall  would / should
am / is / are going to  was / were going to
present simple  past simple
present continuous  past continuous
past continuous  past perfect continuous
present perfect  past perfect
past simple  past perfect
must  had to
can  could
Ex: Direct speech: “I’ll talk to Hoa.”said he.  Reported speech: He
said he would talk to Hoa main verb reporting verb
- Neáu ñoäng töø töôøng thuaät ôû thì hieän taïi thì thì cuûa ñoäng töø
chính ñöôïc giöõ nguyeân khi chuyeån lôøi noùi tröïc tieáp sang giaùn
tieáp.Traïng töø chæ nôi choán,thôøi gian vaø ñaïi töø chæ ñònh ñöôïc
giöõ nguyeân.
Ex: Direct speech : “I’m arriving at about 6.00.”says Brenda.
Reported speech : Brenda says she’s arriving at about 6.00.
Note: - Coù theå duøng hoaëc khoâng duøng “that” sau ñoäng töø
töôøng thuaät.
Ví duï : He said (that) he wasn’t going.
- says / say to + O  tells / tell = O said to +
O  told + O
Exï : He told (said to) Helen (that) he didn’t like coffee.
- Moät soá ñoäng töø khoâng thay ñoåi khi chuyeån sang lôøi noùi
giaùn tieáp.
Would  would, could  could, might  might, should  should,

ought to  ought to
* Moät soá chuyeån ñoåi khaùc (Some other changes) : Khi
chuyeån töø lôøi noùi tröïc tieáp sang giaùn tieáp maø ñoäng töø
töôøng thuaät ôû thì quaù khöù thì caùc traïng töø chæ thôøi gian vaø
nôi choán vaø ñaïi töø chæ ñònh ñöôïc chuyeån ñoåi theo quy taéc sau
:
Speaker’s words statement Reported
today that day
tonight that night
tomorrow the next day / the following day
yesterday the day before /the previous day
ago before
now then
next/ on Monday the next/ following Monday

häc : 2011- 2012
last Monday the previous Monday / the Monday
before
the day after tomorrow in two days’ time / two days later
this that
these those
here there
Ex: Direct speech : “ I’m leaving here tomorrow,” said Mary
Reported speech : Mary said (that) she was leaving there the
next day.
14.Reported questions (caâu hoûi traàn thuaät)khoâng coù cuøng traät

töï töø (trôï ñoäng töø tröôùc chuû ngöõ)nhö caâu hoûi tröïc tieáp.Trôï ñoäng
töø “do,does,did”vaø daáu hoûi khoâng xuaát hieän trong caâu.
- Yes – No questions : thöôøng ñöôïc môû ñaàu baèng caùc ñoäng töø
nhö “ ask, inquire, wonder,….” Vaø ta duøng “if” hay “whether” trong
lôøi noùi traàn thuaät vaø theo sau caùc ñoäng töø môû ñaàu .
Ex: “ Do you see new friend?” he said  He asked if you saw
new friends.
- Wh –questions : Thöôøng ñöôïc baét ñaàu baèng caùc ñoäng töø
“ask, wonder,want to know . . .”vaø theo sau laø caùc nghi vaán töø :
who,which,whom,what,. . .
Ex: “ Who is going for a walk?” he asked them.  He asked them
who was going for a walk.
15. Tag questions ( Caâu hoûi ñuoâi)
- Caâu hoûi ñuoâi hôi gioáng “caâu hoûi ñaùp laïi” ,noù ñöôïc taïo bôûi
trôï ñoäng töø + ñaïi töø nhaân xöng.
- Caâu hoûi ñuoâi ñöôïc ñaët ôû cuoái ñeå hoûi söï kieåm ñònh moät
thöù gì maø chuùng ta khoâng chaéc laém hay ñeå hoûi söï ñoàng yù ,
noù gaàn nghóa nhö laø “ Is this true?” hay “ Do you agree?”
Ex: You’re new student, aren’t you?
Note: - Neáu veá ñaàu laø ñoäng töø ñaëc bieät nhö : to be, to
have, can, could,. . . ta nhaéc laïi nhöõng ñoäng töø naøy ôû phaàn
caâu hoûi ñuoâi, nhöng ñoái vôùi ñoäng töø thöôøng ta phaûi möôïn
caùc trôï ñoäng töø nhö: do, does, did. Ex: Students don’t drink
coffee, do they?
- Neáu veá ñaàu laø caâu khaúng ñònh thì veá sau laø caâu hoûi ñuoâi
phuû ñònh vaø ngöôïc laïi .
- Neáu chuû töø laø ñaïi töø thì ta laëp laïi noù nhöng neáu noù laø
danh töø ta phaûi ñoåi thaønh ñaïi töø töông öùng Ex: Hoa can’t sing
very beautifully, can’t she?
16. Making suggestion( Caâu ñeà nghò ) : Caâu ñeà nghò goàm
nhieàu hình thöùc
- Duøng“ Let’s/ Shall I/ Shall we + Vinf” dieãn ñaït ñeà nghò vôùi ngoâi
thöù nhaát Ex:Let’s go to the zoo.
häc : 2011- 2012
- Duøng “Why don’t we/ Why don’t you + Vinf” dieãn ñaït ñeà nghò
vôùi ngoâi thöù nhaát vaø ngoâi thöù hai
-Ta coù theå duøng “ What about / How about + gerund / noun” (Baïn
nghó sao………?)
- Duøng ñoäng töø “suggest”(ñeà nghò) hoaëc “propose” (ñeà
nghò,gôïi yù )
Suggest (+ possessive adjective) +gerund Ex: I suggest (your)
forgetting him.
Suggest that + S+ present tense / should Ex: I propose that the
receptionists wear uniform.
Ex: I suggest that we should go to a seaside 1. Present Simple
tense.( Thì hieän taïi ñôn)
- Use : Ñeå dieãn taû caùc söï vieäc moät caùch toång quaùt , khoâng
nhaát thieát chæ nghó ñeán hieän taïi . Ta duøng thì naøy ñeå noùi
ñeán mét söï vieäc naøo ñoù xaûy ra lieân tuïc ,laëp ñi laëp laïi nhieàu
laàn , hay moât ñieàu gì ñoù luoân luoân ñuùng ,duø cho söï vieäc ñoù
coù xaûy ra ngay taïi luùc noùi hay khoâng laø ñieàu khoâng quan
troïng .
- Form: + S + V/Vs / es + ……………………. Ex -The earth
goes around the sun.
- S + don’t/doesn’t + V+ ……………….. -We don’t have
classes on Sunday.
? Do/Does + S + V + ………………….? - Does Lan
speak French?
resort.
Question I: Choose the best answer ( A, B, C, or D ) to complete
the following sentences
1. They ................. already.................. this movie.
A. has/watched B. has/watch C. have/watched D.
have/watch
2. I wish I ...............have a computer.
A .can B.may C .could D
.will
3. Maryam and Lan ................. pen pals for 2 years.
A.are B .were C .have been
D .will be
4. There ................. an old building in this area before.
A .used to is B.used to be C .used to have
D .used be
5. We have been classmates ...................... four years

häc : 2011- 2012
A.for b.in c.from
d.since
6. The man ....................... helped me yesterday is my uncle.
A. which B. when C. who D. He
7. This is my .....................
A. friend B. friendly C. friendship
D.friendless
8. I wish I ...................... in Ho Chi Minh city now.
A. was B. will be C. is D.
were
9. City life is different .................................country life.
A. from B. to C. of D.
with
10. Your salary is the same........................mine.
A. like B. as C. with D.
from
11. Can you turn...................the light? It 's too dark in here.
A. on B. of C. in D.
for
12. Lan enjoys ..........................books.
A. read B. reading C. reads D.
to read
13. My friends want ............................. Ha Long Bay.
A. visit B. visited C. to visit D.
visiting
unhappy
17 . We have learnt English ............................. 4 years.
A. in B. during C. for D. since
18. I can’t understand the French visitors. I wish I........................
French.

häc : 2011- 2012
A. know B. have known C. knew D.
will know
19. They .......................... this church about 100 years ago.
A. was built B. built C. has built D. will
build
20. I have many books,..................tell about traditional festivals in Viet
Nam.
A. where B. who C.whom D. Which
Question II: Choose the best option to fill in each of the blanks
to make meaningful passage .
The country is more beautiful than a town and pleaser to live in . Many
people think so and go to the country for the summer holidays though
they cannot live (1)...........all the year around . Some have a cottage
built in a village so that they can go there whenever they can the
time . English villagers are not all like , but (2) ...........some ways they
are not very different (3) ..............each other . Almost (4)..........village
has a church , the round or square tower of hich can be (5).........for
many miles around . Surrounding the church is the churchyard , where
people are buried. The village green is a wide stretch of grass , and
houses and cottages are (6)..........round it . Country life is now fairly
comfortable and many villages (7)..............Water brought through
pipes into each (8)............ Most villages are also to some small towns
that people can go there to buy what they can not find in the village.
1. A. there B . here C.this

D.that
2. A. on B .in C .at
D. to
3. A.for B. from C.that D
.between
4 .A .every B. very C.each
D .an
5 .A.see B. saw C .seeing
D . seen
6 .A. to built B. build C.built
D. building
häc : 2011- 2012
7. A. had B. has C.have
D. having
8. A .house B .home C.village
D .town
Ngµy so¹n: /
/ 2010
Ngµy d¹y: /
/ 2010
A.Môc tiªu:
-Helping Ss to review the grammar by doing exercise.
- By the end of the lesson Ss will be able to understand the form of the
exercise
- Skills: Four skills
B.§å dïng:
Text book, board.......
C.TiÕn tr×nh bµi d¹y:
I.æn ®Þnh líp:
II.KiÓm tra bµi cò:
III Bµi míi:
Teacher's activities Students' Board
activities

häc : 2011- 2012
I. Chän ®¸p ¸n ®óng
1. Grammar and nhÊt vµ
vocabulary:
- T write the exercise. - Copy the ®iÒn vµo chç trèng.
exercise. 0. He........ a teacher.
- Ask Ss to write.
a. am b. are c. is d. were
- Have them do in 1. My Dad wishes I....
pairs. -Pair work.
learn English well.
- T monitors & helps. a.can, b. could, c. should, d.
may
2.Peter...... me when he
came
to Viet Nam last summer.
a. do not phone b. does not
phone c.did not phone d.
-Feed back: - Read the key phones
+ Call Ss to read the loudly.
key loudly. 3. The man....... to
+ T corrects & give London
them marks.
with his wife last Sunday.
a.went b.goed c.god.
d.goes
4. She asked me
what.........?
a.my name is b. my name
was
c. is my name d. my name
are
5. Last night, my
brother......
..a glass of coffee so he
could
2.Writing: -Ss write not sleep.

- Ask Ss to write the exercise. a.drink b.drank d.drunk
exercise.
häc : 2011- 2012
6. The game was very
- Ask Ss to do in groups - Group work.
interesting, but why ......
-Moniotors and heps
Lan stay at home?
Ss.
a. does, b. don,t, c. do, d did
- Feed back:
II.ViÕt l¹i c©u vµ cho
+Call Ss to go to the -Go to the
d¹ng
board & do the board & do the
exercise. exercise. ®óng cña ®éng tõ trong
+ Correct & give them ngoÆc
marks.
1. They ( play) a good
3. Futher writing: - Copy th match yesterday .
- Ask Ss to copy the exercise. 2. I (see) him since last
exercise. week.
- Listen.
- T tells the way to do 3. Mr Green used to
it. -Do individual. (take)
- Have them do his children to the circus.
individual. 4.You (stay) at home
-Tmonitors & helps Ss.
- Go to the tomorrow?
- Feed back: board & do the III. ChuyÓn çc c©u sau
+Call Ss to go to the exercise.
sang c©u bÞ ®éng.
board & complete the
exercise. 1.They planted these
+ Correct & give them trees
marks. yesterday.
2.She can't do the test
easily.
3.The teacher explained
the
lesson carefully
4.They can borrow those
books in the library.
D. Cñng cè:
- Retell the lesson.
- Next lesson: Check the firt term.

häc : 2011- 2012
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Ngµy so¹n: / /
2010
Ngµy d¹y: / /
2010
TiÕt 2: Lesson 1: Getting started & Listen and
read,LF3.

- By the end of the lesson, Ss will be able to tell other about things
they did through historical places and understand the use of “wish”
with the past simple tense.
1.Vocabulary: correspond, a mosque, impress ...
2. Structures : wish + S + V(past simple )
III.Techniques( Ph¬ng ph¸p) : Chatting, ROR
IV. Teaching aids: ( §å dïng) Extra boards , posters , tape , cassette
, picture
Stages and Activitie
Content
time s

häc : 2011- 2012
1.Warm-up: * Chatting: - Ask Ss some questions to
(5 minutes) introduce the topic of the lesson - whole
+ Do you have any penpals / friends class
abroad?
+ Where does she/he live?
+ Has she/he ever visited your city?
+ What activities would you do individual
during the visit?
- Ask Ss to look at the pictures on
page 6 and say where they are.
- Ask Ss to talk where they should take
2. their penpals to go in Danang city ( Cham
Presentatio Museum, BaNa Resort, Marbles Mountain,
n: …)
( 15 *Pre – teach vocabulary: -whole
minutes) - (to) correspond (exp) : trao ®æi th tÝn class
- a mosque (pic): nhµ thê håi gi¸o
- (to) impress (v): g©y Ên tîng
- (to) pray (mime): cÇu nguyÖn
- friendliness (n) ( explanation): sù th©n Individual
thiÖn
* Checking Voc: ROR
* Grammar notes.
Ex ( I have a short vacation)
I wish I had a longer
vacation. - Group
- ask to give the form of wish after explain work
the meaning as wellas the situation of the
above examples :
S + wish S + V (Past simple)
3. - Ask to give some more examples and T
Practice correts if necessary.
( 10 minutes) Notice the from and meaning of “ used to ”
*Set the scene: Lan’s Malaysian penpal
came to visit her in Hanoi. She visited - Pair
many places of interest. work
*Open prediction: Ask Ss guess where
she went and what she did during her trip.
- Ask Ss to read the text to check their
prediction and add some more
information.
* Comprehension question:
1.What is Lan’s penpal’s name?

häc : 2011- 2012
2.Where is she from ?
3. How long have they known each other ?
4. How often do they correcpont? Group
5. Was this their second meeting? work
6.Where did they visit?
7. Do they wish they had a long longer
vacation.
4. 8.Did Mary invite lan to visit Kuala Lumpur?
Productio - Ask Ss to read the text again to choose
n the correct option to complete the
sentences on page 7.
( 10 minutes)
Answers: 1. C 2.B 3.D 4.B
* Discussion:
- Ask Ss to recommend places of
interest in our city
- Ss discuss where they should take their
friends to and what activities they
should do
* Cues: (poster)
- Cham Museum : see statues of Cham
- Marble Mountains: climbing mountain
- BaNa Resort : sightseeing/ beautiful
sight
Example: S1: I think we should take our
friends to Cham Museum. We can see
many statues made in 14th century.
S2: Good idea! I believe they will
be interested in it.
Exercise 3:
Set the scene: I wish I were
taller
individual
individual
Model sentence: I wish I were taller
T. asks Ss to do the exercise 3 in the

textbook.

häc : 2011- 2012
* Further practice: Correct the mistakes:
5. 6. I wish I am a singer
Homework 7. I wish they can pass the exam
( 5 minutes) 8. She wishes she not get up late
9. We wish the weather isn’t hot today
10. Lan wishes Maryam be here
longer.
- Write a short paragraph about what they
have discussed above.
VI. Comments: (Tù nhËn xÐt, ®¸nh gi¸ giê d¹y)

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2010

TiÕt 3: Lesson 3: Speaking.
By the end of the lesson, Ss will be able:
- to introduce them selves, make and repond to introduction.
- to improve the speaking skill.
häc : 2011- 2012
2- Structure : to be different from # to be the same as
III.Techniques( Ph¬ng ph¸p) : Pelmanism, chorus – pairs.
IV. Teaching aids: ( §å dïng) Extra boards , posters , tape ,
cassette , picture

Stages and Activiti
Content
time es
1. Warm-up:
Gi¸o : Pelmanism
¸n TiÕng Anh 9 - Trêng T.H.C.S Lª Th¸nh T«ng - N¨m
(5 minutes)
häc : 2011- 2012 individu
Tokyo Perth Liverpo Bomba Hoi An al
ol y
Japan Australi Englan India Viet
2. Pre-speak a d Nam
( 15 minutes) whole
* Word cue drills class
Name: hoa My name is Hoa
Age : 14 I’m 14 years old
Class: 9A I’m in class 9A
Country : VN I live in T.H city whole
-Making and responding introduction class
* Make introduction
+ Hello, I’m Hoa. I’m from T.H city
+ Let me introduce my self
I’m Hoa
I’m 14 years old
* Respond to the introduction Individu
+ Nice to meet you al
3.While- + Pleased to meet you
speak + Realy, Me ,too.
( 10 minutes) *Set the scene: (pictures of Nga and
Maryam)
T: Who’s this? Pair
work
S: Nga/ Maryam
T: Are they talking about Maryam’s
4. Post- visit to Vietnam?
speak: S: Yes.
( 10 minutes) - T. introduces the situation: Nga is Group
talking to Maryam. They are waiting work
for Lan outside her school. Put the
dialogue in the correct order
- Ask Ss to work in pairs and then
practise with their partner.
Answers: 1C 5B 4D 2E 3A 6
- Ss practise (chorus – pairs)
- T reads the requirement individu
- Now you are talking to Maryam’s al
friends. Introduce yourself. Make
similar dialogues. Take turns to be one
of Maryam’s friends
- Ss read the information given on
posters and practise
- T observes and then do delayed
GV: Ng« correction.
ThÞ Hµ 266
*Suggested dialogue:
A: Hello, you must be Yoko.
häc : 2011- 2012
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so¹n: / / 2010
Ngµy d¹y: / /
2010

TiÕt 4: Lesson 4: Listening and language focus
1,2

- By the end of the lesson, Ss will be able to listen to information to
select the correct pictures & to practise the past simple and the past
simple with wish and to improve the listeninging skill.
2- Structure : the past simple tenses and the sentence with
wish
III.Techniques( Ph¬ng ph¸p) : Pelmanism, chorus – pairs.
, picture

Stages Activitie
Content
and time s
1.Warm-
Gi¸o ¸n TiÕngAnh 9 - Trêng T.H.C.S Lª Th¸nh T«ng - N¨m
Pelmanism:
up: : 2011- 2012
häc individual
(5 minutes) Go Hang Paint Make Buy
Made Painted Hung Bought Went whole
class
- give remarks and correct the mistakes.
- Ask Ss to look at six pictures labeled

2. Pre- on the BB, and say what each picture is
speak: about: whole
(15 A/ 1. Don’t walk on the grass class
minutes) 2. Don’t pick the flowers
B/ T. asks about the numbers of the two
buses
1. The number 103
2. The number 130
Individual
C/ 1. Mexican restaurant
2. Hamburgers
Open prediction: T explains the
3.While- requirement: Tim Jone’s Mexican penpal,
speak Carlo, is visiting the USA. They are talking Pair work
(10 about visiting some places. Think of three
minutes)
things that Jim and Carlo are visiting.
Possible answer: - They are going to the
park
- They are taking a bus
- They are going to the restaurant.
-Ask Ss to listen to the tape and check individual
their prediction.
Give feedback
- Ask Ss to to listen to the tape again to
choose the correct picture.
- Answer: A1 B2 C2
4. Post- a. Ss work in pairs. Ask their partner what
speak: he will do if he is visiting Hanoi. (Make a Pair work
( 10 similar dialogue )
minutes) Suggested items:
- How do you travel during the time you
are in Hanoi?
- What places do you visit?
- Where do you go to eat?
b. Exercise1:
- Ss work in pairs: ask and answer the
GV: questions
Ng« ThÞ about
Hµ what 268
they did yesterday.
Example: S1: What did you do yesterday?
häc : 2011- 2012
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so¹n: / / 2010
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2010

TiÕt 5: Lesson 5: Reading

- to have some knowledge about Malaysia, one of the countries of the
ASIAN
- to improve the listening skill.
1- Vocabulary: Comprise/ compulsory/ethnic/divide/religion/Islam
2- Structure : Passive
III.Techniques( Ph¬ng ph¸p) : Brain stoming or open question,
Slap the board,
IV. Teaching aids: ( §å dïng) Extra boards, posters, picture
Stages and
Content Activities
time
1.Warm-up: * Brain stoming or open question
(5 minutes) * Pre- questions : - Can you see Malaysia on Whole
this map ? class
- How many parts are there in
Malaysia ?
-Which country are next to
Malaysia ?
2.Pre- Pre – teach vocabulary:

häc : 2011- 2012
reading - (to) separate (exp) individual
(15 minutes) - a unit of currency
(ex: VND, dollar, ringgit are ……….):
®¬n vÞ tiÒn tÖ
- Islam (tran): §¹o håi
- Hinduism (tran): §¹o Hin-®u (¢n ®é gi¸o)
- A language of instruction : (We use
Vietnamese to teach at school, so
Vietnamese is a ………..): ng«n ng÷
chÝnh individual
- Compulsory (adj) (tran) b¾t buéc
- Comprise (v): bao gåm
- Religion(n) :t«n gi¸o
*Checking Voc: Slap the board
Set the scene: Today we learn about
Malaysia, one of the countries of the ASEAN
Gap-fill prediction: (Ss work in groups of group
4) work
Malaysia:
1. Area: ………………………………
2. Population: ………………………..
3. Climate: ……………………………
4. Unit of currency: …………………..
5. Capital city: ………………………..
6. Official religion: …………………...
7. National language: …………………
8. Compulsory second language: ……..

häc : 2011- 2012
3.While *Ask Ss to read the text and check their
-reading prediction.
(10 Answer keys: 1. 329,758 sq km 2.
minutes) over 22 million
1. tropical climate individual
2. The ringgit
3. Kuala Lumpur
4. Islam
5. Bahasa Malaysia
6. English
*True/ False statement: (on page 10)
Ask Ss to to read the text again
Answer keys:
1. T
2. F There are Islam, Buddhism and
Hinduism. (There are more than two)
3. F English, Chinese and Tamil are
also widely spoken.
4. T
5. T
*comprehension questions
1) What is the largest city in Malaysia ? Pair work
2) Is Buddhism the only religion in Malaysia ?
3) How many languages are spoken in
Malaysia ?
4.Post- *Discussion:
reading ( Ss work in groups of 4) Group
( 10 minutes) Vietnam: work
1. Area: ………………… (330,991 sq
km)
2. Population: …………… (over 82
million)
3. Climate: ……………… (tropical
monsoon)
4. Unit of currency: …………………..
(VND)
5. Capital city: ………………………..
(Hanoi)
6. Official religion: ………………
(Buddism)
7. National language: …………
(Vietnamese)
8. Compulsory second language:

häc : 2011- 2012
…….. (English)
5. *Write about Vietnam, using the
Homework information from the table. Begin with: individual
( 5 minutes) Vietnam is a ………………. It has the
population of …………… and the area of
………………..

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2010

TiÕt 6: Lesson 6: Writing

- to write a personal letter
- to improve their writing skill.
1- Vocabulary: Topic: letter
2- Structure : Outline of a letter
III.Techniques( Ph¬ng ph¸p): Chatting, Ordering & Matching
IV. Teaching aids: ( §å dïng) Extra boards , posters , picture
Stages and
Content Activities
time

häc : 2011- 2012
1.Warm- Chatting
up: - Have you ever visited any other places in Whole
(5 minutes) Vietnam? class
- When did you do?
- How did you get there?
- Did you visited any places of interest?
- When you are away from home, do you
keep in touch? - How?
Ordering & Matching: (poster)
- T reminds Ss about the formal of a
personal letter by playing the game
1. CLOSING a. Dear…., Pair work
2. OPENING b. Your friend,/ Regards,/
Love
3. BODY OF THE LETTER c. Writer’s
address and the date.
4. HEADING d.
……………………
2. Pre- Set the scene: Imagine you are visiting
writing your relatives or friends in another part individual
(15 of Vietnam.
minutes) - T asks Ss some questions:
1. Where are you now?
2. How did you get there?
3. Who did you meet at the station?
4. What have you done?
5. What places have you visited? individual
6. Who have you met?
7. What kinds of food have you tried?
8. What souvenirs have you bought?
9. How do you feel now? group
10. What do you think interest you work
most?
11. When are you returning home?
- T asks 1 or 2 Ss to tell the class about
their visit
- Ss work in groups of 4 to talk about
their visit
3. While - Ask Ss to look at the questions on poster individual
-writing and the outline on page 11.
(10 minutes - Ss work in pairs to find out the questions
belong to each paragraph
Answer keys: Questions N.1,2,3 : pair work

häc : 2011- 2012
1st paragraph
N.4 : 2nd
paragraph
N.5,6,7 : 3rd
paragraph
- Ss follow the outline to write their own
letter (Body of the letter) to their family,
telling them about their visit on transparent
paper. ()
Suggested ideas:
I arrived at Hue railway station at
11am 2 days ago. Two my friends, Hoa
and Nam met me at the station, then
they took me Hoa’s home by bike.
I have visited Dong Ba Market, Thien
An Hill, Gia Long & Minh Mang Tombs, Pair work
… I have tried different Hue foods:
banh beo, banh khoai, com hen, bun
bo, …
I will visited Tu Duc Tomb and Citadel
tomorrow.I feel so happy and enjoy myself individual
so much. The people here are so nice and
friendly, the foods are so delicious, and the
sights are so beautiful.I will leave Hue at 1
pm next Sunday and will arrive home at
6pm. Please pick me up at railway station
4.Post- Correction:
writing T choose some letters to correct before Group
( 10 class work
minutes)
5. Write your letter into your notebook

Homework individual
( 5 minutes)
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häc : 2011- 2012
Ngµy
so¹n: / / 2010
Ngµy d¹y: / /
2010
Unit 2 : CLOTHING
TiÕt 7: Lesson 1: Getting started & Listen and read

- By the end of the lesson , the students will be able to know
traditional clothes of other countries, especially “ Ao dai ” in Viet Nam ,
and drill the skills: listening, reading, writing, speaking…
1- Vocabulary: topic:" clothing"
2- Structure : Review the present perfect.
III.Techniques( Ph¬ng ph¸p): Matching, W&W
, picture
Stages and
Activitie
time Content
s
1. Warm- * Matching:
up: Pictures Countries Whole
(5 minutes) a. 1 – Vietnam class
b. 2 - Scotland
(UK)
c. 3- The USA
d. 4- Japan.
e. 5- India
f. 6- (Saudi) Arabia.
Students look at the pictures and work in
pairs Pair work
S1. Picture a. Where does she come
from?
S2 She comes from India.
…………………………………..
2. Pre – teach vocabulary:
Presentatio - a poet (ex: Nguyen Du, To Huu, Xuan individual
n Dieu are ….)
(10 minutes) - a long silk tunic (tran) : ¸o lôa dµi réng

häc : 2011- 2012
- (to) slit (exp: to make a long thin cut in
something) : xÎ
- inspiration (tran) : c¶m høng, høng khëi.
- ethnic minorities (ex: Thai, Muong, Ede
are … ) çc d©n téc thiÓu sè
- a pattern (pic): hoa v¨n
* Checking Voc.: W&W
Set the scene: You are going to read a
text about the traditional dress of
Vietnam. individual
- Let’s predict the statements are True
or False: (poster)
1. The ao dai is the traditional dress of
only Vietnamese women. group
2. Many Vietnamese women today often work
prefer to wear modern clothing at
work.
3. Now fashion designers want to
change something on the traditional
Ao dai
4. Nowadays, Ao dai is both traditional
and
fashionable
5. Modern clothing is more convenient.
6. fashion designers have printed lines
of poetry on the Ao dai
3. Practice - Ask Ss to read the text and check their individual

(15 minutes) prediction.
- Give Feedback: 1F2T 3T 4T
- Ss read the text again and do exercises a
& b in the textbook.
*Matching: ( a- page 14)
1- For the long time a. long silk tunic
the Ao dai has been with slits up the pair work
the subject of sides worn over
……………. the loose pants.
2-The Ao dai is b. to wear modern
described as a ……. clothing at work.
3-The majority of c. poems , novels
Vietnamese women and songs.
prefer …………….
4- Some designers d. lines of poetry
häc : 2011- 2012
have modernized on it.
the Ao dai by
printing ………………
5- Another e. symbols such
alternative is to add as: suns , stars
……… croses, and stripes
 Comprehention question ( Section b –
page 15 ) Pair work
1- ………………………….
2- …………………………..
3-…………………………..
Answer keys:
a/ 1. …… poems, novels, and songs.
2. …… long silk tunic with slits up the
sides and worn over loose pants.
3. …… to wear modern clothing at
work.
4. …… lines of poetry on it.
5. …… symbols such as suns, stars,
crosses and stripes
b/ 1. Men and women
2. Because it is more convenient
3. They have printed lines of poetry
on it and symbols such as suns, stars,
crosses and stripes to the ao dai
4. * Gaps fill.
Production The Ao dai is the (1)..…….. dress of Group
( 10 minutes) Vietnamese women. It consist of a (2) work
……… silk tunic that is (3) .…….on the
sides and worn over loose pants.
Nowadays,( 4) ……… usually wear it.
However ,many Vietnamese women today
often prefer to wear modern clothing at
work. Now fashin designers want to (5)..
……. The traditional Ao dai. They have
added these pattern to the Ao dai so
Vietnamese women can cotinue to wear
the (6)..…….. dress, which is now both
traditional and fashionable.
(1)- traditional
(2)- long
häc : 2011- 2012
(3)- slit
(4)- women
(5)- change
(6)- unique
5. -Asks the students to learn by heart all
Homework new words , do exercises , and prerare the individual
( 5 minutes) next lesson.

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Unit 2 : CLOTHING
- By the end of the lesson, Ss will be able to talk with their friends
about types of clothing everyday.
III.Techniques( Ph¬ng ph¸p): Guessing game, Slap the board
IV. Teaching aids: ( §å dïng) Extra boards , posters , picture
Stages and
Activitie
time Content
s
1. Warm- * Guessing game:
up: Ss use pictures in Getting started (Unit 2) Whole
(5 minutes) to play the game. class
Example exchange: S1: Is she wearing a
Kimono?
S2: Yes/ No
……………………… Pair work

häc : 2011- 2012
2. Pre- *Pre – teach vocabulary:
speak - plaid (adj) (draw) : kÎ ca r« individual
(10 minutes) - sleeve (n) (mine) : tay ¸o
- striped (adj) (draw) : säc
- baggy (adj) (mine, antonym) : réng,
thông
- faded (adj) (tran) : b¹c
- Hang the pictures on page 15
- Point at some pictures and ask
questions group
Is it a colorful T shirts ? yes,it is / No,it isn`t work
Are they baggy pants ? yes, they are /
No,they aren`t
- Ask SS to habel their paper on each
pictures
- Correct their mistakes
3. While- Activity 1: Ask Ss match the phrases to individual
speak the pictures (page 14-15)
(15 minutes)
Answers: a. a colorful T-shirt
b. a sleeveless sweater
c. a striped shirt
d. a plain suit
e. a faded jeans pair work
f. a short-sleeved blouse
g. a baggy pants
h. a plaid skirt
i. blue short
Activity 2: Ss answer T’s questions (using
pictures in part a)
- Do you have one of these clothes?
- Which clothes do you have?
- When do you wear them?
- What’s your favorite type of clothing?
Why?
- Is it comfortable to wear school uniform?
- What color is it?
- On the Tet holiday, birthday, wedding, … Pair work
people usually have new clothes. If you
want to know what they wear, how do
you say?
Ss: What do you wear on the Tet

häc : 2011- 2012
holiday/ your birthday?

Or What would you wear to a
birthday party?
Ss work in pairs again.
4. Post- Activity 3: Find someone who

speak Group
( 10 minutes) Find someone who Name work
Lan
Wears skirt on the Tet holiday
Wears short
Wears jeans on
weekend
Wears school uniform
Wears colorful T-shirt
Wears short-sleeved
blouse on a party
- Ss work in groups of 4
- Ss interview their friends (in other group)
to fill the table (only 1 person each item)
- Some Ss in some groups report the result
of their interview in front of the class, using:
S + said …
Example exchange: Lan said she usually
wore skirt on the Tet holiday.
5. -Write a short paragraph about your type of
Homework clothing on special occasions. individual
( 5 minutes) -Asks the students to learn by heart all new
words , do exercises , and prerare the next
lesson.

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Ngµy
so¹n: / / 2010
Ngµy d¹y: / /
2010
Unit 2 : CLOTHING
TiÕt 9: Lesson 3: Listen and Language focus 1.

- By the end of the lesson, Ss will be able to listen for specific
information and describe what people are wearing & to use since, for,
already, yet, ever in the present perfect tense.
III.Techniques( Ph¬ng ph¸p): Networks, Slap the board
IV. Teaching aids: ( §å dïng) Extra boards , posters ,tape, casstte,
picture
Stages and
time Content Activities
1. Warm-up: Networks
(5 minutes) Jeans Whole
Pants class
Clothing
blouse
Pair work
sho
rts

häc : 2011- 2012
2. Pre- Pre – teach vocabulary:
listen - An announcement (tran) individual
(10 minutes) - missing (synonym) = lost: thÊt l¹c
- an entrance (tran)
- a fair (exp) (an event when people or
company bring their products for you
to look at or buy)
Set the scene: A little girl lost her way individual
at the Car Fair. You will hear a public
announcement about the girl.
Open prediction: Ss predict the
information about the lost girl lost group
work
A lost girl Informatio
n
Age
Where she was
last seen?
Color of hair
Clothes
Shoes/sandels/
booths
3. While- individual
listen -Ss listen to the tape once and check their prediction.
(15 minutes) Ss listen to the tape again and tick the
letter of the correct picture (on page 16)
Keys: a/ B : She’s wearing blue shorts
b/ A: She’s wearing a long-sleeved
white blouse
c/ C: She’s wearing brown shoes. group
work
4. Post- - Ask SS to look at their Study papers to

listen descri be Mary Group
( 10 minutes) Ex:Mary is 3 years old.She is wearing a work
blue short
- Guessing game
- Ask SS to guess their class mates by
asking yes/no question
E1: S1: Is he wearing a white shirt ?
S2: yes,he is
häc : 2011- 2012
S3: Is he wearing Jeans ?
S2: No,he isn't
S1: Is he wearing black
trousers ?
S2: Yes,he is
S1: Is that Nam ?
S2: yes,he is.
Lang. Focus 1: (page 19)
- T introduces the dialogue between Nga
and Mi: Nga introduces Mi her old
friend in her photo album, Lan. She has
known her for six years but she hasn’t
seen her since 2003 because she
moved to HCM city with her family
then.
- T asks Ss to read the dialogue and
elicits from Ss to review the Present
perfect tense with Since and For.
Mi: How long have you known her?
Nga: I’ve known her for six years.
Mi: Have you seen her recently?
Nga: No, I haven’t seen her since
2003.
For: a period of time
Since: a point of time
- T asks Ss to make similar dialogues
with the information in the table on
page 20.
5. - Write in your notebooks what you’ve
Homework described to your friends. individual
( 5 minutes)
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Ngµy d¹y: / /
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häc : 2011- 2012
Unit 2 : CLOTHING

- By the end of the lesson, Ss will be able to understand the text for
details about jeans and the history of it.
1- Vocabulary: topic :" JEANS "
Review the passive form.
III.Techniques( Ph¬ng ph¸p): Brainstorming, Rub out and
remember.
Content
time s
1. Warm- Using “ Brainstorming”
up: Jeans: Whole
(5 minutes) class
easy to wear
fashionable
convinient
Advanta
ges Pair work
Durabl
e
convenients
- Asks the students to talk about the

advantages of Jeans
- Gives the remarks and introduces about the
text.

häc : 2011- 2012
read - material (tran) individual
(10 - cotton (realia) : b«ng, sîi b«ng
minutes) - (to) wear out (exp) (use sth so much that
it no longer works, or can no longer be
used) : lµm r¸ch
- a style (tran) : kiÓu d¸ng
- (to) embroider (realia) : thªu (hoa v¨n,
h×nh )
- a label (realia) individual
Checking Voc.: Rub out and remember.
 T/F prediction.
f. Jeans were made in Asia.
g. Workers did not like wearing jeans because group
the material wasn,t strong. work
h. In the 1960s, many students wore jeans.
i. In the 1970s, jeans became cheaper.
j. In the 1980s, jeans became high fashion
clothing.
Today, jeans have been out of fashion
3. While- - T reads the text once. individual
read - S read the text in silence to get information,
(15 compare their answer and check their
minutes) prediction, corrects T/F statements
- T asks the students to read text in turn
each paragragh.
 Do exercise at page 17: Fill in the gaps.
- Hang on extra board pair work
Ask Ss to read the text again and fill in the
missing dates and words (exercise a, page
17)
Keys: 1/ 18th century ………. Jeans cloth
2/ 1960s ……… students
3/ 1970s ……… cheaper
4/ 1980s ….. … fashion
5/ 1990 ……… sale
- T checks their doing , and gives the
remarks.
 Do exercise b at page 18
Exercise b: Lucky number Pair work

häc : 2011- 2012
1/ question 1 5/ LN
2/ question 2 6/ LN
3/ LN 7/ question 4
4/ question 3 8/ question 5
Answer keys:
1/ The word jeans comes from a kind of
material that was made in Europe
2/ The 60’s fashions were embroidered jeans,
painted jeans and so on
3/ Because jeans became cheaper
4/ Jeans at last became high fashion clothing
in the 1980s
5/ The sale of jeans stopped growing
because the worldwide economic situation
got worse in the 1990.
4. Post- Discussion
read Ss work in groups of 4, dicuss the questions: Group
( 10 1/ Do you like wearing jeans? Why or why work
minutes) not?
2/ What type of jeans do you like wearing
3/ Do you think jeans are in fashion?
5. - Asks the students to write it up.
Homework - Asks the students to do exercises and individual
( 5 minutes) prepare the next lesson
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Ngµy
so¹n: / / 2010
Ngµy d¹y: / /
2010
Unit 2 : CLOTHING
TiÕt 11: Lesson 5: Writting.
- By the end of the lesson,the students will be able to write an
argument to persuade reader to believe or do something.
häc : 2011- 2012
1- Vocabulary: Topic: '' uniforms ''
III.Techniques( Ph¬ng ph¸p): Chatting, Rub out and remember
Stages and Activiti
Content
time es
1. Warm- * Chatting
up: T asks Ss some questions about their Whole
(5 minutes) feeling when wearing different types of class
clothing.
- How often do you wear uniform?
- How do you feel when wearing uniform?
- If you have a choice, what type of clothing
do you want to wear when going to
school? Why do you choose it?
write - (to) encourage (exp : to give a hope, individu
(10 support or confidence to someone) : al
minutes) - (to) be equal in (exp: Ba is 35 kg, Tan is
35, too. They are equal in weight) : c«ng
b»ng, b»ng nhau
- (to) bear one’s name (tran) : mang tªn
- freedom of choice (tran) :
- self-confident (adj) (tran) :
Checking Voc.: R&R
* Set the scene: if you like waering uniforms, individu
what will you do to persuade your friends? al
Now , look at the table……..
(?) How many parts are there?
* Matching:
Organizatio language group
n work
Introductio
Sum up… I think……
n
Lets the
reader know
Series of Firstly………
the writer,s
argument Finally……
point of
view

häc : 2011- 2012
Conlusion Presents… Therefore……
- Explain the way to use language in each

par
- T pays attention to the three parts of the
writing : Introduction / Series of
Arguments / Conclusion
- Ask Ss to read the topic and outline A
- Ask Ss some questions to check their
understanding
+ What’s the topic of the passage?
+ Why does wearing uniforms encourage
Ss to be proud of their school?
+ How do Ss feel when wearing uniform?
+ Do Ss have to think of what to wear
everyday?
- Ask Ss to read the passage to anwer the
question:
How is the argument organised?
3.While- - Ss work in groups of four

write - Ss read the topic and outline B, and then group
(15 write a paragraph of 100-150 words to work
minutes) support the argument that secondary school
Ss should wear casual clothes
4. Post- - Call on 4 Ss for four groups to stick their

write writings on the BB Group
( 10 - T corrects work
minutes)
5. - Write the passage into their notebook.

Homework - Asks the students to do exercises and individu
( 5 minutes) prepare the next lesson al
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2010
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2010
Unit 2 : CLOTHING
TiÕt 12: Lesson 6: Language focus 2,3,4,5.
I.Objectives (Môc tiªu)

- By the end of the lesson, Ss will be able to review the passive form
of the simple present, present perfect, simple past and simple future,
modals verbs and be going to..:
1- Vocabulary:
Stages Activitie
Content
and time s
1. Warm- *Pelmanism
up: Whole
(5 minutes) Mak
Sell Eat See
Gro
Be
Buil class
e w d
Eate See Mad Buil Grow Bee

Sold
n n e t n n
2.New Exercise 2:
lesson: - T sets a scene: You and your friends are individual
visiting HCM city. Look at the notes on page
20, there are things you have done, and
something you haven’t done. What are
they?
- T elicits from Ss
+ I have seen Giac Lam pagoda
+ I have eaten Chinese and French
food individual
+ I haven’t seen Reunification Palace,
Zoo and Botanical gardens …
häc : 2011- 2012
+ I haven’t tried Vietnamese
vegetarian group
- T asks Ss to read the dialogue on page 20, work
elicits from Ss to review the Present perfect
tense with Already and Yet.
Already: is used in affirmative
sentences
Yet: is used in negative sentences and
questions
- Ss work in pairs, ask and answer questions
about the things they have done or haven’t
done.
-Example exchange: S1: Have you seen The
Reunification Palace yet?
S2: No, I haven’t.
S1: Have you tried French
food?
S2: No, I haven’t
Exercise 3:
- T asks some questions: group
T: I’ve seen a cartoon “ Tom and Jerry”. work
And how about you? Have you ever seen
it?
S: Yes. I have.
T: When did you last see it?
S: Last week.
- T asks Ss to read the dailogue on page
21
- T elicits from Ss to review the Present
perfect tense with Ever
Ever: is used in questions
- T compares the Simple past and the
Present perfect
The Simple past: to talk about definite
time
The Present perfect: to talk about
indefinite past time
- T asks Ss to make similar dialogues, using
the items in the box.
Exercise 4,5:
- To review the Passive form of the Present Group
Perfect, Simple Past, Simple Present, Simple work

häc : 2011- 2012
Future tenses.
* Matching
a.Passive voice of 1. S + will be +

simple future Ved/V3....by O
b. Passive voice of 2. S + am/is/are +
present perfect Vpp ......
c. Passive voice of 3. S + was/were +
present simple Vpp..............
d. Passive voice of 4. S + have/has +
past simple Vpp................
e. passive voice of 5. S + modals + be +
modals Vpp.................
- To review the Passive form of Modal verbs:
Have to, Be going to
Change the sentences from the active into
passive.
Notes: the passive form of modal verbs
S + modal verbs + be +
Vpp .....................
(?) the students to do exercise 5.
- Gives the remarks and corrects their
mistakes.
3. - Rewrite all exercises: LaFo 1,2,3,4,5 into

Homewor your notebook individual
k - Asks the students to do exercises and
(5 prepare the next lesson
minutes)
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/ 2010
Ngµy
KT: / / 2010

häc : 2011- 2012
TiÕt: 13 & 14 : KiÓm tra vµ ch÷a bµi kiÓm tra
I.Môc tiªu:
-Qua bµi kiÓm tra sè 1 Hs cã kh¶ n¨ng «n tËp vµ cñng cè vÒ tõ vùng,
-Ph¸t triÓn kÜ n¨ng ®äc , viÕt ,.........
II. KiÕn thøc:
-The past simple.
-The passive forms.
III.Ma trËn ®Ò:

TN TL TN TL TN TL
1.Readin 5( 5 5(5p)
g p)
2.Langu 3(3 7( 7 10(10
age p) p) p)
3.Writin 9 (9 p) 6(6
g p) 15(5p)
Tæng 3 (3 p) 16(16 p) 30
11(10 p) (30p)
points)
more.
a, use to b, used to c, uses to d, using to
häc : 2011- 2012
a, doctors b, farmers c , nurses d, students
includes
-> The
flowers......................................................................................................
.......
-> I
haven't ....................................................................................................
.............
-> She
wishes......................................................................................................
.......
->
I................................................................................................................
.............
->He
started......................................................................................................
.........
-> It's time
you ..........................................................................................................
..
(5 points)

häc : 2011- 2012
23. I /staying / modern hotel.
26. I /never been there before.
27. I /be excited / trip / not sleep.
.V.§¸p ¸n & híng dÉn chÊm:
Question 2:
4. b 5. d 6. b 7. b 8. d 9. b 10. a
Question 3 :
Question 4:
17. a 18. c 19. b 20. c 21. a
Question 5:

häc : 2011- 2012
*Híng dÉn chÊm:
-Tæng ®iÓm toµn bµi: 30 points
-Thang ®iÓm: 10
-§iÓm bµi kiÓm tra = Tæng ®iÓm nh÷ng phÇn lµm ®óng
3
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Ngµy so¹n: / /
2010
Ngµy d¹y: / /
2010
Unit 3 : A trip to the countryside

TiÕt 15: Lesson 1: Getting started & Listen and read.

- By the end of the lesson , the students will be able to describe about
the village and talk about activies in the countryside.
IV. Teaching aids: ( §å dïng) Extra boards, posters, tape, cassete,
picture
Content
time s
1.Warm- * Chatting
up: a. Do you live in the country or in the city ? Whole
(5 minutes) class
b. Where do these people live?
c. Picture 1. What’s she doing?..
2Presentat - Ask Ss to look at the pictures and

ion describe what the people are doing. individual
(10

häc : 2011- 2012
minutes) Pic 1: A woman is watering the
vegetables
Pic 2: Some children are swimming in Whole
the river class
Pic 3: A woman is feeding the chicken
Pic 4: The famers are harvesting
Pic 5: A man is feeding the pig
Pic 6: A man is plowing with his bufflo
Pic 7: A boy is flying a kite
Pic 8: Some boys are playing football individual
Pre – teach vocabulary:

- home village (tran): quª nhµ
- a bamboo forest (pic): rõng tre
- a banyan tree (pic): c©y ®a
- a shrine (pic): ®Òn, n¬i thê cóng
- a river bank (pic): bê s«ng group
Checking Voc.: R&R work
Set the scene: Ba’s family went on a trip
to his home village on Sunday, Ba asked
Liz to join with him.
True/ False prediction: (poster)
T/F
Statements
1. Ba and his family had a F
two-day trip to their home
village
2. Many people like going T
there for their weekends
3. There is a small bamboo F
forest at the entrance to
the village
4. Liz has a snack at the house F
of Ba’s uncle
5. There is a shrine on the T
mountain near Ba’s village
häc : 2011- 2012
6. Everyone had a picnic on F
the mountain
7. Everyone left the village T
late in the evening
8. Liz has a video tape to F
show the trip to her parents
9. Liz wants to go there again. T
3. Practice - Ask Ss to read the text to check their individual
(15 prediction.
minutes) - Ask Ss to read the text again to answer the
questions: (Lucky numbers)
11. Where is Ba’s village?
12. How did Ba and his family get to pair work
the village?
13. LN
14. Where is the banyan tree?
15. What did they see on the
mountain?
16. Where did they have their picnic?
17. LN
18. What did Liz do to show the trip to
her parents?
19. LN
20. What does Liz wish?
Answer keys:
1. It’s about 60 kilometers to the North of
Hanoi
2. By bus 3. LN Pair work
4. It’s at the entrance to the village
5. The shrine of a Vietnamese hero on the
mountain
6. On the river bank
7. LN
8. Liz took a lot of photos
9. LN
- She wishes she could visit Ba’s village
again Ask Ss to read the text and check
their prediction.
- Give Feedback: 1F 2T 3T 4T
4. Ss talk about their home village and tell

häc : 2011- 2012
Production their friends whether they like going there Group
( 10 or not. work
minutes) Ex: Where is it? How far is it?
How can you get there?
What is it like?
Do you like going there or not
5. - Write into your notebooks what you’ve
Homework talked about. Individual
( 5 minutes)
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2010


- By the end of the lesson, Ss will be able to ask for and give
information about their
own village, impove the students skill: speaking.
III.Techniques( Ph¬ng ph¸p):Noughts and crosses, Slap the
board,
häc : 2011- 2012
Stages and Work
time Activities arrangeme
nts
Warm-up: Noughts and crosses: Make
(7 minutes) questions about a place
- T draws a table on the black board.
Whole class
2 3
1
5 6
4
Group work
8 9
7
- T prepares 9 words cards: (1)WHO

(2)WHERE (3)WHEN (4)WHAT
(5)WHICH (6)HOW (7)HOW
MANY (8)IS (9)ARE
- The team will take turn to choose the Pair work
number and make a question using the
word given on the card.
Suggested questions:
- Where is your home village?
- What can you see on the way to your
village?
- What activities in the countryside?
- When do you often go to your village?
- How often is your village fair held?
- How far is it from the city?
- Are there any banyan tree?
- Is there a village gate?
Pre- speak - T models first:
(10 minutes) * My home village is to the north of Hue Individual
city.
* How about you? Do you have a
home village? Where is it?
Group work
- T elicits and encourages Ss to ask questions about
the home village (Individual work)

häc : 2011- 2012
- Possible answer: Suggested questions above
While- *Role play Individual

speak - Ask Ss to read the questions in exercise
(10 minutes) a (page 24), play the role of A and B, ask
and answer about their partner’s home
village, using the information in the box.
(Pairs work)
Example: A: Where is your home village?
B: It’s to the west of the city.
A: How far is it from the city?
B: It’s about 15 kilometres from Pair work
the city. ………………
- T calls on some pairs to show their
conversation on front of class and corrects
their mistakes if any.
Post-speak - Ask Ss to talk about their real home
( 15 village. If they don’t have a home village, Group work
minutes) make up information similar to those in
box A and B. (Pairs work)
- T observes around the class.
- T calls on some good Ss to show their
exchanges.
Homework Write about your real home village
( 3minutes) Individual
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Ngµy d¹y: / / 2010

TiÕt 17: Lesson 3: Listen

- By the end of the lesson, Ss will be able to listen for specific
information about the trip to Ba’s village, impove the students skill:
listening.
III.Techniques( Ph¬ng ph¸p): Hangman, Slap the board.
V. Procedures:( TiÕn t×nh bµi d¹y):
Stages and Work
time Activities arrangem
ent
Warm-up: - Hangman: Whole
(5 minutes) The word: H O M E V I L L A G E class
Pre- listen Pre – teach vocabulary:

(10 minutes) - a route (exp: a way from one place to Whole
another): tuyÕn ®êng, lé tr×nh class
- a pond (pic): çi ao
- parking lot = car park: chç ®Ëu xe « t«
- (to) pick s.o up (tran): ®ãn ai
- Checking Voc.: Slap the board
Set the scene: Ba and his family went Individual
on a trip to the village. You will listen to their
trip.
* Open prediction:
- Ask Ss to look at the map, guess where the Group work
places on the map are and compare with

häc : 2011- 2012
their patners.
- Ss write their guesses on the BB.
a) The bus turn left onto a smaller road Individual
westward
b) The bus went to the north of city
c) They stopped at the gas station to get
some more fuel
d) It clossed a small bambo forest
e) They closed the Dragon Bridge on highway
No.1
f) The bus parked at the parking lot near a
big old banyan
g) The bus turned right in front of a store
beside a pond
h) they turned left at the next corner near
the pond
- Ask ss to look at the statement carefully
- Ask ss to listen to the tape and order the
statements as they coud hear.
While- - Let ss listen to the tape turce Individual
listen - Ask ss to compare their answer
(10 minutes) - Ask ss to listen to the tape once more
- Feedback
* Anser key:
a.4 b.1 c.3 d.7 e.2 f.8 g.5
h.6
- Ask ss to listen to the tape once more and
check their prediction.
- Feddback :T write the coreect places on the Pair work
map,
next to the letters to complete the map.
* Answer key:
A. banyan tree
B. airport
C. highway No.1
D. Dragon Bridge
E. Gas station
F. Store
G. Pond

häc : 2011- 2012
H. Bamboo forest
I. parking lot
- T calls on some Ss to stick on the BB and
corrects.
Post-listen Chain game:

( 15 - Ask the students to retell the bus route to Group work
minutes) Ba’s
village using adverbs of time : Firsttly, the
bus
crossed the Dragon Bridge on highway No.1 .
Next , it stopped at the gas station to get
some
more fuel…
Homework (?) Let think you are A :write a short letter to
( 5minutes) introduce your village and invite your Individual
penpal to visit your village
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- By the end of the lesson , ss will be able to improve their reading skill
and understand
the content of the text.
häc : 2011- 2012
1- Vocabulary: topic:" life on the farm ''
III.Techniques( Ph¬ng ph¸p):Jumbled words, T/F Prediction,
Matching
Stages Work
and time Activities arrangem
ents
1. Warm- * Jumbled words
up: - geehnaex = exchange Whole class
(5 minutes) - zamie = maize
- edef = feed
- llcocte = collect
- meti-artp = part-time group work
- SS work in 2 groups
2. Pre- Set the sence : Van is an exchange Whole class
read student. He is from HCM city. He is now
(10 studying in the USA He is living with the
minutes) Parker family on a farm outside
Columbus, Ohio.
- T explains what “exchange students” individual
means.
- Ask Ss to tell what they know about life
in the country abroad, on the farm?
What do they do? How do they relax?
-Pre-teach vocab: individual
+ Maize (n) = corn
+ hot dogs(n): xóc xÝch
+ exchange student(n):
+ standard time(n):
* Note: the Parkers = the Parker family
* T/F Prediction
Grou Grou
Prediction p1 p2 group work
1. Van is not an exchange

student in the USA
2.He lives in Chicago

häc : 2011- 2012
3.He lives with the Parkers
4. Mr .Parker works part-time
at a grocery store
5.they have 3 childrens :
Peter,Sam and Mary
6.On Sunday afternoon:The
Parkers watch Peter
play baseball
7.Van feels like a member of
them
- Students work in 2 groups

- T writes their answer on extra-board.
3. While- * Comprehension questions: Ask Ss to individual
read read the text to answer the questions:
(15 1/ How long will Van stay there?
minutes)
2/ What do Mr and Mrs Parker do?
3/ How many childen do they have?
4/ What does Van do after finishing his
homework? pair work
5/ How do the Parker family spend their
weekend?
* Matching: Ask Ss to read the text again,
the match the words in column A with the
words or phrases in column B. (on page 26)
Answer keys: - maize _____ corn
- Feed ______ give food to
eat
- Grocery store ______ where
pp buy food and small things
- part-time _______
shorter or less than standard time Pair work
- Collect _______ bring
things together.
* Complete the summary: (on page 26)
Answer keys: (1) Ohio (2) farmer (3) works
part-time at a grocery store (4) Peter
(5) Sam (6) after (7)farm

häc : 2011- 2012
(8) watches (9) baseball (10)
member.
4. Post- - Ask Ss to work in pairs. One is Van who

read has just come back from the USA and has Group work
( 10 answers the questions. The other play the
minutes)
role of a student who is going to the USA
as an exchange student.
- Example exchange:
S1: Hello! I’m going to the USA next
month as an exchange student. I want to
know some information. Can you help
me?
Van: Certainly. Where are you going to
stay?
S1: I’m going to stay with the Brown
family. They live in a suburb 80
kilometers from Ohio.
Van: …………….
5. Suppose you are an exchange student in

Homework the USA. Write a short paragraph about individual
( 5 minutes) your life in the USA.

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Ngµy so¹n: / /
2010
Ngµy d¹y: / /
2010

TiÕt 19: Lesson 5: Writing.

- After the lesson ss will be able to improve their writing skill and write a
short
parragraph about “a picnic to the countryside.”
1- Vocabulary:
- Topic: " a picnic to the countryside"
2- Structure :
- Review the present perfect. " wish" clause with could
- Kim’s Game, W&W.
- Extra boards, posters, picture.
Stages and Work
ents

häc : 2011- 2012
1. Warm- * Kim’s Game
up: - T devides the class into 4 groups. Whole class
(5 minutes) - T sticks the poster on the BB with the
words: take, caught, went, took, gather,
run, laid, catch, go, ran, gathered, lay.
- Ss look at the poster for 20 seconds
and try to remember the words.
- T takes away the poster.
- Call on 4 Ss for 4 groups go to the BB group work
and rewrite the words. Who has more
correct words is the winner.
2. Pre- Pre – teach vocabulary: Whole class
write - a blanket (pic): ch¨n, mÒn
(10 minutes)
- (to) lay out (mime): tr¶i, dän
- site (tran): ®Þa ®iÓm individual
Checking Voc.: W&W
Matching: Ss go to the BB to match the
word cues with the correct pictures.
- beautiful day/ … river Picture
individual
4
- put down/ … food Picture 3
- After meal/ … picnic Picture
5 group work
- When/ … bus stop Picture 1
- we/ … evening Picture
2
- Feedback
Pre-questions: T asks: (using the
pictures)
a. What were they going to do?
b. What did they do?
c. What games did they play?
d. How did they get home?
e. Did they arrive home early?

häc : 2011- 2012
3. While- - T devides the class into groups of four.
write - Ss use pictures and word cues to write a
(15 minutes) passage entitled “A country picnic”. pair work
- (each group writes for each picture)
- T monitors.
4. Post- - Call on some Ss write their passage on
write the BB. group work
( 10 minutes) - T corrects mistakes.
Suggested writing: 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
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 6.30
pm. We hurriedly gathered our things and
ran to the bus stop. We were lucky to
catch the last bus and arrived home very
late in the evening.
5. Write the passage into your notebook
Homework individual
( 5 minutes)
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häc : 2011- 2012
- By the end of the lesson, Ss will be able to use the past simple with
wish, prepositions
of time and adverb clauses of result.
1- Vocabulary: topic: " life on the farm "
III.Techniques( Ph¬ng ph¸p): Matching,
Stages Work
and time Activities arrangeme
nts
1. Warm- * Matching
up: - Divide class into two teams Whole class
(5 minutes) - Ask Ss to write down two sentences on
two different pieces of paper, each
sentence begins with:
* I am ____________
*I wish __________
Ex: I am a student group work
I wish I were a teacher
- Collect these pieces and put them into
two different bags
- Ask Ss to pick up the paper one at a
time, read it loudly to the whole class.
- Those who have the funniest matching
will be the winner.
2. Present Pre – teach vocabulary: Whole class
and - (to) pass the exam  (to) fail the
Practice exam
(35 - (to) win the contest
minutes) - an itinerary (pic): lÞch tr×nh individual
- (to) depart (exp: to leave a place,
usually at the beginning of a
journey): khëi hµnh Whole class
Checking Voc.: ROR
Exercise 1:
- T. picks one example from the
Matching game:
I am hungry. I wish I had a sandwich group work
- T. elicits from Ss
WISH: expresses wishes about the
häc : 2011- 2012
present/ future.
Form: WISH + S + Simple past
- Ask Ss to look at the pictures and do
the exercise 1 on page 28-29 (T runs
through the pictures)
Answer keys: a/
b/ Hoa wishes she could visit her
parents
c/ I wish I could pass the exam
d/ We wish it did not rain
e/ He wishes he could fly
f/ They wish they could stayed in Hue
Exercise 2:
T elicits the prepositions of time: on, in,
after, up to, between, till, at, …
Matching: Ss match the prepositions of
time with the suitable words of time.
IN winter
The evening
Sunday evening
weekends
AT 10 October
7 o’clock
September
The 21st century
ON 1919
Saturday
Ask Ss to look at the itinerary and do

the exercise 2 on page 30.
Exercise 3:
Have Ss fill in the blank with suitable
prepositions (on page 30)
Exercise 4:
T’s questions: T: Are you tired?
S1: Yes.
T: Do you want to go
home?
S1: Yes.
T: He is tired, so he wants to go home
now.
häc : 2011- 2012
T elicits from Ss “SO”
- Use: “so” use to express the result of the
statement before.
- Meaning: Do ®ã
- Have Ss match the half-sentences on
page
3. - Do exsercises ( find the prepositions) individual
Productio
n B E T WE E N O
(05 D H I A D T M N
minutes) O H L C P F L U
K O L T Z O E P
L A F T E R G T
S T K H K H P O pair work
4. Suppose you are an exchange student in

Homework the USA. Write a short paragraph about individual
( 5 minutes) your life in the USA.

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Ngµy
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TiÕt 21: Ch÷a bµi kiÓm tra
I.Môc tiªu:
-Qua viÖc ch÷a bµi kiÓm tra sè 1 gv cã thÓ n¾m ®îc t×nh h×nh häc
tËp cña HS vÒ tõ vùng, cÊu tróc ng÷ ph¸p ®· häc ë bµi 1 & 2. Tõ ®ã

häc : 2011- 2012
cã biÖn ph¸p hîp lý gióp çc em häc tËp tèt h¬n, ®Æc biÖt ®èi víi çc
em HS trung b×nh, yÕu.
II. KiÕn thøc:
-The past simple.
-The passive forms.
III. Néi dung ®Ò kiÓm tra:
points)
more.
a, use to b, used to c, uses to d, using to
a, doctors b, farmers c , nurses d, students
includes
-> The
flowers......................................................................................................
.......
-> I
haven't ....................................................................................................
.............

häc : 2011- 2012
-> She
wishes......................................................................................................
.......
->
I................................................................................................................
.............
->He
started......................................................................................................
.........
-> It's time
you ..........................................................................................................
..
(5 points)
My penpal is from the USA. He (17) ...............live in a big city. He
lives in a small tow on the Missouri River. Every day , he goes to school
on a yellow (18)..................his classes start at 8.30 a.m and end at
3.30 p.m. He doesn't go home for lunch . At 11.30 a.m he has a long
(19).................to have lunch at school.He often buys snacks and drinks
at the school (20)...............At 3.30 p.m , a school bus (21)...........the
students to their homes.
23. I /staying / modern hotel.
26. I /never been there before.
27. I /be excited / trip / not sleep.

häc : 2011- 2012
Question 2:
4. b 5. d 6. b 7. b 8. d 9. b 10. a
Question 3 :
Question 4:
17. a 18. c 19. b 20. c 21. a
Question 5:
*Híng dÉn chÊm:
-Thang ®iÓm: 10
3
Ngµy
so¹n: / / 2010
Ngµy d¹y: / /
2010

häc : 2011- 2012
Unit 4: Learning a forein language
TiÕt 22 Lesson 1: Getting started &
listen and read.

- By the end of the lesson, Ss will be able to produce the question for
an oral examination.
- Change direct speech with “ Who” questions into reported speech
- Use modal verbs with if
1.Vocabulary : examiner (n) written examination (n)
Oral examination (n) candidate (n) aspect of learning
2. Structures :- Direct and reported speech
III.Techniques( Ph¬ng ph¸p) : Brainstorming , Slap the board
IV. Teaching aids: ( §å dïng) Extra boards , posters , tape , cassette ,
picture
Stages and Work

ents
1.Warm-up: * Getting started
(5 minutes) Brainstorming: Whole class
learn by heart new
words
How to learn English
2. a, Pre teach.
Presentatio - T elicits new words from Ss Individual
n + examiner:(exam)
(10 minutes) +aspect:( exam)
häc : 2011- 2012
+ candidate:(explain)
+written examination: (translation)
+oral examination: (anto)
+course:(exam)
+attend:(trans)
+pass:(antonynm) - fail:
+exactly:(exam)
- Let,s copy
- Practice reading.
- Checking: Slap the board. Individual
+ T divides 2 groups to play the game.
b, Presentation:
- T writes the question on the board.
c. Model sentence:
?. Wh – qs:
* Form:
S + asked + (O) + Wh-q + S
+V+O
* Meaning: hái Group work
* Use: C©u nãi gi¸n tiÕp víi Wh-qs
?.Yes/ No - qs
* Form:
S + asked +(o) + if/whether
+S+V+O
* Meaning: cã ......kh«ng
* Use: C©u nãi gi¸n tiÕp víi Yes - No-qs.
+ Lu ý: khi dïng ta ph¶i lïi vÒ mét th×.
d,Pre- questions: (Ss work in pairs)
a/ Were questions in an oral
examination easy or difficult?
b/ How many questions did the
examiner ask Lan?
3. Practice - T. asks Ss to read the dialogue (page Individual
(15 minutes) 32) to check their answers.
- Feedback: a/ They are difficult
b/ About over 7 questions.
Besides she was asked to read the
passage Pair work
- T. asks Ss to read the list of the
questions for the oral examination of
Royal English college (page 33), and read
the dialogue again and decide what
questions that the examiner asked Lan.
- Ss do the exercise individually, then
häc : 2011- 2012
compare with their partners.
- Answer keys:
ROYAL ENGLISH COLLEGE
Examination in English as a Foreign
Language
Stage One: Oral examination
1. What is your name? 
2. Where do you come from?
 Pair work
3. Where do you live?
4. Do you live with your parents?
5. When did you begin studying
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 the
future?
10. What aspect of learning
English do you find most difficult?

11. What are you doing to learn?
12. What are your hobbies?
13. Look at this picture. Describe
it.
14. Read this passage. 
4. - T asks Ss to compare the direct
Production questions and the reported speech. Group work
( 10 minutes) 1/ What is your name?
She asked me what my name was.
2/ Where do you come from?
She asked me where I came from.
3/ Why are you learning English?
She asked me why I was learning
English
4/ Do you speak any other languages?
She asked me if I spoke any other
languages
5/ How did you learn English in your
country?
häc : 2011- 2012
She asked me how I learned English
in my country
6/ How will you use English in the
future?
She asked me how I would use
English in the future
7/ What aspect of learning English do
you find most difficult?
She asked me what aspect of
learning English I found most difficult
8/ Read this passage
She asked me to read that passage.
5. - Write into your notebooks what you’ve

Homework talked about. Individual
( 5 minutes)
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2010
Unit 4: Learning a forein language

TiÕt 23 Lesson 2: Speak.

- By the end of the lesson, Ss will be able to persuade their friends to
attend the school
they like.
1.Vocabulary :
häc : 2011- 2012
2. Structures :- Direct and reported speech
III.Techniques( Ph¬ng ph¸p) : - Play a game :The journey of
culture, ROR
cassette , picture
Stages and Work
time Activities arrangeme
nts
1. Warm- - Play a game like the game: '' The
up: journey of culture” on VTV3. Whole class
(5 minutes) - T. prepares 5 word cards:
Chin The Aus The Franc

a United tral Unite e
States ia d Pair work
of Kingd
Americ om
a
- Divide the class into 4 groups, choose 2

Ss for each group: One turns his back to
the BB and the other looks at the BB.
- T. labels the cards (one by one) on the
BB. The student who looks at the BB will
explain the word card in English to his
partner.
Ex: S1: What country is the capital
“Paris”?
S2: France.
- The winning group is the group who
explains the word exactly and quickly and
finds out the words on the BB and reads
aloud.

häc : 2011- 2012
2. Pre- a. Pre- teach: Whole class
speak *Elicits the words from Ss.
(10 minutes) - Scholarship (n) (translation)
- (to) Persuade(v) (definition) try to
advise So to do Sth.
- Dormitory (n) (definition) a place for
Ss live in a school
- Campus.(n) (translation) Individual
- reputation (n) = fame
- Native speaker (n) (definition) a
person who speaks his mother tongue.
ngêi b¶n xø
* Checking VOC: ROR
b. Presentation:
- Remind Ss of the expression Group work
that they can use to persuader.
3.While- * Set the scene: Tomorrow is Sunday, Individual
speak Lan asks Mai to go to somewhere. Lan
(15 minutes) wants to go to the English club. What
does she say to persuade Mai to go with
her to the English club?.
“ I think we should to go to the
English club?
“ Why don’t we go to the English
club? “
“ Let’s go to the English club. ”
“ If we to go to the English club, we Pair work
can practise English and meet our
classmateses”
Remind Ss of the expression that they can
use to persuade So to do sth:
- What do you think …………….?
- I agree/ disagree because ………
- I don’t understand.
- Why don’t we ………………….?
- If we go to ….., we can ………..
- We should ………………………
- Let’s ……………………………
* Practice:
Teacher prepares posters (on pages 34 &
35 ) Pair work
I think we I
should … … disagree
GV: Ng« ThÞ Hµ 321 …
häc : 2011- 2012
Why don’t
you .…
But the cost
is …
What do
you …
- Have Ss practise the model sentences
( Example on page 34 & 35 )
- Teacher (3) Chorus (2) Individually
(3)
Thu Tam Kim

The Seattle Brisbane
Brighton School of Institute of
Language English – English –
Center – UK USA Australia
- live in a -stay with - stay with an
dormitory Vietnames Australia
on e friends family
campus - - - quite close to
- school experience Vietnam -
has Western beautiful
culture Group work
excellent scenery
reputatio- - seven - seven weeks
n weeks approximatel
- six- y US$1,200
weeks -
- approxim
approxi ately
mately US$1,700
US$2,0
00
- Ss look at the posters and read the three
advertiserments to get information
- Ss work in groups of three to play the
roles of Thu, Tam and Kim: They are
awarded a scholarship of US $2000 to
attend an English language summer
course abroad. They try to persuade their
friends to attend the school they like to
go.
- Teacher asks Ss to practise speaking by
häc : 2011- 2012
using posters.
- Call on some groups to show before the
class.
- Teacher observes and corrects the
mistakes.
4. Post- - Ask Ss to discuss about the topic “ What
speak will you do during your next summer Group work
( 10 holiday? “
minutes) - Get Ss to work in groups of three,
persuading their friends to do
what they like.
5. -Write a short paragraph about your type
Homework of clothing on special occasions. Individual
( 5 minutes) -Asks the students to learn by heart all
new words , do exercises , and prerare the
next lesson.
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2010
Unit 4 : Learning a forein language

TiÕt 24 Lesson 3: Listen

- Listening for specific information & correctly mistakes.
-By the end of the lesson, Ss will be able to identify the correct
information by listening.
- Skill: Listening.
häc : 2011- 2012
1.Vocabulary :
2. Structures :
- Direct and reported speech
III.Techniques( Ph¬ng ph¸p) :Braimingstorm, T/F prediction,..
cassette , picture
Stages Work
ents
1.Warm-
up: Ask Ss to think about the usefulness of Whole class
(5 minutes) learning English
to listen to English
songs
Pair work
The usefulness
of learning English
2.Pre- Set the scene: Nga is talking to Kate

listen about her studying English. Individual
(10 True/ False prediction: (poster)
minutes) Statements True Fals
g. Nga’s studying
English for her work
h. She learned English at
school and university
i. She works for a Individual
national bank in Hanoi
j. She needs to improve
her writing
k. Her listening is
excellent
l. She hopes she can
talk to people from all
over the world, and
understand her
häc : 2011- 2012
favorite English
songs.
Feedback
3.While- - Ask Ss to listen to the tape once to check Individual
listen their prediction.
(15 - Ask Ss to listen to the tape again and
minutes) correct the false statements and answer
the questions a. T b.T c. F d. T e. F f.
T
c/ She works for an international bank
in Hanoi
e/ Her listening is terrible.
Questions: (poster)
e. Is Nga studying English in Vietnam or
in England?
f. Why is she studying English there?
g. Did she learn English at school and Pair work
university?
h. What does she want to improve? Why?
Answer keys: a/ In England Group work
b/ She’s studying English for her
work
c/ Yes, she did
d/ She wants to improve her
writing. Because sometimes she has to
write letters in English.
4.Post- T. gives cues.

listen Ss work in groups of four. Tell about their
( 10 own studying English and write on Group work
minutes) transparent paper.
Cues: + Do you like learning English?
+ Do you think it is useful for you
in the future? Why?
+ According to you, what skill is
the most difficult? How do you learn it
better?
5.Homewo - Draw simple map of your neighborhood

rk and show their partners the way to their Individual
( 5 minutes) house.

häc : 2011- 2012
- Work book: Do exercise 4 - 5.
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2010

TiÕt 25 Lesson 4: Reading

- Helps Ss to get the information bout the English classes from the
advertisements.
- By the end of the lesson, Ss will be able to get information about
the
English classes from the advertisement.
- Skill: Reading.
1.Vocabulary : intermediate, advanced, well-qualified, Academy
2. Structures : - Direct and reported speech
III.Techniques( Ph¬ng ph¸p) : Guiding questions, Slap the
board,
True/ False statements prediction.
cassette , picture
Stages Work
ents
1.Warm- Guiding questions:
up: - Have you ever taken part in an evening Whole class
(5 minutes) English class?
häc : 2011- 2012
- Have you ever read any advertisements
for English courses?
- What do they say?
Pair work
2.Pre- Pre – teach vocabulary:
Read - intermediate (adj), (visual): trung cÊp Individual
(10 beginner intermediate
minutes) advanced
_____X____________________X_______________________X________
- advanced (adj), (tran): ®¹t tr×nh ®é cao

- well-qualified (adj), (tran): chÊt lîng tèt
- tuition (n): sù d¹y kÌm
- Academy (n), (exp: a school for some
special purpose): trêng chuyªn ngµnh
- Council (n): Héi ®ång
Checking Voc: Slap the board
Set the scene: Mr Lam wants to attend a Individual
foreign language course. Guess what he
needs for his class.
True/ False statements prediction:
(poster)
d. Mr Lam needs to learn French
e. Mr Lam needs the intermediate level
class
f. He wants to learn English in the
morning
g. He wants the course to begin late
November.
3.While- -1/ Reading and checking prediction: Individual
Read - Have Ss read the notes of Mr Lam and
(15 check their prediction
minutes) - Ask Ss to correct if the statement is
false
Answer keys: a. F b. T c.F d.F
2/ Filling the form:
- Ask Ss to do the exercise 5a on page 36.
- Ss work in pairs to note down
information about the English classes from
the advertisements.
Answer keys:
School Class Language Time to
time level start Pair work
Academy Morning Advanced First week
of Afternoon of

häc : 2011- 2012
Language Evening Novembe
r
Foreign Morning Beginner 3rd
language Evening Intermedia Novembe
Council te r
New Afternoon Beginner (today) Group work
English Evening
Institute Weekend
3/ Exercise 5b:
- Get Ss read the notes again then look
at the advertisements and choose a suitable
language school for Mr Lam, then compare
with their partner.
Answer keys: Foreign language Council
- Ask Ss to give the reasons for their
choice.
4.Post- Survey:
Read
( 10 Nam Class Languag Time Group work
minutes) e time e level to
start
Hoa Evening Beginner Early
July
Lan Afternoo Intermedia Late
n te Octobe
r
- Get Ss to ask their friends about their

English course and fill in the table
Example: a. What time can you go to
your English class?
b. Which level do you choose?
c. When do you want to start
learning?
- Give the feedback.
5.Homew - Write a short paragraph about the results

ork of the survey. Individual
(5
minutes)
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häc : 2011- 2012
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2010

TiÕt 26 Lesson 5: write

By the end of the lesson, Ss will be able to write a letter of
inquiry to the institution requesting for more information about the
courses anf fees
1.Vocabulary :
2. Structures :
- Direct and reported speech
III.Techniques( Ph¬ng ph¸p): Jumbled words, ROR
cassette , picture
Stages and Work
ents
1.Warm-up: Jumbled words:
(5 minutes) - versetimadnet Whole class
advertisement
- swne news
- restetni interest
- atmorfioinn information
- eef fee
- sasecenry necessary
häc : 2011- 2012
- psulpy supply
2.Pre- * Pre – teach vocabulary:
writing - request (synonym) = ask for:
(10 minutes) ®ßi hái
- detail (exp: a small part of a
whole, particular part): chi tiÕt
- fee (exp: money paid for taking
a course): häc phÝ
- edition (tran): Ên b¶n
* Checking Voc. ROR Individual
* Have Ss answer the question: What is a
letter of inquiry? ( a request for
information or action)
* Ordering: (poster)
- Ask Ss to order the four parts of a letter
of inquiry (prediction)
Keys:
a. Further information
1.Introduction
b. Introduction 2. Request
c. Conclusion 3. Further
information
d. Request 4.
Conclusion
- Correct Ss’ prediction and present the

way of writing a letter of inquiry.
3.While - Ss read the letter written by Mr John Individual
writing Robinson, then devide the letter into 4
(15 minutes) parts and match each paragraph with a
suitable headline.
Answer keys:
a. Introduction: I saw your school’s
advertisement in today’s edition of
the Viet Nam News.
b. Request: I am interested in learning
Vietnamese and I would like some
infromation about your school.
c. Further information: I speak a little
Vietnamese, but I want to learn to
read and write it. Could you please
send details of courses and fees? I
can complete a spoken Vietnamese
häc : 2011- 2012
test if necessary.
d. Conclusion: I look forward to Pair work
hearing from you.
- Ss read the three advertisements in
5.READ again (on page 36) and choose
one of the schools they want to attend to
improve their English.
- Ss read this advertisement and choose
one of the kinds of music they want to
learn to play.
Academy of Music Group work

If you want to play music perfectly, why
don’t you join with us?
We have courses: how to play guitar,
piano, violin, …. We also have well-
qualified teachers.
Class in the morning, afternoon and
evening.
Courses begin every first of the month.
Phone 823460 for more information.
- Devide the class into 4 groups A, B, C, D.
Group A and B write a letter of inquiry to
the institution requesting for more
information about the courses and fees to
learn English. Group C, D learn to play
piano (Follow the outline, on page 37).
4.Post- - Call on some good Ss to write the letter
writing on the BB, and T. corrects their writing. Individual
( 10 minutes) - Ss write the complete letter into their Group work
copy notebooks.
Suggested letter:
Dear Sir,
I saw your Instituie’s advertisement on
today’s TV programs
I am interested in learning English and I
would like some infromation about your
school.
I can speak a little English, but I read it
very slowly and my writing is bad. So I
want to improve my reading and
writing. Could you please send details
of courses and fees for beginners? I can
häc : 2011- 2012
supply my record of English study if
necessary.
I look forward to hearing from you soon.
Yours truly,
5. - Rewrite the two letter into your
Homework notebooks. Individual
( 5 minutes)
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Ngµy d¹y: / /
2010

TiÕt 27 Lesson 6: Language focus
- Further practice with grammar throuh exercises.
- By the end of the lesson, Ss will be able to understand modal verb
with “if”
& direct reported speech.
- Skill: Four skills
Structures : - Direct and reported speech
cassette , picture

häc : 2011- 2012
Stages and time Activities Work arrangement
I. Theory:( 10’ ) I. Theory:
- Have them to give out 1.Model verb: - Ss give out the form
the form of Modal verbs. *Form:
- T asks the qs to elicit the Model verb + Vnm
modal verb. must/have to /
+ What model verb have may/might
- Answer the question
you learn? can/could/ will/would
- Give them on the board. 2. Conditional type I:
- Task: Tell me the form of If = S + Vht + (o),S + - Give oput the
the will + Vnm
model verbs.
conditional type I, you + Notice: We can use
have learnt? Modal verbs.
- T asks Ss to give out the 3. Reported speech: - Ss think & remind.
form of Reported speech. S + asked + S V
- Takes some note. (chia) + O
+ Notice : Reported -Answer
-T gives out the example
speech in question is
and explains. - Listen the notice.
the same statement.
Ex: How is yuor
- Give out Reported
brother?
speech.
II. Practice ( 30’) She saked me how
+Exercise1: your - Give out the true
- Asks Ss to do exercise 1 brother was. answer.
in pair. II. Exercise:
- T monitors & helps *Exercise1:
weaker Ss. *Key:
- Check: Call some Ss to - Answer the question
c.should exercise.
give out the true answers.
+ Exercise2: d.might miss the
train. - Individual
- Asks Ss to look at the
table and fill the words for e.ought to stay in - Ss go to the
Reported speech. bed.
board & do the exerc
* T asks: f.must do your home
- How do you change the work.
tense in reported speech? *Exercise2: - Listen.
-Have them do individually. *Key:
- Check: Call some Ss to go +past progessive.
to - Do individual
+future in the past.
the board & write down.
.................................
+ Exercise 3:
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- T explains the way to do .......
the exercise. *Exercise3: - Go to the board &
- Ask Ss to do individually. *Key: do them.
- Monitors & helps weaker b. Uncle Hung said
Ss. that birthday cake
- Check: Call some Ss to go
was delicois.
to - Correct and copy in
the board & write down. c. Mrs Nga said she their note book.
III. Production: ( 5’) love those rose.
- Ask Ss to do the d. Miss Chi saidhe
exercise in groups. would go..
e.Mrs Hoa said she - Group work.
had a new Job.
f. Mrs Quyen said he
has left to leave
then.
*Exercise 4:
- T monitors & helps some
*Key:
group.
a. She asked me how - Correct and copy in
old I was. their note book.
b.She asked me
whether my school
near there.
c............what the
name of my school
was.
d...........If I could a
computer.
e...........why I
wanted that Job.
f.........when my
school vacation
started.

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TiÕt: 28 : KiÓm tra

I.Môc tiªu:
- Qua bµi kiÓm tra sè 2 Hs cã kh¶ n¨ng «n tËp vµ cñng cè vÒ tõ vùng ,
II. KiÕn thøc:
-The past simple with: " wish".
-Modal could with: " wish".
-Direct and reported speech.
III.Ma trËn ®Ò:
TN TL TN TL TN TL
1.Readin 4 4(4p)
g ( 4p)
2.Langu 3(3p 11(11 4 (4p) 3 21(21
age ) p) (3p) p)
3.Writin 5(5p 5(5p)
g )
Tæng 3 (3p) 19(19p) 8(8p) 30
(30p)
§Ò sè 1
Question I: T×m tõ mµ phÇn g¹ch díi ®îc ph¸t ©m kh¸c víi ba tõ
cßn l¹i:
(3 points)

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4. I wish you................us some days.
A. visit B. will visit C. to visit D. would visit
5. Let's ..................somewhere for a drink.
A. go B. to go C. going D. went
6. He will stay there ....................the begining of the October.
A. for B. until C. to D.
on
7. The teacher wanted to know ..................
A. which grade was I in C. which grade was I on
B. which grade I was on D. which grade I was in
8. It rains heavily,................I can't go to the movie with you.
A. and B. because C.but D. so
9. Minh will leave ...............Ha Noi at the end of the week.
A. to B. at C. for D. in
10.If you want to lose weigh,you ...............eat too many sweets.
may not.
11.He said that he was coming ...................
A. tomorrow after B. yesterday C. the next day D.
following today
12.We have many well..................- teachers.
A. qualified B. quality C. qualify D.
qualification.
13.He asked me .............. to Lan's house the previuos night.
A. if I come B. if I came or not C. if I had come D.
whether I came
14.Linda said that she............... much time to write to her friends.
A. didn't have B. doesn't have C. not to have D. has
not
points)
15.He ( play) ................ basketball if he is taller.
16.I wish you (not do )..................... it again.
17.If you want to pass the next exam, you (study) ...............harder.
Question IV: §äc ®o¹n v¨n sau vµ tr¶ lêi çc c©u hái. (4 points)
There are at least 2,000 different languages in the world. Of all
these language, English is the most widely used. It’s used by business

häc : 2011- 2012
and in parts of Canada, Africa and Asia.
From more than 2,000 languages, The United Nations has chosen
six of them for business. They are Arabic, Chinese, English, French,
Russian and Spainish.
(?)Answer the following questions:
18.How many languages are there in the world?
21.What language is spoken in both Europe and Asia?
Question V:Hoµn thµnh b¶ng sau: (4 points)
Direct speech Reported speech
22. Present simple tense
23. Present progressive tense
24. Future simple tense
Question IV: Hoµn thµnh bøc th sau dïng tõ gîi ý: (5 points)
Dear Sir/ Madam,
edition /
Viet Nam News.
30. I / look / hear / you soon
Question 2:
4. d 9. c 5. a 10.
b
6. b 11.c 7. d 12.a
8. d 13.d 10. b 14.a
Question 3 : 15. can play 16. didn't do 17. must
study
Question 4:
18.There are at least 2,000 different languages in the world.

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also the language of sports and science.
number of speakers.
Question 5:
22.Past simple tense.23. Past progressive tense. 24.Future in the past.
25. Past perfect tense
Question 6:
26.I read your advertisment for the E-V -D in today's ediction of the VN
News.
27.I would like to buy one from your bookshop .
and the price of .
29.I would also like to know the number of pages.
30.I look forward to hearing from you soon.
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Xác nhận của BGH nhà trường:

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Unit: 5 The Media

TiÕt 29 Lesson 1: Getting started /
Listen and read

häc : 2011- 2012

- Help Ss to understand the mean of media.
- By the and of the lesson students will able to understand the topic of
the media & review gerunds after some verbs
1- Vocabulary: topic:" the Media"
2- Structure : Gerunds: Ving
- Brain storming, R.O.R, Comprehension question
Stages Work
ents
1.Warm-  Brain storming:
up: watching using Internet Whole class
(5 minutes)
favorite
activitie playing soccer
s
reading newspaperHome work: Exercise 1, 2
2.Presenta 1. Pre – teach vocabulary:

tion - Crier (n) ngêi rao hµng Individual
(10 - Channel (n) kªnh truyÒn h×nh
minutes) - interactive (a) t¬ng t¸c
- remote (a) xa x«i
- Control (v) kiÓm so¸t
- benefit (n) lîi Ých
2. Check vocabulary: R.O.R
3. Text presentation
Sets the scene by using the pictures to tell
some things
about them and asks them to read the text
*Complete the table:
Individual
1. Complete the table:
TT Facts & Events Passage letter
1 D

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2 B
3 B
4 C
5 A
6 D
? Read the text and complete the table with
the passage Whole class
letter in which these facts or events are
mentioned.
? Work individually then share with your
partners
Gives feed back
2. Model sentences:
Sets the scene: Using the picture and asks
the question
? What does he like doing?
- He likes reading newspaper.
Form:
like,
enjoy,
hate, + V-ing
love,
suggest..
3. Practice * Comprehension question:
(15 ? Read the text again to prepare answer
minutes)
and play "Lucky numbers": 1. LK 2. -1
3. -2 4. LK
5. -3 6. -4 7. LK 8. -5
? Work in 2 groups
Answer keys: Group work
1. A town crier was a person whose job
was to go through the city streets
ringing a bell and shouing the latest
news as he was walking.
2. It was one of the most popular
magazines and is widely read by both
teenagers and adults.
3. People can get the latest information
and enjoy interesting and inexpensive
local and international programs in a
Individual
convenient way.

häc : 2011- 2012
* Work cue drill:
? Asks students to make full sentences
using the form
a. They/ enjoy/ live/ Hanoi
b. He /hate/ drink/ coffee / in the morning
c. .She / suggest/ play game
d. You / stop/ watch T.V
- Asks students to practice by steps
4. - Ss work in groups of four. They discuss
Productio about their favourite type of media and Group work
n
( 10 the reason why.
minutes) - Call on some groups to demontrate
before class.
5. - Home work: Exercise 1, 2
Homework - Next lesson: Speak & listen Individual
( 5 minutes)
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Unit: 5 The Media

TiÕt 30: Lesson 2: Speak & Listen

- Help Ss to understand the mean of media.
- By the and of the lesson students will able to understand the topic of
the media & review gerunds after some verbs and know more about
the media & listen to specific information to complete the table.
häc : 2011- 2012
1- Vocabulary: topic:" the Media"
2- Structure: Tag questions.
III.Techniques( Ph¬ng ph¸p):- Chatting, R.O.R, Gap filling…
IV. Teaching aids: ( §å dïng) : - Extra boards , posters , tape ,
cassette , picture
Stages Work
ents
1.Warm- *Chatting:
up: (?) Asks students some questions: Whole class
(5 minutes) - Do you like watching TV?
- How often do you watch TV?
- Which programs do you like best? Why? Pair work
2. Speak a. Pre- teach:

(20 - violent: (a) b¹o lùc
minutes) - documentary: (n) phim tµi liÖu Whole class
- informative (n) giµu th«ng tin
- folk music(n) nh¹c d©n ca.
- drama(n) kÞch
* Checking VOC: ROR Individual
2. Model sentences:
Lien: You like watching
sports,.......... Trung?
Trung: You don’t like foreign films, .........?
Lien: No, I dont.
*Form:
Afirmative ..negative
?
Negative ..afirmativ
e?
*Meaning: cã........... kh«ng?
*Use: Hái ®Ó x¸c ®Þnh th«ng tin.
*Gap filling:
Poster
Lien: You like watching sports, (1).........? Individual
Trung: Not really. Some sports are so
violent,and I don't (2)..... watching them. I
prefer documentaries.
Lien: I'm the opposite. I love (3)......... sport

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and (4)..... seem quiet boring to me.
Trung: But you(5)....... the news (6)...........?
Lien: Yes, everyday. It's very (7)...... Pair work
Trung: I enjoy it(8).....You don't like foreign
films(9).....?
Lien: No, (10)..........
* Key:
1. don't you 2. like/ love 3.
watching
4. documentaries 5. watch 6. don't
you
7. informative 8. too 9. do you 10. I
don't
* - Have Ss practice the dialogue in
pairs.
-Call on some pairs to read the dialogue
before class. Pair work
- T. correct their pronunciation.
- Have Ss pick out sentences showing
agreement and disagreement in the
dialogue.
* Agree: + I prefer documentaries
+ I love watching sports
+ I enjoy it too
* Disagree: + Not really
+ I don’t like wtaching sports
+ I’m the opposite
+ Documentaries seem quite
boring to me.
- Ask Ss to read the program on page 42
and make similar dialogues.
Suggested dialogue: Pair work
S1: You like watching cartoon, do you?

S2: Not really. Some cartoons are so
boring, and I don’t like watching them. I
prefer films.
S1: I’m the opposite. I like watching sports
and films always make me sleepy.
S2: But you watch the news, don’t you?
S1: Yes, but not often.
S2: I enjoy news because it’s very
informative.

häc : 2011- 2012
S1: You don’t like drama, do you?
S2: No, I don’t.
* Discussion:
Asks students to work in pairs to discuss
about T.V programs which they like or not.
? Use The Daily Television guide to help
you.
Gives feed back
3. Listen * Pre- teach:
( 15 - telegraph (realia):
minutes) - viable (tran):
- newsreel (example: “Dien Bien Individual
Phu” is a documentary, but “The
visit of the Prime Minister Phan Van
Khai to the USA” showed on TV is a
newsreel.):
* Checking Voc.: R&R
Set the scene: Chau is doing an
assignment about the media, she wants
to ask her father some information to do
the assignment.
*Open prediction: Guess the time when Pair work
the facts appeared by answering Yes/ No:
Guess
Questions
Yes No
5. Did the first printed
newspaper appear in the
6th century AD?
6. Was the telegraph
invented in the late 19th
century?
7. Did TV become popular
more than 50 years ago?
8. Did radio and newsreel
appear in the 19th
century?
- Ss listen to the conversation between
Chau and his father and check their
prediction.
* Answer keys: 1. No 2. Yes 3. Yes Group work
4. No
- Ss listen to the tape again and complete
the table on page 43 (poster)

häc : 2011- 2012
When What happened?

7 or 8th
th
The first printed
century
newspaper appeared in
China
(a)….. The telegraph was
invented
th
early 20 Two new forms of news
century media appeared: (b)…..
(c).…. Television became
popular
mid-and (d)…. became a major
late 1990s force in journalism
4. Keys: a. the late 19th century
Homework b. Radio and newsreel Individual
( 5 minutes) c. In the 1950s
d. The Internet
- Do all exercises into your notebooks.

- Prepare the next lesson: Reading
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Unit: 5 The Media


- Reading a text about the Internet.
- By the end of the lesson students will be able to get more some
knowledge about Internet.
- Skill: Reading.
1- Vocabulary: topic:" The Internet"
2- Structure: Gerunds.
- Chatting , What and Where,Open prediction……
Stages and Work
ents
1.Warm- * Chatting:
up: Shows a picture and asks students: Whole class
(5 minutes) ? What's this?
? Can you use computers?
? What subjects help you to use
computers?
? Have you ever used the Internet? Pair work
? Do you fine the Internet useful?
? What do you use the Internet for?

häc : 2011- 2012
- Gives feed back
2.Pre- read * Pre- teach:
(10 a, New words: Individual
minutes) - forum (n) DiÔn ®µn
- surf (v) lít m¹ng internet
- deny (v) tõ chèi
- get access (v) tiÕp cËn
- alert (a) c¶nh gi¸c
- wander (v) ®i lang thang
Checks: “What and Where”
b. T/F statements:
+Sets the scene: There is a forum on the
internet. You will read some opinions about
the advantages and disadvantages of the
internet.
- Gives T/F statements and asks students to
read them carefully and guess T/F
? Work in 2 groups
a. Internet is a wonderful invention of Group work
modern life.
b. The internet is available not only in the
cities but also in the countryside
c. People use internet for two purposes:
education and
entertainment
d. Bad program is one of the limitations of
the internet
e. You should be alert when using the
internet

häc : 2011- 2012
3.While- *Asks students to read the text to Individual
read check T/F statements:
(15 - Gives feed back:
minutes) +How do you correct if it is F?
*Key:
a–T
b – F The internet is available only in the
cities
c – F People use the internet for many
purposes education, information,
communication, commerce, entertainment.
d–T e–T
* Comprehen- questions:
- Asks students to read the text in pair
again and answer the questions. Pair work
2. Question and answer:
1...... to get information & to
communication with friend & relative.
2 Because she live in the countryside.
3. People use the Internet for many
purposes education,
information,communication,commerce,
entertainment. Group work
4. Benefits:
+Fast/convenient way to get information
+Education/communication/
commerce/entertainment.
5 Disvantages:
+ time consuming/costly.
+ dangerous because of viruts and bad
program.
+ Spam or elctrionic junk mail.
4.Post- * Discussion:
read -Asks students to discuss about Group work
( 10 disadvantage and advantage of using
minutes) internet?
-Work in 4 groups to write discussion on the
posters
Gives feed back
5. - Redo all exercises into your notebooks.
Homework - Prepare the next lesson: Writing Individual
( 5 minutes)

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Unit: 5 The Media

TiÕt 32: Lesson 5: Writing

-By the end of the lesson, Ss will be able to write a passage about
the benefits of the Internet
1- Vocabulary: topic:" The Internet"
- Chatting , What and Where,Open prediction……
Content
time s
1. Warm-up: * Net works:
(5 minutes) + Net works: Whole
- Asks students to write more words about class
the benefits of the internet
? Work in 2 groups
education news
Benefit
of
Internet Information

häc : 2011- 2012
commerce
Pair work
- Write more words about the benefits of
the internet
+ information(news article, weather
forecast)
+entertainment: music, movies.....
2. Pre- *Ask Ss to arrange the items into the

writing right column according to the benefits Individual
(10 minutes) of the Internet: news, movies,
webcam, weather forecast, online
school, email, games, city maps,
chatting, self-study, novels, weather,
online lessons, music, booking tickets.
Information Entertainment Education

online
weather movies lessons
Ss work in groups of four.

Feedback and correct. Group
*Benefit of the Internet: work
+ First...................
+ Second...............
+ Third...................
+ Finally...............
3.While- - Ask Ss to read the forum on the Individual
writing Internet in the reading text again
(15 minutes) (5.READ). Write a passage about the
benefits of the Internet, following the
cues on page 44.
- Devide the class into 3 groups. Group 1
writes a passage about the benefits of Group
the Internet on Information, group 2 work
writes about Entertainment, group 3
writes about Education.
4. Post- *Correction
writing T asks one student from each group to Group
häc : 2011- 2012
( 10 minutes) write the passage on the BB work
T corrects.
Suggested ideas:
Benefits of the Internet
The Internet has increasingly
developed and become part of our
everyday life. And noone can deny the
benefits of the Internet.
The Internet is a source of
information. It is really a very fast and
convenient way to get information. You
can get the latest local of global news
easily. You can check weather conditions
before you go somewhere; eg. Go
camping, fishing, outdoors, … You can
find a timetable and maps of the buses
you want to take, you can book our
tickets for the next concert or soccer
match, trip or hotel …
Internet is a very fast and cheap way
to communicate with your friends or
relatives by means of email, chatting,
webcam.
Besides, the Internet is a source of
entertainment, you can listen to all kinds
of music, the radio, watch videos. We
use the Internet not only to play games
but also to read novels or do virtual
sightseeing.
The Internet is also a rich source of
educational meterials/ courses. We can
learn English through many interseting
programs. We can look up a dictionary,
take a training or learning course on the
Internet.
The Internet is a wonderful invention
of modern life. And it makes our world a
small village.
5. - Redo all exercises into your notebooks.
Homework - Prepare the next lesson: Language focus. Individual
( 5 minutes)
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Unit: 5 The Media

TiÕt 33: Lesson 6: Language Focus

- By the end of the lesson, students will be able to talk to their friends about their
likes or dislikes. Further Practice on using gerunds after some verbs.

häc : 2011- 2012
1- Vocabulary:
- Word square, Dialogue Build, substitution box.
Stage Steps/Activities Word
arrangeme
nts
1. Warm- * Brain storming: Whole class
up watching T.V listening to music
(5') Activitie
s in free playing soccer
time
reading newspaper
a. Exercise 1:
2.Presenta - Sts work in groups ( 4 groups) …> A pair of
tion group
(15') T : Correct
b. Exercise 2:
T : explains and give example ( the dialogue)
S: Read the dialogue.
Survey: (poster)
- Have sts copy down this table (work in group).
Tuan Hanh Mai Anh
News v v x x
Movies x x v v
Music x v x x
Sports v x x v
Game x x v x
show
Cartoon x v 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.
* Revision of Gerunds After Some Verbs
* Form: Whole class
Like
Love
Enjoy + V-ing
häc : 2011- 2012
(Gerund)
3. Practice Dislike
(10') Hate
- Get student to do exercise 3 on page 46
C. Exercise 3:
- Have students ask and answer questions about each
item in the box.
Soccer fishing movies

Detective stories Candy Music
- 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.
d. Detective stories:
- Do you like reading detective stories?
- I don’t know. I’ve never read them.
e. Candy
- Do you love eating candy?
- Yes, I like it. Especially chocolates.
4. f. Music
Production - Do you love listening music?
(10' ) - Yes, I love it. Especially pop music. Pair work
- 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 doesn’t.
She loves listening to music. Invidual
- Ask some students to read then write their sentences work
häc : 2011- 2012
on the board.
- Give feedback and correction.
- Get students to continue to write individually.
5. Home
work a. My mother hates advertisements on TV but little
( 5' ) 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.

.................................................................................................................
.................................................................................................................
.................................................................................................................
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...............
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Ngµy so¹n: /
/ 2010

häc : 2011- 2012
Ngµy d¹y: /
/ 2010
TiÕt 34: Chữa bài KT
I. Môc tiªu:
Question I: T×m tõ mµ phÇn g¹ch díi ®îc ph¸t ©m kh¸c víi ba tõ
cßn l¹i:
(3 points)
4. I wish you................us some days.
A. visit B. will visit C. to visit D. would visit
5. Let's ..................somewhere for a drink.
A. go B. to go C. going D. went
6. He will stay there ....................the begining of the October.
A. for B. until C. to D.
on
7. The teacher wanted to know ..................
A. which grade was I in C. which grade was I on
B. which grade I was on D. which grade I was in
8. It rains heavily,................I can't go to the movie with you.
A. and B. because C.but D. so
9. Minh will leave ...............Ha Noi at the end of the week.
A. to B. at C. for D. in
10.If you want to lose weigh,you ...............eat too many sweets.
may not.
11.He said that he was coming ...................
A. tomorrow after B. yesterday C. the next day D.
following today
12.We have many well..................- teachers.

häc : 2011- 2012
A. qualified B. quality C. qualify D.
qualification.
13.He asked me .............. to Lan's house the previuos night.
A. if I come B. if I came or not C. if I had come D.
whether I came
14.Linda said that she............... much time to write to her friends.
A. didn't have B. doesn't have C. not to have D. has
not
points)
15.He ( play) ................ basketball if he is taller.
16.I wish you (not do )..................... it again.
17.If you want to pass the next exam, you (study) ...............harder.
Question IV: §äc ®o¹n v¨n sau vµ tr¶ lêi çc c©u hái. (4 points)
There are at least 2,000 different languages in the world. Of all
these language, English is the most widely used. It’s used by business
and in parts of Canada, Africa and Asia.
From more than 2,000 languages, The United Nations has chosen
six of them for business. They are Arabic, Chinese, English, French,
Russian and Spainish.
(?)Answer the following questions:
18.How many languages are there in the world?
21.What language is spoken in both Europe and Asia?
Question V:Hoµn thµnh b¶ng sau: (4 points)
Direct speech Reported speech
22. Present simple tense
23. Present progressive tense
24. Future simple tense
Question IV: Hoµn thµnh bøc th sau dïng tõ gîi ý: (5 points)

häc : 2011- 2012
Dear Sir/ Madam,
edition /
Viet Nam News.
30. I / look / hear / you soon
* §¸p ¸n vµ HD chÊm:
Question 2:
4. d 9. c 5. a 10.
b
6. b 11.c 7. d 12.a
8. d 13.d 10. b 14.a
Question 3 : 15. can play 16. didn't do 17. must
study
Question 4:
18.There are at least 2,000 different languages in the world.
also the language of sports and science.
number of speakers.
Question 5:
22.Past simple tense.23. Past progressive tense. 24.Future in the past.
25. Past perfect tense
Question 6:
26.I read your advertisment for the E-V -D in today's ediction of the VN
News.
27.I would like to buy one from your bookshop .
and the price of .
29.I would also like to know the number of pages.
30.I look forward to hearing from you soon.
* Híng dÉn chÊm:
- Tæng ®iÓm toµn bµi: 30 points
- Thang ®iÓm: 10
- §iÓm bµi kiÓm tra = Tæng ®iÓm nh÷ng phÇn lµm ®óng
häc : 2011- 2012
3
.......................................................
........
Ngµy so¹n: / /
2010
Ngµy d¹y: /
/ 2010
A.Môc tiªu:
- Making them to know more the structures of the tenses, passive
voice, conditionaltypeI, prepositions of place and Reported speech.
B.§å dïng:
I.Ổn ®Þnh líp:
III Bµi míi:

häc : 2011- 2012
activities
1.Tenses: I. Tenses:
- T asks Ss to give out - Whole class. 1.Pre simple tense & Past
the present simple - Listen. simple tense:
tense and past simple - Give out 1.Presimpl 2.Past
tense. form,meaning e tense: simple
and using. tense:
- T explains by * * V(ed, cét
comparing them. V(nm,s,es) II).
* To be: * Tobe:
Am, is, are. was, were.
*Use:The * Use: the
cation in action in
present. teh past.
- Listen. *Adv: *Adv:
- Ask them to give out today, yesterday,a
the Present perfect - Give out. now...... go..
tense. 2. Present ferfect tense:
- Check form, meaning - Answer the *Form:
& using. questions. S + have/has + Vpp.
-Review the future Give out form,
simple tense. meaning & 3. Future tense:
- Explain. using. will/shall + Vnm
-Check meaning,form be going to + Vnm.
& using. - Listen.
2. Structure: - Give out.
- Review “wish” in the II. Structures:
past. - Answer the 1. Wish in the part.
- Check form, meaning questions. wish + S ..could/wo
and using. - Listen to the + uld + V
? How do you use it. teacher. ..Vqk
? What is it about? - Answer the
questions. 2. Passive voice:
- Review the Passive -Give out the be + V pp
voice. form, meaning + Note: C©u chñ ®éng ë
- Take some notes. and using. th× nµo, ta chia “to be” ë
th× ®ã.
- Answer the
- Review the reported questions. 3. Reported speech:
speech. *Form:
? When do you use it. + S + said + S + V
? What do you do when chia.....
you change the -Give out form, + Wh-qs:
S + asked + Wh-qs + S
häc : 2011- 2012
sentence into the meaning and + Vchia..........
reported speech. using. + Yes/No question.
- Ask them to give out S + asked + If/wether +
the form, meaning and S + Vchia.............
using. - Listen. 4. Conditional type I:
If-clause Main-
clause
V(h t¹i.) V(h t¹i, tlai)
- Elicit conditional type

I. - answer the 5. Prepposition of place:
- T explains it questions. in/ on/at/under/behind/
- Check form, meaning between/infron of...........
& using.
- Review the
preposition of place.
- T explains & asks
some questions.
? How do you useit.
? Tell me some
prepositions you have
learnt.
D.Cñng cè:
- Home work: + Learn the structures by heart.
- Next lesson: Exercise.
---------------------------------------------------------

häc : 2011- 2012
Ngµy so¹n: /
/ 2010
Ngµy d¹y: /
/ 2010
A.Môc tiªu:
- Practice the structure by doing exrcise.
B.§å dïng:
I.æn ®Þnh líp:
III Bµi míi:
activities
1. Grammar: I.Circle the word you
- Ask Ss to write the -Whole class choose.
exercise. writes the 1. I will wait..... you are
exercise. ready.
a-for, b-untill, c-at, d-
- Ask Ss to do in groups to
of four students. -Do in groups of 2.This novel..........in
four students. 1989.
- T monitors and helps a-was written, b-were
Ss. written c-write, d-wrote.
3.My brother........home
- Check: late lastnight. Now
+ Call some Ss to go to - Ss go to the he ....... up yet.
the board & do board & do the a-come/hasn,t got. b-
exercise. exercise. came/ hasn,t got. d-
came/doesn,t get.
+ Correct the exercise. 4. You don,t usually
read
newspaper....................
?
2. Writing: a-don,t you, b-come
- T write it on the - Copy down. you, c- do you.
board. - Do in pairs. 5. He said....... a test
- Ask them to do then.

häc : 2011- 2012
exercise in pairs. a-he has, b-has, c-he
- T monitors and helps had
weaker students. II. Write the sentece
-Go to the following the cues.
- Feed back: board & do the 1.I am sorry I can,t
+ Call som Ss to go to exercise. speak English well.
the board & do - I wish I....................
exercise. 2. “I will leave here this
+ T corrects & gives month” said he.
them marks. -He
said...........................
3.They have found oil in
3. Vocabulary: the Attantic.
- Ask Ss to write the - Copy down. -
exercise. Oil.................................
-Tell them the way to - Listen. .
do.(read and stick the - Do 4.People built this
different words. individually. school 10 years ago.
-T monitors and helps. -This
school......................
III. Stick(v) on the
- Feed back: Check - Give out the fifferent vowel sound.
some students. different words. 1.a-trousers b-jeans, c-
dress d-short.
2.a-flowers b-pink c-
green
3. a-sleepers b-boots
c-trainers d-written
4. a-button b-hole c-
sleeve d-collar
5. a-ring b-neeklake c-
checked d-tie.
D. Cñng cè:
- Home work: + Learn the structures by heart.
- Next lesson: Exercise.
........................................................................

häc : 2011- 2012
Ngµy so¹n: /
/ 2010
Ngµy d¹y: /
/ 2010
A.Môc tiªu:
-Helping Ss to review the grammar by doing exercise.
- By the end of the lesson Ss will be able to understand the form of the
exercise
- Skills: Four skills
B.§å dïng:
I.æn ®Þnh líp:
III Bµi míi:
activities

häc : 2011- 2012
I. Chän ®¸p ¸n ®óng
1. Grammar and nhÊt vµ
vocabulary:
- T write the exercise. - Copy the ®iÒn vµo chç trèng.
exercise. 0. He........ a teacher.
- Ask Ss to write.
a. am b. are c. is d. were
- Have them do in 1. My Dad wishes I....
pairs. -Pair work.
learn English well.
- T monitors & helps. a.can, b. could, c. should, d.
may
2.Peter...... me when he
came
to Viet Nam last summer.
a. do not phone b. does not
phone c.did not phone d.
-Feed back: - Read the key phones
+ Call Ss to read the loudly.
key loudly. 3. The man....... to
+ T corrects & give London
them marks.
with his wife last Sunday.
a.went b.goed c.god.
d.goes
4. She asked me
what.........?
a.my name is b. my name
was
c. is my name d. my name
are
5. Last night, my
brother......
..a glass of coffee so he
could
2.Writing: -Ss write not sleep.

- Ask Ss to write the exercise. a.drink b.drank d.drunk
exercise.
häc : 2011- 2012
6. The game was very
- Ask Ss to do in groups - Group work.
interesting, but why ......
-Moniotors and heps
Lan stay at home?
Ss.
a. does, b. don,t, c. do, d did
- Feed back:
II.ViÕt l¹i c©u vµ cho
+Call Ss to go to the -Go to the
d¹ng
board & do the board & do the
exercise. exercise. ®óng cña ®éng tõ trong
+ Correct & give them ngoÆc
marks.
1. They ( play) a good
3. Futher writing: - Copy th match yesterday .
- Ask Ss to copy the exercise. 2. I (see) him since last
exercise. week.
- Listen.
- T tells the way to do 3. Mr Green used to
it. -Do individual. (take)
- Have them do his children to the circus.
individual. 4.You (stay) at home
-Tmonitors & helps Ss.
- Go to the tomorrow?
- Feed back: board & do the III. ChuyÓn çc c©u sau
+Call Ss to go to the exercise.
sang c©u bÞ ®éng.
board & complete the
exercise. 1.They planted these
+ Correct & give them trees
marks. yesterday.
2.She can't do the test
easily.
3.The teacher explained
the
lesson carefully
4.They can borrow those
books in the library.
D. Cñng cè:
- Next lesson: Check the firt term.

häc : 2011- 2012
...........................................................................................
.....
Ngµy so¹n:
/ / 2010
Ngµy KT:
/ / 2010
TiÕt: 38: KiÓm tra häc kú 1

I.Môc tiªu:
- Qua bµi kiÓm tra häc kú 1 HS cã kh¶ n¨ng «n tËp vµ cñng cè vÒ tõ
vùng , cÊu tróc ng÷ ph¸p ®· häc tõ bµi 1 ®Õn bµi 5.
II. KiÕn thøc:
-The past simple with: " wish".
-Modal could with: " wish".
-Direct and reported speech..................
III.Ma trËn ®Ò:
TN TL TN TL TN TL
1.Readin 4 4(4p)
g ( 4p)
2.Langu 3(3p 11(11 4 (4p) 3 21(21
age ) p) (3p) p)
3.Writin 5(5p 5(5p)
g )
Tæng 3 (3p) 19(19p) 8(8p) 30
(30p)
§Ò sè 1
I.T×m tõ mµ phÇn g¹ch díi ®îc ph¸t ©m kh¸c víi ba tõ cßn l¹i:
1. A. prefer B. completely C. frequently D.
convenient
2. A. design B.consist C. risen D.
musician
3. A. poet B. novel C. modern D.
majority
häc : 2011- 2012
II. Chän ®¸p ¸n ®óng nhÊt( A, B, C, hoÆc D ) ®Ó hoµn thµnh
çc c©u sau ®©y.
4. They .............................. Da Lat last summer.
A. visited B. will visit C. visit D. have
visited
5. Mai said that she ...........................in Ho Chi Minh City then.
A. is visiting B. visit C. was visiting D.
visited
6. We ............. already ................. Huong Pagoda.
A. were/seeing B. are/seeing C. have/ seen D.
will/see
7. I can’t understand the French visitors. I wish I........................ French.
A. know B. have known C. knew D. will
know
8. The church .......................... about 100 years ago.
A. was built B. is built C. has been built D.
will be built
9. She asked me if I ........................ to school by bicycle every day.
A. am going B. go C. was going D.
went
10. Mr. Long said that he ...........................in Ho Chi Minh City.
A. is living B. lives C. lived D. will
live
11.Your father works in a foreign company, ________ he?
A. isn’t B. didn’t C. wasn’t D.
doesn’t
12. What does she look ..........?
A. a like B. like C. likely D. liked
13. I ............ on a farm when I was a young girl.
A. used to lived B. used to living C. used to live D. use
to living
Question III: §iÒn çc giíi tõ thÝch hîp ®Ó hoµn thµnh çc c©u
sau.
14. We are waiting .................... you .
15. We arranged to meet you ....................... seven ................... the
morning.
16. I saw that movie ............................. TV last night.
17. Do you think they will be .......................... time?.
Question IV: ViÕt l¹i çc c©u sau ®©y theo tõ gîi ý mµ nghÜa
cña chóng kh«ng ®æi.
18.It is not easy to speak English fluently.
-
Speaking..............................................................................................
.......

häc : 2011- 2012
19.“Why didn’t you pay your bills?” Mr.Jackson asked his son.
- Mr. Jackson wanted to
know........................................................................
20. Unless you water these plants everyday, they will die
- If you...................................................................................
21.The fire has destroyed many houses.
- Many houses......................................................................
Question V: Mçi c©u cã mét lçi sai t×m lçi sai vµ ch÷a l¹i.
22. I haven't seen my parents since a quarter of a year.
23. A new shop was opening on Main Street last week.
24. His teacher encouraged him taking part in the competition.
25. Nowadays, viewers can watch lot of local and international
programs on different channels.
Question V: §äc ®o¹n v¨n vµ ®iÒn (T) nÕu ®óng hoÆc (F) nÕu
sai vµo çc c©u sau:
The Internet has increasingly developed and become part of our
everyday life. And noone can deny the benefits of the Internet.
The Internet is a source of information. It is really a very fast and
convenient way to get information. You can get the latest local of
global news easily. You can check weather conditions before you go
somewhere; eg. Go camping, fishing, outdoors, …
You can find a timetable and maps of the buses you want to take,
you can book our tickets for the next concert or soccer match, trip or
hotel …
Internet is a very fast and cheap way to communicate with your
friends or relatives by means of email, chatting, webcam.
Besides, the Internet is a source of entertainment, you can listen to
all kinds of music, the radio, watch videos. We use the Internet not
only to play games but also to read novels or do virtual sightseeing.
The Internet is also a rich source of educational meterials/
courses. We can learn English through many interseting programs.
We can look up a dictionary, take a training or learning course on the
Internet.
The Internet is a wonderful invention of modern life. And it makes
our world a small village.
26.The Internet has become an important part in

our life.
27. We can get the information conveniently and
easily on the Internet.
28. We can not communicate with our friends by
means of email,chatting,webcam on the Internet.

häc : 2011- 2012
29. We only use the Internet to play games.
30. We can learn English through many interesting
programs on the Internet.
*§¸p ¸n
Question 1: 1.b 2. b 3. a
Question 2:
4. a 9. d
5. c
6. c 11.d
7. c 12.b
8. a 13.c
10. c
Question 3 :
14. for
15. at / in
16. on
17. on
Question 4:
18.Speaking English fluently is not easy.
19. Mr. Jackson wanted to know why his son hadn't paid his bills.
20. If you don't water the flowers, they will die.
21. Many houses have been destroyed.
Question 5:
22.since => for.
23. was opening => was opened.
24.taking => to take.
25. lot of => a lot of
Question 6:
26. T. 27. T . 28. F . 29. F. 30. T.
*Híng dÉn chÊm:
-Thang ®iÓm: 10
3

häc : 2011- 2012
---------------------------------------------------
Period 26: TEST 45’
1) Mục tiêu:
Học sinh cần đạt được
 Nghe hiểu : Nghe và chọn đúng sai
 Kiến thức ngôn ngữ : Chọn câu trả lời đúng nhất.
 Đọc hiểu : Đọc đoạn văn và trả lời câu hỏi
 Viết : Viết lai câu theo yêu cầu.
2) Ma Trận
CHỦ ĐỀ NHẬN BIẾT THÔNG HIỂU VẬN DỤNG TỔNG

KQ TL KQ TL KQ TL
LISTENING 6 6
1.5 1.5
READING 5 5
2.5 2.5
WRITING 5 5
2.5 2.5
LANG.FOCUS 8 6 14
2.0 1.5 3.5
TỔNG 8 17 5 30
2.0 5.5 2.5 10
3) Nội dung :
I.Chọn đáp án đúng nhất khoanh tròn a, b, c hoặc d: (2,5đ)
1.They often go to that ……………… to pray
a. market b. hotel c. hostel d. shrine
2.There is a small bamboo ………… at the entrance to the village
a. forest b. forestation c. forest ranger d. forestry
3.We will go ………… a picnic next week
a. in b. at c. on d. to
4.We have lived in HaNoi …………… 4 years
a. in b. since c. for d. at
5.I wish you ………… me with my work
a. help b. will help c. helped d. would help
6.It rains heavily , …………… I can’t go to the movie with you
a. and b. but c. because d. so
7.They couldn’t pass the final ……………
häc : 2011- 2012
a. exam b. examine c. examining d. examination
8.I saw your school’s ……………… in today’s edition of the VietNam News
a. advertise b. advertisement c. advertiser d. advertising
9.If you want to attend the course, you …………… pass the examination
a. have to b. has to c. had to d. could
10.She asked me where I …………… from
a. come b. came c. to come d. coming
II.Cung cấp hình thức đúng của từ, động từ trong ngoặc: (1đ)
1.He is a famous stamp …………… (collect)
2.She sings very ………… (beautiful)
3.Is Lan used to …………… to Maryam? (write)
4.I wish they ………… here next time (be)
III.Đọc đoạn văn cần thận, trả lời các câu hỏi bên dưới: (2,5đ)
On Saturday, Nga invited Mai to join her family on a day trip to her village about 80
Kilometers to the north of HaNoi .The village lies near the foot of a mountain and by a river.
Many people go there on weekends to have a rest after a hard working week. The journey is
very interesting. People have the change to travel between the paddy fields and cross the
bamboo forest before they reach to the village.
Câu hỏi:
1.Where is Nga’s village?  ………………………………………………………
2.What do people do on the weekends?  ………………………………………
3.Is the journey interesting?  ……………………………………………………
4.Where is your village?  ………………………………………………………
5.How far is it from the Phan Thiet city?  ………………………………………
IV.Thành lập câu, dựa theo những từ gợi ý cho sẵn: (2đ)
1.I / live / 29 Tran Hung Dao street / Binh Thuan province
 ……………………………………………………………………………………
2.It / be / far / city / so / life / quiet / peaceful
 ……………………………………………………………………………………
3.Everyday / get up early / about 5:30
 ……………………………………………………………………………………
4.I / clean / teeth / wash / face / have / quick breakfast / walk to school.
 ……………………………………………………………………………………
V.Lắng nghe đoạn hội thoại s au đó trả lời các câu đúng hoặc sai: (2đ)
1. Nga’s studying English in London ………
2. She is from China ………
3. She needs English for her job ………
4. She works in a hospital ………
5. She learns English at university ………
6. She wants to improve her speaking skill ………
TAPE TRANSCRIPT: (sgk/35 )
ANSWER KEYS:

häc : 2011- 2012
I.Chọn đáp án đúng nhất khoanh tròn a, b, c hoặc d: (2,5đ)
II.Cung cấp hình thức đúng của từ, động từ trong ngoặc: (1đ)
1+ COLLECTION
2+ BEAUTIFUL
3+ WRITE
4+ WERE
III.Đọc đoạn văn cần thận, trả lời các câu hỏi bên dưới: (2,5đ)
1+ It’s to the north of Hanoi
2+ They go to Nga’s village on the weekends
3+ Yes, it is
4+ My village is to the north of Phan Thiet.
5+ It’s about 40 km.
IV.Thành lập câu, dựa theo những từ gợi ý cho sẵn: (2đ)
1+ I live at 29 Trang Hung Dao street in Binh Thuan province
2+ It is very far the city so the life in very quiet and peaceful.
3+ Every day, I get up early about 5.30 am
4+ I clean my teeth, wash my face and have breakfast quickly, then I walk to school
5+ My classes start at 7.00 and finish at 11.15
V.Lắng nghe đoạn hội thoại s au đó trả lời các câu đúng hoặc sai: (2đ)
1+ T, 2+ F, 3+ T, 4+ F, 5+T, 6+F.
---------------------------------------------------------------
I.Objective: By the end of the lesson , ss will be able to know how to use passive forms
and do exercises.
II. Language contents
- Grammar: Passive forms.
III. Techniques: ask-answer,group work,pair work
IV. Teaching aid: Books , sub-board...
VI/. Procedures:
Activitives Content
1.warm up: review old lesson
2. new lesson: Exercise 1: Rewrite these sentences
*Activity 1: using I wish + past simple:
-T asks ss to review the past simple and 1.I don’t know many people in the town.
the past simple with” WISH” -> …………………………………
-Asks ss to write them on the board 2. It would be nice to be able to fly a
-Gives example plane.
-> …………………………………
3. It’s a shame I don’t have a key.
-> …………………………………
4. Ann isn’t here and I need tosee her.
-> …………………………………
5. I don’t like being so short.
häc : 2011- 2012
-> …………………………………
6. I have to work tomorrow.
-> …………………………………
7. I’m sorry I can’t go to the party.
-> …………………………………
8. It’s a pity the weather isn’t better
today.
-> …………………………………
*. Activity 2 9. I don’t have a computer.
- Explain the suggestions -> …………………………………
- Ss do excercises Exercise 2: Change the sentences into
- Share and compare passive:
- Asks Ss do excercises on the board 1.We clean the garages every day.
- Correct. -> …………………………………
2. Someone has given him a lot of
money.
-> …………………………………
3. Noboday has swept the rooms for
weeks.
-> …………………………………
4. The police arrested two criminals.
-> …………………………………
5. We check every car engine thoroughly.
-> …………………………………
6. We have invited all the students in the
school.
-> …………………………………
7. They will have to change the date of
the meeting again.
-> …………………………………
8. They are going to invite her to dinner.
-> …………………………………
*. Activity 3 9. Nam can speak English fluently.
- Explain the suggestions -> …………………………………
- Ss do excercises Exercise 3: Rewrite the sentences, keeps
- Share and compare the meaning unchanged
- Asks Ss do excercises on the board 1.Nam started learning English two years
- Correct. ago.
-> Nam has
………………………………
2. They have worked in that factory for
five years.
-> They began
……………………………
häc : 2011- 2012
3. My father stopped smoking two years
ago.
* home work: -> My father hasn’t
-review unit3-unit4 ………………………
4. Helen started to study French in 1995.
-> Helen has
………………………………
5. My neighbor always makes a lot of
noise at night.
-> I haven’t
………………………………
6. He is sorry for being late.
-> he
wishes………………………………
***************************
Preparing’s day: 22/11/09
----------------------------------------------------------------------------
Bµi 5 : Câu bị động (passive

voice)
I,Môc tiªu:
- Gióp häc sinh n¾m ®îc çch dïng, cÊu t¹o cña c©u bÞ ®éng trong
tiÕngAnh. - VËn
dông ng÷ ph¸p ®Ó lµm bµi tËp.
II,Néi dung ng«n ng÷ : - cÊu t¹o cña c©u bÞ ®éng.
III.§å dïng d¹y häc: s¸ch tham kh¶o, b¶ng phô , .....
IV.TiÕn tr×nh bµi d¹y:
A.Grammar: Câu bị động (passive voice) : Trong tiếng Anh, người ta rất hay
dùng câu bị động. Khác với ở câu chủ động chủ ngữ thực hiện hành động, trong câu
bịđộng chủ ngữ nhận tác động của hành động. Câu bị động được dùng khi muốn
nhấnmạnh đến đối tượng chịu tác động của hành động hơn là bản thân hành động
đó.Thờicủa động từ ở câu bị động phải tuân theo thời của động từ ở câu chủ động.
Nếu là loại động từ có 2 tân ngữ, muốn nhấn mạnh vào tân ngữ nào người ta đưa tân ngữ
đó lên làm chủ ngữ nhưng thông thường chủ ngữ hợp lý của câu bị động là tân ngữ gián
tiếp.Eg: I gave him a book = I gave a book to him = He was given a book (by me).
1. Basic passive structures ( 9 structures)
Kinds Structure
Simple Present S + am/ is / are + P2
Simple Past S + was/ were + P2

häc : 2011- 2012
Present S + am/ is/ are + being +
Continuous P2
Past S + was/ were + being +
Continuous P2
Present Perfect S + has/ have + been +
P2
Past Perfect S + had + been + P2
Simple future S + will + be + P2
Future Perfect S + will + have + been +
P2
Modals S + modal + be + P2
He has been married to Louisa for 16 years and he still doesn’t understand her.
2. Một số cấu trúc cầu khiến (causative)

a. To have sb do sth = to get sb to do sth = Sai ai, khiến ai, bảo ai làm gì
-I’ll have Peter fix my car.

-I’ll get Peter to fix my car.
b. To have/to get sth done = làm một việc gì bằng cách thuê người khác
-I have my hair cut. (Tôi đi cắt tóc - chứ không phải tôi tự cắt)
-I have my car washed. (Tôi mang xe đi rửa ngoài dịch vụ - không phải tự rửa)
-Theo khuynh hướng này động từ to want và would like cũng có thể dùng với mẫu câu
như vậy: To want/ would like Sth done. (Ít dùng)
I want/ would like my car washed.
Câu hỏi dùng cho loại mẫu câu này là: What do you want done to Sth?
What do you want done to your car?
c. To make sb do sth = to force sb to do sth = Bắt buộc ai phải làm gì
The bank robbers made the manager give them all the money.
The bank robbers forced the manager to give them all the money.
Đằng sau tân ngữ của make còn có thể dùng 1 tính từ: To make sb/sth + adj
Wearing flowers made her more beautiful.

Chemical treatment will make this wood more durable
- To make sb + P2 = làm cho ai bị làm sao
Working all night on Friday made me tired on Saturday.

häc : 2011- 2012
d.To let sb do sth = to permit/allow sb to do sth = để cho ai, cho phép ai làm gì
I let me go.
At first, she don’t allow me to kiss her but...
e. Ba động từ đặc biệt: see, watch, hear
Đó là những động từ mà ngữ nghĩa của chúng sẽ thay đổi đôi chút khi động từ sau tân
ngữ của chúng ở các dạng khác nhau.
+ To see/to watch/ to hear sb/sth do sth (hành động được chứng kiến từ đầu đến cuối)
I heard the telephone ring and then John answered it.
+ To see/to watch/ to hear sb/sth doing sth (hành động không được chứng kiến trọn vẹn
mà chỉ ở một thời điểm)
I heard her singing at the time I came home.
f -to be made of: Được làm bằng (Đề cập đến chất liệu làm nên vật)
This table is made of wood
-to be made from: Được làm ra từ (đề cập đến việc nguyên vật liệu bị biến đổi khỏi trạng
thái ban đầu để làm nên vật)
Paper is made from wood
-to be made out of: Được làm bằng (đề cập đến quá trình làm ra vật)
This cake was made out of flour, butter, sugar, eggs and milk.
-to be made with: Được làm với (đề cập đến chỉ một trong số nhiều chất liệu làm nên
vật)
This soup tastes good because it was made with a lot of spices.
II. Practice: (Bµi tËp )

PASSIVE VOICE
1) A group of students have met their friends at the railway station........
2) They didn't allow Tom to take these books home.................................
3) The teacher won't correct exercises tomorrow.....................................
4) How many trees did they cut down to build that fence?......................
5) This well-known library attracts many people......................................
6) All students attended the meeting.......................................................
7) People say that he is intelligent...........................................................
8) He can't repair my bike........................................................................
9) Mary has operated Tom since 10 o'clock..............................................
10)This is the second time they have written to us about this.................
11)Mr. Smith has taught us French for 2 years.........................................
12)They didn't look after the children properly.........................................
13)Nobody swept this street last week.....................................................
14)People drink a great deal of tea in England.........................................
häc : 2011- 2012
15)People speak English all over the world..............................................
16)Tom was writing 2 poems....................................................................
17)She often takes her dog for a walk......................................................

18)How many lessons are you going to learn next month?......................
19)She didn't introduce me to her mother................................................
20)Farmers usually milk cows twice a day................................................
IIIConsolidation:(Còng cè)
IV:Home work:(Bµi tËp vÒ nhµ)
..................................................................
...... Bài 1:
1. Quá khứ đơn:
- Dùng để diễn tả một hành động đã xảy ra vào một thời điểm xác định trong quá khứ.
- Trạng từ đi kèm: yesterday, last night/week….., ago, …
(+) S + V2/ V_ed.
(- ) S + did + not + V.
(?) Did + S + V ? / Wh_Qs + did + S + V ?
2. Used to + V_bare.inf, ( thường, đã từng): được dùng để diễn đạt tình trạng và thói quen
trong quá khứ mà nay không còn nữa.
(+) S + used to + V_bare.inf
(- ) S + did + not + use to + V_bare.inf
(?) Did + S + use to + V_bare.inf ?
3. Quá khứ đơn với “WISH”:
Thì QKĐ được dùng sau “ WISH” để diễn tả một ước muốn ở hiện tại.
S1+ wish (es) + S2 + V_ed/ V2
EX: I’m not rich -> I wish I was/ were rich.
Lưu ý: Dùng were thay cho was ( I/ he/she/it + were )
Bài 2:
1. Hiện tại hoàn thành:
- Dùng để diễn tả một hành động vừa mới xảy ra; hành động đã xảy ra trong quá khứ mà
không xác định rõ thời gian; hành động bắt đầu trong quá khứ, kéo dài đến hiện tại và có
thể tiếp tục ở tương lai.,..
- Trạng từ đi kèm: just, recently, lately ( gần đây, vừa mới); ever ( đã từng); never; already
( rồi); yet ( chưa); since ( từ khi); for ( trong khoảng); so far, up to now, up to the present (
cho đến bây giờ)..
(+) S + have/has + past participle (V_ed/ V3 )
(- ) S + have/has + not + p.p
(?) Have/ Has + S + p.p ? / Wh_Qs + have/ has + S + p.p ?
2. Bị động: S + BE + P.P (+ By + O)
- Được dùng khi biết hoặc không cần biết đến người hoặc vật thực hiện hành động; khi
người nói muốn nhấn mạnh người hoặc vật tiếp nhận hành động.
EX: The street are swept every day.
häc : 2011- 2012
S be p.p
- Cách chuyển sang bị động:
Chủ động: S + V + O
Bị động: S + V( be+pp) + by + O
Lấy tân ngữ (O) của câu chủ động làm chủ ngữ của câu bị động
Đổi động từ (V) của câu chủ động thành động từ bị động.
V/V(s/es) -------> am/is/are + p.p
V2/V_ed --------> was/were + p.p
have/has + p.p ----> have/ has + been + p.p
had + p.p -------> had + been + p.p
am/is/are + V_ing -------> am/is/are + being + p.p
was/ were + V_ing -------> was/ were + being + p.p
will/shall + V_bare.inf -------> will/shall + be + p.p
can/must/could/…..+ V_bare.inf ----> can/must/could…+ be +p.p
Lưu ý: - các chủ ngữ: I, you, she, he, it , we, they, one, people, someone, somebody trong
câu chủ động thường được bỏ trong câu bị động.
Trạng từ chỉ nơi chốn đứng trước by +O
Trạng từ chỉ thời gian đứng sau by + O.
Trạng từ chỉ cách thức đứng giữa be và p.p
Period 34: REVISION
I.Objective: By the end of the lesson ,ss will be able to remember old lesson and do exers.
-voc: old words
-gram:
Bài 3:
1. Giới từ chỉ thời gian:
- at ( lúc, vào lúc): dùng cho thời gian trong ngày và dịp lễ
- on( vào): dùng cho ngày, ngày tháng, ngày tháng năm.
- in ( trong, vào): dùng cho thế kỷ, tháng, năm, múa vá các buổi trong ngày ( ngoại trừ at
night).
- for ( trong khoảng thời gian)
- since (từ, từ khi)
- between …….. and……. ( giữa 2 khoảng thời gian)
- before, after, up to, till/untill
Lưu ý: Không dùng các giới từ in , on, at trước every, last, next, this, tomorrow,
yesterday.
2. Mệnh đề trạng ngữ chỉ kết quả : So ( vì vậy , cho nên)
Bài 4:
1. Lời nói gián tiếp:
a. Yes_ No question: S1 + asked ( + O) + if/whether + S2 + V
b. Wh_Qs: S1 + asked ( + O) + Wh_Qs + S2 + V
- Đổi thì của V thành thì quá khứ tương ứng:
V/V(s/es) ------> V2/V_ed

häc : 2011- 2012
V2/V_ed -------> V2/V_ed; had + p.p
have/has + p.p ----> had + p.p
had + p.p -------> had + p.p
am/is/are + V_ing ------> was/ were + V_ing
was/ were + V_ing -----> was/ were + V_ing; had + been + V_ing
will + V_bare.inf -------> would + V_bare.inf
can/must/may + V_bare.inf ----> could /had to/might + V_bare.inf
- Đổi trạng từ và tính từ chỉ định:
This ---->that these ---->those
Here----> there now----> then
Today----> that day tonight ---->that night
Ago ---->before this week----> that week
Yesterday ---->the day before; the previous day
The day before yesterday ---->two days before
Tomorrow ---->the day after ;the next/ following day
The day before tomorrow---->two days after
Last week ---->the week before; the previous week
IV. Teaching aid: picture,sub-board
V/. Time: 45 minutes
VI/. Procedures:
Activitives Content
2. new lesson: Exercise 1: Fill in each blank with the
*Activity 1: correct preposition.
- Explain the suggestions 1. Hoa long is she planing to stay ………
- Ss do excercises you?
- Share and compare 2. We haven’t seen Jane ……. A while.
- Asks Ss do excercises on the board 3. I walked …….. several hotels ……..
- Correct. my way …….. the gas station.
4. The young birds depend …….their
parents for good ……. Several weeks.
5. This jod is a lot different …………
what I’m used to.
6. Most students are interested ………
sports.
7. The teacher divided the class ……
five groups.
8. His breakfast consists …………. dry
bread and cup of tea.
9. …………… Friday, Maryam wanted
to visit the mosque……. Hang Luoc
Street.
häc : 2011- 2012
Exercise 2: Complete the sentences to
*. Activity 2 report what was said:
- Explain the suggestions 1. “You can sit here”.
- Ss do excercises -> She said
- Share and compare …………………………………
- Asks Ss do excercises on the board 2. “Jim is arriving late today”
- Correct. -> She told me
…………………………..
3. “ John left here an hour ago”.
-> She told
………………………………
4. “ You must do your homework
evryday”
-> Jane told ……………………………
5. “ I posted the card yesterday”.
-> Nam said
……………………………..
6. “ I don’t know where Archie is today”
-> Vicky
told………………………………
7. “ I saw Susan in a local shop last
week”
-> Paul said
………………………………
*. Activity 3 Exercise 3: Complete the following

- Explain the suggestions sentences by using reported speech:
- Ss do excercises 1. “ Where does your father work?”,
- Share and compare teacher asked me.
- Asks Ss do excercises on the board ->
- Correct. …………………………………………..
2. “ How far is it from HCM city to Vung
Tau?” A tourist asked.
->
…………………………………………..
3. “ How many people are there in your
family?” She asked Lan.
->
…………………………………………..
4. “ What is your hobby?” The teacher
asked Lien.
* home work: ->
-review unit5 …………………………………………..
5. “ Why do you collect waste paper?”
häc : 2011- 2012
She asked Ba
->
…………………………………………..
6. “ Does Hoa play badminton?” Lan
asked Thu.
-> ……………………………………..
7. “ Do you travel to school by bus?”
Tam asked Peter.
->
…………………………………………..
8. “ Are Tam and Hoa late for class?”
Tuan asked Lan.
->
…………………………………………..
9. “ Does she like sports?” Hoa asked
Lan
->
…………………………………………..
***************************
----------------------------------------------------------------------------
Period 35: REVISION
I.Objective: By the end of the lesson ,ss will be able to remember old lesson and do exers.
-voc: old words
-gram:
Động từ tình thái với “ IF”
- Dùng để diễn đạt một điều gì đó chắn chắn hoặc có thể xảy ra trong hiện tại hoặc tương
lai.
IF_ clause Main_clause
S + V/ V(s/es) S + modals + V_bare.inf
Ex: If she isn’t busy, she can help you.
Bài 5:
1. Danh động từ ( Gerund):V_ing
Một số động từ theo sau bởi V_ing:
like
dislike
S + enjoy + V_ing
love
hate
2. Câu hỏi đuôi: là câu hỏi thêm vào cuối câu mục đích để kiểm tra thông tin được đưa ra
đúng hay sai hoặc để có sự đồng ý của người khác.
Ex: Loan is here, isn’t she? – yes, she is.
häc : 2011- 2012
Nam doesn’t like coffee, does he? – yes, he does
Quy luật:
Câu trần thuật xác định Câu hỏi đuôi phủ
(+) định
(-)
Câu trần thuật phủ định Câu hỏi đuôi xác định
(-) (+)
Đối với động từ: be, have, modals , câu hỏi đuôi được lập lại với chính động từ này
Động từ thường: dùng do, does, did trong câu hỏi đuôi.
IV. Teaching aid: picture,sub-board
V/. Time: 45 minutes
VI/. Procedures:
Activitives Content
2. new lesson: Exercise 1: Make up sentences with “If”.
*Activity 1: Use the words in the box.
- Explain the suggestions 1. She comes late again , a) I’ll give you
- Ss do excercises some.
- Share and compare 2. I win this competition , b) It will be
- Asks Ss do excercises on the cheaper
board 3. We go by train , c) that will pollute the
- Correct. wood
4. We go by plane , d) she will lose her job
5. You need more bags , e) it will be quicker
6. We throw these bottles over the bedge
f) I will give the award to the unlucky
people.
Exercise 2: Add tag questions to the

following sentences.
1. I am late, …………………..?
2. Let’s go, …………………..?
*. Activity 2 3. Sit down, …………………..?
- Explain the suggestions 4. No salt is allowed, …………………..?
- Ss do excercises 5. Nothing was said, …………………..?
- Share and compare 6. Peter hardly ever goes to the party,
- Asks Ss do excercises on the …………………..?
board 7. Nobody borrowed my car yesterday,
- Correct. …………………..?
8. Mary’d written before you phoned,
…………………..?
häc : 2011- 2012
9. Everyone warned you,
…………………..?
Exercise 3: Choose the right alternative:

1. How old were you when you learned
swimming/ to swim?
2. She doesn’t mind to walk / walking home
but she’d rather get/ to get a taxi.
3. He had made his decision and refused to
*. Activity 3 change/ changing his mind.
- Explain the suggestions 4. Nam suggested having/ to have a party.
- Ss do excercises 5. She spends most of her free time to surf/
- Share and compare surfing the net.
- Asks Ss do excercises on the 6. It was a really good holiday. We reaally
board enjoyed to be/ being by the sea again.
- Correct. 7. We have finished to repaint/ repainting
the room.
* home work:
-review unit1- unit5 to do 1st
semester test.
***************************
----------------------------------------------------------------------------
Period 36: 1st semester test
1) Mục tiêu:
 Kiến thức ngôn ngữ : điền giới từ vào chỗ trống, nối mệnh đề ở
2 cột và cho dạng đúng của từ/ động từ trong ngoặc
2) Ma Trận

KQ TL KQ TL KQ TL
LANG.FOCUS 12 6 18
3.0 1.5 4.5
READING 5 5
2.5 2.5
WRITING 6 6
3.0 3.0

häc : 2011- 2012
TỔNG 12 11 6 29
3.0 4.0 3.0 10.
3) Nội dung :
I . chọn giới từ thích hợp điền vào chỗ trống: (1.5ms)
( up to, in, at, on, between)
1. The Pakers have lived here ……………… five years.
2. We’ll leave Dalat ………………December
3. In Vietnam, children have to start school ………………the age of six.
4. Tom usually stays at home ………………Sunday.
5. They will meet ………………5 p.m and 7 p.m
6. I will study English from class 6 ………………now.
II. Nối mệnh đề ở cột A với mệnh đề ở cột B: (1.5ms)

A B Your answer
1. If the weather is fine a. I will call you 1 + ……
2. If you want to get good grade b. You should do more exersices 2 + ……
3. If Tim wants to lose weight c. We will go for a walk 3 + ……
4. If I have time d. You must study hard 4 + ……
5. You will be late for school e. If the train runs quickly 5 + ……
6. They could come there on time f. If you don’t stay up late 6 + ……
III. Cho dạng đúng của từ hoặc động từ trong ngoặc: ( 1.5ms)
1. I enjoy ………………. in the rain. ( walk)
2. I wish I ………………. a computer. ( have)
3. She is an ………………. student (change)
4. She asked me if I ……………….a teacher. ( be)
5. He is a ……………….good. (study)
6. Aunt Xuan said she ……………….that roses. (love)
IV. Đọc đoạn văn và làm theo yêu cầu bên dưới: ( 2.5ms)
A Vietnamese boy named Van is living with the Paker family in Amerisan state of Ohio.
Mr.Paker is a farmer and Mrs Paker works park-time in a near by town. They have two children,
Peter and Sam. Van often does chores after school. Sometimes, he also helps on a farm. The
family relaxes on Saturday afternoon and watches Peter plays baseball. Van likes the Pakers
and he enjoys being a member of their family.
* Answer the questions:
1. What is the Vietnamese boy’s name?
häc : 2011- 2012
-> ………………………………………………………….
2. Who is he living with?
-> ………………………………………………………….
3. What does he usually do after school?
-> ………………………………………………………….
4. When do the Pakers relax?
-> ………………………………………………………….
5. How does Van feel about the Pakers?
-> ………………………………………………………….
V. Viết lại những câu sau, dựa vào gợi ý sẵn: (3 ms)
1. I have not any sister.
-> I wish …………………………………………………..
2. Lan’s father buys a new house this week.
-> A new house…………………………………………………..
3. “ I will go to Hue tomorrow”
-> Uncle Hung said …………………………………………………..
4. “ Do you go to school by bike?”
-> She asked me…………………………………………………..
5. “ How often do you play soccer?”
-> Mr.Nam asked me…………………………………………………..
6. A new school was built last year by them.
-> They …………………………………………………..
4) Đáp án:
I . chọn giới từ thích hợp điền vào chỗ trống: (1.5ms)
Mỗi câu đúng 0.25ms
1+ for, 2+ in, 3+ at, 4+ on, 5+ between, 6+ up to
II. Nối mệnh đề ở cột A với mệnh đề ở cột B: (1.5ms)
1+c., 2+ d, 3+b, 4+ a, 5+ f, 6+ 3
III. Cho dạng đúng của từ hoặc động từ trong ngoặc: ( 1.5ms)

häc : 2011- 2012
1+ walking, 2+ had, 3+ exchange, 4+ was, 5+ student, 6+ loved.
IV. Đọc đoạn văn và làm theo yêu cầu bên dưới: ( 2.5ms)
1+ His name is Van.
2+ He is living with the Paker family.
3+ He usually does chores and helps on a farm after school.
4+ The Pakers relax on Saturday afternoon.
5+ He likes likes the Pakers and enjoys being a member of their family.
V. Viết lại những câu sau, dựa vào gợi ý sẵn: (3 ms)
1+ I wish I had a sister.
2+ A new house is bought this week by Lan’s father.
3+ Uncle Hung said he would go to Hue the following day.
4+ She asked me if I went to school by bike.
5+Mr.Nam asked me how often I played soccer.
6+ They built a new school last year.
Period 13: REVISION

I. Aims : - Help students to review and remember what they learnt in the
two past units.
- Help students can do further exercises by using the grammars
that they learnt.
II. Language content :
1. Vocabulary : Review the words that students learnt.
2. Grammars :
The simple past
The past simple with wish
The present perfect
The passive
III.Techniques: Practice doing exercise skills
III. Teaching aids : Text book and some exercises.
V. Procedure : Teacher reviews the structures and the usages. Then gives
students some further exercises.
 Exercise 1: Give the correct form of the vierbs in brackets:
1. My parents always advice me ( help)…………….. the poor.
2. “ Have you ( finish) …………….. ( write)…………….. the letter yet,
nam ?”
3. Can you (speak) …………….. Russian fluently?

häc : 2011- 2012
4. Don’t keep on (shout) …………….. like that. We must (avoid)
…………….. (annoy) …………….. our neighborers
5. The police suspect him of(try) …………….. (sell) …………….. stolen
goods
6. After (hear)…………….. the conditions. I decided (not enter)
…………….. for the competition
7. It is usually easier (learn)…………….. a subject by (read)
…………….. books than by (listen) …………….. to lectures.
8. The light (go out) …………….. when I (have)…………….. tea
9. We (not play) ……………..tennis together since last may.
10. My youngest brother (get)…………….. a new job a week ago.
11. Old George (not be) ……………..here for years.
12. Columbus (discover) ……………America more than 400
years ago.
 Exercise 2: Rewrite these sentences using I wish +
past simple
1. I’d love to live in Australia.
-> I wish …………………………………………..
2. I hate having to go to school on Sunday.
-> I wish …………………………………………..
3. Why don’t we go away more often?
-> I wish …………………………………………..
4. I’d love to be a film star.
-> I wish …………………………………………..
5. I’d love to speak more languages
-> I wish …………………………………………..
6. I never have enough money: it would be nice to have more.
-> I wish …………………………………………..
7. I have having to do homework every night.
-> I wish …………………………………………..
 Exercise 3: Rewrite these sentences in the passive:
1. Someone’s interviewing Dr. Johnson at the moment.
-> …………………………………………………
2. You musn’t use this machine after 5.30 pm.
-> …………………………………………………
3. We had warned him the day before not to go near the cannal.
-> …………………………………………………
4. You should keep the flowers in a warm sunny place.
-> …………………………………………………
5. They are mending your shoes at the moment.
-> …………………………………………………
6. Someon will drive your car to Edinburg on Tuesday.
-> …………………………………………………
7. We don’t allow smoking in this restaurant.
-> …………………………………………………
8. I have told the children about the party.
-> …………………………………………………
häc : 2011- 2012
 Exercise 3: Rewrite these sentences, keeps yhe
meaning unchanged.
1. Nam started learning English two years ago.
-> Nam has …………………………………………
2. They have worked in that factory for five years.
-> They began …………………………………………
3. My father stopped smoking two years ago.
-> My father hasn’t …………………………………………
4. Helen started to study French in 1995.
-> Helen has …………………………………………
5. My neighbor always makes a lot of noise at night.
-> I haven’t …………………………………………
6. He is sorry for being late.
-> he wishes …………………………………………

----------------------------------------------------------------------------
Period 14: TEST 45’
1) Mục tiêu:
 Nghe hiểu : Nghe và chọn đúng sai
 Kiến thức ngôn ngữ : Chọn câu trả lời đúng nhất.
2) Ma Trận

KQ TL KQ TL KQ TL
LISTENING 6 6
1.5 1.5
READING 5 5
2.5 2.5
WRITING 5 5
2.5 2.5
LANG.FOCUS 8 6 14
2.0 1.5 3.5
TỔNG 8 17 5 30
2.0 5.5 2.5 10
3) Nội dung :
I/. Listen to choose T(đúng) or F(sai): (1,5ms)
1.The little girl is three years old …………….
2. She wears blue skirk …………….

häc : 2011- 2012
3. She has long dark hair …………….
4. She may bring a large doll ………………
5. She wears brown shoes …………….
6. Her mother is waiting for her …………….
II.Choose the best answer (2,5ms)
1.I wish Mary ______ harder for her examination
a. worked b. will work c. works d. has worked
2.Vietnamese people are very _____ and hospitable
a. friend b. friendless c. friendship d. friendly
3.The children are playing _____ in the school yard
a. happy b. happily c. unhappy d. happiness
4.The Malaysian unit _____ currency is the ringgit
a. to b. on c. in d. of
5.The United states has a _________ of around 250 million
a. separation b. addition c. population d. introduction
6.Must this test ______ on time?
a. finished b. be finished c. be finish d. to finish
7.The national dress of Japannese women is ______
a. Aodai b. Jeans c. sari d. Kimono
8._______ you ever _____ to china? No, I haven’t
a. Have/ been b. has / been c. have / was d. do/
been
9.Jeans became high fashion clothing in the ______
a.197OS b. 198OS c. 199OS d. 2000S
10.Rice _____ in tropical countries
a. are grown b. is grown c. grows d. grew
III.Read the text then answer the following questions: (2ms)
Every year, a lot of people come to Paris because it is a glamorous city
(thaønh phoá quyeát ruû) to visit. Most tourists go there for the Eiffel tower
and they want to take various types of recreation nearby the Eiffel tower.
This is also a wonderful place to take photographs with the magnificence of
the city. Among these tourists are many artists. They go there in order to
find inspiration for their works
a.Where is the best place for many people to spend their holidays?
……………………………………………………………………………………
b.Why do most tourists go to Paris?
…………………………………………………………………………………
c.Do many artists also go to Paris?
………………………………………………………………………………………
d.Why do they go there?
……………………………………………………………………………………..
e.What do tourists want to take ?
………………………………………………………………………………………IV. Pick of
the word whose underline part is pronounced differently from the other
words (1ms)
1.Situation – occasion – generation – fashion
häc : 2011- 2012
2.jean – wear – cheap – meat
3.machine – chair – check – child
4.friendly – tent – religion – correct
V.Complete the second sentence sothat it has the same meaning first one
(1,5ms)
1.They sell jeans all over the world.
Jeans are …………………………………………………………………
2.I am not very tall.
I wish ………………………………………………………………………
3.How long have you learned English?
When ……………………………………………………………………… ?
4. There aren’t any rivers and lakes in my hometown
I wish ………………………………………………………………………
5. This school is built in 1999 by them
They…………………………………………………………………
* Answer keys:
I/. Listen to choose T(đúng) or F(sai): (1,5ms)
1.T 2. F 3.F 4.T 5.T 6.F
II.Choose the best answer (2,5ms)
1. a 2. d 3. b 4. d 5. c
6. b 7. d 8. a 9. b 10. b
III.Read the text then answer the following questions: (2ms)
1. The best place for many people to spend their holiday is Paris
2. Because it is a glamorous city
3. Y es, they do
4. They go to there in order to find inspriration for their work
5. They want to take various types of recreation near by the Effel tower
IV. Pick of the word whose underline part is pronounced differently from the
other words (1ms)
1. fashion 2. wear 3. machine 4. religion
V.Complete the second sentence sothat it has the same meaning first one
(1,5ms)
1. Jeans are sold all over the world
2. I wish I were taller
3. When did you learn English?
4. I wish there were some rivers and lakes in my home town
5. They build this school in 1999
TAPE TRANSCRIPT:
Alittle girl is reported missing. Her name’s Mary and she is 3 years old.
She has short dark hair. She is wearing short- blue short and a long-
sleeved white blouse. She is wearing a pair of shoes- brown shoes. She
may be carry a large doll.


häc : 2011- 2012

----------------------------------------------------------------------------
Ngµy so¹n: / / 2010

Ngµy d¹y: / /
2010
TiÕt 1: ¤n tËp & KiÓm tra

I. Môc tiªu:
- Gióp häc sinh «n tËp vµ còng cè kiÕn thøc ng«n ng÷ cơ bản ®·
®îc häc ë líp 8 .
- - VËn dông ng÷ ph¸p ®Ó lµm bµi tËp.
II. Néi dung ng«n ng÷ : Çc th× ®· häc , cÊu tróc c©u vµ tõ
vùng......
III. §å dïng d¹y häc: s¸ch gi¸o viªn , b¶ng phô , .....
IV.TiÕn tr×nh bµi d¹y:
A. KiÕn thøc ng«n ng÷ : (20 phót)
Tenses Form Çch dïng vµ vÝ dô
1.The S. S + bare-V/V-s/V-es * ChØ 1 thãi quen ë hiÖn t¹i
present S+do/does not+ ex: He usually (go) goes to
(HiÖn t¹i bare-V school every morning
®¬n) Do/Does+ S+ bare- * 1 sù thËt kh«ng thay ®æi
V? ex: The sun (rise) rises in the
East.
2. The S+ am/is/ are+ V- * ChØ hµnh ®éng ®ang x¶y ra

Present ing t¹i thêi ®iÓm ®ang nãi
Continuous S + am/is/are+ - It (rain) is raining now.
(HiÖn t¹i tiÕp not+ V-ing - Lan (eat) is eating at preent
diÔn) Am/is/are+ S+ V- - Listen! She (sing) is singing
ing?
3. The Pr. S + have/has + * ChØ 1 hµnh ®éng x¶y ra trong
Perfect V3/Ved qk t.gian kh«ng x¸c ®Þnh
(HTHT) S + have/has ex: She (vêsit) has visited Ha
+not+ V3/V-ed Long Bay several times.

häc : 2011- 2012
Have/Has + S + * ChØ hµnh ®éng b¾t ®Çu ë QK
V3/V-ed? mµ cßn tiÕp tôc ®Õn hiÖn t¹i
- We (learn) have learnt English
for 7 years.
- My mother (be) has been sick
sinse yesterday
- Lan (just buy) has just
bought a new shirt.
4. The S + have/has + * Dïng ®Ó nhÊn m¹nh 1 hµnh
P.perfect been + V-ing ®éng khëi sù trong qu¸ khø kÐo
continuous S+have/has+not+ dµi ®Õn hiÖn t¹i vµ cßn tiÕp tôc
HTHTTD) been+V-ing ë t¬ng lai.
Have/Has + S + - She (wait) has been waiting
been + V-ing? to see you since 2 o’ clock
- He (work) has been working
in this factory for 4 years.
5. The S. S + V2/V-ed * 1 sè viÖc x¶y ra ë thêi ®iÓm

Past S + did + NOT + x¸c ®Þnh trong qu¸ khø
( Qk) bare-V - She (meet) met him yesterday.
Did +S + bare- V? - Mr Pike (stay) stayed here
last nigh
6. The Past S + was/ were + V- * ChØ 1 hµnh ®éng x¶y ra ë 1
Continuous ing ®iÓm thêi gian x¸c ®Þnh
(QKTD) S + was/ were + trong QK
not+ V-ing - At this time last night, she
Was/ were + S + V- (study) was studying lessons
ing? at home.
* ChØ 2 hµnh ®éng cïng x¶y ra
song song ë QK
- My mother (cook) was
cooking while my father (watch)
was watching TV.
* ChØ 1 hµnh ®éng ®ang x¶y
ra ë QK th× 1 hµnh ®éng kh¸c
xen vµo
-When he ( drive) was driving,
he (see) saw a serious accident.
7. The Past S + had + V3/ V-ed *DiÔn t¶ 1 hµnh ®éng x¶y ra ë
Perfect : S + had + NOT + QK tríc 1 hµnh ®éng kh¸c hoÆc
(QKHT) V3/ V-ed 1 thêi ®iÓm trong QK
Had + S + V3/ V- - Before 1975, he (work) had
ed? worked in that factory..

häc : 2011- 2012
- When I (come) come, he
(leave) had left by 7 o’clock
- After he (graduate) had
graduated, he (go) went
abroad.
9. The S. S + will/ shall + DiÔn t¶ hµnh ®éng x¶y ra ë t-
future (TL Vinf ¬ng lai.
®¬n) S + will/shall + not - Tomorrow he (visit ) will viisit
+ Vinf me.
Will/Shall + S - She (stay) will stay at next
+Vinf? Monday.
B. Thùc hµnh: ( 20 phót)
Question 1. Put the verbs in brackets in to the correct forms .
1. While my sister and I ( watch ) a movie on TV last night, our
uncle in the USA
( phone ) .
2. Please, continue your work, we don ,t mind ( wait ) .
3. Most of the Earth,s surface (cover ) by water .
4. Th film ( start ) at 7. 15 p.m .
5. If Mr Lam ( go ) to Paris next week , he ( see ) Eiffel Tower .
6. I ( save ) for two years . I ( save ) 100 dolas .
7. Many lakes and rivers ( destroy ) by pollution from factories at
present .
Question 2. Turn the following sentences in to the passive forms .
1. People always admire this picture .
2. They speak English all over the world .
3. Does anyone answer my questions ?
4. Who will she look after after work ?
5. They haven,t seen him since January .
Question 3. Each sentence has a mistake , find and correct it .
1. I took off my shoes so as to not make any noise .
A B C D
2. Shall you close the window for me , please ?
A B C D
3. Do you mind if I took a photo ?
A B C D
4. The boy falls off his bike and hit his head on the road .
A B C D

häc : 2011- 2012
5. The ambulance will be there there for about ten minutes .
A B C D
Question 4. Complete the second sentence so that it has the same
meaning as the first .
1. How long is it since you used the car ?
 When . . . . . . . . . . . . . . . . . . . . . . . . .... . .
2. It is three years since I last saw Nam .
 I haven,t . . . . . . . . . . . . . . . . . . . . . . . ..
3. Keeping the environment clean is very important .
 It is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Old car tires are recycled to make shoes and sandals .
 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. I am very sad that I wasn,t accepted in that group .
 I,m very sad that . . . . . . . . . . . . . . . . . . . . . . .. .
C. Cñng cè bµi: ( 3 phót) - GV hÖ th«ng néi dung ng«n ng÷ ®·
häc.
D. Bµi tËp vÒ nhµ:( 2 phót) - Yªu cÇu HS lµm BT vµ häc thuéc
çc cÊu tróc ng÷ ph¸p, chuÈn bÞ bµi míi.
...............................................................................................................
..............

2012 Ta9

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Gi¸o ¸n TiÕng Anh 9 - Trêng T.H.C.

S Lª Th¸nh T«ng - N¨m

Tenses Form C¸ch dïng vµ vÝ dô

2. The S+ am/is/ are+ V- * ChØ hµnh ®éng ®ang x¶y

GV: Ng« ThÞ Hµ 1

GV: Ng« ThÞ Hµ 2

GV: Ng« ThÞ Hµ 3

Unit 1 : A visit from a penpal

- Each student in each group

GV: Ng« ThÞ Hµ 4

GV: Ng« ThÞ Hµ 5

GV: Ng« ThÞ Hµ 6

- SS write the questions on

T: Yes. He is short, but he

Model sentence: I wish I were

- T. asks Ss to do the exercise 3 in

GV: Ng« ThÞ Hµ 7

Unit 1 : A visit from a penpal

I.Objectives (Môc tiªu):

Japa Austral Vietna

GV: Ng« ThÞ Hµ 8

GV: Ng« ThÞ Hµ 9

- SS copy down the III/ Homework .

Unit 1 : A visit from a penpal

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 11

GV: Ng« ThÞ Hµ 12

ey: 1. Lan made a cake

- SS write the homework on III/ Homework .

Unit 1 : A visit from a penpal

I.Objectives (Môc tiªu): :

- How many parts are there in

- Which country are next to Malaysia ?

GV: Ng« ThÞ Hµ 15

GV: Ng« ThÞ Hµ 16

Unit 1 : A visit from a penpal

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 18

GV: Ng« ThÞ Hµ 19

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 20

-The group who gives the

GV: Ng« ThÞ Hµ 21

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 25

III/. While - listening

GV: Ng« ThÞ Hµ 26

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 27

- Asks the students to talk easy

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 30

GV: Ng« ThÞ Hµ 31

GV: Ng« ThÞ Hµ 32

I.Objectives (Môc tiªu):

GV: Ng« ThÞ Hµ 33

I. With “ already _ yet”

TiÕt: 13 & 14 : KiÓm tra vµ ch÷a bµi kiÓm tra

GV: Ng« ThÞ Hµ 36

GV: Ng« ThÞ Hµ 37

GV: Ng« ThÞ Hµ 38

Unit 3 : A TRIP TO THE COUNTRYSIDE

I.Objectives (Môc tiªu):