Giao An Tieng Anh Lop 12 Sach Cu Theo Cong Van 5512

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GIÁO ÁN TIẾNG ANH LỚP 12 THEO TỪNG UNIT
CHƯƠNG TRÌNH CŨ NĂM 2021 - 2022
PERIOD …..
Introduction – Revision
Class Date of Signed date: ………………….

Date of teaching
planning
A. Objectives
1. Knowledge : By the end of the lesson, Ps will be able to
 Know how to learn English 12 effectively
 Have some supporting sources
2. Skill
 Ss know the requirement of different tests within English 12. Students know how to
learn English 12 effectively. Students can find some useful sources to learn English 12
3. Attitudes
 Help Ss to be aware of importance of learning English and self - study
B. Teaching aids
 English books 12
 Referent books
C. Teaching procedures
I. Class organization: (1 minute)
II. New lesson
Teacher’s activities Students’ activities
1. Warm up:
Introduces herself to the students - Work individual
Asks some students to introduce themselves: - Answer the teacher’s
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What’s your name? questions

Do you like English?
Do you find English easy or difficult?
Which is the easiest, the most difficult? reading, speaking,
listening, or writing?
Why do you learn English?
How long have you learned
English? Are you good or bad at
English?
2. The textbook English 12
1. Guiding student’s book and workbook: - Listen and take notes in
* Introduce to students how to use their book and workbook their notebooks.
* Introduce to students how to learn reading, speaking,
listening, writing, language focus in their books and how to
do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute tests, 45 - Listen and take notes in
minute tests, etc. and how to do them their notebooks.
* The tests in grade 11include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
3. Teacher’s demand
Books
* Text - book English 12
* Work - book
English At home:
* Prepare for the new lessons: content, structures, words
and phrases, pronunciation

* Revise the old lessons + do all the
homework At class:
* Participate in all activities
* Keep the discipline
4. Students’ assessment
(5mins) What do you find your
English? Very good
Excellent: Do as appointed
Good:
Average:
Bad:
Very bad:
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………….
PERIOD ……
Revision
Class Signed
Date of planning Date of teaching
date………………….
……. …………………. …………………………..
……. ………………… ………………………… Nguyen Thi Minh Duc
I. Choose the best answer among A, B, C, or D.

1. When I last saw him, he _____ in London.
A. has lived B. is living C. was living D. has been living
2. We _______ Dorothy since last Saturday.
A. don’t see B. haven’t seen C. didn’t see D. hadn’t seen
3. The train ______ half an hour ago.

A. has been leaving B. left C. has left D. had left
4. Jack ______ the door.
A. has just painted B. paint C. will have painted D. painting
5. My sister ________ for you since yesterday.
A. is looking B. was looking C. has been looking D. looked
6. I ______ Texas State University now.
A. am attending B. attend C. was attending D. attended
7. He has been selling motorbikes ________.
A. ten years ago B. since ten years C. for ten years ago D. for ten years
8. Christopher Columbus _______ American more than 500 years ago.
A. discovered B. has discovered C. had discovered D. had been discovering
9. He fell down when he ______ towards the church.
A. run B. runs C. was running D. had run
10. We _______ there when our father died.
A. still lived B. lived still C. was still lived D. were still living
11. They ______ table tennis when their father comes back home.
A. will play B. will be playing C. play D. would play
12. By Christmas, I _______ for Mr. Smith for six years.
A. shall have been workingB. shall work C. have been working D. shall be
working
13. I _______ in the room right now.
A. am being B. was being C. have been being D. am
14. I ______ to New York three times this year.
A. have been B. was C. were D. had been
15. I’ll come and see you before I _______ for the States.
A. leave B. will leave C. have left D. shall leave
16. The little girl asked what _______ to her friend.
A. has happened B. happened C. had happened D. would have been
happened
17. John ______ a book when I saw him.

A. is reading B. read C. was reading D. reading
18. He said he _______ return later.
A. will B. would C. can D. would be
19. I have been waiting for you ______.
A. since early morning B. since 9a. m C. for two hours D. All are correct
20. Almost everyone _______ for home by the time we arrived.
A. leave B. left C. leaves D. had left
II. Choose the correct sentence among A, B, C or D which has the same meaning as the
given one.
1. As soon as he waved his hand, she turned away.
A. He saw her turn away and he waved his hand. B. No sooner had he waved his hand than
she turned away.
C. She turned away because he waved his hand too early. D. Although she turned away, he
waved his hand.
2. My father hasn’t smoked cigarettes for a month.
A. It’s a month since my father last smoked cigarettes. B. It’s a month ago that my
father smoked cigarettes.
C. It’s a month that my father hasn’t smoked cigarettes. D. It’s a cigarette that my father
smoked a month ago.
3. Having finished their work, the workers expected to be paid.
A. The workers expected to be paid because they had finished their work.
B. Having their work finished, the workers expected to be paid.
C. Having expected to be paid, the workers finished their work.
D. Having been finished their work, the workers expected to be paid.
3. Mr. Brown bought this car five years ago.
A. Mr. Brown started to buy this car five years ago. B. It has been five years when Mr.
Brown bought this car
C. Mr. Brown has had this car for five years. D. It is five years ago since Mr. Brown
bought this car.
4. I haven’t enjoyed myself so much for years.

A. It’s years since I enjoyed myself so much. B. It’s years since I have enjoyed myself so
much.
C. It was years since I had enjoyed myself so much. D. It has been years since I have enjoyed
myself so much.
5. This is my tenth year working in this bank.
A. By the end of this year, I will work in this bank for ten years.
B. I have worked in this bank for ten years by the end of this year.
C. By the end of this year, I will have worked in this bank for ten years.
D. I had been working in this bank for ten years by the end of this year.
6. The famous actor was last seen in 2000.
A. The famous actor has not been able to see since 2000. B. No one has seen the famous actor
since 2000.
C. The famous actor didn’t see anyone in 2000. D. No one saw the famous actor until
2000.
7. I came to live here three months ago.
A. It was three months since I lived here. B. I’ve been living here for three
months.
C. I lived here for three months. D. I didn’t live here for three months.
8. She goes to the shops every Friday.
A. She goes every day to the shop but not on Friday. B. It’s not Friday, but she’s going to the
shops.
C. She always goes to the shops on Friday. D. She never goes to the shops on
Friday.
9. Michael took a deep breath and dived into the water.
A. After Michael had taken a deep breath, he dived into the water.
B. Having taken a deep breath, he dived into the water.
C. After Michael took a deep breath, he had dived into the water. D. A & B are correct.
10. We started working here three years ago.
A. We worked here for three years. B. We have no longer worked here for three
years.
C. We have worked here for three years. D. We will work here in three years.
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………….
Period: …… UNIT 1: HOMELIFE

A- Reading
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
 Read the passage about “Homelife” and do reading comprehension tasks
 Use the information they have read to discuss related topic
4. Skill
 Develop such reading micro-skills as Completing the table, True or False and MCQs
5. Attitudes
 Help Ps to be aware of benefit of sharing household chore and the role of family in
everyone’s life.
6. Competences
 Develop collaborative, problem-solving and communicative competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
C. Anticipated problems
 Ps may need to be provided appropriate linguistic resources so that they can complete
various learning tasks.
D. Teaching procedures
II. New lesson
ACTIVITY 1: Warm-up: Kim’s game
- Time: 5 minutes
- Technique: Game Working ways: Group work
- Procedure
Teacher (T) Pupils (Ps)
1. Giving tasks
 tells Ps the rule of the games Listen to T’s rule
- work in group of 10
- write down as many names of
household chores on A1 paper as
possible while watching a clip
- exchange the answer to mark
Group 1  Group 3
Group 2  Group 4  Answer T’s questions if called
- 10 points for a correct answer  Expected answer:
- The group with the most correct - We down as many names of household chores on
answer will be the winner A1 paper as possible while watching a clip
 Checks Ps’ understanding the - We have to exchange the answer to mark
rule Group 1  Group 3
(?) What to do now? Group 2  Group 4
(2) You check your answer or other - 10 points for a correct answer
answer?
(3) How many points for a correct Distrube the task among all group members and be
answer? ready for the task
2. Completing task
 Observes and gives help if Watch a clip and do the task

necessary
3. Report the result

 Asks Ps to exchange their Expected answer
papers to mark - Shop for groccerries
Group 1  Group 3 - Feed the cat
Group 2  Group 4 - Do the laundry
 Gives Ps the key (in slide) - Clean the floor
- Take out the garbage
- Cook
- Do the washing up
- Stroll with the baby
exchange the answer to mark
Group 1  Group 3
Group 2  Group 4
- 10 points for a correct answer
4. Assess the performance

 invites Ps to give comments on comment on other’s performance
other’s performance -Result + handwriting
 comments on Ps’ performance -The working style of the group
listen to T’s comment
 Leed-in:
- In your family, who does most

of the housework here?
- What makes a happy home?
- In our lesson today, we’ll read
a passage about home life and
do three reading tasks: MCQs,
True or False and Completing
the table
ACTIVITY 2: Share the information and put a tick
Time: 10 minutes
Technique: jigsaw Working ways: Jigsaw group
Preparation: Last period, T divide Ps into 4 group and asks Ps to read a small piece of text at
home Group1: Paragraph 1 Group 2: Paragraph 2
Group 3: Paragraph 3 Group 4: Paragraph 4
Procedure
1. giving task
 Uses “jig saw ” technique and  Form new groups

form a new groups by saying Read the rule in slide
from spring, summer, autumn
and winter
+ Ps with spring will be in Spring
group
+ Ps with summer will be in Summer
group
+ Ps with autumn will be in Autumn  Answer T’s questions if called
group  Expected answer:
+ Ps with winter will be in Winter - We have to share the information and complete
group the table
 Asks Ps to read the rule in slide - We have to exchange the answer to mark
 Checks the rule Group 1  Group 3
(?) How much time? - 10 points for a correct answer
(2) Who mark your group?
(3) How many points for a correct  Distrube the task among all group members and
answer? be ready for the task
2. Completing task
 Observes and gives help if Share the information and complete the table
necessary

 Ask Ps to exchange their papers Expected answer
to mark Work father mother children
Group 1  Group 3 - Washing √
Group 2  Group 4 dishes √ √
 Give Ps the key (in slide) - Cooking √
- Cleaning the √ √
floor √
- mending things
- Taking care of
the baby √
- Taking out the

garbage
Group 1  Group 3
Group 2  Group 4

ACTIVITY 3: Read and decide whether the statements are true or false
Time: 10 minutes
Techniques: Table cloth Working ways: group of 4
Procedures
1. giving task
 Divide Ps into groups of 4  Form new groups

 Asks Ps to read the rule in slide Read the rule in slide
 Checks the rule
(?) What to do now?
(?) How much time? Answer T’s questions if called
(2) Who mark your group?  Expected answer:
(3) How many points for a correct - We have to read the statements and decide
answer? whether they are true of false
- Each of us has to write the answer on the given
space.
- discuss the answers among group member
- The secretary in the group has to write the best
ideas on the biggest part in the middle of the poster.
- We have to exchange the answer to mark
Group 1  Group 2 Group 3  Group 4
 Draw their small tables or boxes in front of them

so that a student has one part on the poster.
There is the biggest odd part in the middle of the
poster
2. Completing task
 Observes and gives help if  Each member has to write the answer on the
necessary given space.
 discuss the answers among group members
 The secretary in the group has to write the best
ideas on the biggest part in the middle of the
poster.

to mark 1- F
Group 1  Group 3 2- T
Group 2  Group 4 3- F
 Give Ps the key (in slide) 4- F

5- T
6- T
Group 1  Group 3
Group 2  Group 4

ACTIVITY 4: Retell about the family in the reading passage
Time: 13 minutes
Technique: XYZ
Procedure
1. giving task

 Tell Ps the rule Read the rule in slide
-work in group of 6 in five
minutes
- each Ps report two features of
the mentioned family
-The secretary note down all
the features on A0 paper
-Exchange the answer to mark  Answer T’s questions if called

Group 1  Group 4  Expected answer:
Group 2  Group 5 - We have to work in group of 6 in five minutes
Group 3  Group 6 - each Ps report two features of the mentioned
- 10 points for a correct answer family
-The secretary note down all the features on A0
 Checks the rule paper
(?) What to do now? -Exchange the answer to mark
(?) How much time? Group 1  Group 4

(2) Who mark your group? Group 2  Group 5
(3) How many points for a correct Group 3  Group 6
answer? - 10 points for a correct answer
 Choose the secretary of the group
2. Completing task
 Observes and gives help if  Each member has to tell two features
necessary  The secretary in the group has to write the
answer on A0 paper

 Ask Ps to exchange their papers exchange the answer to mark
to mark Group 1  Group 4
Group 3  Group 6
 Give Ps the key (in slide) - 10 points for a correct answer

III. Consolidation
 Asks Ps some questions  Answer T’s questions

-What have you learned today? Expected answer
-What have you gained today? - We have learned about homelife, the benefit of
sharing the household chore and do such reading
comprehension exercises as T or F, table
completion and MCQs
-Our group work skill and interpersonal skill are
developed
IV. Homework
 Asks Ps to study the lesson  Listen to T and take note

again and prepare for the next
lesson (Unit 1- B. Speaking)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ….. UNIT 1: HOMELIFE

B- Speaking
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to
 Ask and answer about the family life
 Discuss the family life, including the relation and responsibility of each member in the
family.
2. Skill
 Develop speaking and listening skill
3. Attitudes
 Help Ps to be aware of benefit of sharing household chore and the role of family in
everyone’s life.
 Teach Ps to help their parents with suitable domestic chores at home
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Name household chores
Time: 5 minutes
Technique: Brainstorm
Procedure
1. giving task
 Divide Ps into 6 groups  Form new groups

-work in group in three
minutes, brainstorming all the
household chores
the household chores on A0
paper
Group 2  Group 5 work in group in five minutes, brainstorming
Group 3  Group 6 all the household chores

- 10 points for a correct answer -The secretary note down all the household
chores on A0 paper
 Checks the rule -Exchange the answer to mark
(3) How many points for a correct - 10 points for a correct answer
answer?  Choose the secretary of the group
2. Completing task
 Observes and gives help if  Each member has to name household chores
answer on A0 paper

Group 3  Group 6


ACTIVITY 2: Ask and answer about Mary’s family
Time: 10
Technique: jigsaw Working ways: pair
Procedure
1. giving task
 Ask Ps to work in pair in five

minutes Listen to T
 Provides student A with the
questions and student B with
the answer
 Ask Ps not to see the partner’s
paper, A ask and B answer the
questions  Answer T’s questions if called
 Checks the rule  Expected answer:
(?) Can you see your partner’s paper? - No, I cannot
(?) How much time? - in five minutes
(2) What do you do now? -We ask and answer questions about Mary’s family
2. Completing task
 Observes and gives help if Asking and aswering questions about Mary’s
necessary family
Expected answers
A: How many people are there in Mary’s family?
B: 4 people
A: Does Mary have a sister or a brother?
B: She has a younger sister
A: Who work in Mary’s family?
B: Both her parents
A: Who does the household chores?
B: All members
A: What is her main responsibility in the family?
B: She washes the dishes, tidies up the house and
lay the table.
A: What interest do they share closely?
B: They all like playing badminton and jogging
A: Who does she share personal secret with?
B: (She share her personal secret with ) her
mother
A: Who does she talk to before making important
decision?
B: (Before making important decision, she
always talks to) her parents

 Ask some pairs to practice in
front of the class
 Ask Ps to choose the pair Ps comment on other’s performance

like most by raising their hand -Fluency Grammar
 comments on Ps’ performance -Pronunciation Lexical item
 Emphasize on questions used to listen to T’s comment
ask about family life
ACTIVITY 3: Ask and answer questions about your family life
Time: 13 minutes
Technique: Make questions and answer them Working ways: pairs
Procedures
1. giving task
 Using questions in Activity 2,

ask a pupil about her family Listen to T
 Ask her to choose a person and
ask these questions. The pupils
being asked will have chance to  Answer T’s questions if called
choose another pupil to talk  Expected answer:
with and likewise. -I’ll choose a pupil and ask him/ her some
 Checks the rule questions about his/ her family
(2) What do you do now?
2. Completing task
 Observes and gives help if -The answer will vary
necessary
 Ask some pairs to practice in Some pairs practice asking and answering
front of the class questions about homelife
The others listens to them

 invites Ps to give comments on -Pronunciation Lexical item
other’s performance listen to T’s comment
 comments on Ps’ performance
ACTIVITY 4: Interview your friends
Time: 13
Technique: Asking the expert working ways: group work
Procedure
1. Giving task
 Divide the class into groups of four Listen to T’s rule
 Tell Ps the rule
- work in groups in 5 minutes Retell the rule in Vietnamese
- Choose the first person in each - Làm viêc theo nhóm 4 người trong 5
group as an interviewee and the rest phút
as interviewers - Người đầu tiên trong nhóm sẽ là người
- The interviewer will in turn ask bị phỏng vấn
questions about family life and the 3 người còn lại sẽ lần lượt đặt câu hỏi
interviewee will have to answer - Sau 5 phút, cả nhóm sẽ có thêm 3 phút
- After 5 minutes, you will have three để chuẩn bị thuyết trình
more minutes to prepare for their -GV sẽ chọn ngẫu nhiên 1 người bất kỳ
presentation trong môi nhóm để lên báo cáo lại về
- And I’ll choose at random each cuộc sống gia đình của người được
group a person to present about the phỏng vấn

interviewee’s family life
 Check the rule
- Ask 1 Ps to retell the rule in
Vietnamese
2. Completing task
 Observes and gives help when The interview will vary
necessary
 Ask each group a person to present Some pupils present in front of the class
in front of the class I’ve just had a talk with ………... In his /
her family,…………....
 The others listens to them

 Ask Ps to choose the pair Ps like comment on other’s performance

most by raising their hand -Fluency Grammar
III. Consolidation

-What have you gained today? - We have asked and answered questions about
family life
developed
IV. Homework

lesson (Unit 1- C. Listening)
Follow –up:………………………………………………………………………………………
……………………………………………………………………………………………………
Period: …… UNIT 1: HOMELIFE
C- Listening
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
 Listen to two people talking about their family life and the influence of family to their
lives
 D
2. Skill
3. Attitudes
 Help Ps to be aware of the important role of family in everyone’s life.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Things you like about your family
Time: 7 minutes
Technique: XYZ
Procedure
1. giving task

-work in group of 5 in three minutes
- each Ps report two things they like
about your family
-The secretary note down all the
things on A0 paper
-Exchange the answer to mark
Group 3  Group 6 -work in group of 5 in three minutes

- 10 points for a correct answer - each Ps report two things they like about
your family
 Checks the rule -The secretary note down all the things on
(?) What to do now? A0 paper
(?) How much time? -Exchange the answer to mark
answer? Group 3  Group 6
2. Completing task
 Observes and gives help if  Each member has to tell two things
answer on A0 paper

Group 3  Group 6

 Leed-in:
- Family is very important to people
life. It is the base for one to step into the
world with confidence. However each
member can have different feeling
about it. Today we have a chance to
know some of them
ACTIVITY 2: Listen and decide whether the statements are true or false
Time: 13 minutes
Technique: Table cloth Working ways: Individual - group
Procedure
1. giving task

 Checks the rule
(?) What to do now?
space.

poster
2. Completing task
poster.

to mark 1- F
 Give Ps the key (in slide) 4- T

5- T
Group 1  Group 3
Group 2  Group 4

ACTIVITY 3: Listen and fill in the blanks
Time: 13 minutes
Technique: Listen for specific information Working ways: Individual - group
Procedure
1. giving task

- listen to the tape again and fill in the
blanks individually first  Answer T’s questions if called
- compare the answer with your - listen to the tape again and fill in the blanks
partner in one minutes to find the best individually first
answer - compare the answer with your partner in one
 Checks the rule minutes to find the best answer
(?) What to do now?
2. Completing task
 Observes and gives help if - listen to the tape again and fill in the blanks
necessary individually first
- compare the answer with a partner in one
minutes to find the best answer
 Call on some Ps for their  Expected answer
answer 1. booked
2. considering
3. reserved
4. train
5. excited

other’s performance -Result
 comments on Ps’ performance -The working style
ACTIVITY 4: Compare Andre’s and Paul’s family
Time: 10 minutes
Techniques: Gallery walk Working ways: 4 groups
Procedure
1. giving task

- Work in group in 5 minutes
- Note down two different things about  Answer T’s questions if called
Andrea’s and Paul’s families on A1 Work in group in 5 minutes

paper - Note down two different things about Andrea’s
-After 5 minutes, each group choose 2 and Paul’s families on A1 paper
people stay in their group as -After 5 minutes, each group choose 2 people stay
presenters, the others will visit other in their group as presenters, the others will visit
groups other groups
 Checks the rule -Give comment after that
(?) What to do now?
2. Completing task
 Observes and gives help if - Note down two different things about Andrea’s
necessary and Paul’s families on A1 paper

 Observes  Expected answer
Paul Andrea
1. His family members Her is a close-knit
are not very close family
2.The family often eat The family often go
the meal the mother out to eat when they
cooks at home get together

III. Consolidation

-What have you gained today? - We have listened to two people talking about
their family and do listening comprehension such
as True or False, Gap-filling
developed
IV. Homework

lesson (Unit 1- D. Writing)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ….. UNIT 1: HOMELIFE

D- Writing
Class Date of Signed
Date of teaching
planning date: ………………….
Nguyen Thi Minh Duc

A. Objectives
 Write about doing household chores in their families
2. Skill
 Develop writing skill

3. Attitudes
 Help Ps to be aware of the benefit of sharing household chores
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Miming
Time: 5 minutes
Procedure
1. giving task
 Divide Ps into 2 groups  Form groups

 Choose 1 volunteer to go to the  Listen to Ts’ rule
board and mine the actions
given by T
- Work in groups
- Look at the volunteer’s miming  Answer T’s questions if called

and call out the phrase - Expected answer:
- The first group to call out the - Work in groups
correct phrases get one point - Look at the volunteer’s miming and call out the
- The group with more points phrase
wins the game - The first group to call out the correct phrases
 Checks the rule get one point
(?) What to do now? - The group with more points wins the game
(3) How many points for a correct
answer?
2. Completing task
 Observes and gives help if  Look at the volunteer and call out the phrase
necessary 1. clean the bathroom
2. do the cooking
3. shop for groceries
4. do the heavy lifting
5. do the laundry
6. take out the rubbish
7. wash the dishes
8. lay the table for meals
9. sweep the house
10. feed the dog

 Ask Ps to report the result The answer will vary

performance listen to T’s comment
ACTIVITY 2: Read the text about Lam’s family below and complete the chore chart
Time: 7 minutes
home Group1:”My Dad …..twice a week”
Group 2: “My Mum ….groceries shopping”
Group 3:”I do…once a week”
Group 4: “My younger sister’s responsibilities…the dog”
Procedure
1. giving task
 Uses “jig saw” technique and  Form new groups

form 4 new groups by counting Read the rule in slide
from 1 to 4.
 Asks Ps to read the rule in slide
 Checks the rule
 Answer T’s questions if called
(?) What to do now?  Expected answer:
(?) How much time? - We have to share the information and complete
(2) Who mark your group? the table
(3) How many points for a correct - We have to exchange the answer to mark
Group 2  Group 4
 Distrube the task among all group members and

be ready for the task
2. Completing task
necessary

to mark exchange the answer to mark
Group 1  Group 3
Group 2  Group 4 Chore list
 Give Ps the key (in slide) Dad mend things around the house
cleans the bathroom twice a week
Mum do most of the cooking and grocery
shopping
Lam do the laundry
take out the rubbish
clean the fridge once a week
Her prepare meals
sister wash the dishes
sweep the house
feed the dog.
Group 1  Group 3
Group 2  Group 4

ACTIVITY 3: Complete the chore chart of your family
Time: 3 minutes
Technique:
Procedure
1. giving task
 Tell Ps the rule  Listen to Ts’ rule

- Work individually in 2minute
- Complete your family chore  Answer T’s questions if called
charts - Work individually in 2minute
 Checks the rule - Complete your family chore charts
(?) What to do now?
2. Completing task
 Observes and gives help if The answer will vary
necessary


ACTIVITY 4: Write a paragraph about doing household chore in your family

Time: 16 minutes
Technique:
Procedure
1. giving task
 Tell Ps the rule - Listen to Ts’ rule

- Work individually in 10 minute
- Write a paragraph about doing - Answer T’s questions if called
household chore in your family - Work individually in 10 minute
- Exchange your paper with your - Write a paragraph about doing household chore
partner, sitting next to you to in your family
mark - Exchange your paper with your partner, sitting
 Checks the rule next to you to mark
(?) What to do now?
2. Completing task

necessary


III. Consolidation

their family and do listening comprehension such
as True or False, Gap-filling
developed
IV. Homework

lesson (Unit 1- E. Language
focus)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: …. UNIT 1: HOMELIFE

E- Language focus
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
 Revise verb tenses: simple present, present continuous, present perfect, simple past, past
continuous, past perfect, simple future, future continuous, future perfect
2. Attitudes
 Help Ps to learn how to cooperate with others in a team
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Listen to the song “summer night” and fill in the blanks
Time: 5 minutes
Ways of working: group work
Procedure
1. giving task

- Work in group of 8
- List all the verbs when listening  Answer T’s questions if called
to “Summer night” - Work in group of 8
- Exchange the paper to mark - List all the verbs when listening to “Summer
Group 1  Group 3 night”
Group 2  Group 4 - Exchange the paper to mark
2. Completing task
 Observes and gives help if -List all the verbs in the song “summer night” when
necessary listening to it
 Ask Ps to report the result Expected answer

1- Had 2- happened 3- met
4- saved 5- showed 6- begun
7-went 8- don’t mean 9- turned
10- doing

ACTIVITY 2: MCQS
Time: 15 minutes
Technique: Kỹ thuật công đoạn??? Working: Group
Procedure:
1. giving task

 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to choose the correct answer A, B, C or
answer? D in 5 minutes
- We have to exchange the answer to mark in turn

Group 1 gives their paper to G2 to mark
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
G2 give the G1’s paper for G3 to mark and likewise
until all groups receives result of 3 markers
- 1 point for a correct answer
2. Completing task
poster.

to mark 1-B 2-A 3-C 4-B 5-A
6-D 7-A 8-D 9-B 10-C
 Give Ps the key (in slide)

ACTIVITY 3: Choose the underlined part among A, B, C, or D that must be changed in
order to make the sentence correct
Time: 10 minutes
Procedure
1. giving task

 Checks the rule
(?) What to do now?
space.


poster
2. Completing task
poster.

to mark 1-D 2-A 3-C 4-C
Group 1  Group 2 Group 3  5-D 6-A 7-D 8-B
Group 4
Group 5  Group 6 Group 7  exchange the answer to mark
Group 8
 Give Ps the key (in slide) Group 5  Group 6 Group 7  Group 8

ACTIVITY 4: YOUR FAMILY FUTURE
Time: 10 minutes
Techniques: Gallery walk Working ways: 4 groups
Procedure
1. giving task
 Tell Ps the rule  Answer T’s questions if called
- Work in group in 5 minutes Work in group in 5 minutes
- Describe your future family - Describe future family
Checks the rule -After 5 minutes, each group choose 2 people stay
(?) What to do now? in their group as presenters, the others will visit
other groups
-Give comment after that
2. Completing task
 Observes and gives help if - The answer will vary
necessary

 Observes The answer will vary

III. Consolidation

-What have you gained today? - We have reviewed verbtenses by doing such
exercises as MCQs, Eror identification and
future family description
developed
IV. Homework

Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ….. UNIT 2: CULTURAL DIVERSITY

A-Reading
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
1/ Knowledge : By the end of the lesson, Ps will be able to
 Read the passage about “Cultural diversity” and do reading comprehension tasks
2/ Skill: Develop such reading micro-skills as Completing the table, True or False and MCQs
3/ Attitudes: Help Ps to be aware of differences among cultures
4/ Competences: Develop collaborative, problem-solving and communicative competences
B. Teaching aids: English books 12, Handouts, Projector, A0 paper
C. Anticipated problems: Ps may need to be provided appropriate linguistic resources so that
they can complete various learning tasks.
II. New lesson: (40 minutes)
ACTIVITY 1: Warm-up: Ask students to list out the factors that create a happy life
- Time: 5 minutes
- Technique: brainstorming Working ways: group work
- Procedure
1/ Giving tasks:
- tells Ps to list the factors that create a - listen to the task
happy life.
2/ Completing task - works in groups to list the factors as much
∙ Observes and gives help if necessary as possible (Group from 6-10 people)
3/ Report the result - (group leaders) go to present the answer.

- asks the group leader to go to the black
board to present the answer. Possible answer:
- Love
- Caring
- A nice house
- Good health
- A good job
- ….
4/ Assess the performance
- asks Ps to give comment on other - give the comment
groups’work - listen to T’s comment
- compares the answers and gives the
comment
- distributes more factors to the task
Example: Respect, Sympathy, Trust….
- listen and open the book
 Leed-in:
- In a family, there are many important
factors leading a happy one. Love is the
most significant thing. However, there are
some different ideas about love and
marriage in countries. Today we will

consider about these differences in our
reading in Unit 2: Cultural diversity.
ACTIVITY 2: Multi-choice exercise
Time: 10 minutes
Technique: Effective reading Working ways:Pair work
Procedure:
1/ Giving tasks:
- tells Ps to read over the reading and choose - listen to the task
the answer that has the closet meaning to the
underlined part. - read individually and do the task in pairs
2/ Completing task
∙ Observes and gives help if necessary - (each person) goes to present the answer.
3/ Report the result
- asks any student to present the answer. Possible answer:
1/ b
2/ a
3/ b
4/ a
5/ c
4/ Assess the performance - give the comment

- asks Ps to give comment on other Ps’work - listen to T’s comment
comment
Time: 10 minutes
Techniques: Table cloth activity Working ways: group of 4
Procedures

1/ Giving tasks:
 Divide Ps into groups of 4  - Form new groups
 Asks Ps to read the rule in slide  Read the rule in slide
 Checks the rule
(?) What to do now?
(?) How much time?  Answer T’s questions if called
(3) How many points for a correct answer? - We have to read the statements and decide
whether they are true of false
- Each of us has to write the answer on the
given space.
- The secretary in the group has to write the
best ideas on the biggest part in the middle
of the poster.
Draw their small tables or boxes in front of
them so that a student has one part on the
poster. There is the biggest odd part in the
middle of the poste.
 Each member has to write the answer
on the given space.
 discuss the answers among group
members
The secretary in the group has to write the
2/ Completing task best ideas on the biggest part in the middle
∙ Observes and gives help if necessary
of the poster
3/ Report the result Possible answer:

Ask Ps to exchange their papers to mark 1. F
Group 1  Group 3 2. T
Group 2  Group 4 3. F
Give Ps the key (in slide) 4. F
5. F
6. T
 exchange the answer to mark
4/ Assess the performance Group 1  Group 3
- invites Ps to give comments on Group 2  Group 4
other’s performance - 10 points for a correct answer
- comments on Ps’ performance  comment on other’s performance
-Result + handwriting
-The working style of the group
listen to T’s comment
ACTIVITY 4: Discuss the question: What are the differences between a traditional
Vietnamse family and a morden Vietnamse family?
Time: 15 minutes
Technique: brainstorming Working ways: Group work
Procedures
1/ Giving tasks:
 Divide Ps into 4groups  Form new groups
 Tell Ps the rule  Read the rule in slide
-work in group of 6 in five minutes

- each Ps report two features of the
mentioned family
-The secretary note down all the features on
A0 paper
- We have to work in 4 grous in five minutes
- 10 points for a correct answer - each Ps report two features of the
mentioned family
 Checks the rule -The secretary note down all the features on
(1) What to do now? A0 paper
2) How much time? -Exchange the answer to mark
(4) How many points for a correct answer? Group 2  Group 3

 Choose the secretary of the group.
Each member has to write the answer on the
given space.
members
of the poster
 Each member has to give their ideas
2/ Completing task The secretary in the group has to write the
∙ Observes and gives help if necessary answer on A0 paper

Ask Ps to exchange their papers to mark  …..exchange the answer to mark
Give Ps the key (in slide) - 10 points for a correct answer
Possible answer:
* Number of children: big- small
* The house they like to have : small- big
* The head of the family: fathers- .....
4/ Assess the performance  comment on other’s performance

- invites Ps to give comments on -Result + handwriting
other’s performance -The working style of the group
- comments on Ps’ performance listen to T’s comment
III. Consolidation ( 2 minutes)

-What have you learned today?  Expected answer
-What have you gained today? - We have learned about the cultural diversit and
do such reading comprehension exercises as T or
F, table completion and MCQs
developed
IV. Homework (1 minute)

again and prepare for the next lesson
(Unit 1- B. Speaking)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period …. UNIT 2: CULTURAL DIVERSITY

B- Speaking
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
- Ask and answer about cultural diversity
- Discuss information that relates to the differences between Vietnamese and American
cultures
2. Skill: Fluency in expressing opinion and expressions for making a opinion
3. Attitudes: • Help Ps to be aware of the differences between some American and Vietnamse
features
4. Competences
I. Class organization: (2 minutes)

ACTIVITY 1: Express your point of view on the following ideas, using the words or
expressions in the box. (Task 1)
Time: 5 minutes
Technique: Giving task Working way: Pair work
Procedure
1/ Giving tasks:
- tells Ps the requirement - listen to the Tc
2/ Completing task
∙ Observes and gives help if necessary - work in pairs
- asks Ps to present their work - presents their pair-work.
- asks Ps to give comment on other Ps’work - give the comment
- compares the answers and gives the - listen to T’s comment
comment
ACTIVITY 2: Finding out some Vietnamse features (Task 2)
Time: 10
Technique: brainstorrming Working ways: group work
Procedure
1/ Giving tasks:
 Divide Ps into 4 groups Form new groups
- work in group in four minutes, brainstorm
all the corresponding features of Vietnamse
culture.

features on A0 paper
Group 2  Group 4 work in group in four minutes,
brainstorm all the the corresponding
- 10 points for a correct answer features of Vietnamse culture
- The secretary note down all the features on
 Checks the rule A0 paper
(?) What to do now? - Exchange the answer to mark
(3) How many points for a correct answer?
Choose the secretary of the group
Each member has to name the corresponding

2/ Completing task features of Vietnamse culture
∙ Observes and gives help if necessary The secretary in the group has to write the
answer on A0 paper

3/ Report the result Group 1  Group 3
- asks Ps to present their work Group 2  Group 4
10 points for a correct answer

Possible answer:
+Three or sometime four generations live
under one roof.
+ Elders live with children & are taken care

of by their sons
+Asking about age, marriage and income is
acceptable.
+A Vietnamese greets the head of the family
or an older person first, then the younger
ones
+ Groceries are bought everyday
+Tet (Lunar New Year) is the most
important
+ Children often sleep with their parents

- asks Ps to give comment on other Ps’work  comment on other’s performance
- compares the answers and gives the -Result + handwriting
comment -The working style of the group
ACTIVITY 3: Talk about the similarities and differences between Vietnamse and
American cultures, using the features discussed in Task 2
Time: 15 minutes
Technique: “one minute representation” Working ways: group work
Procedures
1/ Giving tasks:
 Still uses the previous group Remain the groups
 Tells Ps the rule Read the rule in slide
- prepare individually the requirement in two
minutes, then in turn one P talk about the
differences between Vietnamese and

American cultures in one minute before
group mates, using the features discussed in
Task 2
2/ Completing task - prepare individually in two minutes

3/ Report the result - (Each pupil) has to present their talk in front
- asks Ps to present their work of their group’s members.
individually - ( A presentative presents in front of the
- asks a pesentative of each group to whole class)
present in front of the whole class. Possible answer:

There are differences and similarities
between Vietnamese and American cultures.
In America, there are two generations live in
the same house. In Vietnam, two, three or
even four generations live under on roof. It’s
traditional for children to live near and take
care of their parents so old people in
Vietnam don’t live in nursing home as
Americans do. Americans don’t want to be
asked about age, marriage and income while
it is acceptable in Vietnam...

- asks Ps to give comment on other Ps’work -Result + handwriting
- compares the answers and gives the -The working style of the group
comment listen to T’s comment
III. Consolidation (2 mins)


Asks Ps some questions Answer T’s questions
-What have you learned today? Expected answer
-What have you gained today? - We have shown out some differences between
Vietnamse and American cultures
developed
IV. Homework (1 min)
- Asks Ss to do the tasks again &
write a short passage about the  Listen to T and take note
differences and similarities in
celebrating a wedding ceremony in
Vietnam and American
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: …… UNIT 2: Cultural Diversity

F- Listening
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
- Listen and understand the conversation about the wedding ceremony in Vietnam.
- Listen and fill the missing information in the gaps
- Listen and answer the questions about the wedding ceremony in Vietnam
- Know some more new words about wedding ceremony.

2. Skill
3. Attitudes
 Help Ps to be aware of the Vietnamse wedding ceremony
4. Competences
B. Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects
II. New lesson ( 40 minutes)
ACTIVITY 1: Warm-up: Cross words
Time: 5 minutes
Technique: Making questions Working way: Whole class
work
Procedure
1/ Giving tasks:
- Gives the cross words on the slide - listen to the requirement
- Reads aloud each clue, gets students say
aloud the answers
2/ Completing task - ask the Tc if necessary
∙ Observes and gives help if necessary - try the best to find down the answer

- Checks and corrects - volunteer to answer individually.
(Each student with a correct answer will be

given a present.)
Suggested answers:
1. wife 4.husband
2. love 5.spring
3. bride 6. ring
7. groom
- asks Ps to give comment on other Ps’work - guess the topic of the lesson
- compares the answers and gives the Possible answer:
comment - Today we will have a listening about
a wedding ceremony.
ACTIVITY 2: Answer some questions about a wedding ceremony
Time: 7 minutes
Technique: Making questions Working way: Pair work
Procedure
1/ Giving tasks:
- Asks Ss to open the book. - open the book
- Asks Ss to look at the pictures on page 24 - listen to the requirement
and discuss what is happening in each one
by answering some questions
- presents some new words related to the - listen and repeat
listening
2/ Completing task - ask the Tc if necessary

- Checks and corrects. - volunteer to ask and answer in pairs
(Suggested answers:
1/ Yes I have.
2/ They changes their rings, promises to each
other…
3/ a wedding ceremony
4/ A bride and a groom
5/ They are bringing a lot of gifts
4/ Assess the performance - give comment on other’s performance
comment
ACTIVITY 3: Listen to the passage and fill in the missing information:
Time: 7 minutes
Technique: Listening for specific information Working ways: Individual -
group
Procedure:
1/ Giving tasks:
- listen to the tape again and fill in the - listen to the tape again and fill in the
blanks individually first blanks individually first
- compare the answer with your partner in - compare the answer with your partner in
one minutes to find the best answer one minutes to find the best answer
 Checks the rule
(?) What to do now?
2/ Completing task - listen to the tape again and fill in the

∙ Observes and gives help if necessary blanks individually first
3/ Report the result - compare the answer with a partner in one

- Calls on some Ps for their answer Suggested answers:
- - checks the answer with other Ps 1. groom’s parents

2. red paper
3. altar
4. at the wedding banquet
5. wedding cards/ money
- give comment on other’s performance

- listen to T’s comment
- comment on other’s performance
4/ Assess the performance -Result
- invites Ps to give comments on other’s -The working style
performance - listen to T’s comment
- comments on Ps’ performance
ACTIVITY 4: Listen again and answer the questions:

Time: 10 minutes
Technique: ask and answer Working ways: Individual - group
Procedure:
1/ Giving tasks:
- listen to the tape again and answer the - listen to the tape again and do the task
questions in task 2 (P25) individually.
- compare the answer with your partner in - compare the answer with their partner in
 Checks the rule
(?) What to do now?
2/ Completing task - listen to the tape again answer the

∙ Observes and gives help if necessary questions individually first
3/ Report the result - compare the answer with a partner in one

- Calls on some Ps for their answer minutes to find the best answer
- - checks the answer with other Ps Suggested answers:

1. The most important thing the groom’s
family has to do on the wedding day is to go
to the bride’s house bringing gifts wrapped
in red paper.
2. They would pray, asking their ancestors’
permission to get married.
3. After they pray and ask their ancestors’
permission to get married.
4. The wedding banquet is usually held at
the groom’s and bride’s home or at a hotel or
a restaurant.
5. They stop by each table to thank their
4/ Assess the performance guests
- invites Ps to give comments on other’s

performance - give comment on other’s performance
- comments on Ps’ performance - listen to T’s comment
ACTIVITY 5: Discuss the question: “ What do families often do to prepare for a wedding
ceremony.”
Time: 11 minutes
Technique: table cloth Working ways: Group work
Procedure:
1/ Giving tasks:
- tells Ps the requriement. - listen to the teacher requirement
- devides the class in 4 groups - form new group
- asks each group member to present their - give the answer for the question “What do
own answer, a secretary write down as many families often do to prepare for a wedding
answers on A1 paper as possible while ceremony.” individually
listening their partners’opinion
2/ Completing task
∙ Observes and gives help if necessary - ( the group leader) presents the answers of
- asks the group’s leader to present his/her his/her group.
group’s answers

- Calls on the group leader for their - compare the answers with other groups
group’s answer
- - checks the answer with other Ps Suggested answers:
+Suggestions answers
The wedding is very important to the bride
and the groom as well as the two families.
The wedding day is carefully chosenm by
the groom’s parents because they think that
it will affect the future life of the new
couple. Both families have to talk with each
other to decide the place, the number of the
guests and how to hold the banquet. Not oly
the bride and the groom but nearly all
members in the two families have to be sure
4/ Assess the performance in their best clothes on that day. The altars
od the both families are cleaned and well
- invites Ps to give comments on other decorated. Then comes the cars and the
group’s performance flowers. They have to be ordered in advance
- comments on Ps’ performance so that everything will be available on that
day. Everybody is very busy but they all
look forward to that important day.
- give comment on other group’s

performance
-What have you gained today? - We have listened the conversation about the wedding
ceremony in Vietnam
developed
- Ask Ss to write a short paragraph to - Listen to T and take note
introduces about the wedding
ceremonies in Vietnam
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period …………. Unit 2: CULTURAL DIVERSITY

Lesson 4: D. WRITING

Date of teaching
planning
Nguyen Thi Minh Duc

I. OBJECTIVES:
By the end of the lesson, students will:
- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat
II. TEACHING AIDS:
- Textbook, pictures, cassette, tape, handouts and real objects
III. PROCEDURE:
1.Class organization:
2.Checking up: Checking during the new lesson.
3.New lesson:
Stages/time Teacher’s activities Students’ activities
Warm – up: * Brainstorming: Paint some pictures on the board : - Look at the board
( 5 mins) - Look at the
pictures and answer:
P1:A line/a slope
P1 P2 P3 P4 P2:A conical form
- Ask Ss to look at the pictures and asks: What’s this? P3: A triangle
- Ask Ss some questions: P4: A leaf hat
1. Where in Vietnam do people often wear leaf hat? - Work in pairs
2. Who wear it? Expected answers:
3. What form is it? 1. Vietnam, Hue city
Pre-writing - Lead to the new lesson → Describing the conical leaf 2. Girls, women
( 15 mins) hat. 3. Conical form
* Pre- teach vocabulary:

- Give Ss some new words: - Listen and repeat
+ Leaf (n) : lá cây + Rim (n): vành
+ Ribs (n) : g©n (lá cây ) + Strap (n) : d©y(da , - Copy

lôa , v¶i)
- Read once time and then asks Ss to repeat again
- Ask Ss to copy it down into their notebooks
* TASK 1: Write the Vietnamese equivalents for - Ss listen to the

the English words. teacher’s questions
- Can ask Ss to close the book and answer some and give the
questions answers.
1. Have you ever worn a conical leaf hat? The answer is
2. Have you ever seen a conical leaf hat? optional
3. If yes, what does it look like? - Ss look at the
- T asks Ss to open the book on page 25, look at Task picture on page 25,
1 work in pairs and
- Explain Task 1: finish task 1
You are going to write about the conical leaf hat or
“nãn l¸”, a symbol of Vietnamese culture. Look at the - The answer:
picture below , write Vietnamese equivalents for the 1. leaf 2. ribs
English words: 3. rim 4. strap
- Suggest useful expression:
+To be made from: ®-îc lµm b»ng
- Call on some Ss to say out their answers. - Work in groups
- Correct and give feedback. - Give their answers
* TASK2- Give some suggested questions in front of the class.
1. What is a symbol of Vietnamese girls and women?
2. What is considered as a part of the spirit of
Vietnamese nation?
3. What is it made from? 4. What does it look
like?
5. What is the diameter? 6. How high is it?
6. How many ribs are shaped into a conical form?

While- 7. What is it used for?
writing - Call on some Ss to say out their answers.
( 15 mins) - Comment and give feedback:
1. The conical leaf hat is a symbol of Vietnamese girls
and women.
2. It is also considered as a part of the spirit of
Vietnamese nation.
3. It’s made from a special kind of bamboo and young
soft palm leaves.
Post – 4. It has a conical form.
Writing 5. The diameter is about 45 or 50 centimeters and it is
(7mins) about 25 or 30 centimeters high.
6. Either 16 or 18 ribs are shaped into a conical form
which is then covered with palm leaves. The leaves
are sewn into rims.
Finally the hat is trimmed and painted with a coat of
attar oil. - Ss answer the
7. The conical leaf hat is used to protect people from question
the sun and the rain.Wearing this conical leaf hat in 1.Three. They are
summer sunny days, girls look more charming.The hat introduction, main
also helps to protect their complexion and give them a body and conclusion
cool feeling in such hot weather. 2.Materials - shape
and size - process
*Following questions: - Ss write a passage
1.How many parts are there in your writing?/What are of about 150 words
they? about the conical
2.What do you include in the main body? leaf hat of Vietnam,
- Ask Ss to write a passage of about 150 words about using the out line
the conical leaf hat of Vietnam, using the out line and and information
information given (task 2- P.26). given (task 2- P.26).

- Ask Ss to work individually
- Go round the class to help Ss if necessary
- After that, asks Ss to exchange their writing
*Feedback to students’ writing:
- Collect some of Ss’ works to give feedback - Check and one
- Should draw Ss’ attentions to the organization of good Student reads
description and the language use , especially the verb aloud in front of the
tenses class.
Sample writing :
The conical leaf hat is one of the typical features of
the Vietnamese culture because it can not be found
anywhere else in the world. The leaf hat is not only a
symbol of Vietnamese girls and women but not also
become a part of the spirit of the Vietnamese nation.
The conical leaf hat is made from a special kind of
bamboo and young and soft palm leaves. Either 16 or
18 ribs are shaped into a conical form which is about
45 or 50 centimeters in diameter and about 25 or 30
centimeters high. The conical form is then covered
with palm leaves which are sewn into all ribs. Finally,
the hat is trimmed and painted with a coat of attar oil.
The conical leaf hat is used like an umbrella to
protect people from the sun and the rain. Beneath the
broad rims of the leaf hat, the girls and women look
more pretty and attractive. Unfortunately they are now
only used by pedestrians or those who ride bicycles.
4. Consolidation:(2mins): Retell the main points of this lesson.
5. Home work:(1 min)
- Ask Ss to write task page 19 in the student’s workbook.
- Aks Ss to prepare for the next lesson: Unit 2: E. Language focus.
Period: …… UNIT 2: Cultural Diversity

E. Language focus
Date of teaching
planning
Nguyen Thi Minh Duc

I. Objectives: By the end of this lesson, students will be able to:
- recognize the differences in pronunciation of the –ed ending sound.
- revise the use of some tenses (past simple and present perfect)
II. Language Focus:
- Grammar: revision
- New words: revision
III. Teaching Aids: pictures, handouts, flipcharts . . .
IV. Procedures:
Stages/Time Teacher’s Activities Students’

Activities
Game: Sound classifying
-T hangs on a flipchart with the verbs and the table T  Ss
below:
Warm-up wash / wait / waste / cause / ask / phone / dance / end /
(5 minutes) stop / watch / arrange / open
S S
/t/ /d/ /id/
-T tells Ss that they are going to work in pairs to write the S S

past tense of the verbs in the correct column of the table
according to the pronunciation of the –ed ending sounds.
-The first pair who has the correct answer is praised T  Ss
-T calls on some Ss to go to the board, writing the verbs
in the right column.
-T checks with the whole class.
Activity 1 – Listen and repeat
-T writes two sounds /s/ and /z/ on the board, reads twice T  Ss
first.
-T explains the differences between the two sounds. Ss
Pro- -T guides Ss to practise pronouncing.
nunciation -T asks Ss to look at the chart and elicit the pronunciation T
of the –ed ending sound.
1. –ed ending sound is pronounced /t/ when the verbs end Ss
9minutes with the sounds /k/, /p/, /∫/, /t∫/, /f/,or /s/.
2. –ed ending sound is pronounced /id/ when the verbs
end with the sounds /t/ or /d/
3. –ed ending sound is pronounced /d/ when the verbs end
with all sounds except those in 1 and 2.
Activity 2 – Practise these sentences S S
-T reads the sentences first as model.
-T asks Ss to work in pairs to practice reading the T  Ss
sentences in their textbooks on page 27.
-T invites some Ss to read the sentences aloud.
-T makes correction if needed.
Grammar Presentation
-T prepares some sentences (handouts).
-T delivers the handouts to Ss and asks them to read the T  Ss

14minutes sentences.
-T elicits the use of some tenses: present perfect, simple Ss  Ss
past, near future tense, present continuous from Ss, then
T asks them to do the exercise in their textbooks.
-T invites some Ss to give out their correct answers. T  Ss
-T check with the whole class.
T  Ss
Practice
Activity 1: Sentence completion (Exercise 1, p. 28)
14minutes -T asks Ss to work in pairs to complete the conversation
with the correct form of verbs in the box. S
-T goes over the answers with the whole class.
-T calls on some pairs to act out their conversations.
* Expected answers: T  Ss
1. Have you seen / saw / am going to see
15minutes 2. drank / have not drunk / drank
3. has written / Did she write / wrote
4. have been cooking / have cooked / have cooked
Activity 2: Complete the passage (Exercise 2, p.28)
-T gets Ss to read the passage and choose one correct T  Ss
answer which best fits each gap.
-T goes around to control and gives helps if necessary.
- T gives the feedback and correct answers. S
* Suggested answers:
1. C 2. A 3. C
4. A 5. C 6. A
7. C 8. A
C. Production
-T asks Ss to work in groups of four to make 5 sentences Ss  Ss

in which they use five tenses of the main verbs.
Homework Error correction
-T asks Ss to do the exercise 3 in their textbooks. T  Ss
2 minutes - T asks Ss to prepare Unit 3 – READING
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ……. UNIT 3: WAY OF SOCIALIZING

A-Reading (Part 1)
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
 Read the passage about way of socializing and do reading comprehension tasks
 Distinguish the term verbal with non – verbal communication and be updated with a
range of related vocabulary such as waving, nod slightly, raise hands, pointing....
3/ Attitudes: - To encourage Ps work in pairs and groups
C. Anticipated problems: Ps may have difficulties getting the right information since the text
is long and difficult to understand.
ACTIVITY 1: Warm-up: Matching
- Time: 5 minutes
- Technique: brainstorming Working ways: Pair works
- Procedure
1/ Giving tasks:
- Have Ps look at the pictures showing facial - Listen to the teacher
expressions and match the pictures with
suitable expressions - Work in pairs to match the pictures with
1. crying 2. smiling suitable expressions
3. angry 4. surprising
5. unhappy 6. Staring
A B
C D
E F
2/ Completing task
- Asks some Ps to go to the black board to
present the answer. - Work in pairs to match the pictures with
4/ Assess the performance suitable expressions
- asks Ps to give comment on other work
- compares the answers and gives the - Some Ps go to present the answer.
comment Answers:
- Give the comments

- Listen to T’s comment
ACTIVITY 2: Word meaning
Time: 15 minutes
Working ways: Pair work
Procedures
1/ Giving tasks:
Have Ps work in pairs, giving the - Listen to the teacher.
Vietnamese equivalents of the words and
phrases in task 1 by using such questions as:
- Could you tell me the meaning
of .....in Vietnamese?
- What does ......mean .....in
Vietnamese?
- What is the Vietnamese equivalent -Work in pair to do the task. Depend on the
of...? class’s level, Ss can explain the words and
2/ Completing task phrases in English before giving their
∙ Observes and gives help if necessary meanings in Vietnamese.
-Some Ps pairs give answers in front of the

3/ Report the result class.
Ask some Ps pairs to give their answers in Suggested answers:
front of the class. 1. verbal: spoken rather than written
2. non – verbal: not using spoken
language
3. attract someone’s attention: make
someone attentive
4. attention getter: ability to attract
someone’s attention
5. rude: impolite
6. informality: the situation of not
being formal or official
7. approach: the way of considering
st/sb
8. a slight nod will do: a slight not will
4/ Assess the performance be enough.
Ask Ps to give comments on other’s
performance - Comment on other’s performance
Comment on Ps’ performance - Listen to T’s comment
ACTIVITY 3: Choosing title
Time: 5 minutes
Technique: brainstorming Working ways: Pair work
Procedures
1/ Giving tasks:
+ Divide Ps into 4groups + Form new groups
+ Tell Ps the rule + Read the rule in slide
- Each group has to discuss the three given
titles then choose the most suitable one for

the passage and give reasons for their
choice.
-The secretary note down on the paper
Group 1  Group 4
Group 2  Group 3
+ Checks the rule + Answer T’s questions if called
(1) What to do now? + Expected answer:
2) How much time? - We have to work in 4 groups in five
(3) Who mark your group? minutes
(4) How many points for a correct answer? - Each group has to discuss the three given
titles then choose the most suitable one for
the passage and give reasons for our choice.
Group 1  Group 4
Group 2  Group 3
2/ Completing task + Choose the secretary of the group. Each

Observes and gives help if necessary member has to write the answer on the
given space.
+ Discuss the answers among group
members
+ The secretary in the group has to write the
of the poster
+ Each member has to give their ideas

answer on the paper
Ask Ps to exchange their papers to mark + Exchange the answer to mark
Give Ps the key (in slide) - 10 points for a correct answer
* Correct answer: A
- Choice B is not suitable answer because it
only mentions one way of making non-verbal
cue: waving.
- Choice C is not suitable answer because it
states that all the ways mentioned are the
4/ Assess the performance best while there are only some appropriate
- invites Ps to give comments on ways.
other’s performance
- comments on Ps’ performance + comment on other’s performance
Time: 15 minutes
Procedures
1/ Giving tasks:
 Checks the rule
(?) What to do now?

given space.
of the poster.
on the given space.
members
∙ Observes and gives help if necessary of the poster
Possible answer:
3/ Report the result 1. F
Ask Ps to exchange their papers to mark 2. F
Group 1  Group 3
Group 2  Group 4 3.T

Give Ps the key (in slide) 4. T
5. F
Group 1  Group 3
Group 2  Group 4

- invites Ps to give comments on  comment on other’s performance
- comments on Ps’ performance -The working style of the group

-What have you gained today? - We have learned about the way of socialising
developed
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
Period: ….. UNIT 3: WAY OF SOCIALIZING

A-Speaking
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
- Know how to give and respond to different compliments in certain situations.
2. Skill: - Making dialogues to practise giving and responding to compliments, based on the
given information.
3. Attitudes: • Help Ps to know more about different cultures.
4. Competences
B. Teaching aids: English books 12, Handouts, .......
 Ps may not know how to make sentence stress to express their ideas certain situations.
ACTIVITY 1: Warm-up: Networks
Time: 7 minutes
Technique: Mind map Working way: Group work
Procedure
1/ Giving tasks:
- Asks Ps to work in groups and give all the - Listen to the teacher
words related to ways of socializing.

The group which has the longest list will be the
winner.
mouth
Verbal
Ways of socializing
Non -verbal
hands
2/ Completing task

- asks Ps to present their work

- asks Ps to give comment on other Ps’work - Work in group to do the task
- compares the answers and gives the comment
- Presents their group-work.
- Give the comment

ACTIVITY 2: Checking appropriate information

Time: 8 minutes
Procedure
1/ Giving tasks:
-Asks Ps to work in pairs, read the dialogues - Listen to the teacher
about giving and responding to compliments.
2/ Completing task
-Observes and gives help if necessary - Work in pair to make their own dialogues

- Asks Ps to present their work - Some pairs practice speaking in front of the
class.
4/ Assess the performance + Comment on other’s performance
comment + Listen to T’s comment
ACTIVITY 3: Giving compliments

Time: 7 minutes
Working ways: Individual work and pair work
Procedures
1/ Giving tasks:
Asks Ps work individually, basing on the - Listen to the teacher.
given responses to compliments, give
compliments using the cues in the brackets
2/ Completing task - Prepare individually in two minutes and

Observes and gives help if necessary then exchange their answers with each other.
3/ Report the result - (Each pupil) has to present their anwer in

-Asks Ps to present their work individually front of the class.
Suggested answers:
1. Your new dress fits you very well.
2. Your motorbike really matches your
clothes.
3. You made an impressive performance
4/ Assess the performance today.
- asks Ps to give comment on other Ps’work
- compares the answers and gives the + Comment on other’s performance
comment -Result + handwriting
+ Listen to T’s comment
ACTIVITY4: Responding to compliments

Time: 7 minutes
Procedures
1/ Giving tasks:
Asks Ps work on their own, using the - Listen to the teacher.
already-known compliments to make
corresponding responses to those
compliments
2/ Completing task - Change role, practice giving and
Observes and gives help if necessary responding to the compliments using their
answers

-Asks Ps to present their work individually - Some pairs practice speaking in front of the
class.
Suggested answers:
1. Thanks, Phil. I have worked very hard in
preparation for the contest.
2. You must be joking! I’ve just learnt to play
the guitar four weeks ago.
3. Thank you, Tom. I practice public
speaking almost everyday by standing and
speaking in front of the mirror.
- asks Ps to give comment on other Ps’work + Comment on other’s performance
ACTIVITY5: Giving and responding to compliments

Time: 7 minutes
Procedures
1/ Giving tasks:
Asks Ps work in pairs, study the given - Listen to the teacher.
situations and make dialogues of giving and
responding to compliments
2/ Completing task - Work in pairs, study the given situations

Observes and gives help if necessary and make dialogues of giving and
responding to compliments
3/ Report the result - Some pairs practice speaking in front of the

-Asks Ps to present their work individually class.
Suggested answers:
1. Hoa: Your new glasses look good on you,
Lan.
Lan: Thanks Hoa. I decided to buy it after
seeing three shops.
2. A: What a lovely watch you are wearing!
You must have paid much for it.
B: Thanks Jane. My father gave it to me on
my birthday.

- asks Ps to give comment on other Ps’work -Result
comment + Listen to T’s comment
-What have you learned today? Expected answers:
-What have you gained today? - We have known how to give and respond to
different compliments in certain situations.
developed
- Asks Ss to do the tasks again and Listen to T and take note
prepare for the next lesson (Unit 1- C.
Listening)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ………….. UNIT 3: WAY OF SOCIALIZING

C-Listenin
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
- Know which hours are suitable for calling and avoid telephoning other people at the wrong time.
2. Skill
- Enhance their listening skill through True or False and Blank-filling exercises.
3. Attitudes
Help Ps to be aware of the way to use telephone effectively.
4. Competences
Develop collaborative, problem-solving and communicative competences
B. Teaching aids: English books 12, pictures, cassette, disk, handouts.
Ps may get lost while listening due to the length of the speech. T should break the speech
into smaller pieces if necessary.
ACTIVITY 1: Warm-up: Jumbled words
Time: 7 minutes
Technique: Brainstorming Working way: Group work
Procedure

1/ Giving tasks:
-Write the words whose letters are in a - Listen to the teacher.
random order on the board. All the words are
related to ways of socializing.
- Divide the class into groups of four, Ps - ask the teacher if necessary
from each group discuss to find out the - Try the best to find down the answer
correct words. The final work of each group
is written down on a paper and submitted to
the teacher. T reads aloud the result of each
group. The group which gets more correct
words and submits earlier will be the winner.
2/ Completing task - Work in group to do the task
3/ Report the result Suggested answers:

- Checks and corrects 1. polgiaze – apologize
2. acrttat – attract
3. meosvalu – marvelous
4. dingkid – kidding
5. eurngmal – argument
6. copachapr – approach
7. tannitoe – attention

comment +Listen to T’s comment
ACTIVITY 2: What are they doing?

Time: 5 minutes
Technique: Q & A Working way: Pair work
Procedure
1/ Giving tasks:
- Asks Ss to look at the pictures; ask and -Listen to the teacher
answer about them in accordance with the
given questions.
2/ Completing task
Observes and gives help if necessary - Ask the teacher if necessary
- Work in pairs to do the task.
- Checks and corrects. - volunteer to ask and answer in pairs
Suggested answers:
1/ They are making phone calls.
2/ he/she is chatting with each other about
love or something interesting.
3/ I think they are talking about dating.
4/ In about 5 minutes because it is a call to
make an appointment.

- asks Ps to give comment on other Ps’work - give comment on other’s performance
comment
ACTIVITY 3: Vocabulary pre-teach
Time: 5 minutes
Working way: Pair work
Procedure

1/ Giving tasks:
- Presents some new words related to the -Listen to the teacher
listening
2/ Completing task
Asks Ps to listen to the tape and repeat the - Listen and repeat
words they hear.
- Checks and corrects. -Some Ps read the words aloud
Make necessary comments to make sure Ps
pronounce them correctly. - Give comment on other’s performance
Explain the meaning of the words when - Listen to T’s comment
necessary.
ACTIVITY 3: True or False
Time: 10 minutes
Technique: Listening for specific information
Working ways: Individual and pair work
Procedure:
1/ Giving tasks:
-Asks Ps to work in pairs, look at the - Listen to the teacher
statements and make good guesses of the
answer to each. - Listen to the tape
- Asks Ps to work individually, check the
box to decide whether the statements are
True or False in accordance with the - Listen to the tape again and fill in the
listening. blanks individually first
2/ Completing task - Compare the answer with a partner in one
Play the tape more than once if necessary. minutes to find the best answer
Suggested answers:
1. T 2. F 3. T 4. F 5. F 6. T
-Calls on some Ps to give their answers in
front of the class.
-Checks the answer with other Ps - give comment on other’s performance
4/ Assess the performance - listen to T’s comment
performance
ACTIVITY 4: Gap- filling

Time: 10 minutes
Technique: Listening for specific information
Working ways: Individual - group
Procedure:
1/ Giving tasks:
- Asks Ps to work in pairs, read through the - Listen to the teacher
passage and have a guess of the missing - Listen to the tape
words to be filled in each blank.
- Asks Ps to work individually, complete the
passage by filling the missing words (there
may be more than one word in each blank)
in the blanks while listening to the tape.
2/ Completing task - Listen to the tape again and fill in the

- Observes and gives help if necessary blanks individually first
- Have Ps exchange their answers. - Compare the answer with the partner in one
- Play the tape again minutes to find the best answer

-Calls on some Ps for their answer 1. agreed 2. to avoid
- Checks the answer together with the Ps by 3. particular 4. adults
playing the tape and pausing where appear 5. waking 6. heart
the information showing the differences and 7. kindness 8. to stick
give the correct answers

-Asks Ps to give comments on other’s - Give comment on other’s performance
performance - Listen to T’s comment
- Comments on Ps’ performance
ACTIVITY 5: Summarizing
Time: 5 minutes
Technique: “one minute representation” Working ways: Group work
Procedure:
1/ Giving tasks:
-Asks Ps to summarize Ms Linda Cupple’s - Listen to the teacher.
talk after listening to the tape again. - Listen to the tape.
-Remind Ps to take note while listening.
2/ Completing task - Listen to the tape again and do the task.

- Observes and gives help if necessary
- Play the tape again.

- Calls on the group leader for their group’s - Some Ps give the summary in front of the
answer class.
- Checks the answer with other Ps - Compare the answers with other groups
Suggested answers:
In this talk, Ms Linda Cupple gives us some
pieces of advice on how to use the telephone
in the family. The first is to work out a
reasonable duration of a call. The second is
to avoid calling at dinner time if your
parents object to this. The third is not to call
very early on weekend mornings. And the
last is to avoid calling later than 10 pm.
- Asks Ps to give comments on other group’s - Give comment on other group’s
performance performance
- Comments on Ps’ performance - Listen to T’s comment


-What have you learned today?
-What have you gained today?
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: …. UNIT 3: WAYS OF SOCIALIZING

D -Writing
Class Date of Signed date
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
Write about the benefits of cultural awareness
2. Skill
Develop writing skill
3. Attitudes
Help Ps to be aware of the benefit of cultural awareness
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Miming
Time: 5 minutes
Technique: Miming Working ways: Group work
Procedure
1. Giving task
 Divide Ps into 2 groups  Form groups
 Choose 1 volunteer to go to the  Listen to Ts’ rule
board and mine the actions
given by T
- Work in groups  Answer T’s questions if called
- Look at the volunteer’s miming - Expected answer:
and call out the phrase - Work in groups
- The first group to call out the - Look at the volunteer’s miming and call
correct phrases get one point out the phrase
- The group with more points - The first group to call out the correct
wins the game phrases get one point
 Checks the rule - The group with more points wins the
(?) What to do now? game

answer?
2. Completing task Look at the volunteer and call out the phrase
 Observes and gives help if 1. clap hands
necessary 2. point at a friend
3. wave to a friend
4. nod slightly
5. raise hand
6. whistle
3. Report the result The answer will vary
 Ask Ps to report the result
4. Assess the performance comment on other’s performance
 invites Ps to give comments on listen to T’s comment
performance
ACTIVITY 2: How to make good decisions?
Time: 10 minutes
Technique: Brainstorming Working ways: Pair work
Procedure
1. Giving task
- Work in pair in 2 minutes
- Discuss to put the following  Answer T’s questions if called
sentences into the right order to - Work in pair in 2 minutes
make a paragraph of advice on - Discuss to put the following sentences
steps to good decisions. into the right order to make a
 Checks the rule paragraph of advice on steps to good
(?) What to do now? decisions.
2. Completing task
 Observes and gives help if Work in pair to do the task
necessary
3. Report the result Correct answers:
 Ask Ps to report the result 1.D 2.B 3. A
4.C 5. F 6.E
performance
ACTIVITY 3: Write a paragraph about the benefits of cultural awareness
Time: 16 minutes
Procedure
1. Giving task
 Tell Ps the rule - Listen to Ts’ rule
- Work individually in 10 minute
- Write a paragraph about the - Answer T’s questions if called
benefits of cultural awareness - Work individually in 10 minute
Exchange your paper with your - Write a paragraph about the benefits of
partner, sitting next to you to cultural awareness
mark - Exchange your paper with your partner,
 Checks the rule sitting next to you to mark
(?) What to do now?
2. Completing task
necessary
3. Report the result The answer will vary
 Ask Ps to report the result
performance
III. Consolidation

IV. Homework

focus)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………
APPENDIX
Activity 2: How to make good decisions?

a. For every option, list every possible outcome and label it as positive or negative.
b. Sometimes, it appears that there is only one course of action. That is usually not true.
Even if your situation seems limited, try to make a list of alternative.
c. Now that you’ve analyzed the situation logically, it’s time to consult your intuition.
d. We make decision every day; everything we say and do is the result of a decision,
whether we make it consciously or not.
e. Evaluate your decision. This is the most important step. If you don’t evaluate your
decision afterwards, you won’t learn anything from it. Ask yourself if the outcome was what
you expected.
f. Make a choice. This is, of course, the hardest step, but hopefully there will be a decision
on your list which is backed up by both logic and intuition.
Period: ………….. UNIT 3: WAYS OF SOCIALIZING

E- Language focus (Part 1)
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
Revision of stress in two – syllable words and reported speech.
2. Attitudes
Help Ps to learn how to cooperate with others in a team
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
Ps may need to be provided appropriate linguistic resources so that they can complete
II. New lesson
ACTIVITY 1: Warm-up
Time: 5 minutes
Technique: Guessing game Working ways: Group work
Procedure
1. Giving task
 Provide three clues about the word  Listen to Ts’ rule
“non – verbal” and ask Ps to guess
the word.  Answer T’s questions if called
 Tell Ps the rule - Work in group of 8
- Work in group of 8 - Guess the word. If Ps guess the word in
- Guess the word. If Ps guess the the first clue, they get 30 points, 20
word in the first clue, they get 30 points in the second clue and 10 points
points, 20 points in the second clue in the third clue
and 10 points in the third clue - Exchange the paper to mark
- Exchange the paper to mark Group 1  Group 3
Group 2  Group 4
 Checks the rule
(?) What to do now?
2. Completing task
 Observes and gives help if Guess the word
necessary
3. Report the result Expected answer

Ask Ps to report the result Non-verbal
performance
ACTIVITY 2: Pronunciation
Time: 15 minutes
Working ways: Whole class and individual work
Procedure
1. Giving task
- Explain how to pronounce the stress in Listen to the teacher and write some rules in
two – syllable words. the notebooks
* If verbs, adj, adv, prepositions if the - Ex : Polite/ai/, police/ i:/,between
second syllable which has long vowel or
double vowel( except ou )- the stress falls - waving/ei/, pointing.........
the second syllable. But if the second
syllable which has short vowel or double - student, signal.....
vowel or finishes by one consonant the
stress falls the first syllable. - design, police.........
* For nouns in which the second
syllable have short vowel the stress falls
the first syllable(` money ). If the second
syllable which has long vowel or double
vowel the stress falls the second syllable
( de’sign)
- Ask students to read the words and
practice giving the correct stress
2. Completing task
- Observes and gives help if necessary - Listen to the teacher and work in pairs to give
the correct stress.
- Read the words in front of the class.
- Work in pairs to practice giving the correct
stress of the words in the sentences.
3. Report the result - Some students read in front of the class.
- Ask students to work in pairs and - Listen to the teacher
give the correct stress of the words in
the sentences and then read the aloud
the given sentences
- Call some students to read the
sentences in front of the class.
4. Assess the performance - comment on other’s performance
- Comment and read the sentences - listen to T’s comment and remind of the ways
once to the whole class. to exchange the reported speech.
ACTIVITY 3: Grammar presentation

Time: 10 minutes
Procedure
1. Giving task - Listen to the teacher and note down in the
- Ask students remind of the rules to notebook
change the reported speech:
+ Change the tenses of verbs
+ Change pronouns suitable with the
situations given.
+ Change the time as the sentences
given
- Let students read the situation and

change into the reported speech.
2. Completing task - Practice changing the sentences.

-Go around, listen and help them if 2. Thuan said he worked for a big company.
necessary. 3.Thuan said he was their marketing manager.
4. Thuan sais the company had opened an
office in Ho Chi Minh city.
5.Thuan said it had been very successful.
6. Thuan said he had been chosen to run an
office in District 5.
7. Thuan asked me how long I had been
learning English.
8. Thuan said he didn’t have much time to
enjoy himself.
3. Report the result - Practice doing and speaking out
- Let students practice doing exercise the sentences they’ve changed .
and each of them stands and speak out
the sentences they’ve done.
- invites Ps to give comments on - Listen to the teacher’s correction
performance and write down their notebooks.
ACTIVITY 4: Practice 2
Time: 10minutes
Working ways: Whole class and pair work
Procedure

1. Giving task
Ask students to read the dialogue Work in pairs the dialogue between Lan and
between Lan and Tuan , then they Tuan firstly and try to find out the tense of
have to complete the conversation verbs, pronouns and time in the dialogue.
Tuan had with Tung by changing in * Tense: Simple present and Simple past ,
reported speech. Simple future .....
- I, you, he ,she.....
- Time indicates in the dialogue.
* Work in pairs:
- P1 : Lan
- P2 : Tuan
2. Completing task Each pair stands up and read the dialogue.
-Go around, listen and help them if -Work in pairs and practice changing reported
necessary. speech.
1, She said she didn’t want to talk
to you.
2, She said she was upset too.
3, She said she was not interested..
4, Because you had promised to go to the
cinema.
5, But you hadn’t turned up .
6, She said she didn’t want to see you .
7, She said she didn’t believe you had tried.
8, She said she would talk to you later.
9, She said she had to go otherwise she would
be late for school.
3. Report the result - Each student stands and speak out their
- Let students work in pairs sentences they’ve made.
- invites Ps to give comments on - Listen to the teacher’s correction

performance and write down their notebooks.
III. Consolidation

-What have you gained today
IV. Homework
Asks Ps to study the lesson again and Listen to T and take note
prepare for the next lesson
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………
Period: 18 UNIT 3: WAYS OF SOCIALIZING

E- Language focus (Part 2)
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
Revision of stress in two – syllable words and reported speech.
2. Attitudes
Help Ps to learn how to cooperate with others in a team
3. Competences

B. Teaching aids
 Handouts
 Projector
 A0 paper
Ps may need to be provided appropriate linguistic resources so that they can complete
II. New lesson
ACTIVITY 1: Warm-up: What they told you
Time: 5 minutes
Technique: Role play
Ways of working: Individual work
Procedure
. Teacher (T) Pupils (Ps)
1. Giving task
 Give the students a list of people they have  Listen to Ts’ rule
probably been spoken to by in their lives (e.g.
teachers, policemen, future employers,
immigration officers and market researchers) or
brainstorm such a list onto the board
Students choose one of the people on the list and say
things that this person really said to them, e.g. “He
asked me whether I wanted a single or return”, and
the other students guess which person from the list was
speaking. As a more challenging extension, they can
continue the game with people not on the list. This can
also be done as Twenty Questions, e.g. “Has this
person ever asked you whether you were carrying any
drugs?” This game links well with the vocabulary of
jobs or practising situational language such as “At the
airport”. The same game can also be done with the
vocabulary of relationships like “colleague”,
“acquaintance” and “classmate”.
2. Completing task
 Observes and gives help if necessary -Do the task
3. Report the result Report the result in front of
 Ask Ps to report the result the class
4. Assess the performance comment on other’s
 invites Ps to give comments on performance performance
 comments on Ps’ performance listen to T’s comment
ACTIVITY 2: MCQS
Time: 15 minutes
Working: Group
Procedure:
1. Giving task
 Checks the rule
(?) What to do now? Answer T’s questions if called
(?) How much time?  Expected answer:
(2) Who mark your group? - We have to choose the correct answer A, B, C
(3) How many points for a correct or D in 5 minutes
answer? - We have to exchange the answer to mark in
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
G2 give the G1’s paper for G3 to mark and
likewise until all groups receives result of 3
markers
2. Completing task
 Observes and gives help if  Each member has to write the answer on
necessary the given space.
 The secretary in the group has to write the
of the poster.
 Ask Ps to exchange their papers 1-D 2-D 3-A 4-B 5-D
to mark 6-C 7-C 8-D 9-D 10-C
 Give Ps the key (in slide) exchange the answer to mark

 invites Ps to give comments on -Result + handwriting
ACTIVITY 3: Choose the underlined part among A, B, C, or D that must be changed in

order to make the sentence correct
Time: 10 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
given space.
of the poster.
Group 1  Group 2 Group 3  Group
4
 Draw their small tables or boxes in front

of them so that a student has one part on
the poster. There is the biggest odd part in
the middle of the poster
2. Completing task
 Observes and gives help if  Each member has to write the answer on
necessary the given space.
members
 The secretary in the group has to write
the best ideas on the biggest part in the
middle of the poster.
 Ask Ps to exchange their papers 1-A 2-C 3-B 4-B 5-D
to mark 6-B 7-B 8-A 9- B 10-C
Group 1  Group 2 Group 3 
Group 4 exchange the answer to mark
Group 5  Group 6 Group 7 
Group 8 Group 1  Group 2 Group 3  Group
4
 Give Ps the key (in slide) Group 5  Group 6 Group 7  Group 8

III. Consolidation

IV. Homework
lesson
Follow –
up:………………………………………………………………………………………………
……
APPENDIX
ACTIVITY 2: MCQs
1. "I will ring you up after I get home." Peter said to Mary.
A. Peter promised to give Mary a wedding ring after he got home.
B. Peter asked Mary to pay him a visit after he' got home.
C. Peter promised to visit Mary after he got home. D. Peter promised to telephone Mary
after he got home.
2. I suggested that he should paint the house light blue.
A. "Shall we painted the house light blue?" I said to him.
B. "How about to paint the house light blue?" I said to him.
C. "Let's paint the house light blue," I said to him. D. "Why don't you paint the house light
blue?" I said to him.
3.He reminded me to buy him some stamps.
A. "Don't forget to buy me some stamps," he said. B. "Remember buying me some
stamps," said he.
C. "Remind to buy me some stamps," said he.D. "Don't deny buying me some stamps.," he said.
4. "I'll definitely return it to you tomorrow, " John said.
A. John said that he'll return it to me the next day. B. John promised to return it to me
the next day.
C. John told that he'll return it to me the next day. D. John decided to return it to me next
day.
5. "It's me. I made your dress dirty," Jane said to Ann.
A. Jane accused Ann of making her dress dirty. B. Ann prevented Jane from making her dress
dirty.
C. Jane denied making Ann's dress dirty. D. Jane admitted making Ann's dress dirty.
6. "Don't go near that deserted house," Tuan said to me.
A. Tuan advised me not going near that deserted house. B. Tuan insisted me going near that
deserted house.
C. Tuan warned me against going near that deserted house.
D. Tuan suggested me not to going near that deserted house.
7. "How beautiful the dress you have just bought is!" Peter said to Mary.
A. Peter promised to buy Mary a beautiful dress. B. Peter said thanks to Mary for her beautiful
dress.
C. Peter complimented Mary on her beautiful dress.
D. Peter asked Mary how she had just bought her beautiful dress.
8. “We are ready to come with our friends” they said.
A. They told us they are ready to come with their friends. B. They told us they were ready to
come with our friends.
C. They told us we were ready to come with our friends.
D. They told us they were ready to come with their friends.
9. “I was intending to meet you tomorrow” she said.
A. She told me she was intending to meet me tomorrow.
B. She told me she had intending to meet me the next day.
C. She told me she had been intending to meet me tomorrow.
D. She told me she had been intending to meet me the next day.
10. Mrs Smith: “ Don’t play in front of my windows”
A. Mrs Smith told us not to play in front of her windows.B. Mrs Smith told us not to play in
front of my windows.
C. Mrs Smith told us to not play in front of her windows.
D. Mrs Smith said us not to play in front of her windows.

ACTIVITY 3: Choose the underlined part that must be changed to make the sentence
correct
1. He said me if I had done my homework.
A B C D
2. They wanted to know how much could you pay for it.
A B C D
3. You promised you will go on a picnic with us the next Sunday
A B C D
4. They asked me what did happen last night, but I was unable to tell them.
A B C D
5. Ron said that he wasn’t sure, but the storm may stop already.
A B C D
6. I asked him how far was it to the station if I went there by taxi.
A B C D
7. The shopkeeper warned the boys don’t lean their bicycles against his windows.
A B C D
8. They asked me that I could do the shopping for them.
A B C D
9. Her mother ordered her do not go out with him the night before.
A B C D
10. The traffic warden asked me why had I parked my car there.
A B C D
Period: 20 – 21 REVISION 1 – 2

Date of teaching
planning
Nguyen Thi Minh Duc
Unit one: Home Life

I. Pronunciation :
1. a. family b. parents c. happy d.frankly
2. a. mischief b. believe c. obedience d. niece
3. a. shifts b. works c. groups d. hands
4. a. safe b. secure c. sure d. support
5. a. baths b. clothes c. enjoys d. solutions
II. Choose the one word or phrase that best complete the sentences.
1. Many of our students come _________ poor families. a. in b. for c. from
d. over
2. Would you like to share your experience _________ the rest of the group?
a. with b. to c. among d. of
3. We are a very _________ family and support each other through any crises.
a. old-established b. well-to-do c. hard-up d. close-knit
4. _________ most men , my father enjoys cooking.
a. Not alike b. Unlike c. Unlikely d.
Dislike
5. Her family and friends have given her lots of _________.
a. support b. supports c. supporters d. supportive
6. My mother often cooks big meals, so we have _________ for days.
a. remainders b. surplus c. leftovers d. dishes
7. Our parents join hands to give us a nice house and a happy home.
a. deal with b. manage c. help together d. work

together
8. Mark enjoys having fun by causing trouble. He’s a very _________ boy.
a. stubborn b. mischievous c. spoiled d. bright
9. Can you tell me who is responsible _________ checking passport?
a. to b. in c. about d. for
10. My father hasn’t seen his older brother _________ at least thirty years.
a. since b. from c. for d. during
11. It was _________ of you to leave the medicine where the children could get it.
a. care b. caring c. careful d. careless
12. He told me that he hadn’t made any _________ for his summer holiday.
a. plan b. idea c. project d. scheme
13. Steve is a _________ man . He enjoys being at home with his wife and children.
a. free b. marriage c. single d. family
14. He’s always _________ to his father’s wishes.
a. confident b. supportive c. obedient d.
expressive
15. As you _________ your car at the moment, can I borrow it ?
a. don’t use b. aren’t using c. haven’t used d. won’t use
16. Look at the dirt on your clothes! _________ in the garden again ?
a. Do you dig b. Are you digging c. Have you dug d. Have you been
digging
17. In a break-in last week , the burglars _________ all my jewellery but left the picture.
a. took b. have taken c. had taken d. were taking
18. Come and see me when you _________ your report.
a. finish b. finished c. will finish d. had finished
19. Susan _________ as a secretary for 2 years before her marriage.
a. worked b. has been working c. had worked d. was working
20. When I got home I found that water _________ down the kitchen walls.
a. ran b. was running c. has run d. had been running
Unit two: Cultural Diversity

I. 1. a. naked b. looked c. booked d. hooked
2. a. concerned b. raised c. developed d.
maintained
3. a. appeared b. agreed c. coughed d. loved
4. a. sacrificed b. trusted c. recorded d. acted
5. a. laughed b. weighed c. helped d. missed
II. Multiple Choice :
1. London is home to people of many _______ cultures.
a. diverse b. diversity c. diversify d. diversification
2. John cannot make a ____ to get married to Mary or stay single until he can afford a house
and a car.
a. decide b. decision c. decisive d. decisively
3. My mother used to be a woman of great _______, but now she gets old and looks pale.
a. beauty b. beautiful c. beautifully d. beautify
4. A curriculum that ignores ethnic tensions, racial antagonisms, cultural _______ and
religious differences is not relevant. a. diversity b. contacts c.
barriers d. levels
5. It is not easy to _______ our beauty when we get older and older.
a. develop b. maintain c. gain d. collect
6. Many young people have objected to _______ marriage, which is decided by the parents of
the bride and groom. a. agreed b. shared c. contractual
d. sacrificed
7. All parents are _______ to at least try to behave in ways that will give their own children
an important protection a. decided b. supposed c. followed
d. rejected
8. It is thought that traditional marriage _______ are important basis of limiting divorce rates.
a. appearances b. records c. responses d. values
9. Affected by the Western cultures, Vietnamese young people's attitudes ____ love and
marriage have dramatically changed. a. for b. with c. through
d. towards
10. The young are _______ more concerned with physical attractiveness than elderly people.
a. much b. as c. many d. as much as
11. Mr. Pike held his wife's hands and talked urgently to her in a low voice, but there didn't
seem to be any response. a. feeling b. emotion c. reply
d. effect
12. You are not _______ to say anything unless you wish to do so.
a. obliged b. willing c. equal d. attracted
13. Most of us would maintain that physical ______ does not play a major part in how we react
to the people we meet. a. attract b. attractive c. attractiveness
d. attractively
14. They had a ______ candlelit dinner last night and she accepted his proposal of marriage.
a. romance b. romantic c. romantically d. romanticize
15. Marriage should be a(n) _______partnership.
a. equal b. unique c. limited d. successful
16. A large number of India men agreed that it was unwise to confide _____their wives.
a. in b, on c. of d. with
17. Professor Berg was very interested in the diversity of cultures all over the world.
a. variety b. changes c. conservation d. number
18. - JANET: "Do you feel like going to the cinema this evening?" - SUSAN:
" …………………….."
A. I don't agree, I'm afraid B. You’re welcome C. I feel very bored D. That would be great
19. “What a lovely hat you have!” – “Thanks. _____________”
a. I’m glad you like it b. I don’t care c. That’s OK d. Certainly
Unit 3: WAYS OF SOCIALIZING
I. Choose the word which is stressed differently from the rest
1. A. nervous B. polite C. verbal D. body
2. A. pressure B. maintain C. suppose D. approach
3. A. attract B. waving C. discuss D. between

4. A. signal B. police C. suppose D. across
5. A. decent B. social C. install D. verbal
6. A. husband B. confide C. unwise D. concern
7. A.decide B.answer C. daughter D. polite
8. A. machine B. maintain C. famous D. banana
II. Choose the best answer
1. I didn’t think his comments were very appropriate at the time.
a. correct b. right c. exact d. suitable
2. You should ---------- more attention to what your teacher explains. a. make b. get
c. set d. pay
3. Body language is a potent form of --------- communication. a. verbal b. non-verbal c.
tongued. oral
4. Our teacher often said ,”Who knows the answer? -------- your hand.”
a. Rise b. Lift c. Raise d. Heighten
5. This is the instance where big, obvious non-verbal signals are appropriate.
a. situation b. attention c. place d. matter
6. Children who are isolated and lonely seem to have poor language and ---------.
a. communicate b. communication c. communicative d. communicator
7. Pay more attention --------- picture and you can find out who is the robber. a. to b. for
c. at d. on
8. She looked --------- me , smiling happily and confidently. a. on b. over c.
forward d. at
9. What an attractive hair style you have got , Mary ! _ -------------------
a. Thank you very much. I am afraid. b. You are telling a lie.
c. Thank you for your compliment. d. I don’t like your sayings.
10. The boys waved his hands to his mother, who was standing at the school gate, to ---------
her attention.
a. attract b. pull c. follow d. tempt
11. When you are in a restaurant, you can raise your hand slightly to show that you need
assistance.
a. bill b. menu c. help d. food
12. If a boss wants to have a well-qualified staff, he should have to pay his employees ---------.
a. appropriate b. appropriately c. appropriation d. appropriating
13. Mrs Pike was so angry that she made a -------- gesture at the driver.
a. rude b. rudeness c. rudely d. rudest
14. You look great in this new dress. _ ------------
a. With pleasure b. Not at all c. I’m glad you like it d. Do not say anything
about it
15. When you see your teacher approaching you , a slight wave to attract his attention is
appropriate.
a. coming nearer b. catching sight of c. pointing at d. looking up to
16. When you catch someone’s ------------ you do something to attract his attention so that you
can talk to him.
a. head b. hand c. eye d. ear
17. When the play finished the audience stood up and ---------- their hands loudly.
a. clapped b. nodded c. shook d. hold
18. It is --------- not to say “ Thank you” when you are given something. a. small b. rude
c. light d. formal
19. A whistle is the --------- for the football players to begin the match.
a. communication b. instance c. attention d. signal
20. It is often considered to be impolite to -------- at someone. a. look b. smile c.
point d. raise
Read the passage carefully and then choose the best answer:
Movements and gestures by the hands, arms, legs, and other parts' of the body and face
are the most pervasive types of nonverbal messages and the most difficult to control. 'It is
estimated that there are over 200.000 physical signs capable of stimulating meaning in another
person. For example, there are 23 distinct eyebrow movements, each capable of stimulating a
different meaning.
Humans express attitudes toward themselves and vividly through body movements and
postures. Body movements express true messages about feelings that cannot be masked.
Because such avenues of communication are visual, they travel much farther than spoken
words and are unaffected by the presence of noise that interrupt, or cancels out speech.
People communicate by the way they walk, stand, and sit. We tend to be more relaxed
with friends or when addressing those of lower status. Body orientation also indicates status or
liking of the other individual. More direct orientation is related to a more positive attitude.
Body movements and postures alone have no exact meaning, but they can greatly support
or reject the spoken word. If these two means of communication are dichotomized and
contradict each other, some result will be a disordered image and most often the nonverbal will
dominate.
20. Which part of body is not used to send body message?
a. faces b. legs c. hands d. stomachs
21. Face gestures ________. a. can help us control our feelings b. are the most difficult
to control
c. cannot express our feelings d. do not include eye brow moments
22. Body communication is ________.
a. visual b. verbal c. very few d. uncommon
23. According to the text, body movements cannot express ________.
a. feelings b. status c. attitudes d. desires
24. Nonverbal communication ________.
a. may be interrupted by noise b. has no relation to verbal communication
c. dominates words d. is less common than verbal communication
Follow –
up:………………………………………………………………………………………………
……
Period: ……….. 45 – MINUTE – TEST

Date of teaching
planning
Nguyen Thi Minh Duc
Name: ………………………………………………
Group: 12B ……
I. Choose the word which has the underlined part pronounced differently from the
rest
9. A. attempts B. beliefs C. looks D. problems
10. A. maintained B. raised C. developed D. concerned
11. A. advises B. raises C. devices D. goes
II. Choose the word which is stressed differently from the rest
12. A. sailing B. polite C. return D. discuss
III. Choose the best option (A, B, C or D)
6. - “ You really have a nice hat, Laura. I’ve never seen such a beautiful thing on you.”
- “ __________________ ”
A. No, please don’t say that B. Thanks Mai. That’s a nice compliment
C. I’m sorry. I don’t think you like it D. What a pity, you couldn’t buy it.
7. Waving is one of the _______ forms of communication
A. verbal B. head - using C. non - verbal D. word - using
8. I _______ of him since we moved house
A. didn’t hear B. haven’t heard C. wasn’t hearing D. don’t hear
9. I __________ much of you lately. We __________ three months ago.
A. haven’t seen – have met B. didn’t see – have met C. haven’t seen – last met
D. didn’t see – met
10. By the time you receive this letter , I _________ for the USA.
A. have left B. will leave C. will have left D. am leaving
11. “I’m sorry for being late.” She ____ for being late.
A. apologized B. regretted C. admitted D. denied
12. The most common way of attracting someone’s attention from a distance is ___.
A. smiling B. nodding C. waving D. handshaking
A. deal with B. manage C. help together D. work together
14. We are a very _____________ family. All of us have very close relationship with one
another.
A. close-knit B. typical C. friendly D. strange

15. Many young people have objected to ____ marriage, which is decided by the parents of the
bride and groom.
A. agreed B. shared C. contractual D. sacrificed
16. He asked the children _________too much noise.
A. don’t make B. if they don’t make C. not making D. not to make
17. Children who are isolated and lonely seem to have poor language and ________.
A. communicator B. communicative C. communication D. communicate
19. Two friends Mai and Nam are talking about Nam’s new cell phone.
- Mai: “Wow, I’ve never seen such a nice cell phone, Nam.” - Nam: “______”
A. You’re welcome. B. Oh, I don’t know.
C. I agree with you. D. Thank you. I’m glad you like it.
IV. Read the passage and choose the best answer.
WEDDING CUSTOMS
In many countries, it is customary for the bride to wear a white dress as a symbol of
purity. In traditional Japanese wedding ceremonies, the bride wears a white kimono. The
tradition of wearing a special white dress only for the wedding ceremony started around
150 years ago. Before that, most women could not afford to buy a dress that they would
only wear once.
In different countries, colors other than white are worn by the bride or used as part of the
wedding ceremony. In certain Asian countries and in the Middle East, red and orange are
considered symbols of joy and happiness. In Chinese cultures, wedding invitations are
usually red and gold as these are colors symbolic of wealth and happiness. Wedding guests
give gifts of money to the newlyweds in small red envelopes. Not all cultures, though,
consider money a suitable gift. In many Western countries, especially the U.K, wedding
guests give the bride and groom household items that they may need for their new home.
In many cultures, couples exchange rings, usually made of gold or silver, during the
marriage ceremony. The circular shape of the ring is symbolic of the couple's eternal union.
In Brazil, it is traditional to have the rings engraved, with the bride's name on the groom's
ring, and vice versa.
Many wedding customs that originated in one part of the world have been incorporated
into marriage ceremonies in other countries. Today, couples can choose from many of the
world's traditional customs to create their own special ceremony.
20: The main idea of the passage is about _________ .
A. what people usually do in wedding ceremony in Brazil B. what people usually do in
wedding ceremony in the world
C. what people usually do in wedding ceremony in Japan D. what people usually do in
wedding ceremony in U.K
21: In some Asian and Middle Eastern countries, which color is NOT traditionally part of a
wedding ceremony?
A. Red B. Blue C. Orange D. White
22: The tradition of wearing a special dress only on one's wedding day is about years old.
A. 15,000 B. 150 C. 15 D. 1,500
23: Why, in some cultures, does the bride wear a white dress?
A. Because she likes modesty. B. Because she wants to be
innocent.
C. Because it is a traditional symbol of secrecy. D. Because it is a traditional
symbol of purity.
24: Which statement is TRUE?
A. In Brazil the wedding guests give the bride and groom money.
B. In Japan, the bride and groom often receive household items from their guests.
C. In the U.K it is customary to write the bride and groom's names in the wedding rings.
D. In Chinese cultures, red and gold are symbolic of wealth and happiness.
V. Identify the words/ phrases that are not correct in Standard English.
25. They have (A) been (B) living here (C) since six years (D) now.
26. (A) In North American culture, men (B) didn’t kiss men when (C) meeting each other.
They (D) shake hands.
27. I (A) didn’t see Mary since she (B) went to (C) live in the (D) capital.
28. Elisa (A) said her friend that she was (B) going to (C) the countryside (D) the following
week.
29. They (A) asked me what (B) did happen last night, (C) but I was unable (D) to tell them.
VI. Fill in numbered blank with one suitable word or phrase
In the past, (30)_____ men and women were expected (31)_____ at quite young ages.
Marriages were generally arranged by parents and family, with their children having little
chance to say no in the matter. In the past it was not surprising to find that a bride and
groom had only just (32)_____ on the day of their engagement or marriage.
In modern Vietnam, this has changed completely as people choose their own marriage-
partners based (33)_____ love, and in (34)_____ primarily to their own needs and wants.
Moreover early marriage is quite illegal.
30: A. because of B. although C. As D. both
31: A. being married B. Marry C. to be married D. to marry
32: A. to be met B. meet C. met D. meeting
33: A. with B. at C. in D. on
34: A. considerly B. consider C. considertive D. consideration
VII. Choose the best option A, B, C or D
35. Mary has been working in this company for five years.
A. Mary began to work in this company for five years. B. Mary began working in this
company for five years ago.
C. Mary began to work in this company five years ago.D. Mary has begun to work in this
company five years ago.
36. I have never seen such beautiful pictures before.
A. These pictures are the most beautiful I have never seen. B. These pictures are the most
beautiful I have ever seen.
C. This is the first time I see beautiful pictures. D. This is the first time I have seen
beautiful pictures
37. "Don't come before 6 o'clock", I said to him.
a. I told him don’t come before 6 o'clock. c. I told to him not to come before 6 o'clock
b. I told him to come not before 6 o'clock. d. I told him not to come before 6 o'clock.
38. "Are you willing to travel?" she asked.

a. She asked me am I willing to travel? b. She asked me if I am willing to travel
c. She asked me was I willing to travel? b. She asked me if I was willing to travel
39: They finished their homework and then they went to bed .
A. After they had finished their homework , they went to bed .
B. Before they finished their homework , they went to bed .
C. While they finished their homework , they went to bed .
D. Because they finished their homework , they had gone to bed .
40: She helped me with the homework . I thanked her a lot.
A. I thanked her a lot with helping me with the homework.
B. I thanked her a lot for helping me with the homework.
C. I thanked her a lot for help me with the homework.
D. I thanked her a lot for helped me with the homework.
Period: ……….. UNIT 4: SCHOOL EDUCATION SYSTEM

A-Reading
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
 Read the passage about school education system and do reading comprehension tasks
 Have a general revision of vocabulary relating to subjects in the National Curriculum of
England such as Physical Education, Science, Technology…
2. Skill
 Develop such reading micro-skills as True or False, Q&A and MCQs
3. Attitudes:
 Help Ps to know about school education system.

 To encourage Ss work in pairs and groups
4. Competences
B. Teaching aids:
 Handouts
 Projector
 A0 paper
ACTIVITY 1: Competition game - Network
- Time: 5 minutes
- Technique: Brainstorming Working ways: Group work
- Procedure
1. Giving tasks
- T prepares a handout with a network Listen to the teacher
of the word “Subjects ”.
SUBJECTS
Distribute the task among all group members and

- T divides the class into 8 groups and

gives each group a handout.
- T asks Ss to give a list of subjects at
school. The winner will be the group
completing the network in the shortest
period of time.
5. Completing task
- Observes and gives help if - Do the task in groups
necessary

 Asks Ps to exchange their Expected answer:
papers to mark English, Literature, Maths, History,
Group 1  Group 3 Geography...
Group 2  Group 4 exchange the answer to mark
 Gives Ps the key Group 1  Group 3
Group 2  Group 4

 Invites Ps to give comments on comment on other’s performance

 Comments on Ps’ performance -The working style of the group
 listen to T’s comment
ACTIVITY 2: Read the facts and decide whether the statements about schools in
Vietnam are true or false
Time: 10 minutes
Procedures
1. giving task

 Checks the rule
(?) What to do now?
space.
- Discuss the answers among group member

poster
2. Completing task
 Discuss the answers among group members
poster.

to mark 1- T

5- T
Group 1  Group 3
Group 2  Group 4

 Lead-in: listen to T’s comment

As you may know, different countries
have different education systems. In
our today’s lesson, we shall learn
about a school education system of an
English speaking – country: England

Time: 10 minutes
Technique: Effective reading Working ways: Pair work
Procedure:
1/ Giving tasks:
- Have Ps work in pairs - listen to the task
- tells Ps to read over the reading and
choose the answer that has the closet - read individually and do the task in
meaning to the underlined part. pairs
2/ Completing task
∙ Observes and gives help if necessary - (each person) goes to present the
answer.
- asks any student to present the answer.
Possible answer:
1. B
2. C
3. A
4. C
5. A
4/ Assess the performance 6. B
- asks Ps to give comment on other
Ps’work - give the comment

comment
ACTIVITY 4: True/False exercise
Time: 15 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to read the passaage and statements and
answer? decide whether they are true or false
space.

poster
2. Completing task
poster.

to mark 1- F

5- T
Group 1  Group 3
Group 2  Group 4


ACTIVITY 5: Questions and answer
Time: 15 minutes
Technique: Q & A Working ways: Pair work
Procedure
1. giving task
 Asks Ps to answer the questions  Form new groups
in 5 minutes  Read the rule in slide
 Asks Ps to practice in pairs: P1
asks and the other answers in 3
minutes
front of the class  Answer T’s questions if called
(?) What to do now? - answer the questions in 5 minutes
(?) How much time? - practice in pairs: P1 asks and the other answers in
3 minutes
- practice in front of the class
2. Completing task
 Observes and gives help if Answer the questions individually
necessary Practise in pairs
 Give Ps the key (in slide) Expected answer

1. from the age of 15.
2. three term.
3. the state school and the “independent” school or
“public’ school system.
4. yes.
5. There are 3 core subjects: English, Maths and
Science.
6. When the Ss finish the secondary school, they
have to
take an exam to get the GCSE

other’s performance -pronunciation + fluency
 comments on Ps’ performance -content (grammar + vocab)
III. Consolidation (3’)
- We have learned about the school education
system of an English speaking – country: England
and do such reading comprehension exercises as
True or False, Q&A and MCQs
-What have you gained -Our group work skill and interpersonal skill are
today? developed.
IV. Homework (1’)

lesson .
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: ….. UNIT 4: SCHOOL EDUCATION SYSTEM

B - SPEAKING
Signed
Class Date of planning Date of teaching
date: ………………….
Nguyen Thi Minh Duc

A. Objectives
1. Knowledge:
- General knowledge: Students learn about school education system
- Language: Talking about the school education system in Vietnam.
- New words: words related to school education system.
2. Skill
- Talk about school education system
- Develop speaking and listening skill
3. Attitudes
- Ss will be able to talk about his / her school by using given information and pictures.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Things you like about your school
Time: 7 minutes
Technique: XYZ
Procedure
1. giving task
-work in group of 5 in three minutes
- each Ps report two things they like
about your family
things on A0 paper
Group 3  Group 6 -work in group of 5 in three minutes
- 10 points for a correct answer - each Ps report two things they like about
your family
 Checks the rule -The secretary note down all the things on
(?) What to do now? A0 paper
(?) How much time? -Exchange the answer to mark

2. Completing task
 Observes and gives help if  Each member has to tell two things
answer on A0 paper

Group 3  Group 6

ACTIVITY 2: Ask and answer about school education system in Vietnam.
Time: 10 minutes
Technique: jigsaw Working ways: pair
Procedure
1. giving task
 Ask Ps to work in pair in five
minutes Listen to T
 Provides student A with the
questions and student B with
the answer.
 Ask Ps not to see the partner’s
paper, A ask and B answer the
questions  Answer T’s questions if called
(?) Can you see your partner’s paper? - No, I cannot
(?) How much time? - in five minutes
(2) What do you do now? -We ask and answer questions about school
education system in Vietnam basing on the
information given in the table.
2. Completing task
 Observes and gives help if Asking and answering questions about school
necessary education system in Vietnam basing on the
information given in the table.
Expected answers
A: How many levels are there in the pre-school
education?
B: There are 2 levels. They are nursery and
kindergarten.
A: Do all children from the age of three through 5
have
to attend school?
B: No, they don’t. They may choose to stay home

during
the ages.
A: What is the right age for children to attend
primary
school?
B: 6 to 10
Etc…….

front of the class

 comments on Ps’ performance -Pronunciation Lexical item
 Emphasize on questions used to listen to T’s comment
ask about school education
system in Vietnam.
ACTIVITY 3: Talking about school education system in Vietnam.
Time: 10 minutes
Procedure
2. Giving task
- work in groups in 5 minutes Retell the rule in Vietnamese
- Choose the first person in each - Làm viêc theo nhóm 4 người trong 5
group as an interviewee and the rest phút
as interviewers - Người đầu tiên trong nhóm sẽ là người
- The interviewer will in turn ask bị phỏng vấn
questions about school education 3 người còn lại sẽ lần lượt đặt câu hỏi
system in Vietnam and the - Sau 5 phút, cả nhóm sẽ có thêm 3 phút
interviewee will have to answer để chuẩn bị thuyết trình
- After 5 minutes, you will have three -GV sẽ chọn ngẫu nhiên 1 người bất kỳ
more minutes to prepare for their trong mỗi nhóm để lên báo cáo lại về hệ
presentation thống giáo dục ở VN.
- And I’ll choose at random each
group a person to present about
school education system in Vietnam.
 Check the rule
Vietnamese
3. Completing task
necessary
 Ask each group a person to present Some pupils present in front of the class
in front of the class For example:
- Good morning, everyone.
- In my talk today, I’d like to
mention…
- First, …; Second…..


ACTIVITY 4: Comparing and contrasting
Time: 13 minutes
Procedures
1/ Giving tasks:
 Tells Ps the rule Read the rule in slide
- prepare individually the requirement in two
minutes, then in turn one P talk about the
similarities and differences between the
school system in Vietnam and in England in
one minute before groupmates,
2/ Completing task
∙ Observes and gives help if necessary - prepare individually in two minutes

- asks Ps to present their work - (Each pupil) has to present their talk in front
individually of their group’s members.
- asks a presentative of each group to - ( A presentative presents in front of the
present in front of the whole class. whole class)
Possible answer:
There are some differences between the
school systems in Vietnam an England.
Children in Vietnam start primary school at
the age of 6 and finis this level at 10 while
those in England study at primary school
from the age of 5 to 10. Schooling is
compulsory for Vietnamese children until the
age of 1 but, in England, compulsory
education ends when children are 16. There
is also a difference about the subjects
studied at schools.
On the other hand, Vietnam and England
school systems have some similarities.
Students in both countries have to follow the
national curriculum set by the government.
After finishing secondary schools they all
have to take the national examination known
as GCSE

-What have you gained today? - We have shown out some similarities and
differences between the school system in Vietnam
and in England
developed
IV. Homework
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………
Period: ………….. UNIT 4: SCHOOL EDUCATION SYSTEM

C – LISTENING
Signed
date: ………………….
Nguyen Thi Minh Duc

A. Objectives
- Listen and understand the conversation about how a student performs at school.
- Improve their listening skill through exercises such as Checking the right information
and Answering questions.
2. Skill
- Develop speaking and listening skill
3. Attitudes
- Help Ps to be aware of school education.
4. Competences
- Develop collaborative, problem-solving and communicative competences
- Ps may need to be provided appropriate linguistic resources so that they can complete various
learning tasks.
- Time: 7 minutes
- Procedure

6. Giving tasks
- T prepares a handout with a network of the Listen to the teacher

word “School education”.
teachers
class
students
School education  Answer T’s questions if called

Distrube the task among all group
members and be ready for the task
- T divides the class into 8 groups and gives

each group a handout.
- T asks Ss to complete the network with some

nouns related the word “School education” . The
winner will be the group completing the
network in the shortest period of time.
2. Completing task
- Observes and gives help if necessary - Do the task in groups

 Asks Ps to exchange their papers to mark Expected answer
Group 1  Group 3 Class, students, teachers, primary
Group 2  Group 4 education…….
 Gives Ps the key exchange the answer to mark

Group 1  Group 3
Group 2  Group 4

 Invites Ps to give comments on other’s comment on other’s performance
performance -Result + handwriting
 Leed-in:
Today you’ll listen to the conversation between
Jenny and Gavin and do some tasks.
ACTIVITY 2: Listen to the conversation and put a tick (√) to the question to which the
answer is “Yes”
Time: 10 minutes
Procedure
1. giving task

form a new groups by saying Read the rule in slide
from spring, summer, autumn
and winter
+ Ps with spring will be in Spring
group
+ Ps with summer will be in Summer
group
+ Ps with autumn will be in Autumn  Answer T’s questions if called
group  Expected answer:
+ Ps with winter will be in Winter - We have to listen to the information and complete
group the table
 Asks Ps to read the rule in slide - We have to exchange the answer to mark
(2) Who mark your group?  Distrube the task among all group members and
(3) How many points for a correct be ready for the task
answer?
5. Completing task
necessary

to mark Jenny Gavin
Group 1  Group 3 1. “Did you always work very √ √
Group 2  Group 4 2. hard?” √
 Give Ps the key (in slide) “Did you always listen
3. carefully to √
4. your teacher?”
5. “Did you always behave √ √
well?”
6. “Did you pass your exams
easily?”
“Did you always write your
homework slowly and
carefully?”
“Did you think school days
are/were the best day of
your life?”
Group 1  Group 3
Group 2  Group 4


ACTIVITY 3: Listen and answer the questions
Time: 10 minutes
Technique: ask and answer Working way: Pair work
Procedure
1/ Giving tasks:
- listen to the tape again and answer the - listen to the tape again and do the task
questions in task 2 (P48) individually.
- compare the answer with your partner - compare the answer with their partner
in one minutes to find the best answer in one minutes to find the best answer
 Checks the rule
(?) What to do now?
2/ Completing task - listen to the tape again answer the

∙ Observes and gives help if necessary questions individually first
3/ Report the result - compare the answer with a partner in

- Calls on some Ps for their answer one minutes to find the best answer
- - checks the answer with other Ps

Suggested answers:
1. When he enjoyed the subjects

2. He found it very difficult.
3. Because they were difficult for him to
do in a short time.
4. Because he went away to boarding
school when he was quite young and he
didn’t like that. So school days weren’t

the best days of his life.
- invites Ps to give comments on other’s - listen to T’s comment
performance
ACTIVITY 4: Exam results matter
Time: 13 minutes
Procedure:
1/ Giving tasks:
- tells Ps the requirement: work in groups, - listen to the teacher requirement
talking about the results of their current - form new groups
exam at school and what they will do to - talk about the results of their current exam
prepare for the next exam. at school and what they will do to prepare
- divides the class in 4 groups for the next exam.
- asks each group member to present their
own answer, a secretary write down as many
answers on A1 paper as possible while
listening their partners’ opinion.
2/ Completing task
∙ Observes and gives help if necessary - ( the group leader) presents the answers of
- asks the group’s leader to present his/her his/her group.
group’s answers

- Calls on the group leader for their - compare the answers with other groups
group’s answer
Suggested answers:
- checks the answer with other Ps I didn’t do well in the last exam period. I
was content with my Maths, Physics and
Chemistry results but my English result
wasn’t very good. I made too many mistakes
so I barely passed it.
I think I have to spend more time studying
English to get higher grade in the coming
4/ Assess the performance exam.
- invites Ps to give comments on other - give comment on other group’s
group’s performance performance
- comments on Ps’ performance - listen to T’s comment

-What have you gained today? - We have listened to the conversation between
Jenny and Gavin and do listening
comprehension such as Checking the right
information and Answering questions.
- Our group work skill and interpersonal skill are
developed .
IV. Homework

lesson (Unit 4 - D. Writing)
Follow –up:
……………………………………………………………………………………
Period: ………. UNIT 4: SCHOOL EDUCATION SYSTEM

D - WRITING
Signed
date: ………………….
Nguyen Thi Minh Duc

A. Objectives
- Write about the school education system in Vietnam.
- New words: Words related to school education systems.
2. Skill
- Develop writing skill.
3. Attitudes
- Help Ps to be aware of the school education system in Vietnam.
4. Competences
B. Teaching aids
- English books 12, handouts, projector, A0 paper.
- Ps may need to be provided appropriate linguistic resources so that they can complete
II. New lesson

Time: 7 minutes
Procedure
1. Giving tasks:
random order on the board. All the words
are related to the school education systems.
- Divide the class into groups of four, Ps - Ask the teacher if necessary
the teacher. - T reads aloud the result of
each group. The group which gets more
correct words and submits earlier will be the
winner. -Work in group to do the task
2. Completing task
Suggested answers:
3. Report the result 8. sorypulcom – compulsory
- Checks and corrects 9. camicdea - academic
10. metr - term
11. lumcurricu - curriculum
12. sodencary - secondary
13. jectsub - subject
+ Comment on other’s performance

4/ Assess the performance -Result + handwriting
- asks Ps to give comment on other Ps’work -The working style of the group
- compares the answers and gives the +Listen to T’s comment
comment
Time: 13 minutes
Procedure
1. giving task
- Asks Ps to answer the questions - Form new groups

in 5 minutes - Read the rule in slide
- Asks Ps to practice in pairs: P1

minutes
- Ask some pairs to practice in
front of the class - Answer T’s questions if called
- Checks the rule  Expected answer:
3 minutes
5. Completing task
- Observes and gives help if necessary - Answer the questions individually
- Practise in pairs
- Give Ps the key (in slide) Expected answer

1. How many levels of educations are there in your
school system?
- Three.
2. How long does it take a student to complete
each
level?
- Primary: 5 years, lower secondary: 4 years
and upper secondary: 3 years
3. When do children start Grade 1?
- Children start Grade 1 when they are 6 years
old.

Invites Ps to give comments on Comment on other’s performance
other’s -pronunciation + fluency
performance -content (grammar + vocab)
Listen to T’s comment
Comments on Ps’ performance
ACTIVITY 3: Write a paragraph about the formal school education system in Vietnam.
Time: 20 minutes
Procedure
1. Giving task
Tell Ps the rule Listen to Ts’ rule
- Work individually in 10 minute Answer T’s questions if called
- Write a paragraph about the - Work individually in 10 minute
formal school education system - Write a paragraph about the formal school
in Vietnam. education system in Vietnam
- Exchange your paper with your - Exchange your paper with your partner,
partner, sitting next to you to sitting next to you to mark

mark
Checks the rule
(?) What to do now?
2. Completing task
Observes and gives help if The answer will vary
necessary
Ask Ps to report the result The answer will vary
- Invites Ps to give comments Comment on other’s performance
on
performance Listen to T’s comment
-Comments on Ps’ performance
III. Consolidation
Asks Ps some questions
-What have you learned today? Answer T’s questions
IV. Homework
Asks Ps to study the lesson Listen to T and take note

lesson (Unit 4 - E. Language
focus)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………
Period: …….. UNIT 4: SCHOOL EDUCATION SYSTEM

E – LANGUAGE FOCUS
Signed
date: ………………….
Nguyen Thi Minh Duc

A. Objectives
- Revision of stress in three – syllable words and passive voice.
2. Attitudes
- Help Ps to learn how to cooperate with others in a team.
3. Competences
- Develop collaborative, problem-solving and communicative competences.
B. Teaching aids
II. New lesson
ACTIVITY 1: Warm-up
Time: 5 minutes
Procedure
1. Giving task
Provide three clues about the word Listen to Ts’ rule
“TEST” and ask Ps to guess the word.
Tell Ps the rule Answer T’s questions if called
- Work in group of 8 - Work in group of 8
- Guess the word. If Ps guess the - Guess the word. If Ps guess the word in
word in the first clue, they get 30 the first clue, they get 30 points, 20
points, 20 points in the second clue points in the second clue and 10 points
and 10 points in the third clue in the third clue
- Exchange the paper to mark - Exchange the paper to mark
Checks the rule
(?) What to do now?
2. Completing task
Observes and gives help if necessary Guess the word
3. Report the result Expected answer:
Ask Ps to report the result TEST
- Invites Ps to give comments on Comment on other’s performance
Performance
-Comments on Ps’ performance Listen to T’s comment
ACTIVITY 2: Pronunciation: stress in three – syllable words.
Time: 10 minutes
Procedure
1. Giving task
- Explain how to pronounce the stress in Listen to the teacher and write some rules in
three – syllable words. the notebooks.
a. Nouns of three – syllable words:
- If the final syllable contains a short
vowel, it is unstressed and the middle
syllable contains a long vowel or
diphthong or it ends with more than one Eg: potato, tomato…
consonant, the middle syllable will be
stressed.
- If the final syllable contains a short
vowel and the middle syllable contains a
short vowel and ends with not more than
one consonant, both final and middle Eg: emperor, cinema...
syllables are unstressed and the first
syllables is stressed.
b. Verbs of 3 syllables:
- If the last syllable contains a short
vowel and ends with not more than one
consonant, that syllable will be Eg: determine, encounter....
unstressed and stress will be placed on
the preceding syllable.
- If the final syllable contains a long Eg: entertain, interrupt...
vowel or diphthong or ends with more
than one consonant, that syllable will be Eg: important, fantastic...
stressed.
c. Adjectives of 3 syllables: the same
rules applied to nouns.
- Ask students to read the words and
practice giving the correct stress
2. Completing task
- Observes and gives help if necessary - Listen to the teacher and work in pairs to
give the correct stress.
- Work in pairs to practice giving the correct
stress of the words in the sentences.
3. Report the result - Some students read in front of the class.
- Ask students to work in pairs and give - Listen to the teacher
the correct stress of the words in the
sentences and then read the aloud the
given sentences
- Call some students to read the sentences
in front of the class.
4. Assess the performance - Comment on other’s performance
- Comment and read the sentences once - Listen to T’s comment and remind of the
to the whole class. ways to exchange the reported speech.
ACTIVITY 3: Grammar presentation
Time: 10 minutes
Procedure
1. Giving task
a) Review some grammar structures: - Listen to the teacher and note down in the
Passive voice. notebook
S + to be + past participle
- Give some examples
- Ask Ss to make sentences with the - The answers can be various.
structures.
- Ask students remind of the rules to
change into passive voice.
- Ask Ss to fill each blank with the

simple present passive form of the
verb in brackets.
2. Completing task
-Go around, listen and help them if - Write the answer on the given space.
necessary. - Exchange answers with a friend.
- Ask Ps to report the result Expected answer:
1. is separated
2. is set - must be followed
3. is made up
4. is paid
5. are selected
- Invites Ps to give comments on - Comment on other’s performance
performance - Listen to the teacher’s correction
- Comments on Ps’ performance and write down their notebooks.
ACTIVITY 4: Rewrite sentences
Time: 15 minutes
Technique: Kỹ thuật công đoạn Working: Group
Procedure:
1. giving task
- Divide Ps into groups of 8 + Form new groups

- Asks Ps to read the rule in slide + Read the rule in slide
- Checks the rule
(?) What to do now?
(?) How much time? + Answer T’s questions if called
(?) Who mark your group? + Expected answer:
(?) How many points for a correct - We have to rewrite the sentences using the passive
answer? voice in 5 minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
G2 gives the G1’s paper for G3 to mark and
markers
2. Completing task - Each member has to write the answer on the given
Observes and gives help if necessary space.
- Discuss the answers among group members
answers on the biggest part in the middle of the
poster.
Ask Ps to exchange their papers to 1. This school was built in 1997
mark 2. This dictionary was published in 1870
3. A surprise party is going to be organized by the
Give Ps the key (in slide) students in my class tomorrow morning
4. The kitchen is being painted now.

5. “Romeo and Juliet” was written by Shakespeare
in
1605
6. Shakespeare’s tragedies have been translated
into
many languages.
7. A new primary school has just been built in my
village.
8. English will be spoken at the conference
9. The floor hasn't been cleaned (by Jane) yet.
10. The house will be repainted soon.
III. Consolidation
Asks Ps some questions: Answer T’s questions

-What have you gained today
IV. Homework
Asks Ps to study the lesson again and Listen to T and take note
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ……….. TEST CORRCETION


Date of teaching
planning
Nguyen Thi Minh Duc
YEN KHANH B HIGH SCHOOL 45 – MINUTE – TEST (Unit 1 – 3)

ENGLISH 12
CODE: 121
Name: ………………………………………………
Group: 12B ……
V. Choose the word which has the underlined part pronounced differently from the
rest
14. A. attempts B. beliefs C. looks D. problems
15. A. maintained B. raised C. developed D. concerned
16. A. advises B. raises C. devices D. goes
VI. Choose the word which is stressed differently from the rest
17. A. sailing B. polite C. return D. discuss
VII. Choose the best option (A, B, C or D)
6. - “ You really have a nice hat, Laura. I’ve never seen such a beautiful thing on you.”
- “ __________________ ”
A. No, please don’t say that B. Thanks Mai. That’s a nice compliment
C. I’m sorry. I don’t think you like it D. What a pity, you couldn’t buy it.
7. Waving is one of the _______ forms of communication
A. verbal B. head - using C. non - verbal D. word - using
8. I _______ of him since we moved house
A. didn’t hear B. haven’t heard C. wasn’t hearing D. don’t hear
9. I __________ much of you lately. We __________ three months ago.
A. haven’t seen – have met B. didn’t see – have met C. haven’t seen – last met
D. didn’t see – met
10. By the time you receive this letter , I _________ for the USA.
A. have left B. will leave C. will have left D. am leaving
11. “I’m sorry for being late.” She ____ for being late.
A. apologized B. regretted C. admitted D. denied
12. The most common way of attracting someone’s attention from a distance is ___.
A. smiling B. nodding C. waving D. handshaking
A. deal with B. manage C. help together D. work together
14. We are a very _____________ family. All of us have very close relationship with one
another.
A. close-knit B. typical C. friendly D. strange
15. Many young people have objected to ____ marriage, which is decided by the parents of the
bride and groom.
A. agreed B. shared C. contractual D. sacrificed
16. He asked the children _________too much noise.
A. don’t make B. if they don’t make C. not making D. not to make
17. Children who are isolated and lonely seem to have poor language and ________.
A. communicator B. communicative C. communication D. communicate
19. Two friends Mai and Nam are talking about Nam’s new cell phone.
- Mai: “Wow, I’ve never seen such a nice cell phone, Nam.” - Nam: “______”
A. You’re welcome. B. Oh, I don’t know.
C. I agree with you. D. Thank you. I’m glad you like it.
VIII. Read the passage and choose the best answer.
WEDDING CUSTOMS
In many countries, it is customary for the bride to wear a white dress as a symbol of purity. In
traditional Japanese wedding ceremonies, the bride wears a white kimono. The tradition of
wearing a special white dress only for the wedding ceremony started around 150 years ago.
Before that, most women could not afford to buy a dress that they would only wear once.
In different countries, colors other than white are worn by the bride or used as part of the
wedding ceremony. In certain Asian countries and in the Middle East, red and orange are
considered symbols of joy and happiness. In Chinese cultures, wedding invitations are usually
red and gold as these are colors symbolic of wealth and happiness. Wedding guests give gifts
of money to the newlyweds in small red envelopes. Not all cultures, though, consider money a
suitable gift. In many Western countries, especially the U.K, wedding guests give the bride and
groom household items that they may need for their new home.
In many cultures, couples exchange rings, usually made of gold or silver, during the marriage
ceremony. The circular shape of the ring is symbolic of the couple's eternal union. In Brazil, it
is traditional to have the rings engraved, with the bride's name on the groom's ring, and vice
versa.
Many wedding customs that originated in one part of the world have been incorporated into
marriage ceremonies in other countries. Today, couples can choose from many of the world's
traditional customs to create their own special ceremony.
20: The main idea of the passage is about _________ .
A. what people usually do in wedding ceremony in Brazil B. what people usually do in
wedding ceremony in the world
C. what people usually do in wedding ceremony in Japan D. what people usually do in wedding
ceremony in U.K
21: In some Asian and Middle Eastern countries, which color is NOT traditionally part of a
wedding ceremony?
A. Red B. Blue C. Orange D. White
22: The tradition of wearing a special dress only on one's wedding day is about years old.
A. 15,000 B. 150 C. 15 D. 1,500
23: Why, in some cultures, does the bride wear a white dress?
A. Because she likes modesty. B. Because she wants to be innocent.
C. Because it is a traditional symbol of secrecy. D. Because it is a traditional symbol
of purity.
24: Which statement is TRUE?
A. In Brazil the wedding guests give the bride and groom money.
B. In Japan, the bride and groom often receive household items from their guests.
C. In the U.K it is customary to write the bride and groom's names in the wedding rings.
D. In Chinese cultures, red and gold are symbolic of wealth and happiness.
V. Identify the words/ phrases that are not correct in Standard English.
25. They have (A) been (B) living here (C) since six years (D) now.
26. (A) In North American culture, men (B) didn’t kiss men when (C) meeting each other. They
(D) shake hands.
27. I (A) didn’t see Mary since she (B) went to (C) live in the (D) capital.
28. Elisa (A) said her friend that she was (B) going to (C) the countryside (D) the following week.
29. They (A) asked me what (B) did happen last night, (C) but I was unable (D) to tell them.
VI. Fill in numbered blank with one suitable word or phrase
In the past, (30)_____ men and women were expected (31)_____ at quite young ages.
Marriages were generally arranged by parents and family, with their children having little
chance to say no in the matter. In the past it was not surprising to find that a bride and groom
had only just (32)_____ on the day of their engagement or marriage.
In modern Vietnam, this has changed completely as people choose their own marriage-
partners based (33)_____ love, and in (34)_____ primarily to their own needs and wants.
Moreover early marriage is quite illegal.
30: A. because of B. although C. As D. both
31: A. being married B. Marry C. to be married D. to marry
32: A. to be met B. meet C. met D. meeting
33: A. with B. at C. in D. on
34: A. considerly B. consider C. considertive D. consideration
VII. Choose the best option A, B, C or D
35. Mary has been working in this company for five years.
A. Mary began to work in this company for five years. B. Mary began working in this company
for five years ago.
C. Mary began to work in this company five years ago.D. Mary has begun to work in this
company five years ago.
36. I have never seen such beautiful pictures before.
A. These pictures are the most beautiful I have never seen. B. These pictures are the most
beautiful I have ever seen.
C. This is the first time I see beautiful pictures. D. This is the first time I have seen beautiful
pictures
37. "Don't come before 6 o'clock", I said to him.
a. I told him don’t come before 6 o'clock. c. I told to him not to come before 6 o'clock
b. I told him to come not before 6 o'clock. d. I told him not to come before 6 o'clock.
38. "Are you willing to travel?" she asked.
a. She asked me am I willing to travel? b. She asked me if I am willing to travel
c. She asked me was I willing to travel? b. She asked me if I was willing to travel
39: They finished their homework and then they went to bed .
A. After they had finished their homework , they went to bed .
B. Before they finished their homework , they went to bed .
C. While they finished their homework , they went to bed .
D. Because they finished their homework , they had gone to bed .
40: She helped me with the homework . I thanked her a lot.
A. I thanked her a lot with helping me with the homework.
B. I thanked her a lot for helping me with the homework.
C. I thanked her a lot for help me with the homework.
D. I thanked her a lot for helped me with the homework.
Period: …….. UNIT 5: HIGHER EDUCATION

READING
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
-Read the passage about higher education and do reading comprehension tasks
- Understand the passage about Ss’ first impressions of university life.
- Arrange the sequence of an event.
-Use the information they have read to discuss related topic
2/ Skill: Develop such reading micro-skills as completing the table and choose the best option
3/ Attitudes: - To encourage Ps work in pairs andgroups
C. Anticipated problems: Ps may have difficulties getting the right information since the text
is long and difficult to understand.
I. Class organization: (2 minutes )
ACTIVITY 1: Warm-up: Jumbled word
- Time: 5 minutes
- Technique: brainstorming Working ways: Pair works
- Procedure
1/ Giving tasks:
Give pupils some letters - Listen to the teacher
miporsessin
- Ask Ss to rearrange the letters to make a - Work in pairs to find out the right word.
right word.
- Call a student to write on the board.
- Correct and give feedback. - Expected word: impressions
-> first impressions of university life
2/ Completing task
- Asks some Ps to go to the black board to
present the answer.

- asks Ps to give comment on other work
comment
ACTIVITY 2: Ask and answer the question

Time: 10 minutes
Technique: brainstorming Working ways: Pair work
Procedure:
1/ Giving tasks:
- Have Ps look at the pictures in the text - Listen to the teacher
book and work in pairs, practicing asking
and answering the given questions
2/ Completing task
∙ Observes and gives help if necessary -Practice in pairs: P1 asks and the other
answers in 3 minutes
- Calls on some pairs to speak in front of the - Practise in pairs in front of the class
class Suggested answers:
Name of the universities :
1.Hue University
2.Hanoi University of Architecture.
3.Hanoi University of Natural Science.
4/ Assess the performance - Give the comment

- asks Ps to give comment on other Ps’ work - Listen to T’s comment
- Comments and gives suggested answers.
 Lead-in:
There are three university in Viet Nam. You
will say the names of these university and
say which one you would like to apply for
and why.
ACTIVITY 3: Fill in the blanks with the right forms of the words in the box ( Task 1)
Time: 10minutes
Working ways: Individual work
Procedures
1/ Giving tasks:
- Asks pupils to read the passages and do the -Read the passages and do the task 1.
task 1
2/ Completing task -Work individually. Depend on the P’s level,
∙ Observes and gives help if necessary Ps can explain the words and phrases in
English before giving their meanings in
Vietnamese.
3/ Report the result -Some Ps give answers in front of the class.
Ask some Ps pairs to give their answers in Suggested answers:
front of the class. 9. campus
10. blame
11. scariest
12. challenges
4/ Assess the performance 13. amazing
Ask Ps to give comments on other’s
performance - Comment on other’s performance
Comment on Ps’ performance - Listen to T’s comment
ACTIVITY 4: Find out who :( Task 2)
Time: 10 minutes
Technique: Table cloths Working ways:Group work
Procedures
1/ Giving tasks:
+ Divide Ps into 4 groups + Form new groups
-work in group of 6 in 10 minutes
- Each group has to discuss who is in these + Answer T’s questions if called
activities and give the best option. + Expected answer:
-The secretary note down on the paper Sarah: a,c,e
-Exchange the answer to mark Ellen: b
Group 1  Group 4 Brenden : d , f
Group 2  Group 3 -The secretary note down on the paper
- 10 points for a correct answer -Exchange the answer to mark
+ Checks the rule Group 1  Group 4
(1) What to do now? Group 2  Group 3
2) How much time? - 10 points for a correct answer
(4) How many points for a correct answer? + Choose the secretary of the group. Each
member has to write the answer on the
given space.
+ Discuss the answers among group
members
+ The secretary in the group has to write the
of the poster
Observes and gives help if necessary answer on the paper
+ Exchange the answer to mark

Group 1  Group 4
Group 2  Group 3
-10 points for a correct answer
+ comment on other’s performance
3/ Report the result -Result + handwriting
Ask Ps to exchange their papers to mark -The working style of the group
Group 1  Group 4 listen to T’s comment
Group 2  Group 3
Give Ps the key (in slide)
performance
ACTIVITY 5: Answer the questions (Task 3)
Time: 10 minutes
Techniques: brainstorming Working ways: Pair work
Procedures
1/ Giving tasks: Work in pairs to find out the answer based
Get Ss to work in pairs to answer the on the text books.
questions.
2/ Completing task Possible answer:

1. She went out with her friends, walking
around the campus.
3/ Report the result 2. Because when she came to the party, the
Calls on some pairs to speak in front of the people at the party were busy playing some
class games and no one seemed to notice to her
existence.
3. Ellen’s roommate blamed her typing and
having a light on while she was trying to
sleep.
4. He thought his first year at the college was
4/ Assess the performance probably the best and most challenging year
- invites Ps to give comments on other’s of his life.
performance 5. The social calendar of the college
- comments on Ps’ performance provides him with plenty of opportunities to
- meet non – engineering students as well as

other engineers.
-What have you gained today? - We have known several information about
university life.
developed
again, prepare for the next lesson and
find out the names of university as
many as possible.
Follow –
up:……………………………………………………………………………………………
Period: …… UNIT 5: HIGHER EDUCATION
B. SPEAKING
Date of teaching
planning
Nguyen Thi Minh Duc

A. Objectives
- express their interests in tertiary study.
- talk about the application process to tertiaryeducation (giáo duc câp ba: câp đai hoc hoăc cao
đăng)in Vietnam.
2. Skill: - Communicative approach
3. Attitudes: • Help Ps to know more about the admission requirements
4. Competences
B. Teaching aids: English books 12, Handouts, .......

 Ps may not know how to make sentence stress to express their ideas certain situations.
ACTIVITY 1: Warm-up: Networks
Time: 12 minutes
Procedure
1/ Giving tasks:
- Asks Ps to work in groups and give all the - Listen to the teacher
words related to an application process
The group which has the longest list will be Expected answers:
the winner. - an application form
- an identity card
What are obliged for you to be admitted - a birth certificate
to a university in Vietnam ? - certificate of the successful completion of
an English course and a curriculum vitae.
- When we want to apply for a job or apply

application to a university.....
process
- Work in group to do the task
2/ Completing task
- Presents their group-work.
- asks Ps to present their work
- Give the comment
comment
ACTIVITY 2: Tick the correct answer (Task 1)
Time: 8 minutes
Working ways: Group work
Procedure
1/ Giving tasks:
-Asks Ps to work in group,tick the correct - Listen to the teacher
answer
Divides the class into 4 groups
Gives Ss some vocabularies.

1. reference letter : thư giới thiệu - Work in group to tick the correct answer.
2. a copy of the originals of school Expected answer: those which are
certificate: obligatory..
bản sao các chứng chỉ gốc ở trường phổ - an application form
thong - an identity card
3. a copy of records of your performance at - a copy of the originals of your school
school bản sao kết quả hoc tập ở trường phổ certificate
thông - a birth certificate
4.score of the required entrance examination: - a copy of the record of your performance at
kết quả thi tuyển sinh. school
. - scores of the required entrance examination
2/ Completing task - Each group hang their poster on the board.

-Observes and gives help if necessary + Comment on other’s performance
-Result.
3/ Report the result -The working style of the group.
- Asks Ps to present their work + Listen to T’s comment
comment
ACTIVITY 3: Ask and answer the question (Task 2)
Time: 10 minutes
Working ways: pair work
Procedures
1/ Giving tasks:
Asks Ps to work in pairs, ask and answer - Listen to the teacher.
the questions about the application process
to tertiary study, use the cues on page 56. - (Each pupil) has to present their anwer in
front of the class.
2/ Completing task
Observes and gives help if necessary Sample conversation:
S1 : When do you fill application form ?
3/ Report the result S2 : In March.
-Asks Ps to present their work S1 : When do you send the application
form ?
S2 : In March.
S1 : When do you take the GCSE
4/ Assess the performance examination ?
- asks Ps to give comment on other Ps’work S2 : In May .
- compares the answers and gives the .....
comment + Comment on other’s performance
ACTIVITY4: Discuss the process of applying to a tertiary institution in Vietnam( Task 3)
Time: 10 minutes
Working ways: Group work
Procedures
1/ Giving tasks:
-Introduce the task to the students ,ask them - Listen to the teacher.
to work in groups of four
-Ask students to make discussion and take Expected group work:
note S1: I think the first process of applying to a
2/ Completing task tertiary institution in Vietnam is to fill in and
Observes and gives help if necessary send the application form.
S2: Yes, then we must take the GCSE
3/ Report the result examination.

-Asks Ps to present their work . S3: Only when we pass the GCSE
examination, can we take the entrance exam.
It often takes place in July.
.....
- Some groups practice speaking in front of
the class.

4/ Assess the performance + Listen to T’s comment
comment
-What have you learned today? Expected answers:
-What have you gained today? - We have known how to fill in an application
form
-Our group work skill and interpersonal skill
are developed
- Asks Ss to do the tasks again and Listen to T and take note
prepare for the next lesson.
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………
Period ……….
Unit 5(cont.) HIGHER EDUCATION
Lesson: LISTENING
Date of teaching
planning
Nguyen Thi Minh Duc

- listen for general and specific information.
II. Language Focus:
- Grammar:
- New words: tearaway, disruptive, methodical, well-behaved, struggle . . .
III. Teaching Aids: CD player . . .
IV. Procedures:
Students’
Stages/Time Teacher’s Activities
Activities
Game: Discussion
-T asks Ss to work in groups of four to find some of the T  Ss
problems they may encounter while studying overseas.
Warm-up * Expected problems:
(4 minutes) 1. language Ss  Ss
2. health
3. weather
4. accommodation T  Ss
5. money
6. food
Lead-in:
-In today’s lesson, you will listen to the conversation b/w
John and Christ talking about their study abroad.
T  Ss
Pre- Pre-teaching vocabulary
listening -T elicits some new words that Ss will hear in the listening
exercise.
(8minutes) + proportion (n) (definition) T  Ss
+ rural (a)
+ agriculture (n) (explanation)  agricultural
+ tutor (n) (definition)
+ daunting (a) (translation)
+ appointment (n) (explanation)  to make/fix an T  Ss
appointment with sb.
Checking: Slap the board
-T puts the words which have been taught into circles on
the board. Ss  Ss
-T divides the class into two groups.
-T asks each group to choose give Ss standing in two
queues. T  Ss
-T reads the synonym, explanation or Vietnamese
equivalent of the words. The first student who slaps on the
correct word on the board gets one point.
-The group with more points wins the game.
While- Activity 1: True or False
listening -T delivers handouts to Ss with the following sentences” T  Ss
1. Christ has just finished his Master of Science (MSc)
(10 minutes) course.
2. He studied with many international students. S S

3. He thought the students from other countries got on
well on the course.
4. Some of the overseas students were ready to take T  Ss
questions or problems to tutors.
5. He gave some pieces of advice to international students.
-T plays the CD two times.
-T gets Ss to listen and decide whether the statements are
true or false.
-T asks Ss to compare the results with their partners.
-T goes over the answers with Ss.
-T invites some Ss to give their answers.
-T checks the answers with the whole class.
-T can play the CD more time for Ss to check if needed.
* Expected answers:
1. T 2. T 3. T 4. F 5. T
10 minutes Activity 2: Multiple choice (p. 56-57)

-T lets Ss listen to the passage again if needed and choose T  Ss
the best option (A, B, C or D) to complete the sentences
on pages 56-57. S
-T plays the tape many times for Ss to check their answers
if necessary. S S
-T asks Ss to compare the results in pairs.
-T invites some Ss to write their answers on the board. S
-T gives the correct answers.
* Expected answers:
1. C 2. A 3. C 4. A 5. B
Post- Dialogue building
listening -T asks Ss to work in pairs to ask and answer the question: T  Ss

+ Would you like to do an undergraduate course in your
(12 minutes) country or abroad? Why? S S
-T goes around to control.
-T calls out some pairs to act out their conversation.
-T gives feedback. T  Ss
Homework Writing
( 1 minute) - T asks Ss to write a few sentences about the problems T  Ss
they may have when studying in a new school.
V. Comment
……………………………………………….
Period ……….
Lesson: WRITING
Date of teaching
planning
Nguyen Thi Minh Duc

- express their ideas about how to write a letter of request.
- write a letter of request.
II. Language Focus:
- Grammar: revision
III. Teaching Aids: pictures . . .
IV. Procedures:
Students’
Activities
Game: Hangman
-T has Ss guess a word phrase corresponding to 13 dashes. T  Ss
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Warm-up 1 2 3 4 5 6 7 8 9 10 11 12 13
(5minutes) -T divides the class into 2 teams. Ss  Ss
-T tells Ss from each team to take turns to guess the
individual letter of the word.
-If the letter appears in the word, the teacher writes it in
the right position. T  Ss
-Each time Ss get wrongly, a section is added to a simple
picture of a hanging man. If this picture is complete, the
man “hangs” and the students have lost the game.
-T asks Ss to work individually and answer the questions.
* Key words: Request letter
-T leads into the new lesson. T  Ss
Pre-writing The Outline
-T elicits the outline of a request letter.
* Introduction: T  Ss
(9 minutes) + The reason for wanting the information, your interest in
tertiary study in England (mention the name of the
program, the university)
* Request:
+ The request for information
+ An apology for causing trouble followed by a
specifying of the request (state what information you T  Ss
would like them to provide)
+ Say you would be happy to supply further information
about yourself (your ability of English, record of
secondary education)
* Conclusion:
+ End with a polite conclusion
Useful expressions:
-I am writing to you because I need . . .
-Would you be kind enough to let me know . . .? T  Ss
-I wonder whether you could give me some information
about.
-I should be very grateful if you would let me have the
following information . . .
-I should particularly like to know if . . . .
-I should be very much obliged if you could let me have
full details of . . .
-Would you be willing to supply . . . ?
-I must apologize for bothering you with this but it would
be so kind if you could . . .
-T asks Ss to work in pairs to talk about the national
education system in Vietnam, using information shown in
the questions given by teacher.
-T invites some Ss to speak out their ideas.
-T gives feedback and makes comments.
While- Write it yourself
writing -T asks Ss to work in groups of four to write a letter of T  Ss
request to ask for the information about the admission
requirements to the university, following the outline on S S
(18 minutes) page 58.
-T goes around and helps Ss, taking notes of mistakes for T  Ss
later correction.
-T asks Ss to exchange their writing and check. Ss
-T collects Ss’ writing when they have finished.
-T asks some Ss to read aloud their writings to make
correction.
Post- Peer correction
writing -T calls on a student from each group to read their group’s T  Ss
(12 minutes) writing and T asks the others to make correction and
comments. S
-If time allows, T chooses one best writing and ask one
student to write it on the board. T  Ss
-T corrects mistakes with the whole class if necessary
Homework -T asks Ss to revise their writings at home.

T  Ss
(1 minute) -T asks Ss to prepare Language Focus.
V. Comment
…………………………………………………………………………………………….
Period ……….
Lesson: LANGUAGE FOCUS
Date of teaching
planning
Nguyen Thi Minh Duc

- get some rules of stress in more than three syllable words.
- use conditional sentences
II. Language Focus:
- Grammar: conditional sentences
III. Teaching Aids: pictures, handouts, chart . . .
IV. Procedures:
Students’
Activities
-T writes some words on the board and elicits the rules:
Pro- (See Language Focus – Pronunciation in Unit 4) T  Ss
nunciation -T reads the words and asks Ss to repeat.
-T invites some Ss to read the words. T  Ss
-T asks them to practise reading the sentences in their
(10minutes) textbooks (page 59). T  Ss
Grammar Presentation: Conditional sentences
-T writes three conditional sentences of three types on the T  Ss
board with a mistake in each sentence.
(7 minutes) -T asks Ss to correct the mistakes in the sentences and
give reasons to their answers. T  Ss
-T elicits the tree types of conditional sentences from Ss.
* Expected sentences:
1. I will go for a walk if I woke up early.
2. If I would have enough money, I would go abroad on
holiday.
3. If I had worked harder at school, I could have go to the
university.
Type 1: Future / Present possible
[ If + S + simple present, S + will + verb] (real
possibility)
Type 2: Present unreal (imaginary situations generally
in the present)
[ If + S + past simple, S + would + verb]
Type 3: Past unreal (imaginary situations in the past)
[ If + S + past perfect, S + would have / might have /
could have + past participle]
Practice
Activity 1: Real or Unreal? T S
(9 minutes) -T reads some conditional sentences of three types.
-T asks Ss to listen and decide what type of conditional
sentences they belong to.
-T calls on some Ss to give their right answers. T S
* Expected conditional sentences:
T: What a pity! I’ll have a test tomorrow. If I didn’t have
a test, I’d go with you.
S: Present unreal.
T: If I had been here earlier, I would have told her some
good news.
S: Past unreal.
(9 minutes) Activity 2: Sentence completion
-T delivers handouts and asks Ss to compete the T  Ss
sentences.
-T asks Ss to work in pairs to do the exercise.
-T goes over the answers with the whole class. S S
-T calls on some Ss to give their right answers.
* Expected handouts
1. Most people would be happier if . . .
2. If you had been there yesterday . . . T  Ss
3. If there were a fairy here, . . .
4. If I had been a king in the old times, . . .
5. If I won a lot of money, . . .
6. She will be angry if . . .
Who is your partner?
(9 minutes) -T divides the class into two teams A and B. T  Ss
-T directs team A to compose only the first half of “if”
clause sentences, using the names of Ss in the class.

-T directs team B to compose only the second half of “if”
clause sentences, using the names of Ss in the class.
-T puts team A’s and team B’s sentence halves in
separate piles. Ss, take turns, select a sentence half from Ss  Ss
each pile and read the resulting sentence aloud. The
sentences may not make much sense but should prove
amusing.
-T makes corrections if necessary.
1. Theft of valuable painting from National Gallery
2. Over 100 highway deaths last month
3. 15 students arrested after demonstration
4. Manager accused of accepting brides – forced to T  Ss
resign
5. Mexico wins soccer championship
6. Spacecraft discovers new planet beyond Pluto
-T divides the class into two groups.
-T draws a table with 9 numbers on the board. Some of
the numbers are lucky ones.
T gets Ss to choose the number; each number is for one
headline. Ss have to rewrite these newspaper headlines as
complete sentences, using the passive. If they choose one
lucky number, they get 2 bonus marks without making
the sentence and they have right to choose another
answer.
-T awards one point to the group who has a correct
sentence.
-The group with more points is the winner.
* Expected answers:
1. A valuable painting has been stolen from the National
Gallery.
2. Over 100 people were killed on the highway last
month.
3. Fifteen students were arrested after demonstration.
4. A manager was accused of accepting bribes and forced
to resign.
5. The soccer championship is won by Mexico.
6. A new planet beyond Pluto is discovered by the
spacecraft.
Homework -T asks Ss to do the exercises in their textbooks. T  Ss
(1 minute) - T asks Ss to prepare Unit 6 – READING
V. Comment
……………………………………………………………………………………………………
…
Period ………. UNIT 6: FUTURE JOBS

A-Reading
Signed
date: ……………….
Nguyen Thi Minh Duc

A. Objectives
 Read the passage about “Future job” and do reading comprehension tasks
6. Skill
7. Attitudes
 Help Ps to be aware of how to deal with three stages in an interview: Pre-While and
post.
8. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: WARM-UP: What help you succeed in a job interview?
Time: 6 minutes
Technique: Brainstorm
Procedure:
1. giving task
 Divide Ps into 6 groups  Form new groups
-work in group in three
minutes, brainstorming all the
factors helping you to succeed
in a job interview
the household chores on A0
paper  Answer T’s questions if called
-Exchange the answer to mark  Expected answer:
Group 1  Group 4 work in group in three minutes,
Group 2  Group 5 brainstorming all the factor helping you
Group 3  Group 6 succeed in a job interview
- 1 points for a correct answer -The secretary note down all the household
chores on A0 paper
 Checks the rule -Exchange the answer to mark

(3) How many points for a correct - 1 points for a correct answer
answer?  Choose the secretary of the group
5. Completing task
 Observes and gives help if  Each member has to name the factor helping
necessary you to succeed in a job interview
answer on A0 paper

Group 3  Group 6

ACTIVITY 2: Share the information and put a tick
Time: 10 minutes
home Group1: Paragraph 2 “Before the interview”
Group 2: Paragraph 3: “During the interview”
Group 3: Paragraph 4: “After the interview”

Procedure
1. giving task
form a new groups by using Read the rule in slide
color cards
+ Ps with blue card will be in group 1
+ Ps with red card will be in group 2
+ Ps with yellow card will be in group
3
 Checks the rule  Answer T’s questions if called
(?) What to do now?  Expected answer:
(?) How much time? - We have to share the information and complete
(2) Who mark your group? the table
(3) How many points for a correct - We have to exchange the answer to mark
Group 2  Group 3
Group 3  Group 1

8. Completing task
 Observes and gives help if Share the information and put a tick next to the
necessary stage of interview

to mark What to do Before During After
Group 1  Group 3
Group 2  Group 4 1. Find out as
 Give Ps the key (in slide) much as possible
about the job
2. Show your best
side, your
keenness to work
and your sense of
responsibility
3. Send a letter
of…
…
….
Group 1  Group 3
Group 2  Group 4


Time: 13 minutes
Procedures
1. giving task

 Checks the rule
(?) What to do now?
space.

poster
2. Completing task
poster.

to mark 1- Tell your interviewer about your
Group 1  Group 3 shortcoming => F(always show your best
Group 2  Group 4 side)

2- Bring with you a letter of application to the
interview
 F (send it before the interview)
3- Don’t forget to say goodbye to the
interviewer before leaving the interview
 T
4- Try to reduce the feeling of pressure and
make a good impression on your interviewer
 T

Group 1  Group 3
Group 2  Group 4

ACTIVITY 4: Read and decide T/ F/ NG
Time: 15 minutes
Working ways: Individual-Group work
Technique: Table cloth
Procedure
1. giving task

 Checks the rule
(?) What to do now?
space.


poster
2. Completing task
poster.

to mark 1- T
 Give Ps the key (in slide) 4- NG

5- F
6- T

Group 1  Group 3
Group 2  Group 4

ACTIVITY 5: Discussion
Time: 12 minutes
Working ways: group of 8
Procedures
1. giving task
- Arrange Ps to work in 8 groups in 8  Form new groups

minutes Listen to T’s rule
- Hang on a chart with the following
things
- Discuss the questions: “Which pieces Answer T’s questions if called
of advice given in the passage do you  Expected answer:
think most useful and least useful? - Discuss the questions in 8 minutes: “Which pieces
Why? of advice given in the passage do you think most
- Tell each group to choose a secretary useful and least useful? Why?
to write down their ideas and one - Choose a secretary to write down their ideas and
representative to report the ideas to the one representative to report the ideas to the class.
class.
2. Completing task
 Observes and gives help if  discuss the answers among group members
necessary  The secretary in the group has to write down
their ideas

 Ask other Ps to mark the Expected answer
presentations 1. The type of cloth you wear
2. Arrive at least 15 minutes before the interview
3. Prepare what you want to say before the
interview
4. Show your best side
5. Find out about the company you wish to work
before going to the interview
6. Ask more information about the job you applied
fore
7. Talk about your hobby, the TV programs you
watch
8. Ask the interviewer personal questions


- We have learned about the interview and do such
reading micro-skills as Completing the table, True
or False and MCQs
-What have you gained -We have learned about the -Our group work skill
today? and interpersonal skill are developed.
IV. Homework (1’)
lesson.
Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period ……… UNIT 6: FUTURE JOBS

B-Speaking
Signed
date: ……………….
Nguyen Thi Minh Duc

A. Objectives
 Give their opinions about jobs
 Talk about the jobs of their choice.

2. Skill
3. Attitudes
 Help Ps to be aware of the future jobs
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: WARM-UP: What’s my job?
Time: 6 minutes
Working ways: 6 groups
1. Task instruction
 Divides the class into 6 groups  Form new groups
 Tells Ps the rule:  Listen to T’s rule
- Listen to me and write the name of
the job I’m doing on Ao paper
- Exchange the answer to mark

Group 3  Group 6 - Listen to the teacher write the name of the job
1 point for a correct answer I’m doing on Ao paper
- The group with more points will win - Exchange the answer to mark
the game Group 1  Group 4
- 1 points for a correct answer Group 2  Group 5
(?) What to do now? 1 point for a correct answer
- The group with more points will win the game
2. Task performance
 Read  Write down the name of the job
o Take two tablets a day after  Expected answer
meal. 1- doctor
o You will have a test next week. 2- teacher
o Here’s your key. Room 245. 3- Receptionist
o We have a bumper crop this 4- farmer
year. 5- air-hostess
o Please fasten your seatbelt 6- traffic warden
before the plane took off. 7- tour guide
o You’ve passed the red light. You 8- waiter
have to pay a fine.
o It’s rather cold inside Phong
Nha Cave so you should bring
warm clothes.
o What would you like to order?
 Observes and gives help if
necessary
3. Task report
Group 3  Group 6
 Give Ps the key (in slide) - 1 point for a correct answer
4. Performance assessment
ACTIVITY 2: World of work
Time: 13 minutes
Technique: jig saw Working ways: 6 groups
1. Task instruction

in 8 minutes  Listen to T’s rule
 Tells Ps the rule:
- In 3 minutes, match each worker to
one of the activities they do in their
job. Choose a verb from box A and  Answer T’s questions if called
a noun from box B  Expected answer:
Group 1,2: editor; accountant, - In 3 minutes, match each worker to one of the
comedian, actor activities they do in their job. Choose a verb
Group 3,4: singer, art restorer, from box A and a noun from box B
decorator, baker - Group 1,2: editor; accountant, comedian, actor
Group 5, 6: college lecturer, doctor, - Group 3,4: singer, art restorer, decorator, baker
immigration officer, surveyor - Group 5, 6: college lecturer, doctor, immigration
- Form new groups by counting from officer, surveyor
one to six in each group - Form new groups by counting from one to six in
- Share the information among the new each group
group members in 5 minutes - Share the information among the new group
 Checks the rule members
(?) What to do now?
2. Task performance
 Observes and gives help if  Match each worker to one of the
necessary activities they do in their job. Choose a
verb from box A and a noun from box B
 Form new groups
 Share the information
 Expected answer
1. An editor is a person who edits magazines
2. An accountant is a person who adds up figures
3. A comedian is a person who entertains audience
3. An actor is a person who performs plays
5. A singer is a person who records songs
6. An art restorer is a person who cleans old
paintings
7. A decorator is a person who puts up wallpaper
8. A baker is a person who makes cakes

9. A college lecturer is a person who marks essays
10. A doctor is a person who treats patients
11. An immigration officer is a person who checks
passport and visas
12. A surveyor is a person who measures land
3. Task report
 Asks some representatives to Listen and note down
retell about the activities
relating to the worker
other’s performance -Presentation
ACTIVITY 3: My favorite jobs
Time; 13 minutes
Techniques: Asking the expert Working ways: groups
1. Task instruction
- Choose 1 P to act as an expert , - Choose 1 P to act as an expert , others will be the
others will be the interviewers, interviewers, asking the expert about his / her
asking the expert about his / her favorite job
favorite job
 Checks the rule

(?) What to do now?
4. Task performance
 Observes and gives help if  Expected answer
necessary  I’d like to work as a tour guide because I will be
able to travel a lot when I take tourists on sight-
seeing tours throughout my country. I am keen
on introducing the foreign tourists to all the
scenic spots of my country.
 My dream is to become an air-hostess because
flying haas always appealed me greatly since I
was a child. I’ll have a good chance of traveling
abroad and communicating with people of
different nationalities.
 I have no idea what I am going to do but I think
all work is honorable as long as you have an
honest job and you have no fear of money
problems or poverty.
5. Task report
 Ask some groups to report in - Listen and take note
front of the class
 Asks others to listen and take
note
other’s performance -Speaking

- We have learned about future jobs and talk about
the jobs of our choice
-We have learned about the -Our group work skill

-What have you gained and interpersonal skill are developed.
today?
IV. Homework (1’)


lesson.
Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period ……. UNIT 6: FUTURE JOBS

C- Listening
Class Date of planning Date of teaching Signed
date: ……………….
……. ………………… …………………………
…….. ………………… ……………………….. Nguyen Thi Minh Duc
A. Objectives
 Listen for specific details
 Know more about jobs
 Listen for general ideas and understand the dialogue
2. Skill
3. Attitudes
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: WARM-UP: Who am I?
Time: 8 minutes
Working ways: 6 groups
1. Task instruction

- Listen to me and write the name of
the job I’m doing on Ao paper
- Exchange the answer to mark
Group 3  Group 6 - Listen to the teacher and write the name of the
1 point for a correct answer job on Ao paper
- The group with more points will win - Exchange the answer to mark
the game Group 1  Group 4
- 1 points for a correct answer Group 2  Group 5
(?) What to do now? 1 point for a correct answer
- The group with more points will win the game
2. Task performance
 Read  Write down the name of the job

o Play the music.  Expected answer
o Direct traffic at the crossroad 9- doctor
o Fly the plane 10- teacher
o Protect the country 11-Receptionist
o Help people when they are sick 12- farmer
o Travel a lot and show tourist 13-air-hostess
around interesting places 14-traffic warden
o Advise people about the law 15-tour guide

o Keep and check 16-waiter
financialaccounts
3. Task report
Group 3  Group 6
ACTIVITY 2: Listen & repeat
Time: 8 minutes
Working ways: Individual- pair
1. Task instruction
- Tell Ps the instructions - Listen to T’s instruction

- Listen and repeat after the tape in
chorus twice
- then pracise in pair in 2 minites
2. Task performance
- Play the tape twice - Listen and repeat these words twice
- Practice in pairs in two minutes
- workforce
- service
- category
- manufacturing
- economy
- goods
- wholesale (n): connected with goods that
are sold in large qualities
- retail (n)  wholesale
- job market
3. Task report
- Asks some Ps to read these words - 3 Ps read these words individually
ACTIVITY 3: Gap-filling (Task 1)
Time: 13 minutes
Techniques: Listen for specific information
Ways of working: Individual - pair
1. Task instruction
 Tells Ps the rule

- listen to the tape and fill in the
blanks individually first  Answer T’s questions if called
- compare the answer with your - listen to the tape again and fill in the blanks
partner in one minutes to find the best individually first
answer - compare the answer with your partner in one
 Checks the rule minutes to find the best answer
(?) What to do now?
2. Task performance
 Observes and gives help if - listen to the tape again and fill in the blanks
3. Task report
 Call on some Ps for their Expected answer
answer 1. manufacturing
2. service
3. transportation
4. finance
5. service
other’s performance -Result
ACTIVITY 4: T or F (task 2)
Time: 13 minutes
Procedure
1. Task instruction

 Checks the rule
(?) What to do now?
space.
poster
2. Task performance
poster.
3. Task report
 Ask Ps to exchange their papers  Expected answer
to mark 1. T
 Give Ps the key (in slide) 4. F

5. F
Group 1  Group 3
Group 2  Group 4



today?
IV. Homework (1’)

lesson.
Follow –
up : ………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………….
Period …………. UNIT 6: FUTURE JOBS

D- Writing
Signed
date: ……………….
……. ………………… …………………………
A. Objectives
 Write a formal letter of job application
2. Skill
 Develop speaking and writing skill

3. Attitudes
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
WARM-UP: Jumbled letter
Time: 7 minutes
Working ways: group
1. Task instruction
- Tells Ps the instructions - Listen to T’s instruction

- Work in group of two tables in 5
minutes rearranging the jumbled - Answer T’s questions if called
sentences to make a meaningful letter
- Exchange the answer to mark - Work in group of two tables in 5 minutes
Group 1  Group 4 rearranging the jumbled sentences to make a
meaningful letter
Group 2  Group 5 - Exchange the answer to mark

1 point for a correct answer Group 2  Group 5
-Checks the rule Group 3  Group 6
1 point for a correct answer
2. Task performance
- Observes and gives help if necessary - rearrange the jumbled sentences to make a
meaningful letter
3. Task report
Group 3  Group 6
 Leads in
ACTIVITY 2: How to write a letter of appilcation for a job
Time: 12 minutes
Technique: jigsaw
Working ways: Group
Preparation: Last period, T divide Ps into 3 group and asks Ps to prepare at home
Group1: Format of fomal letters
Group 2: Body of a letter of application

Group 3:usuful expression in an application letter
Procedure
1. Task instruction
 Uses “jig saw” technique and  Form new groups

form 6 new groups by counting Read the rule in slide
from 1 to 6  Answer T’s questions if called
 Asks Ps to read the rule in slide  Expected answer:
 Checks the rule - We have to share the information and draw the
conclusion on how to write a letter of application
(?) What to do now? - We have to exchange the answer to mark
answer? - 1 point for a correct answer

5. Task performance
necessary
6. Task report

to mark exchange the answer to mark
Group 1  Group 3 + Form: formal letter
Group 2  Group 4 + Content:
 Give Ps the key (in slide) - Introduction: say where you saw the ad and
why you are writing the letter of application
- Body: mention your education,
qualifications, and working experience
- Conclusion: express your willingness and
interest to work for the company and when
you are available for the interview
+ Some useful expression:
- I am interested in the job of ……
- I am writing in reply to your advertisement
in Sai Gon Times…..
- I should be very grateful if you would send
me further details about ……
- I should like to make an application for the
post of ……….
- I saw your advertisement in the ……… and I
would like to apply for the job of ……
- I enclose full curriculum vitae. As you can
see, I have had considerable experience as
an ……
- You will see from the enclosed resume that I
have one year experience as a ………
- If you consider that my qualifications and
experience are suitable, I should be
available for the interview at any time
ACTIVITY 3: Write a letter of application for a job
Time: 15 minutes
Working ways: Individually- pairs
1. Task instruction
- Tells Ps the instructions - Listen to T’s instruction

- Work individually in15 minutes
writing a letter of application (Task 2) - Answer T’s questions if called
- Exchange the writing with your
partner - Work individually in15 minutes writing a letter of
-Checks the rule application (Task 2)
- Exchange the writing with your partner
2. Task performance
- Observes and gives help if necessary - Write a letter of application
3. Task report
to mark

 Leads in


today?
IV. Homework (1’)

lesson.
Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period …… UNIT 6: FUTURE JOBS

E- Language focus
date: ……………….
……. ………………… …………………………
A. Objectives
 Distinguish between the strong and week forms of some conjunctions and preposition
 Revise relative clause and use reduced relative clauses
2. Skill
 Develop speaking and writing skill
3. Attitudes
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Strong form or weak form?
Time: 7 minutes
Working ways: Individual work
Procedures:
1. Task instruction
 Tells Ps the instructions Answer T’s questions if called

- Work individually, looking at the  Expected answer:
chart and listening to my reading the - Work individually, looking at the chart and
sentences listening to my reading the sentences
- distinguish the strong and weak - distinguish the strong and weak forms of the
forms of the conjunctions and the conjunctions and the prepositions in the
prepositions in the sentences by sentences by underlining the words with strong
underlining the words with strong form
form - Then exchange the answer with the partner
- Then exchange the answer with the to correct
partner to correct
-Checks the rule
2. Task performance
- Observes and gives help if necessary 1. What is the bottom of the bag?
2. I’m looking forward to seeing you.
3. I’ll see you at lunch. What is he shouting at?
4. How long have I come for?
- For a month
5. He telephoned me from overseas everyday.
- Where from
6. The letter is from him not to him.
7. Come and see.
8. This is good but expensive.
3. Task report
to mark
 Leads in
ACTIVITY 2: Strong and weak forms of some conjunctions and prepositions
Time: 9 minutes
Working ways: group work
Procedures:
1. Task instruction
 Tells Ps the instructions Answer T’s questions if called

- Work in group of two table listing  Expected answer:
the cases in which the strong are used - Work in group of two table elicit ing the strong
Checks the rule form and weak form of these conjunction and
prepositions
2. Task performance
- Observes and gives help if necessary 1. The strong form is used in these cases
- when it occurs at the end of the sentences
E.g: Chip are what I am fond of
- when a weak -form word is being contrasted
with another word
E.g: The letter is from him not to him.
- When a weak-form word is being cited or
quoted
E.g: You shouldn’t put “and” at the end of the
sentences.
- When a weak-form word is given stress for
the purpose of emphasis
E.g: You must give me the money.
3. Task report
 Ask Ps to give rthe answer Listen to Ps and T
orally
 Leads in
ACTIVITY 3: Complete the sentences using who, whoever, whom, which
Time: 13 minutes
Technique: Jig saw Working ways: group work
Procedures:
Preparation: T divides Ps into 6 groups:
G1: 2 kinds of relative clauses
G2: who, whom
G3: which, that
G4: whose, of which
G5: where, when, why
G6: Reduce relative clauses by using infinitive, gerund and past participle
1. Task instruction

form a new groups Read the rule in slide
 Checks the rule
(?) What to do now? Answer T’s questions if called
(2) Who mark your group? - We have to share the information and fill in the
(3) How many points for a correct blank with who, whom, whoever, which
answer? - We have to exchange the answer to mark
Group 1  Group 3
Group 2  Group 4
2. Task performance
 Observes and gives help if Share the information and fill in the blank with
necessary who, whom, whoever, which (Task 1)
3. Task report
 Ask Ps to exchange their papers  Expected answer
to mark 1. whom
Group 1  Group 3 2. which
Group 2  Group 4 3. Whoever
 Give Ps the key (in slide) 4. which

5. which
6. who
7. whose
8. who
9. which
Group 1  Group 3
Group 2  Group 4
ACTIVITY 4: Join the following sentences in two ways (Task 2: Q1-4)
Time: 13 minutes
Technique: Table cloth working ways: Individual-group work
Procedures:
1. Task instruction
 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to join the sentences in two ways
answer? - Each of us has to write the answer on the given
A4 paper and stick it to the given space

poster
2. Task performance
poster.
3. Task report
to mark 1. I read a book which was written by a friend of
Group 1  Group 3 mine.
Group 2  Group 4 I read a book written by a friend of mine.
 Give Ps the key (in slide) 2. A man who was carrying a lot of money in a box
got on a bus.
A man carrying a lot of money in a box got on a
bus.
3. In the street there were several people who were

waiting for the shop to open.
In the street there were several people waiting
for the shop to open.
4. Britain imports many cars which were made in
Japan.
Britain imports many cars made in Japan.
Group 1  Group 3
Group 2  Group 4
III. Consolidation
-What have you gained today? - We have relative clauses by doing such
exercises as sentence completion and sentence
combining
developed
IV. Homework

lesson (Unit 8 - A. Reading)
Period …………. REVISION 1 + 2

Preparation date:……………………………..
Teaching date: 12B1………………………….
12B8………………………….
PRACTISE TEST 1
Chọn từ có cách phát âm khác với những từ còn lại
1. A. disappointed B. activity C. announce D. society
2. A. survey B. strategy C. annual D. athletics
3. A. consider B. similar C. actually D. carefully
4. physical B. achievement C. government D. national

5. A. certificate B. necessary C. economy D. geography
Chọn đáp án đúng nhất cho các câu dưới đây
6. Today many serious childhood disease………………..by early immunization.
A. are preventing B. can prevent C. prevent D. can be
prevented
7. The photos _____________ in London Studio last week.
A. took B. were taken C. have taken
D. have been taken
8. ............. by your father?
A. Did that book written B. Did that book write C. Was that book be writing D.
Was that book written
9. If he _____________ the money, he wouldn’t be in the prison now.
A. didn’t steal B. doesn’t steal C. hasn’t stolen D. hadn’t
stolen
10. .........................., I’d have told you the answer.
A. You had asked me B. Unless you asked me C. Had you asked me D. If
you asked me
11. If I .................... a wish, I’d wish for happiness for my family.
A. been having B. was having C. have D.
had
12. They are the people ____________ houses were destroyed by the flood.
A. whose B. their C. what D.
which
13. They have just found the couple and their car ................ were swept away during the
heavy storm last week.
A. when B. that C. which D. whose
14. Do you know the woman………………………..for the bus?
A. which waiting B. she is waiting C. who is been waited
D. waiting
15. The bridge……………………two years ago, has just been destroyed.

A. building B. which it built C. to be built D.
built
16. In English school education system, schooling is ________ for all English children
from the age of 5 to 16.
A. compulsory B. reinforced C. optional
D. temporary
17. Peter is trying his best to study in hope that he will _______ fame and fortune in the
near future.
A. lose B. run C. move D. achieve
18. __ is used to describe the work of a person whose job is to treat sick or injured animals,
or to describe the medical treatment of animals.
A. Chemistry B. Pharmacy C. Medicine D. Veterinary
19. I am so _______ that I cannot say anything, but keep silent.
A. nerve B. nervous C. nervously D.
nervousness
20. Not all teenagers are well _______ for their future job when they are at high school.
A. interested B. satisfied C. concerned D. prepared
There are two parallel school systems in England. The first is the state school system, which
is …21…for all students and paid for by the state. The second …22… is the “independent” or
“public” school system, which is free-paying. The state school system, which …23… 93% of
the pupils in England, can be divided …24… two levels of education” primary education
and …25…. education.
21. A. free B. compulsory C. national D. educational
22. A. subject B. category C. education D.

examination
23. A. begins B. educates C. makes D. follows
24. A. in B. to C. into D. for
25. A. second B. secondary C. seconds D. secondly
Chọn từ cần sữa lỗi trong tiếng Anh

26. If you slept better last night, you wouldn’t be so tired now.
A B C D
27. Anna went to see the students, whom took out two of her teeth.
A B C D
28. We didn’t want to swim in the river, that looked very dirty.
A B C D
29. Because the highway system was built 40 years ago, most of the roads now need to repair.
A B C D
30. We are living in a house which built by my relatives two years ago.
A B C D
Chọn câu có nghĩa gần với câu được cho bên dưới
31. We didn’t go on holiday because we didn’t have enough money.
A. If we had had enough money we would have gone on holiday.
B. If we hadn’t had enough money we wouldn’t have gone on holiday
C. We would go on holiday if we had enough money
D. We wouldn’t go on holiday if we didn’t have enough money
32. People should use bicycles for short journeys.
A. Bicycles should used for short journeys B. Bicycles should be use for
short journeys
C. Bicycles should be used for short journeys D. Bicycles be used for
short journeys.
33. They don’t have money now, so they can’t have a drink.
A. If they had money now, they could have a drink. B. They could have a drink
unless they had money
C. Had they have money now, they could have had a drink
D. If they didn’t have money now, they couldn’t have a drink.
34. Peter is said to be a good student.
A. People said that Peter is a good student B. People say that Peter is a
good student
C. People said that Peter was a good student D. People say that Peter has
been a good student
35. The students have to learn many words. They are very difficult
A. The students who are very difficult have to learn many words.
B. The students have to learn many words which are very difficult
C. The students being very difficult have to learn many words.
D. The students have to learn many words being very difficult.
Đọc đoạn văn và chọn câu trả lời đúng nhất
Education is not an end, but a means to an end. In other words, we do not educate children
only for the purpose of educating them. Our purpose is to fit them for life. In some modern
countries it has , for some time, been fashionable to think that by free education for all –
whether rich or poor, clever or stupid – one can solve all the problems of society and build a
perfect nation. But we can already see that free education for all is not enough’ we find in a
such countries a large number of people with university degree; they refuse to do what they
thing “low” work; and, in fact, work with hands is thought to be dirty and shameful in such
countries. But we have only to think a moment to understand that the work of a completely
uneducated farmer is far more important than that of a professor; we can live without
education, but we die if we have no food. If no one cleaned our streets and took the rubbish
away from our house, we should get terrible diseases in your towns.
In fact, when we say that all of us must be educated to fit us for life, it means that we must
be educated in such a way that, firstly, each of us can do whatever work suited to our brains
and ability and, secondly, that we can realize that all jobs are necessary to society, and that
is very bad to be ashamed of one’s work. Only such a type of education can be considered
valuable to society.
36. The writer of the passage thinks that………………………
A. education can settle most of the world’s problems. B. free education for all probably
leads to a perfect world.
C. free education won’t help to solve social problems. D. all the social problems can’t be
solved by education.
37. The writer wants to prove that …………….
A. our society needs all kinds of jobs. B. our society needs free education for all
C. a farmer is more important than a professor. D. people with high education refuse to do
what they thing “low” work.
38. According to the passage ………………….
A. work with hands is dirty and shameful B. work with hands is low work
C. work with hands is the most important D. we can’t regard work with hands as low
work.
39. The purpose of education is …………………..
A. to choose a system of education B. to prepare children mainly for
their future work
C. to let everyone receive education fit for him D. to build a perfect world
40. The passage tells us about ………………….of education.
A. the means B. the system C. the value D. the type
PRACTISE TEST 2
Chọn từ có cách phát âm khác với những từ còn lại
1. A. enthusiastic B. qualification C. international D.
recommendation
2. A. confidence B. experience C. financial D.
technique
3. a. interview b. impression c. company d.
formally
4. a. express b. effort c. office d. comment
5. a. employment b. remember c. concentrate
d. position
Chọn đáp án đúng nhất cho các câu dưới đây
6. Reagan _______ an actor years ago.
a. is said to be b. was said being c. was said have been d. is said to
have been
7. All bottles _______ before transportation.
a. frozen b. were froze c. were frozen

d. are froze
8. Beethoven's Fifth Symphony _______ next weekend.
a. is going to be performed b. has been performed c. will be performing
d. will have performed
9. If I _______ 10 years younger, I _______ the job.
a. am / will take b. was / have taken c. had been / will have taken d. were /
would take
10. If she _______ the train last night, she here now.
a. took / were b. were taking / is c. had taken / would have been d. had taken /
would be
11. _______ more carefully, he would not have had the accident yesterday:
a. If Peter driven b. If had Peter driven c. Had Peter driven d. Unless
Peter had driven
12. _____ instructed me how to make a good preparation for a job interview.
a. John Robbins to that I spoke by telephone, b. John Robbins, that I spoke to by
telephone,
c. John Robbins I spoke to by telephone, d. John Robbins, whom I spoke
to by telephone,
13. Ms Young, to _______ many of her students are writing, is living happily and peacefully
in Canada.
a. who b. whom c. that d. whose
14. Can you describe your car…………………….last night?
A. stolen B. it is stolen C. which stole D. to
be stolen
15. We know the teacher……………………English now..
A. taught B. who is teaching C. teaching D. B&C are
correct
16. In our curriculum, math, literature, physics, chemistry and English are considered as
core subjects.
A. difficult B. main C. popular D. general

17. A letter of _______ is sometimes really necessary for you in a job interview.
a. recommend b. recommended c. recommender d.
recommendation
18. _______ is the study of the events of the past.
a. Geography b. History c. Arts d.
Literature
19. He was the only _______ that was offered the job.
a. apply b. application c. applicant d.
applying
20. Can you please tell me some information that _______ to the job?
a. indicates b. expresses c. interests d. relates
On the first weekend I went out with my new friends, …21… around campus. It was
exciting, thinking how I was at college, meeting people …22… could become good friends of
mine. The most exciting thing was that I didn’t have to explain …23…my parents where I was
going , who with, or what time I’d be home ! On Saturday night, I followed my roommate to a
party. The people at the party were busy playing some game , …24…no one seemed to notice
my existence. I …25… felt so lonely. Fighting back tears, I ran back to my room, thinking I
would never feel at home at college.
21. A. walk B. walking C. walked D. walks
22. A. who B. whom C. whose D.

which
23. A. to B. with C. at D.
on
24. A. and B. but C. so D.
because
25. A. actually B. suddenly C. immediately D. formally
Chọn từ cần sữa lỗi trong tiếng Anh
26. Higher education is very importance to national economies, and it is Balso a source of
trained and educated
personnel for the whole country.
27. Anyone where works is regarded as a useful member of our society.
28. We are working, that means that we are contributing goods and services to our society.
29. We all know that we have to work hardly to earn a living ourselves and support the
family.
30. The students are studying English, which is teaching by Mr. Lam.
Reflexion ……………….. Signed

date:……………………………….
Nguyen Thi Minh Duc
Period …………. 45 – MINUTE – TEST

12B8………………………….
YEN KHANH B HIGH SCHOOL 45 – MINUTE – TEST (Unit 4 – 6)

English 12
Code: 121
Name: …………………………………
Group: 12B….…
Choose the word or phrase (A, B, C or D) that best completes each sentence.
1. The money ______ to him 2 months ago, but it ______ back yet.
A. was lent/ had not been given B. has been lent/ was not given
C. was lent/ has not given D. was lent/ has not been given
2. If I …………..taller, I …………..better at basketball.
A. am-will be B. were- would have been C. be- would be D. were-might be
3. Ann couldn’t come to the party, …………was a pity.
A. that B. which C. what D. this
4.Do you know the American woman…………. name is Margaret Mitchell ?
A which B whose C who D that
5. The books ………….by To Hoai are very interesting.
A is written B which written C written D writing
6. The movie was sad and she wept. If it ........... sad, she ................
A. hadn’t been/ wouldn’t have wept B. wasn’t/ wouldn’t weep
C. wasn’t/ would weep D. had been/ would have wept
7. Before the interview, you have to send a letter of application and your résumé to the
company.
a. recommendation b. reference c. curriculum vitae d. photograph
8. You may jot down your qualifications and experience that can relate to the job.
A. vacancy B. certificate C. pressure D. note
down
9. Fee-paying schools, often called "independent schools", "private schools" or “_______
schools"
a. college b. primary c. secondary d. public
10. If she…………the train last night, she …………..here now.
A. took / were B. were taking / is C. had taken / would have been D.
had taken / would be
11. If it _______ warm yesterday, we would have gone to the beach.
a. was b. were c. had been d. could be
12. If it _______ an hour ago, the streets _______ wet now.
a. were raining / will be b. had rained / would be c. rained / would be d. had rained /
would have been
13. _______ here, he would helped us with these troubles.
a. Were Peter b. If were Peter c. Unless were Peter d. Unless Peter were
14. There are two types of higher education in _______ UK: higher general education and
higher vocational education. a. a b. an c. the
d. Ø
15. The examination results of the A-Levels determine if _______ student is good enough to go
to _______ university or college. a. Ø / the b. a / a
c. the / an d. Ø / an
Choose one word whose underlined part is pronounced differently from the rest in each
group.
11. A . goes B. leaves C. sentences D. prepares
12. A .confided B. dated C. recorded D. watched
13. A. studied B. finished C. coughed D.
developed
Circle the word whose stress is on a syllable different from that of the other
14. A. economics B. psychology C. archeology D.
sociology
15. A. chemistry B. politics C. remember D. cinema
Choose the sentences A, B, C, or D which is closest in meaning to the first one
16. Somebody is using the computer at the moment.
A. The computer is being used at the moment. B. The computer at the moment is being
used.
C. At the moment the computer is used D. The computer is used at the moment
17. Nam was ill, so he didn’t go to school.
A. If he had been ill, he would have gone to school. B. If he hadn’t been ill, he wouldn’t have
gone to school.
C. If he hadn’t been ill, he would have gone to school. D. If he weren’t ill, he would go to
school.
18. I can’t understand him because he speaks so quickly.
A. If he had spoken slowly, I could have understood him. B. If he speaks slowly, I cannot
understand him.
C. If he spoke so quickly, I could understand him. D. If he spoke so slowly, I could

understand him.
19. Lan’s only brother lives in Hanoi. He called her last night
A. Lan’s brother who lives in Hanoi called her last night B. Lan’s brother that lives in
Hanoi called her last night
C. Lan’s brother, who lives in Hanoi, called her last night D. Lan’s brother, that lives in
Hanoi, called her last night
20. Some snakes have poisonous bites. Those should be avoided
A. Snakes, whose bites are poisonous, should be avoided B. Snakes, which have poisonous
bites, should be avoided
C. Snakes who have poisonous bites should be avoided D. Snakes whose bites are
poisonous should be avoided
Choose the underlined word or phrase that needs correcting
21. If my father hasn't (A) encouraged me to take (B) the exam, I wouldn't (C) have
done (D) it.
22. The man whom (A) made (B) a speech (C) was (D) the headmaster.
23. While the (A) Browns were (B) away (C) on holiday, their house was broke into (D)
24. He comes (A)from a large family(B), all of them (C) now live in (D) Australia
25. If I knew (A) you were (B) coming, I would have (C) met you at (D) the airport
Fill in each numbered blank with one suitable word or phrase.
The interview is one of the most important (26) _____ in the job search process. When an
employer invites you to an interview, he/she is indicating an (27) _____ in yourself. The
interview gives both of you the opportunity to exchange enough information to determine if
you are a good "fit" for each other. Think of an interview as a highly focused professional
conversation. You should (28) _____ the limited amount of time you have learning about the
employer's needs and discuss the ways you can meet these needs. In many cases, you will
interview at least, twice before being employed for a (29) _____. Once in a brief screening
interview and at least once again in a (30) _____ serious meeting when you may also talk to
many of your potential coworkers.
26. a. parts b. roles c. fields d. facts
27. a. interest b. interesting c. interested d. interestingly

28. a. make b. spend c. post d. apply
29. a. condition b. location c. satisfaction d. position
30. a. most b. mostly c. more d. more
than
Read the passage carefully and choose the correct answer.
The American education system requires that students complete 12 years of primary and
secondary education prior to attending university or college. This may be accomplished either
at public or government-operated schools, or at private schools. These 12 years of schooling or
their equivalent may also be completed outside the USA, thus giving foreign students the
opportunity to pursue the benefits of the American education system and obtain a quality
American education. Perhaps one of the most impressive facts is that a large number of
presidents, prime ministers and leaders from other countries have experienced the American
education system and graduated from a university or school in the USA. In many fields and
industries, the American education system offers the most cutting-edge, sought-after programs
at the world's best schools. That is why graduating from an accredited American school and
being exposed to the rigors of the American education system is an investment in your future.
Whether you want to study at a top USA university, a top USA college, a vocational or
high school, a thorough understanding of how the American education system works is
essential. Without a clear grasp of the American education system, an international student will
find it difficult to make the right academic choices. It is no surprise that the American
education system and the American school system host more international students than any
other country in the world!
31. The expression government-operated could best be replaced by _____.
a. independent b. state c. vocational d. boarding
32. According to the text, students in the USA _______.
a. are made to take primary and secondary education in the country
b. are not necessarily take primary and secondary education in the country
c. spend less than 12 years for primary and secondary education d. needn't take primary and
secondary education
33. The writer _______ the US education.

a. appreciates b. underestimates c. overstates d. dislikes
34. Which is true?
a. The US education is not good enough for foreign students.
b. Foreign students are not offered opportunities in the US:
c. There are not many foreign students in the US. d. Many leaders all over the world have
studied in the US.
35. What is the writer's advice?
a. International students should not invest their future education in the US.
b. International students should not study at a top USA university, a top USA college, a
vocational or high school.
c. Without a clear grasp of the American education system, an international student can
make the right academic choices
d. International students should have a thorough understanding of how the American
education system works before going there to study.

date:……………………………….
Nguyen Thi Minh Duc
Period: …………… UNIT 8: LIFE IN THE FUTURE

A-Reading
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives

 Read the passage about “Life in the future” and do reading comprehension tasks
3/ Attitudes: Help Ps to imagine about life in the future
ACTIVITY 1: Warm-up: Ask students to answer questions
- Time: 5 minutes
- Technique: brainstorming Working ways: pair work
- Procedure
1/ Giving tasks:
- asks Ss to answer some questions related to - listen to the task,
the pictures in the text book (P84) to
introduce the topic of the lesson and to raise
students' interest.
- Ask students to look at the questions in
Before you read, page 80, working in pairs
to discuss the question in Before you read:
1. Do you think life will be better in the
future? Why/ Why not?
2/ List three things that might happen in the
future
2/ Completing task - works in pairs to answer these questions
∙ Observes and gives help if necessary - asks the Tc if necessary

- asks the group leader to go to the black 1/ They are going to fly.
board to present the answer. 2/ No
3/ It looks more modern than a normal
airplane. It has no wings.
4/ Yes,
No
Possible answers
S1: Do you think life will be better in the
future?
S2: Yes
S1: Why?
S2: Because of the development of science
and technology.
S1: List three things that might happen in the
future
S2: I think in the future, people can live in
the Mar, people will be healthy without any
diseases, and they can travel by plane to
work everyday.

- asks Ps to give comment on other Ss’ pair - listen to T’s comment
work
comment
Introduce the lesson
 Leed-in: Now, let’s give the answer - listen and open the book
for the question: “ What will life be like in

the future?” in the reading page 85: Life in
the future
ACTIVITY 2: Teaching new words
Time: 8 minutes
Technique: Effective reading Working ways: Whole class
Procedure:
1/ Giving tasks:
- Asks students to look through the passage - Listen to the teacher then read the passages
and read in silence
- Helps students read the passage
2/ Completing task - Ask some new words if necessary

∙ Observes and gives help if necessary .

- Explain pronunciation and meaning of new - Give Vietnamese equivalents
words which appear in the passage Possible answer:
- Corporation(n): a large business 1. Pessimists: nhung nguoi bi quan
company 2. Optimists: nhung nguoi lac quan
- Chore(n): a job that is not interesting but 3. Economic depression: suy thoai kinh te
that you must do 4. Terrorism: khung bo
- Burden(n): something that is heavy and 5. Wiped out: xoa sach
difficult to carry 6. Space shuttle: tau vu tru
- Influence(v): to have an effect on or
power over sb/sth so that he/she/it
changes
- Methane(n): a gas without color or smell,
that burns easily and that we can use to
produce heat
- Responsibility(n): a duty to deal with sth
so that it is your fault if sth goes wrong - give the comment
comment
ACTIVITY 3: Find the words or phrases in the passage which have the following
meanings
Time: 7 minutes
Technique: Effective reading Working ways: Pair works
Procedure:
1/ Giving tasks:
- tells Ps to read over the reading and find - listen to the task
the the words or phrases that have the
meanings as presentations in task 1 - read individually and do the task in pairs
2/ Completing task

- asks any student to present the answer. Possible answer:
1/Pessimists: nhung nguoi bi quan
2/ Optimists: nhung nguoi lac quan
3/ Economic depression: suy thoai kinh te
4/ Terrorism: khung bo
5/ Wiped out: xoa sach
6/ Space shuttle: tau vu tru

comment
ACTIVITY 4 : Answer the following questions
Time: 10 minutes
Techniques: Question - Answer Working ways: Individually
Procedures
1/ Giving tasks:
- Asks students to read the passage again - Listen to the teacher then do the task.
then work in pairs to ask and answer the
suggested questions.
2/ Completing task
- Walks round the class to give help if - Works individually
necessary.
- Gives suggested words, phrases or useful
suggestions Keys:
1. Many large corporations will be wiped
3/ Report the result out and millions of jobs will be lost.
- Correct the students’ work 2. The security of the earth will be
threatened by terrorism, as terrorist
groups will become more powerful and
more dangerous.
3. People will be living in much cleaner
environment, breathing fresher air and
eating healthier foods. They will also be
better looked after by a modern medical
system. Domestic chores will no longer
be a burden thanks to the interventions of
labor- saving devices.
4. They are developments in micro
technology- computer and

telecommunication.
4/ Assess the performance - comment on other’s performance

- Invites Ps to give comments on other’s - Result + handwriting
performance - The working style of the group
ACTIVITY 5 : Complete the notes about how technology will infuence our life in the
future
Time: 10 minutes
Technique: brainstorming Working ways: Group work
Procedures
1/ Giving tasks:
- Asks students to read the questions - Do as the Tc required
carefully.
- Asks students to read through the passage
again.  Form 4 groups
- Asks Ss to do in groups
 Divide Ps into 4groups
 Tell Ps to complete the notes about
how technology will infuence our life in the
future
-The secretary note down all the features on  Answer T’s questions if necessary
A0 paper
2/ Completing task
- Share the key with other students:
3/ Report the result Keys:
Asks groups to present their presentation
- Call some students to give the answers. 1. Work: factories will be run by robots,
- Ask others students to correct. offices will go electronic, many people
- Give the true answers will work from home.
2. Travel: travel by space shuttle very fast,
at 15000 kms per hour; cars could run
on electricity or methane gas and fitted
with computers.
 comment on other’s performance
- invites Ps to give comments on -The working style of the group
other’s performance listen to T’s comment

-What have you gained today? - We have learned about predictions about life in
the future
-Our group work skills and interpersonal skills are
developed

again
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: 43 UNIT 8: LIFE IN THE FUTURE

A-Reading (P2)

12A1
12A9
A. Objectives
 Read the passage about “Life in the future” and do reading comprehension tasks
B. Teaching aids: English exercise books 12, Handouts, Projector, A0 paper

II. New lesson: (40 minutes) : Life in the future ( English Exercise book 12 – P51&52)

- Time: 8 minutes
- Technique: brainstorming Working ways: group works
- Procedure
1/ Giving tasks:
- asks Ss to answer some questions - listen to the task, and discuss in group
“ What areas of life that science and

technology affect will be different from now
to future?
Can you give some more details?”
2/ Completing task - Ask the Tc if necessary
∙ Observes and gives help if necessary - Discuss the answer
3/ Report the result - works in pairs to answer these questions

- asks the group leader to go to the black - asks the Tc if necessary
board to present the answer.
Possible answer: Science and technology
may change life in 5 areas:
- Entertainment
- The environment
- Transport
- Technology
- Medicine
Example: People can have moderner kinds
of entertainment, the environment can be
more pollted, people can move by flying…
Many dangerous diseases can be cured.

- give the comment
- asks Ps to give comment on other Ss’
group work
comment
 Leed-in: Now, let’s give the answer
for the question: “ What will life be like in - listen and open the book
the future?” in the reading page 51 in the
English reading exercise book 12 : :”Life in
the future”

Time: 10 minutes
Procedure:
1/ Giving tasks:
and read in silence


- Futurologist(n): the person who studies - Futurologist(n): nhà nghiên cưu tương lai
the future - Aspect (n): = Area (n): Amwtj/ khia cạnh
- Aspect (n): = Area (n) - Hologram(n): kỹ thuật chụp ảnh 3 chiều
- Hologram(n): a technique of taking three - Virtual (a):thưc sư
side photograph - Demand( n):= need (n): nhu cầu
- Virtual (a):nearly real - Predict (V): tiên đoán
- Demand( n):= need (n)
- Predict (V): = guess St about the future

comment
ACTIVITY 3: Matching each word to the correct meaning

Time: 7 minutes
Technique: Effective reading- table cloth Working ways: group
work
Procedure:
1/ Giving tasks:
- tells Ps to read over the reading and - listen to the task
match the word to the meaning
+ asks Ss to work in group - read individually and do the task
+ Devides the class into 4 groups individually then in group
2/ Completing task
∙ Observes and gives help if necessary - Ask the Tc if necessary
- Asks Ss to do individually the the secretary - Present and compare the answer with
collects the answers from individuals on Ao each other (in group)
papers

- asks 4 groups to present the answer 1/ f 7/a
2/ e 8/d
3/ g 9/c
4/ h
5/ i
6/ b
comment
ACTIVITY 4 : Answer the following questions

Time: 15 minutes
Techniques: Question - Answer Working ways: Individually
Procedures
1/ Giving tasks:
2/ Completing task
necessary.
suggestions Keys:
1/ People will choose a programme from a
3/ Report the result “menu” and a computer will send the
- Correct the students’ work programme directly to the television.
2/ By 2050, we will be able to see, smell and
touch the things that we see on television.
3/ Agriculture is changing and they are
growing friut and vegetables to export. This
uses a lot of water , so de mand for water
will increase.
4/ Cars will run new, clean fuels and they
will go very fast and they will have

computers to control their speed.
5/ Medical technology will have conquered
many diseases. By 2050, we will be able to
help blind and deaf people to see and hear
again. Scientists will have discovered how to
control genes. By 2050, scientists will be
able to produce clones of people, and decide
how they look, how they behave and how
much intelligence they have.


-What have you gained today? - We have learned about the predictions about the
future
developed

Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: ………. UNIT 8: LIFE IN THE FUTURE

B – Speaking
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Talk about the things happened by the end of the 21st century.
- Discuss the reasons of the predictions which are likely/unlikely to happen
3. Attitudes: • Help Ps predict about what life will be like in the future.
4. Competences
Time: 7 minutes
Technique: Giving task Working way: Individually
Procedure
1/ Giving tasks:
- Asks Ss to look through Task 1, 2 in page - Listen to the teacher.
87,88 and find new words and phrases that
they don’t know.
2/ Completing task:
- Introduces some new words (eliciting , give - Find new words and phrases
the definitions in English then ask students
to translate them into Vietnamese to check - Guess the meaning of the new words.
their understanding)
- to be declared open: to be stated publicly - to be declared open: ®-îc c«ng bè
and officially réng r·i
- holiday resort: a place where a lot of - holiday resort: n¬i nghØ m¸t
people go to on holiday - a cure for: ph-¬ng thøc ch÷a
- a cure for: a medicine or treatment that - holiday maker: kh¸ch ®i nghØ
can cure an illness, etc. - running on:
- holiday maker: a person who go on - cold war: cuoc chien chong lai benh
holiday. cam
- running on: the action or sport of …
running
- cold war: the war against common cold.
- Living standard: the quality of life
- Fatal disease: disease causing or ending
in death.
- Lets the whole class read the new words - Read the new words ( Whole class &
twice or three times. individuals)
- Calls 2-3 students to read new words again.
comment
ACTIVITY 2: Look at the newspaper cuttings from the future and say what will have
happened by the end of the 21St century. (Task 1)
Time: 8 minutes
Procedure
1/ Giving tasks:
- Guides students how to practise. - Listen to the teacher.
“ Look at these newspaper cuttings from the
future, They were written on 1st of April. Say
what will have happened and what people
will be doing by the end of the 21st century”
- Asks students to work individual.
2/ Completing task
∙ Observes and gives help if necessary - Look at Task 1
- Revise the use of future tense: ( If - Do Task 1
necessary)
+ When we want to say about an event going
on at a particular time or over a period of
time in the future, which tense do we use?
+ When we want to talk about something
that will be ended, completed or achieved by
a particular point in the future, which tense
do we use?
Look at the example, this action will be
completed by the end of the 21st century, so
we use will+ have+ P.II. - Read the example

3/ Report the result - Do Task 1 in pairs
- asks Ps to present their work - Practice answering the toppic:
- Correct their mistakes. By the end of the 21st, chinese
astronaunts …… ………
By the end of the 21st, a new moon city will
have been opened….
- Report what they have talked.

comment
ACTIVITY 3: Which of these predictions are likely/unlikely to happen? Give at least two
reasons for each.
Time: 10
Technique: brainstorrming Working ways: Pair work
Procedure
1/ Giving tasks:
- Asks students to do Task 2 in pairs, - Listen to the teacher
discussing which of the predictions are
likely/ unlikely to happen. Give at least two
reasons for each - Do as the Tc required.
- Calls one student to repeat the instruction
to check whether they are clear about what
they have to do
2/ Completing task: - Some Ss present
- Helps the students by making questions
and asking them to answer: It is likely that+ clause

How can we say if we want to make It is unlikely that+ clause
prediction? It is possible that+ clause
What else? It is impossible that+ clause
-> We often base on something to make
prediction, you have to give reasons for your Because+ clause
prediction. Because of+ Noun phrase
Could you tell me how we say to give reason Since/As + clause
for something? For+ Noun phrase
If we mean that the reasons are negative, As a result of
what should we use
If the reasons are positive, what should we Thanks to+ Noun phrase
use?
Give some expressions of reasons:
-…because living standards will be/ have
been improved.
- …the cures for fatal diseases will be/ have
been found.
-… it’s (Jupiter/Mars/moon) too far.
-… It’s (Jupiter/Mars/moon) too cold/ hot
there. In my opinion
-… there’s no water there./ The atmosphere from my point of view
is too thin there. As far as I am concerned.
-…It’s too costly/ just impossible to do that. I think
- Asks one student to read the example I believe
- Asks some Ss to recall the way to show - Listen to the teacher
opinion - Do Task 2 in pairs
- Gives example:
In my opinion, it’s unlikely that by the end Ex:
of the 21st century people will be living to the I think it is likely that by the end of the 21st
age of 150 because there will be more and century …………

more diseases. In my opion, it is unlikely that by the end of
3/ Report the result the 21st century …………
- After about 3 minutes of discussion, call ……………………
some pairs to report what they have done  comment on other’s performance
- Calls some students to stand up and report -Result + handwriting
before the class. -The working style of the group
comment
ACTIVITY 4 : Make some more predictions about what life will be like one hundred
years from now.
Time: 15 minutes
Procedures
1/ Giving tasks:
- Ask students to do Task 3: : Making some - Listen to the Tc’s requirenment
more predictions about what life will be like
one hundred years from now.( work in
groups of 4) - Work in groups to do Task 3
2/ Completing task
- present individually
- asks Ps to present their work individually - Some groups may report what they have
in group discussed:
- asks the pesentative of each group to I think it is likely by the end of 2106,
present in front of the whole class. scientists will have found a cure for AIDS
thanks to the developments of science and
technology
- Listen to the teacher
- compares the answers and gives the listen to T’s comment
comment
-What have you gained today? - We have practised predicting about life in the
future.
developed
- Asks Ss to do the tasks again &  Listen to T and take note
write a short passage about the
preditions about life in the
future .
- Prepare for the new lesson:
Unit 8: C -Listening
Follow
up ....................................................................................................................................................
.........................................................................................................................................................
..............................................................
Period: ……. UNIT 8: LIFE IN THE FUTURE

G- Listening
Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Listen and understand the interview about people’s life expectancy in the future.
- Listen choose the true or false sentences.
- Listen and answer the questions about people’s life expectancy in the future.
- Know some more new words about life expectancy .
2. Skill
3. Attitudes
 Help Ps to be aware of people’s life expectancy in the future
4. Competences
ACTIVITY 1: Warm-up: Cross words
Time: 5 minutes
Technique: Brain storming Working way: Group work
Procedure
1/ Giving tasks:
- Let students play a game in 4 groups - Listen to the instruction and play the game
- Introduce the game rule:
This is Lucky number game. We have four
teams. I will give a definition, and you have
to give the word it refers to. You have to
raise your hand to answer the question.
Who raises the hand first will have the right
to answer the question.
If your answer is right, you will get one
point. If not, the other team will answer the
question. The team which gets the true
answer can choose the next question, if it is a
lucky number, that team will get 2 points.
- Let Ss play
2/ Completing task
∙ Observes and gives help if necessary - Try to find out the answer.
- Checks, corrects and give marks - Check with the Tc

comment
ACTIVITY 2: Discuss the question: Which of the following factors do you think might
help people have a long and healthy life?
Time: 5 minutes
Technique: Making questions Working way: Pair work
Procedure
1/ Giving tasks:
- Asks students to discuss the question: - Work in pairs
Which of the following factors do you think
might help people have a long and healthy
life?
For example:
+ No smoking? Why?
+ Love a lot? Why?
- Ask one pair to report what they have
discussed.
3/ Report the result - Possible answer:
- Checks and corrects. S1: Which factors do you think might help
people to have a long and healthy life?
S2: I think they are no smoking, eating
healthy food, laughing a lot, and doing
exercise because by doing so, we can
improve our health.
- Listen to the teacher.
- Guess the meaning of the new words.
comment
ACTIVITY 3: Teaching some new words
Time: 5 minutes
Technique: Working way: The whole class
Procedure
1/ Giving tasks:
- Introduces some new words (eliciting , give - Listen to the Tc’s introduction.
to translate them into Vietnamese to check - Guess the meaning of the new words
- incredible(adj. ): impossible or very
difficult to believe
- centenarian(adj. ):belong to the
century, 100 years
- eradicate(v): to destroy or get rid of
sth completely
- life expectancy(n): the number of
years that a person is likely to live
- eternal life(n): life without beginning
or end; existing or continuing for ever
- mushroom(v):rise quickly
- curable(adj.): (used about a disease)
that can be made better
2/ Completing task
- Let the whole class read the new words - Read the new words
twice or three times
- Call 2-3 students to read new words again. - Present individually
.
- gives the comment
ACTIVITY 4: Listen to an interview about people’s life expectancy in the future, listen and
decide whether the statements are true or false.
Time: 8 minutes
Technique: Listening for specific information Working ways: Individual -
group
Procedure:
1/ Giving tasks:
- Asks students to read the statements in - Read the statements in Task 1.
Task 1. - Listen to the passage and answer the
- Asks students to listen to the passage the questions
first time:
“ Listen to an interview about people’s life
expectancy in the future, listen and decide
whether the statements are true or false.”
- Plays the tape or read the passage
twice
- Asks some students to give their
answers.
- Asks them to give reason for their
answers. If their answers are right, repeat
them; if not give the correct answers.
2/ Completing task - Do the task 1 after listening twice

- Calls on some Ps for their answer 1. F (Some scientists can predict)
- Checks the answer with other Ps 1. F (Because we look after ourselves,
eat more healthily, cut down on things like
butter, alcohol and cigarettes)
2. F (80)
3. T
4. T
performance
ACTIVITY 5: Listen again and answer the questions:
Time: 7 minutes
Technique: Ask and Answer Working ways: Pair work
Procedure:
1/ Giving tasks:
- Asks Ss to listen again the second and the - Listen again the third time to finish the
third time to finish Task 2: answer the Task.
questions
- Asks students to discuss the answers to the - Discuss the answers to the questions in
questions in p pairs.
- Answer the questions, and correct the
2/ Completing task wrong answers.
- Go around to supervise students if
necessary - Ask the Tc if necessary
- Calls some students to give the answers. If 1. Eating more healthily, cutting down
their answers are right, repeat the answers, if on things like butter, alcohol and cigarettes.
they are wrong, give them the answers: 2. The development in medical science.
- If most students do not catch the 3. In ten years’ time AIDS will also be
information for the questions, lets them brought under control. / We’ll have been
listen again to the passage once more. able to bring AIDS under control.

performance
ACTIVITY 6: Discuss the advantages and disadvantages of having a very long life.
Time: 10 minutes
Procedure:
1/ Giving tasks:
- Asks SS to work in groups to discuss the - Do the task in groups
advantages and disadvantages of having a
very long life.
2/ Completing task
- Elicits some ideas from the students:
“What are the advantages of having a very
long life?”
“ What are the disadvantages of having a
very long life. (write the answers on the
board)
- Note down serious and common mistakes
3/ Report the result - Report what they have discussed
- Ask one group to report what they have Possible answer:
discussed Advantages:
- Do many things they want to do/
enjoy life more
- See their children and grandchildren
grow up
- Help their children and grandchildren
- Children and grandchildren are happy
with them
Disadvantages:
- Too weak to do things and often ill
- Feel lonely when children have grown
up and busy with their own lives, and friends
are dead.
4/ Assess the performance - Listen to the teacher and correct the
- Give comments after they finish mistakes- give comment on other group’s
- Call another group if there is enough time performance
- Give feedback and correct serious or - listen to T’s comment
common mistakes
-What have you gained today? - We have listened the interview about people’s life
expectancy in the future.
developed
- Prepare for the new lesson: D -
Writing
Follow
up ....................................................................................................................................................
..........
.........................................................................................................................................................
.....................
Period: ………… UNIT 8: LIFE IN THE FUTURE

D-Writing
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Students can write about the ideal world in which they would like to live in the year 2020.
2. Skill
3. Attitudes
- Help Ps to be aware of the way to develop their imaginary
4. Competences
B. Teaching aids
II. New lesson
ACTIVITY 1: Teaching new words & phrases
Time: 7 minutes
Procedure
1/ Giving tasks:
- Asks Ss to look through the paasage in - Listen to the teacher.
page 89,90 and find new words and phrases
that they don’t know.
2/ Completing task:
- Under the threat of terrorism: trong sù - Under the threat of terrorism: trong sù
®e do¹ cña chñ nghÜa khñng bè ®e do¹ cña chñ nghÜa khñng bè
- Live in harmony: sèng hoµ thuËn - Live in harmony: sèng hoµ thuËn
- Live in clean healthy environment: sèng - Live in clean healthy environment: sèng
trong m«i tr-êng trong s¹ch, lµnh m¹nh. trong m«i tr-êng trong s¹ch, lµnh m¹nh.
- My main desire is …: mong -ic, kh¸t - My main desire is …: mong -ic, kh¸t
väng chÝnh cña t«i lµ….. väng chÝnh cña t«i lµ…..
- Materialistic (a): theo chñ nghÜa vËt Materialistic (a): theo chñ nghÜa vËt
chÊt, nÆng vÒ vËt chÊt chÊt, …
- Lets the whole class read the new words
twice or three times.
- Calls 2-3 students to read new words again. - Read the new words ( Whole class &
4/ Assess the performance individuals)
- compares the answers and gives the - give the comment
comment - listen to T’s comment
ACTIVITY 2: Answer some questions in task 1
Time: 8 minutes
Technique: Question -Answer Working way: Pair work
Procedure

1/ Giving tasks:
- Gives the requirement of task 1 - Listen to the teacher.
- Asks students to work pair to ask and
answer
2/ Completing task
- Go around to supervise students if
necessary.
- Call some students to give the answers. If
their answers are right, repeat the answers, if - Discuss the answers to the questions in
they are wrong, give them the answers: pairs.
1.What are the student’s concerns about?
World peace?
Employment?
The environment?
The people ?
2. Are your concerns similar to those?
3. Do you have other concerns? What are
they? - Answer the questions, and correct the
3/ Report the result wrong answers.
- asks Ps to present their work 1/ - World peace: peaceful world, no war, no
- Correct their mistakes. conflicts, no threat of terrorism, people love
in harmony
- Employment: everyone has a job.
- Environment: clean and healthy, less noise,
less pollution, larger parks, wildlife is
protected.
- People: less materialistic, less selfish, less
violent, and more loving.
2/ Yes, they are.
3/ Yes, I wish people can do the job that they

like, and they no longer suffer from fatal
diseases.
comment
ACTIVITY 3: Task 2: Write about the ideal world in which you would like to live in the
year 2020 using the ideas you have discussed in Task 1
Time: 25
Technique: brainstorrming Working ways: group work
Procedure
1/ Giving tasks:
- Asks students to do Task 2 in 4 groups in - Listen to the teacher
15 minutes to write about the ideal world in
which they would like to live in the year
2020 using the ideas they have discussed in
Task 1
2/ Completing task:
- Go around to supervise them. - Do as the Tc required in group
+ Try to use the expression like: my main
desire is to…., I would also wish…
+ Note down serious and common mistakes.
- Show and correct some common mistakes
- Ask students to exchange their work to
check
- Ask students to revise their description
3/ Report the result - Listen to the teacher and correct the
- Ask students to hand in their work mistakes
- Ask all class check their work

4/ Assess the performance comment on other’s performance
- What have you learned today? Expected answer
- What have you gained today? - We have practised writing about life in the future.
developed
preditions about life in the future .
Unit 8: E – Language Focus
Follow
up:………………………………………………………………………………………………
………..
……………………………………………………………………………………………………
………………
Period: ………… UNIT 8: LIFE IN THE FUTURE

E- Language focus
date………………….
……. …………………. …………………………..
A. Objectives
- pronounce correctly the contracted forms of auxiliaries(have and has)
- revise the use of articles
- know how to use some prepositions
2. Attitudes
3. Competences
B. Teaching aids
II. New lesson
ACTIVITY 1: Pronounce correctly the contracted forms of auxiliaries(have and has)
Time: 10 minutes
Technique: Giving task Working way: Whole class
Procedure
1/ Giving tasks:
- Pronounces the auxiliaries both contracted - Listen to the teacher
forms and full forms for students to
recognize the difference
- Pronounces the second time for the
students to repeat.
2/ Completing task:
- Ask 2-3 students to repeat, correct their - Read after the teacher
mispronounce
- Read 2 times the sentences, and then let the - Read the sentences twice or three times
whole class read the sentences twice or three
times. - Read the sentences again.
- Put stress mark for them to practice
- Call 2-3 students to read the sentences - Read the sentences in pairs
again.
- Ask them to read the sentences in pairs, go
around to supervise them. - give the comment
comment
ACTIVITY 2: Choose the appropriate prepositions
Time: 15 minutes
Procedure
1/ Giving tasks:
- Ask students to choose the right prepostion - Do as the Tc required
to put in the sentence ( In pairs) - Do Exercise 1
2/ Completing task:
- Go around to supervise them
- Ask students to discuss the answers in - Discuss the answers in pairs
pairs.
- Call some students to give their answers. If - Give the answers

students’ answers are right, repeat them, if 1. in (in time for = early enough)(“on
not, give the right answers time” doesn’t go with “for” or “to”)
2. of
3. on (in business = being a
businessman, on business = to go on
business).
4. At
5. to
6. in
7. about
8. for
9. between, opposite
4/ Assess the performance 10. to
comment
ACTIVITY 3: Put a/an/ the or “#” ( No article) in each space to complete the following
sentences
Time: 15 minutes
Procedure
1/ Giving tasks:
- Asks Ss to revise the use of articles - Do as the Tc required
“ a/an/the” - Work in pairs to do Exercise 2
- Ask students to work in pairs to put the
right articles in the blanks
2/ Completing task: - Discuss the answers in pairs
- Ask students to discuss the answers in

pairs. Possible answer:
3/ Report the result A/an is used before an indefinite single
- Call some students to give their answers. If noun, “the” is used before a definite noun,
students’ answers are right, repeat them, if “the” is also used before an musical
not, give the right answers instruments. We use zero article before a
proper noun or some structures such as by+
(means of transport) and last+ (time)…
- Give the answers
1. #
2. #, #, #
3. #, the, the
4. the, #
5. the, #
6. the, #
7. The, #
8. an , the, the
9. #, the
10. A, a
- give the comment
comment
- What have you gained today? - We have revised the use of some prepositions and
articles.

developed

predictions about life in the future .
Consolidation for the final
examination
Period …………. TEST CORRECTION

12B8………………………….
Choose the word or phrase (A, B, C or D) that best completes each sentence.
1. The money ______ to him 2 months ago, but it ______ back yet.
A. was lent/ had not been given B. has been lent/ was not given
C. was lent/ has not given D. was lent/ has not been given
2. If I …………..taller, I …………..better at basketball.
A. am-will be B. were- would have been C. be- would be D. were-might be
3. Ann couldn’t come to the party, …………was a pity.
A. that B. which C. what D. this
4.Do you know the American woman…………. name is Margaret Mitchell ?
A which B whose C who D that
5. The books ………….by To Hoai are very interesting.
A is written B which written C written D writing
6. The movie was sad and she wept. If it ........... sad, she ................
A. hadn’t been/ wouldn’t have wept B. wasn’t/ wouldn’t weep
C. wasn’t/ would weep D. had been/ would have wept
7. Before the interview, you have to send a letter of application and your résumé to the
company.
a. recommendation b. reference c. curriculum vitae d. photograph
8. You may jot down your qualifications and experience that can relate to the job.
A. vacancy B. certificate C. pressure D. note
down
9. Fee-paying schools, often called "independent schools", "private schools" or “_______
schools"
a. college b. primary c. secondary d. public
10. If she…………the train last night, she …………..here now.
A. took / were B. were taking / is C. had taken / would have been D.

had taken / would be
16. If it _______ warm yesterday, we would have gone to the beach.
a. was b. were c. had been d. could be
17. If it _______ an hour ago, the streets _______ wet now.
a. were raining / will be b. had rained / would be c. rained / would be d. had
rained / would have been
18. _______ here, he would helped us with these troubles.
a. Were Peter b. If were Peter c. Unless were Peter d. Unless Peter were
19. There are two types of higher education in _______ UK: higher general education and
higher vocational education. a. a b. an c. the
d. Ø
20. The examination results of the A-Levels determine if _______ student is good enough to go
to _______ university or college. a. Ø / the b. a / a
c. the / an d. Ø / an
Choose one word whose underlined part is pronounced differently from the rest in each
group.
11. A . goes B. leaves C. sentences D. prepares
12. A .confided B. dated C. recorded D. watched
13. A. studied B. finished C. coughed D.
developed
Circle the word whose stress is on a syllable different from that of the other
14. A. economics B. psychology C. archeology D.
sociology
15. A. chemistry B. politics C. remember D. cinema
Choose the sentences A, B, C, or D which is closest in meaning to the first one
16. Somebody is using the computer at the moment.
A. The computer is being used at the moment. B. The computer at the moment is being
used.
C. At the moment the computer is used D. The computer is used at the moment
17. Nam was ill, so he didn’t go to school.

A. If he had been ill, he would have gone to school. B. If he hadn’t been ill, he wouldn’t have
gone to school.
C. If he hadn’t been ill, he would have gone to school. D. If he weren’t ill, he would go to
school.
18. I can’t understand him because he speaks so quickly.
A. If he had spoken slowly, I could have understood him. B. If he speaks slowly, I cannot
understand him.
C. If he spoke so quickly, I could understand him. D. If he spoke so slowly, I could
understand him.
19. Lan’s only brother lives in Hanoi. He called her last night
B. Lan’s brother who lives in Hanoi called her last night B. Lan’s brother that lives in
Hanoi called her last night
C. Lan’s brother, who lives in Hanoi, called her last nightD. Lan’s brother, that lives in
Hanoi, called her last night
20. Some snakes have poisonous bites. Those should be avoided
B. Snakes, whose bites are poisonous, should be avoidedB. Snakes, which have poisonous
bites, should be avoided
C. Snakes who have poisonous bites should be avoided D. Snakes whose bites are
poisonous should be avoided
Choose the underlined word or phrase that needs correcting
21. If my father hasn't (A) encouraged me to take (B) the exam, I wouldn't (C) have
done (D) it.
22. The man whom (A) made (B) a speech (C) was (D) the headmaster.
23. While the (A) Browns were (B) away (C) on holiday, their house was broke into
(D)
24. He comes (A)from a large family(B), all of them (C) now live in (D) Australia
25. If I knew (A) you were (B) coming, I would have (C) met you at (D) the airport
Fill in each numbered blank with one suitable word or phrase.
The interview is one of the most important (26) _____ in the job search process. When an
employer invites you to an interview, he/she is indicating an (27) _____ in yourself. The
interview gives both of you the opportunity to exchange enough information to determine if
you are a good "fit" for each other. Think of an interview as a highly focused professional
conversation. You should (28) _____ the limited amount of time you have learning about the
employer's needs and discuss the ways you can meet these needs. In many cases, you will
interview at least, twice before being employed for a (29) _____. Once in a brief screening
interview and at least once again in a (30) _____ serious meeting when you may also talk to
many of your potential coworkers.
36. a. parts b. roles c. fields d. facts
37. a. interest b. interesting c. interested d. interestingly
38. a. make b. spend c. post d. apply
39. a. condition b. location c. satisfaction d. position
40. a. most b. mostly c. more d. more
than
Read the passage carefully and choose the correct answer.
The American education system requires that students complete 12 years of primary and
secondary education prior to attending university or college. This may be accomplished either
at public or government-operated schools, or at private schools. These 12 years of schooling or
their equivalent may also be completed outside the USA, thus giving foreign students the
opportunity to pursue the benefits of the American education system and obtain a quality
American education. Perhaps one of the most impressive facts is that a large number of
presidents, prime ministers and leaders from other countries have experienced the American
education system and graduated from a university or school in the USA. In many fields and
industries, the American education system offers the most cutting-edge, sought-after programs
at the world's best schools. That is why graduating from an accredited American school and
being exposed to the rigors of the American education system is an investment in your future.
Whether you want to study at a top USA university, a top USA college, a vocational or
high school, a thorough understanding of how the American education system works is
essential. Without a clear grasp of the American education system, an international student will
find it difficult to make the right academic choices. It is no surprise that the American
education system and the American school system host more international students than any
other country in the world!
41. The expression government-operated could best be replaced by _____.
a. independent b. state c. vocational d. boarding
42. According to the text, students in the USA _______.
a. are made to take primary and secondary education in the country
b. are not necessarily take primary and secondary education in the country
c. spend less than 12 years for primary and secondary education d. needn't take primary and
secondary education
43. The writer _______ the US education.
a. appreciates b. underestimates c. overstates d. dislikes
44. Which is true?
a. The US education is not good enough for foreign students.
b. Foreign students are not offered opportunities in the US:
c. There are not many foreign students in the US. d. Many leaders all over the world
have studied in the US.
45. What is the writer's advice?
a. International students should not invest their future education in the US.
b. International students should not study at a top USA university, a top USA college, a
vocational or high school.
c. Without a clear grasp of the American education system, an international student can
make the right academic choices
d. International students should have a thorough understanding of how the American
education system works before going there to study.
date:……………………………….
Nguyen Thi Minh Duc
Period 55 UNIT 10: ENDANGERED SPECIES

A- Reading
Class Signed
date……………….
…….. …………………. ……………………….
…… …………………… ……………………… Nguyen Thi Minh Duc
A. Objectives
 Read the passage about “Endangered species” and do reading comprehension tasks
9. Skill
10. Attitudes
 Help Ps to be aware of benefit of animals and plants and the causes leading to their
extinction and our measures to tackle these problems
11. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Sort out the words
- Time: 5 minutes
- Technique: Sorting out Working ways: group work
- Procedure
1/ Giving tasks:
- Arrange Ps to work in 4 groups - listen to the task
- Write these heading on the board
- Hang on a chart with the following words - works in groups
- Ask Ps from each group to place each word
under correct heading - (group leaders) go to present the answer.
- Deliver a poster to each group to write the
words on and then tick the posters on the Possible answer:
board when they have finished 1. Amphibians and reptiles:

frog, tortoise, snake, crocodiles
2/ Completing task 2. Wild mammals: leopard, lion,
∙ Observes and gives help if necessary tiger, elephant, monkey,
rhinoceros, whale, dolphin
3/ Report the result 3. Birds: chicken, penguin,
- asks the group leader to go to the black parrot, peacock, ostrich
board to present the answer. 4. Insects: mosquito, bee,
butterfly, spider, ant
- asks Ps to give comment on other groups - give the comment
‘work - listen to T’s comment
comment
* Lead-in: Today our lesson is about - listen and open the book
endangered species and do reading
comprehension
ACTIVITY 2: Matching
- Time: 5 minutes
- Technique: Matching Working ways: group work
- Procedure
1/ Giving tasks:
- tells Ps to work in pair in 5 minutes reading - listen to the task
over the reading and matching the word in
A with their definition in B - read individually and do the task in pairs
2/ Completing task - (each person) goes to present the answer.


- asks any student to present the answer. 1/ C
2/ D
3/ A
4/ B
Time: 10 minutes
Technique: Table cloth Working ways :Group work
Procedure:
1/ Giving tasks:
- tells Ps to work in groups using the table - listen to the task
cloth techniques
- asks Ps to read over the reading and choose - read individually and do the task in pairs
the answer that has the best completes the
sentence - (each person) goes to present the answer.
2/ Completing task
∙ Observes and gives help if necessary Possible answer:
1/ D
3/ Report the result 2/ B
- asks any student to present the answer. 3/ A
4/ A
5/ D

- asks Ps to give comment on other Ps ’work - listen to T’s comment
comment
ACTIVITY 4: Find evidence
1/ Giving tasks:
- Ask students to read the passage again then - listen to the task
work in pairs finding evidence to support the
statements - read individually and do the task in pairs
- (each person) goes to present the answer.

2/ Completing task
∙ Observes and gives help if necessary Possible answer:
3/ Report the result 1. The first sentence of paragraph
- asks any student to present the answer. 2
2. paragraph 3
3. paragraph 4
4.
- give the comment
comment
III. Consolidation (2 minutes)
-What have you gained today? - We have learned about endangered pecies and
do such reading comprehension exercises as
matching, find evidence and MCQs
are developed
  Listen to T and take note
Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………
APPENDIX
Warm-up: Sort out the words
Frog, tortoise, whale, dolphin, spider, ant, snake, crocodiles, lion, tiger, chicken, penguin,
mosquito, bee, butterfly, , tiger, elephant, monkey, rhinoceros, parrot, peacock, ostrich
Amphibians and Wild mammals Birds Insects

reptiles

B- Speaking
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Talk about some endangered species
 Ask and answer questions about some endangered species.
2. Skill
3. Attitudes
 Help Ps to be aware of the need of conserving the nature because it is in danger
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Word bricks
Time: 7 minutes
Technique: game playing
Working way: Group

1/ Giving tasks:
- - Asks students to keep book close - Keep books close
- Says: “In just one minute, look at the - Listen to the teacher
pictures and write down on a piece of paper
the names of 4 animals”
- Asks students to work in groups - Look at the pictures and write down the
2/ Completing task names of 4 animals
3/ Report the result 1. It is a tiger
- Calls some groups to speak their answers 2. It is a rhino
3. It is a panda
4. It is an elephant
- give the comment

- asks Ps to give comment on other groups - listen and open the book
‘work
comment
-declares the winner
ACTIVITY 1: Question & answer
Time: 8 minutes
Working way: Pair
1/ Giving tasks:
- Ask students to work in pairs to discuss the - listen to the task
four questions and find the answers in 4
minutes
2/ Completing task - works in pairs completing the conversation
- Move round to make sure that all students and practicing it

are working and to help them if necessary. -practise the conversation
- asks some pairs to practice the A: What do you call Gâu Trúc, Tê Giác, Hổ,
conversation Voi in English?
B: We call them pandas, rhinos, tigers and
4/ Assess the performance elephants in English
- asks Ps to give comment on these pairs A: Where can you find each of them?
- compares the answers and gives the B: We can find these animals in the forests
comment in Asia, Africa, etc
A: Which of these animals can be kept as pet
or used for food or medicine?
B. Rhino can be used for medicine
A: Which of them is/ are endangered?
B:. All of them are in danger.
- give the comment
ACTIVITY 3: Q & A
Time: 13 minutes
Technique: Asking the expert
Working way: group
1/ Giving tasks:
- Divide Ps into 4 groups - listen to the task
G1: Pandas
G2: Rhinos
G3: Tiger
G4: Elephants - work in 6 minutes in groups of two tables
- tells Ps to work in 6 minutes in groups choosing a person to work as an expert
choosing a person to work as an expert - the other people will ask the expert
- the other people will ask the expert questions about water sports
questions about the habitat, population,
height, food, life span and reason for decline -ask and answer about water sports
2/ Completing task Possible answer:

3/ Report the result - give the comment
- asks some groups to present - listen to T’s comment
- asks Ps to give comment on the groups
comment
ACTIVITY 6: Summarize what you’ve discussed in your own words.
Time: 14 minutes
Techniques: Summarize
Working way: Individually
1/ Giving tasks:
- Ask students to work individually to - listen to the task
summarize what they’ve discussed in their
own words
work individually to summarize what you’ve
2/ Completing task discussed in your own words
3/ Report the result - give the comment

- Ask one or two students to report in front - listen to T’s comment
of the whole class.
- asks Ps to give comment on them

comment
III. Consolidation
endangered animals
developed
IV. Homework
Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………

C- Listening
Class Date of planning Date of teaching Signed date……………….
…….. …………………. ……………………….
A. Objectives
 Know more about gorilla
 Listen for general ideas and understand the passage
2. Skill

3. Attitudes
 Help Ps to be aware of the important role of family in everyone’s life.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Crossword
- Time: 7 minutes
- Technique: crossword Working ways: group work
- Procedure
1/ Giving tasks:
- Divide the class into two group - listen to the task
- Show the crosswords on the board and each
group to choose a number randomly - works in groups
- Give the cues for each number and ask Ps to
guess the word - give the comment
- Award 1 point to the group who can guess - listen to T’s comment
the word correctly. The group with more point
is the winner Expected answers:
2/ Completing task
board to present the answer. 1. globe
4/ Assess the performance 2. protect
- asks Ps to give comment on other groups 3. reserves
‘work 4. diversity
- compares the answers and gives the 5. loss
comment 6. list
7. enacted
* Lead-in: Today our lesson is about GorillaThe key word: Gorilla
and do listening comprehension listen and open the book
-
Time: 7 minutes
Technique: Vocabulary teaching
Working ways: Individually- group
1/ Giving tasks:
- Explain the words that will appear in the - listen to the task
listening text.
- Ask Ps to read in chorus then individually.
2/ Completing task
∙ Observes and gives help if necessary - read in chorus then individually
Gorilla (n): an animal that looks like a large
monkey without tail.
Sociable (a): outgoing
Sub-adult (a): not fully-grown, developed

Nest (v): make or use a nest
Bared teeth (n): teeth which are shown in
an aggressive and threatening way.
Silverback (n): a male adult gorilla with
white or silver hair across its back
Civil war (n): a war which is fought
between different groups of people who live
in the same country
Forest rangers (n): a person whose job is to
look after the forest or a large park.
-read the words
- give the comment

3/ Report the result - listen and open the book
- asks some people to read these words
- asks Ps to give comment on other people’s
work
comment
ACTIVITY 3: Listen & choose the best options
Time: 10 minutes
Technique: Table cloths
1/ Giving tasks:  - Form new groups
 Divide Ps into groups of 4  Read the rule in slide

 Checks the rule
(?) What to do now?  Answer T’s questions if called
(2) Who mark your group? - We have to listen and choose the best
(3) How many points for a correct answer? options
given space.
of the poster.
on the given space.
members
∙ Observes and gives help if necessary of the poster
Possible answer:
Ask Ps to exchange their papers to mark 1.A
Group 1  Group 3
Group 2  Group 4 2.B

Give Ps the key (in slide) 3.C
4.B

Group 1  Group 3
4/ Assess the performance Group 2  Group 4
- invites Ps to give comments on - 10 points for a correct answer
other’s performance  comment on other’s performance
- comments on Ps’ performance -Result + handwriting
ACTIVITY 4: Listen & fill in the gaps

Time: 7 minutes
Technique: Effective listening
Working ways: pairs
1/ Giving tasks:
- Play the tape once then check how many - listen to the task
gaps Ps can fill.
- Play the tape again.
-Ask Ps to discuss with the partner
2/ Completing task - listen and fill in the gap

- Call some Ps to say out their answers and 1. peaceful

the evidences they get to prove their answers 2. females
3. trees
4. threatened
-read the words

- give the comment
- asks Ps to give comment on other people’s - listen and open the book
work
comment
ACTIVITY 5: Q & A
Time: 10 minutes
Technique: lucky animal game
Working ways: groups
1/ Giving tasks:
- Let Ps play “lucky animal” game - listen to the task
- Instruct the rule: 2 group take turn choose
an animal. If they are lucky, they will get 10
points without answer a question. If not, they
have to answer a question correctly to get 10
point. If they cannot answer, the other will
have chance to get 10 point by answering it
correctly.
2/ Completing task

- Call some Ps to say out their answers and - Play the game in groups
the evidences they get to prove their answers
- give the comment
work
comment
III. Consolidation
gorilla and do listening comprehension such as
MCQs, Gap-filling
developed
IV. Homework

Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
APPENDIX
1. The number of species around the ________ threatened with extinction is over 15,000
2. Some countries do not have laws to ________ endangered animals.
3. We should establish more wildlife habitat _________
4. Human depend on species _______ to have food, clean air and water.
5. Plant and animal extinction leads to a _____ of biodiversity.
6. The Red ______ is a special book that provides names of endangered animals.
7. Governments have ______ laws to protect wildlife.
TASK 1: Choose the best answer
1. Which of the following can be a group leader?
A. The biggest and strongest adult male gorilla
B. The biggest adult female gorilla
C. A grown-up gorilla
2. With whom do baby gorillas sleep at night?
A. Their sisters B. Their mothers C. Their fathers
3. Which of the following statements is NOT TRUE?

A. Mountain gorillas spend much of their time eating.
B. Gorillas sometimes eats worms
C. Life for mountain gorillas is always peaceful.
4. Why do hunters kill mountain gorillas?
A. For their skin B. For food C. For their nest
TASK 2: Fill in the blank with ONE word
1. Researchers studying gorillas show a very different picture of mountain gorillas. The
animals are (1) ________, gentle, sociable and mainly plant- eating creatures.
2. A silverback’s group usually includes one or two sub-adult males, a few (2) _______ and
their young.
3. At night, the animals make a nest to sleep in. Many lightweight gorillas nest in (3) _____.
The heavier one may nest in grasses on the ground.
4. Mountain gorillas are endangered and (5) _______ by civil wars

D- Writing
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Write a paragraph about possible measures for protecting endangered animals
2. Skill
3. Attitudes
 Help Ps to be aware of how to write a book report
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
Time: 5 minutes
Working way: Group

1/ Giving tasks:
- Ask Ps to work in group of 4 - listen to the task
- Handout the copies to Ps
- Tell Ps to read the common phrases and
match them with the correct places
- When they finish, ask them to find
keyword. The first group to find the keyword
will be the winner.
2/ Completing task - read the common phrases and match them
∙ Observes and gives help if necessary with the correct places
- find keyword
- (group leaders) go to present the answer.\

3/ Report the result 1. WORMS
- asks the group leader to go to the black 2. GENTLE

board to present the answer. 3. CREATURES
4. SLEEP
5. PEACEFUL
6. GROUPS
7. HUNTERS
8. NEST
Key word: MEASURES
- give the comment

4/ Assess the performance - listen and open the book
groups’work
comment
 Lead Ps to the new lesson: “In the

writing lesson today, you will learn to write
a paragraph about measures for protecting
endangered species”
ACTIVITY 2: Put the measures under the correct headings
Time: 8 minutes
1/ Giving tasks:
-Ask students to look at Task 1. - listen to the task
-In group of 8, ask students to put the
measures under the correct headings
2/ Completing task
∙ Observes and gives help if necessary - In groups of 8, put the questions to under
the correct headings

- asks the group leader to go to the black Measures to save tigers: 2, 5, 6
board to present the answer. Measures to save whales: 1, 2, 4

- asks Ps to give comment on other - listen to T’s comment
groups’work - listen and open the book
comment
ACTIVITY 3: Complete the outline
Time: 8 minutes
Working ways: Pairs
1/ Giving tasks:
- Ask Ps to read a paragraph to get - listen to the task
information and write appropriate sentences
in the blanks in the outlines that follows in
pairs In pairs, read a paragraph to get information
and write appropriate sentences in the blanks
2/ Completing task in the outlines that follows
 Topic sentence: There are three

main measures to protect gazelles
 Supporting idea 1: Humans must
3/ Report the result stop poaching tigers for their meat
- asks the group leader to go to the black and skin.
board to present the answer.  Supporting idea 2: They mustn’t kill

tigers massively.
 Supporting idea 3: Tigers should be
kept together in their natural habitat
so that they can breed successfully.
 Concluding sentence: Tigers will be
saved from extinction when these
measures are carried out effectively.
- give the comment

- asks Ps to give comment on other - listen and open the book
groups’work
comment
ACTIVITY 4: Outline of a paragraph
Time: 5 minutes
Working ways: Pairs
1/ Giving tasks:
- Ask Ps to tell how to write a paragraph in - listen to the task
groups of two tables in 4 minutes
2/ Completing task
∙ Observes and gives help if necessary - tell how to write a paragraph in groups of
two tables in 4 minutes
- asks the group leader to go to the black A paragraph includes
board to present the answer. + topic sentence
+ supporting idea
+ Concluding sentence
* Structure: - should – VI
- had better – VI.
- ought to + V1
- must + V
* Connectors:
- First / Second / Third / Lastly
- Firstly / Secondly / Thirdly / Lastly
- First and foremost / In addition /
Furthermore / Last but not least
- The first measure / Another measure / …
- give the comment


groups’work
comment
ACTIVITY 4: Writing a paragraph about measure to protect endangered species
Time: 16 minutes
Working ways: individual
1/ Giving tasks:
- Ask Ps to work individually writing about - listen to the task
measures to protect endangered species in 13
minutes
- Asks Ps to exchange the writing with the

partner to check
-work individually writing about measures to
2/ Completing task protect endangered species

- asks the group leader to go to the black - Exchange their writings for peer correction
board to present the answer.

- asks Ps to give comment on other - listen to T’s comment
groups’work - listen and open the book
comment
III. Consolidation
-What have you gained today? - We have written about measures to protect
endangered species
developed
IV. Homework

focus)
Follow –up
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
APPENDIX
WARM-UP: CROSSWORDS
1. A gorillas sometimes eats _______ (5 letters)

2. They are _________ and sociable animals (6 letters)
3. They are plant-eating __________ (8 letters)
4. Baby gorillas _______ with their mother at night. (5 letters)

5. Life for mountain gorillas is not always _________ (8 letters)
6. Mountain gorillas live in family _________. (6 letters)
7. ________ them for food. (7 letters
8. The lightweight gorillas ______ in trees. (4 letters)
TASK 1:
Here are some measures to save tigers and whales from extinction. Put them into the right
categories
1. Humans must stop polluting the sea
2. Human mustn’t hunt for food and use them to entertain tourists.
3. governments must control fishing successfully
4. boat traffic and noise should be reduced to preserve good habitat for whales
5. They should be kept together in their natural habitat so that they can breed
successfully
6. They mustn’t kill them massively
Measures to save tiger Measures to save whales
Read a paragraph to get information and write appropriate sentences in the blanks in the
outlines that follows
There are three main measures to protect tigers. First, humans must stop poaching tiger
for their meat and skin. Second, they mustn’t kill tigers massively. Third, tigers should be kept
together in their natural habitat so that they can breed successfully. It is certain that when these
measures are carried out effectively, tigers will be saved from extinction.
Paragraph outline
Topic sentence:
________________________________________________________________
Supporting sentence 1: humans must stop poaching tigers for their horns, meat, and skin.
Supporting sentence 2:
__________________________________________________________
__________________________________________________________
Concluding sentence:
___________________________________________________________
Connectors:
__________________________________________________________________
Example
Supporting sentence 1: We should organize different activities to raise people's awareness of
the need to protect these animals.
Supporting sentence 2: Governments should raise sufficient funds for projects to save
endangered animals.
Supporting sentence 3: Humans had better keep water, air, and land clean to preserve natural
habitats for wild and endangered animals.
Supporting sentence 5: Governments should have a good policy to improve the life of people
who live in or near endangered animals’ habitats.
Supporting sentence 6: Organizations in the world must enact laws requiring some countries
to protect endangered animals.
__________________________________________________________
Concluding sentence:
___________________________________________________________
Connectors:
__________________________________________________________________
Example
Supporting sentence 1: We should organize different activities to raise people's awareness of
the need to protect these animals.
Supporting sentence 2: Governments should raise sufficient funds for projects to save
endangered animals.
Supporting sentence 3: Humans had better keep water, air, and land clean to preserve natural
habitats for wild and endangered animals.
Supporting sentence 5: Governments should have a good policy to improve the life of people
who live in or near endangered animals’ habitats.
Supporting sentence 6: Organizations in the world must enact laws requiring some countries
to protect endangered animal

E- Language focus
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 to revise rhythm
 to review the modal verbs: may/ might/ must/ mustn’t / needn’t
2. Skill
 Help Ps to learn how to cooperate with others in a team.
3. Attitudes
 Develop collaborative, problem-solving and communicative competences.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: warm-up: Cross word
Time: 7 minutes
Technique: Giving task Working way: groups
Procedure

1/ Giving tasks: Expected words:
- Divide Ps into two groups 1 R A R E
- Give the cross words on the additional 2 H U N T E R
board. 3 T O D A Y
- Ask two groups to take turn choose the 4 C E N T U R Y
number and give answers. Each correct 5 NE W D E L H I
answer will give the group ten points 6 T I M E
-The group with the highest points will be
the winner
2/ Completing task:
-Observes and givefs help if necessary

- Call 2-3 students to read the sentences
again.
- Ask them to read the sentences in pairs,
go around to supervise them.

Ps’work
comment
ACTIVITY 2: Rhythm
Time: 10 minutes
Technique: Giving task Working way: whole class-pair work
Procedure
1/ Giving tasks:
-Asks Ps to work in groups of two - Listen to the teacher
tables explaining the way to intonate
in each kind of sentence  Có những từ trong câu được phát âm manh
hơn, dài hơn, có những từ được phát âm nhẹ
2/ Completing task: hơn, ngắn hơn. Chính điều này đã tao nên nhịp
- Observes and gives helps if điệu trong tiếng Anh.
necessary  Các từ được nhân manh là từ nội dung (content
word). Các từ này bao gồm danh từ, động từ,
3/ Report the result tính từ, trang từ, đai từ. Ý nghĩa của câu được
- Call 1 representative of group 1 to thể hiện qua những từ này.
explain it  Các từ chức năng sẽ phát âm yếu hơn và ngắn
. hơn. Các từ này bao gồm trợ động từ, giới từ,
4/ Assess the performance liên từ, từ chỉ định, tính từ sở hữu.
- asks Ps to give comment on other - Explain the way to intonate in each kind of
Ps’work sentence.
- compares the answers and gives Eg. + Affirmative, WH-Questions, Imperative:
the comment down rhythm at the end of a sentence
+ Interrogative: up rhythm at the end of a
sentence
+ Nouns, Adjectives" before AND/OR: up

rhythm; "Nouns, Adjectives" after AND/OR:
down rhythm.
ACTIVITY 3: Practice reading the sentences

Time: 10 minutes
Procedure
1/ Giving tasks:
- Ask Ps to read sentences in pairs - Listen to the teacher
2/ Completing task:
- Observes and give help if necessary Practice reading aloud the sentences.
1. Tell me the time.
3/ Report the result 2. Show me the way.
- Call 2-3 students to read the sentences 3. Some carrots and cabbages
again. 4. Come for a swim
- Ask them to read the sentences in pairs, go - give the comment
around to supervise them. - listen to T’s comment
comment
ACTIVITY 3: Modals infinitives
Time: 15 minutes
Procedure
1/ Giving tasks:
- Asks Ss to revise the use of modals - Do as the Tc required
infinitives - Work in pairs to do Exercise 2
- Ask students to work in pairs to complete
task 1
2/ Completing task: - Discuss the answers in pairs
- Ask students to discuss the answers in  MAY / MIGHT:
pairs. 1. He may be in his office (= Perhaps he's in
his office)
3/ Report the result 2. He might be having lunch. (Perhaps he is
- Call some students to give their answers. If having lunch.)
students’ answers are right, repeat them, if 3. May I go out?
not, give the right answers 4. If the weather is fine, we might go for a
picnic.
 MAY / MIGHT: Express an action in the
future
1. I’m not sure where to go for my holidays
but I may go to Italy. (= Perhaps I’ll go)
2. The weather forecast is not very good. It
might rain this afternoon. (Perhaps it’ll
rain) * The Interrogative: May not or might
not (mightn’t)
 MUST/ MUSTN'T / NEEDN'T :
a. Must: an obligation
You haven’t got much time. You must
hurry.
b. Mustn’t: an obligation, so it isn't done.
4/ Assess the performance You can tell Tom what I said but he
- asks Ps to give comment on other Ps’work mustn’t tell anybody else. (= It is necessary
- compares the answers and gives the that he doesn’t tell anybody else)
comment c. Needn’t – Inf.: = don’t / doesn’t need to:
an unnecessary condition
You have got plenty of time. You
don’t need to hurry (You needn’t hurry)
Task 1
1. may / might
2. needn’t
3. needn’t
4. may/ might
5. may/ might
needn’t
- give the comment
ACTIVITY 4: Complete the sentences with may/might or needn’t
Time: 13 minutes
Technique: Giving task Working way: individually-pair
work
Procedure
1/ Giving tasks:
- Ask students to work individually to - Do as the Tc required
complete the given task in 4 minutes - Work in pairs to do Exercise 2
-Ask Ps to compare the answer with the
partners - Discuss the answers in pairs
2/ Completing task: 1. may / might

- Go around to supervise them 2. needn’t
- Ask students to discuss the answers in 3. needn’t
pairs. 4. may/ might
5. needn’t
- Call some students to give their answers. If
students’ answers are right, repeat them, if - give the comment
not, give the right answers - listen to T’s comment

comment
ACTIVITY 5: Complete the sentences with must, mustn’t or needn’t
Time: 13 minutes
work
Procedure
1/ Giving tasks:
2/ Completing task: 1. Must

- Go around to supervise them 2. Needn’t
- Ask students to discuss the answers in 3. Must
pairs. 4. Mustn’t
5. Needn’t
- Call some students to give their answers. If - give the comment
students’ answers are right, repeat them, if - listen to T’s comment

not, give the right answers

comment
articles.
developed
examination
Follow –up:
……………………………………………………………………………………………………
……………….
APPENDIX – UNIT 10: ENDANGERED SPECIES – LANGUAGE FOCUS
I. Warm-up: Điền vào mỗi chỗ trống một từ thích hợp (Dưa vào số chữ cái gợi ở mỗi
dòng để tim)
1. Lions, tigers, are _______ animals (4 letters)

2. A _______ is someone who hunts animals (6 letters)
3. Day after yesterday is _______ (5 letters)
4. A ______ is a period of 100 years (7 letters)
5. The capital of India is ________ (8 letters)
6. A: “What ______ is it?” B:” It’s 7 o’clock” (4 letters)
II. Nghe băng và nhận xét về nhịp điêu trong các câu:
 Những từ nào được phát âm mạnh hơn, những từ nào được phát âm yếu hơn.
 Đưa ra kết luận về những loại từ được phát âm mạnh và những lạo từ được phát âm
yếu
1. Tell me the time.
2. Show me the way.
3. Some carrots and cabbages
4. Come for a swim
5. The clock on the mantelpiece
6. I think he wants to go tomorrow
7. It’s not the one I want.
8. Most of them have arrived on the bus
III. Ôn lại các động từ khuyết thiếu: MUST / MUSTN’T / MAY / MIGHT/ NEED /
NEEDN’T
MODALS MEANINGS EXAMPLES
phải (có nghĩa bắt buộc) - Young people must obey their
Must = have to
parents.
ắt hăn (tiên đoán 1 sự việc xảy - He has been working very hard.
1 Must
ra ở hiện tai, có sơ sở) He must be tired.
Không được (câm) - You mustn’t go out in the

Mustn’t
evening.
2 May / might: có lẽ, có thể (suy đoán gần - He may be in his office.
đúng hoăc hành động có thể - The weather forecast is not very
xảy ra trong tương lai.) good.
It might rain this afternoon.
suy đoán sự việc xảy ra ở hiện - He may go out. I am not sure.

tai, không có cơ sở.
May diễn tả 1 sự xin phép - May I go out?
3 Need cần - I need go now.

Needn’t Không cần - You needn’t do that work.

E- Language focus
12A
12A
A. Objectives
1. Skill
2. Attitudes
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson

Time: 13 minutes
work
Procedure

1/ Giving tasks:

10. needn’t

comment

Time: 13 minutes
work
Procedure

1/ Giving tasks:

pairs. 4. Mustn’t
5. Needn’t

comment
ACTIVITY 3: Choose the best options

Time: 15 minutes
work
Procedure

1/ Giving tasks:
2/ Completing task: 1. B
- Go around to supervise them 2. D
- Ask students to discuss the answers in 3. B
pairs. 4. B
5. A
3/ Report the result 6. A

comment

articles.
developed

examination
PRACTICE
Exercise 1: Complete the sentence with may/ might or needn’t

1. Don’t make too much noise. You ______ wake the baby up.
2. We ______ walk all my way home. We can get a taxi.
3. We can keep this a secret between ourselves. We _______ tell anybody else.
4. I don’t want the children to play in this room. They ______ break something.
5. Be careful of that dog. It _________ bite you.
6. I understand this situation perfectly. You ______ explain further.
Exercise 1: Complete the sentence with must, mustn’t or needn’t
1. Peter has been working for 10 hours. He _______ be very tired now.
2. We have enough food at home so we ________ go shopping today.
3. Jim gave me a letter to post. I ________ remember to post it.

4. Jim gave me a letter to post. I _________ forget to post it.
5. There’s plenty of time for you to make up your mind. You _________ decide now.
6. You __________ wash those tomatoes. They’ve already been washed.
E- Language focus (P2)
Class Date of planning Date of teaching Date of assignment
12A Week 21
12A
Nguyen Thi Tuyet

Nhung
A. Objectives
1. Skill
2. Attitudes
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson

Time: 13 minutes
work
Procedure

1/ Giving tasks:

15. needn’t

comment

Time: 13 minutes
work
Procedure

1/ Giving tasks:

pairs. 4. Mustn’t
5. Needn’t

comment
ACTIVITY 3: Choose the best options

Time: 15 minutes
work
Procedure

1/ Giving tasks:
2/ Completing task: 1. B
- Go around to supervise them 2. D
- Ask students to discuss the answers in 3. B
pairs. 4. B
5. A
3/ Report the result 6. A

comment

articles.
developed

examination
PRACTICE
Exercise 1: Complete the sentence with may/ might or needn’t

7. Don’t make too much noise. You ______ wake the baby up.
8. We ______ walk all my way home. We can get a taxi.
9. We can keep this a secret between ourselves. We _______ tell anybody else.
10. I don’t want the children to play in this room. They ______ break something.
11. Be careful of that dog. It _________ bite you.
12. I understand this situation perfectly. You ______ explain further.
Exercise 1: Complete the sentence with must, mustn’t or needn’t
7. Peter has been working for 10 hours. He _______ be very tired now.
8. We have enough food at home so we ________ go shopping today.
9. Jim gave me a letter to post. I ________ remember to post it.
10. Jim gave me a letter to post. I _________ forget to post it.
11. There’s plenty of time for you to make up your mind. You _________ decide now.
12. You __________ wash those tomatoes. They’ve already been washed.
Period: ……. UNIT 11: BOOKS

A. Reading
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to:

- Read the passage about books and do reading comprehension tasks
- Use the information they have read to discuss related topic
2. Skill:
- Develop such reading micro-skills as scanning for specific ideas, skimming for
general information, and guessing meaning in context.
- Use the information they have read to discuss the topic.
3. Attitudes:
- To encourage Ss work in pairs and groups
4. Competences
- Ps may need to be provided appropriate linguistic resources so that they can
complete various learning tasks.
- Time: 7 minutes
- Procedure

1. Giving task
- T prepares a handout with a network of the Listen to the teacher
word “BOOKS”.
Novel
Distrube the task among all group
members and be ready for the task
BOOKS
- T divides the class into 8 groups and gives

each group a handout.
- T asks Ss to complete the network with some
nouns related the word “BOOKS” . The winner
will be the group completing the network in the
shortest period of time.
2. Completing task
- Asks Ps to exchange their papers to mark - exchange the answer to mark
Group 1  Group 3
Group 2  Group 4 - 10 points for a correct answer
- Gives Ps the key
- Invites Ps to give comments on other’s - comment on other’s performance
performance Result + handwriting
- Comments on Ps’ performance The working style of the group

 Leed-in:
We are going to read a passage about many
advantages of reading books. We read it and do
the following tasks.
Time: 10 minutes
Procedures
1. Giving task
Have Ps work in pairs, giving the - Listen to the teacher
phrases in task 1 by using such questions
as:
Vietnamese?
- What is the Vietnamese equivalent
of...?
2.Completing task -Work in pair to do the task. Depend on the
- Observes and gives help if necessary class’s level, Ss can explain the words and
phrases in English before giving their meanings
in Vietnamese
- Ss prepare the answers and exchange it with
their peer.
- Ask Ps to exchange their papers to mark - exchange the answer to mark
- Give Ps the key (in slide)

- invites Ps to give comments on other’s - comment on other’s performance
- comments on Ps’ performance The working style of the group
ACTIVITY 3: True/False /Not mentioned statements
Time: 11minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to read the passage and statements and
answer? decide whether they are true or false
space.

poster
2. Completing task
poster.
to mark 1- NM
Group 2  Group 4 3- NM
 Give Ps the key (in slide) 4- T

5- F
Group 1  Group 3
Group 2  Group 4
Time: 13 minutes
Procedure

1. giving task
minutes
3 minutes
2. Completing task

1. Three
2. When you find a good story and have time to
enjoy
it.
3. Read a few pages to see it it’s the one you can
easily
read and understand.
4. Television can bring you all the information and
stories with colour picture and action.
5. Books are still a cheap way to get information

and
entertainment ;you can keep a book forever and
read
it many times.
 invites Ps to give comments on -pronunciation + fluency
other’s performance -content (grammar + vocab)
- We have read the passage about many advantages
of reading books and do such reading
comprehension exercises as Word meaning,
-What have you gained today? T/F/NM and Q&A.
developed
IV. Homework (1’)
lesson (Unit 11 – B. Speaking)
Follow
up ………………………………………………………………………………………………
……….
Period: ….. UNIT 11- BOOKS

B. Speaking
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
1. Knowledge:
- By the end of the lesson, Ss will be able to ask and answer about reading habits
and talk about characters in a book.
2. Skill: - To help Ss develop their skill of giving their own ideas.
3. Attitudes: - Help Ps to know more about kind of books.
4. Competences: - Develop collaborative, problem-solving and communicative competences.
B. Teaching aids: English books 12, Handouts ...
C. Anticipated problems: Ss may find it difficult to find ideas to discuss by themselves.
II. New lesson:
- Time: 7 minutes
- Procedure

1. Giving tasks
- T asks Ss to watch a clip about many  Watch a clip
stories.
 tells Ss the rule of the games
- write down as many stories on A1 Listen to T’s rule
paper as possible while watching a
clip
Group 1  Group 3
Group 2  Group 4
- The group with the most correct
answer will be the winner
 Checks Ps’ understanding the
rule
(?) What to do now?
(2) You check your answer or other
answer?  Answer T’s questions if called
(3) How many points for a correct  Expected answer:
answer? - We write down as many stories on A1 paper as
Group 1  Group 3
Group 2  Group 4

2. Completing task
necessary .
 Asks Ps to exchange their  Expected answer:
papers to mark 1.fairy story
Group 1  Group 3 2.historical story
Group 2  Group 4 3.detective story

 Gives Ps the key (in slide) 4.war story
5.adventure story
Etc…
Group 1  Group 3
Group 2  Group 4

 comments on Ps’ performance.. listen to T’s comment
ACTIVITY 2: Gap-filling (Conversation 1)

Time: 7 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
Ask students to work in groups to
discuss the three questions and find the

answers.
2. Completing task
poster.
 Ask Ps to exchange their papers Expected answer:
to mark Q1: What sort(kind) of books do you like to read?
Group 1  Group 3 Q2: How do you often read books?
Group 2  Group 4 Q3:When do you often read books?

ACTIVITY 3: Ask and answer questions about each other’s reading habits.
Time: 10 minutes
Procedures
1. Giving task
 Ask & answer about each
other’s reading habits. Ask Listen to T
him/her to choose a person and
ask these questions. The pupils
being asked will have chance to  Answer T’s questions if called
choose another pupil to talk
with and likewise.
 Checks the rule
2. Completing task
 Observes and gives help if - Work in pairs. Ask and answer the questions
necessary
3.Report the result

 Ask some pairs to practice in  Expected answer:
front of the class A: What do you often do in your free time?
B: Reading books
A: What sort of books do you often read?
B: Novels.
A: How do you read them?
B:When I find a good story
A: When do you often read books?
B: Whenever I have free time
4.Assess the performance
ACTIVITY 4: Gap-filling (Conversation 2)

Time: 7 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
answers.
2. Completing task
poster.
to mark Q1: What are you reading at the moment?

Group 1  Group 3 Q2: Who is the main character?
Group 2  Group 4 Q3: What is he/she like?

ACTIVITY 5: Ask and answer about the book you are reading or you have read.
Time: 10 minutes
Procedures
1. Giving task
 Make questions and answer
about the book . Ask him/her to Listen to T
choose a person and ask these
questions. The pupils being
asked will have chance to  Answer T’s questions if called
with and likewise.
 Checks the rule
2. Completing task
necessary
front of the class A: What are you reading at the moment?
B: I’m reading “Happy life”

A: Who is the main character?
B: John.
A: What is he like?
B: He is brave and very kind to other people.
 Asks Ps some questions
-What have you learned today?  Answer T’s questions
IV. Homework (1’)
lesson (Unit 11 - C. Listening)
Follow –
up: ………………………………………………………………………………………………
…
…………………………………………………………………………………………………
Period: ….. UNIT 11 - BOOKS

C. Listening
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Listen for information about some advantages of books
- Improve their listening skill through exercises such as MCQs, Gap-filling and
Answering questions
2. Skill
- Develop speaking and listening skill.
3. Attitudes
- Help Ps to be aware of the interesting books.
4. Competences
B. Teaching aids: English books 12, pictures, cassette, disk, handouts and real objects.
II. New lesson
ACTIVITY 1: Warm-up: Competition game - Guessing Game through actions
Time: 11 minutes
Working way: group work
Procedure
1. Giving task
Guessing the names of modern  Form new groups
inventions through actions.
 Prepare 2 cards including the  Listen to the teacher

names of 10 stories. Divide the
class into 2 teams A and B
- Work in group of 5 in three minutes
- Each team chooses a person to do the
actions and a person to guess the
name and write down the answers on  Answer T’s questions if called
the board.
- The group with more marks is the
winner.
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
2. Completing task
 Observes and gives help if Each team chooses a person to do the actions and a
necessary person to guess the name and write down the
answers on the board.
- Give Ps the key - 10 points for a correct answer
ACTIVITY 2: MCQS
Time: 15 minutes

Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
(3) How many points for a correct - Read the statement once to get the main
answer? contents.
- Listen to the tape and do the task.
- Find evidences to each of the answers
- Have to choose the correct answer A, B, C or D
in 5 minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
G2 give the G1’s paper for G3 to mark and likewise
until all groups receives result of 3 markers
2. Completing task

poster.
3. Report the result  exchange the answer to mark
 Ask Ps to exchange their papers
to mark Key: 1. B 2. C 3. B 4. A 5. A

ACTIVITY 3: Listen and fill in the blanks
Time: 15 minutes
Technique: Listen for specific information Working ways: Individual - group
Procedure
1. Giving task
 Tell Ps the rule Listen to T’s rule
- Listen to the tape again and fill in
the blanks individually first
- Compare the answer with your
partner in one minutes to find the best
answer
 Checks the rule Answer T’s questions if called
(?) What to do now? - Listen to the tape again and fill in the blanks
individually first
- Compare the answer with your partner in one
2. Completing task
 Observes and gives help if - Listen to the tape again and fill in the blanks
- Compare the answer with a partner in one
3. Report the result  Expected answer
 Call on some Ps for their 1. family
answer 2. strength
3. humans
4. journey
5. pet.
 invites Ps to give comments on -Result
other’s performance -The working style
IV. Homework (1’)
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: …… UNIT 11: BOOKS

D. Writing
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
1. Knowledge: - By the end of the lesson, Ps will be able to describe a book.
2. Skill: - Develop writing skill.
3. Attitudes: - Help Ps to be aware of writing a report on a book.
- Language: +The tenses.
+ Connectors (time expressions)
4. Competences:
B. Teaching aids
II. New lesson
Time: 5 minutes
Procedure
1. Giving tasks:
are related to the school education systems.
2. Completing task
∙ Observes and gives help if necessary Suggested answers:
3. Report the result 14. ionopin - opinion
- Checks and corrects 15. orthua - author
16. ianm - main
17. letit - title
18. oryst - story
19. racterach - character
- asks Ps to give comment on other Ps’work + Comment on other’s performance
+Listen to T’s comment
ACTIVITY 2: Some questions are jumbled. Put them under the correct headings
Time: 8 minutes
Procedure
1. giving task
 Checks the rule

(?) What to do now?
(?) How much time?
answer?
answers.
2. Completing task
poster.
to mark General introduction
Group 1  Group 3 7.What is the title of the book?
Group 2  Group 4 4.Who is the author?
 Give Ps the key (in slide) 9.What type of book is it?

Summary of the book’s content
2.Where is the book set?
5.What is the main theme of the book?
6.Who are the main characters?
8.What is the plot of the story?
Conclusion:
1.What was your opinion of the book?
3.Would you recommend the book?

ACTIVITY 3: Ask and answer the above questions about the book you have just read
Time: 10 minutes
Procedures
1. Giving task
 Ask and answer about the
book . Ask him/her to choose a Listen to T
person and ask these questions.
The pupils being asked will
have chance to choose another  Answer T’s questions if called
pupil to talk with and likewise.
 Checks the rule
2. Completing task
necessary
front of the class S1:1.What is the title of the book?
S2: - Frankenstein
S1:2. Who is the author?

S2: - Marry Shelley
S1:3. What type of book is it?

S2: - A horror story
S1: 4. Where is the book set?

S2: - Geneva
S1:5. What is the main theme of the book?

S2: - Life of Frankenstein, a monster
S1:6. Who are the main characters?

S2: - Frankenstein
S1:7. What is the plot of the story?

S2: - A student from Geneva ,discovers the secret of
life, constructers a creature more like a
monster ,monster feels lonely ,attacks and kills
Frankenstein’s friend, and his brother.
Frankenstein determined to kill the monster. He is
killed first by the monster ,then it kills itself.
S1:8 .What was your opinion of the book?

S2: - Interesting
S1:9. Would you recommend the book?

S2: - Yes.

ACTIVITY 4: Write a report on the book you have read recently based on the results of
activity 2 and 3
Time: 18 minutes
Procedure
1. Giving task
- Write a report on the book . - Work individually in 10 minutes
- Exchange your paper with your - Write a report on the book .
partner, sitting next to you to - Exchange your paper with your partner,
mark sitting next to you to mark
Checks the rule
(?) What to do now?
2. Completing task
- Observes and gives help if necessary The answer will vary
- Ask Ps to report the result The answer will vary
performance.

IV. Homework (1’)
lesson
Follow
up ………………………………………………………………………………………………
…….
Preparation date: …………………….

Teaching date: 12b1………………….
12b8…………………..
Period ………
Unit 11(cont.) BOOKS
Lesson: LANGUAGE FOCUS

- practise making stress.
- use modal verbs in passive voice
II. Language Focus:
- Grammar: modals in passive voice
III. Teaching Aids: handouts, chart . . .
IV. Procedures:
Students’
Activities
& Pro- Rhythm

nunciation -T reads the sentences on page 126(textbook) and tells Ss T  Ss
to listen and underline the stressed syllables in the
(10 minutes) sentences. S
-T checks the answers with the class.
-T asks Ss to listen and make the stress on the stressed
syllables in each sentence.
1. Why did you behave like that? T  Ss
2. Come for a swim.
3. I think it will be fine.
4. She’s gone for a walk in the park. T  Ss
5. I wonder if he’ll ever come back.
Practice
-T read the sentences in the textbooks.
-T asks Ss to practise reading the sentences, paying S
attention to the stressed syllables.
-T invites some Ss to read aloud the sentences.
-T makes corrections if necessary.
Grammar Presentation – Modals in Passive Voice
-T elicits the use of modal verbs in Passive voice T  Ss
must/can/may/will . . . + be + past participle

(10 minutes)
Examples:
1. The essay must be finished tonight.
2. That job can be done. T  Ss
3. The umbrella may be taken.
4. Her assignment must have been finished.
5. She could have been met.
Practice T S
Activity 1 – Sentence completion (Exercise 1, p.126-

12 minutes 127) S S
-T asks Ss to do the exercise 1 in pairs and compare the
results with their partners. T S
-T calls on some Ss to give their right answers.
12 minutes Activity 2 – Verb conjugation (Exercise 2, p. 127) T S
-T asks Ss to do the exercise 2 in pairs and compare the
results with their partners. S S
-T calls on some Ss to give their right answers. T S
Expected answers:
1. will be prepared 2. Is food going to be
cooked
2. will be –re-packaged 4. can be warned
5. should food be chosen 6. have to be offered
7. could be selected 8. ought to be made
Homework Sentence transformation (handouts)
1 minutes Rewrite each sentence so that it contains the words in
capital.
1. We believe that the government has prepared a plan.
(HAVE)
2. In the end I was unable to find a garage to service my
car. (GET) T  Ss
3. They have found the remains of an old Roman villa
nearby. (DISCOVERED)
4. Jill’s parents are making her study hard. (MADE)
5. You’ll get a rise in salary after six months. (RAISE)
Key:
1. The government is believed to have prepared a plan.
2. In the end I was unable to get my car serviced.

3. The remains of an old Roman villa have been
discovered.
4. Jill is being made of study hard by her parents.
5. After six months, your salary will be raised.
-T asks Ss to prepare Unit 12 – READING
V. Comment Signed date: ………………………
Period ………… REVISION 1

Class Signed
date……………….
…….. …………………. ……………………….
UNIT 10: ENDANGERED SPECIES
Circle the word whose underlined part is pronounced differently from that of the others
A. bamboo B. good C. foot D. cook
A. cake B. panda C. face D. late
A. social B. science C. sour D. sure
Circle the word whose stress part is placed differently from that of the others
A. reserve B. schedule C. wildlife D. beauty
A. derive B. contain C. leopard D. prevent
Make the correct choice:
Many plants and endangered species are now endangering of _______.
A. expression B. expulsion C. extinction D. extension
_______ is destroying larger areas of tropical rain forests.
A. Disforestation B. Deforestation C. Anti-forestation D. forests
A lot of different conservation efforts have been made to________endangered species.
A. save B. kills C. make D. do
The raw sewage needs to be ________ treated.
A. chemically B. chemical C. chemist C. chemistry
There are more than 20 ________ working on the water treatment project.
A. researches B. researcher C. researchers D. research
More and more people __________ of food poisoning nowadays.
A. exits B. survive C. die D. starve
The government _________ the flood victims with food, clothers and money.
A. gave B. provided C. offered D. presented
Many people _________ that natural resources will never be used up.
A. view B. consider C. believe D. regard
Conservation is the protection of the _________ environment.
A. nature B. natural C. naturally D. naturalize
There are many ________ of pollution in our modern world
A. resources B. sources C. foundations D. bases
You ________ ask a woman about her age. It’s not polite.
A. must B. need C. musn’t D. needn’t
Pay attention ________ all traffic signs when you are travelling in the street.
A. for B. on C. to D. from
Their plans were cancelled _______ of a bad storm.
A. in spite B. because C. instead D. in place
I’ll lend you the money and you ________ pay me back till next month.
A. needn’t B. mustn’t C. need D. must
You should change your wet shoes,________ you’ll catch cold
A. therefore B. or C. if D. unless
The twins used to play rugby when they were four year old, ________ ?
A. don’t they B. didn’t they C. didn’t used they D. did they
You would rather _________ talking in class so as not to make your teacher angry.
A. stops B. stopping C. to stop D. stop
I’ve got __________ money to lend you now. I think you can ask Lyn for some.
A. few B. a few C. little D. a little
To tell the truth, Aim frightened ________ ghosts.
A. for B. on C. with D. of
Tell her that she ________ be here by six. I insist on it.

A. may B. must C. ought to D. might
He hurried _________ he wouldn’t be late for class.
A. since B. as if C. unless D. so that
There should be no discrimination _______ grounds of sex race or religion
A. on B. at C. of D. in
He has refused, but he _________ change his mind if you asked him again
A. might B. may C. can D. must
Two parallel white lines in the millde road meant that you _________ not overtake.
A. must B. might C. may D. need
There’s _______ university in my neighborhood.
A. an B. a C. the D. Φ
Choose the underlined words that need correcting.
The bus will be leaving on five minutes so you’d better hurry up.
A B C D
Many teachers have devoted their lives to teaching, therefore teaching is not a well-paid job.
A B C D
My parents often take careful of me when I am ill.
A B C D
She passed the board exam, who made her parents proud.
A B C D
Lack of properly physical exercise cause tiredness and poor health.
A B C D
Read the passage and choose the best answers.
World Wildlife Fund (WWF) safeguards hundreds of species around the world, but we
focus species attention on our flagship species: giant pandas, tigers, endangered whales and
dolphins, rhinos, elephant, marine turtles and great apes. These species not only need species
measures and extra protection in order to survive, they also serve as “umbrella” species:
helping them helps numerous other species that live in the same habitats.
In addition to our flagship animals, we work to protect numerous species in peril around
the world that live within our priority eco-rigions. Laree predators like snow leopards and
grizzly bears, migratory species like whooping cranes and songbrids, and a host of other
species facing threats also benefit from WWF’ s conservation efforts. Our wildlife trade
experts at “traffic” work to ensure that trade wildlife products, doesn’t harm a species, while
also fighting against illegal and unsustainable trade.
WWF is known for acting sound science. Science leads and guides us strategies and
approaches, from the way to restore tigers in viable, breed population to decide which areas
need protection the most.
What does WWF stand for?
A. World Wildlife Food. B. World Wildlife Formation.
C. World Wildlife Fund. D. World Website Fund.
How many species do we pay much attention to?
A. 5 B. 8 C. 7 D. 9
What is the meaning of the world habitats in pharagraph 1?
A. The place where animals or plants are normally found.
B. The place where animals or plants can drink and sleep.
C. The place where animals or plants can eat find their enemy.
D. The place where animals can find and keep their body warm.
What can science help us in safeguarding endangered species?
A. Find the way to kill all species easily. B. Lead and guide strategies and
approaches.
C. Discover another habitat of animal. D. Search for a food source for animals.
Which of the following is not stated in the passage?
A. WWF safeguards hundreds of species around the world.
B. WWF is known for acting on sound science.
C. these above species need extra protection so as not to be extinct.
D. All species are so fierce that scientists can’t take care of them.
Read and choose the appropriate option:
WHY DO ANIMALS GO EXTINCT?
Different kinds of animals have appeared and disappeared throughout Earth’s history.
Some animals go extinct because the climate (41)_______ they live changes. The climate may
become wetter or drier. It may become warmer or cooler. If the animals cannot change, or
adapt, to the new climate, they die.
Some animals go extinct because thay cannot (42) _______ with other animals for food.
Some animals go extinct because they are killed by enemies. New kinds of animals are always
evolving. Evolving means that the animals are changing (43) _______ from generation to
generation. Small differences between parents, children, and grandchildren slowly add up over
many, many generations. Eventually, a different kind of animal evolves. [evolve: tiến hóa]
Sometimes many of the animals on Earth go extinct at the (44) _______ time. Scientists
call this a mass extinction. Scientists think there (45) _______ at least five mass extinctions in
Earth’s history. The last mass extinction happened about 65 million years ago. This mass
extinction killed off the dinosaurs.
A. where B. which C. when D. what
A. complete B. find C. compete D. exist
A. accidentally B. suddenly C. quickly D. slowly
A. same B. similar C. different D. various
A. has been B. have been C. will be D. are
Choose the sentence which is closest in meaning to the original one.
The gate was closed to stop the children running into the road.
A. The gate was closed so the children running into the road.
B. The gate is closed so that children don’t run into the road.
C. The gate was closed so that the children couldn’t run into the road.
D. The gate is closed that the children couldn’t to run into the road.
My Indian friend finds using chopsticks difficult.
A. My Indian friend is not used to using chopsticks.
B. My Indian friend can’t use chopsticks.
C. My Indian friend didn’t use to using chopsticks.
Too tired to continue, David stopped walking.
A. David couldn’t carry on walking because he was too tired.
B. David couldn’t stop walking because he was to tired.

C. David was too tired to carry out walking. D. David can’t continue to walk when he’
stirred.
I haven’t met old English teacher since I left school.
A. I didn’t have a chance to meet my old English teacher because I left school.
B. this is the last time I met my old English teacher at shool.
C. I last met my old English teacher when I left school.
D. My old English teacher hasn’t met me since I have left school.
Tom didn’t begin to read until he was eight.
A. It was not until Tom was eight that he began to read.
B. When Tom was eight, he didn’t know how to read.
C. Tom had read when he was Wight to read. D. Not until Tom read, he was eight.
-----------THE END-----------
PERIOD …. REVISIO N 2
Class Signed
date……………….
…….. …………………. ……………………….
UNIT 11: BOOKS

Choose the word whose underlined part is pronounced differently from that of the rest
1. A. same B. taste C. swallow D. page
2. A. sleep B. keep C. pleasure D. people
3. A. too B. book C. look D. good
4. A. described B. picked C. swallowed D. informed
5. A. words B. reviewers C. describes D. types
Choose the word that has the stress pattern different from that of the rest.
6. A. subject B. swallow C. story D. digest
7. A. example B. holiday C. careful D. interest

8. A. describe B. chapter C. wonder D. easy
9. A. understand B. television C. improvement D. introduce
10. A. imaginary B. advantageous C. information D. incredible
Choose the most suitable word or phrase (A, B, C or D) to complete each sentence.
11. My parents........they will move to the seaside when my father retires next year.
A. think B. thinking C. will think D. thought
12. I couldn't resist reading the book even........ I was very sleepy.
A. though B. although C. however D. otherwise
13.........that the hope for cancer control may lie in the use of vaccine.
A. To believe B. It is believed C. Believing D. The belief
14. I went to........ some pictures by a new painter the other day.
A. watch B. see to C. look at D. visit
15. My roommate's handwriting was very bad, so he had me........ his paper for him last night.
A. to type B. type C. to have typed D. typed
16. The book is so interesting that I can't........
A. put down it B. put it down C. put down D. be put
down
17. Would you be........to hold the door open?
A. too kind B. as kind C. kind enough D. so kind
18. What do you mean, he's watching television? He's........ to be washing the car.
A. hoped B. expected C. supposed D. thought
19. Children are........in watching cartoon films.
A. interested B. keen C. fond D. concerned
20. The ........thing about travelling by train rather than by car is that you can sleep or read
during the journey.
A. enjoyment B. enjoyed C. enjoying D. enjoyable
21. I wonder who drank all the milk yesterday. It........ have been Jane because she was out all
day.
A. must B. could C. needn't D. can't
22. Books in the home are a wonderful....... of knowledge and pleasure.

A. source B. resource C. list D. sum
23. Reviewers describe books ....... "hard-to-put-down", or "hard-to-pick-up-again".
A. as B. for C. into D. in
24. Books are still a cheap........ to get knowledge and entertainment.
A. means B. way C. method D. measure
25. A fine tomb,........, marks the grave of the poet Chaucer.
A. which in the fifteenth century was erecting B. erecting in the fifteenth century
C. erected in the fifteenth century D. being erected in the fifteenth century
II. Choose the underlined part among A, B, C or D that needs correction.
26. People respected him because he was a honest man.
A B C D
27. Today the number of people whom enjoy winter sports is almost double that of twenty
years ago.
A B C D
28. My uncle has just bought some expensive furnitures for his new house.
A B C D
29. Have you ever read any novels writing by Jack London?
A B C D
30. He studied very hard, so he passed the exam easy.
A B C D
Choose the correct sentence
31. He last had his car repaired 2 weeks ago.
A. He has had his car repaired for 2 weeks. B. He had repaired his car § weeks
before.
C. He had not repaired his car for 2 weeks then. D. He didn't have any repair to his car in
2 weeks.
32. John lent me this book.
A. This book was lent to me by John. B. I lent this book to John.
C. This book is lent to me by John. D. I was lent by John this book.
33. They had seen the man in a parking lot.

A. The man was seen in a parking lot. B. The man has been seen in a parking
lot.
C. The man was to be seen in a parking lot. D. The man had been seen in a parking
lot.
34. People say that prevention is better than cure.
A. It is said that prevention is better than cure. B. Prevention is said to be better than
cure.
C. Prevention is to have said to be better than cure. D. A and B
are correct.
35. My mother gave a watch to me.
A. My mother was given a watch by me. B. A watch was given to me by my
mother.
C. A watch was given my mother by me. D. A watch was given to my mother by
me.
Read the passage below and decide which answer (A, B, C or D) best fits each space.
Today there are libraries in almost every towns in the world. Even in areas (36)______ there
are no libraries, there are often mobile libraries which take boos from one village to
(37)______. But in the days when books were copied by hand (38)______ than printed,
libraries were very rare. The reason is simple: books took a very long time to produce, and
there were far fewer coppies of any given work around. The greatest library (39)______ all,
that in Alexandia, had 54,000 books.
In the ancient world, this number (40)______ considered huge. It was the first time that anyone
had collected so many books from all around the world (41)______ one roof. There are many
theories about why these books were lost. (42)______is that the library accidentally burned
down. Another is that one of the rulers of the city ordered the books to be burned. They were
taken to various places and it took six monthsto burn them. (43)______ happened, the
collection there was priceless. Many of the library’s treasures were lost forever-sone books
were (44)______ recovered. We cannot even know (45)______ what the library containd.
36. A. where B. who C. the place D. which
37. A. other B. others C. the other D. another

38. A. rather B. else C. more D. much
39. A. of B. about C. in D. over
40. A. is B. was C. were place D. has been
41. A. in B. under C. over D. below
42. A. One B. A theory C. None D. All
43. A. Whoever B. Whichever C. whatever D. wherever
44. A. almost B. never C. already D. yet
45. A. exactly B. really C. detailedly D. yet
Read and choose the best answer.
There are books with fairy tails in many countries. Often the same stoties are known and
repeated in many languages. Some of the things that happens in these stories are remarkable,
although not as remarkable as things that are truly happening in medicine and science today.
Most fairy tails begin with “Once upon a time” and end with “They lived happily ever
after”, so we will begin in the same way.
Once upon a time there was a girl calles Cinderella who did all the work in the kitchen
while her lazy sister did nothing.
One night, her sister went to a ball at the palace. Cinderella was left home, very sad. After
a time her fairy godmother appeared and told Cinderella that she could go to the ball- but to
return home by midnight.
So she went to the ball in a beautiful dress in a wonderful coach. She danced with the
prince but at midnight she ran back home, leaving one of her shoes on the floor. The prince
wanted to see her again and went to every house in the capital until he found that the shoe was
the right size for Cinderella. She and the price were married and lived happily ever after.
46. Books with fairy are found in ________________.
A. our country only B. few countries
C. all countries except ours D. many countries
47. According to the passage, things truly happening in medicine and science today
are_________ things that happenes in some fairy tails,
A. More remarkable than B. less

remarkable than
C. as remarkable as D. not as remarkable as
48. The word “ball” in the first sentence means ________________.
A. a sport equipment B. a dancing hall C. a balloon D. sphere
49. Cinderella was very sad because ________________.
A. her sister did nothing C. her sister
went to a ball and left her at home
C. she did all the work in the kitchen D. her sister was invited to a hall
50. At the end of the story ________________.
A. Cinderella could go to the ball and it was so happened that she and the prince was
married
B. Cinderella’s godmother came to comfort her
C. one of Cinderella’ sisters was married to the prince D. the prince
invited Cinderella to the hall
PERIOD …. 45 – MINUTE – TEST
Class Signed
date……………….
…….. …………………. ……………………….
YEN KHANH B HIGH SCHOOL 45 – MINUTE – TEST

ENGLISH 12 - CODE: 121
Name: ………………………………………
Group: 12B…..
I. A. Choose the word whose underlined part is pronounced differently from that of the
other.
1. A. weapon B. great C. measure D. weather
2. A. fills B. adds C. stirs D. lets
3. A. wasted B. exported C. continued D. adopted
B. Choose the word whose main stress pattern is placed differently from that of the other
words.
4. A. economic B. pessimistic C. politics D. optimistic
5. A. honor B. contain C. replace D. provide
II. Choose the most suitable word or phrase (A, B, C or D) that best completes each
sentence.
6. This book is not really ________. It is a waste of money buying it.
A. inform B. information C. informative D. informatively
7. World Wide Fund for Nature was formed to do the mission of the preservation of
biological diversity, sustainable use of natural resources, and the reduction of pollution
and wasteful consumption.
A. contamination B. energy C. extinction D. development
8. _________ is a situation in which a plant, an animal, a way of life, etc. stops existing.
A. conservation B. biodiversity C. extinction D. habitat
9. Those letters ________ now. You can do the typing later.
A. need typing B. needn't be typed C. need to type D. needn't typing
10. Tom: “What a lovely house you have!” - Peter: “___________ .”
A. You’re welcome C. Thank you. Hope you will drop in
B. Of course, it’s costly D. No problem
11. She sends me the book________ she________ two years ago.
A. which / wrote B. whose /wrote C. which/ writes D. whom / writes
12. The picnic ________ because Peter has just had a traffic accident.
A. will cancel B. will be cancelling C. will be cancelled D. will have
cancelled
13. ’’What are you doing this weekend?’’ ‘’…………………………….”
A. I think it will be interesting. B. I’m very busy now.

C. I hope it isn’t raining D. I plan to visit my aunt
14. I _______ find my own way there. You _______ wait for me.
A. should / can't B. have to / must C. can / needn't D. might / mustn't
15. Anna needed some money, ________, she took a part-time job.
A. furthermore B. moreover C. however D. therefore
16. It is found that endangered species are often concentrated in areas that are poor and
densely populated, such as much of Asia and Africa.
a. disappeared b. increased c. threatened d. reduced
17. This chapter is so difficult to digest, I shall have to read it again later.
A. read and understand B. dips into and ignoreC. read carelessly D. read quickly
18. You _______ remember to pay the rent tomorrow. The landlord is very strict about paying
on time.
A. needn't B. must C. don’t have to D. need
19. _______ I borrow your lighter for a minute?
A. May B. Will C. Must D. Should
20. Passengers_______ smoke in No-smoking restaurants
A. mustn’t B. can’t C. needn’t D. mightn’t
III. Choose the underlined word or phrase that needs correcting.
21. Species become extinct or endangerment (A) for a number of reasons (B), but the primary
cause is the destruction (C) of habitat by human activities (D)
22. There are many benefits that we may be gained (A) by actually (B) taking the time to read a
book instead of (C)sitting in front of the TV or (D)doing some other forms of mindless
entertainment.
23. (A) Don’t (B) worry! (C) The train will (D) be arrived soon.
24. We should warn (A) the children (B) not speak (C) to strangers.(D)
25. What should (A)you do before starting (B)to read a book (C)carefully and slow (D)?
IV. Choose the option A, B, C or D that best fits the blank space the following passage:
In 1783, two French brothers built the first balloon to take people into the air. One hundred and
twenty years (26) _____, in 1903, the Wright brothers built the first plane with an engine and
flew in it. This was (27) ____ the United States. Then, in 1918, the US Post Office began the
first airmail service.
Aeroplanes changed a lot in the next thirty years. Then, in the 1950s, aeroplanes became much
(28) ______ because they had jet engines.
In 1976, Concorde was built in the UK and France. It was the fastest passenger plane in the
world at that time and it (29) ______ fly at 2300 kilometres an hour, so the journey from
London to New York was only four hours.
Today, millions of people travel (30)___ aeroplane, and it is difficult to think of a world
without them.
26. A. after B. then C. later D. lately
27. A. at B. on C. through D. in
28. A. faster B. fastest C. fast D. more fastly
29. A. must B. could C. should D. ought
30. A. with B. by C. for D. of
V. Read the passage carefully and then choose the best answer.
The thing I liked most when I was small was the change of seasons. Spring, summer,
autumn and winter - I could see them all come and go and each one was completely different.
Now in the city, you can buy summer flowers in winter and eat the same vegetables all the
year round! Whereas, in the country. I could only eat things at certain times of the year - for
example strawberries in June and turnips in winter. I lived my childhood with the seasons.
Also we made most of our food and would never eat frozen or tinned food. Everything
was fresh - so it must be better than the type of food I am taking now in the city. City people
may think people in the country miss a lot of things about modern life, but in my opinion they
miss a lot more than them - they miss real life.
31: What did the writer like most about living on a farm?
A. Flowers in spring. B. Leaves in autumn. C. The wild animals and plants. D. The
change of seasons.
32: What does the word them in line 2 refer to?
A. 4 seasons B. winter and autumn C. countryside people D. plants
33: In the countryside, in which season can we buy strawberries?

A. spring B. summer C. autumn D. winter
34: Why did the writer never eat tinned food when living in the country?
A. Because it was frozen.
B. Because it was contaminated.
C. Because it was very fat.
D. Because it wasn’t very fresh.
35: Which of the following sentences is NOT true?
A. People in the city can grow vegetables all year round. B. In the countryside turnips are
grown in winter.
C. The writer often eats frozen and tinned food now.
D. Many city people think they live better than those in the country.
VI. Choose the best answer to complete the following sentences
36: _________, he wouldn’t have missed the train.
A. If he listened to me B. Unless she had listened to me
C. If he had listened to me D. If he didn’t listen
37. It's time we left for the disco.
A. We may leave for the disco now. B. We needn't leave for the disco now.
C. We should leave for the disco now. D. We must have leave for the disco
now
38: It is a top secret __________________________________.
A. You mustn’t tell anyone about it. B .You needn’t tell anyone about it.
C. You mightn’t tell anyone about it. D. You won’t tell anyone about it.
39. If you work hard,…………………………………
A. you will eventually succeed B. you would eventually succeed
C. you eventually succeeded D. you’d have eventually succeeded
40: They will finish the work next week.
A. The work will be finished next week. B. The work will be finishing next
week.
C. The work will finish next week. D. The work will be finish next week
Period ………… UNIT 12: WATER SPORTS

A- Reading
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Read the passage about “Water sports” and do reading comprehension tasks
2/ Skill: Develop such reading micro-skills as Matching, Gap-filling and answering the
questions
3/ Attitudes: Help Ps to understand more about water sports and their benefits
- Time: 7 minutes
- Technique: crossword Working ways: group work
- Procedure
1/ Giving tasks:
- Divide the class into two group - listen to the task
- Show the crosswords on the board
and each group to choose a number - works in groups

randomly
- Give the cues for each number and - give the comment
ask Ps to guess the word - listen to T’s comment
- Award 1 point to the group who can
guess the word correctly. The group Expected answers:
with more point is the winner 1 S W I M M I N G
2 B A S E B A L L
2/ Completing task 3 F O O T B A L L
∙ Observes and gives help if 4 C H E S S
necessary 5 B I L L I A R D S
6 W I N D S U R F I N G
3/ Report the result 7 P I N G P O N G
- asks the group leader to go to the 8 G O L F
black board to present the answer. 9 R U G B Y
10 B A D M I N T O N
11 W A T E R S K I I N G
groups ‘work - listen and open the book
- compares the answers and gives
the comment
* Lead-in: Today our lesson is about

Water sports and do reading
comprehension
ACTIVITY 2: Q & A
- Time: 8 minutes
- Technique: Q & A Working ways: pair work
- Procedure
1/ Giving tasks:
- Hangs up 2 pictures of water sport and - listen to the task,
football
- Has Ps work in pairs asking and answering
some questions:
1. What kinds of sports are in the pictures?
2. Where can people play these sports?
3. How do people play them?
4. Which sport do you think is more
popular?


- asks some pairs to present the result -The answer may vary

- asks Ps to give comment on other Ss’ pair - give the comment
work - listen to T’s comment
comment - listen and open the book
- Time: 8 minutes
- Technique: Q & A Working ways: individually
- Procedure

1/ Giving tasks:
- Ask Ps to read through the text once to find - listen to the task,
out some new words, guess the meaning
basing on sentences surrounding the
suggested words
- Give Ps some more words that may be
new/ unfamiliar to them.
- Match these words in column A with their
Vietnamese equivalents in column B - works in pairs to answer these questions
- Guide the Ps to read the word in chorus and - asks the Tc if necessary
individually.
Possible answer:
2/ Completing task 1- sprint: to swim very fast for a short
∙ Observes and gives help if necessary distance
2- opponent: someone who tries to
3/ Report the result defeat another person in a
- asks some Ps for their answer competition
3- penalize: to punish a team or a
player who breaks the rules
4- eject: to make soneone leave the
game
5- foul: an action in sports that is
against the rule
- give the comment
- asks Ps to give comment on other Ps
comment

ACTIVITY 3: Gap-filling
- Time: 13 minutes
- Procedure
1/ Giving tasks:
- Asks students to do the task in pairs and - listen to the task,
read scan the passage to find information in
the text to fill words in the blanks
2/ Completing task
∙ Observes and gives help if necessary - works in pairs to answer these questions
- asks the Tc if necessary
- asks some pairs for their answers
Possible answer:
1. 18 ; 30 metres; 20 metres
2. white caps; blue caps; red caps with the
number 1 in white.
3. Their own goal lines.
4. Holding or punching the ball.
5. Five to eighty minutes.
- give the comment

- asks Ps to give comment on other Ss’ pair
work
- compares the answers and gives the - listen and open the book
comment
III. Consolidation (2 minutes)

-What have you gained today? - We have learned about the water sports and do
such reading comprehension exercises as
matching and gap-filling
are developed
Follow –up
……………………………………………………………………………………………………
……………………
Period ……….. UNIT 12: WATER SPORTS

B- Speaking
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Talk about water sports
 Ask and answer questions about water posrts
2. Skill
3. Attitudes
 Help Ps to be aware of water sports and their benefits
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
Time: 7 minutes
Working way: Group
1/ Giving tasks:
- - Asks students to keep book close - Keep books close
- Says: “In just one minute, look at the - Listen to the teacher
pictures and write down on a piece of paper
a list of equipment which is used to play
with these types of water sports”
- Asks students to work in groups
2/ Completing task
- Look at the pictures and try to tell some
3/ Report the result equipments of water sports (ex: ball, air
- Calls some groups to speak their answers tank, mask, fins, oars, boat, board, regulator,
wet suit, sail ect. )
- give the comment
- asks Ps to give comment on other groups - listen and open the book
‘work
comment
-declares the winner
Time: 8 minutes
Working way: Pair
1/ Giving tasks:
- - Ask students to look at pictures and - listen to the task
match names of equipments with names of
water sports and retell names of each sport in
pairs in 5 minutes
2/ Completing task
∙ Observes and gives help if necessary - Look at pictures and try to remember
- Correct pronunciation themselves
1. Swimming 4.
3/ Report the result Windsurfing
- asks some pairs to practice the 2. Water polo 5. Scuba-
conversation diving
3. Synchronized swimming
6. Rowing

- asks Ps to give comment on these pairs
comment
ACTIVITY 3: Talk about each of the water sports
Time: 13 minutes
Working way: group
1/ Giving tasks:
- tells Ps to work in 6 minutes in groups of - listen to the task
two tables choosing a person to work as an
expert
- the other people will ask the expert
questions about water sports: place, - work in 6 minutes in groups of two tables
equipment required and number of players choosing a person to work as an expert
questions about water sports
2/ Completing task
∙ Observes and gives help if necessary -ask and answer about water sports

- asks some groups to present - give the comment

comment
ACTIVITY 4: Talk about your favorite water sports
Time:13 minutes
Working way: group
1/ Giving tasks:
- tells Ps to work in 6 minutes in groups of - listen to the task
two tables choosing a person to work as an
expert
- the other people will ask the expert - work in 6 minutes in groups of two tables
questions about water ports choosing a person to work as an expert
2/ Completing task questions about water sports
-ask and answer about water
- asks some groups to present - give the comment

comment
III. Consolidation
water sports
developed
IV. Homework
Follow –up
……………………………………………………………………………………………………
……………………
Period ……. UNIT 12: WATER SPORTS

C- Listening
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Know more about synchronized swimming
 Listen for general ideas and understand the passage
2. Skill
3. Attitudes
 Help Ps to be aware of synchronized swimming
4. Competences

B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: BINGO
Time: 7 minutes
Working way: Group
1/ Giving tasks:
- Asks Ps to write five water sports they - listen to the task
enjoy doing most
- Listen to the teacher and tick the words
they hear. If Ps have all the five words ticked
first, they will win the game and then say
out : “BINGO”
2/ Completing task
- Reads the words
Swimming – water polo – windsurfing – tick the words they hear
rowing- jet-skiing- synchronized swimming
– sailing – water skiing – surfing – body
boarding – water rafting

- observes If anyone has all the five words ticked first,
4/ Assess the performance they will win the game and then say out :
- asks Ps to give comment on other Ps “BINGO”
ACTIVITY 2: Q & A
- Time: 5 minutes
- Procedure
1/ Giving tasks:
- Hangs up the picture on page 132 - listen to the task,
- Has Ps work in pairs asking and answering
some questions:
1. Where are they playing?
2. What are the special features of this sport?
3. Is it a popular sport?
2/ Completing task

- asks some pairs to present the result - asks the Tc if necessary

- asks Ps to give comment on other Ss’ pair -The answer may vary
work
comment - give the comment
Introduce the lesson - listen to T’s comment


Time:8 minutes
Technique: Vocabulary teaching
1/ Giving tasks:
- Explain the words that will appear in the - listen to the task
listening text.
- Ask Ps to read in chorus then individually.
2/ Completing task
∙ Observes and gives help if necessary - read in chorus then individually
3/ Report the result -read the words
- asks some people to read these words Synchronized swimming
Chicago Teacher’s college
Annette Kellerman
Wright Junior College
Katherine Curtis
Amateur Athletic Union
- asks Ps to give comment on other people’s - listen to T’s comment
work - listen and open the book
comment
ACTIVITY 3: Listen & choose the best options
Time: 10 minutes
Technique: Table cloths
1/ Giving tasks:

 Checks the rule
(?) What to do now?
(3) How many points for a correct answer? - We have to listen and choose the best
options
given space.
of the poster.
on the given space.
members
∙ Observes and gives help if necessary best ideas on the biggest part in the middle
of the poster
Possible answer:
3/ Report the result 1. B
Ask Ps to exchange their papers to mark
Group 1  Group 3 2. C
Group 2  Group 4 3. A
Give Ps the key (in slide) 4. B
5. A
Group 1  Group 3
Group 2  Group 4

- invites Ps to give comments on
other’s performance  comment on other’s performance
- comments on Ps’ performance -Result + handwriting
ACTIVITY 4: Listen & Answer the questions

Time: 7 minutes
Technique: Effective listening
Working ways: pairs
1/ Giving tasks:
- Ask them to guess the answers. - listen to the task
- Play the tape again
- Asks Ps to do this exercise in pairs in 4
minutes
2/ Completing task
∙ Observes and gives help if necessary - listen and do this exercise in pairs
3/ Report the result 1. The great Australian swimmer, Annette

- Call some Ps to say out their answers and Kellerman did.
the evidences they get to prove their answers 2. She found a water ballet club in 1923.
3. Curtis did.
4. They were conducted in 1946.
5. It became an Olympic event in 1984.
- give the comment

work
comment
ACTIVITY 5: talk about history of synchronized swimming
Time: 10 minutes
1/ Giving tasks:
- Asks students to talk about history of - listen to the task
synchronized swimming using the cues in
the books
- Asks students to work in groups to practice
2/ Completing task
Work in groups talking about synchronized
3/ Report the result swimming
- Call some representatives to talk about the
history of synchronized swimming The answer may vary

- asks Ps to give comment on other people’s - give the comment
comment
III. Consolidation
-What have you gained today? - We have listened to a woman talking about
synchronized swimming and do listening
comprehension such as MCQs, Answering
questions
developed
IV. Homework
Follow
up……………………………………………………………………………………………………………
………..
Period ….. UNIT 12: WATER SPORTS

D- Writing
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Write the instructions for warm-up exercises before playing water sports
2. Skill
3. Attitudes
 Help Ps to be aware of how to write the instructions for warm-up exercises before
playing water sports
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Hot seat
Time: 7 minutes
Working way: Group

1/ Giving tasks:
- Divides the class into two groups and - listen to the task
choose two representatives from the two
groups to sit in the hot seats in front with
their backs to the board
- Writes a word on the board and ask the
groups to explain, describe or define the
word in any ways so that their teammates in
the hot seats can speak out the word
2/ Completing task
∙ write the words: Swimming – Water polo – the groups explain, describe or define the
Windsurfing – Rowing – Jet-skiing – word in any ways so that their teammates in
Synchronized swimming – Sailing – Water the hot seats can speak out the word
skiing - Surfing
- give the comment
- asks Ps to count their correct words
comment
ACTIVITY 2: Chatting
Time: 8 minutes
Working ways: T- Ps
1/ Giving tasks:
- Has Ps work in pairs asking and answering - listen to the task,
some questions:
1. Do you like swimming?

2. Where do you often go swimming?
3. How long can you swim?
4. Do you do warm-up exercise before
swimming?
5. What exercise do you often do? How do
you do it?

- asks some pairs to present the result -The answer may vary

- asks Ps to give comment on other Ss’ pair - give the comment
Time: 8 minutes
Working ways: Pairs
1/ Giving tasks:
- Ask Ps to work in pairs, reading and - listen to the task
matching each sentence with one of the
appropriate action
In pairs, , reading and matching each
2/ Completing task sentence with one of the appropriate action
3/ Report the result 1- c

- asks some pairs for their answers. 2-a
3-d
4-b
- asks Ps to give comment on other pairs - give the comment
‘work - listen to T’s comment
comment
ACTIVITY 4: Writing the instructions for warm-up exercise before playing water polo
Time: 15 minutes
Working ways: Individually
1/ Giving tasks:
- Ask Ps to work individually writing the - listen to the task
instructions for warm-up exercise before
playing water polo
- Asks Ps to exchange the writing with the
partner to check
2/ Completing task -work individually writing the instructions
∙ Observes and gives help if necessary for warm-up exercise before playing water
polo
board to present the answer. - Exchange their writings for peer correction

- asks Ps to give comment on other - give the comment
comment
III. Consolidation
-What have you gained today? - We have written the instruction for warm-up
exercise before playing water sports
developed
IV. Homework
focus)
Follow
up................................................................................................................................................
.......................
Period ……… UNIT 12: WATER SPORTS

E- Language focus
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 to review transitive verbs, intransitive verbs and passive voice
6. Skill
7. Attitudes
8. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
E. Teaching procedures
II. New lesson
ACTIVITY 1: warm-up: Obeying instructions
Time: 7 minutes
Technique: Giving task Working way: groups
Procedure
1/ Giving tasks:
- Divide the class into two groups
- Invite some volunteers from each group to
the front of the class
- Tell them they have to obey and follow the
opponent’s instructions on how to do
morning exercise
- The group that has the suitable actions for
the instructions will win the game
2/ Completing task:
-Observes and givefs help if necessary

- Ask them to report the results.

comment
ACTIVITY 2: Elision
Time: 8 minutes
Procedure
1/ Giving tasks:
- Hang on a flipchart with the words - Listen to the teacher
- Tell Ps to pronounce the words.
Check if they are pronounced potato tomato canary today
correctly. tonight police correct perhaps
- Ask Ps to look at the chart and
elicit the pronunciation of the elision 1. What is elision?
- It is the act of leaving out the sound of part of a
2/ Completing task: word when you are pronouncing it
- Observes and gives helps if 2. The rules of elision
necessary – loss of weak vowel after p, t, k
Example: potato /ptei’tou/ tomato
3/ Report the result /t’ma:tou/
- Call 1 representative of group 1 to – Weak vowel + n, l, r

explain it Example: tonight police
. – Avoidance of complex consonant clusters
4/ Assess the performance Example: acts looked back
Ps’work
- compares the answers and gives
the comment
ACTIVITY 3: Practice reading the sentences
Time: 8 minutes
Procedure
1/ Giving tasks:
- Ask Ps to read sentences in pairs - Listen to the teacher
2/ Completing task:
- Observes and give help if necessary Practice reading aloud the sentences.

again.
- Ask them to read the sentences in pairs, go
around to supervise them.
- give the comment
comment
ACTIVITY 4: Transitive verbs- intransitive verbs
Time: 10 minutes
Procedure
1/ Giving tasks:
- Ask Ps to work in pairs to decide which - Do as the T required
verbs need an object and which cannot - Work in pairs to do Exercise 2
- Discuss the answers in pairs
2/ Completing task:
pairs. Answers:
Verbs Transitive Intransitive
3/ Report the result Sleep 
- Call some students to give their answers. If Read  
students’ answers are right, repeat them, if Write  
not, give the right answers Lie 
Meet 
Occur 
Grow  
Help 
Arrive 
Rain 
Exist 
- give the comment



comment
ACTIVITY 5: change into passive voice

Time: 9 minutes
Procedure
1/ Giving tasks:
Choose the sentences that have objects and - Do as the Tc required
then change them into passive voice - Work in pairs to do Exercise 2
- Guide Ps to do
- Ask Ps to do it in pairs
2/ Completing task:
pairs.

- Call some students to give their answers. If 1. The bill will be paid by Ann
students’ answers are right, repeat them, if 3. Towels are supplied by the hotel
not, give the right answers 5. My mistakes were noticed
7. I wasn’t surprised by the news
9. The story was told by an old man
- give the comment

comment

- What have you gained today? - We have revised the use of transitive verbs and
intransitive verbs
developed
prepare for the next lesson  Listen to T and take note
Follow
up…………………………………………………………………………………………………
………
Period ………… TEST CORECTION
Class Signed
date……………….
…….. …………………. ……………………….
YEN KHANH B HIGH SCHOOL 45 – MINUTE – TEST

ENGLISH 12 - CODE: 121
Name: ………………………………………
Group: 12B…..
other.
1. A. weapon B. great C. measure D. weather
2. A. fills B. adds C. stirs D. lets
3. A. wasted B. exported C. continued D. adopted
B. Choose the word whose main stress pattern is placed differently from that of the other
words.
4. A. economic B. pessimistic C. politics D. optimistic
5. A. honor B. contain C. replace D. provide
sentence.
6. This book is not really ________. It is a waste of money buying it.
A. inform B. information C. informative D. informatively
7. World Wide Fund for Nature was formed to do the mission of the preservation of
biological diversity, sustainable use of natural resources, and the reduction of pollution
and wasteful consumption.
A. contamination B. energy C. extinction D. development
8. _________ is a situation in which a plant, an animal, a way of life, etc. stops existing.
A. conservation B. biodiversity C. extinction D. habitat
9. Those letters ________ now. You can do the typing later.
A. need typing B. needn't be typedC. need to type D. needn't typing
10. Tom: “What a lovely house you have!” - Peter: “___________ .”
A. You’re welcome C. Thank you. Hope you will drop in
B. Of course, it’s costly D. No problem
11. She sends me the book________ she________ two years ago.
A. which / wrote B. whose /wrote C. which/ writes D. whom / writes
12. The picnic ________ because Peter has just had a traffic accident.
A. will cancel B. will be cancelling C. will be cancelled D.
will have cancelled
13. ’’What are you doing this weekend?’’ ‘’…………………………….”
A. I think it will be interesting. B. I’m very busy now.
C. I hope it isn’t raining D. I plan to visit my aunt
14. I _______ find my own way there. You _______ wait for me.
A. should / can't B. have to / must C. can / needn't D. might / mustn't
15. Anna needed some money, ________, she took a part-time job.
A. furthermore B. moreover C. however D. therefore
16. It is found that endangered species are often concentrated in areas that are poor and
densely populated, such as much of Asia and Africa.
a. disappeared b. increased c. threatened d. reduced
17. This chapter is so difficult to digest, I shall have to read it again later.
A. read and understand B. dips into and ignore C. read carelessly D. read quickly
18. You _______ remember to pay the rent tomorrow. The landlord is very strict about paying
on time.
A. needn't B. must C. don’t have to D. need
19. _______ I borrow your lighter for a minute?
A. May B. Will C. Must D. Should
20. Passengers_______ smoke in No-smoking restaurants
A. mustn’t B. can’t C. needn’t D. mightn’t
21. Species become extinct or endangerment (A) for a number of reasons (B), but the primary
cause is the destruction (C) of habitat by human activities (D)
22. There are many benefits that we may be gained (A) by actually (B) taking the time to read
a book instead of (C)sitting in front of the TV or (D)doing some other forms of mindless
entertainment.
23. (A) Don’t (B) worry! (C) The train will (D) be arrived soon.
24. We should warn (A) the children (B) not speak (C) to strangers.(D)
25. What should (A)you do before starting (B)to read a book (C)carefully and slow (D)?
IV. Choose the option A, B, C or D that best fits the blank space the following passage:
In 1783, two French brothers built the first balloon to take people into the air. One hundred and
twenty years (26) _____, in 1903, the Wright brothers built the first plane with an engine and
flew in it. This was (27) ____ the United States. Then, in 1918, the US Post Office began the
first airmail service.
Aeroplanes changed a lot in the next thirty years. Then, in the 1950s, aeroplanes became much
(28) ______ because they had jet engines.
In 1976, Concorde was built in the UK and France. It was the fastest passenger plane in the
world at that time and it (29) ______ fly at 2300 kilometres an hour, so the journey from
London to New York was only four hours.
Today, millions of people travel (30)___ aeroplane, and it is difficult to think of a world
without them.
26. A. after B. then C. later D. lately
27. A. at B. on C. through D. in
28. A. faster B. fastest C. fast D. more fastly
29. A. must B. could C. should D. ought
30. A. with B. by C. for D. of
The thing I liked most when I was small was the change of seasons. Spring, summer,
autumn and winter - I could see them all come and go and each one was completely different.
Now in the city, you can buy summer flowers in winter and eat the same vegetables all the
year round! Whereas, in the country. I could only eat things at certain times of the year - for
example strawberries in June and turnips in winter. I lived my childhood with the seasons.
Also we made most of our food and would never eat frozen or tinned food. Everything
was fresh - so it must be better than the type of food I am taking now in the city. City people
may think people in the country miss a lot of things about modern life, but in my opinion they
miss a lot more than them - they miss real life.
31: What did the writer like most about living on a farm?
A. Flowers in spring. B. Leaves in autumn. C. The wild animals and plants. D. The
change of seasons.
32: What does the word them in line 2 refer to?
A. 4 seasons B. winter and autumn C. countryside people D. plants
33: In the countryside, in which season can we buy strawberries?
A. spring B. summer C. autumn D. winter
34: Why did the writer never eat tinned food when living in the country?
Because it was frozen.
B. Because it was contaminated.
C. Because it was very fat.
D. Because it wasn’t very fresh.
35: Which of the following sentences is NOT true?
A. People in the city can grow vegetables all year round. B. In the countryside turnips are
grown in winter.
C. The writer often eats frozen and tinned food now.
D. Many city people think they live better than those in the country.
VI. Choose the best answer to complete the following sentences
36: _________, he wouldn’t have missed the train.
A. If he listened to me
B. Unless she had listened to me
C. If he had listened to me
D. If he didn’t listen
37. It's time we left for the disco.
A. We may leave for the disco now.
B. We needn't leave for the disco now.
C. We should leave for the disco now.
D. We must have leave for the disco now.
38: It is a top secret __________________________________.
A. You mustn’t tell anyone about it. B .You needn’t tell anyone about it.
C. You mightn’t tell anyone about it. D. You won’t tell anyone about it.
39. If you work hard,…………………………………

A. you will eventually succeed B. you would eventually succeed
C. you eventually succeeded D. you’d have eventually succeeded
40: They will finish the work next week.
A. The work will be finished next week. B. The work will be finishing
next week.
C. The work will finish next week. D. The work will be finish next week
Period: ……. UNIT 13: THE 22ND SEA GAMES

B. Reading
…….. …………………. ……………………….
A. Objectives
- Read the passage about the 22nd SEA Games and do reading comprehension tasks
2. Skill:
3. Attitudes:
4. Competences

II. New lesson :
Time: 7 minutes
Technique: Game playing
Working way: Group

1. Giving task
- Asks students to keep book close - Keep books close
- Says: “In just one minute, look at the pictures - Listen to the teacher
and write down on a piece of paper the names of
4 sports”
2. Completing task
- Look at the pictures and write down the
names of 4 sports
- Asks Ps to exchange their papers to mark Expected answered:
Group 1  Group 3 1. Swimming.
Group 2  Group 4 2. Bodybuilding.
- Gives Ps the key 3. Shooting.
4. Men’s Long Jump.

Group 1  Group 3
Group 2  Group 4

 Lead-in:
We are going to read a passage about the 22nd
SEA Games. We read it and do the following
tasks.
Time: 10 minutes
Procedures
1. Giving task
as:
Vietnamese?
of...?
2.Completing task -Work in pair to do the task. Depend on the

- Observes and gives help if necessary class’s level, Ss can explain the words and
in Vietnamese
their peer.
- Ask Ps to exchange their papers to mark - exchange the answer to mark
- Give Ps the key (in slide)

ACTIVITY 3: Gap-filling
Time: 11 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
(?) Who mark your group?
(?) How many points for a correct
answer?

answers.
2. Completing task
poster.
to mark 1. the 5th to 13th December, 2003.
Group 1  Group 3 2. 90 gold medal.
Group 2  Group 4 3. the Swimming and Shooting Events.
 Give Ps the key (in slide) 4. some point in the future.

Time: 13 minutes
Procedure
1. giving task
minutes
3 minutes
2. Completing task
1. It was solidarity, co-operation for peace and
development.
2. 444 gold medals were won at the Sea Games.
3. The Vietnamese Women’s Football team
successfully
defended the Sea Games title.
4. The Thai Men’s Football team won the gold
medal.
5. It was because firstly, to prepare for the 22nd Sea
Games, Vietnam carried out an intensive
programme for its athletes, which included training
in facilities, both home and abroad; secondly, with

the strong support of their countrymen, the
Vietnamese athletes competed in high spirits.

other’s performance -pronunciation + fluency
 comments on Ps’ performance -content (grammar + vocab)
- We have read the passage about the 22nd SEA
Games and do such reading comprehension
exercises as Word meaning, gap-filling and Q&A.
-What have you gained today? -Our group work skill and interpersonal skill are
developed.
IV. Homework (1’)
lesson (Unit 13 – B. Speaking)
Follow
up ………………………………………………………………………………………………
………
Period: …. UNIT 13 - THE 22ND SEA GAMES
B. Speaking
…….. …………………. ……………………….
A. Objectives
1. Knowledge: - By the end of this lesson, students will be able to be expected to report
some of the records at the 22nd SEA Games. After that, they can use it in
the real life.
3. Attitudes: - Help Ps to know more about kind of sports.
B. Teaching aids: English books 12, Handouts ...
II. New lesson:
- Time: 6 minutes
- Procedure

2. Giving tasks
- T asks Ss to watch a clip about many  Watch a clip
sports.
 tells Ss the rule of the games
- write down as many sports on A1 Listen to T’s rule
paper as possible while watching a
clip

Group 1  Group 3
Group 2  Group 4
- The group with the most correct
answer will be the winner
 Checks Ps’ understanding the
rule
(?) What to do now?
(?) You check your answer or other
answer?  Answer T’s questions if called
(?) How many points for a correct  Expected answer:
answer? - We write down as many sports on A1 paper as
Group 1  Group 3
Group 2  Group 4

2. Completing task
necessary .
 Asks Ps to exchange their  Expected answer:
papers to mark 1. Tennis.
Group 1  Group 3 2. Women’s Marathon.
Group 2  Group 4 3. Cycling.
 Gives Ps the key (in slide) 4. Karate.

5. Volleyball.
6. Bodybuilding.
Etc…
Group 1  Group 3
Group 2  Group 4
 comments on Ps’ performance.. -The working style of the group
ACTIVITY 2: Symbol study
Time: 5 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
- Asks students to look at symbols and
names of sports
2. Completing task
poster.
to mark 1. Football (soccer)
Group 1  Group 3 2. Tennis
Group 2  Group 4 3. Swimming
 Give Ps the key (in slide) 4. Cycling

5. Basketball
6. (Running) Athletics
ACTIVITY 3: Ask and answer questions about some of the records at the 22nd
SEA Games.
Time: 10 minutes
Procedures
1. Giving task
 Ask & answer about some of
the records at the 22nd SEA Listen to T
Games. Ask him/her to choose
a person and ask these
questions. The pupils being  Answer T’s questions if called
asked will have chance to
with and likewise.
 Checks the rule
(?) What do you do now?
2. Completing task
necessary
3.Report the result
front of the class A: Hi Lam. What are you doing?
B: Well, I’m searching for sport records at the 22nd
SEA
Games.
A: It’s great. Could you tell me about the record of
the
Men’s 200 meters?
B: A man coming from Thailand won the game.
A: What’s his name?
B: He’s Boonthung.
A: What was his record?
B: He ran 200 meters in 20,14 seconds.
A: Wow! How excellent he was! He ran very fast.

Time: 20
Procedure
1.Giving task
- work in groups in 5 minutes
- Choose the first person in each
group as an interviewee and the
rest as interviewers
- The interviewer will in turn ask
questions about the sport results
and the interviewee will have to
answer
- After 5 minutes, you will have
three more minutes to prepare for
their presentation
the interviewee’s sport results. Retell the rule in Vietnamese
 Check the rule

Vietnamese
2.Completing task
necessary
 Ask each group a person to present Some pupils present in front of the
in front of the class class
Expected answer:
- Thailand and Malaysia played in the
Women’s Football Third-Place Playoff.
The Thai team won the bronze medal. The
results (score) was 6-1.
- Thailand and Vietnam played in the
Men’s Football Final. The Thai team won
the gold medal. The score was 2-1.
- Thailand and Vietnam played in the
Women’s Volleyball Final. The Thai team
won the gold medal. The score was 3-0.

IV. Homework (1’)
Follow –
up: ………………………………………………………………………………………………
…
…………………………………………………………………………………………………
Period: …. UNIT 13 - THE 22ND SEA GAMES

D. Listening
…….. …………………. ……………………….
A. Objectives
1. Knowledge:
- By the end of this lesson, students will know more about the athletes’ records in the
22nd Southeast Asian Games as well as their jobs when the Games are over.
2. Skill
3. Attitudes
- Help Ps to be aware of the sports.
4. Competences

II. New lesson
Time: 6 minutes
Procedure
1. Giving task
Guessing the names of sports through  Form new groups
actions.  Listen to the teacher
 Prepare 2 cards including the
names of 10 sports. Divide the
actions and a person to guess the  Answer T’s questions if called
name and write down the answers on
the board.
winner.
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
2. Completing task
Time: 10 minutes
Procedure
1. giving task
minutes
3 minutes
2. Completing task
1. one
2. Thailand
3. 4,8m
4. No, he didn’t.
ACTIVITY 3: Listen and decide whether the statements are true or false
Time: 13 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?

(?) Who mark your group?  Expected answer:
(?) How many points for a correct - We have to read the statements and decide
space.

poster
2. Completing task
poster.
to mark 1. T
 Give Ps the key (in slide) 4. T

5. F
Group 1  Group 3
Group 2  Group 4
ACTIVITY 4 - Interview your friends :”Which Vietnamese footballer(s) do you like best?
Why?”
Time: 12
Procedure
1.Giving task
- The interviewer will in turn ask
questions about the sport results
answer

their presentation
the interviewee’s sport results. Retell the rule in Vietnamese
 Check the rule
Vietnamese
2.Completing task
necessary
The answer will vary
Suggestion:
Goal keeper: Dang Kieu Trinh
Football players: Do Hong Tien, Le Thi
Oanh etc.

IV. Homework (1’)
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: …. UNIT 13: THE 22ND SEA GAMES

D. Writing
…….. …………………. ……………………….
A. Objectives
1. Knowledge: - By the end of the lesson, students will be able to describe a Sporting event (a
football match)
3. Attitudes: - Help Ps to be aware of writing a football match.
- Language: +The tenses.
+ Connectors (time expressions)
4. Competences:
B. Teaching aids

II. New lesson
ACTIVITY 1: Warm-up: List some names of positions of players in a football match .
Time: 7 minutes
Technique: XYZ
Procedure
1. Giving task
- work in group of 5 in three minutes
- each Ps list two names of positions
of
players in a football match .
- The secretary note down all the
things
on A0 paper  Answer T’s questions if called
- Exchange the answer to mark  Expected answer:
Group 1  Group 4 - work in group of 5 in three minutes
Group 2  Group 5 - each Ps list two names of positions of
Group 3  Group 6 players in a football match .
- 10 points for a correct answer - The secretary note down all the things on A0
paper
Group 1  Group 4

(?) Who mark your group?  Choose the secretary of the group
answer?
2. Completing task
 Observes and gives help if - Each member has to tell two names of means of
necessary transportation
- The secretary in the group has to write the answer
on
A0 paper
 Ask Ps to exchange their papers Expected answer:
to mark - Goalkeeper
Group 1  Group 4 - Defender
Group 2  Group 5 - Midfielder
Group 3  Group 6 - Attacker

Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
ACTIVITY 2: Some questions are jumbled. Put them under the correct sections
Time: 8 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
answers.
2. Completing task
poster.
to mark Introduction:
Group 1  Group 3 4. Why was the football match held?
Group 2  Group 4 7. What teams took part in the match?
 Give Ps the key (in slide) 3. When and where did the match take place?
Details of the match:

6. What was the weather like on that day?
1. How did each team play in the first half?/ second
half?
8. What was the spectators’ attitude?
9. Which team played better?
10. Who scored a goal?
Conclusion:
2. What was the result?
5. What did you think about the game?
ACTIVITY 3: Ask and answer the above questions about a football match you have
watched recently.
Time: 10 minutes
Technique: Q&A Working ways: pairs
Procedures
1. Giving task
Ask and answer about a football
match. Listen to T
 . Ask him/her to choose a
person and ask these questions.
The pupils being asked will  Answer T’s questions if called
have chance to choose another
pupil to talk with and likewise.
 Checks the rule
(?) What do you do now?
2. Completing task
necessary
 Ask some pairs to practice in -The answer will vary.
front of the class
ACTIVITY 4: Write a description of the football match.
Time: 18 minutes
Procedure
1. Giving task
- Write a description of the - Work individually in 10 minutes
football match. - Write a description of the football match.
mark
Checks the rule

(?) What to do now?
2. Completing task
performance.
IV. Homework (1’)
lesson (Unit 13- E. L. Focus)
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: ….. UNIT 13: THE 22ND SEA GAMES

E. Language focus

…….. …………………. ……………………….
A. Objectives
- practise linking
- review and practise: Double comparison
2. Attitudes
3. Competences
B. Teaching aids
II. New lesson
ACTIVITY 1: Warm-up
Time: 5 minutes
Procedure
1. Giving task
“ROWING” and ask Ps to guess the
word. Answer T’s questions if called
Tell Ps the rule - Work in group of 8
Group 2  Group 4
Checks the rule
(?) What to do now?
2. Completing task
Ask Ps to report the result ROWING
Performance
ACTIVITY 2: Pronunciation - Linking
Time: 10 minutes
Working ways: Whole class, pair work and individual work
Procedure
1. Giving task
- Explain how to link the words together.
- Ask students to look at these sentences - Look at the books
and give comments on those sentences
- Has students to pay attention on linking:
the last consonant of 1st word with a - Listen to the teacher
vowel of following word
Ex: look-at, quite-old...

- Ask students to pronounce the linking
words.
2. Completing task
- Observes and gives help if necessary - Listen to the teacher and work in pairs to
practise .
- Ask students to work in pairs and - Some students read in front of the class.
pronounce the words in the sentences. - Listen to the teacher.
- Call some students to read the sentences
in front of the class.

- Comment and read the sentences once - Comment on other’s performance.
to the whole class.
- Correct pronunciation for the students - Listen to T’s comment.
ACTIVITY 3: Grammar presentation + Exercise 2
Time: 14 minutes
Procedure
1. Giving task
a) Review some grammar structures: - Listen to the teacher and note down in the
Double comparison. notebook
comparative + and + comparative
the + comparative, the + comparative
- Give some examples
- Ask Ss to make sentences with the - The answers can be various.
structures.
- Asks students to work individually

and complete the sentences using
comparative structure: comparative +
and + comparative
2. Completing task
1. shorter and shorter
2. more and more expensive
3. worse and worse
4. more and more complicated
5. better and better
6. more and more active
7. more and more difficult
8. closer and closer
ACTIVITY 4: Complete the sentences. Choose a suitable half-sentences from the box.
Time: 12 minutes
Procedure
1. giving task
 Checks the rule

(?) What to do now?
(?) How much time?
answer?
discuss the questions and find the
answers.
2. Completing task
poster.
to mark 1. The warmer the weather, the better I feel.
Group 1  Group 3 2. The more you practise your English, the faster
Group 2  Group 4 you
 Give Ps the key (in slide) will learn.

3. The longer he waited, the more impatient he
became.
4. The more electricity you use, the higher your bill
will
be.
5. The more expensive the hotel, the better the
service.
6. The more I got to know him, the more I liked him.

7. The more you have, the more you want.
IV. Homework (1’)
lesson (Unit 14 – A. Reading)
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: ……. Unit 14 - INTERNATIONAL ORGANIZATIONS

Lesson 1: READING
…….. …………………. ……………………….
A. Objectives
 gain knowledge of some international organizations and
their roles in the world.
 read for gist and to scan for specific details.
3/ Attitudes: Help Ps to be aware of the information of an international organization
ACTIVITY 1: Warm-up: Ask students to name the organization that the logos standing for
- Time: 5 minutes
- Technique: brainstorming Working ways: group work
- Procedure
1/ Giving tasks:
Teacher (T) guides students (Ss) to look at - listen to the task
the logo of the United Nations and those of - Students look at the pictures and answer
some other organizations and answer the the questions based on their background
guiding questions. knowledge.
1. What organizations do these logos
represent?
2. What roles do they play in the world?

.
2/ Completing task
∙ Observes and gives help if necessary - works in groups to list the factors as much
as possible (Group from 6-10 people)
- asks the group leader to go to the black - (group leaders) go to present the answer.
board to present the answer. 1. The United Nations, the United Nations
Children’s Fund, World Trade Organization,
World Health Organization, etc.
2. Their roles are to improve different
aspects of life, i.e., health, education,
children’s condition of living, trade, etc., in
the world.
comment
ACTIVITY 2: Pre-reading: Ask students to name the organization that the logos standing for
- Time: 5 minutes
- Procedure
1/ Giving tasks: pair-work
a) T has Ss work in pairs, match the logos - listen to the task
with corresponding names and then read Ss sit in pairs and do the task assigned by T.
the names of the organizations aloud.
b) T has Ss discuss in pairs and find out the
difference in meaning between
‘abbreviation’ and ‘acronym.

2/ Completing task
Students work in pairs and do task
- asks the group leader to go to the black Answer
board to present the answer. a/ 1. D 2. E 3. F 4. A 5. C 6. B
b/ acronym: a word formed from the first
letters of the words that make up the name of
something.
Example: World Health Organization =
WHO, pronounced / hu: /
 abbreviation: short form of a word
Example: UN, pronounced /ju: ‘en /

1. United Nations: UN (abbr.) /ju: ‘en /
(Liªn hiÖp quèc).
2. United Nations Children’s Fund:
UNICEF (acr.) /’ju:nisef/ (Quü Nhi §ång
Liªn HiÖp Quèc)
3. Food and Agriculture Organization: FAO
/,ef ei ‘ou / ( Tæ chøc l-¬ng thùc vµ N«ng
nghiÖp thÕ giíi)
4. World Health Organization:WHO /hu:/
5. World Trade Organization: WTO
/ ,d blju: ti: ou/ (Tæ chøc th-¬ng m¹i thÕ
giíi)
6. International Civil Aviation Organization:
4/ Assess the performance ICAO /ai si: ei ou/ ( Tæ choc hµng kh«ng
- asks Ps to give comment on other d©n dông Quèc tÕ)
groups’work

 Leed-in:
- Today we will study about the
formation of an organization: The Red Cross
ACTIVITY 3: gap-filling
Time: 10 minutes
Procedure:
1/ Giving tasks:
- tells Ps to read over the reading and choose - listen to the task
the most suitable word to put in the blanks
(pair work) - read individually and do the task in pairs
2/ Completing task

- asks any student to present the answer. Task 1:
1. dedicated
2. appealed.
3. initiated.
4 appalled
5. resulted

comment
Time: 10 minutes
Procedures
1/ Giving tasks:
 Checks the rule
(?) What to do now?
given space.
of the poster.
on the given space.
members
∙ Observes and gives help if necessary best ideas on the biggest part in the middle
of the poster

Ask Ps to exchange their papers to mark 1. F.
Group 2  Group 4 3. T.
Give Ps the key (in slide) 4. F
5. F.
Group 1  Group 3
Group 2  Group 4
- invites Ps to give comments on  comment on other’s performance
- comments on Ps’ performance -The working style of the group
ACTIVITY 5: Read the questions and give the answer:
Time: 10 minutes
Technique: brainstorming Working ways: Individually
Procedures
1/ Giving tasks:
- Ask Ss to read the questions and find out - listen to the task
the answer in task 3
2/ Completing task - read individually and do the task

- Ask some Ss to present the answer Possible answer:
1. It’s mission is to improve the lives of
vulnerable people.
2. 186 countries.
3. People in the country con get quick
4/ Assess the performance help and supports when they are in
- invites Ps to give comments on difficult.
other’s performance
- comments on Ps’ performance - give the comment
Asks Ps some questions - Answer T’s questions
-What have you learned today? - Expected answer
-What have you gained today? - We have learned about the formation of the Red
Cross and do such reading comprehension
exercises as T or F, table completion and MCQs
developed
Asks Ps to study the lesson again and
prepare for the next lesson (Unit 1- B.  Listen to T and take note
Speaking)
Follow
up ………………………………………………………………………………………………
………
Period: …… UNIT 14: INTERNATIONAL ORGANIZATIONS

A-Reading (P2)
…….. …………………. ……………………….
A. Objectives
 Read the passage about “International organizations” and do reading comprehension
tasks
B. Teaching aids: English exercise books 12, Handouts, Projector, A0 paper

II. New lesson: (40 minutes) : “International organizations” ( English Exercise book 12 –
P90, 91&92)
- Time: 8 minutes
- Procedure
1/ Giving tasks:
- asks Ss to answer some questions - listen to the task and find the answer
“ Can you list the name of some
international organizatons and their

roles?
∙ Observes and gives help if necessary - Discuss the answer

board to present the answer. Possible answer:
- FAO: (Food and Agriculture Organization
of the United States): to defeat hunger
- UNICEF: to protect and defend the rights
of every childs
- WHO: to protect international health within
the United Nations’ system.
- give the comment

- asks Ps to give comment on other Ss’
group work
- compares the answers and gives the - open the text book page 90
comment
Introduce the lesson: Today, we will study
about an international organization:
“ Amnesty International Organization”
Time: 8 minutes
Procedure:
1/ Giving tasks:
and read in silence


- Amnesty(n) - Amnesty(n) ân xá
- Community (n) - Community (n) cộng đông
- Religion(n): - Religion(n): tôn giáo
- Trial (a) - Trial (a): phiên toà xư
- Shine( v) - Shine( v) chiếu sáng

comment
ACTIVITY 3: Filling in the blanks ( Exercise 1/ page 91)
Time: 7 minutes
Technique: Effective reading- table cloth Working ways: group
work
Procedure:
1/ Giving tasks:
- tells Ps to read over the reading and - listen to the task
match the words in the blanks
+ asks Ss to work in group - read individually and do the task

+ Devides the class into 4 groups individually then in group
2/ Completing task
- Asks Ss to do individually the the secretary - Present and compare the answer with
collects the answers from individuals on Ao each other (in group)
papers
Possible answer:
3/ Report the result 1/ independent
- asks 4 groups to present the answer 2/ beliefs
3/ a sign of
4/ take action
5/ so far

comment
ACTIVITY 4 : Circle the best option to complete the following sentences
Time: 5 minutes
Techniques: table -cloths Working ways: pair work
Procedures
1/ Giving tasks:
2/ Completing task
necessary.

suggestions
- Correct the students’ work 1/ B 2/ A 3/ C 4/B 5/ C

ACTIVITY 5 : Answer the questions

Time: 10 minutes
Techniques: table -cloths Working ways: individually
Procedures
1/ Giving tasks:
then work individually to answer the
questions.
2/ Completing task
necessary.
suggestions

- Correct the students’ work 1/ To the government that holds prisoners
2/ In London
3/ It helps the families of prisoners. It writes
reports on governments and prisions.
4/ So far, more than 40 thousands…medical

cares
5/ The Nobel Peace Prize
- Result + handwriting
4/ Assess the performance - The working style of the group
- Invites Ps to give comments on other’s listen to T’s comment
performance
-What have you gained today? - We have learned about Amnesty International
Organization
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: …… Unit 14 INTERNATIONAL ORGANIZATIONS

B- Speaking
…….. …………………. ……………………….

A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able:
- To help students gain knowledge of some international organizations and their roles in the
world.
- To enable students to talk about international organizations
- Report on discussion results
3. Attitudes: • Help Ps to be aware of some other international organizations such as: WHO,
WWF
4. Competences
ACTIVITY 1: Read the passagge and anser the questions (Task 1)
Time: 10 minutes
Procedure
1/ Giving tasks:
- Ask students to work in pairs to read the - listen to the Tc
passagge and anser the questions
- Explaining some new words if Ss need:
- attainment (n): accomplishment &
achievement
- carry out (v): - work in pairs

- advocate (v): to recommend or support sth
2/Completing task - presents their pair-work.
∙ Observes and gives help if necessary Answer
3/ Report the result 1. Who stands for the World Health
- asks Ps to present their work Organization.
2. It was established on 7 April 1948
3. Its major objective is the attainment by all
peoples of the highest possible level of
health
4. Its main activities are carrying out
research on medical development and
improving international health care.
comment
ACTIVITY 2: Ask and answer questions about th UNICEF and WWF (Task 2)
Time: 15
Technique: brainstorrming Working ways: pair work
Procedure
1/ Giving tasks:
- Guide students how to practise. - listen to the Tc
- Ask students to work in pairs.
- Help the students with new structures.
2/ Completing task
3/ Report the result - presents their pair-work.
- asks Ps to present their work Answer
Ex:
A: Unicef is an international organization. It
was founded in 1948…..
B: WWF is an international organization. It
4/ Assess the performance was founded in 1961…
comment
ACTIVITY 3: Tell a partner what you know about one of the above mentioned
international organizations. Using the information from Task 1 and Task 2
Time: 15 minutes
Procedures
1/ Giving tasks:
 Tells Ps the rule  form 4 groups
- prepare individually the requirement in two  Read the rule in slide
minutes, then in turn one P talk about what
they know about one of the above mentioned
international organizations, using the
features discussed in Task 1&2
2/ Completing task - prepare individually in 5 minutes
3/ Report the result - (Each pupil) has to present their talk in
- asks Ps to present their work front of their group’s members.
individually - ( A presentative presents in front of the
- asks a presentative of each group to whole class)
present in front of the whole class.  comment on other’s performance
- compares the answers and gives the listen to T’s comment
comment

differences and similarities in
celebrating a wedding ceremony in
Vietnam and American
Follow
up: ………………………………………………………………………………………………
……..
Period ………. Unit 14 INTERNATIONAL ORGANIZATIONS

C- Listening
…….. …………………. ……………………….

A. Objectives
- get information about the United Nations .
- know some more new words about wedding ceremony.
2. Skill
3. Attitudes
 Help Ps to be aware of the United Nations
4. Competences
ACTIVITY 1: Warm-up: Question - Answer
Time: 5 minutes
Technique: Making questions Working way: Individually
Procedure
1/ Giving tasks:(Picture on P 156)
Questions - listen to the question and find the answer
1/Where is building?
2/ How popular is the United Nations ?
2/ Completing task
∙ Observes and gives help if necessary - try the best to find down the answer
- Checks and corrects - volunteer to answer individually.
- asks Ps to give comment on other Ps’work - guess the topic of the lesson
comment
Present the topic of the new lesson:
“f you want to know more details about UN
organization we will go to Unit 14 - part C:
Listening”
ACTIVITY 2: Listen and repeat
Time: 5 minutes
Technique: braining storm Working way: Individually
Procedure
1/ Giving tasks:
- Present some new words and their meaning - note down and guess the meaning
Vocabulary: Listen and repeat: (P 157)
- destruction (n) sự phá huy
- independence (n) sự tự do
- colony (n) luc địa
- enforce (v) làm cjo có hiệu lực
2/ Completing task
∙ Read in model and ask SS to listen and - Listen and repeat in chorus
repeat twice
3/ Report the result - volunteer to read individually.
- Checks and corrects
- compares the reading and gives the

comment
ACTIVITY 3: Listen to the first part of the passage and circle the best answer A,B,C or
D to the following questions:
Time: 15 minutes
Technique: Table cloths Working way: group work
Procedure
1/ Giving tasks:
- Asks Ss form 4 groups - Form a new group
- Asks Ss to read over the task 1 - read over task 1
2/ Completing task
- give the first listening - listen the first time
∙ Observes and gives help if necessary - ask the Tc if necessary
- give the second listening to check
and corrects. - finish the task in group
- compare the answer with other group
Suggested answers:
1. C 2. D 3. C
- gives the comment - listen to T’s comment
ACTIVITY 4: Listen to the second part of the passaghe and fill in the missing words:
Time: 15 minutes
Technique: Listening for specific information Working ways: Individual - group
Procedure:
1/ Giving tasks:

- listen to the tape again and fill in the - listen to the tape again and fill in the
blanks individually first blanks individually first
- compare the answer with your partner in - compare the answer with your partner in
 Checks the rule
(?) What to do now?
- Gives the third listening
2/ Completing task
∙ Observes and gives help if necessary - listen to the tape again and fill in the
blanks individually first
- Gives the fourth listening 1. solve international problems
- Calls on some Ps for their answer 2. the UN
- checks the answer with other Ps 3. in its goals
4. at war
5. independence
performance
-What have you gained today? - We have listened the conversation about the wedding
ceremony in Vietnam
developed

Follow
up…………………………………………………………………………………………………
……..
Period: ….. UNIT 14: INTERNATIONAL ORGANIZATIONS

D-Writing
…….. …………………. ……………………….
A. Objectives
- write a short description of an international organisation
2. Skill
3. Attitudes
- Help Ps to be aware of the way to develop their imaginary
4. Competences
B. Teaching aids
II. New lesson
ACTIVITY 1: Teaching new words & phrases
Time: 7 minutes
Procedure
1/ Giving tasks:
- Asks Ss to look through the paasage in - Listen to the teacher.
page 158 and find new words and phrases
that they don’t know.
2/ Completing task:
Vocabulary: Vocabulary:
- have an opportinities (v.ph) - have an opportinities (v.ph): Có cơ hội…
- do research on (v.ph) - do research on (v.ph): nghiên cứu về…
- be good at (v.ph) - be good at (v.ph): gioi…
- charity (n) - charity (n) Từ thiện
- Lets the whole class read the new words
twice or three times.
- Calls 2-3 students to read new words again. - Read the new words ( Whole class &
4/ Assess the performance individuals)

ACTIVITY 2: Answer some questions in task 1

Time: 8 minutes
Technique: Question -Answer Working way: Pair work
Procedure
1/ Giving tasks:
- Gives the requirement of task 1 - Listen to the teacher.
- Asks students to work in pairs to ask and
answer:
1/ Which international organisations would
you like to work for , WWF, WHO, UN ?
…..
2/ Why do you choose to work for WHO ?
…..
2/ Completing task - Discuss the answers to the questions in
- Go around to supervise students if pairs.
necessary.
- Call some students to role play:
3/ Report the result - Answer the questions, and correct the
- asks Ps to present their work wrong answers.
- Correct their mistakes. Model :
Ss 1: Which international organizations
would you like to work for , WWF, WHO,
UN ?
Ss2: I like to work for WHO.
Ss3: Why do you choose to work for WHO ?
Ss2: Because I like biology and I’m very

good at it . If I work for WHO , I will have a
chance to do much medical research and
help improve international health care. I will
meet people from difference countries in the
world and I will speake English at work.

comment
ACTIVITY 3: Task 2: Suppose you were offered a job with one of the above
international organizations, which one would you like to choose? Write a paragraph of
about 100 words expressing the resons why do you choose the organization.
Time: 25
Technique: brainstorming Working ways: group work
Procedure
1/ Giving tasks:
- Asks students to do Task 2 in 4 groups in - Listen to the teacher
15 minutes to write about the organization
that they would like to choose to do, using
the ideas they have discussed in Task 1
2/ Completing task:
- Go around to supervise them.
Model : - Do as the Tc required in group
I like to work for the WHO for the number of
reasons. First, I really like biology and I’m
very good at it . If I work for WHO , I will
have a chance to do much medical research
and help improve international health care.

Second, I will meet people from difference
countries in the world and I will speake
English at work.
Third , …….…………………………………
……………….………………………………
……………………………………………… - Listen to the teacher and correct the
……………… mistakes
- Ask students to hand in their work comment on other’s performance
- Ask all class check their work -Result + handwriting
4/ Assess the performance -The working style of the group
- asks Ps to give comment on other Ps’work listen to T’s comment
comment
- What have you gained today? - We have practised writing about choosing an
international organization to work
developed
preditions about life in the future .
Unit 14: E – Language Focus
Follow
up ……………………………………………………………………………………………….
Period …… UNIT 14: INTERNATIONAL ORGANIZATIONS

E- Language focus
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to know about:
Intonation: + The falling tune
Grammar: + Phrasal verbs
2. Attitudes
3. Competences
B. Teaching aids
II. New lesson
Time: 8 minutes
Procedure
1/ Giving tasks:
- Present the intonation: - listen to T carefully,then answer T’s
INTONATION : questions.
- giving some examples related to the
intonation and reading them as the samples,

then asking Ss the question “What
intonation can I use in here : the falling
tune or the rising tune ?”
Eg :
- What do you think of it ?
- What does ASEAN stand for ?

- giving the introduction:
The falling tune
- reads from sentence 1 to 8 as models.
2/ Completing task:
- Ask 2-3 students to repeat, correct their
mispronounce
- Read 2 times the sentences, and then let the - listen to T carefully, then repeat them
whole class read the sentences twice or three individually
times.
again.
- Ask them to read the sentences in pairs, go - Read the sentences individually
around to supervise them.
- compares the reading and gives the - give the comment
ACTIVITY 2: Presenting about Phrase verbs
Time: 8 minutes
Technique: Brainstorm Working way: pair work
Procedure

1/ Giving tasks:
- Gives examples about phrase verbs and - take notice the examples
asks Ss to present what they think about
them
Eg :
after : chăm sóc
LOOK for : tìm kiếm
up : tra từ trong từ
điển
into nhìn vào
out nhìn ra, nhận biết
at nhìn, ngắm
down nhìn xuống - Discuss the answers in pairs
2/ Completing task:
- Ask students to discuss the answers in - Give the answers
pairs.  Phrasal Verbs : là cum động từ được theo
3/ Report the result sau bởi một giới từ nhât định để có được một
- Call some students to give their answers. If nghĩa khác
students’ answers are right, repeat them, if
not, give the right answers - give the comment
comment
ACTIVITY 3: Exercise 1 (P159)
Time: 8 minutes
Procedure
1/ Giving tasks:
- Asks Ss to work in pair to do exercise 1 - Do as the Tc required
2/ Completing task: - Work in pairs to do Exercise 1
pairs.
- Call some students to give their answers 1. give up 6. Look up
and explain the meaning of the phtrase 2. fill in 7. Turn off
verbs 3. turn on 8. Fill in
4. take off 9. Go on
5. wash up 10. Put on.
- give the comment
comment
Time: 8 minutes
Procedure
1/ Giving tasks:
pairs.

- Call some students to give their answers 1. in 6. up
and explain the meaning of the phtrase 2. up 7. down
verbs 3. out 8. away
4. round 9. down
5. on 10. on.
- give the comment
comment
Time: 8 minutes
Procedure
1/ Giving tasks:
- Go around to supervise them - Discuss the answers in pairs
3/ Report the result 1. turn up 6. Try out
- Call some students to give their answers 2. look after 7. Went off
and explain the meaning of the phtrase 3. takes after
verbs 4. got over
5. held up
- give the comment

comment

- What have you gained today? - We have sudied about “falling tune” and some
phrase verbs
developed
- Asks Ss to study by heart the
meaning of some phrase verbs  Listen to T and take note
Follow
up…………………………………………………………………………………………………
…
Period …… REVISION

…….. …………………. ……………………….
◘ PRONUNCIATION:
1-2. Choose the word whose underlined part is pronounced differently from that of the
others:
1. A. punch B. synchronized C. March D. touching

2. A. swimming B. post C. decision D. score
3-5. Choose the word whose main stress pattern is not the same as that of the others:
3. A. equipment B. windsurfing C. amateur D. national
4. A. commit B. eject C. depend D. movement
5. A. reference B. interfere C. engineer D. referee
◘ GRAMMAR and VOCABULARY:
5-25. Choose the word or phrase (A, B, C or D) that best fits the blank space in each
sentence:
5. “You don’t work at weekends, do you?” – “ ____________”
A. Yes, I don’t B. No problem C. Of course not D. Never mind.
6. ________ players are not allowed to interfere with the opponent’s movements unless the
player is holding the ball.
A. Defense B. Defensive C. Defender D. Defensively
7. __________ is a sport in which you move along the surface of the sea or a lake on a long
narrow board with a sail on it.
A. Water polo B. Diving C. Windsurfing D. Scuba diving
8. Don’t __________ in matters that do not concern you.
A. interfere B. discuss C. question D. study
9. In recent years, fouls have been severely __________ in football matches.
A. forgiven B. ejected C. scored D. penalized
10. __________ his second attempt, he jumped 9.8m and won the gold medal in men’s long
jump.
A. In B. On C. For D. At
11. __________ is a sport in which people or teams race against each other in boats with oars.
A. Rowing B. Windsurfing C. Water polo D. Swimming
12. The judges reminded the contestants __________ the rules. A. about B. of C.
in D. on
13. “The match ended in a tie”. The word “a tie” in this sentence closely means __________.
A. a necktie B. a rope C. a draw D. a knot
14. More fouls were __________ in the final match than expected.
A. achieved B. completed C. done D. committed
15. Billy, stop that! It’s not polite to stare __________ people. A. to B. at C. in
D. on
16. The failure of the team __________ to have been caused by deep divisions between the
coach and the players.
A. is believed B. believes C. is believing D. believed
17. I __________ think that scuba-diving is more of danger than adventure.
A. person B. personal C. personally D. personalize
18. They canceled the match __________.A. due to it rained heavily C. because the
heavy rain
B. because of it rained heavily D. because of the heavy rain
19. I am worried about the contest tomorrow because my __________ has once won the
championship.
A. opponent B. player C. enemy D. partner
20. In water polo game, only the goalie can hold the ball __________ two hands.
A. at B. on C. with D. from
21. Most referees often wear _________ black. A. for B. with C. on D. in
22. “No one heard a sound”. In the passive voice, this should read __________.
A. A sound was heard C. No sound was heard
B. A sound isn’t been heard D. A sound isn’t heard.
23. There was a record __________ of candidates for the post.
A. amount B. number C. deal D. figure
24. Being a combat sport, karate __________ with it the risk of injury.
A. carries B. keeps C. bears D. All are correct.
25. New Zealand __________ 1,000 miles southeast of Australia.
A. lies about B. is lain C. is lying D. is laid about
Choose the word which has the underlined part pronounced differently from the rest.
1. a. events b. spirit c. Asian d. silver
2. a. gold b. region c. organize d. game.
3. a. trained b. proved c. impressed d. performed

4. a. competitor b. medal c. level d.
development
5. a. honor b. high c. host d.
hold
Choose a, b, c, or d that best completes each unfinished sentence, substitutes the
underlined part, or has a close meaning to the original one.
6. In _______ 22nd SEA Games, Vietnam won 158 _______ gold medals.
a. Ø / the b. the / Ø c. a / the d. the / the
7. _______ logo of the 22nd SEA Games is the stylization of Lac bird, the ancient bird
pictured of the face of Ngoc Lu kettledrum, _______ most special and typical relic of the
ancient Vietnamese culture.
a. A / the b. The / the c. Ø / Ø d. The / Ø
8. _______ symbol of the SEA Games Federation is to emphasize the solidarity, friendship,
and nobility.
a. A b. An c. The d. Ø
9. The host country, Laos, is expected to announce official sports for 25th SEA Games
_______ November 2008.
a. on b. in c. during d. from
10. Vietnam recommended archery, vovinam, billiards-snooker and canoeing _______ official
sports at the games.
a. at b. with c. as d. in
11. The Party and State leaders, delegates, domestic arid international guests, and 11 sports
delegations _______ Southeast Asian countries to the 22nd SEA Games were warmly
welcomed. a. over b. at c. for d. from
12. Johnny used to be one of the most _______ athletes in my country.
a. succeed b. success c. successful d. successfully
13. The 22nd SEA Games consisted of athletes from eleven _____ countries.
a. participate b. participant c. participation d. participating
14. _______, the athlete broke the world's record with two attempts.
a. Surprise b. Surprised c. Surprising d. Surprisingly

15. On behalf of the referees and athletes, referee Hoang Quoc Vinh and shooter Nguyen Manh
Tuong swore to an oath of "_______, Honesty and Fair Play".
a. Performance b. Delegation c. Participation d. Solidarity
16. The ASEAN Para-Games are hosted by the same country where the SEA Games took place.
a. organized b. impressed c. participated d. defended
17. The ASEAN Para-Games is a biannual multi-sport _______ held after every Southeast
Asian Games for athletes with physical disabilities. a. games b. event c.
work d. situation
18. In beach volleyball, Indonesia defeated Thailand in straight sets to take men's gold
_______.
a. present b. award c. medal d. reward
19. The 22nd SEA Games was the first time when Vietnam finished top of the medal _______.
a. standings b. events c. spirits d. programs
20. Viet Nam's successful hosting of the 22nd SEA Games is considered a/an _____ example
for other countries to follow, particularly in honesty, consistence and organizing method.
a. festival b. peaceful c. energetic d. outstanding
21. _______ you study for these exams, _______ you will do.
a. The harder / the better b. The more / the much
c. The hardest / the best d. The more hard / the more good,
22. My neighbor is driving me mad! It seems that _______ it is at night, _______ he plays his
music!
a. the less / the more loud b. the less / less
c. the more late / the more loudlier d. the later / the louder
23. Thanks to the progress of science and technology, our lives have become _______.
a. more and more good b. better and better c. the more and more good d. gooder and
gooder
24. The Sears Tower is _______ building in Chicago.
a. taller b. the more tall c. the tallest d. taller and taller
25. Petrol is _______ it used to.
a. twice as expensive as b. twice expensive more than

c. twice more than expensive d. more expensive than twice
26. Peter is _______ John.
a. younger and more intelligent than b. more young and intelligent than
c. more intelligent and younger than d. the more intelligent and younger
than
27. San Diego is town in Southern California.
a. more nice and nice b. the nicer c. the nicest d. nicer and nicer
28. It gets _______ when the winter is coming.
a. cold and cold b. the coldest and coldest c. colder and colder d. more and more
cold
29. Robert does not have _______ Peter does.
a. money more than b. as many money as c. more money as d. as much
money as
30. The Mekong Delta is _______ deltas in Vietnam.
a. the largest of the two b. the more larger of the two c. one of the two largest d. one of
the two larger
Choose the word which has the underlined part pronounced differently from the rest.
1. a. catastrophe b. propose c. become d. survive
2. a. treatment b. struggle c. initiate d. total
3. a. symbol b. emergency c. poverty d. qualify
4. a. appalled b. dedicated c. designed d. injured
5. a. society b. delegate c. president d. protection
Choose a, b, c, or d that best completes each unfinished sentence, substitutes the
underlined part, or has a close meaning to the original one.
1. According to the Red Cross 1998 had been _______ worst year for natural disasters in
modern times.
a. a b. an c. the d. Ø
2. During the flood, Army helicopters came and tried to evacuate _______ injured.
3. Africa has always had a large migratory population because of war and _______ famine.
4. The International Red Cross helps people in need without any discrimination based on
_______, race, religion, class or political opinions. a. national b. nationally c.
nationality d. native
5. The International Committee of the Red Cross is a private _______ institution founded in
1863 in Geneva, Switzerland. a. human b. humanity c. humanization
d. humanitarian
6. In former days, after the battles soldiers on both sides died or were left wounded on the
field without any _______ attendance and basic care. a. medicine b. medical c.
medication d. medically
7. The International Red Cross has about 97 million volunteers whose main _______ is to
protect human life and health. a. mission b. experience c.
organization d. rule
8. The International Red Cross helps to ensure respect for the human being, and to prevent
and relieve human _______.
a. protection b. enjoyment c. wealthy d. sufferings
9. The International Committee Red Cross has about 12,000 staff members worldwide, about
800 of them working4in its Geneva _______.
a. factories b. companies c. headquarters d. buildings
10. The Red Cross on white background was the original protection _______ declared at the
1864 Geneva Convention. a. poster b. billboard c. symbol
d. signal
11. The Red .Cross is an international organization that helps people who are suffering from
the results of war, diseases or _______.a. victims b. disasters c.
opportunities d. conditions
12. An international medical conference initiated by Davison resulted in the birth of the League
of Red Cross Societies in 1991.
a. started b. helped c. treated d. dedicated
13. In times of war, the Red Cross is dedicated to reducing the sufferings of wounded soldiers,
civilians, and prisoners of war.
a. mounted b. excited c. devoted d. interested
14. _______ is a situation in which large numbers of people have little or no food, and many of
them die.
a. Disaster b. Famine c. Poverty d. Flood.
15. Go _______ this book because it has the information you need.
a. over b. by c. off d. on
16. Helen has gone out and she will not be _______ till midnight.
a. off b. along c. back d.
away
17. Everything is _______ you. I cannot make _______ my mind yet.
a. out off / on b. up to / up c. away from / for d. on for / off
18. There is no food left. Someone must have eaten it _______.
a. out b. up c. off d. along
19. The explorers made a fire to _______ off wild animals.
a. get b. keep c. take d. go
20. If something urgent has _______ up, phone me immediately and I will help you.
a. picked b. come c. kept d. brought
21. The passengers had to wait because the plane ______ off one hour late.
a. took b. turned c. cut d. made
22. Be careful! The tree is going to fall. a. Look out b. Look up c. Look on d.
Look after
23. The organization was established in 1950 in the USA.
a. come around b. set up c. made out d. put on
24. Within their home country, National Red Cross and Red Crescent societies assume the
duties and responsibilities of a national relief society. a. take on b. get off c.
go about d. put in
25. The bomb exploded in the garage; fortunately no one hurt.
a. put on b. went off c. got out d. kept up
26. The AIDS _______ continues to spread around the world. Up to 4,000 people are infected
with the HIV virus every single day.
a. treatment b. epidemic c. tsunami d. damage
27. A _______ is a very large wave, often caused by an earthquake, that flows onto the land
and destroys things.
a. famine b. catastrophe c. tsunami d. flood
28. By the end of World War II, 179 _______ of the Red Cross had conducted 12,750 visits to
POW (prisoner of war) camps in 41 countries. a. conferences b. symbols
c. missions d. delegates
29. We oppose this war, as we would do any other war which created an environmental
catastrophe.
a. pollution b. disaster c. convention d. epidemic
30. The first relief assistance mission organized by the League was an aid mission for the
_______ of a famine and subsequent typhus epidemic in Poland.
a. leaders b. authorities c. victims d. organizers
31. The 1923 earthquake in Japan killed about 200,000 people and left countless wounded and
homeless.
a. poor b. imprisoned c. suffered d. injured
32. They had to delay their trip because of the bad weather.
a. get through b. put off c. keep up with d. go over
33. It took me a very long time to recover from the shock of her death.
a. turn off b. take on c. get over d. keep up with
34. He did not particularly want to play any competitive sport.
a. use up b. do with c. take up d. go on
35. I am tired because I went to bed late last night.
a. stayed up b. kept off c. put out d. brought up
36. How are you _______ on with your work? - It is OK.
a. calling b. getting c. laying d. looking
37. One of the tasks of the Red Cross is also to support local _ care projects.
a. health b. healthy c. healthful d. healthily
38. The International Red Cross started over 135 years, inspired by _______ Swiss
businessman, Jean Henri Dunant. a. a b. an c.
the d. Ø
39. When was _______ United Nations established? a. a b. an c. the
d. Ø
40. One of the core tasks of the Red Cross is to organize nursing and _____ for those who are
wounded on the battlefield.
a. care b. attention c. victim d. catastrophe
41. Fifty per cent of road accidents results in head injuries.
a. examines b. heals c. causes d. treats
42. Jean Henri Dunant was appalled by the almost complete lack of care for wounded soldiers.
a. dedicated b. shocked c. interested d. excited
43. The mission statement of the International Movement as formulated in the "Strategy 2010"
document of the Federation is to improve the lives of vulnerable people by mobilizing the
power of humanity.
a. weak and unprotected b. wealthy and famous c. poor and disabled d.
deaf and mute
44. Did your son pass the university entrance examination?
a. make up b. get along c. go up d. get through
45. What may happen if John will not arrive in time?
a. go along b. count on c. keep away d. turn up
46. Johnny sometimes visits his grandparents in the countryside.
a. calls on b. keeps off c. takes in d. goes up
47. They decided to postpone their journey till the end of the month because of the epidemic.
a. take up b. turn round c. put off d. do with
48. Frankly speaking, your daughter does not take _______ you at all.
a. after b. along c. up d. over
Follow up: suitable time management
Period …… 45 – MINUTE – TEST


…….. …………………. ……………………….
Name: ……………………………………
Class:…………
other
1. A. penalty B. action C. happen D. attack
2. A. interfered B. allowed C. visited D. played
3. A. lie B. goalie C. achieve D. belief
4. A. hold B. high C. host D. honor
5. A. gold B. region C. organize D. game
B. Choose the word whose main stress pattern is placed is placed differently from that of
the other words.
6. A. contestant B. membership C. remember D. completion
7. A. achievement B. involvement C. confinement D. argument
8. A. pioneer B. mountaineer C. suggestion D. engineer
sentence.
9. It took him a long time to ________ the death of his wife.
A. take away B. get over C. take off D. get through
10. Jack:” Why don’t we go out? You look tired.” - Tom:” ____________.”
A. Let’s do it B. Not my problem C. Thanks C. Not at all
11. As I was walking along the street. I saw _________ $10 note on__________ pavement.
A. a/a B. the/the C. a/the D. the/a
12. The diesel engine was named ________ its inventor Rudolf Diesel.
A. along B. to C. after D. with
13. Yesterday I was ill so they took me to the hospital, ________ is only a mile away.
A. in which B. where C. that D. which

14. The bigger the supermarket is ,________
A. the choice is wide B. the wider the choice it is.
C. the more the choice is D. the wider the choice will be.
15. I/ pass/ test matter/hard/ be/./
A. I will pass the test no matter how hard it is. B. I will pass the test no matter how
hard is it.
C. I will pass the test no matter what it is hard. D. I will pass the test no matter what
hard is it.
16. ________ is considered one of the most complete forms of exercise, it is the basic part
of many other aquatic sports.
A. Snorkeling B. Swimming C. Scuba diving D. Water polo
17. I've been trying to ________ him all day.
A. fall in love with B. take track of C. take advantage ofD. get in touch with
18. Who will ________ the children while you go out to work?
A. look for B. look up C. look after D. look at
19. If I ________ the flu, I would have gone with you.
A) hadn’t B) hadn’t had C) didn’t have D) wouldn’t have
had
20. The book is ________ interesting _________ cheap.
A. both / and B. either / or C. neither / and D. either / or
21. Both Ann and her sister look like her mother.
A. take after B. take place C. take away D. take on
22. E-mail is an effective form of communication ________ many businesses rely.
A. on that B. on which C. that D. which
23. John, could you look after my handbag while I go out for a minute.
A. take part in B. take over C. take place D. take care of
24. Earning money has always been the thing that pleases him most. _______ he becomes,
________he is.
A. The more rich / the more happy B. The richest / the happiest
C. The richer / the happier D. Richer and richer / happier and happier
25. Bill seems unhappy in his job because he doesn’t get _______ his boss.
A. up to B. on for C. on well with D. in with
26. The (A) fastest you (B) drive, (C) the greater you (D)get.
27. (A) Women in most parts (B) of the world (C) has gained significant (D) legal rights.
28. Synchronized (A) swimming (B) become an Olympic event (C) at the (D) Los Angeles
Games in 1984.
29. (A) All members promise (B) to solve international problems (C) on a (D) peaceful way.
30. (A) No member (B) will be used force (C) against (D) another member.
IV. Choose the word or phrase among A, B, or D that best fits the blank space the
following passage
Throughout much of the history of human ___31____, deep-seated cultural beliefs
allowed women only limited roles in ___32____. Many people believed that women’s
natural roles were as mothers and wives. These people considered women to be better
suited ___33____ childbearing and homemaking rather than for involvement in the public
life of business or politics. Widespread doubt about women’s intellectual ___34____ led
most societies to deny education, employment and many legal and political rights to
women. It was men who ___35____ most positions of employment and power in society.
31. A. civil B. civilize C. to civilize D. civilization
32. A. social B. socially C. society D. socialize
33. A. to B. for C. about D. without
34. A. ability B. able C. enable D. possible
35. A. controlled B. interfered C. ejected D. excluded
Women hold up half the sky. This is an old Chinese saying. However, research shows
that perhaps women do more than their share of “holding up the sky". Fifty percent of the
world's population are women, but nearly two-thirds of all working hours are done by
women. They do most of the domestic work like cooking and washing clothes. Millions
also work outside the home. Women hold forty percent of all the world's jobs. For this
work they earn only 40 to 60 percent as much as men, and of course they earn nothing for
their domestic work. In developing countries, where three-fourths of the world's
population lives, women produce more than half of the food In Africa, 80 percent of all
agricultural work is done by women. In parts of Africa, this is a typical day for a village
woman. At 4.45 am, she gets up, washes, and eats. It takes her half an hour to walk to the
fields, and she works there until 3.00 pm. She collects firewood until 4.00 pm then comes
back home. She spends the next hour and a half preparing food to cook, then she collects
water for another hour. From 6.30 to 8.30 she cooks. After dinner, she spends an hour
washing the dishes. She then goes to bed at 9.30 pm.
36. What percentage of all the world’s jobs do women hold?
A. 20 B. 40 C. 60 D. 80
37. In Africa, __________ of all the farm work is done by two sexes.
A. 20 B. 50 C. 80 D. 100
38. How much food do women in developing countries produce?
A. nearly half B. over a half C. more than half D. less than half
39. What time does a typical day for an African village woman begin?
A. 4.45’ B. 6.30 C. 8.30 D. 9.30
40. What does the word “domestic” in the paragraph mean?
A. in the sky B. on the field C. in the family D. in parts of
Africa
THE END
APPENDIX:
Exercise 3: Choose the best answer among A, B, C or D.
1. I call you ______ as soon as I can.
A. back B. off C. away D. out
2. The promoters called the concert ______ because the singer had a sore throat.
A. away B. up C. off D. with
3. He called ______ his girlfriend to talk to her.
A. up B. at C. in D. off
4. She checked each item ______ as she did her inventory.
A. up B. off C. away D. with
5. Let's check our hotel room ______ before we pay for it.
A. out B. away C. up D. off
6. He lost the tennis match, so we will try to cheer him ______.
A. off B. away C. on D. up
7. Clean all the countertops ______ before you leave the kitchen.
A. out B. off C. away D. about
8. Did you clear ______ your desk drawers before you moved to your new office?
A. up B. off C. out D. at
9. She cleaned ______ all the food she spilled onto the floor.
A. up B. out C. of D. away
10. He will cross ______ each item as it is depleted.
A. away B. off C. up D. with
Period: ….. UNIT 15: WOMEN IN SOCIETY

C. Reading
…….. …………………. ……………………….
A. Objectives
- Read the passage about women in society and do reading comprehension tasks
2. Skill:
3. Attitudes:
4. Competences
II. New lesson :
- Time: 8 minutes
- Procedure

1. Giving tasks Listen to T’s rule

 tells Ps the rule of the games
- write down as many names of
household chores on A1 paper as possible
while watching a clip
- 10 points for a correct answer - We down as many names of household chores
- The group with the most correct answer on A1 paper as possible while watching a clip
will be the winner - We have to exchange the answer to mark
 Checks Ps’ understanding the rule Group 1  Group 3
answer? Distrube the task among all group members and
(3) How many points for a correct be ready for the task
answer?
2. Completing task
necessary
 Asks Ps to exchange their papers to exchange the answer to mark
mark Group 1  Group 3
 Gives Ps the key (in slide)

 Leed-in:
In our lesson today, we’ll read a
passage about women in society
and do some reading tasks.
Time: 10 minutes
Procedures
1. Giving task
as:
Vietnamese?
of...?
2.Completing task
- Observes and gives help if necessary -Work in pair to do the task. Depend on the
class’s level, Ss can explain the words and
in Vietnamese
their peer.
Expected answer
- Ask Ps to exchange their papers to mark 1. Human civilization - nÒn v¨n minh
nh©n lo¹i
- Give Ps the key (in slide) 2. Childbearing - sinh con
3. Involvement - sù tham gia
4. Age of Enlightenment - thêi kú khai s¸ng
5. Deep-seated cultural beliefs
- nh÷ng niÒm tin ¨n s©u vµo tiÒm
thøc
6. Home making - viÖc ch¨m sãc gia
®×nh
7. Intellectual ability - n¨ng lùc trÝ tuÖ
8. Equal work opportunity - c¬ héi viÖc
lµm
ACTIVITY 2: MCQS
Time: 15 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?

(?) How many points for a correct - We have to choose the correct answer A, B, C
answer? or D in 5 minutes
- We have to exchange the answer to mark in
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
G2 give the G1’s paper for G3 to mark and
markers
2. Completing task
of the poster.
 Ask Ps to exchange their papers to Expected answer
mark 1C 2D 3C 4B 5A

ACTIVITY 4: Choosing title
Time: 8 minutes
Technique: brainstorming Working ways: group
Procedures
1. Giving task
+ Divide Ps into 4groups + Form new groups
- Each group has to discuss the three
given titles then choose the most suitable
one for the passage and give reasons for
their choice.
Group 1  Group 4
Group 2  Group 3
+ Checks the rule + Answer T’s questions if called
(1) What to do now? + Expected answer:
(2) How much time? - We have to work in 4 groups in five minutes
(3) Who mark your group? - Each group has to discuss the four given titles
(4) How many points for a correct then choose the most suitable one for the
answer? passage and give reasons for our choice.
Group 1  Group 4
Group 2  Group 3
2. Completing task
 Observes and gives help if + Choose the secretary of the group. Each
necessary member has to write the answer on the given
space.
+ Discuss the answers among group members
+ The secretary in the group has to write the best
poster
answer on the paper
 Ask Ps to exchange their papers to + Exchange the answer to mark
Group 2  Group 3
* Correct answer: C
IV. Homework (1’)

 Asks Ps to study the lesson again  Listen to T and take note
and prepare for the next lesson
(Unit 15 – B. Speaking)
Follow –
up: ………………………………………………………………………………………………
….…................................................................................................................................................
........
Period: …….. UNIT 15 – WOMEN IN SOCIETY

B. Speaking
…….. …………………. ……………………….
A. Objectives
1. Knowledge: - General knowledge: Through this unit, students can make opinions
with a partner easily.
- Know how to arrange opinions sensibly.
- Language: Students use sentences, words, phrases and expressions
for making degrees of agreement.
2. Skill: - Fluency in expressing opinion and expressions for making an opinion
3. Attitudes: - Help Ps to know more about kind of sports.
B. Teaching aids: English books 12, Handouts...

II. New lesson:
Time: 5 minutes
Technique: Game playing
Working way: Group

1. Giving task
- Asks students to keep book close - Keep books close
- Says: “In just one minute, look at the pictures - Listen to the teacher
and write down on a piece of paper the names of
5 household chores”
2. Completing task
- Look at the pictures and write down the
names of 5 household chores.
- Asks Ps to exchange their papers to mark Expected answered:
Group 1  Group 3 5. Clean the floor
Group 2  Group 4 6. Do the washing up
- Gives Ps the key 7. Shop for groccerries
8. Take out the garbage
9. Cook
Group 1  Group 3
Group 2  Group 4

ACTIVITY 2: Study the expressions and practice saying them aloud (Task 1)
Time: 7 minutes
Procedure
1.Giving task
- Ask Ps to work in pair  Listen to the teacher.
- Give instruction
- Introduce some expressions that we
can use to agree and disagree about
something
2. Completing task
 Observes and gives help if  Work in pair
necessary
- asks Ps to present their work - presents their pair-work.

ACTIVITY 3: Read and respond to these statements ,using useful expression and
then practice it with a partner (Task 2)
Time: 15 minutes
Technique: “one minute representation” Working ways: pair work
1. Giving task
- Ask students to work individually
then in pairs Listen to T
- Tells Ps the rule :
“ prepare individually the requirement
in two minutes, then in turn one P  Answer T’s questions if called
begin the response with one of the
expression in task 1”
2. Completing task
 Observes and gives help if - Work in pairs.
necessary
3.Report the result
front of the class A :Men are usually stronger than women
I think so .(That’s the reason why men often do
hard work ,such as building ,carrying things...)
B : Women are usually more sympathetic than men
I don’t think so because there are fathers who
are gentle and understand their children better
than theirs wives....

Time: 14
Procedure
1.Giving task
- Work in group to discuss whether - Listen to T
you agree or disagree with the
statement “ Married women should
not to go to work”
- Divide the class into groups of four
2.Completing task
necessary
 Ask each group a person to present  Some pupils present in front of the
 Expected answer:
A: Hi, what do you think about the
statement “Married women should not
to go to work”?
B: Hi. I don’t agree with it .
A: why?
B: In my opinion ,it’s unfair for women.
If they don’t go to work ,they have to
stay at home all the time .It’s too
boring to be housewives all their lives.

IV. Homework (1’)
Follow –
up: ………………………………………………………………………………………………
…
…………………………………………………………………………………………………
Period: …………. UNIT 15 - WOMEN IN SOCIETY

E. Listening
…….. …………………. ……………………….
A. Objectives
1. Knowledge:
- By the end of this lesson, students will know more about women and the role of them
in society
2. Skill
3. Attitudes
- Help Ps to be aware of role of women in modern life.
4. Competences
II. New lesson
Time: 6 minutes
Procedure
1. Giving task
Guessing the names of jobs through  Form new groups
actions.  Listen to the teacher
 Prepare 2 cards including the
names of 10 jobs. Divide the

actions and a person to guess the  Answer T’s questions if called
name and write down the answers on
the board.
winner.
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
2. Completing task
ACTIVITY 2: Listen and choose the best answer to complete each sentences
Time: 13 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
space.
poster
2. Completing task
poster.

to mark 1. B
 Give Ps the key (in slide) 4. A

5. B
Group 1  Group 3
Group 2  Group 4
Time: 10 minutes
Procedure
1. giving task
minutes

3 minutes
2. Completing task
1. 40%
2. They earn nothing for doing their
domestic work
3. They produce more than half of the food
4. 80%
5. at 4.45 am
6. at 9.30 pm
ACTIVITY 4 - Compare a typical working day of your mother or your sister with that of
an African village woman.
Time: 12
Procedure
1.Giving task
- The interviewer will in turn
compare a typical working day of
your mother or your sister with
that of an African village woman
answer
their presentation
- And I’ll choose at random each Retell the rule in Vietnamese
the interviewee’s sport results.
 Check the rule
Vietnamese
2.Completing task
necessary
The answer will vary

IV. Homework (1’)
Follow –
up:………………………………………………………………………………………………
…
Period: ……….. UNIT 15: WOMEN IN SOCIETY

D. Writing
…….. …………………. ……………………….
A. Objectives
1. Knowledge: - By the end of the lesson, students will be able to know how to describe a
chart
3. Attitudes: - Students could write a report to describe information from a statistics of the
activities and the time that women do every week
- Language: - Words used in a chart
4. Competences:
B. Teaching aids
- English books 12, handouts (some models of chart, real information in life)
, projector, A0 paper.
II. New lesson
ACTIVITY 1: Warm-up
Time: 5 minutes
Procedure
1. Giving task
“COOKING” and ask Ps to guess the
word. Answer T’s questions if called
Tell Ps the rule - Work in group of 8
Group 2  Group 4
Checks the rule
(?) What to do now?
2. Completing task
Ask Ps to report the result COOKING
Performance
ACTIVITY 2: Look at the chart then answer the question (Task 1)
Time: 16 minutes
Technique: Q&A Working ways: pairs
Procedures
1. Giving task
- Let students go through the questions
give in the book. Listen to T
- Explain some new words and useful
expressions if Ss do not know
+the chart
shows/presents/illustrates....
+As can be seen from the chart
+According to the chart  Answer T’s questions if called

+In general/generally speaking
2. Completing task
necessary
 Ask some pairs to practice in -The answer will vary.
front of the class
ACTIVITY 3: Write a report describing the information shown in the column chart in
Task 1
Time: 20 minutes
Procedure
1. Giving task
- Describe some information in a - Work individually in 10 minutes
chart - Describe some information in a chart
mark
Checks the rule
(?) What to do now?
2. Completing task
performance.
IV. Homework (1’)
lesson (Unit 16 - A. Reading)
Follow –
up:………………………………………………………………………………………………
……
Period ….. UNIT 15. Women in Society
E- Language focus
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to know about:
- By the end of the lesson, the students are able to use intonation in yes / no question .
- By the end of the lesson, the students are able to use and make the sentences with preposition
2. Attitudes
3. Competences
B. Teaching aids
II. New lesson
Time: 8 minutes
Procedure
1/ Giving tasks:
- Present the intonation: - listen to T carefully
INTONATION :
- giving some examples related to the
intonation and reading them as the samples,
then asking Ss the question “What

intonation can I use in here : the falling
tune or the rising tune ?”
Eg: - Are you students ?

Yes ,I’m
?
- giving the introduction:
The rising tune for Y/N

questions
- reads from sentence 1 to 5 as models.
- asks ss to practise reading the sentences in
conversations 1&2 p170 with the rising tune
- answer T’s questions.
2/ Completing task: - read after the Tc’s model
- Ask 2-3 students to repeat, correct their - listen to T carefully, then repeat them in
mispronounce chorus
- Read 2 times the sentences, and then let the
whole class read the sentences twice or three
times.
- Call 2-3 students to read the sentences - Read the sentences individually
again.
- Ask them to read the sentences in pairs, go - give the comment
around to supervise them. - listen to T’s comment
- compares the reading and gives the
comment

Time: 10 minutes
Procedure
1/ Giving tasks:
pairs.
- Call some students to give their answers 1 glanced at 2 invited to
and explain the meaning of the phtrase 3 listen to 4 throw at
verbs 5 staring at 6 speaking
7 wrote to 8 point to
- give the comment
comment
Time: 10 minutes
Procedure
1/ Giving tasks:
pairs.
- Call some students to give their answers 1 for 2 for 3 to
and explain the meaning of the phtrase 4 for 5 about 6 ____
verbs 7 about 8 _____ 9 for
10 for
- give the comment

comment
ACTIVITY 4: Exercise 3: Further Exercise
Time: 10 minutes
Procedure
1/ Giving tasks:
- Asks Ss to work in pair to do further - Do as the Tc required
exercise - Work in pairs to do Exercise 3
2/ Completing task:
- Go around to supervise them - Discuss the answers in pairs
3/ Report the result 1 2 3 4 5
- Call some students to give their answers A C A B A

and explain the meaning of the phtrase 6 7 8 9 10
verbs D B C A B
- give the comment

comment
- What have you gained today? - We have sudied about “rising tune” and some
phrase verbs
developed
- Asks Ss to study by heart the
meaning of some phrase verbs  Listen to T and take note
- Prepare for the exam
Follow –
up:………………………………………………………………………………………………
……
Period: ….. TEST CORRECTION


…….. …………………. ……………………….
Name: ……………………………………
Class:…………
other
41. A. penalty B. action C. happen D. attack
42. A. interfered B. allowed C. visited D. played
43. A. lie B. goalie C. achieve D. belief
44. A. hold B. high C. host D. honor
45. A. gold B. region C. organize D. game
B. Choose the word whose main stress pattern is placed is placed differently from that of
the other words.
46. A. contestant B. membership C. remember D. completion
sentence.
49. It took him a long time to ________ the death of his wife.
A. take away B. get over C. take off D. get through
50. Jack:” Why don’t we go out? You look tired.” - Tom:” ____________.”
A. Let’s do it B. Not my problem C. Thanks C. Not at all
51. As I was walking along the street. I saw _________ $10 note on__________ pavement.
A. a/a B. the/the C. a/the D. the/a
52. The diesel engine was named ________ its inventor Rudolf Diesel.
A. along B. to C. after D. with
53. Yesterday I was ill so they took me to the hospital, ________ is only a mile away.
A. in which B. where C. that D. which
54. The bigger the supermarket is ,________
A. the choice is wide B. the wider the choice it is.
C. the more the choice is D. the wider the choice will be.
55. I/ pass/ test matter/hard/ be/./
A. I will pass the test no matter how hard it is. B. I will pass the test no matter
how hard is it.
C. I will pass the test no matter what it is hard. D. I will pass the test no matter what
hard is it.
56. ________ is considered one of the most complete forms of exercise, it is the basic part
of many other aquatic sports.
A. Snorkeling B. Swimming C. Scuba diving D. Water polo
57. I've been trying to ________ him all day.
A. fall in love with B. take track of C. take advantage ofD. get in touch with
59. If I ________ the flu, I would have gone with you.
A) hadn’t B) hadn’t had C) didn’t have D) wouldn’t
have had
60. The book is ________ interesting _________ cheap.
A. both / and B. either / or C. neither / and D. either / or
61. Both Ann and her sister look like her mother.
A. take after B. take place C. take away D. take on
62. E-mail is an effective form of communication ________ many businesses rely.
A. on that B. on which C. that D. which
63. John, could you look after my handbag while I go out for a minute.
A. take part in B. take over C. take place D. take care of
64. Earning money has always been the thing that pleases him most. _______ he becomes,
________he is.
A. The more rich / the more happy B. The richest / the happiest
C. The richer / the happier D. Richer and richer / happier and
happier
66. The (A) fastest you (B) drive, (C) the greater you (D)get.
67. (A) Women in most parts (B) of the world (C) has gained significant (D) legal rights.
68. Synchronized (A) swimming (B) become an Olympic event (C) at the (D) Los Angeles
Games in 1984.
69. (A) All members promise (B) to solve international problems (C) on a (D) peaceful way.
70. (A) No member (B) will be used force (C) against (D) another member.
IV. Choose the word or phrase among A, B, or D that best fits the blank space the
following passage
Throughout much of the history of human ___31____, deep-seated cultural beliefs
allowed women only limited roles in ___32____. Many people believed that women’s
natural roles were as mothers and wives. These people considered women to be better
suited ___33____ childbearing and homemaking rather than for involvement in the public
life of business or politics. Widespread doubt about women’s intellectual ___34____ led
most societies to deny education, employment and many legal and political rights to
women. It was men who ___35____ most positions of employment and power in society.
71. A. civil B. civilize C. to civilize D. civilization
72. A. social B. socially C. society D. socialize
73. A. to B. for C. about D. without
74. A. ability B. able C. enable D. possible
75. A. controlled B. interfered C. ejected D. excluded
Women hold up half the sky. This is an old Chinese saying. However, research shows
that perhaps women do more than their share of “holding up the sky". Fifty percent of the
world's population are women, but nearly two-thirds of all working hours are done by
women. They do most of the domestic work like cooking and washing clothes. Millions
also work outside the home. Women hold forty percent of all the world's jobs. For this
work they earn only 40 to 60 percent as much as men, and of course they earn nothing for
their domestic work. In developing countries, where three-fourths of the world's
population lives, women produce more than half of the food In Africa, 80 percent of all
agricultural work is done by women. In parts of Africa, this is a typical day for a village
woman. At 4.45 am, she gets up, washes, and eats. It takes her half an hour to walk to the
fields, and she works there until 3.00 pm. She collects firewood until 4.00 pm then comes
back home. She spends the next hour and a half preparing food to cook, then she collects
water for another hour. From 6.30 to 8.30 she cooks. After dinner, she spends an hour
washing the dishes. She then goes to bed at 9.30 pm.
76. What percentage of all the world’s jobs do women hold?
A. 20 B. 40 C. 60 D. 80
77. In Africa, __________ of all the farm work is done by two sexes.
A. 20 B. 50 C. 80 D. 100
78. How much food do women in developing countries produce?
A. nearly half B. over a half C. more than half D. less than half
79. What time does a typical day for an African village woman begin?
A. 4.45’ B. 6.30 C. 8.30 D. 9.30
80. What does the word “domestic” in the paragraph mean?
A. in the sky B. on the field C. in the family D. in parts of
Africa
THE END
Period: 92 UNIT 16
THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
D. Reading (P1)
…….. …………………. ……………………….
A. Objectives
- Read the passage about ASEAN and do reading comprehension tasks
2. Skill:
3. Attitudes:
4. Competences

II. New lesson :
- Time: 8 minutes
- Procedure

5. Giving tasks Listen to T’s rule
 tells Ps the rule of the games
- write down as many names of ASEAN
on A1 paper as possible while watching a
clip
- 10 points for a correct answer - We down as many names of ASEAN on A1
- The group with the most correct answer paper as possible while watching a clip
will be the winner - We have to exchange the answer to mark
 Checks Ps’ understanding the rule Group 1  Group 3
answer?
(3) How many points for a correct Distrube the task among all group members and
answer? be ready for the task
6. Completing task
necessary

 Asks Ps to exchange their papers to exchange the answer to mark
Group 2  Group 4 Expected answer:
 Gives Ps the key (in slide) 1. Indonesia
2. Thailand
3. Vietnam
4. Cambodia
5. Laos
6. The philippines
7. Singapore
8. Myanmar
9. Malaysia
10. Brunei
 Lead-in:
In our lesson today, we’ll read a
passage about ASEAN and do
some reading tasks.
Time: 10 minutes
Procedures
1. Giving task
as:
Vietnamese?
of...?
2.Completing task
- Observes and gives help if necessary -Work in pair to do the task. Depend on the
class’s level, Ss can explain the words and
in Vietnamese
their peer.
Expected answer
- Ask Ps to exchange their papers to mark 1. justice (n) - sự công bằng
2. diverse (adj) - thuộc nhiều loai khác
- Give Ps the key (in slide) nhau
3. GDP - tổng sản phẩm xã hội
4. accelerate(v) - thúc đẩy, đẩy nhanh
5. stability (n) - sự ổn định
6. integration(n) - sự hòa nhập, hội nhập
7. forge (v) - tao dựng

ACTIVITY 3: Gap - filling
Time: 10 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
space.


poster
2. Completing task
poster.
to mark 1. justice 2. GDP
Group 1  Group 3 3. diverse 4. integration
Group 2  Group 4 5. accelerate 6.enterprises

Group 1  Group 3
Group 2  Group 4
ACTIVITY 4: True/ False
Time: 13 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
2. Completing task
best ideas on the biggest part in the middle of
the poster.
to mark 1T ,2F ,3F ,4T, 5F ,6F
Group 1  Group 3
Group 2  Group 4

IV. Homework (1’)
(Unit 16 - A. Reading – P2)
Follow –
up: ………………………………………………………………………………………………
……
Period: …. UNIT 16
A. Reading (P2)
…….. …………………. ……………………….
A. Objectives
- Read the passage about ASEAN and do reading comprehension tasks
2. Skill:
3. Attitudes:
4. Competences
II. New lesson :
Time: 7 minutes
Procedure
1. Giving tasks:
are related to ASEAN.
2. Completing task
∙ Observes and gives help if necessary Suggested answers:
3. Report the result 20. ciassoation - association
- Checks and corrects 21. dounf - found
22. onsiVi - Vision

23. shiptionlare - relationship
24. bremem - member
25. tryunoc - country

- compares the answers and gives the +Listen to T’s comment
comment
ACTIVITY 2: Answer the questions
Time: 14 minutes
Procedure
1. Giving task
 Asks Ps to answer the questions in  Form new groups
5 minutes  Read the rule in slide
minutes
 Ask some pairs to practice in front
of the class  Answer T’s questions if called
(?) How much time? - practice in pairs: P1 asks and the other answers
in 3 minutes
2. Completing task
7. Indonesia, Malaysia, the Philippines,
Singapore and Thailand
8. Two main goals of the Association are
to accelerate economic growth, social
progress and cultural development;
and promote peace & stability through
respect for justice, and the rule of law,
in the relationship between countries
in the region.
9. US$1405 billion.
10. In 1998.
ACTIVITY 3: Multi-choice exercise (Supplement)
Time: 20 minutes
Procedure:
1/ Giving tasks:
- Gives Ps extra passage - Listen to the task
- Tells Ps to read over the reading and
choose the best answer to each question.
2/ Completing task
- Observes and gives help if necessary - Read individually and do the task in pairs
- asks any student to present the answer. - (each person) goes to present the answer.
Possible answer:
1. D
2. C
3. C
4. B
5. A
comment
IV. Homework (1’)
 Asks Ps to study the lesson again and  Listen to T and take note
Follow –up:……………………………………………………………………………………
APPENDIX
Activity 3: Read the passage carefully and choose the correct answer.
The Association of Southeast Asian Nations or ASEAN was established on 8 August 1967
in Bangkok by the five original Member Countries, namely, Indonesia, Malaysia, Philippines,
Singapore, and Thailand. Brunei joined on 8 January 1984, Vietnam on 28 July 1995, Lao
PDR and Myanmar on 23 July 1997, and Cambodia on 30 April 1999. The ASEAN
Declaration states that the aims and purposes of the Association are: to accelerate economic
growth, social progress and cultural development in the region and to promote regional peace
and stability through abiding respect for justice and the rule of law in the relationship among
countries in the region and adherence to the principles of the United Nations Charter.
In 2003, the ASEAN Leaders resolved that an ASEAN Community shall be established
comprising three pillars, namely, ASEAN Security Community, ASEAN Economic
Community and ASEAN Socio-Cultural Community.
The ASEAN Vision 2020, adopted by the ASEAN Leaders on the 30th Anniversary of
ASEAN, agreed on a shared vision of ASEAN as a concert of Southeast Asian nations,
outward looking, living in peace, stability and prosperity, bonded together in partnership in
dynamic development and in a community of caring societies.
ASEAN Member Countries have adopted the following fundamental principles in their
relations with one another, as contained in the Treaty of Amity and Cooperation in Southeast
Asia (TAC):
 mutual respect for the independence, sovereignty, equality, territorial integrity, and
national identity of all nations;
 the right of every State to lead its national existence free from external interference,
subversion or coercion;
 non-interference in the internal affairs of one another;
 settlement of differences or disputes by peaceful manner;
 renunciation of the threat or use of force; and
 effective cooperation among themselves.
1. According to the text, which nation is the last member to join The Association of Southeast
Asian Nations up to now.
A. Vietnam B. The Philippines C. Brunei D. Cambodia
2. The ASEAN Declaration is about _______.
A. the cultures of all the members of the organization
B. the development of all countries all over the world
C. the aims and purposes of the organization

D. the laws of the members of the organization
3. The third paragraph is about _______.
A. living in peace, stability and prosperity C. The ASEAN Vision 2020
B. the 30th Anniversary of ASEAN D. the ASEAN Leaders
4. The Treaty of Amity and Cooperation in Southeast Asia _______.
A. is not accepted by ASEAN Member Countries
B. consists of fundamental principles in the relations of ASEAN Member Countries
C. is disapproved by ASEAN Member Countries
D. has two principles
5. Which principle does not belong to the Treaty of Amity and Cooperation in Southeast Asia?
A. interference in the internal affairs of member countries
B. effective cooperation
C. mutual respect
D. peaceful manner
Period……. UNIT 16
B. Speaking
…….. …………………. ……………………….
A. Objectives
1. Knowledge: - By the end of this lesson, students will be able to tell the names and the
capitals of ASEAN countries. Ask and answer about the names and the
capitals of ASEAN countries and the main characteristics of each nation.
3. Attitudes: - Help Ps to know more about kind of ASEAN.
B. Teaching aids: English books 12, Handouts...

II. New lesson:
- Time: 10 minutes
- Procedure

1. Giving tasks
- T prepares a handout with a network Listen to the teacher
of the word “NATIONS ”.
NATIONS
- T divides the class into 8 groups and

gives each group a handout.  Answer T’s questions if called
- T asks Ss to give a list of subjects at Distribute the task among all group members and
school. The winner will be the group be ready for the task
completing the network in the shortest
period of time.
2. Completing task
- Observes and gives help if - Do the task in groups
necessary
 Asks Ps to exchange their exchange the answer to mark
papers to mark Group 1  Group 3
 Gives Ps the key
 Invites Ps to give comments on comment on other’s performance
ACTIVITY 2: Write down the name of the country and its capital under each national
flag.
Time: 15 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
- Asks students to look at the flags and

name out the countries and the
capitals.
2. Completing task
poster.
 Ask Ps to exchange their papers - Exchange their papers to mark
 Give Ps the key (in slide) Group 2  Group 4
ACTIVITY 3: Discuss and use the information in task 1 and the fact below to talk about
some
of the ASEAN countries.
Time: 16 minutes
Technique: “one minute representation” Working ways: pair work
1. Giving task
- Ask students to work individually
then in pairs Listen to T
- Tells Ps the rule :
“ prepare individually the requirement

in two minutes, then in turn one P  Answer T’s questions if called
begin the response with one of the
expression in task 1”
2. Completing task
 Observes and gives help if - Work in pairs.
necessary
3.Report the result
front of the class Malaysia has a total area of 330,252 square
kilometers .Its capital is Kuala Lumpur. The
population in Malaysia is 27,174,000.People speak
Malay, English and Tamil in every day
conversations .The Malaysians are religious. They
follow Islam and Buddhism. Their currency is
Ringgit.
Etc.
IV. Homework (1’)

Follow –
up: ………………………………………………………………………………………………
…
Period……….. UNIT 16
C. Listening
…….. …………………. ……………………….
A. Objectives
1. Knowledge:
- By the end of this lesson, students will know how to give information from using
English
and the main religion in ASEAN.
2. Skill
3. Attitudes
- Help Ps to be aware of ASEAN countries.
4. Competences

II. New lesson
ACTIVITY 1:Warm-up - List the name of ASEAN countries using English as the second
language.
Time: 7 minutes
Technique: XYZ
Procedure
1. Giving task
- work in group of 5 in three minutes
- each Ps list the name of ASEAN
countries using English as the second
language.
- The secretary note down all the
things
on A0 paper  Answer T’s questions if called
- Exchange the answer to mark  Expected answer:
Group 1  Group 4 - work in group of 5 in three minutes
Group 2  Group 5 - each Ps list the name of ASEAN countries using
Group 3  Group 6 English as the second language.
- 10 points for a correct answer - The secretary note down all the things on A0
paper
Group 1  Group 4

(?) Who mark your group?  Choose the secretary of the group
answer?
2. Completing task
 Observes and gives help if - Each member has to tell the name of ASEAN
necessary countries using English as the second language.
- The secretary in the group has to write the answer
on
A0 paper
 Ask Ps to exchange their papers Expected answer:
to mark - the Philippines
Group 1  Group 4 - Brunei
Group 2  Group 5 - Singapore
Group 3  Group 6 - Malaysia

Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
ACTIVITY 2: Listen to the dialogue and choose the best answer to complete sentences.
Time: 8 minutes

Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
discuss five questions and find the
answers.
2. Completing task
poster.
to mark 1C ,2A ,3C ,4A ,5B
Group 1  Group 3
Group 2  Group 4

Time: 13 minutes
Procedure
1. giving task
minutes
3 minutes
2. Completing task
1. tomorrow(the next day)
2. The US
3. Around 50 million
4. In the Philippines
5. three-Islam, Buddhism and Catholicism
ACTIVITY 4 - Interview your friends :”What do you think Nga’s essay will be about?”
Time: 13
Technique: Asking the expert Working ways: group work
Procedure
1.Giving task
- Choose the first person in each group as
an interviewee and the rest as
interviewers
- The interviewer will in turn ask questions
about the ASEAN countries and the
interviewee will have to answer
- After 5 minutes, you will have three more
minutes to prepare for their presentation
- And I’ll choose at random each group a
person to present about the results.
 Check the rule
- Ask 1 Ps to retell the rule in Vietnamese
- Retell the rule in Vietnamese
2.Completing task
 Observes and gives help when necessary The interview will vary
 Ask each group a person to present in Some pupils present in front of the
front of the class class
The answer will vary.
listens to The others them
 Ask Ps to choose the pair Ps like most by comment on other’s performance
raising their hand -Fluency Grammar
 invites Ps to give comments on other’s -Pronunciation Lexical item
IV. Homework (1’)
(Unit 16 - D. Writing)
Follow –up:
…………………………………………………………………………………………………
Period: ……. UNIT 16

D. Writing

…….. …………………. ……………………….
A. Objectives
1. Knowledge: - By the end of the lesson, students know how to write a letter of
recommendation
about the places they are familiar with.
2. Skill: - Writing about a letter of recommendation.
3. Attitudes: - Help Ps to be aware of writing a letter of recommendation.
- Language: Words used in writing about a significant place.
4. Competences:
B. Teaching aids
II. New lesson
ACTIVITY 1: Picture study
Time: 8 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?

(?) How much time?
answer?
- Asks students to look at pictures and
name out the places.
2. Completing task
poster.
to mark 7. Ha Long Bay
Group 1  Group 3 8. Cat Ba Island
Group 2  Group 4 9. Cuc Phuong National Forest
 Give Ps the key (in slide) 10. Huong Pagoda

11. Phat Diem Stone Church
12. Hoan Kiem Lake
ACTIVITY 2: Complete the letter of recommendation with the missing sentences in the
box.
Time: 13 minutes

Procedure
1. Giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
2. Completing task
the poster.
to mark 1. I would like to recommend a well-known place
Group 1  Group 3 in
Group 2  Group 4 Vietnam to you
 Give Ps the key (in slide) 2. It is about 170 km from Hanoi

3. The beach is an ideal place for swimmers
4. People here are very friendly and hospitable
5. I am sure you will have a wonderful time here
in Ha
Long bay.

ACTIVITY 3: Write a letter to David, your pen pal, recommending a significant place
you are familiar with.
Time: 20 minutes
Procedure
1. Giving task
- David, your pen pal, is going to - Work individually in 10 minutes
spend his summer vacation in - Write a letter to David, your pen pal,
one of the ASEAN countries. recommending a significant place you are
You want him to visit familiar with.
Vietnam .Write a letter to him
recommending a significant
place you are familiar with.
- Exchange your paper with your - Exchange your paper with your partner, sitting
partner, sitting next to you to next to you to mark
mark
-Give form of a recommendation letter
Outline
+Date
+Salutation
+Body
- location
- natural features
- places to visit
- food
- people
........
+Closing
+Signature
Checks the rule
(?) What to do now?
2. Completing task
performance.
IV. Homework (1’)
lesson (Unit 16- E. L. Focus)
Follow –
up:………………………………………………………………………………………………
……
Period: ….. UNIT 16

E. Language focus
…….. …………………. ……………………….
A. Objectives
- pronoun the rising -falling tune correctly.
- know how to use adverbial clause of time.
2. Attitudes
3. Competences
B. Teaching aids
II. New lesson
ACTIVITY 1- Intonation: The rising-falling tune

Time: 8 minutes
Procedure
1. Giving task
- Introduce the rising-falling tune - Listen to the teacher and write some rules in the
- Let students practice these sentences notebooks.
- Play the tape and ask Ss to repeat.
- Ask Ss to work in pairs and practice
the sentences.
2. Completing task
- Observes and gives help if necessary - Listen to the teacher and work in pairs
to practice.
- Call some students to read the - Some students read in front of the class.
sentences in front of the class. - Listen to the teacher

- Comment and read the sentences once - Comment on other’s performance
to the whole class. - Listen to T’s comment
ACTIVITY 2: Grammar presentation + Exercise 1
Time: 11 minutes
Procedure
1.Giving task
a. adverbial clause of time - Listen to the teacher and note down in the
- Introduce the way of using adverbial notebook

clause of time through some example
- Ask students to give some examples
- Listen and remark
b. Let students practice doing exercises

Exercise 1
- Ask students to do exercise
themselves then discuss in groups
2. Completing task
1. She will phone you as soon as she arrives in Ho
Chi Minh City
2. After the war was over we started rebuilding the
country
3. They met a lot of people while they were on
holiday
4. Before you leave don’t forgot to turn off the
lights
5. I will stay till you get back
6. We’ll come to see you whenever we are in
Hanoi
7. There is a danger of war as long as imperialism
exits
8. Tom sang a merry song as he walked away

ACTIVITY 3: Supply the correct tense form of the verbs in brackets.
Time: 10 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
discuss the questions and find the
answers.
2. Completing task
poster.
to mark 1. arrives 5. have finished
Group 1  Group 3 2. arrives 6. (had) graduated

Group 2  Group 4 3. are playing 7. am
 Give Ps the key (in slide) 4. got 8. have read

ACTIVITY 4: Combine two sentences, using one as an adverbial clause of time with the
given
conjunction
Time: 12 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
(?) How much time?
answer?
2. Completing task
the poster.

to mark 1. Let’s go out before it starts raining
Group 1  Group 3 2. I’ll give you my address when I have found
Group 2  Group 4 somewhere to live
 Give Ps the key (in slide) 3. After he had done his homework ,he went to bed
4. We’ll let you know as soon as we have made our
decision
5. I haven’t met them since I left school
6. Robert suddenly began to feel ill while he was
doing
the exams
7.Kate will come back home after she has finished
the
last semester
IV. Homework (1’)


lesson.
Follow –
up:………………………………………………………………………………………………
…
Period: ……………………………… REVISION

…….. …………………. ……………………….
Circle the word whose underlined part is pronounced differently from that of the rest.
1. A. integration B. international C. immigration D. operation
2. A. apprentice B. association C. apprehension /æ/ D. attack
3. A. deal B. eagle C. instead D. eager
4.A. intellectual B. international C. interview D.
responsibility
5.A. catastrophe B. trophy C. notify D. recipe
/’resәpi/
6.A. famine B. determine C. mineral D. miner
7.A. mission B. revision C. division D. collision
8.A. decision B. precision C. comprehension D. confusion
9.A. arrival B. vital C. tidal D. citadel
10. A. scoreboard B. science C. schedule D. scanner
Circle the word whose stress is placed differently from that of the rest.
1. A. stability /stә’biliti/ B. immensity/i’mensәti/ C. advocacy/’ædvәkәsi/ D.
capacity/kә’pæsәti/
2. A. advice B. justice C. circus D. product
5. A. inhabitant B. interpreter C. imitation D. initiate
6. A. stimulate B. sharpener C. festival D. disaster
7. A. president B. manager C. spectator D. counsellor
8. A. intelligent B. overwhelming C. imaginable. D. intangible
9. A. interfere B. penalty C. referee D.
competition
10. A. scuba-diving B. swimming C. gymnastics D. skating
SYNONYMS
1. Parents interpret facial and vocal expressions as indicators of how a baby is feeling.
A. translate B. understand C. read D. comprehend
2. The notice should be put in the conspicuous place so that all the students can be well-
informed.
A. popular B. suspicious C. easily seen D. beautiful
3. I’m a bit wary of giving people my address when I don’t know them very well.
A. cautious B. upset C. willing D. capable
4. I received housing benefit when I was unemployed.
A. out of work B. out of fashion C. out of order D. out of practice
5. I didn't go to work this morning . I stayed at home because of the morning rain.
A. on account of B. in addition to C. in spite of D. thanks to
6. My elder brother failed his final exam, which depressed my parents
A. encouraged B. satisfied C. disappointed D. pleased
7. I came to John’s party last night but I stayed there for a while before I left.
A. for relaxation B. for a whole night

C. a long period of time D. for a short period of time
8. She was a devoted teacher. She spent most of her time teaching and taking care of her
students.
A. intelligent B. dedicated C. polite D. honest
9. You can withdraw money from the account at any time without penalty.
A. punishment B. offense C. demand D. loss
10. I take my hat off to all those people who worked hard to get the contract.
A. encourage B. congratulate C. respect D. welcome
ANTONYMS
1. Now, when so many frogs were killed, there were more and more insects.
A. lesser and lesser B. fewer and fewer C. lesser and fewer D. less and less
2. Certain courses are compulsory; others are optional.
A. voluntary B. free C. pressure D. mandatory
3. We offer a speedy and secure service of transferring money in less than 24 hours.
A. uninterested B. unsure C. slow D. open
4. The Red Cross is an international humanitarian agency dedicated to reducing
the sufferings of wounded soldiers, civilians and prisoners of war.
A. worry and sadness B. pain and sorrow C. loss D. happiness
5. After five days on trial, the court found him innocent of the crime and he was released.
A. innovative B. naïve C. guilty D. benevolent
6. Mr.Brown is a very generous old man. He has given most of his wealth to a
charity organization.
A. hospitable B. honest C kind D. mean
7. The earth is being threatened and the future looks bad.
A. done B. made C. defended D. varied
8. Thousands are going starving because of the failure of this year's harvest.
A. hungry B. poor C. rich D. full

9. I’d like to pay some money into my bank account.
A. withdraw some money from B. put some money into
C. give some money out D. leave some money aside
10. He had never experienced such discourtesy towards the president as it occurred
at the annual meeting.
A. politeness B. rudeness C. measurement D. encouragement
EXERCISE
Vocabs:
Mark the letter A, B, C or D to indicate the correct answer to each of the following
1. Despite the fact that he is in his eighties, he still leads an ………….. life
A. act B. active C. action D. acting
2. I tried not to draw ………….. to the weak points in my argument
A. attention B. notion C. intention D. attraction
3. Buckingham Palace is a major tourist ………….. in London
A. attract B. attraction C. attractive D.
attractiveness
4. Some people think it is …………. to point at someone
A. rude B. polite C. easy D. formal
5. Eugenie Clark has a lot of ………….. about cultures of may countries in the world
A. know B. known C. knowledge D. knowing
6. My teacher gave me a lot of ………….. and helped me pass the test
A. encourage B. encouraged C. encouraging D.
encouragement
7. If we have done something to hurt someone’s feelings, we should …………..
A. smile B. excuse C. thank D. apologize
8. It’s ok to use ………….. language if you’re speaking to a friend
A. verbal B. non – verbal C. formal D. informal
9. Many species of plants and animals are in ………….. of extinction.
A. risk B. threat C. danger D. harm
10. Different conservation efforts have been ………. in order to save endangered species.
A. give B. made C. done D. take
11. Over , plant species and , animal species around the globe are ……….. with extinction.
A. threatened B. carried C. dealt D. worried
12. Food should be well cooked to suit the guests’ …………
A. eyes B. smell C. taste D. tongue
13. Books are still a cheap way to get …………… and entertainment.
A. inform B. information C. informative D.
informatively
14. In , The AAU officially accepted synchronized swimming as a ……… sport for team
events.
A. competitive B. competitively C. competition D.
competitor
15. England ……….. - with Germany in the first round.
A. equaled B. pointed C. tied D. scored
16. In water polo, no player except the ……… can hold the ball with both hands.
A. defender B. attacker C. referee D. goalie
17. Sports enthusiasts from other countries were greatly ……… with the spirits of the nd
SEA Games held in Vietnam
A. impressed B. enjoyed C. achieved D. applauded
18. All athletes were ………. to get the best results in competitions
A. tried B. promised C. impressed D.
determined
19. The shortage of clean water ……… in serious diseases and epidemics
A. brings B. causes C. results D. leads
20. Without ……… I always call Tom for his help when I have trouble
A. hesitate B. hesitating C. hesitated D. hesitation
B. GRAMMAR
21. If she hadn’t been sick, she________ with me to the party.
A. would go B. went C. had gone D. would have gone
22. _______he did not attend the English class, he knew the lesson quite well.
A. Despite B. Although C. In spite of D. However
23. The mail scarcely ever arrives before noon_________?
A. don’t they B. is it C. does it D. doesn’t it
24. I hadn’t realized he was English______ he spoke.
A. in case B. only after C. until D. when
25. Don’t waste time_______ that6 broken vase.
A. to mend B. mending C. for mending D. on mend
27. Please ________ the light, it’s getting dark here.
A. turn on B. turn off C. turn over D. turn into
28. The nurse has to _________ at the midnight. {take (sth) over: take control of or
responsibility for}
A. take care B. take on C. take over C. take off
29. There is an inflation. The prices __________.
A. are going on B. are going down C. are going over D. are going
up
30. Remember to _______ your shoes when you are in a Japanese house.
A. take care B. take on C. take over C. take off
31. You can __________ the new words in the dictionary.
A. look for B. look after C. look up D. look at
32. It’s cold outside. __________ your coat.
A. Put on B. Put down C. Put off D. Put into
34. A big shopping mall …….…….. in the city center.
A. is going to build B. is going to be built C. will build D. must being
built
35. Why don't you ask Mike? He …….…….. know the boy's address.
A. needn't B. ought C. may D. might have
36. It was midnight, ……………….. the restaurant was still open.

A. therefore B. but C. however D. so
37. Tomatoes …………….. before they are completely ripe.
A. needn't pick B. can pick C. should be picking D. can be
picked
38. You …….……. smoke in here. It is against the rules.
A. mustn't B. don't have to C. needn't D. mightn't
39. He was writing to his friend when he .................. a noise.
A. was hearing B. heard C. had heard D. hears
40. I .................many people since I came here in June.
A. met B. has met C. was meeting D. have met
SPEAKING
Question 1. “Would you like some coffee?” – “____________________”
A. Thank you, but a glass of water would do. B. Of course, I hate coffee.
C. I wouldn’t if I were you. D. Would you like it?
Question 2. James is introducing his new friend Anna to his father, Mr. Harris.
James: “Dad, I’d like you to meet my friend Anna.” Mr. Harris: “Nice to meet you, Anna!”
Anna: “____________________”
A. It has been a pleasure to meet you! B. Me either, and you? C. Pleased to meet you! D. I
couldn’t agree more.
Question 3. “____________________” – “Congrats, you must be very happy right now!
A. I feel very happy right now! B. My least favorite football team won the championship
yesterday.
C. I am a comedian by profession. D. I finally passed the English test.
Question 4. “I am so sorry, I didn’t mean to shoot your car with that gun.” –
“____________________”
A. You look anxious. Would you like some tea? B. You shouldn’t have broken the gun
C. You can say that again! D. Don’t worry! We all make mistakes.
Question 5. “____________________” – “He’s playing with Andrew in the playground

opposite the post office.”
A. I can’t find Andrew anywhere. B. Have you seen Thomas?
C. Where is the post office? D. Can you show me the way to the playground?
Question 6. “Would you mind lending me your protractor? I’ve lost mine.” –
“____________________”
A. Where is yours? B. Of course I would C. Not at all! D. No
problem, I am using it.
Question 7. “____________________” – “No, I am actually a bus driver.”
A. Are you allowed to drive a bus? B. You are a teacher right?
C. Do you think you’re a good driver? D. What do you for a living?
Question 8. “Are you coming to the party tonight?” – “___________________”
A. You can say that again! B. I listen to pop music twice a week.
C. We are young and active people! D. I need to check my schedule first.
Question 9. “I am feeling very depressed. Nothing’s going right my life” –
“____________________
A. I’m pleased to hear it! B. I know. We need some sunshine, don’t we?
C. Cheer up! Things can’t be that bad D. I’m sorry to hear that, but I’m sure he’ll be
all right.
Question 10. “I’m going on holiday to Vienna tomorrow!” – “____________________”
A. I knew you can do it! B. Good luck! Do your best!
C. Lucky you! Have a good time! D. You should go to bed!
WRITING 1
1. “Why don’t you get your hair cut, Gavin?” Said Adam.
A. Adam advised Gavin to cut his hair. C.Gavin was suggested to have haircut.
B. It was suggestible that Adam get Gavin’s haircut. D.Adam suggested that Gavin should
have his haircut.
2. Mary tried to keep calm although she was very disappointed.
A. Mary was too disappointed to keep calm.
B. Disappointed as she was, Mary tried to keep calm.
C. Mary lost her temper because of her disappointment.

D. Feeling disappointed, Mary tried to keep calm, but she failed.
3. Because it was an interesting novel, I stayed up all night to finish it.
A. I stayed up all night to finish the novel, therefore, it was interesting.
B. Unless it were an interesting novel, I would stay up all night to finish it.
C. Though it was an interesting novel, I stayed up all night to finish it.
D. So interesting was the novel that I stayed up all night to finish it.
4 .Fewer people came to the meeting than we had expected
A. Too many people came to the meeting
B. There were more people at the meeting than we had expected
C. We had expected more people to come to the meeting
D. There were not enough seats for all people as we had expected
5. .“Let’s go on a walking today?”, said Trang
A. Jane suggested going onawalking B. Jane wanted us to going on awalking
C. Jane suggested to go onawalking D. Jane allow us to go on awalking
6.“Why don’t we put a better lock on the door?" said John.
A. John suggested to put a better lock on the door. C. John asked why not putting a better
lock on the door.
B. John suggested putting a better lock on the door. D. John made us put a better lock on
the door.
7. Although his legs were broken, he managed to get out of the car before it exploded.
A. Despite his legs to be broken, he managed to get out of the car before it exploded.
B. Despite his broken legs, he was able to get out of the car before exploding.
C. Despite his legs were broken, he managed to get out of the car before it exploded.
D. Despite his broken legs, he was able to get out of the car before it exploded.
8. They think that the owner of the house has gone abroad.
A. The owner of the house is thought to go abroad.
B. The owner of the house is thought to have been going abroad.
C. The owner of the house is thought to have been gone abroad.
D. The owner of the house is thought to have gone abroad.

9. He drives more carelessly than he used to.
A. He doesn’t drive as carefully as he used to.
B. He doesn’t drive carefully than he used to.
C. He doesn’t drive as carefully than he used to.
D. He doesn’t drive as carefully heroes.
10. Noone in our club can speak English as fluently as Mai.
A. Mai speaks English more fluently than noone in our club.
B. Mai is the worst English speaker in our club.
C. Mai speaks English as fluently as other people in our club.
D. Mai speaks English the most fluently in our club.
WRITING 2
1: We arrived at the conference. We realized our reports were still at home.
A. Not until we arrived at the conference, did we realize that our reports were still at
home
B. We arrived at the conference and realized that our reports are still at home.
C. Not until had we arrived at the conference, we realized our reports were still at home.
D. It was until we arrived at the conference that we realize our reports were still at home.
2: “Would you like something to drink?” he asked.
A. He asked me would like something to drink. B. He wanted to invite me for
something to drink.
C. He asked me if I wanted something to drink. D. He offered me something to
drink.
3: Mary rejected the job offer. She now regrets it.
A. Mary regrets not having rejected the job offer. B. If only Mary didn’t reject the job offer.
C. Mary wishes she hadn’t rejected the job offer. D. Mary regrets to reject the job offer.
4: Janet became a mother. She felt a strong sense of responsibility towards her parents.
A. Were Janet to become a mother herself, she would feel a strong sense of responsibility
towards her parents.
B. Only after Janet had become a mother herself did she feel a strong sense of
responsibility towards her parents.
C. Had Janet become a mother herself, she would have felt a strong sense of responsibility
towards her parents.
D. Not until she felt a strong sense of responsibility towards her parents did Janet become a
mother herself.
5. He fulfilled his dream of travelling the world. He decided to get a job and settle down.
A. Having fulfilled his dream of travelling the world, he decided to get a job and settle
down.
B. Although he had fulfilled his dream of travelling the world, he decided not to get a job and
settle down.
C. If he had fulfilled his dream of travelling the world, he would have decided to get a job
and settle down.
D. As he decided to get a job and settle down, he didn’t fulfil his dream of travelling the
world.
6. She gave a great performance at the festival. We now know she has artistic talent.
A. Hardly had we known about her artistic talent when she gave a great performance at the
festival.
B. Although she gave a great performance at the festival, now we still don’t know she has
artistic talent.
C. Amazing as her artistic talent is, we don’t know about her great performance at the festival.
D. But for her great performance at the festival, we wouldn’t know about her artistic talent
now.
7: The holiday was so expensive. We could only afford five days.
A. It was such an expensive holiday that we could only afford five days.
B. The holiday was dirt cheap, so we could afford more than five days.
C. So expensive was a five-day holiday that we could hardly afford it.
D. A five-day holiday wasn’t cheap, so we couldn’t afford it.
8: He behaved in a very strange way. That surprised me a lot.
A. What almost surprised me was the strange way he behaved.
B. His behaviour was a very strange thing, that surprised me most.

C. He behaved very strangely, which surprised me very much.
D. I was almost not surprised by his strange behaviour.
9: You’d better take a taxi; it was raining hard outside
A. You’d better take a taxi in case it was raining B. She recommended me take a taxi because
it was raining outside
C. She gave us a lift because it was raining heavily D. She didn’t lend us any raincoats but
a taxi
10: This house was built years ago. It is still in very good shape.
A. This house, built years ago, is still in very good shape.
B. This house, which built years ago, is still in very good shape.
C. This house, building years ago, is still in very good shape.
D. This house which was built years ago is still in very good shape.
ERROR IDENTIFICATION
1: Despite (A) modern medical technology, many diseases causing (B) by viruses I are still (C)
not (D) curable.
2: Some people (A) prefer classical (B) music, because (C) others (D) prefer rock music.
3: Women's movements ensure (A) the full (B) education, develop (C) and advancement of
(D) women.
4. Our Spanish teacher would prefer us spending more time in the laboratory practicing our
pronunciation.
A. us B. spending C. in the D. practicing
5. When eggs of some species of insects hatch, the newly boom insects look almost like its
adult counterparts.
A. When B. species C. look D. its
6: For thousands of years, people have used some kind of refrigeration cooling beverages and
preserve edibles.
A. have used B. kind C. cooling D. edibles
7. John frequently is away from home in his new job on weekends.
A B C D
8. Things ought to make clear to them so that they can do the work in the way that you have
told them
A B C D
9.
The primary causes of species extinction are habitat destruction, commercial expectancy and
pollution.
A B C
D
10. Physical therapists help patients relearn how to use their bodies after disease or
injure.
A.relearn B. use C. after D.injure.
Follow up: No
Period: ………. THE FINAL TEST

(Common test on 24 – 25 / 4 / 2019)
Period: ……. TEST CORRECTION

…….. …………………. ……………………….
Stt Mã đề 121 Mã đề 122 Mã đề 123 Mã đề 124

1 B A C D
2 B C B C
3 B C A B
4 A A A C
5 B B C C
6 C D A D
7 D B B D
8 C A B B
9 B B A B
10 C B D A
11 A D A A
12 C A A C
13 D C D C
14 A C D C
15 D A B B
16 A B C A
17 B B D A
18 C A C B
19 A B B C
20 B B C B
21 A C D B
22 D D B D
23 A C D C
24 D B B A
25 B A B A
26 B C A A
27 A B D C
28 C B C B
29 D D B D
30 A B B A
31 D D C A
32 C A A C
33 B D B D
34 C C D B
35 C A D B
36 B C C A
37 C B A A
38 A D C D
39 B B B C
40 B B B A
41 D D A B
42 C A B D
43 B A D A
44 B B C C
45 C D C C
46 B D A A
47 C A D B
48 A B B D
49 D C C B
50 D A A D
Mời ban đoc tham khảo thêm tài liệu Tiếng Anh lớp 12 tai đây:
Bài tập Tiếng Anh lớp 12 theo từng Unit: https://vndoc.com/tieng-anh-lop-12
Bài tập Tiếng Anh lớp 12 nâng cao: https://vndoc.com/tieng-anh-pho-thong-lop-12
Bài tập trắc nghiệm trực tuyến Tiếng Anh lớp 12: https://vndoc.com/test/mon-tieng-anh-lop-12

Giao An Tieng Anh Lop 12 Sach Cu Theo Cong Van 5512

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Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí

GIÁO ÁN TIẾNG ANH LỚP 12 THEO TỪNG UNIT

CHƯƠNG TRÌNH CŨ NĂM 2021 - 2022

Class Date of Signed date: ………………….

What’s your name? questions

and phrases, pronunciation

I. Choose the best answer among A, B, C, or D.

3. The train ______ half an hour ago.

17. John ______ a book when I saw him.

4. I haven’t enjoyed myself so much for years.

Period: …… UNIT 1: HOMELIFE

Nguyen Thi Minh Duc

 Observes and gives help if Watch a clip and do the task

3. Report the result

4. Assess the performance

- In your family, who does most

 Uses “jig saw ” technique and  Form new groups

3. Report the result

- Taking out the

4. Assess the performance

 Divide Ps into groups of 4  Form new groups

 Draw their small tables or boxes in front of them

3. Report the result

 Give Ps the key (in slide) 4- F

4. Assess the performance

 Divide Ps into groups of 7  Form new groups

-Exchange the answer to mark  Answer T’s questions if called

 Checks the rule paper

(?) What to do now? -Exchange the answer to mark

(?) How much time? Group 1  Group 4

3. Report the result

 Give Ps the key (in slide) - 10 points for a correct answer

4. Assess the performance

 Asks Ps some questions  Answer T’s questions

 Asks Ps to study the lesson  Listen to T and take note

Period: ….. UNIT 1: HOMELIFE

Nguyen Thi Minh Duc

 Divide Ps into 6 groups  Form new groups

Group 3  Group 6 all the household chores

3. Report the result

4. Assess the performance

 comments on Ps’ performance -The working style of the group

 Ask Ps to work in pair in five

3. Report the result

4. Assess the performance

 Ask Ps to choose the pair Ps comment on other’s performance

 Using questions in Activity 2,

3. Report the result

4. Assess the performance

group a person to present about the phỏng vấn

3. Report the result

 The others listens to them

 Ask Ps to choose the pair Ps like comment on other’s performance

 Asks Ps some questions  Answer T’s questions

 Asks Ps to study the lesson  Listen to T and take note

Nguyen Thi Minh Duc

 Divide Ps into groups of 5  Form new groups

Group 3  Group 6 -work in group of 5 in three minutes

3. Report the result

4. Assess the performance

 invites Ps to give comments on comment on other’s performance

 Divide Ps into groups of 4  Form new groups

 Draw their small tables or boxes in front of them