Ngoc - Ga 10 TD U4

Date of preparation :
Date of teaching: …… / …… / 201 … Class:
Period 31. UNIT 4: FOR A BETTER COMMUNITY

GETTING STARTED
I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or
writing.
- read a passage comprehensively
- arrange the sequence of an event
2/ Skills: - reading skill as well as speaking and writing skill
- work in groups effectively
3/ Attitudes: - Students know about volunteer work.
- be willing to cooperate with other classmates
4/ Orientation for ability and character development:
-improve reading comprehension
-improve analyzing and observing capacity
-verbalize thoughts of volunteer work by using vocabulary and expression for
describing a better community
-gain more vocabulary of topic of a better community
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

AND CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application

(level 1) (level 2)
1. Match the For a specific Context helps find Finding out the Reading
vocabulary context, it is out meaning of a correct answer in thoroughly
comprehension necessary to word or a phrase task 1 without
use specific hesitating about
word. meaning of a
new word
Question: Can you
find out the word to
fill in the
uncompleted
sentence?
2. Read for specific It is possible to To decide whether Identifying Recognizing
information in decide whether statements are true specific and specific
process of reading statements are or false, students necessary information in a
true or false by need to know key information passage to
searching words in statements effectively by understand the
required and scan for those scanning skill main idea of that
information in key words in the passage
the passage. passage.
Question: Can you

decide whether these
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statements are true or
false?
3. Apply vocabulary Vocabulary and To speak and write Writing about Talking about
and expressions expression about a topic, volunteer work local community
gained by reading in gained through students need to development
speaking and writing reading may be read more about
applied in that topic
speaking and
writing
Question: Can you
write or talk about
local community
development?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURES
Board/Screen Expected
Students’
Teacher’s activities show/Teachin skills/capacity
activities
g aids
I. WARM-UP:Chatting - look at the -CD player -analyzing
- ask Ss to look at the picture and answer some picture - text books -oral answering
questions -answer some
questions
II. PRESENTATION & PRACTICE
1. Pre-teaching Vocabulary
- volunteer (n): tình nguyện viên explanation -guess the Board, pictures, -Observing
- disadvantaged (adj): thiệt thòiexplanation words postcard -Analyzing
- by chance (exp): tình cờtranslation -Vocabulary
- advertisement (n): quảng cáorelia or picture
Checking vocabulary: Rub out and Remember
2. Task 1: Listen and Read

- tell Ss that they are going to listen to a - Listen to the CD player -Accuracy
conversation between two friends, Hieu and recording. -Fluency
Quan. - Read the -Confidence
- let Ss guess what Hieu and Quan are talking conversation
about.
- play the recording.
- ask Ss to listen and read the conversation at the
same time.
- call on some Ss to read the conversation aloud.
- correct their pronunciation and intonation.
3. Task 2: Answer the questions

- ask Ss to work in pairs. -Do the Board, -analyzing
- let Ss read the conversation and give the reading task textbook requirement
answers to the questions. number 2 -working in pairs
- call on some Ss to report their answers. + read the -reading
- check Ss' answers and encourage Ss to give requirement of comprehension
their own opinions to answer questions 4 and 5. task1 -presenting
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+discuss in
* Key: pairs to find
1. He called Hieu at 2 p.m. yesterday out the correct
afternoon. answers
2. Hieu was teaching children at the Happy +present and
Mind Charity Centre. explain the
3. Yes, he was. At first, many of his correct
students couldn’t read or write. Now all answers and
of them can read and write. why they are
4. It’s a meaningful work. He tried his best chosen
to help the disadvantaged children. Due -Get feedback.
to Hieu and others’ contribution, many
children get education.
III. PRODUCTION
Task 3: Make dialogues using the expressions
in the box.
- let Ss work in pairs.
- get them to practice making conversations -Work in Board, -Discussing
using the expressions in the box. groups textbook -Teamwork
- call on some pairs to speak out in front of the -Present their -Communicating
class. ideas
- ask Ss to give comments on their presentations. -Discussing
- corrects some of their errors. with the whole
class
IV. HOMEWORK
- ask Ss to learn new words and prepare for the - take notes Board -Writing
next lesson.
Date of teaching: …… / …… / 201 … Class: 10B

LANGUAGE
I. OBJECTIVES:
1/ Knowledge: - recognize the differences in pronunciation of the /nd/, / ŋ/, /nt/ sound.
- revise the use of some tenses
2/ Skills: - improve pronunciation as well as speaking skill
3/ Attitudes: -understand music
. - cooperate with other students readily
- be confident to present in front of classmates and teacher
-improve pronunciation
-improve speaking skill as well as writing skill
-verbalize thoughts of music by applying compound sentences, to-infinitives
and bare-infinitives
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(level 1) (level 2)
1. Recognize the Words which It is important to Recognize the Speaking
differences in consist of pronounce words differences in English fluently
pronunciation of the the /nd/, / ŋ/, correctly pronunciation of and correctly
est/ ənt/eit sound. /nt/ sound the /nd/, / ŋ/, /nt/
sound.
Question: Could you

pronounce the words
consisting of the /nd/, /
ŋ/, /nt/ sound?
2. Revise the use of the It is possible to Using the past Expressing the Speaking
past simple vs. the past use of the past simple vs. the past situations using cohesively and
continuous with when simple vs. the continuous with adjectives ending fluently
and while and how to past when and while in suffixes -ed vs.
use adjectives ending continuous may help us write -ing; -ful vs. -less
in suffixes -ed vs. -ing; with when and or speak more
-ful vs. -less whil comprehensively.
Question: Could you

express these situations
using adjectives ending
in suffixes -ed vs. -ing;
-ful vs. -less?

PROCEDURE
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. VOCABULARY
Task 1: Find the adjectives ending with
the following suffixes in the GETTING - underline the Textbooks -analyzing
STARTED conversation. adjectives -oral answering
- ask Ss to read the conversation again and - Get feedback and
underline the adjectives ending with the write them down
suffixes -ed vs. -ing; -ful vs. -less
- check if Ss know the differences
between –ed and –ing adjectives and –ful
and –less adjectives.
- give examples if necessary.
* Key:
-ed disadvantaged, interested,
excited
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-ing interesting
-ful useful, helpful, meaningful
-less hopeless
Task 2: Use the words in brackets with

appropriate endings to complete the
following sentences.
- have Ss work in pairs.
- call on some Ss to read their answers - complete the Textsbooks -analyzing
aloud. following sentences -oral answering
- check their answers and give - Get feedback and
explanations if necessary. write them down
* Key: 1. meaningless
3. hopeless
5. excited, meaningless
exciting
II. PRONUNCIATION
1. Listen and Repeat
- have Ss listen and repeat the words. - Listen to the
- help Ss distinguish these three sounds. recording. Textsbooks, -Accuracy
- give the meaning of the words if - Read the words CD player -Fluency
necessary. -Confidence
- ask Ss to work in pairs and take turns
reading the words in columns and in rows.
- invite individual Ss to read the words.
2. Read the sentences aloud

- model the sentences first - Listen to the -Accuracy
- ask Ss to read the sentences aloud. recording. -Fluency
- call on some Ss to read in front of class. - Read the words
- check their pronunciation and correct
their errors.
III. GRAMMAR
Task 1: Rewrite the sentences in the
past tense, using the time expression in
brackets. -analyzing
- ask Ss to pay attention to the time Board, requirement
- rewrite the
expressions in brackets and ask them to textbook -working in pairs
sentences in the past
find the verb tense to go with these time -presenting
tense.
expressions.
- get Ss to rewrite the sentences in the past
tense.
- let Ss compare their answers with their
partners.
- call on some Ss to write their answers on
the board.
- check their answers and correct their
errors.
* Key:
1. I wore jeans to school yesterday.
2. My sister and I bought a lot of
clothes last summer.
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3. My father read newspapers in bed
last night.
4. My mother made my bed last
Sunday.
5. I wrote letters to my grandparents
yesterday afternoon.
Task 2: Match 1-5 with a-e and

complete the sentences in the past
simple or the past continuous
- have Ss do this activity individually. - Understand the textbook -analyzing the
- ask Ss to match 1-5 with a-e and task requirement
complete the sentences in the past simple - work individually -presenting
or the past continuous. - Get feedback.
- call on some Ss to speak their answers
aloud and the write them down on the
board.
- check the answers with the whole class.
* Key:
1. d We were walking in the
park when it started to rain.
2. c While I was talking to a
friend, the teacher asked me a question.
3. e We lost the keys while we
were playing in the garden.
4. b We were sitting on a bench
in the park when someone took our school
bags.
5. a When the phone rang, I
was having a bath.
IV. HOMEWORK
- ask Ss to practice pronouncing the -take notes Board -grammar
sounds they’ve learned. -pronunciation
- get Ss to review the new words.
- have Ss learn the grammatical points.
Date of teaching: …… / …… / 201 … Class: 10

READING
I. OBJECTIVES:
writing.
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3/ Attitudes: - Students know about community.
-verbalize thoughts of music by using vocabulary and expression for
community development
-gain more vocabulary of topic of a better community


(level 1) (level 2)
1. Match the For a specific Context helps find Finding out the Reading
vocabulary context, it is out meaning of a correct answer in thoroughly
comprehension necessary to word or a phrase task 1 without
use specific hesitating about
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you

statements are true or
false?
3. Apply vocabulary Vocabulary and To speak and write Writing an Talking about
and expressions expression about a topic, application letter local community
gained by reading in gained through students need to development
speaking and writing reading may be read more about
applied in that topic
speaking and
writing
Question: Can you
talk about local
community
development?
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PROCEDURE
aids
I. WARM-UP: Word Search - find out the key - - text books -observing
- divide the class into 2 groups. word -analyzing
- ask Ss to find out the key word by -oral answering
answering 6 question.
- declare the winner.
Key word: Volunteer
 Lead-in: Today we will read a text
about a volunteer work.
II. PRE-READING
1. Pre-teaching vocabulary:
- field (n): lĩnh vực explanation -Guess English word Board, pictures, -Observing
- attachment (n): sự gắn bóvideo clip which teacher would postcard -Analyzing
and gap-filling like to elicit -Vocabulary
- narrow-minded (adj): nông -Get feedback and
cạntranslation write them down
- try out (v.phr): thử nghiệmsynonym
(= test)
- dedicated (adj): tận tụy, tận
tâmexample -Accuracy
2. Checking vocabulary: Put the letters -Fluency
in the right order to make a meaningful -Confidence
word.
III. WHILE-READING
Task 1: Complete the text by matching
sentences a-e with gaps 1-4. There is
one extra sentence you do not need. -Do the reading task Board, -analyzing
- let Ss work in pairs. number 1 textbook requirement
- tell Ss to read the text quickly and + read the -working in pairs
complete it. requirement of task1 -reading
- elicit strategies from Ss and reeat them if +discuss in pairs comprehension
necessary. to find out the -presenting
- call on a few Ss to report their answers correct answers
in front of class. +present and
- give correct answers and explanation if explain the correct
necessary. answers and why
* Key: 1. d 2. a 3. b 4. c they are chosen
-Get feedback.
Task 2: Multiple Choice

- have Ss work in pairs. -Work in pairs Board, analyzing
- deliver the handouts. -Read the text again textbook requirement
- ask Ss to read the text again and choose -answer the -working in pairs
the best answer for the following questions -reading
questions. comprehension
- get some Ss to speak out their answers. -presenting
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- check their answers.
* Key: 1. A 2. B 3. C 4. B 5. A
IV. POST-READING:
Task: Discussion -Teamwork
- divide the class into 6 groups. -Work in groups Board, -Communicating
- ask Ss to express their ideas about the -Present their ideas textbook
statement above. -Discussing with the
- give some cues to help them. whole class
V. HOMEWORK Board,
- learn all the new words by heart. -Take note textbook
- prepare for the next lesson.
Optional Period 11. REVIEW OF PRONUNCIATION, VOCABULARY

AND GRAMMAR
I. Aim: By the end of the lesson, SS will be able to:

+ learn some more vocabulary about the topic Family Life.
+ revise pronunciation.
+ revise simple present, present continuous tenses.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.
II. PRACTICE.
PRONUNCIATION
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers.
Task 1: Choose the odd one out

1. A. want B. applicant C. vacant D. tenant
2. A. advertisement B. movement C. comment D. announcement
3. A. belong B. among C. strong D. long
4. A. land B. band C. demand D. husband
5. A. legend B. lend C. defend D. pretend
* Key:
1. A. want B. applicant C. vacant D. tenant
2. A. advertisement B. movement C. comment D. announcement
3. A. belong B. among C. strong D. long
4. A. land B. band C. demand D. husband
5. A. legend B. lend C. defend D. pretend
VOCABULARY
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Task 2: Complete each of the following sentences with a word from the box.
charity handicapped donated needy remote
volunteers homeless disadvantaged
1. A group of businessman in the local area ____________ ten million VND to this charity
organization last Tet holiday.
2. In our city, there are thousands of ____________ people without roof over their heads, warm
clothes, or food to eat.
3. Do you agree with the saying: “____________ begins at home?”
4. Last summer holiday, a group of volunteer students came to help ____________ people in the
area because these people didn’t have enough food to eat.
5. Our charity organization is relying on ____________ to run the office and answer phone
calls.
6. In all buildings, we should improve facilities for people who are physically ____________.
7. Last year, the Ministry of Education set u a nationwide educational program for economically
____________ children.
8. The learning conditions of children in a ____________ mountainous village are really bad.
* Key:
1. A group of businessman in the local area donated ten million VND to this charity
organization last Tet holiday.
2. In our city, there are thousands of homeless people without roof over their heads, warm
clothes, or food to eat.
3. Do you agree with the saying: “charity begins at home?”
4. Last summer holiday, a group of volunteer students came to help needy people in the area
because these people didn’t have enough food to eat.
5. Our charity organization is relying on volunteers to run the office and answer phone calls.
6. In all buildings, we should improve facilities for people who are physically handicapped.
7. Last year, the Ministry of Education set u a nationwide educational program for economically
disadvantaged children.
8. The learning conditions of children in a remote mountainous village are really bad.
GRAMMAR
Task 3: Put each of the verbs in the past progressive or past simple.
1. They __________ (study) in the library when the fire alarm went off.
2. It __________ (snow) when I got up this morning.
3. Alber Einstein __________(die) in 1995.
4. Tom __________(go) to the post office twice yesterday.
5. He fell while he __________(go) down the stairs.
6. What she __________ (do) when you __________ (arrive) there? She __________ (write)
a letter.
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7. Mary and Tom __________ (live) in London 2 years ago.
8. At 8 o’clock yesterday evening my father __________(read) newspapers and my mother
__________(cook).
9. They __________(sell) their house several days ago.
10. When you __________ (see) her? – Last night.
* Key:
1. They were studying in the library when the fire alarm went off.
2. It was snowing when I got up this morning.
3. Alber Einstein died in 1995.
4. Tom went to the post office twice yesterday.
5. He fell while he was going down the stairs.
6. What was she doing when you arrived there? She was writing a letter.
7. Mary and Tom lived in London 2 years ago.
8. At 8 o’clock yesterday evening my father was reading newspapers and my mother was
cooking.
9. They sold their house several days ago.
10. When did you see her? – Last night.
HOMEWORK.
- Have ss prepare the next part of the lesson: Unit 4 – SPEAKING.

SPEAKING
I. OBJECTIVES:
1/ Knowledge:- talk about music
- - express their ideas about a better community.
- apply vocabulary and expression for describing a better community
2/ Skills: - speaking skill as well as listening and writing skill
3/ Attitudes: - understand some facts about a better community
- cooperate with other students readily
- be confident to speak in front of classmates and teacher
-improve speaking skill
-verbalize thoughts of a better community

(level 1) (level 2)
1. Select suitable Not all Selecting suitable Talking about a Talking about
information to speak information is information to better community an issue
about music necessary for present is a effectively by
presenting strategy to choosing
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orally an issue. effectively speak. suitably
information
Question: Could you
choose the things
which apply to music?
2. Build up questions When talking Information from Building up Talking about

for music about an issue, a table helps questions for a problem or an
speaker is speaker systemize better community issue by
required to information to talk organizing
supply logically. information
thoughtfully and from a table
logical
information.
Question: Can you
build up some
questions by using
cues in the table?
3.Ask and answer the Conversation is To make a Making a Talk to anyone

questions about a required to be successful conversation about a better
better community natural and conversation, about a better community
logical. people need to community by
take turn to ask using cues in the
and answer table.
Question: Can you
make a conversation
about a better
community by using
cues in the table?
PROCEDURE
aids
I. WARM-UP: Name the activities
- ask Ss to look at the pictures and name - name the -postcard -observing
the activities activities -analyzing
 What are they doing? Do you think -answering
these activities are useful?
II. PRE-SPEAKING
1. Pre-teaching vocabulary:
- low-income (adj): có thu nhập thấp  -guess the words Board, pictures, -observing
explanation postcard -analyzing
- facility (n): trang thiết bị  explanation -vocabulary
- remote area (n): vùng xa xôi  example
- train (v): đào tạo, huấn luyện 
synonym
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- ensure (v): bảo đảm chắc chắn 
translation
2.Checkingvocabulary: Rub out and

Remember
3. Task 1: Matching
- have Ss work in pairs.
- match some local
- ask Ss to match some local activities for Board, -analyzing
activities for
community development with the reasons textbook requirement
community
why they are important. -working in pairs
development
- go round and give help if needed. -presenting
- check Ss’ answers.
- call on individual Ss to read aloud these
activities and give the reasons why they
are important.
* Key: 1. c 2. d 3. e 4. a 5. b
III. WHILE-SPEAKING
Task 2: Discuss why the activities above
are important for community
development. textbook -analyzing
- have Ss work in pairs. -discuss requirement
- ask Ss to prepare ideas to support their -working in
reasons. groups
- encourage Ss to have different -presenting
viewpoints.
- make a model with a student.
- call on some pairs to present their ideas
in front of the class.
- correct their pronunciation, grammar and
expressions.
Task 3: Discuss the activities for

community development in order of
importance.
- have Ss work in groups and look at -discuss Board, -analyzing
Activities for community in Task 1. textbook requirement
- ask members of each group to rank the -presenting
activities in the order of importance.
- encourage Ss to discuss to decide on the
three most important / urgent things to do
in their local area and explain why. -
- ask Ss to practice using Useful phrases
in speaking.
- get each group to choose a student and
present the group’s decisions to the whole
class.
- let other Ss raise questions and ask the
presenter for further explanations.
- ask the class to vote for the group with
the best decisions.
IV. POST-SPEAKING
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Task: Watch a video clip and answer
the questions.
- let Ss work individually - answer the -TV -speaking
- ask them to answer the questions based questions
on the information in the video clip.
- give good marks if they have correct
answers.
V. HOMEWORK
- ask Ss to learn new words and prepare -Take note writing
for the next lesson.

LISTENING
I. OBJECTIVES:
-By the end of the lesson, students are expected to be able to:
1/ Knowledge:- listen to the conversation to get detail information about a better community.
- decide on True or False statements
- listen questions comprehensively
- - apply vocabulary and expression for describing music
2/ Skills: - improve listening skill as well as speaking skill
3/ Attitudes: - cooperate with other students readily
-improve listening comprehension skill
- improve analyzing and observing capacity
- improve pronunciation
- verbalize thoughts of a better community

(level 1) (level 2)
1. Identify key words In a Identifying those Identifying key Understanding
for listening conversation, key words is very words in a main meaning of
comprehension there is a topic important to conversation a conversation
and there are listening
key words thoroughly.
relating to that
topic.
Question: Could you
find out key words in
each following
sentences?
2. Listen to the Specific Identifying key Identifying Understanding
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conversation to information in a words in each specific main meaning of
identify specific conversation is question before information in a a conversation
information found out easily listening to conversation
if you listen to specific
the information is
conversation very necessary
carefully
Question: Could you
listen to the
conversation?
PROCEDURE
aids
I. WARM-UP: Chatting
- ask Ss to look at the pictures and answer - Look at pictures on -postcard -Discussing
questions. the board
- Answer those
questions.
II. PRE-LISTENING
1. Pre-teaching vocabulary: -Guess English word Board, pictures, -Observing
- needy (adj): nghèo túng, khó khăn which teacher would postcard -Analyzing
synonym like to elicit -Vocabulary
- donate (v): tặng, biếu, quyên góp  -Get feedback and
explanation write them down
- non-profit (adj): phi lợi nhuần 
explanation
- approach (v): tiến gần  synonym
- goal (n): mục tiêu, mục đích 
synonym
2. Checking vocabulary:Matching
(number 2, p. 43, textbook) Board, -analyzing
- ask Ss to match the words with their textbook, CD requirement
definitions and tell the part of speech of player -working in pairs
these words. -presenting
- call on some Ss to read their answers
aloud.
- check their answers with the whole
class.
* Key:
a. public service announcement
(noun phrase)
b. donate (v)
c. non-profit (adj)
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III. WHILE-LISTENING
Task 1: Listen to the announcement by
the director of Heart to Heart Charity
and decide whether the following
statements are true (T) or false (F)
- have Ss guess their answers, - listen to the Board, - analyzing the
encouraging all possible guesses and conversation textbook, CD requirement
explanations. - work in pairs to player -listening
- write their guesses on a corner of the tick what is true or
board so that they can see if their guesses false about them.
are correct later. - Get feedback.
- play the recording and let Ss do the
activity. Board,
- call on some Ss to read their answers textbook
aloud.
- check their answers with the whole
class. If many Ss in the class have the
same incorrect answer, play the recording
again and stop at the place where Ss can
get the correct answer.
* Key:1. T 2. F 3. F 4. F 5. T
Task 2: Listen to the announcement

again and choose the best answer.
- have them work in pairs. -Listen again and Board, - analyzing the
- have Ss listen to the recording once . answer the questions textbook requirement
- call on some Ss to check their answers. -get feedback -listening
* Key:1. C 2. A 3. B
IV. POST-LISTENING
Task: Discussion
- ask Ss to work in groups. - work in groups Board, -communicating
- get them to ask and answer the textbook -speaking
questions.
- encourage Ss to share their personal
experience or intentions to volunteer or do
community service.
- call on a S in some groups to report their
ideas.
- ask Ss in other groups to give comments
and add some more ideas.
V. HOMEWORK
- ask Ss to learn new words and prepare - take notes
for the next lesson. board

WRITING
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I. OBJECTIVES:
1/ Knowledge:- write an application letter for volunteer work
- apply vocabulary and expression about volunteer work
2/ Skills: - improve writingskill as well as speaking skill
3/ Attitudes: -understand how to use the expressions of volunteer work
-improve writingskill
-verbalize thoughts of volunteer work by using vocabulary and expression
about volunteer work
(level 1) (level 2)
1. Set up an outline An outline is an An outline Setting up an Setting up
for writing a overview for consists of outline for outlines for
biography writer control introduction, body writing a write a every types of
what he/she and conclusion. biography writing
want to write
Question: Could you
set up an outline
before writing an
application letter for
volunteer work
2. Write a biography If there is given You can use given Writing an Writing an
information, information and application letter application
you have to outline to write for volunteer letter for
analyze that effectively. work volunteer work
information
before you
write.
Question: Write an
application letter for
volunteer work

PROCEDURE
aids
I. WARM-UP: Game: What is it?
- ask Ss to look at the poster and answer - Look at pictures on -postcard -Discussing
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the question: What is it?  job the board
advertisement - guess
II. PRE-WRITING
1. Task 1: Read the letter and answer
the questions.
- deliver the handouts. - answer the Board, -Observing
- ask Ss to work in pairs. questions textbook -Analyzing
- get Ss to read the letter quickly and find -Reading
information in the letter to answer the
questions.
loudly.
- give correct answers.
2. Task 2: Match each paragraph in the

letter with its purpose. -Read Board, -analyzing
- have Ss read the different purposes of -Get feedback and textbook requirement
each paragraph of an application letter. write them down -working in pairs
- get Ss to read the letter again to match -presenting
each paragraph in the letter with its
purposes.
* Key: paragraph 1 – b
paragraph 3 – d
- introduce Ss the outline of an application
letter.
3. Task 3: Read the job advertisement

and answer the questions about it.
- let Ss work in pairs. - answer the Board, - analyzing the
- ask Ss to read the job advertisement and questions textbook requirement
answer the questions about the job advert. -writing
- check theirs answers with the whole -get feedback -oral answer
class. -presenting
* Key:
1. Reliable and hard-working
2. Welcoming guests and receiving
donations for the organization.
III. WHILE-WRITING
Task 4: You would like to volunteer at
the Heart to Heart Charity Office.
Write a formal letter of 140-160 words
applying for the job.
- have Ss work in groups. - work in groups Board, -writing
- ask Ss to write a formal letter of 140-160 textbook
words applying for the job.
- get Ss to follow the given outline.
IV. POST-WRITING
Task: Correction
- ask Ss to write their letters on the board. -correct the mistakes Board, -writing
- give feedback with the whole class. - take notes textbook
100
V. HOMEWORK
- Have ss revise the lesson. -take note Board
Optional Period 12. REVIEW OF LISTENING AND WRITING

I. Aim: By the end of the lesson, SS will be able to practice listening & writing skills.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.
II. PRACTICE.
LISTENING
- Get ss to work individually.
- Deliver handouts to ss.
- Have ss listen twice.
- Get some random ss to write the answers on the board.
Task 1: Listen and choose the best answer.

1. Why does the man talk to the librarian?
A. To find his name on the computer
B. To look for a book called The Pearl in the library
C. To ask about the fine for a book he hasn’t returned
D. To inform the librarian that the book label is torn
2. Why does the woman say that many people make the same mistake?
A. To warn the man that the problem is serious
B. To list the problems that the man has caused
C. To indicate that the mistake is not common
D. To assure the man that it is not a big problem
3. How long has the man had the book?
A. Over 3 months
B. About 1 or 2 months
C. About 10 months
D. Over 4 months
4. What does the man mean when he says this?
A. He thinks that the fine is higher than he thought.
B. He thinks that he should not pay the money.
C. He thinks that the book is too expensive.
D. He thinks that the fine is lower than he thought.
* Key:
Listen and choose the best answer.
1. Why does the man talk to the librarian?
A. To find his name on the computer
B. To look for a book called The Pearl in the library
C. To ask about the fine for a book he hasn’t returned
D. To inform the librarian that the book label is torn
101
2. Why does the woman say that many people make the same mistake?
A. To warn the man that the problem is serious
B. To list the problems that the man has caused
C. To indicate that the mistake is not common
D. To assure the man that it is not a big problem
3. How long has the man had the book?
A. Over 3 months
A. About 1 or 2 months
B. About 10 months
C. Over 4 months
4. What does the man mean when he says this?
A. He thinks that the fine is higher than he thought.
B. He thinks that he should not pay the money.
C. He thinks that the book is too expensive.
D. He thinks that the fine is lower than he thought.
WRITING
Use the given words to make sentences for an appropriate letter. You have to add some words
when necessary.
Dear Sir or Madam,
1. I / writing / apply for / job / volunteer kitchen helper / Peace Village Centre.
2. I / have / experience / working / best / local restaurant
3. I / reliable / friendly / hard-working
4. I / can / send / you / reference / from / manager / the restaurant
5. I / look forward / hearing / you
Yours faithfully,
Nguyen Trung Nghia
* Suggestion:
Dear Sir or Madam,

1. I am writing to apply for a job as a volunteer kitchen helper in your Peace Village Centre.
2. I have experience of working in the best local restaurant.
3. I am reliable, friendly and hard-working.
4. I can will send you a reference from the manager of the restaurant.
5. I look forward to hearing from you.
Yours faithfully,
Nguyen Trung Nghia
HOMEWORK
- ask Ss to review the outline of an application letter and prepare for the next lesson.

COMMUNICATION AND CULTURE
I. OBJECTIVES:
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1/ Knowledge:- talk about a better community
- - express their ideas about a better community.
- apply vocabulary and expression for describing a better community
2/ Skills: - speaking skill as well as listening and writing skill
3/ Attitudes: - understand some facts about a better community.
- cooperate with other students readily
-improve speaking skill
-verbalize thoughts of a better community

(level 1) (level 2)
1. Select suitable Not all Selecting suitable Talking about a Talking about
information to speak information is information to better community an issue
about a better necessary for present is a effectively by
community presenting strategy to choosing
orally an issue. effectively speak. suitably
information
Question: Could you
choose the things
which apply to a better
community?
2. Build up questions When talking Information from Building up Talking about

for a better community about an issue, a table helps questions for a problem or an
speaker is speaker systemize better community issue by
required to information to talk organizing
supply logically. information
thoughtfully and from a table
logical
information.
Question: Can you
build up some
questions by using
cues in the table?
3.Ask and answer the Conversation is To make a Making a Talk to anyone

questions about your required to be successful conversation about a better
body and you natural and conversation, about a better community
logical. people need to community by
take turn to ask using cues in the
and answer table.
Question: Can you
make a conversation
about a better
community by using
cues in the table?
103
PROCEDURE
aids
I. WARM-UP: Game: Kim’s game
- divide the class into two groups. - Guess -postcard -Discussing
- show the pictures of some activities for
community development and ask Ss to
remember the names of these activities.
- deliver the small boards to the two
groups.
- get Ss to write the names of these
activities on the small board.
- hang the small boards and check their
answers with the whole class.
- announce the winner.
II. PRESENTATION AND PRACTICE

A. Communication
Task 1: Look at the list of activities. Put
them in the order of importance with 1
being the most important and 5 the
least important.
- ask Ss to look at the list of activities and - answer the Board, -Observing
answer the question: question textbook -Analyzing
Which of them are necessary for
community development in your area?
- call on some Ss to express their ideas.
- give comments on their answers.
- have Ss work individually to put these
activities in the order of importance with
1 being the most important and 5 the least
important.
- call on some Ss to read aloud their order
and write their order on the board.
Task 2: Discussion
- have Ss work in groups. - report the answers Board, - analyzing the
- ask Ss to exchange their ideas. textbook requirement
- invite a few Ss to speak their opinions -speaking
out. -oral answer
- give feedback with the whole class. -presenting
- ask Ss to notice how to use some useful
expressions when they show their ideas.
B. Culture
1. Task 1: Chatting
- ask Ss to look at the man in the picture
104
and say whether they know anything - exchange opinions
about him and his contributions. Board, - analyzing the
- elicit Ss’ knowledge about this man. textbook requirement
- have Ss work in pairs, look at the quote -oral answer
and exchange opinions about how they -presenting
understand this quote.
- go to random pairs, listen to their
opinions, and facilitate if necessary.
2. Task 2: Read the text about

Mahatma Gandhi and answer the
questions - answer the
- ask Ss to use the information in the text questions Board, - analyzing the
to answer the questions about his life. textbook requirement
- have them compare their answers with
their partners.
aloud.
* Key:
1. He was born in 1869 in India.
2. He fought for the rights of
coloured people in general and the
Indians in particular.
3. He helped to make the British
leave India so that India became
independent in 1947. He also
fought for the rights of poor
people and women in India.
3. Task 3: Talk about a person who

contributed to the development of your
local area / your country. - share their ideas
- have Ss work in groups. Board, - analyzing the
- ask Ss to think of a person who textbook, CD requirement
contributed to the development of their player
local area / your country.
- let Ss brainstorm his / her contributions
to the local area or to the country.
- get Ss to practice speaking about this
person.
- tell Ss to share their ideas with other
groups.
- give feedback.
III. HOMEWORK -take notes

- ask Ss to write a short paragraph about a Board
person who contributed to the
development of their local area / your
country.
105

LOOKING BACK AND PROJECT
I. OBJECTIVES:
1/ Knowledge: - recognize the differences in pronunciation of the /nd/, / ŋ/, /nt/ sound.
- revise the use of some tenses
2/ Skills: - improve pronunciation as well as speaking skill
3/ Attitudes: -understand music
-improve speaking skill as well as writing skill
-verbalize thoughts of music by applying compound sentences, to-infinitives
and bare-infinitives

(level 1) (level 2)
1. Recognize the Words which It is important to Recognize the Speaking
differences in consist of pronounce words differences in English fluently
pronunciation of the the /nd/, / ŋ/, correctly pronunciation of and correctly
est/ ənt/eit sound. /nt/ sound the /nd/, / ŋ/, /nt/
sound.
Question: Could you

pronounce the words
consisting of the /nd/, /
ŋ/, /nt/ sound?
2. Revise the use of the It is possible to Using the past Expressing the Speaking
past simple vs. the past use of the past simple vs. the past situations using cohesively and
continuous with when simple vs. the continuous with adjectives ending fluently
and while and how to past when and while in suffixes -ed vs.
use adjectives ending continuous may help us write -ing; -ful vs. -less
in suffixes -ed vs. -ing; with when and or speak more
-ful vs. -less whil comprehensively.
Question: Could you

express these situations
using adjectives ending
in suffixes -ed vs. -ing;
-ful vs. -less?

106
PROCEDURE
aids
A. LOOKING BACK
I. PRONUNCIATION
1. Task 1: Listen and Circle the words
you hear in the sentences - Listen -Textbook -Accuracy
- have Ss practice in pairs, saying the -practice reading the
words in isolation. sentences.
- ask each student to say two pairs of
words.
- help Ss to say these words correctly.
- play the recording for Ss to listen to the
sentences and circle the words in A or B
that they hear.
- let Ss cross check with a partner.
* Key: 1. B 2. A 3. B 4. B 5. B 6. B
II. VOCABULARY
Task: Complete the sentences with the
appropriate words from the box.
- have Ss complete the sentences with the - complete the Board, -Observing
appropriate words from the box. sentences using textbook -Analyzing
- let them work in pairs. words
aloud.
* Key:
1. meaningless
3. meaningful
5. donate
III. GRAMMAR
1. Task 1: Write the sentences. Use the
past simple or the past continuous form - write down their Board, -analyzing
of the verbs. sentences textbook requirement
- have Ss work individually. -working in pairs
- let Ss compare their answers with their -presenting
partners.
- call on a few Ss to write down their
sentences on the board for the class to
comment.
- correct the errors.
* Suggested answers:
1. The telephone rang while we were
having dinner.
2. I was waiting at the bus stop when
I received his text message.
3. It started to rain while we were
107
walking home from school.
4. Were you listening when the
teacher called your name?
5. He was walking along the corridor
when he saw a job advertisement
on the notice board.
2. Task 2: Read the text about Tilly
Smith and put the verbs in brackets in
the past simple or the past continuous.
- tell Ss to read a text about Tilly Smith - put the verbs in Board, - analyzing the
and how her interest helped to save her brackets in the past textbook requirement
life and the lives of other people on simple or the past -writing
Maikhao Beach, Phuket, Thailand. continuous -oral answer
- ask Ss to put the verbs in brackets in the -presenting
past simple or the past continuous.
- let Ss check in pairs.
- check Ss’ answers and give explanations
if necessary.
* Key:
1. was having
3. was sitting
5. wanted
7. told
9. was
3. Task 3: Answer the questions

- ask Ss to read the text again and answer - answer the Board, - analyzing the
the questions that follow. questions textbook requirement
- let Ss check their answers in groups. -speaking
- call on individual Ss to answer these -oral answer
questions, asking for clarification if -presenting
necessary.
* Key:
1. She was a school girl from
Surrey, England.
2. She was interested in Geography.
3. The sea water suddenly receded
from the shoreline, which is a - analyzing the
symptom of a tsunami. requirement
4. She told her parents about a -speaking
possible tsunami, and her father -oral answer
warned other people on the beach -presenting
and the staff at the hotel where
they were staying about it.
5. someone
Find Students’
/ aown answers.
place in your
community that needs help.
B. PROJECT (homework)
Task:
WhatDiscussion
are the problems of this person /
this place?
What do you think you can do to
-discuss the Board, - analyzing the
help? Make a plan.
questions textbook requirement
-speaking
108
-work in groups -oral answer
-presenting
-teamwork
-take notes
- ask Ss to work in groups, so they can
share the workload.
- Ss find someone / a place in your
community that needs help.
- Ss find out the problems of this person /
this place from different sources: their
neighbors, their friends, media…
- Ss work out what they can do to help
and make a plan.
- As groups, they present their ideas to the
whole class.
Period 39. REVIEW FOR THE ONE-PERIOD TEST No 2
Period 18. REVIEW FOR THE ONE-PERIOD TEST No 1
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about music and community.
-verbalize thoughts of family life by using vocabulary and expression for
describing music and community.
-gain more vocabulary of topic of music and community

109
(level 1) (level 2)
1. Multiple choice For a specific Context helps find Finding out the Reading
context, it is out meaning of a correct answer thoroughly
necessary to use word or a phrase without
specific word. hesitating about
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you

statements are true
or false?
3. Revise the use of It is possible to Using some tenses Expressing the Talking about
some compound use of may help us write situations using some topics in
sentences, to- compound or speak more compound Unit 3 and 4
infinitives and bare- sentences, to- comprehensively. sentences, to-
infinitives infinitives and infinitives and
bare-infinitives bare-infinitives
Question: Could you

express these
situations using
compound
sentences, to-
infinitives and bare-
infinitives?

PROCEDURE
I. REVISE:
- T divides the class into 2 groups within 3 mins which group can make more sentences using past
simple and past continuous will be the winner.
Ex: While we were playing football last week, it rained.
110
II. PRACTICE.
1. Underline the correct adjective in each pair.
- Deliver handouts to students.
1. Do you enjoy skateboarding or do you think it’s boring/ bored ?

2. Do you get annoying/ annoyed if your parent ask you to help out in your free time?
3. Do you like playing computer games or are you tired/ tiring of them?
4. Parents should be careful/ careless not to push their children too hard
5. Thanks for your advice. It was really useful/ useless
* Key: 1. boring 2.
3.
4.
5.
2. Complete the text with the past simple form of the verbs in brackets.
La
(2. go) to Pakistan and he ……………………… (3. start) an organization to help children in this
country. How did Craig, a twelve-year-old boy, …………………….. (4. begin) an organization? He
………….. (5. have) the help of some school friends in Canada. At first, there ……………. (6. not
be) any people from other countries in the organization. When they started, they …………………
(7. not have) any money so they ……………………
(8. create) friendship schools. The organization ………………. (9. not have) any problems finding
schools in North America and Europe that ……….. ( 10. want) to help
* Key: 1.read
2.
3.
4.
5.
6.
7.
8.
9.
10
3. Put each of the verbs in the past progressive or past simple.

111
1. What ……………… you ………………………….( do) when I called yesterday?
2. While I …………………….. (cook), he ………………………( watch) TV.
3. He …………………( see) a job advertisement on a local newspaper and ………………
( apply) for the job.
4. At 8 a.m yesterday, my mother ………………………( teach) at school and my father
……………………..( work) in his office.
5. It was 5 pm, and it ………………………… ( get) darker and darker.
* Key:1. were you doing

2.
3.
4.
5.
4. Correct the mistake.

1. Were you going to the cinema last year.

2. The phone rang while I had lunch.
3. It is 8. 00 now and the film was starting at 7.30.
4. My sister and I were reading a comic book online when our father was coming in.
5. I wasn’t going to school yesterday because I visited my grandparents
6. We were listening to music when he was arriving.
* Key:
1. Were you going to the cinema last year.
2. The phone rang while I had lunch.
3. It is 8. 00 now and the film was starting at 7.30.
4. My sister and I were reading a comic book online when our father was coming in.
5. I wasn’t going to school yesterday because I visited my grandparents
6. We were listening to music when he was arriving.
VI. HOME WORK

- Review the form and usage of simple past and past continuous
- Review for One-period test.
Optional Period 13. TEST ON UNIT 3 AND UNIT 4
 Objective: By the end of the lesson, SS will be able to:

- review the mail point of the grammar and vocabulary from unit 3 to unit 4
112
- Practise more about three main skills: listening, reading, writing to prepare for the second
test
 Teaching aids: handouts
PROCEDURE
I. LISTENING.
Listen to Carlos asking for information about a library. For question 1-5, tick A, B or C. You will
hear the conversation twice.
- Deliver handouts to students.
1. What must Carlos take to the library…..

A. a student card B. a teacher’s letter C. a passport
2. How much will it cost Carlos to join?
A. 10 euros B. 15 euros C. 20 euros
3. Carlos will get …..
A. 2 library tickets B. 3 library tickets C. 4 library tickets
4. On Sunday, the library opens at …..
A. 10.30 am B. 11.00 am C. 2.30 pm
5. The library is in …..
A. Murdoch Street B. Murdosh Street C. Murdock Street
* Key:
1. What must Carlos take to the library…..
A. a student card B. a teacher’s letter C. a passport
2. How much will it cost Carlos to join?
A. 10 euros B. 15 euros C. 20 euros
3. Carlos will get …..
A. 2 library tickets B. 3 library tickets C. 4 library tickets
4. On Sunday, the library opens at …..
A. 10.30 am B. 11.00 am C. 2.30 pm
5. The library is in …..
A. Murdoch Street B. Murdosh Street C. Murdock Street
II. CHOOSE THE BEST ANSWER: 12 MINS

1. . ……………, an American singer and actor, is often referred to as the “King of Rock and Roll” or
“the King”.
A. Elvis Presley B. Michael Jackson C. Tchaikovsky D. Van Cao
2. It is a nice house, ……………… it hasn’t got a garden.
A. and B. but C. so D. or
3. Mary: 'You look nice in that blue shirt. '- Tom: “___________.”
A. It's nice of you to say so B. Am I? Thanks
C. Oh, poor me D. I am interesting to hear that
4. The teen singer is old enough ……………… up his own mind.
A. make B. to make C. making D. made
5. Our school volunteer activities are very …………….
A. exciting B. excited C. excite D. excitement
6. We were walking in the park when it ……………… to rain.
A. start B. started C. was startingD. starts
7. I wore jeans to school ………………..
A. every day B. at the moment C. now D. yesterday
8. Nobody can force the teen singer …………. anything that her mother does not agree with.
113
A. do B. doing C. to do D. did
* Key:
1. . ……………, an American singer and actor, is often referred to as the “King of Rock and Roll” or
“the King”.
A. Elvis Presley B. Michael Jackson C. Tchaikovsky D. Van Cao
2. It is a nice house, ……………… it hasn’t got a garden.
A. and B. but C. so D. or
3. Mary :'You look nice in that blue shirt. '- Tom: “___________.”
A. It's nice of you to say so B. Am I? Thanks
C. Oh, poor me D. I am interesting to hear that
4. The teen singer is old enough ……………… up his own mind.
A. make B. to make C. making D. made
5. Our school volunteer activities are very …………….
A. exciting B. excited C. excite D. excitement
6. We were walking in the park when it ……………… to rain.
A. start B. started C. was startingD. starts
7. I wore jeans to school ………………..
A. every day B. at the moment C. now D. yesterday
8. Nobody can force the teen singer …………. anything that her mother does not agree with.
A. do B. doing C. to do D. did
III. WRITING.
Make sentences from the given words:
1. used / tea / my / to /drink / parents / after / dinner/.
→ ………………………………………………………………………….……
2. manager/see/ now/ want/ I / the.
→ ………………………………………………………………………….……
3. Mr Tam/ call/ while/ I / walk for a walk.
→ ………………………………………………………………………….……
4. When Long / stop/ at/ my house/ this morning/ I/ sleep.
→ ………………………………………………………………………….……
* Key:
1. My parents used to drink tea after dinner.
2. I want to see the manager now.
3. Mr Tam calle me while I was walking for a walk.
4. When Long stopped at my house this morning, I was sleeping.
Choose the underlined part (A, B, C or D) that needs correcting to make the given sentence
meaningfully and grammatically correct.
1. I want to try on the blue skirt over there. Can you showing me the changing room?
2. She can sing very beautiful and dance very gracefully but she cannot do any difficult math
exercise.
3. Sometimes it is difficult to avoid to drink when we enjoy an informal party.
* Key:
1. I want to try on the blue skirt over there. Can you showing me the changing room?
2. She can sing very beautiful and dance very gracefully but she cannot do any difficult math
exercise.
3. Sometimes it is difficult to avoid to drink when we enjoy an informal party.
IV. HOMEWORK.
- Revise vocabulary and grammar from unit 3 to unit 4
- Prepare for the second one-period test.
114
Period 40. ONE-PERIOD TEST No 2

Matrix (UNIT 3, UNIT 4)
Skills Themes/ Contents Knowledge Understanding Application Total

Low High
Listening 3 2 3 8
Phonetics - Pronunciation 2
- Stress 4
2
Vocabulary Meaning 2 3 2 7
- will 1
Grammar - be going to 1
and - the Passive voice 1 3
structure
Speaking Daily communication 1 1 2
- Fill in the gaps (A
passage of 150-200 1 2 1 4
words about Routines)
Reading
- Answer the questions
2 1 1 4
(A passage of 200-250
words about Laughter
and Humor)
Writing - Rewrite sentences, 4
beginning as shown, so 4
that the meaning stays (2 m/s)
the same
Total Questions 36
10
Marks/ (Percentage) (100%)
I. LISTENING (2.0p)
Part 1. You will hear some information about Finchester Zoo. Listen and complete the
questions given.
INCHESTER ZOO
Closed on: (1) ………………..
Closing time in winter: (2) ……………….. p.m.
At 2 p.m., see: (3) ……………….. eat their food.
Adult's ticket costs: (4) ……………….. pounds.
115
Part 2. Listen to Diane talking to a friend about a trip to London. Choose the best answer
(A, B or C).
Question 5. Diane went to London yesterday _________.
A) morning B) afternoon C) evening
Question 6. Diane and her friends ate _________.
A) Mexican food B) Chinese food C) Spanish food
Question 7. The food at the restaurant was very _________.
A) bad B) good C) cheap
Question 8. During Dian's trip to London, _________.
A) it rained B) it snowed C) it was windy
II. READING (2.0p)

Part 1. Read the passage and circle the best answer for the following questions.
ROUTINES
Routines save time and energy because you do them without thinking, that's why they are so
important in the morning when your brain isn't active. Here's Jo talking about her morning routine.
'Oh yes. I always do exactly the same things. I wake up at seven o'clock every morning, but I
don't get up at quarter past seven. I switch on the radio and listen to the news. Then I go to the loo
and I brush my teeth. I have a shower and dry my hair. Then I choose my clothes and I get dressed. I
don't eat anything for breakfast. I just have a cup of coffee. Then I go to work. Yes, it's always the
same.'
Routines are very useful, but they also make you uncreative. So sometimes it's a good idea to
break your routines. Get out of bed on the opposite side. Listen to a different radio station. Take a
different route to work. Eat something different for breakfast. Change your routine. You never know,
it could change your life.
Question 9. This passage is mainly concerned with _______.
A. changes in our lives B. Jo's routine
C. our usual ways of doing things D. our habits
Question 10. According to the passage, routines are useful because_______.
A. we can do them in the morning B. they save time and energy
C. we all have them in our lives D. they make a habit of never thinking
Question 11. The word 'loo' can best be replaced with _______
A. bedroom B. toilet C. sink D. balcony
Question 12. What is the main disadvantage of routines?
A. Routines make us create things or have new ideas.
B. Routines make you think before doing.
C. Routines may change our life.
D. Routines make us do the same things day after day.
Part 2. Read the passage and circle the best answer to fill in the gaps.
LAUGHTER AND HUMOR HELP YOU STAY EMOTIONALLY HEALTHY
Laughter makes you feel good. And the good feeling that you get __(13)__you laugh remains with
you even after the laughter subsides. Humor helps you keep a positive, optimistic outlook through
difficult situations, disappointments, and loss. More than just a respite from sadness and pain,
laughter gives you the __(14)____and strength to find new sources __(15)___ meaning and hope.
Even in the most difficult of times, a laugh - or even simply a smile - can go a long way toward
making you feel better. And laughter really is contagious - just hearing laughter primes your brain
and readies you to smile and __(16)___ in the fun.
Question 13. A after B. before C. during D. when

Question 14. A. courageous B. courage C. courageously D. discourage
Question 15. A. of B. in C. for D. to
Question 16. A. share B. contribute C. join D. build
116
III. VOCABULARY AND GRAMMAR. (4.0p)
Choose the word whose underlined part is pronounced differently from that of the others.
Question 17. A. apple B. cancer C. balance D. affect
Question 18. A. lung B. function C. skull D. support
Choose the word whose stress is placed differently from that of the others.
Question 19. A. organ B. digestive C. damage D. skeleton
Question 20. A. breadwinner B. responsible C. homemaker D. atmosphere
Choose the best option to complete each of the following sentences or answer the questions.
Question 21. Last night my favorite program _______ by a special news bulletin.
A. is interrupted B. interrupted C. was interrupted D. interrupts
Question 22. Which of the chores do you like doing the most?
A. Sure. B. Well, I think I like taking out the rubbish
C. Oh, yes. She does very often. D. Well, I think it is not good.
Question 23. The _____ consists of two, three or even four generations living under one roof.
A. nuclear family B. extended family C. big family D. single-parent
Question 24. This system of the body lets us breathe in oxygen with our _______ and breathe out
carbon dioxide.
A. intestine B. brain C. lungs D. heart
Question 25. What do you think about getting up late?
A. Oh, yes. She does very often. B. Oh, no. She does very often
C. Well, I think it is not good. D. Bye.
Question 26. The nerves carry ________ between your brain and the rest of your body.
A. organs B. messages C. musles D. pumps
Question 27. Why is he carrying his guitar? - He ______ play it in the underground．
A. will B. won’t C. may D. is going to
Question 28. Oh! I’ve left my watch upstairs．- I______ go and get it for you．
A. am going to B. will C. won’t D. must
Question 29. Nam enjoys being with other people.He is friendly. He is a(n) _________ person.
A. sociable B. society C. unsociable D. unfriendly
Question 30. Lan is always responsible _________ the things she has done.
A. for B. with C. to D. into
Question 31. Mary doesn’t want _________ after dinner and sometimes breaks a bowls or a plate.
A. to do the washing-up B. to do the ironing
C. to do the heavy lifting D. to do the laundry
Question 32. “_________” means saying that something is bad.
A. criticise B. praise C. think D. divide
IV. WRITING (2.0p)

Rewrite the following sentences in such a way that it means exactly the same as the sentences
given.
1. My family consists of five people.
There are __________________________________________________________________
2. We are in the study room at the moment.
We are _____________________________________________________________________
3. Someone brought a box full of chocolate to her yesterday.
A box _____________________________________________________________________
4. My sister intends to take part in the English-speaking competition.
My sister is _________________________________________________________________
- THE END -
117
Period 41. TEST CORRECTION
I. LISTENING (2.0p)
Từ câu 1 đến câu 8, mỗi câu đúng 0,25đ (0,25đ x 8 = 2,0đ)
Part 1.
(1) Monday
(2) 4:00 p.m
(3) lions
4) 6.85
Part 2.
Question 5. C) evening
Question 6. B) Chinese food
Question 7. B) good
Question 8. C) it was windy
II. READING (2.0p)

Part 1.
Question 9. D. our habit
Question 10. D. they make a habit of never thinking
Question 11. B. toilet
Question 12. D. Routines make us do the same things day after day.
Part 2.
Question 13. D
Question 14. B
Question 15. A
Question 16. C
III. VOCABULARY AND GRAMMAR. (4.0p)

Question 17. D. affect
Question 18. D. support
Question 19. B. digestive
Question 20. B. responsible
Question 21. C. was interrupted
Question 22. B. Well, I think I like taking out the rubbish
Question 23. B. extended family
Question 24. C. lungs
Question 25. C. Well, I think it is not good.
Question 26. B. messages
Question 27. D. is going to
Question 28. B. will
Question 29. A. sociable
Question 30. A. for
Question 31. A. to do the washing-up
Question 32. A. criticise
IV. WRITING (2.0p)

118
33. There are five people in my family.
34. We are studying (in the room) at the moment.
35. A box full of chocolate was bought to her yesterday.
36. My sister is going to take part in the English-speaking competition.
119

Ngoc - Ga 10 TD U4

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Date of preparation :

Date of teaching: …… / …… / 201 … Class:

Period 31. UNIT 4: FOR A BETTER COMMUNITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

Question: Can you

2. Task 1: Listen and Read

3. Task 2: Answer the questions

Period 32. UNIT 4: FOR A BETTER COMMUNITY

Question: Could you

Question: Could you

III. PREPARATION OF TEACHER AND STUDENTS

Task 2: Use the words in brackets with

2. Read the sentences aloud

Task 2: Match 1-5 with a-e and

Period 33. UNIT 4: FOR A BETTER COMMUNITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

Question: Can you

Task 2: Multiple Choice

Optional Period 11. REVIEW OF PRONUNCIATION, VOCABULARY

I. Aim: By the end of the lesson, SS will be able to:

Task 1: Choose the odd one out

charity handicapped donated needy remote

volunteers homeless disadvantaged

Period 34. UNIT 4: FOR A BETTER COMMUNITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

2. Build up questions When talking Information from Building up Talking about

3.Ask and answer the Conversation is To make a Making a Talk to anyone

2.Checkingvocabulary: Rub out and

Task 3: Discuss the activities for

Period 35. UNIT 4: FOR A BETTER COMMUNITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Task 2: Listen to the announcement

Period 36. UNIT 4: FOR A BETTER COMMUNITY

III. PREPARATION OF TEACHER AND STUDENTS

2. Task 2: Match each paragraph in the

3. Task 3: Read the job advertisement

Optional Period 12. REVIEW OF LISTENING AND WRITING

Task 1: Listen and choose the best answer.

Dear Sir or Madam,

Period 37. UNIT 4: FOR A BETTER COMMUNITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

2. Build up questions When talking Information from Building up Talking about

3.Ask and answer the Conversation is To make a Making a Talk to anyone

II. PRESENTATION AND PRACTICE

2. Task 2: Read the text about

3. Task 3: Talk about a person who

III. HOMEWORK -take notes

Period 38. UNIT 4: FOR A BETTER COMMUNITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Question: Could you

Question: Could you

III. PREPARATION OF TEACHER AND STUDENTS

3. Task 3: Answer the questions

Period 39. REVIEW FOR THE ONE-PERIOD TEST No 2

Period 18. REVIEW FOR THE ONE-PERIOD TEST No 1

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Question: Can you

Question: Could you

III. PREPARATION OF TEACHER AND STUDENTS

1. Do you enjoy skateboarding or do you think it’s boring/ bored ?