Giao An 10 Ki 2thidiem

Distributive period: 55
Date of teaching:
Unit 6 GENDER EQUALITY
Lesson 1 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 inventions.
- 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 gender equality
-gain more vocabulary of topic of gender equality
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 thoroughly
comprehension necessary to word or a phrase in 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 effectively by understand the
required statements and scanning skill main idea of
information in scan for those key that passage
the passage. words in the
passage.
Question: Can you
decide whether these
statements are true or
false?
3. Apply vocabulary Vocabulary and To speak and write Writing about Talking about
and expressions expression about a topic, gender equality gender equality
gained by reading in gained through students need to
speaking and writing reading may be read more about
applied in that topic
speaking and
writing
Question: Can you
write or talk about
gender equality?
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/Teaching skills/capacity
activities
aids
1. Warm up - look at the - text books -analyzing
- Ask Ss to discuss the questions: picture -oral answering
1. Why do some couples prefer a son to a girl? -answer some
2. Do you think so? Why? Why not? questions
- Ask some Ss to give their opinions. -guess the words
-Lead in the new lesson: Gender Equality.
2. New lesson
Task 1: Answer the questions
- Get Ss look at the picture page 6 then answer - Listen to the Board, pictures, -Observing
some questions: recording. postcard -Analyzing
1. Who do you see in the picture? - Read the CD player -Vocabulary
2. Where do you think they are? conversation
3. What are they doing?
- T plays the recording.
- Ss listen and read the conversation at the
same time.
- Get Ss in pairs read the dialogue again/ then
ask two pairs to act out the conversation.
Task 2:
-Make sense of the sentences in the text. -Do the reading Board, -analyzing
- Have Ss find out the answers for the task number 2 textbook requirement
questions individually. + read the -working in pairs
- Go round and give help if needed. requirement of -reading
- Check Ss by calling some Ss to read task1 comprehension
sentences aloud and decide if the statements +discuss in pairs -presenting
are true, false or not given, the other Ss give to find out the
comment. correct answers
- Ask Ss to refer back to the conversation to +present and
get necessary information. explain the correct
- Provide final feedback and correction. answers and why
* Suggested answers: they are chosen
1. F 2. F 3. T 4. NG -Get feedback.
5. T
Task 3: Answer the questions
- Ask Ss to read the conversation again and -Work in pairs
think of the answers to the questions. -Present their ideas Board, -Discussing
- Have Ss work with a partner and switch -Discussing with textbook -Teamwork
roles to ask and answer. the whole class -Communicating
- Check the answers and provide the correct
ones if necessary.
Key:
1. Only 82 girls enrolled per 100 boys in
secondary school.
2. Because they might be forced to work at
home and in the field.
3. There are slightly more boys than girls in
both primary and secondary schools.
4. Women do.
5. Gender discrimination should be eliminated
so that everyone has equal opportunities in
education.
3. Homework
- Ask students to write a passage about - take notes Board -Writing
Gender Equality in their village. (50 words)
- Prepare for the next lesson.
Date of teaching:
Lesson 2 Language
I. OBJECTIVES:
1/ Knowledge: - identify the stress patterns of compound nouns and noun groups.
- use the gerunds and infinitives to talk about the uses or purposes of
something.
2/ Skills: - improve pronunciation as well as speaking skill
3/ Attitudes: -understand gender equality
. - 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 gender equality by applying the passive voice with
modals

(level 1) (level 2)
1. Identify the stress identify the It is important to Identify the Speaking
in two-syllable words stress in two- pronounce words stress in two- English fluently
syllable words correctly syllable words and correctly
Question: Could you

the stress in two-
syllable words?
2. Use the passive It is possible to Using the passive Expressing the Speaking
voice with modals use the passive voice with modals situations using cohesively and
voice with the passive voice fluently
modals with modals
Question: Could you

express these
situations using the
passive voice with
modals?

PROCEDURE
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. Warm up
- T asks Ss to tell the whole class about
their three opinions about Gender - express their ideas Textbooks -analyzing
Equality. -oral answering
- T listens and gives marks.
II. New lesson
1. Vocabulary:
Task 1: Matching
- Ask Ss to work individually, read the -match Textsbooks -analyzing
words and phrases in the box, then discuss -oral answering
and find the meaning for each of them
- T checks some Ss.
- T gives the correct answers.
* Key:
1. d 2. f 3. e 4. a
5. c 6. b
Task 2:
- Ask Ss to work individually in 5 minutes -identify Textsbooks -analyzing
then have them compare their answer with -oral answering
their partner.
- Check Ss' answers and give explanation
if any.
- Exchange the answers with their partner.
- Make sure that Ss have the right answers
by going over all the answers in class.
Allow Ss to look up the words in the
glossary, if necessary.
* Key:
1. enroll 2. force
3. eliminate
4. discrimination 5. equal
6. gender
2. Pronunciation
Task 1: Listen and repeat
- Play the recording and let Ss listen and - Listen to the -Accuracy
repeat. recording. Textsbooks, -Fluency
- Play it again with pauses for Ss to repeat - Read the words CD player -Confidence
each word chorally.
- Have Ss work in pairs.
- Invite two or three Ss read again and
then give comment
- Give the meaning of the words if
necessary. Help Ss distinguish two-
syllable words with stress on the first or
second syllable.
- Ask Ss to work in pairs and take turns
reading the words.
Task 2: Listen and mark
- Play the recording and ask Ss to put a - Listen to the -Accuracy
mark (’) before the stressed syllable in recording. Textsbooks, -Fluency
each word. - Read the words CD player
- Ask Ss to take turns reading the words.
- Invite some Ss to read the sentences in
front of the class. Correct mistakes if any.
Task 3
- Have Ss work individually to put the -analyzing
words in the right box according to their - complete the Board, requirement
stress patterns. sentences textbook -working in pairs
- Exchange the answers with their partner. -presenting
- Check as a class.
Stress on the first Stress on the
syllable second syllable
Woman, gender, Enroll, perform,
treatment, agree, allow,
household, equal, promote
college
3. Grammar:
Activity 1:
- Explain to Ss that modal verbs are
special verbs that behave differently from -analyzing the
other verbs. They are used to express - use the passive textbook requirement
ability, advice, duty, permission, voice with modals -presenting
possibility, prohibition or request. - Understand the Board -grammar
task
Modals Functions - work individually
Can, could Ability - Get feedback.
Should, ought to Advice or duty
Must Duty
Can, could, may Permission
May, might, can, Possibility
could
Can’t, mustn’t, Prohibition
may not
May, will, would Request
- Ask Ss to read the sentences, check if

they understand.
- Ss work individually first and pay
attention to all modal verbs used in the
sentences.
- Ask Ss to work in pairs to check the
answer.
- Go over all the answers in class.
Key:
1. shouldn’t (advice) 2. must
(duty) 3. May (permission)
4. might ( possibility) 5. Will
(request)
6. mustn’t (prohibition) 7. can
(ability)
Activity 2:
- Ask Ss to read the sentences. Have them -grammar
underline the passive voice with modals. - choose the correct textbook -vocabulary
Let them work with a partner before verb tense
checking answers as a class.
* Key:
1. may be kept 2. might be
forced
3. shouldn’t be allowed 4. should be
eliminated
Activity 3:
- Have Ss work in pairs first, and then -grammar
write down the correct answers. Observe - Understand the textbook
and offer help if necessary. task
* Key: - work in pairs
1. Lan might be chosen (by our class) to - Get feedback.
represent us in the School Youth Union.
2. Will Korean be taught in our school
next year?
3. The instructions must be followed by
the students strictly
4. Sugary food shouldn’t be eaten by very
young children
5. Men and women should be given equal
rights to education and employment
6. Hopefully, a planet similar to Earth will
be discovered by scientists
7. I think discrimination against women
and girls can be reduced .
III. Homework
- T asks Ss to do exercises again at home.
- Prepare for the next lesson. -take notes board
Date of teaching:
Lesson 2 Reading
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about gender equality.
-verbalize thoughts of inventions by using vocabulary and expression for
gender equality
-gain more vocabulary of topic of gender equality


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, the benefits of gender equality
gained by reading in gained through students need to gender equality
speaking and
writing
Question: Can you
talk about gender
equality?
PROCEDURE
aids
I. Warm up - look at the - text books -observing
Gender equality in employment pictures -analyzing
Activity 1: - answer the -oral answering
- Focus Ss’ attention on the heading of the questions
section Gender equality in employment.
Ask Ss to guess what the text is about.
- Inform the class of the lesson objectives:
Read for general ideas and for specific
information about gender equality in
employment.
- T elicits the answers and leads Ss in the
lesson.
Key: They are the symbols of genders,
gender equality and gender
discrimination.
II. PRE-READING
Activity 2:
- Ask Ss to match each of the words with - match each of the Board, pictures, -Observing
its meaning. words with its postcard -Analyzing
- Have Ss work individually first, and then meaning. -Vocabulary
check with a partner. Let Ss use a -Get feedback and
dictionary, if necessary. write them down
- Go over all the answers to make sure
they have the correct answers.
* Key: 1. c 2. e 3. d
4. b 5. a
Activity 3:
- Ask Ss to read the text quickly and find -Do the reading task Board, -analyzing
the repeated words and their collocations number 1 textbook requirement
(e.g. firefighter, firefighter’s, female, + read the -working in pairs
women, women’s, male, man’s, gender, requirement of task1 -reading
discrimination, gender differences) +discuss in pairs comprehension
- Explain to Ss that repeated vocabulary in to find out the -presenting
the text may imply its main idea or title. correct answers
- Have Ss skim the text to choose the best +present and
title. explain the correct
* Key: b. A woman Who Did a ‘Man’s answers and why
Job they are chosen
-Get feedback.
III. WHILE-READING
Activity 4:
- Ask Ss to look back at the reading text to - underline the key Board, analyzing
check if the statements are true, false or words textbook requirement
not given.
- Ask Ss to underline the key words in the
statements and relevant words/ phrases in
the text.
- Check Ss' answer and give feedback.
Key: 1.F 2 .NG 3.F
4.T 5.T 6F
Activity 5:
- Ask Ss to scan the text to find answers to -Work in pairs Board, -working in pairs
the questions. -Read the text again textbook -reading
- Let them highlight the key words both in -answer the comprehension
the questions and in the text. questions -presenting
- Have Ss take turns asking and answering
in pairs.
- Check answers as a class.
Key: 1. She wanted to become a
firefighter.
2. She sued New York City and the
FDNY for gender discrimination and won.
3. They became the targets of laughter and
anger from the co-workers and local
people. They were unwelcomed at meals,
faced loneliness and even violence.
4. They had to do exactly the same jobs as
all other male firefighters.
5. It is a documentary made in 2006 in
which Brenda Berkman and other female
firefighters were the subjects
6. It shows that gender differences can not
prevent a person from pursuing a job.
IV. POST-READING -Work in groups Board, -Teamwork
- Summarize the main points of the lesson -Present their ideas textbook -Communicating
V. Homework
- Ask students to learn by heart the new -Take note
words.
Optional Period 19: REVIEW OF PRONUNCIATION, VOCABULARY,

GRAMMAR UNIT 6
Objectives: By the end of the lesson students can practise more about the passive with modals
 Skills: Writing, speaking
 Teaching aids: Handouts, poster
PROCEDURE
I. PRONUNCIATION
TASK 1: Find the word with a stress pattern that is different from the others
1. A. inspire B. person C. major D. female
2. A. support B. window C. pursue D. employ
3. A. party B. workforce C. accept D. student
4. A. freedom B. fighter C. image D. admire
5. A. problem B. open D. correct D. follow
II. VOCABULARY
TASK 2: Complete the following sentences, using the phrases given in the box in the correct
form. Make changes to the word forms when necessary.
get more important

join the army
become a childcare worker
satisfy their children’s needs
promote gender equality
have a preference
1. My cousin is thinking of ______________ because he loves young children

2. The gorvement has done a lot to _____________ in eaducation, employment and healthcare
3. The old man _____________ during the war and left one arm on the battlefield.
4. In the past , some parents ______________ for boys over girls
5. Women’s salaries are _______________ to their household income.
6. Working mothers help their husbands ___________________
III. GRAMMAR
TASK 3: Complete the incomplete sentence so that it means the same as the one above it. Use
the passive voice.
1. They might give her an opportunity to go abroad to study
 She______________________________________________
2. We must eliminate gender discrimination
 gender discrimination________________________________
3. They will sue the company for wage discrimination
 The company ______________________________________
4. Goverments should offer poor women more help
 Poor women _______________________________________
5. They can encourage married woman to pursue a career of their preference
 Married woman _____________________________________
KEY
I. PRONUNCIATION
TASK 1: Find the word with a stress pattern that is different from the others
1. A. inspire B. person C. major D. female
2. A. support B. window C. pursue D. employ
3. A. party B. workforce C. accept D. student
4. A. freedom B. fighter C. image D. admire
5. A. problem B. open D. correct D. follow
II. VOCABULARY
TASK 2: Complete the following sentences, using the phrases given in the box in the correct form.
Make changes to the word forms when necessary.
get more important
join the army
become a childcare worker
satisfy their children’s needs
promote gender equality
have a preference
1. My cousin is thinking of becoming a childcare worker because he loves young children

2. The gorvement has done a lot to promote gender equality in eaducation, employment and
healthcare
3. The old man joined the army during the war and left one arm on the battlefield.
4. In the past , some parents had a preference for boys over girls
5. Women’s salaries are getting more important to their household income.
6. Working mothers help their husbands satisfy their children’s needs
III. GRAMMAR
TASK 3: Complete the incomplete sentence so that it means the same as the one above it. Use
the passive voice.
1. They might give her an opportunity to go abroad to study
 She might be given an opportunity to go abroad to study
2. We must eliminate gender discrimination
 gender discrimination must be eliminated
3. They will sue the company for wage discrimination
 The company will be sued for wage discrimination
4. Goverments should offer poor women more help
 Poor women should be offered more help
5. They can encourage married woman to pursue a career of their preference
 Married woman can be encouraged to pursue a career of their preference
Date of teaching:
Lesson 3 Speaking
I. OBJECTIVES:
1/ Knowledge:- talk about music
- - express their ideas about gender equality.
- apply vocabulary and expression for describing gender equality
2/ Skills: - speaking skill as well as listening and writing skill
3/ Attitudes: - understand some facts about gender equality
- cooperate with other students readily
- be confident to speak in front of classmates and teacher
-improve speaking skill
-verbalize thoughts of gender equality
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

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

for inventions about an issue, a table helps questions for problem or an
speaker is speaker systemize gender equality issue by
required to information to organizing
supply talk 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 required to be successful conversation about gender
gender equality natural and conversation, about gender equality
logical. people need to equality by
take turn to ask using cues in the
and answer table.
Question: Can you
make a conversation
about gender equality
by using cues in the
table?
PROCEDURE
aids
I. Warm up - express their -postcard -observing
-Ask Ss to call out some phrases to point of view -analyzing
express their point of view. -answering
- Lead in the new lesson.
- T informs Ss of the lesson objectives:
Exchanging opinions about equal job
opportunities for men and women.
II. PRE-SPEAKING
Task 1:
- Write Equal job opportunities on the - read the Board, pictures, -observing
board. Give Ss time to read through the conversation postcard -analyzing
useful expressions. -vocabulary
- Let Ss work in pairs.
- Go round and help if necessary.
- Have them compare the answer with
others.
Check Ss' answers.
- Call on individual Ss to read aloud these
activities and the reasons why they are
important.
* Key:
1. A 2.A 3.D 4. A 5.A
6. D
7. Very true, but………………; Sure,
but…………… (D)
8. That’s for sure. / Exactly. / I couldn’t
agree more (A)
Task 2: - complete the table
- Have Ss in pairs read the example, and Board, -analyzing
then ask all Ss to share their opinions. textbook requirement
- Guide Ss to prepare the ideas to support -working in pairs
their reasons. -presenting
- Invite some students to perform their
opinion in front of the class.
- Give feedback.
III. WHILE-SPEAKING -discuss
Task 3: - make a similar textbook -analyzing
- Ask one student to read out loud the conversation requirement
opinion Married women should not -working in
pursue a career and explain the activity to groups
the class. -presenting
- Divide Ss into groups of three/ four Ss.
- Ask one group to model the activity
using the example conversation. Then ask
all Ss to discuss and note down their
group’s discussion.
- After 3-4 minutes, have some Ss from
different groups report the results of their
group work back to the class. -Take note
IV. Homework board
- Ask students to learn by heart the
expressions.
Date of teaching:
Lesson 5 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 gender equality.
- decide on True or False statements
- listen questions comprehensively
- - apply vocabulary and expression for describing gender equality
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 gender equality
(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
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
- Inform Ss of the lesson objectives: - Look at pictures on -postcard -Discussing
Listening for specific information about the board
wage discrimination. - Answer those
- Ask Ss to explain “Same work-same questions.
pay ?”
- Explain “Same work-same pay ?”
II. PRE-LISTENING
Task 1:
- Let Ss look at the picture and elicit their -answer the Board, pictures, -Observing
answers to the questions. Ask them to use questions postcard -Analyzing
the caption as suggestion. -Vocabulary
Suggested answer: The man looks happy
but the woman looks sad because she gets
less pay/ money.
III. WHILE-LISTENING
Task 2: - listen to the Board, -analyzing
- Have students tell the meaning before conversation textbook, CD requirement
listening to make sure they know the - work in pairs to player -working in pairs
meaning of each word. tick what is true or -presenting
- Play the recording and ask Ss to repeat false about them.
the words one by one. Possibly play the - Get feedback.
recording again.
- Check students' answers and comments.
Task 3: -Listen again and Board, - analyzing the
- Tell Ss that they are going to listen to a answer the questions textbook, CD requirement
talk on (gender) discrimination. -get feedback player -listening
- Ask Ss to read all the statements and
guess if they are true (T) or false (F).
- T explains if there are any new words to
make sure Ss understand all the
statements.
- Play the recording and let Ss do the
activity.
- Check their answers.
- Play the recording again and pause at the
place where they can get correct
information.
Key: 1 F 2. T 3. F 4. T 5. F
6. T
IV. POST-LISTENING -complete the Board, - analyzing the
Task 4: information textbook requirement
- Ask Ss to read the instruction and the -discuss -listening
sentences 1-4. Make sure that they - work in groups
understand the sentences.
- Provide help with the new vocabulary, if
necessary.
- Play the recording once or twice again
for Ss to fill the gaps.
- Ask Ss to work with a partner to
compare their answer.
Key
1. discrimination happens 2.
paid more
3. perform 66% 4.
own 1%
5. encourage women 6.
like nursing - take notes board
V. Homework
Date of teaching:
Lesson 6 Writing
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
Discussion: - Look at pictures on -postcard -Discussing
- Write the phrase Working mothers on the board
the board - guess
+ What do you think about this phrase?
II. PRE-WRITING
Task 1:
- Write the phrase Working mothers on - answer the Board, -Observing
the board. questions textbook -Analyzing
- Focus on the pictures and the -Reading
instructions.
- Elicit Ss’ opinions about the pictures.
Give suggestions if necessary by asking
questions like:
Who are these people in the pictures?
What are the women doing?
Are they busy?
Are they housewives?
Do they work?
- Ss can talk about the good sides/
advantages as well as the bad sides/
disadvantages of being a working mother.
Answer: 1b 2. c 3. a
Task 2:
- Ask Ss to read the sample writing again -Read Board, -analyzing
and complete the outline. Help Ss analyze -Get feedback and textbook requirement
the structure of the text. write them down -working in pairs
- Call on some students to answer and - answer the -presenting
give feedback. questions
Key: -get feedback
A. 2. Life is getting expensive, so women’s
salaries are becoming important.
B. 2. They discover strengths and
weaknesses, become more knowledgeable
and look for good ways to educate
children.
C. 1. Children see parents work hard and
share domestic responsibilities, and they
learn from them.
Task 3:
- Tell students to read the letter again and
discuss the words in pairs. - Offer help if
Ss cannot give the answer.
- If necessary, explain to students.
III. WHILE-WRITING
Task 4:
- Focus on the instructions and the
pictures. Give Ss time to read the - work in groups Board, - analyzing the
suggestions. textbook requirement
- Call on some Ss to say what they will -writing
write as the topic sentence, supporting -oral answer
ideas 1, 2, 3, and concluding sentence. -presenting
- Tell Ss to write a draft first, then write a
short text about the disadvantages of
being a working mother.
- Have Ss write the text in class. When
they finish, ask them to exchange it with
partner for peer comments/ correction.
- Walk around and offer help if necessary.
- Get students' answers and comments.
- Get some outputs to highlight and
comment and correct the possible
mistakes of students.
IV. POST-WRITING
-call on some Ss to write their paragraph -correct the mistakes Board, -writing
on the board. - take notes textbook
-give comments
Homework
- Write the text again at home. -take note Board
Optional Period 20: REVIEW OF READING AND SPEAKING

- Aim: By the end of the lesson, SS will be able to practice reading & speaking skills more about
the topic
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.
I. READING
Task 1: Read the text about Education and Gender equality . Fill each blank with an
appropriate word from the box.
a. equality b. well – paid c. knowledge

d. decisions e . women
Education helps (1) ____________ win equality.

First, education gives women knowledge necessary for their lives. It is impossible for a women to
be a doctor, a teacher or a lawyer without adequate (2) ____________ . Education realises women’s
dream of having jobs with the same pay as the men.
Second, education shapes women’s character. It teaches them about life and develops their abilities
to think, analyse and judge. Women with strong characters often make (3) _______________ about
their own lives without being dependent on their husbands.
Finally, education improves woman ‘s position at home and in society. Educated women are more
likely to get (4) ______________ jobs, earn more money and become more important at home.
They can join political activities and gain important positions as leaders, policy makers or
politicians.
So we can clearly see , education enables women to achieve (5) _______________.
Task 2: Read the text again and answer the questions.

1. What does education give women?

2. What does education realise?

3. How does education shape women ‘s character?

II. SPEAKING
Task 3: Work in pairs. Ask questions to fill the gaps with the missing information about Alice
Stebbin Wells- the first US-born policeman.
Student A:
Alice Stebbin Wells was born in Kansas (1)______(when). When she was young, she saw
(2)________(what) involving teenagers and women. She decided to become a (3)_______ (who?)
because she believed that she could help more.
Student B:
Alice Stebbin Wells Was born in (1) _______ (where) in 1873. When she was young, she came
crimes involving __________(2) (who). She decided to become a policeman because she believed
that she could (3)______ (what)?
KEY
I. READING
Task 1: Read the text about Education and Gender equality . Fill each blank with an
appropriate word from the box.
a. equality b. well – paid c. knowledge d. decisions

e . women
Education helps (1) e win equality.
First, education gives women knowledge necessary for their lives. It is impossible for a women to
be a doctor, a teacher or a lawyer without adequate (2) c. Education realises women’s dream of
having jobs with the same pay as the men.
Second, education shapes women’s character. It teaches them about life and develops their abilities
to think, analyse and judge. Women with strong characters often make (3) d about their own lives
without being dependent on their husbands.
Finally, education improves woman ‘s position at home and in society. Educated women are more
likely to get (4) b jobs, earn more money and become more important at home. They can join
political activities and gain important positions as leaders, policy makers or politicians.
So we can clearly see , education enables women to achieve (5) a .
Task 2: Read the text again and answer the questions.

1. What does education give women?
It gives them knowledge necessary for their lives
2. What does education realise?
It realised women’s dreams of having jobs with the same pay as men
3. How does education shape women ‘s character?
It teaches them about life and develops their abilities to think, analyse and judge.
II. SPEAKING
Task 3: Work in pairs. Ask questions to fill the gaps with the missing information about Alice
Stebbin Wells- the first US-born policeman.
Student A:
1. When was Alice Stebbin Wells born?
2. What did she see when she was young?
3. What did she decide to become?
Student B:
1. Where was Alice Stebbin Wells born ?
2. Who did crimes involve?
3. What could she do?/ What did she believe that she could do?
Date of teaching:

Lesson 7 Communication and culture
I. OBJECTIVES:
1/ Knowledge:- talk about inventions
- - express their ideas about gender equality.
- apply vocabulary and expression for describing gender equality
3/ Attitudes: - understand some facts about gender equality.
-verbalize thoughts of gender equality

(level 1) (level 2)
information to speak information is information to gender equality an issue
about the inventions necessary for present is a effectively by
information
Question: Could you
choose the things
which apply to gender
equality?

gender equality about an issue, a table helps questions for problem or an
speaker is speaker systemize gender equality issue by
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about required to be successful conversation about gender
gender equality natural and conversation, about inventions equality
logical. people need to by using cues in
take turn to ask the table.
and answer
Question: Can you
make a conversation
about gender equality
table?
PROCEDURE
aids
1. Communication:
Gender equality in Viet Nam
Activity 1:
- answer the Board, -Discussing
- Focus on the instructions and pictures.
question textbook
Inform Ss that they will have more
chances to practice speaking.
- Give them some time to read about the
achievements Viet Nam has made in
addressing gender equality.
- Give Ss more freedom by allowing them
to add more achievements from reliable
sources.
* Suggested answers:
1. Seventy per cent of all public school
teachers are women.
2. Forty-nine per cent of lecturers of two-
year-colleges and forty-three per cent of
university lecturers are women.
Activity 2: Exchange your opinion
- Have students work in pairs to talk about - report the answers Board, -Observing
achievements in addressing gender textbook -Analyzing
equality in Viet Nam, using the
information given in Activity 1 and from
other sources.
- Have two Ss model the example.
- Ss work in pairs to exchange their points
of view based on the example.
- Go around to offer helps and comments.
- Check answers with the whole class.
2. Culture: Gender equality in the
United Kingdom
Activity 1:
- Focus on the instructions and pictures. - exchange opinions Board, - analyzing the
Elicit answers from Ss by asking the class textbook requirement
questions like: -speaking
Who do you see in the pictures? -oral answer
-presenting
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
Is her job popular with women?
Activity 2:
- answer the Board, - analyzing the
- Tell the students to read a text and
questions textbook requirement
answer the questions.
- Give Ss time to read the text. Pre-teach -oral answer
some words that might be new to Ss. -presenting
- Walk round to monitor the class and
offer help, if necessary.
- Read the text on their own, find
information to answer questions, and
compare with other students.
- Take notes if necessary.
* Key:
1. Girls perform better than boys at all
levels of education in the United
Kingdom.
2. Women make up 47 per cent of the
British workforce.
3. Millions of women and girls still
experience domestic violence, and the gap
in full-time wage between men and
women is 10 per cent and most of the
people in low-paid jobs are women.
3. Homework
- T asks Ss to learn the structures and -take notes Board
vocabulary.
Date of teaching:
Lesson 8 Looking back and project
I. OBJECTIVES:
something.
3/ Attitudes: -understand gender equality
-verbalize thoughts of gender equality by applying the passive voice with
modals

(level 1) (level 2)
syllable words correctly syllable words and correctly
Question: Could you

the stress in two-
syllable words?
2. Use the passive It is possible to Using the passive Expressing the Speaking
voice with modals use the passive voice with modals situations using cohesively and
voice with the passive voice fluently
modals with modals
Question: Could you

express these
passive voice with
modals?

PROCEDURE
aids
I. Pronunciation:
Activity 1:
- Ask Ss to put the two-syllable words in - pick out two- -Textbook -Identifying
the box in the correct columns according syllable words
to their stress patterns.
- Help Ss review the stress patterns of
two-syllable words.
Key:
Stress on the first Stress on the
syllable second syllable
symbol, letter, complete,
healthcare, challenge, infect, suggest,
income, workforce, improve,
army become
Activity 2:
- Play the recording. Ask Ss to listen and
repeat the words.
II. Vocabulary:
Activity 1:
- T has Ss work in pairs, read the -listen Board, Accuracy
sentences carefully and choose the words textbook, CD
to complete the sentences. player
- T goes around and gives helps if
necessary.
- T checks with the class by saying the
number
Key: 1. gender equality 2.
preference 3. eliminated
4. right
5. access 6. caretaker
7. discrimination
8. progress
III. Grammar:
Activity 1: - Remind Ss to use the forms - complete the Board, -analyzing
of the passive voice. sentences using textbook requirement
- Give time for Ss to make their own words -working in pairs
choice. -presenting
- Have them check in pairs.
- Call on some Ss to read their sentences
for the class to comment.
- Correct the errors, if necessary.
Key: 1. c 2. f 3. e 4. d
5. a 6. b
Activity 2: - Remind Ss to use the forms
of the passive voice.
- Ask Ss to work in individually first. - write down their Board, - analyzing the
- Elicit the answers and correct the sentences textbook requirement
answers. - answer the -writing
- Give explanations, if necessary questions -oral answer
Key: -presenting
1. An essay on gender equality must be
written (by each student)
2. This exit door can be opened in case of
emergency.
3. Men and women should be given equal
pay for equal work.
4. My mother might be given an award.
5. More progress will be made (by the
Vietnamese government) in gender
equality.
6. Obesity may be considered as serious
health problem.
Project:
Students do the survey in PROJECT in
groups at break time. Teacher design the
form and students hand in the results in
written form as assignment.
IV. HOMEWORK
- T asks Ss to learn the structures and -take notes
vocabulary.
Date of teaching:
Unit 7 CULTURAL DIVERSITY
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about inventions.
describing inventions
-gain more vocabulary of topic of inventions


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, cultural diversity cultural diversity
speaking and
writing
Question: Can you
write or talk about
cultural diversity?
PROCEDURES
Students’
activities
aids
I. WARM UP
- Ask Ss to compare the two photos of a
traditional wedding and a modern one. - look at the -CD player -analyzing
- Elicit more ideas from Ss’ background picture - text books -oral answering
knowledge -answer some
- Elicit any topic-related words that Ss may questions
know: ritual, costumes, decorations…. -guess the words
- Encourage and accept different comments
and opinions
- Introduce the topic of the lesson:
Wedding in Vietnam
II. NEW LESSON
Activity 1: Listen and read
- Tell Ss that they are going to listen to a - Listen to the Board, pictures, -Observing
conversation in the school library between recording. postcard -Analyzing
two friends: Kevin and Maria - Read the CD player -Vocabulary
- Have Ss predict what Kevin and Maria are conversation
talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or
grammar points because these will be dealt
with later.
- Play the recording
Activity 2: Answer the question
What is the conversation about? -Do the reading Board, -analyzing
- Have Ss discuss their answers in pairs. Then task number 2 textbook requirement
check their answers. + read the -working in pairs
Answers: requirement of -reading
a. The Vietnamese wedding task1 comprehension
+discuss in pairs -presenting
to find out the
correct answers
Activity 3: Read the conservation again,

and give answers to the following questions.
- Tell Ss to focus on the instructions -present and Board, -reading
- Checks Ss' understanding of the questions explain the correct textbook
- Set time for this activity, base on Ss’ level answers and why
proficiency they are chosen
- Get Ss to work in pairs or groups to discuss -Get feedback.
the answers.
- Call on different Ss to answer these
questions
Key:
1. Because he is preparing for his
presentation about the similarities and
differences between a traditional Vietnamese
wedding and a modern one.
2. They follow the same core procedure which
consists of the proposal ceremony, the Board
engagement ceremony and the wedding -Discussing
ceremony -Teamwork
3. The modern weddings are less complicated -Communicating
4. Yes, they get some help from their parents
and the attending guests
5.Students’ answers
III. CONSOLIDATION
Activity 4:
- Ask Ss to work in small groups -Writing
- Ask Ss what they know about Vietnamese -Work in groups
weddings, based on the conversation and their -Present their ideas
background knowledge as well -Discussing with
- Encourage Ss to take notes and plan a short the whole class
report
- Ask one or two groups at random to present
their report to the whole class
- Give feedback on Ss’ presentations
- Ask Ss: What have you learnt today? What
can you do now?
IV. Homework
- Summarize the main points of the lesson. - take notes
- Ask Ss to learn by heart the words or phrases
related to the wedding ceremony
Optional Period 21: REVIEW OF LISTENING AND WRITING

- Aim: By the end of the lesson, SS will be able to practice listening & writing skills more about the
topic
I. LISTENING
Task 1: listen to Jan talking to Steve about getting a student travel card.
1. How much is a travel card?
A. $6
B. $ 16
C. $60
2. Jan will need
A. One photo
B. Two photos
C. Four photos
3. Photos are less expensive
A. in the photographer’s shop
B. in the library
C. in the post office.
4. For the travel card, Jan must take
A. a letter
B. her passport
C. her driving licence
II.WRITING
Task 2: Write full sentences about Margaret Thatcher’s life, using the following words
and phrases.
1. Margaret Thatcher/be born/Grantham, Lincolnshine/13th October, 1925/

2. Thatcher/ good student/so/be accepted/ Oxford University, where/become
intersted/politics/

3. She / be elected/ Member of Parliament/1959/ actively work/party leadership/.

4. Thatcher/win/party leadership election/1975/become/leader/Conservative Party.

5. She/die/London/8th April, 2013/the age of 87.

KEY
I. LISTENING
Task 1: listen to Jan talking to Steve about getting a student travel card.
1. How much is a travel card?
A. $6
B. $ 16
C. $60
2. Jan will need
A. One photo
B. Two photos
C. Four photos
3. Photos are less expensive
A. in the photographer’s shop
B. in the library
C. in the post office.
4. For the travel card, Jan must take
A. a letter
B. her passport
C. her driving licence
II.WRITING
Task 2: Write full sentences about Margaret Thatcher’s life, using the following words
and phrases.
1. Margaret Thatcher was born in Grantham, Lincolnshine on 13th October, 1925
2. Thatcher was a good student, so she was accepted into Oxford University, where she
became intersted in politics.
3. She was elected a Member of Parliament in 1959 and actively worked for party
leadership.
4. Thatcher won the party leadership election in 1975and became the leader of the
Conservative Party.
5. She died in London on 8th April, 2013 at the age of 87.
Date of teaching:
Lesson 2 Language
I. OBJECTIVES:
1/ Knowledge: - identify the stress in two-syllable words with derivatives.
something.
3/ Attitudes: -understand inventions
-verbalize thoughts of inventions by applying the comparative and
superlative adjectives

(level 1) (level 2)
with derivatives syllable words correctly syllable words and correctly
with with derivatives.
derivatives.
Question: Could you
identify the stress in
two-syllable words
with derivatives?
2. Use the gerunds It is possible to Using the Expressing the Speaking
and infinitives to talk use the comparative and situations using cohesively and
about the uses or comparative superlative the comparative fluently
purposes of the and superlative adjectives and superlative
comparative and adjectives adjectives
superlative adjectives.
Question: Could you
express these
comparative and
superlative adjectives?

PROCEDURE
aids
1. Lead-in
- T informs the class of the lesson -present their Textbooks -analyzing
objectives: Getting to know comparative knowledge -oral answering
and superlative adjectives and articles,
pronounce
2. Vocabulary:
Activity 1: Matching
- Ask Ss to read the conversation again to -match Textsbooks -analyzing
find and underline the seven words -oral answering
- Have Ss identify the part of speech of
these words (they are all nouns)
- Ask Ss to study the words and phrases
around these seven words and predict
their meanings
- Tell Ss to match these words with their
given definitions
- Let Ss work on their own first, then
compare their answers with a partner
- Check the answer as a class
- Teacher may teach some related words
or phrases depending on Ss’ level of
proficiency
+ to be/ get engaged to sb +to
propose to sb: to ask sb to marry you
+to arrange / plan a wedding +to make
a toast to the bride and groom
+the newly-wedded couple
* Key: 1. g 2. e 3. d 4. b 5. a
6. c 7. f
Activity 2:
- Introduce and explain the requirement of -identify Textsbooks -analyzing
this activity is to choose the correct word -oral answering
for the context in each sentence.
- Set a time limit for completing the
activity
- Encourage Ss to exchange their answers
with a partner to see if they understand the
contexts and meaning of each sentence
- Elicit answers from the whole class and
give more explanation to help Ss
understand correctly, if necessary
* Key: 1. wedding 2.
groom 3. bride
4. reception 5. guests 6.
before 7. engaged
3. Pronunciation
Activity 1: Listen and repeat
- Tell Ss to listen and repeat sets of words - Listen to the Textsbooks, -Accuracy
with the same spelling recording. CD player -Fluency
- Ask Ss to pay attention to the stress - Read the words -Confidence
patterns
- Encourage Ss to say how the stress
patterns are different in these words.
- Give them the meaning of these words,
if necessary.
- Ask Ss to work in pairs and take turns
reading these words in columns and in
rows
- Invite individuals Ss at random to read
the words. Correct them, if necessary
Activity 2:
- Ask Ss to listen to the sentences and - Listen to the Textsbooks, -Accuracy
practice saying them correctly recording. CD player -Fluency
- Pay attention to the stress of the - Read the words
underlined words consisting of two
syllables
- Have Ss listen and put a mark (’) before
the stressed syllable.
- Check if Ss have marked the stress
correctly and let them practice in pairs
saying these sentences
- Invite some Ss to read these sentences in
front of the class and correct mistakes, if
there are any.
4. Grammar:
Activity 1: Comparative and
superlative adjectives Board, -analyzing
- Firstly ask Ss to look at the examples - complete the textbook requirement
and revise the comparative and superlative sentences -working in pairs
form of the adjectives. -presenting
E.g: My house is smaller than your house.
My house is the smallest in this
street.
Exercise 1 is more difficult than
exercise 2.
Exercise 1 is the most difficult in
this book.
- Ask Ss to tell the T the comparative and
superlative form of the adjectives.
Adjectives Comparatives
Superlatives textbook -analyzing the
Short adjs .....- er the .....- requirement
est -presenting
long longer the
longest
hot hotter the
hottest
.... ..... .........
Long adjs more ..... the
most ....
expensive more expensive the most ex.
....... .......... ...........
- Listen to the S and give remarks.
- Notes:
Irregular adjs Board -grammar
good => better => the
best
bad => worse => the
worst
far => further/farther => the
furthest/farthest
Task 1:
- Explain the activity - Understand the textbook -grammar
- Ask Ss to read through the six task -vocabulary
statements - work individually
- Help them to understand the meaning of - Get feedback.
these statements. Explain any new words
that they don’t know
- Ask Ss to work in groups to discuss
whether or not they agree with these
statements . Ss are encouraged to speak
their minds. Tell Ss that there are no right
or wrong answers here
- Call on some groups at random to report
their opinions.
- Ask Ss to study words or phrases in
italics and work out the rules for
comparative and superlative adjectives
- Go through the examples in Do you
know…? box and provide any
explanations
Task 2:
- Explain the activity: write five sentences - Understand the textbook -writing
comparing the two weddings task
- Ask Ss to work in groups. Give each - work groups
group a large size piece of paper to write - Get feedback.
down their sentences
- Set a time limit for this activity. When
time is up, ask all the groups to stick their
paper on the board or around the
classroom.
- Give Ss time to look at other groups’
sentences to see if they have interpreted
and presented the information from the
table in the same way
- Check all groups’ sentences and
encourage Ss to come up with sentences
using other comparatives in addition to
the suggested answers.
- Give Ss time to write the correct
sentences into their notebook.
Answers:
1. Mr Smith’s wedding was more crowded
than Mr Long’s (wedding)
2. Mr Smith’s wedding reception was
more expensive than Mr Long’s
3. Mr Smith was older than Mr Long
when he got married.
4. Mr Long’s engagement period was
longer than Mr Smith’s
5. The service at Mr Smith’s wedding was
better than at Mr Long’s wedding
Activity 2: Articles
* Presentation:
+We use a/an with c countable noun - Understand the textbook -analyzing the
when we first mention it and the after that task requirement
Eg: He is planning a wedding reception - work groups board -presenting
He has invited 100 people to the wedding - Get feedback.
reception
+ We use the when it is clear in the
situation which thing or person we mean
Eg: The bride looks very happy
- Tell Ss that in this activity they are
expected to choose the correct articles
from the ones given in brackets.
- Let Ss work individually first. Set a time
limit for this activity and assist Ss if they
have any problems understanding the
information from the text
- Ask Ss to check with a partner to see if
they have the same answers. If they have
different answers, ask them to explain
their choices
- Check the answers with the whole class
and ask Ss to refer to Do you know…..?
box for further explanation.
Key: 1. a 2. a 3. the 4. the 5.
the
6. the 7. a 8. the 9. the
5. Homework
- T asks Ss to do exercises again at home.
- Prepare for the next lesson. -take notes
- Complete Exercises in workbook.
Date of teaching:
Lesson 3 Reading
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about cultural diversity.
cultural diversity
-gain more vocabulary of topic of cultural diversity


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, cultural diversity cultural diversity
speaking and
writing
Question: Can you
talk about cultural
diversity?
PROCEDURE
aids
I. Warm up - look at the - text books -observing
* Ask Ss to look at the picture and pictures -analyzing
describe it - answer the -oral answering
- Ask some guiding questions to facilitate questions
them
(?) Is this an altar?
(?) How do you know that?
(?) Can you see the peach blossoms?
(?) What is it laid on the altar?
II. PRE-READING
Activity 1: Are you superstitious?
Are the following statement true for
you? -Guess English word Board, pictures, -Observing
- Ask Ss to read the statements and help which teacher would postcard -Analyzing
them to understand the meaning like to elicit -Vocabulary
- Ask Ss to work in groups and exchange -Get feedback and
their answers write them down
- Encourage Ss to give explanations or
reason for their behaviour
- Elicit answers from the whole class.
Encourage different viewpoints and
explanations
- Tell Ss that they will read a text on a
topic related to the things they have just
discussed.
Pre-teaching vocabulary:
+ superstition (n) sự mê tín, dị đoan
+ superstitious (a) mê tín
+ mystery (n) bí ẩn
+ legend (n) truyền thuyết
+ ritual (n) lễ nghi
+ prestigious (a) có uy tín
+ fortune (n) vận may
+ ancestor (n) tổ tiên
III. WHILE-READING
Activity 2:
- Ask Ss to read the questions. Help them -Do the reading task Board, -analyzing
to understand the questions if necessary number 2 textbook requirement
- Get Ss to look at the options and predict + read the -working in pairs
the answers based on the answer options requirement of task1 -reading
given and Ss’ background knowledge +discuss in pairs comprehension
- Set a time limit for Ss to read the text to find out the -presenting
and answer the questions correct answers
- Ask Ss to exchange their answers in +present and
pairs or groups and encourage them to explain the correct
discuss the reasons for their options if answers and why
necessary they are chosen
- Ask Ss to read the text again to see if -Get feedback.
they still find it difficult to understand any
part of the reading text and assist them if
necessary
- For stronger class, ask Ss to summarize
the main content of the reading and
present their summaries to the whole class
*Key:
1.C 2.B 3.D 4.A
IV. POST-READING
Activity 3:
* The aim of this activity is for Ss to -Work in pairs Board, -Teamwork
reflect on their experience and express -Read the text again textbook -Communicating
- Tell Ss to work in pairs -answer the
- Have Ss read the questions and practice questions
asking and answering them
- Encourage Ss to give reason to support
their opinions
- Ask several Ss to report what they learn
about their partners from their discussion
in pairs
V. HOMEWORK
- Ask students to learn by heart the new Board
words. -Take note
Date of teaching:
Lesson 4 Speaking
A. Aims and Objectives:
- To teach Ss to talk about superstitions in different countries.
- To teach Ss to compare traditions and customs in two countries and discuss those in
Vietnam.
- To teach Ss to practise sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about superstitions in different countries.
+ Compare traditions and customs in two countries and discuss those in Vietnam.
+ Perf I. OBJECTIVES:
- - express their ideas about inventions.
- apply vocabulary and expression for describing inventions
3/ Attitudes: - understand some facts about inventions
-verbalize thoughts of inventions

(level 1) (level 2)
information to speak information is information to inventions an issue
about inventions necessary for present is a effectively by
information
Question: Could you
choose the things
which apply to
inventions?

for inventions about an issue, a table helps questions for problem or an
speaker is speaker systemize inventions issue by
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about required to be successful conversation about inventions
inventions natural and conversation, about inventions
logical. people need to by using cues in
take turn to ask the table.
and answer
Question: Can you
make a conversation
about inventions by
using cues in the
table?
PROCEDURE
aids
I. WARM-UP - look at the -postcard -observing
- Ask Ss to look at the pictures and elicit pictures -analyzing
any words related to the topic - guess -answering
*Expected answer:
+ Pic 1: Superstitions about black cats,
+ Pic 2: samovar – a traditional way of
making tea.
+ Pic 3: skating – a national sport
+ Pic 4: fish and chips – a traditional
food, figure
II. PRE-SPEAKING
Activity 1: - read the
- Tell Ss that they will do a quiz about two Board, pictures, -observing
conversation
countries: the UK and Russia. Elicit any postcard -analyzing
background knowledge about cultural -vocabulary
aspects of these two countries.
- Ask Ss to do the quiz individually and
then check their answers in pairs.
Encourage Ss to explain their choice
*Key: 1.b 2.a 3.b 4.a
Activity 2:
- Divide the whole class into two big -discuss Board, -analyzing
teams of equal number of members: Team textbook requirement
A and Team B -working in pairs
- Each team (then further divided into -presenting
smaller groups) will read about one
country, either the UK or Russia.
- Set a time limit for this activity and walk
around the classroom to monitor, facilitate
and assist Ss when necessary.
- Have Ss note down the most interesting
things about the country that they read
and then share the information with other
members of their group.
- Encourage them to use the superlative
adjectives
- Call several groups at random to report
their viewpoints
Example:
A: I think the most interesting thing
about….is that……
B: Do you? I think……..is more
interesting.
C: I agree with B. I find ……the most
interesting
III. WHILE-SPEAKING
Activity 3:
- Ask Ss to share information with - make a similar textbook -analyzing
members of other group conversation requirement
- Have Ss study the example carefully -working in
- Ask them to practice in pairs as the groups
example -presenting
- Move around to assist or listen to
different pairs to detect errors /problems
- Call on several Ss at random and have
them tell the whole class what they learnt
about the other country from the
conversation with their partners.
-Give feedback on Ss’ performance: eg.
Pronunciation, ideas, using body
language, turn-taking
IV. POST-SPEAKING
- Summarize what they have learnt by - memorize Board, -analyzing
asking Ss some questions: textbook requirement
What have you learnt today? What can -presenting
you do now?
- Suggested answers:
+ Know more about tradition and customs
of the UK and Russia and talk about them
+Give a mini-talk about some cultural
aspect of Vietnam
V. HOMEWORK
- Ask students to learn by heart the -Take note board
expressions.
Optional Period 22: REVIEW OF PRONUNCIATION, VOCABULARY, GRAMMAR

- Aim: By the end of the lesson, SS will be able to:
+ learn some more vocabulary about the topic
+ revise pronunciation.
+ revise simple present, present continuous tenses.
I. PRONUNCIATION
TASK 1: Read the sentences and decide what the stress pattern the words in bold have
1. There is an increase in the number of vietnamese women talking the roles of leaders in their
organisations.
2. You need to perfect yourself in order to look for a perfect life partner
3. For some teenagers, when they rebel against their parents, they act as rebels
4. If you volunteer to present about that cultural aspect, you will get a present from the teacher.
II. VOCABULARY
TASK 2: Complete the questions about weddings in your culture with the corrcet form of the
words in the box.
ceremony reception guests best man bridesmaids honeymoon

1. Where is the ____________usually held: at home or in church?
2. Is there ususlly a __________ after the ceremony?
3. Does the groom have a _________at the ceremony?
4. Does the bride have any ___________ with her?
5. How many _______ are usually invited?
6. Do the couples traditionally go on their__________ after the wedding.
III. GRAMMAR
Task 3: Complete the second sentence sothat it has a similar meaning to the first sentence,
using the superlative form of the adjectives given.
1. Mount Everest is higher than every mountain in the world .(high)

2. No ocean in the world is deeper than the Pacific. (deep)

3. Many people believe that no sea in the world is warmer than the Red Sea. (warm)

4. The Nile is longer than any other river in the world. (long)

Task 4: Complete the sentences with a, an , the or tick (0) them if they are correct without an
article.
1. ___________people from England who went to live in North America nearly 400 years ago were
called Pilgrims
2. These people wanted to start _________ new life in __________new country, but they faced a lot
of difficulties because they didn’t know anything about the new land.
3. The Pilgrims didn’t know how to grow_______ food or build___________ homes, so a lot of
them became very ill.
4. On one spring day, __________ Pilgrims met two Native Americans, Squanto and Samonet, who
could speak English.
KEY
I. PRONUNCIATION
TASK 1: Read the sentences and decided what the stress pattern the words in bold have
1. There is an ‘increase in the number of vietnamese women talking the roles of leaders in their
organisations.
2. You need to per’fect yourself in order to look for a ‘perfect life partner
3. For some teenagers, when they re’bel against their parents, they act as ‘rebels
4. If you volunteer to pre’sent about that cultural aspect, you will get a ‘present from the teacher.
II. VOCABULARY
TASK 2: Complete the questions about weddings in your culture with the corrcet form of the
words in the box.
ceremony reception guests best man bridesmaids honeymoon

1. ceremoney
2. reception
3. best man
4. bridesmaids
5. guests
6. honeymoon
III. GRAMMAR
Task 3: Complete the second sentence sothat it has a similar meaning to the first sentence,
using the superlative form of the adjectives given.
1. Mount Everest is higher than every mountain in the world .(high)
 Mount Everest is the highest moutain in the world
2. No ocean in the world is deeper than the Pacific. (deep)
 The Pacific is the deepest ocean in the world
3. Many people believe that no sea in the world is warmer than the Red Sea. (warm)
 Many people believe that the Red Sea is the warmest sea in the world
4. The Nile is longer than any other river in the world. (long)
 The Nile is the longest river in the world
Task 4: Complete the sentences with a, an , the or tick (0) them if they are correct without an
article.
1. ______0_____people from England who went to live in North America nearly 400 years ago
were called Pilgrims
2. These people wanted to start ____a_____ new life in _______a___new country, but they faced a
lot of difficulties because they didn’t know anything about the new land.
3. The Pilgrims didn’t know how to grow____0___ food or build_____0______ homes, so a lot of
them became very ill.
4. On one spring day, _____the_____ Pilgrims met two Native Americans, Squanto and Samonet,
who could speak English.
Date of teaching:
Lesson 5 Listening
I. OBJECTIVES:
1/ Knowledge:- listen to the conversation to get detail information about inventions.
- - apply vocabulary and expression for describing inventions
- verbalize thoughts of cultural diversity

(level 1) (level 2)
relating to that
topic.
Question: Could you
each following
sentences?
the information is
carefully
Question: Could you
listen to the
conversation?
PROCEDURE
aids
I. WARM-UP
Listening for specific information about the board
the wedding traditions of a small - Answer those
community in the USA. questions.
- Ask Ss to look at the photo of an Amish
wedding and elicit Ss’ impression about
this community.
- Ask Ss to read a number of statements
about the Amish community
- Help Ss to understand these statements if
necessary
- Ask Ss to work in pairs and exchange
their predictions
- Elicit Ss’ predictions about this
community, accepting different opinions
II. PRE-LISTENING
* Pre-teaching vocabulary
+ approval (n) sự đồng thuận -Guess English word Board, pictures, -Observing
+ newly-wed (n) cặp vợ chồng mới cưới which teacher would postcard -Analyzing
+ signify (v) báo hiệu like to elicit -Vocabulary
-Get feedback and
write them down
Task 1:
- Have Ss listen to the CD for the first - listen to the Board, -analyzing
time and try to note down the information conversation textbook, CD requirement
that helps them to check their answers - work in pairs to player -working in pairs
- Ask Ss to share with their friends to see tick what is true or -presenting
if they have the same answers or not false about them.
- Let Ss listen to the CD for the second - Get feedback.
time and try to note down information
they didn’t understand for the first time
- Elicit answers from Ss and ask them to
give clues to their answers
- Let Ss listen again and pause at certain
places if necessary to help Ss hear the
information they need.
*Key: 1. F 2. F 3. T 4. T
5. T
Task 2:
- Ask Ss to skim the given text, paying - analyzing the
attention to the context around the gaps, -Listen again and Board, requirement
and predict the information needed for answer the questions textbook, CD -listening
each gap: eg. parts of speech; their -get feedback player
meaning
- Ask Ss to share their prediction in pairs
- Elicit Ss’ predictions
- Let Ss listen and fill in the gaps. Let
them again if necessary Board,
- Elicit Ss’ answers and give them the textbook
correct ones.
Key:
1. December 2. two or three 3.
approval
4. wedding meal 5. visiting relatives
IV. POST-LISTENING
Task 3: Board, -communicating
- Have Ss work in pairs to name the things -discuss textbook -speaking
they have learnt about the Amish wedding - work in groups
customs and talk about whether they find
anything unusual or interesting
- Call on some Ss at random and have
them express their opinions to the whole
class.
V. HOMEWORK
- Prepare for the next lesson. - take notes board
Date of teaching:
Lesson 6 Writing
I. OBJECTIVES:
1/ Knowledge:- write an application letter for cultural diversity
- apply vocabulary and expression about volunteer work
3/ Attitudes: -understand how to use the expressions of cultural diversity
about cultural diversity
(level 1) (level 2)
for writing about overview for consists of outline for outlines for
cultural diversity writer control introduction, body writing a write every types of
what he/she and conclusion. about the writing
want to write benefits of
invention
Question: Could you
set up an outline
before writing about
cultural diversity
2. Write a paragraph If there is given You can use given Writing about Writing about
information, information and cultural diversity cultural
you have to outline to write diversity
analyze that effectively.
information
before you
write.
Question: Write a
paragraph

PROCEDURE
aids
I.WARM-UP
Writing about the typical characteristics the board
of the Vietnamese people. - guess
II. PRE-WRITING
Task 1:
- Ask Ss to rearrange the jumbled - rearrange the Board, -Observing
paragraphs to make a meaningful text jumbled paragraphs textbook -Analyzing
- Ask Ss to do this activity individually -Reading
- Set a time limit for this activity and
assist Ss if necessary
Key: 1-b 2-c 3- d 4- a
Task 2:
- Draw Ss’ attention to the instructions -Read Board, -analyzing
and questions -Get feedback and textbook requirement
- Get Ss to work individually to find the write them down -working in pairs
answer -presenting
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Key:
1. He was born in 1923
2. He was born in Hai Phong
3. It was “Tien Quan Ca”
4. He died in 1995 in Hanoi
5. Answer vary
Task 3:
- Draw Ss’ attention to the instructions, - answer the Board, - analyzing the
the photos, and the fact files. questions textbook requirement
- Point out to Ss how to write a biography -get feedback -writing
- Pre teach the key words/ phrases -oral answer
+ patriotic + -presenting
occasional opera:
+ national assembly: +
liberation movement:
+ child prodigy: thần đồng +
uprising: nổi dậy
+ ballade: bài ca sử thi
+ technically demanding: yêu cầu kỹ
thuật cao
- Have Ss pay attention to punctuation,
structure elements and liking words.
- Ask Ss to write paragraphs about early
years and typical works
- T goes around and gives help, collects
common mistakes for later correction.
- Collect 5 paragraphs to mark in class so
that all Ss feel the need to do the task
- Give feedback on these papers
III. WHILE-WRITING
Task 4:
- Focus on the instructions and the - work in groups Board, -writing
pictures. Give Ss time to read the textbook
suggestions.
- Call on some Ss to say what they will
write as the topic sentence, supporting
ideas 1, 2, 3, and concluding sentence.
- Tell Ss to write a draft first, then write a
short text about the disadvantages of
being a working mother.
- Have Ss write the text in class. When
they finish, ask them to exchange it with
partner for peer comments/ correction.
- Get students' answers and comments.
- Get some outputs to highlight and
comment and correct the possible
mistakes of students.
IV. POST-WRITING
- Ask Ss to consolidate the main contents.
- Focus on the form of a biography -correct the mistakes Board,
- Ask Ss to complete the writing at home - take notes textbook
and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- Understand the artists’ biography such
as Van Cao, Luu Huu Phuoc and Federic
Francois Chopin
- Write biographies with given
information
V. HOMEWORK
Date of teaching:
I. OBJECTIVES:
1/ Knowledge:- talk about cultural diversity
- - express their ideas about cultural diversity.
- apply vocabulary and expression for describing cultural diversity
3/ Attitudes: - understand some facts about cultural diversity.
-verbalize thoughts of inventions

(level 1) (level 2)
information to speak information is information to cultural diversity an issue
about the cultural necessary for present is a effectively by
diversity presenting strategy to choosing
information
Question: Could you
choose the things
which apply to
cultural diversity?

cultural diversity about an issue, a table helps questions for problem or an
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about required to be successful conversation about cultural
cultural diversity natural and conversation, about cultural diversity
logical. people need to diversity by
and answer table.
Question: Can you
make a conversation
about cultural
diversity by using
cues in the table?
PROCEDURE
aids
1. WARM-UP
- Inform the class of the lesson objectives: - Guess -postcard -Discussing
Further skill development
- Show some pictures of gift-giving
custom in some celebrations and festivals
- Ask Ss on what occasions people often
give and receive presents Activity Key
a. Christmas b.Valentine
c. Tet holiday
d. Teacher’s Day e. Mother’s Day
f. Birthday
2. Communication:
Activity 1:
- Pre teach some key words - answer the Board, -Observing
+ stocking: (n) question textbook -Analyzing
+ symbolise: (v) tượng trưng
+ Santa Claus: (n) ông già Noen
+ Easter: (n) lễ tạ ơn
+ legally (adv) một cách hợp
pháp
- Ask Ss to read the text individually and,
for each occasion, highlight the
similarities and differences with the
customs in Vietnam.
- Give Ss enough time to read the text
*Practice:
- Have Ss study the sample conservation, - report the answers
assisting them if necessary. Board, - analyzing the
- Ask Ss to work in pairs and role-play a textbook requirement
conversation, using the information that -speaking
they have highlighted -oral answer
- Call on some pairs at random to perform -presenting
their conversations in front of the whole
class.
- Give feedback on their performance.
Activity 2:
+ Ask Ss to work individually to put the - exchange opinions Board, - analyzing the
jumped words and phrases to make textbook requirement
questions about giving and receiving -oral answer
presents -presenting
- Call some Ss to read aloud or write on
the board those questions and correct any
mistakes
+Have Ss take turns asking and answering
these questions in pairs.
- Walk around to facilitate Ss when they
need help.
- Call on several Ss at random to report
what they have learnt about their partner,
and then give feedback.
Key: 1. Who do you often buy presents
for?
2. On what occasions do you buy
presents?.
3. Which shop do you usually go to when
you’re shopping for presents?
4. What’s the most expensive present
you’ve given?
5. On what occasions do you receive
presents?
6. What presents do you normally get?
7. What is the best present you’ve ever
received?
3. Culture:
Activity 1:
* Pre teach the key words
+ standard of living: (n) mức sống - answer the Board, - analyzing the
+ properous (a) thịnh vượng questions textbook requirement
+ self-reliance (a) tự chủ
+ respect (v) tôn trọng
+ high-status (a) địa vị cao
- Divide the class into two big groups.
Each group will read one reading passage
to get the main idea.
- Ask one student from group A to work
with one student from group B to form a
pair and exchange the information that
they have just read.
- Have each pair find out the similarities
and differences of the idea of success
between these two nations.
- Ask several pairs to report their findings.
*Key:
1. For the Americans, success means
providing their family with a decent
standard of living and ending their career
in a higher and more prosperous position
than when they began it. Success is also
the result of hard work and self-reliance.
2. For Vietnamese, success goes along
with a high-status job with good income
and respect at work.
3. Both the American and Vietnamese
associate success with earning a lot of
money.
4. The Americans rely more on
themselves, while the Vietnamese expect
more respect from other people.
4. Homework
- T asks Ss to learn the structures and
-take notes Board - analyzing the
vocabulary.
requirement
Date of teaching:
I. OBJECTIVES:
1/ Knowledge: - identify the stress in two-syllable words with derivatives.
something.
-verbalize thoughts of inventions by applying the comparative and
superlative adjectives

(level 1) (level 2)
with derivatives syllable words correctly syllable words and correctly
with with derivatives.
derivatives.
Question: Could you
identify the stress in
two-syllable words
with derivatives?
2. Use the gerunds It is possible to Using the Expressing the Speaking
and infinitives to talk use the comparative and situations using cohesively and
about the uses or comparative superlative the comparative fluently
purposes of the and superlative adjectives and superlative
comparative and adjectives adjectives
superlative adjectives.
Question: Could you
express these
comparative and
superlative adjectives?

PROCEDURE
aids
1. Warm-up
- Ask students to recall what they have -present their ideas -Textbook -Identifying
learnt in Unit 6.
- Speak out their ideas and opinions,
knowledge that they have learnt in Unit 7.
2. Pronunciation:
Activity 1:
- Ask Ss to tell the differences in stress -listen Board, Accuracy
patterns of the words that have the same textbook, CD
spelling, but belong to different parts of player
speech
- Play the CD once and ask S to put the
mark before the stressed syllable in the
words given.
- Let them listen again if necessary
- Ask Ss to check their answer with other
classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help
them to notice the stress of the target
words
*Key: 1. ex’port 2. ‘protest
3. ‘contrast
4. im’port 5. ob’ject
3. Vocabulary:
Activity 1:
- Ask Ss to work on their own first. - complete the Board, -analyzing
- Then ask Ss to compare answers with a sentences using textbook requirement
partner to see if they have the same words -working in pairs
answer -presenting
- After that, elicit answers from the whole
class and correct the wrong ones
- Ask Ss to read the text again and
practice retelling the story in pairs or
groups if there is enough time
*Key: 1. wife 2. get married
3. engaged
4. reception 5. honeymoon.
6. wedding
7. bridegroom 8. best man
9. bride 10. bridesmaids
4. Grammar:
Activity 1: Fill in the gaps with the
correct form of the adjective in brackets.
Add any other words if necessary.
- Elicit the rule of forming comparative - write down their Board, - analyzing the
and superlative of adjective from Ss sentences textbook requirement
- Ask Ss to work individually and then -writing
exchange with others -oral answer
*Key: 1. harder, easier 2. more/less -presenting
dangerous
3. the most famous 4. more polluted
5. the most delicious
Activity 2 Correct the sentences, adding
articles when necessary
- Ask Ss name the grammar point - answer the Board, - analyzing the
- Ask them to do the activity to reinforce questions textbook requirement
these grammar points -speaking
- Check the answers with the whole class -oral answer
and explain any points if necessary -presenting
* Key: 1. We are having a great time in
Hanoi
2. Let’s go to Nha Trang for a week next
summer
3. Where’s the money I gave you on the
first of this month?
4. For my birthday, I got a book, a DVD,
and the latest CD by my favourite band.
5. On the radio, I heard a/the song that I
really liked.
Project:
Students do the survey in PROJECT in -discuss the Board, - analyzing the
groups at break time. Teacher design the questions textbook requirement
form and students hand in the results in -work in groups -speaking
written form as assignment. -oral answer
-presenting
-teamwork
5. Homework
vocabulary.

the topic.
I. READING
Task 1: Read a text about common wedding riruals in the USA and answer the questions that
follow.
Common wedding rituals in the USA
Being a country of different cultural races, there is a great variety of wedding styles in the
United States. However, the majority of wedding nowadays still follow a number of traditions. One
of the traditions dating back to the nineteenth century is about what a bride should wear on her
wedding day. It is commonly believed that on her wedding day , the bride should carry with her “
some thing old, something new,something borrowed, and something blue”. This is because each of
these things has a special meaning for the bride on this big day.
When a bride wears “something old”, it reminds her of her family and the past. Thus, some
brides may wear their mother’s wedding dress of a piece of her jewelly.
“ something new” that the bride wears means good luck and hope for a happy future with
her husband. This new item is usually a pairs of new shoes, or it can be the wedding dress or
something else.
When the bride wears “something borrowed”, it symbolizes the help and support she gets
from her friends and her family whenever she needs it. An example of “something borrowed”, can
be a married friend’s bridal veil or a friend’s handkerchief.
“something blue” means trust and faith between the bride and the groom. Nowadays, some
brides are creative with this item. For example, they may have their fingernails painted blue.
Nevertheless, the most popular blue item is the garter that the bride wears on her leg.
Things are changing fast these days; however, the rituals about what the bride should wear
on her wedding day remain kept strictly by a lot of women in the USA.
1. When did the tradition about what the bride should wear on her wedding day start?
A. From the 8th century
B. From the 9th century
C. From the 18th century
D. From the 19th century
2. What might the bride wear to remind her of her family and the past?
A. her mother’s wedding dress
B. a pairs of new shoes
C. A friend’s handkerchief
D. a blue garter
3. Which items symbolizes good luck and hope for a happy future?
A. something old
B. something new
C. something borrowed
D. something blue
4. When the bride wears something borrowed, what does it symbolize?
A. her past memories
B. her wish for a better future
C. support from her family and friends
D. The trust and faith between the bride and groom
5. Why does brides have their fingernails painted blue?
A. To show the importance of something blue they wear
B. Because so many brides paint their fingernails a blue colour
C. To show how creative some brides are
D. To explain why some brides don’t wear blue garters.
II. SPEAKING
Task 2: Work in group of four . Discuss the questions.
1. A horoscope is a prediction of a person’s future based on the position of the stars and
planets. Do you read your horoscope? Why/why not?
2. Why do you think some people are interested in their horoscope?
KEY
I. READING
Task 1:
1. D 2. A 3. B 4. C 5.C
II. SPEAKING
Students’answers
Date of teaching:
REVISION FOR TEST 3
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about home life.
-verbalize thoughts of family life by using vocabulary and expression for
describing your body and you.
-gain more vocabulary of topic of your body and you


(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?
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 statements are
true or false?
3. Revise the use of It is possible to Using some tenses Expressing the Talking about
the passive voice use of some may help us write situations using some topics in
with modals and tenses or speak more the passive voice Unit 6 and 7
comparative and comprehensively. with modals and
superlative comparative and
adjectives superlative
adjectives
Question: Could
you express these
passive voice with
modals and
comparative and
superlative
adjectives?

PROCEDURE
aids
1. Warm-up
- Greeting and checking attendance. -present their ideas -Textbook -Identifying
- Teacher asks Ss to do the homework.
2. Grammar:
1. The passive voice with modals
S + modals + be + V-edpII + (by O) -listen Board, Accuracy
E.g She can answer the textbook, CD
question. player
The question can be
answered.
 Note : Mét sè ®éng tõ kh¸c cã thÓ
bÞ ®éng chia gièng nh modals.
S + will/ have to/ be going to + be V-edpII + (by O)
2. Comparative and superlative

adjectives
a. So sánh hơn.
 Đối với tính từ ngắn.
*Form: adj + ER + than
* e.g: Mr Brown is older than Mr
Peter.
 Đối với tính từ dài.
* Form: more + adj + than
*e.g: A car is more expensive Board, -analyzing
than a bicycle. textbook requirement
b. So sánh hơn nhất. -working in pairs
 Đối với tính từ ngắn. -presenting
* Form: the + adv/adj + EST
* e.g: Ha is the tallest in the class.
 Đối với tính từ dài
* Form: the + most + adv/adj
* e.g: This is the most difficult lesson
in the book
* Các trường hợp ngoại lệ
So sánh So sánh hơn

hơn nhất
Good better Best
Bad worse Worst
Many/ more Most
much
Little less Least
Far farther/ farthest/furthes
further
Near nea
r - write down their Board, - analyzing the
nearest/next sentences textbook requirement
3. Exercises: -writing
Exercise 1: Change the following -oral answer
sentences into passive sentences. -presenting
1. You should open the wine about three
hours before you use it.
2. You must not hammer nails into the
walls without permission.
3. Someone will serve refreshments.
4. No one can do anything unless
someone gives us more information.
5. We will not admit children under
sixteen.
6. They suggested making the tests easier. - complete the Board, - analyzing the
(Use should) sentences using textbook requirement
7. Children couldn’t have done all this words -speaking
damage. -oral answer
Exercise 2: Give the correct form of
the adjectives in brackets. -presenting
1. It was an awful day. It was the
(bad)_____________ day of my life.
2. He was a bit depressed yesterday, but
he looks (happy)____________today
3. John’s car is (well)________________
than Mary’s.
4. That’s the (far)_______________ way
to the city center.
5. I feel (good)_________________ today
than I did last week.
6. HCM City is the (big)______________
city in Viet Nam.
7. Marjorie has (many)_______________
books than Sue.
8. He is (bad)______________ than ever
before.
9. This bottle has (little)______________ -discuss the Board, - analyzing the
water than my bottle. questions textbook requirement
10. Nam is (nice)_______________ than -work in groups -speaking
Minh. -take notes
4. Consolidation:
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
- Teacher asks Ss to give examples for

the grammatical parts above.

topic
I. LISTENING
Task 1: Listen to a woman asking a travel agent for some information about a park in
the mountains.
1. In the park, there is _____________
A. a café
B. a hotel
C. a guest- house
2. The village has a ____________
A. swimming pool
B. cinema
C. food shop
3. You can only go through the park____________
A. by car
B. by bus
C. on food
4. On weekday, a visit to the park costs___________
A. $ 12
B. $13
C. $ 14
I. LISTENING (1.0p)
Part 1. Listen to Eric talking to Mary about the weekend. Their friend Carlos is coming to
visit them. Choose the best answer among (A, B or C)
5. In the park, the woman will see____________
A. animals
B. flowers
C. snow
II. WRITING
Write a paragraph ( of approximately 150-180 words) about marriage customs in Viet Nam.
Depending on some cues:
1. What happens before the wedding
2. What happens during the wedding ceremony
3. What happens after the wedding
KEY
I. LISTENING
Task 1: Listen to a woman asking a travel agent for some information about a park in
the mountains.
1. In the park, there is _____________
A. a café
B. a hotel
C. a guest- house
2. The village has a ____________
A. swimming pool
B. cinema
C. food shop
3. You can only go through the park____________
A. by car
B. by bus
C. on food
4. On weekday, a visit to the park costs___________
A. $ 12
B. $13
C. $ 14
5. In the park, the woman will see____________
A. animals
B. flowers
C. snow
II. WRITING
Students’answers
Date of teaching:
ONE-PERIOD TEST
Question 1 - When is the football match?

A) Saturday morning B) Saturday afternoon C) Sunday afternoon
Question 2 - Where are they going to eat on Saturday evening?
A) at home B) in an Italian restaurant C) in a Chinese restaurant
Question 3 - What are they going to do on Sunday morning _______
A) go for a drive B) get up late C) go to the cinema
Question 4 - Where are they going to have lunch on Sunday _______
A) in a café B) in a pub C) at home
II. READING (2.0p)
Part 1. Read the passage and circle the best answer for the following questions.
These days, most people in Britain and the US do not wear very formal clothes. But sometimes it is
important to wear the right thing.
Many British people don’t think about clothes very much. They just like to be comfortable. When
they go out to enjoy themselves, they can wear almost anything. At theatres, cinemas and concerts
you can put on what you like from elegant suits and dresses to jeans and sweaters. Anything goes,
as long as you look clean and tidy.
But in Britain, as well as the US, men in offices usually wear suits and ties, and women wear
dresses of skirts (not trousers). Doctors, lawyers and business people wear quite formal clothes.
And in some hotels and restaurants men have to wear ties and women wear smart dresses.
In many years, Americans are more relaxed than British people, but they are more careful with their
clothes. At home, or on holiday, most Americans wear informal or sporty clothes. But when they go
out in the evening, they like to look elegant. In good hotels and restaurants, men have to wear
jackets and ties, and women wear pretty clothes and smart hairstyles.
It is difficult to say exactly what people wear informal or formal in Britain and the US, because
everyone is different. If you are sure what to wear, watch what other people do and then do the
same. You’ll feel more relaxed if you don’t look too different from everyone else.
Question 5. Many British people wear freely when they ___________.

A. attend meetings B. attend lectures C. spend their spare time D. meet their friends
Question 6. Who doesn’t usually wear suits and ties?
A. Lawyers B. Doctors C. Drivers D. Secretaries
Question 7. If you visit an American friend at home in the evening, you may find that your friend
wears _________.
A. pretty clothes B. informal clothes C. formal clothes D. dirty clothes
Question 8. If you are in a foreign country, the best way the writer suggests to you is to wear
________.
A. strange clothes B. pretty clothes C. as the people there do D. your native
clothes
Part 2. Read the passage and circle the best answer to fill in the gaps.
In the 1960s the women's liberation movement burst suddenly into the public consciousness
and quickly grew into the largest social movement in the history of the United States. Women's
liberation movement (9) ________ a continuation of the 19th-century women's rights
movement. The movement's major (10) _____ has included not only legal, economic, and
political gains (11) _______ also has changed the ways in which people live, dress, dream of
their future, and (12) _______ a living.
Question 9. A. is B. are C. was D. were

Question 10. A. achievement B. civilization C. status D. power
Question 11. A. with B. either C. and D. but
Question 12. A. put B. make C. get D. take
III. VOCABULARY AND GRAMMAR. (4.0p)

Choose the word whose underlined part is pronounced differently from that of the others.
Question 13. A. gender B. degree C. ceremony D. reception
Question 14. A. bride B. income C. eliminate D. qualified
Choose the word whose stress is placed differently from that of the others.
Question 15. A. complicated B. diversity C. government D. ancestor
Question 16. A. ceremony B. proposal C. majority D. reception
Choose the best option to complete each of the following sentences or answer the questions.
Question 17. Before doing _________, I often ask for the useful advice from my grandparent.
A. something important B. important something
C. importance somthing D. something importance
Question 18. I’m sorry. It’s late. I must go now. - __________.
A. You are welcome B. Good bye. See you soon C. Not at all D. Hello
Question 19. As a country with many mysteries and legends, Vietnam has kept various
_____beliefs about daily activities.
A. superstition B. superstitious C. superstitive D. superstitiously
Question 20. My oldest sister’s wedding will _________ in the spring.
A. takes after B. take place C. takes place D. take after
Question 21. “Thank you very much for the lovely flowers.” - “_________”
A. You’re welcome. B. You like flowers, don’t you?
C. Yeah, the flowers are nice. D. It was an excellent choice.
Question 22. Jack and Rose need the _________ of their parents before holding a wedding
ceremony.
A. approve B. approving C. approval D. approvable
Question 23. Superstitions sti l________ an important part of life for many people in Vietnam.
A. take B. play C. do D. give
Question 24. Alice danced ________ any other girls at the ball.
A. more graceful than B. the most graceful
C. more gracefully than D. the most gracefully
Question 25. A lot of people choose a __________ date for occasions such as wedding, funeral and
house moving days.
A. favorable B. favorite C. favor D. developed
Question 26. Many people believe that the first person who visits their home on the first day of the
New Year will _________ their life.
A. effect B. affect C. change D. affect on
Question 27. In Spain, it is believed bad luck to enter _________ room with your left foot.
A. X B. a C. an D. the
Question 28. Reducing gender ________ improves productivity and economic growth of a nation.
A. equality B. inequality C. possibility D. rights
IV. WRITING (3.0p)

A. Rewrite the following sentences in such a way that it means exactly the same as the
sentences given. (1.0p)
Question 29. The Nile is the longest river in the world.
No other __________________________________________________________________
Question 30. Any kind of violence mustn’t be allowed at school.
We ______________________________________________________________________
B. Rearrange these word and phrases into meaningful sentences. (2.0p)

31. intelligent / is / My / than / classmates. / younger / less / her / sister
______________________________________________________________________
32. students. / by / The / the strictly / must /followed / be / regulations
______________________________________________________________________
33. most / She/ the / polite / is / I / met. / have / woman / ever
______________________________________________________________________
34. these medicines / must / We / children’s reach. / keep / out of
______________________________________________________________________
- THE END –
Date of teaching:
CORRECTION
Date of teaching:
Unit 8 NEW WAYS TO LEARN
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about new ways to learn.
-verbalize thoughts of new ways to learn by using vocabulary and expression
for describing inventions
-gain more vocabulary of topic of new ways to learn


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, new ways to new ways to
gained by reading in gained through students need to learn learn
speaking and
writing
Question: Can you
write or talk about
new ways to learn?
PROCEDURES
Students’
activities
aids
1. Warm up - look at the -CD player -analyzing
Ask Ss these questions: picture - text books -oral answering
1. Have you ever owned any personal -answer some
electronic devices? questions
2. What are they used for? -guess the words
- Leads in the new lesson
2. New lesson
New ways to learn
- Ask As look at the pictures and guess the - Listen to the Board, pictures, -Observing
topic of the conversation. recording. postcard -Analyzing
- Have Ss predict what they are talking about - Read the CD player -Vocabulary
- Encourage all kinds of predictions conversation
with later.
Activity 2: True/ False
What is the conversation about? -Do the reading Board, -analyzing
- Go through the statements to make senses task number 2 textbook requirement
quickly. + read the -working in pairs
- Ask Ss do it individually in 5 minutes requirement of -reading
- Encourage Ss to compare the answers with a task1 comprehension
partner. +discuss in pairs -presenting
- Invite some Ss to give the answer and then to find out the
explain their choices. correct answers
- Give feedback to Ss’ work. +present and
Answers: explain the correct
1. F 2.F 3. NG 4. T 5. F answers and why
6. T they are chosen
Activity 3: -Get feedback.
- Have Ss work in pairs to find the adjectives
which describe the devices used as learning
tool then discuss the meaning in five minutes
- Invite some Ss to give the words and the
meaning.
- Give feedback on Ss’ presentations
* Suggested answer:
1. personal: your own
2. electronic: having many small parts that
control and direct a small electric current
3. modern: relating to the present time or -reading
- guess their
recent time Board,
meanings
4. excellent: exceptionally good textbook
5. useful: being of practical use
6. mobile: able to be moved easily
7. digital: showing information by using
figures
8. perfect: being complete & without
weaknesses
9. great: superior in quality or degree
Activity 4: Read the conservation again,
and give answers to the following questions.
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level -Work in pairs
proficiency -Present their ideas Board -Discussing
- Get Ss to work in pairs or groups to discuss -Discussing with -Teamwork
the answers. the whole class -Communicating
- Call on different Ss to answer these
questions
Key:
1. They are talking about smartphones,
laptops and tablet computers.
2. They have changed the way we learn.
3. They use them to take photos or record
their work, which can be later shared with the
class.
4. because they can be used to store
information, take notes, write essays and do
calculations.
5. He does his assignments and projects, and
studies English.
3. Homework
- Ask Ss to learn by heart the words or phrases -Writing
related to the personal electronic devices. - take notes
Date of teaching:
Lesson 2 Language
I. OBJECTIVES:
1/ Knowledge: - identify the stress in three-syllable adjectives and verbs.
- use relative clauses: defining and non-defining clauses with “who, that,
which and whose”
3/ Attitudes: -understand new ways to learn
-verbalize thoughts of inventions by applying relative clauses: defining and
non-defining clauses with “who, that, which and whose”
(level 1) (level 2)
in three-syllable stress in three- pronounce words stress in three- English fluently
adjectives and verbs syllable correctly syllable and correctly
adjectives and adjectives and
verbs verbs.
Question: Could you

identify the stress
patterns of compound
nouns and noun
groups.?
2. Use the gerunds It is possible to Using relative Expressing the Speaking
and infinitives to talk use relative clauses: defining situations using cohesively and
about the uses or clauses: and non-defining relative clauses: fluently
purposes of relative defining and clauses with defining and
clauses: defining and non-defining “who, that, which non-defining
non-defining clauses clauses with and whose” clauses with
with “who, that, “who, that, “who, that,
which and whose” which and which and
whose” whose”
Question: Could you

express these
situations using
relative clauses:
defining and non-
defining clauses with
“who, that, which and
whose”?

PROCEDURE
Teacher’s activities Students’ activities Board/Screen Expected
show/Teaching skills/capacity
aids
1. Lead-in
- T informs the class of the lesson -present their ideas Textbooks -analyzing
objectives: Getting to know relative -oral answering
pronouns and relative clauses.
2. Vocabulary:
- Ask Ss to work individually, read the -match Textsbooks -analyzing
phrases(1-5) then find the meaning for -oral answering
each of them (a-e) in 3 minutes
-Elicit Ss to use the context of the
conversation to choose the meaning for
each phrase.
* Key:
1. a 2. d 3. b 4. c 5. a
Activity 2:
- Invite some Ss to check the answer -identify Textsbooks -analyzing
-Ask Ss to work individually first, then -oral answering
check with a partner.
- Check with the whole class and ask Ss
if they have ever used one of these
devices and add more uses if any.
* Key: 1. A,B,C 2. A,
C 3. A, C
4. B 5. B
6. A,B, C
3. Pronunciation
- Play the recording for Ss to listen. - Listen to the Textsbooks, -Accuracy
- play it again with pauses for Ss to listen recording. CD player -Fluency
and repeat. - Read the words -Confidence
- Ask some Ss to read the words again
and give comment on Ss’ pronunciation
- Invite individuals Ss at random to read
the words. Correct them, if necessary
Activity 2:
- Focus on the stress patterns of three- - Listen to the Textsbooks, -Accuracy
syllable adjectives and verbs. recording. CD player -Fluency
- Ask Ss to listen and practice saying them - Read the words
correctly
- Play the tape again. Ask Ss to put a
mark before the stress syllable in each
word.
- Check with the whole class to make
sure that every student has done this
exercise correctly.
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
3. Grammar: Defining and non-
defining relative clauses
Activity 1:
- complete the
- Ask Ss to read the sentences taken from sentences Board, -analyzing
Getting started underlined the relative textbook requirement
pronouns and their functions. -working in pairs
- Revise the uses of the relative pronouns -presenting
through these sentences.
- Help Ss to distinguish defining relative
clause vs non-defining relative clause.
- Check Ss’ work and comment.
* Key:
1. that 2. which 3. That
4. which 5. whose
- These pronouns are used to define or
identify the nouns preceding them.
+ Defining relative clauses: 1,3,5
+ Non- defining R.Cs: 2,4
Activity 2:
- Have Ss work in pairs to match sentence - Understand the textbook -analyzing the
part in A with a suitable one in B in 4 task requirement
minutes. - work individually -presenting
- Check some Ss’ answer and comment. - Get feedback.
- Ask Ss to read watch out, check for
comprehension.
* Key:
1. e 2.d 3. a 4. f 5. c 6. b
Activity 3:
- Let Ss do this exercise in 4 minutes. - Understand the textbook analyzing the
- Call some Ss at random to give the task requirement
answer and then give feedback to Ss’ - work individually -presenting
work. - Get feedback.
Answers:
1. which/ that 2. whose 3. which
4. who/ that 5. whose 6. Who
4. Homework
- T asks Ss to do exercises again at home. -take notes Board
Optional Period 25: REVIEW OF PRONUNCIATION, VOCABULARY, GRAMMAR

+ revise some grammar points.
I. PRONUNCIATION
Task1: Finh the word with a stress pattern that is diffeent from the others
1. A. delicious B. encourage C. excited D. motivate
2. A. physical B. official C. successful D. surprising
3. A. different B. understand C. relative D. following
4. A. continue B. amazing C. annoying D. meaningful
5. A. disappointed B. defining C. distracting D. specific
II. VOCABULARY
Task 2: Complete the sentences with the words in the box
Personal digital technology electronic application
1. I’m looking for some new___________ to put on my smartphone to improve my English
pronunciation.
2. please don’t ask him questions about his family. He hates answering
___________questions
3. That laptop, which has the latest ___________, is very expensive.
4. The pharse “_________natives” refers to people who are familiar with computers and the
Internet from an early age.
5. My son , who is a promising pianist,is now interested in composing__________ music.
III. GRAMMAR
Task 3:Finish the incomplete sentences , using relative pronouns.
1. The boy is my cousin. You make fun of him.

2. The student is from china. He sits next to me.

3. I thanked the woman. This woman had helped me.

4. The professor is excellent. I am taking his course.

5. Mr. Smith said he was too busy to speak to me. I had come to see him.

6. I saw a lot of people and horses. They went to market.

7. Tom has three sisters. All of them are married.

KEY
I. PRONUNCIATION
Task1: Finh the word with a stress pattern that is diffeent from the others
1. A. delicious B. encourage C. excited D. motivate
2. A. physical B. official C. successful D. surprising
3. A. different B. understand C. relative D. following
4. A. continue B. amazing C. annoying D. meaningful
5. A. disappointed B. defining C. distracting D. specific
II. VOCABULARY
Task 2: Complete the sentences with the words in the box
Personal digital technology electronic application
1. I’m looking for some new applications to put on my smartphone to improve my English
pronunciation.
2. please don’t ask him questions about his family. He hates answering personal questions
3. That laptop, which has the latest technology, is very expensive.
4. The pharse “digital natives” refers to people who are familiar with computers and the
Internet from an early age.
5. My son , who is a promising pianist,is now interested in composing electronic music.
. GRAMMAR
Task 3:Finish the incomplete sentences , using relative pronouns.
1. The boy is my cousin. You make fun of him.
 The boy whom you make fun of is my cousin
2. The student is from china. He sits next to me.
 The student who sits next to me is from china
3. I thanked the woman. This woman had helped me.
 I thanked the women who had helped me
4. The professor is excellent. I am taking his course.
 The professor whose course I am taking is excellent
5. Mr. Smith said he was too busy to speak to me. I had come to see him.
Mr Smith whom I had come to see said he was too busy to speak to me
6. I saw a lot of people and horses. They went to market.
 I saw a lot of people and horses that went to market
7. Tom has three sisters. All of them are married.
 Tom has three sisters all of whom are married
Date of teaching:
Lesson 3 Reading
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about new ways to learn.
-verbalize thoughts of inventions by using vocabulary and expression for new
ways to learn
-gain more vocabulary of topic of new ways to learn


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, new ways to new ways to
gained by reading in gained through students need to learn learn
speaking and
writing
Question: Can you
talk about new ways
to learn?
PROCEDURE
aids
I. WARM-UP - look at the - text books -observing
Activity 1: pictures -analyzing
-Let Ss look at the pictures and answer - answer the -oral answering
the questions. questions
1. What are students doing?
2. What is the reading text about?
1. They are using smartphones, and
tablets to study in the classroom.
2. We are going to read about electronic
devices which help us learn knowledge.
II. PRE-READING
Activity 2:
- Check if Ss know the meaning of the -Guess English word Board, pictures, -Observing
words on the left, explain these words if which teacher would postcard -Analyzing
necessary. like to elicit -Vocabulary
- Have Ss match each of the words with -Get feedback and
its meaning first then check with a write them down
partner.
- Go over the answer to make sure Ss
have done correctly.
* Answer:
1. c 2.d 3. a 4.
e 5. f 6.b
III. WHILE-READING
Activity 3: -Do the reading task Board, -analyzing
-Make sense of the three options. number 1 textbook requirement
-Ask Ss to read the text silently in 5 + read the -working in pairs
minute. requirement of task1 -reading
-Have Ss choose the best title and give +discuss in pairs comprehension
their explanation for their choice. to find out the -presenting
- Call one or two Ss to check the answer correct answers
* Key: b. New ways to learn English +present and
- Work in pairs to do this activity. explain the correct
-Take turns asking and answering answers and why
Activity 4: they are chosen
- Ask Ss to scan the text to find the -Get feedback.
answer for the question.
- Have Ss in pairs ask and answer
- Check some pairs, give feedback to Ss’
answer.
* Key:
1. We can download them in mobile
devices and study anywhere.
2. We can see words on the screen and
hear them spoken.
3. We can choose to practice with native
speakers of different accents and genders.
4. We can use them to record real life
English speech, lessons, songs or English
language films.
5. Because it will make learning English
easier, faster, more effective and more
enjoyable.
IV. POST-READING
Activity 5: -Work in pairs Board, -Teamwork
- Divide class into groups of 4 or 5 Ss and -Read the text again textbook -Communicating
let them discuss the question. -answer the
- Walk round to monitor the class and questions
offer help.
- Invite two or three groups to report what
they have talked.
- Give comment to Ss’ talks.
* Suggested answers:
Some Ss in my groups have smartphones
and laptop. We use these devices to look
up new words, download and store digital
lessons and practice. These devices help
us improve our pronunciation, vocabulary
and skills as well.
V. HOMEWORK
- Ask students to learn by heart the new -Take note Board
words.
Date of teaching:
Lesson 4 Speaking
I. OBJECTIVES:
1/ Knowledge:- talk about new ways to learn
- - express their ideas about new ways to learn
- apply vocabulary and expression for describing new ways to learn
3/ Attitudes: - understand some facts about new ways to learn
-verbalize thoughts of new ways to learn

(level 1) (level 2)
information to speak information is information to new ways to an issue
about new ways to necessary for present is a learn effectively by
learn presenting strategy to choosing
information
Question: Could you
choose the things
which apply to new
ways to learn?

for new ways to learn about an issue, a table helps questions for problem or an
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about new required to be successful conversation about new ways
ways to learn natural and conversation, about new ways to learn
logical. people need to to learn by using
take turn to ask cues in the table.
and answer
Question: Can you
make a conversation
about new ways to
learn by using cues in
the table?
PROCEDURE
aids
I. WARM-UP - name some -postcard -observing
Show several images of electronic electronic devices -analyzing
devices on the screen, ask sts to write the -answering
names and how do they help you learn at
school? Board, pictures, -observing
* Suggested answer: postcard -analyzing
Personal computer, laptop, smartphone, -vocabulary
tablet, speakers
II. PRE-SPEAKING
Activity 1: - read the Board, -analyzing
- Give Ss time to read through the conversation textbook requirement
arguments in favour of using electronic -working in pairs
devices in learning and match arguments -presenting
1-4 with explanations a-d
- Ask them to compare the answer with a
partner.
- Call on some Ss to check
- Ask Ss to exchange the answer with a
partner.
* Answer:
1.d 2. b 3. c 4. A
Activity 2:
- Guide Ss to understand the requirement textbook -analyzing
of this activity. - complete the table requirement
- Give Ss several ways to express their -working in
ideas about the most effective ways of groups
using electronic devices. -presenting
- Present a model
E.g: In my opinion, making learning and
teaching faster, easier and better is an
effective way of using electronics
because teachers can use these devices to
prepare for the lesson, and students can
look for information on electronics.
- Have Ss, in groups, to express their
ideas.
-Call on some Ss to check.
Activity 3: -discuss Board, -analyzing
- Call on some Ss to check. textbook requirement
- Ask two Ss to model the example -presenting
- Have Ss discuss in pairs in 5 minutes.
-Walk round and offer help if necessary
- Check two pairs and comment.
III. WHILE-WRITING
Activity 4:
- Divide class into groups of 3 to 4
students, ask Ss to focus on getting
answer to the questions and note down - make a similar Board, -analyzing
their group’s discussion in 4 minutes. conversation textbook requirement
- Ask the representatives from some -present
groups to report the results of their group
work to the class.
IV. POST-WRITING
- Summarize what they have learnt by textbook -speaking
asking Ss some questions: - answer the
What have you learnt today? What can questions
you do now?
- Suggested answers:
+ I can talk about how electronic devices
can help us learn.
+ I can give a report about how their
classmates use the devices to learn school
subjects.
V. HOMEWORK
expressions. -Take note
Date of teaching:
Lesson 5 Listening
I. OBJECTIVES:
1/ Knowledge:- listen to the conversation to get detail information about new ways to learn.
- - apply vocabulary and expression for describing new ways to learn
- verbalize thoughts of new ways to learn

(level 1) (level 2)
relating to that
topic.
Question: Could you
each following
sentences?
the information is
carefully
Question: Could you
listen to the
conversation?
PROCEDURE
aids
I. WARM-UP
- Have students look at the pictures and - Look at pictures on -postcard -Discussing
elicit their answers to the questions in the the board
instructions. - Answer those
Ex: What are the students doing? questions.
What do you think you are going to listen
about?
- Ask them to use the caption to help them
guess.
Suggested answers:
The students are learning English with
computers. Maybe they are searching the
Internet for information or using a
webpage to study.
We guess we are going to listen to some
new ways to learn using the Internet and
electronic devices.
- After all, inform students of the lesson
objective: listening for specific
information about using electronic devices
to study English.
II. PRE-LISTENING
- get tired of : -Guess English word Board, pictures, -Observing
- search engine: which teacher would postcard -Analyzing
- level: like to elicit -Vocabulary
- record: -Get feedback and
- native speaker: write them down
- effectively:
- success:
- Teacher may give more explanation on
the use of these words and phrases.
Task 1: True or False?
+ Ask Ss to read all the statements and - listen to the Board, -analyzing
guess if they are true of false. Make sure conversation textbook, CD requirement
that students understand all the statements - work in pairs to player -working in pairs
before listening. tick what is true or -presenting
- Explain if there are any new words. Give false about them.
the Vietnamese equivalents if necessary. - Get feedback.
- Play the recording and have students do
the activity. Check their answers.
- Play the recording again if many
students in the class have incorrect
answers, pausing at the places where they
can get the correct information.
*Key: 1. F 2. T 3. T 4. F
5. T
Task 2: Listen again and complete the
following sentences by writing no more
than three words.
- Teacher asks students to read the -Listen again and Board, - analyzing the
instructions and the sentences 1-5. Make answer the questions textbook, CD requirement
sure that they understand the sentences. -get feedback player -listening
Provide help with the new vocabulary if
necessary.
- Play the recording once or twice again
- Ask students to work with a partner to
compare their answers.
- Invite representatives from some pairs to
report their answers to the class. Give
feedback and correct any wrong answers.
Keys:
1. easily and effectively
2. access and take
3. learning vocabulary
4. native speakers
5. chance of success.
IV. POST-LISTENING
Task 3: Discussion
- Inform students that this is a post- -discuss Board, -communicating
listening activity. - work in groups textbook -speaking
- Ask students to work in groups of 3 or 4
and discuss the questions. Students note
down their group members' answers and
get ready to report. Have some students
present their reports to the class.
- Check and give feedback.
- Call on some Ss at random and have
them express their opinions to the whole
class.
V. HOMEWORK

the topic.
I. READING
Task 1: Circle the best answer to fill in the gaps in the following passage
The use of computers has meant that students can study language programmes at their own speed
when and for how long they want- and no need to (1)_____________ about the teacher having a
favourite lesson or doing another boring lesson. What is more, in the virtual classrooms of the
future the student will (2)____________on their headset, and be transported into an imaginary
school, choose their class, take the books they need off the shelf and (3)_____________
conversations with other computerized students. They might preferably choose to pay a visit to the
supermarket or the train station, the bank or the restaurant. At the push of a button, they would be
transported to (4)____________ realistic settings where they could practice their English , maybe
getting a hand (5)_____________ a virtual English companion.
1. A. upset B. discuss C. trouble D. worry
2. A. place B. put C. set D. get
3. A. do B. take C. hold D. catch
4. A. so B. such C. like D. alike
5. A.from B. with C. to D. for
II. SPEAKING
Task 2: Complete the following interview with answers for the given questions
1. A: Have you got any personal electronic devices?
B:______________________________________
2. A: What do you do use your smartphone for?
B:_____________________________________
3. A: How do you practise listening with your smartphone?
B: ______________________________________
4. A: What do you do use your laptop for?
B: ______________________________________
5. A: Do you use your laptop to study English?
B:_______________________________________
6. A: Do you use your electronic devices to study other subjects?
B:________________________________________
KEY
I. READING
Task 1: Circle the best answer to fill in the gaps in the following passage
The use of computers has meant that students can study language programmes at their own speed
when and for how long they want- and no need to (1)_____________ about the teacher having a
favourite lesson or doing another boring lesson. What is more, in the virtual classrooms of the
future the student will (2)____________on their headset, and be transported into an imaginary
school, choose their class, take the books they need off the shelf and (3)_____________
conversations with other computerized students. They might preferably choose to pay a visit to the
supermarket or the train station, the bank or the restaurant. At the push of a button, they would be
transported to (4)____________ realistic settings where they could practice their English , maybe
getting a hand (5)_____________ a virtual English companion.
1. A. upset B. discuss C. trouble D. worry
2. A. place B. put C. set D. get
3. A. do B. take C. hold D. catch
4. A. so B. such C. like D. alike
5. A.from B. with C. to D. for
II. SPEAKING
Task 2: Complete the following interview with answers for the given questions
1. A: Have you got any personal electronic devices?
B:______________________________________
2. A: What do you do use your smartphone for?
B:_____________________________________
3. A: How do you practise listening with your smartphone?
B: ______________________________________
4. A: What do you do use your laptop for?
B: ______________________________________
5. A: Do you use your laptop to study English?
B:_______________________________________
6. A: Do you use your electronic devices to study other subjects?
B:________________________________________
Date of teaching:
Lesson 6 Writing
I. OBJECTIVES:
1/ Knowledge:- write about the advantages of electronic devices as learning tools
- apply vocabulary and expression about new ways to learn
3/ Attitudes: -understand how to use the expressions of new ways to learn
-improve writing skill
about new ways to learn
(level 1) (level 2)
for writing about the overview for consists of outline for outlines for
benefits of invention writer control introduction, body writing about the every types of
what he/she and conclusion. advantages of writing
want to write electronic
devices as
learning tools
Question: Could you
set up an outline
the advantages of
electronic devices as
learning tools
information, information and the advantages the advantages
you have to outline to write of electronic of electronic
analyze that effectively. devices as devices as
information learning tools learning tools
before you
write.
Question: Write a
paragraph

PROCEDURE
aids
I. WARM-UP
- Write the phrase Using electronic - Look at pictures on -postcard -Discussing
devices in learning on the board. Focus on the board -Observing
the pictures and the instructions. - guess -Analyzing
- Elicit students' ideas about the pictures. - answer the -Reading
Give suggestions by asking some questions
questions to help students think and talk
about the advantages and disadvantages of
using electronic devices in learning.
II. PRE-WRITING
Activity 1:
- Give students time to read the sentences -Read Board, -analyzing
about some advantages and disadvantages -Get feedback and textbook requirement
of using electronic devices in learning. write them down -working in pairs
- Give the explanation and meaning of - answer the -presenting
some new words and phrases mentioned questions
in the texts. -get feedback
- Have them compare their answers with a
partner first, and then ask some students
to read out loud their answers to check as
a class.
Key:
A: 2, 4, 6. D: 1,3,5
Activity 2:
- Give students time to read the text about - answer the Board, -analyzing
the disadvantages of using electronic questions textbook requirement
devices in class. -get feedback -working in pairs
- Elicit students' answers about the use of -presenting
linking words.
Linking words:
First of all, Second, Last but not least, In
conclusion.
III. WHILE-WRITING
Activity 3:
- Ask students to read the sample writing - work in groups Board, - analyzing the
again. Remind them of the structure of a textbook requirement
short text that starts with a topic -writing
sentences, followed by supporting ideas -oral answer
1,2,3 and ends with a concluding -presenting
sentence.
- Tell students to write a draft first, then
write a short text about the advantages of
electronic devices as learning tools.
- Students write the text in class. When
they finish, ask them to exchange it with a
partner for peer comments/correction.
- Alternatively, have students write the
text at home.
- Collect students' papers in the next
lesson. Give feedback on some papers in
class.
IV. POST-WRITING
Task: Correction
- ask some groups to write their -correct the mistakes Board, -writing
paragraphs on the board. - take notes textbook
- give comments and correct Ss’ mistakes
in grammar or word choice.
V. HOMEWORK
Date of teaching:
I. OBJECTIVES:
- - express their ideas about new ways to learn.
- apply vocabulary and expression for describing new ways to learn
3/ Attitudes: - understand some facts about new ways to learn.
-verbalize thoughts of new ways to learn

(level 1) (level 2)
about the new ways to necessary for present is a effectively by
learn presenting strategy to choosing
information
Question: Could you
choose the things
which apply to new
ways to learn?

new ways to learn about an issue, a table helps questions for problem or an
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about new required to be successful conversation about new ways
ways to learn natural and conversation, about new ways to learn
logical. people need to to learn by using
take turn to ask cues in the table.
and answer
Question: Can you
make a conversation
about new ways to
learn by using cues in
the table?
PROCEDURE
aids
1. Warm up
- Inform the class of the lesson objective. - Guess -postcard -Discussing
(further skill development, after reading
some comments on electronic devices and
a text about how children in the United
States use electronic devices, Students
have more chances to practice speaking.)
2. Communication:
Activity 1:
- Ask students to read the comments on - answer the Board, -Observing
personal electronic devices and decide the question textbook -Analyzing
most reasonable comment, and to provide
reasons for their choice.
- Encourage students to express their own
opinions.
Activity 2:
- Have students read the instructions - report the answers Board, - analyzing the
carefully. Ask a pair of students to model textbook requirement
the example. Have all students work in -speaking
pairs (and use their own arguments if they -oral answer
can). -presenting
- Go around the class to offer help if
necessary.
- T may provide students new words,
phrases, and structures that they may need
to express their opinions.
Example:
Student A: What do you think could be
the disadvantage of electronic devices?
Student B: Some people think that
electronics are bad for your eyes, and
radiation from them could harm your
body.
Student A: Oh, really? I cannot believe
that I think they are harmless to users.
3. Culture:
Activity 1:
* Pre teach the key words - exchange opinions Board, - analyzing the
- Teacher teaches students the meaning of textbook requirement
some new words and phrases in the text. -oral answer
- modern technology: (np) -presenting
- do assignments: (vp)
- promote: (v)
- ability: (n)
- critical thinking :(np)
- bad effect (np);
- After that, teacher asks students to read
the text about how electronic devices are
used among children in the United States.
- Have students read and answer the
questions in pairs. Then check students'
answers as a class.
- Some students present their results to the
class.
- Teacher controls the performance of
correction among students.
*Key:
1. They use them to look up and store - answer the Board, - analyzing the
information, do assignments and projects, questions textbook requirement
do calculations and play games.
2. About 2 out of 5 have.
3. They may help promote listening and
speaking ability.
4. They may help improve their critical
thinking, reading, writing, and maths
skills.
5. They can be great educational tools,
but the wrong use may cause very bad
effects.
Activity 2: -discuss Board, - analyzing the
- Teacher has students in groups of 4 or 5, textbook requirement
and talk about how children in their
area/Vietnam use mobile/ electronic
devices.
- Students work in groups of 4 or 5 to talk
about how children in Vietnam use mobile
electronic devices.
4. Homework -take notes Board
vocabulary.
Date of teaching:
I. OBJECTIVES:
1/ Knowledge: - identify the stress in three-syllable adjectives and verbs.
- use relative clauses: defining and non-defining clauses with “who, that,
which and whose”
3/ Attitudes: -understand new ways to learn
-verbalize thoughts of inventions by applying relative clauses: defining and
non-defining clauses with “who, that, which and whose”
(level 1) (level 2)
adjectives and verbs syllable correctly syllable and correctly
adjectives and adjectives and
verbs verbs.
Question: Could you

identify the stress
nouns and noun
groups.?
2. Use the gerunds It is possible to Using relative Expressing the Speaking
and infinitives to talk use relative clauses: defining situations using cohesively and
about the uses or clauses: and non-defining relative clauses: fluently
purposes of relative defining and clauses with defining and
clauses: defining and non-defining “who, that, which non-defining
non-defining clauses clauses with and whose” clauses with
with “who, that, “who, that, “who, that,
which and whose” which and which and
whose” whose”
Question: Could you

express these
situations using
relative clauses:
defining and non-
defining clauses with
“who, that, which and
whose”?

PROCEDURE
aids
1. WARM-UP
- Ask students to recall what they have -discuss -Textbook -Identifying
learnt in Unit 7.
- Speak out their ideas and opinions,
knowledge that they have learnt in Unit 7.
2. Pronunciation:
Activity 1: Accuracy
- Teacher plays the recording. Have -listen Board,
students listen and repeat after the textbook, CD
recording. player
- Teacher helps students to review the
stress patterns of three-syllable adjectives
and verbs.
Activity 2:
- Teacher plays the recording again. - complete the Board, -analyzing
Students listen and put a mark (') before sentences using textbook requirement
the stressed syllable. words -working in pairs
‘adjective, e’lectric, e’ffective, -presenting
‘wonderful, con’venient, ‘similar,
‘graduate, de;velop, con’tinue, con’sider,
‘dedicate, recom’mend
Vocabulary:
Activity 1:
- Teacher informs students that the words - write down their Board, - analyzing the
in the box are among the most commonly sentences textbook requirement
used in the unit. Students decide which -writing
words best complete the sentences. -oral answer
- Teacher may help to remind the meaning -presenting
and use of the words given.
Alternatively, extend this activity by
asking students to make their own
sentences with each of the words.
*Key: 1. D 2. E 3. B 4. C 5. F
6. A
3. Grammar:
Activity 1:
- Teacher sets the time limit and gets - answer the Board, - analyzing the
students to do the activity individually, questions textbook requirement
then call on some students to tell their -speaking
-oral answer
answers and write the correct answers on -presenting
the board.
- Ask Ss to work individually and then
exchange with others
*Key: 1. which/ that 2. who 3.
which 4. whose
5. who/ that 6. whose
Activity 2:
- Teacher asks students to pay attention to -discuss the Board, - analyzing the
the instructions. Set a time limit and have questions textbook requirement
students do the activity individually. -speaking
-work in groups -oral answer
- Call on six students to write their
-presenting
answers on the board. Underline any -teamwork
mistakes and ask other students to correct
them. Provide help, if necessary.
Project:
4. Homework
vocabulary.

topic
I. LISTENING
Task 1: You will hear some information about a zoo.
Listen and complete the questions given
PARK ZOO
Monday - Saturday, open from: (1)________________
to: (2) _______________
Name of nearest station: (3)________________
Elephant House closed on: (4)________________
Shop sells books, postcards and: (5)________________
(6)________________
Costs of family ticket:
II. WRITING
TASK 2: Write a short paragraph about the advantages of using laptop in learning.
KEY
I. LISTENING
Task1:
1. 9a.m 2. 7:30pm 3. North Station
4. 3rd of May 5. T shirts 6. 12
II. WRITING
Students’answers
Date of teaching:
REVIEW 3
Lesson 1 Language
I. OBJECTIVES:
writing.
-gain more vocabulary in unit 6,7 and 8


(level 1) (level 2)
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you
decide whether
true or false?
some tenses use of some may help us write situations using some topics in
tenses or speak more some tenses Unit 6, 7 and 8
comprehensively.
Question: Could
you express these
situations using
some tenses ?

PROCEDURE
aids
1. Warm up
- Teacher may introduce the review by -discuss -Textbook -Identifying
asking Ss if they remember what they
have learnt so far in terms of language. T
then summarises Ss’ answers and adds
some more information, if necessary.
2. Vocabulary:
Task 1:
- Ask Ss to do this activity individually,
and then compare their answers with a - complete the Board, -analyzing
partner’s. sentences using textbook, CD requirement
- Write the correct answers on the board. words player -working in pairs
Ask students to raise hands if their -presenting
answers match.
Answers: 1. pay 2. discrimination
3. right
4. gender 5. inequality
Task 2:
- Ask Ss to do this activity individually. - write down their Board, - analyzing the
- Ask a student to write his/ her answers words textbook requirement
on the board. Read each one and ask the -writing
class if they agree or not, then confirm the -oral answer
correct one. -presenting
Answers: 1. electronic 2. player
3. television shows 4. tablet
5. software
3. Pronunciation
Task 3: Sort out the words
- Ask Ss to do this activity individually, - answer the Board, - analyzing the
and then compare their answers with a questions textbook requirement
partner’s. -speaking
- Show the correct answers on the board. -oral answer
Answer: -presenting
OO OO OOO
actor relax indicate
lovely forget organise
artist enjoy modernise
famous remove difficult
- T asks Ss to read these words.
4. Grammar
Task 4:
- Elicit the form and use of the passive - answer the - analyzing the
voice, and the meaning of the modals: questions Board, requirement
must, will, should, may. textbook -speaking
- Ask a student to write his/ her answers -oral answer
on the board while other Ss do this -presenting
activity individually. -teamwork
Answers: 1. This door must be kept shut.
2. Refreshments will be served (by
someone).
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books may be kept for two weeks.
Task 5:
- Elicit the form and use of comparative -discuss the Board, - analyzing the
and superlative of adjectives. Ask Ss to do questions textbook requirement
this activity individually, and then -work in groups
compare their answers with a partner’s.
- Ask a student to write his/ her answers
on the board.
Answers: 1. more simple (or simpler)
than 2. the oldest
3. more important than
4. the most beautiful
5. heathier (or more healthy) than
Task 6: Matching
- Elicit the use of relative clauses -compare their Board, - analyzing the
(defining and non-defining). Ask Ss to do answers textbook requirement
this activity individually, and then
compare their answers with a partner’s.
- Write the correct answers on the board.
Answers:
1. Tom works for a company that/ which
makes electronic devices.
2. Linda told me her e-mail address,
which I wrote on a piece of paper.
3. I don’t like people who/ that are never
on time.
4. What was the name of girl whose
mobile phone was stolen?
5. Mr Brown, who has worked for the
same university all his life, is retiring next
month.
5. Homework
- T asks Ss to do exercises again at home. -take note
Date of teaching:
REVIEW 3
Lesson 2 Skills
I. OBJECTIVES:
writing.


(level 1) (level 2)
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you
decide whether
true or false?
comprehensively.
Question: Could
you express these
situations using
some tenses ?

PROCEDURE
aids
I. Reading
- Ask Ss to do activities 1 and 2 -discuss -Textbook -Identifying
individually, and check their answers
with a partner’s. Give correct answers and
explanations if necessary.
Keys:
1b: 1.d 2.c 3. b 4. a Accuracy
2: 1. It helps students learn English in a -listen Board,
more stimulating way. textbook, CD
2. Because it can engage students and player
provide them with interactive
opportunities.
3. Because with it teachers can make
grammar or vocabulary presentations and
save them for using again.
4. They can download gap-fill exercises,
multiple-choice quizzes or games.
5. They can drag and drop their answers
into the gaps with their fingers.
II. Speaking
- Ask Ss to work in groups, reading about - report their Board, -analyzing
different customs in four countries. Then results textbook requirement
ask Ss to discuss the three questions that -working in pairs
follow. -presenting
- Ask Ss to share their opinions with their
partners.
III. Listening
- Play the recording once for Ss to listen - answer the Board, - analyzing the
and choose their answers. questions textbook requirement
- Play the recording again for Ss to check -listening
their answers. Then give the correct -oral answer
answers. -presenting
- Alternatively, play one or more times for
Ss to choose the correct answers.
Key: 1. F 2. T 3.F 4.F
5.T 6. F
IV. Writing
- Ask Ss to use the points given in Dos -discuss the Board, - analyzing the
and Don’t (of their own ideas) to write questions textbook requirement
about what customs a visitor to Viet Nam -work in groups -writing
should know. Ask Ss to write the draft
first in class, and then they may write
their final versions at home.
Date of teaching:
Unit 9 PRESERVING THE ENVIRONMENT
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about environment.
-verbalize thoughts of environment by using vocabulary and expression for
describing environment
-gain more vocabulary of topic of environment


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, environment environment
speaking and
writing
Question: Can you
write or talk about
environment?
PROCEDURES
Students’
activities
aids
1. Warm up - look at the -CD player -analyzing
Ask Ss these questions: picture - text books -oral answering
1. Have you been aware of environmental -answer some
problems? questions
2. What have you done for the environment? -guess the words
- Leads in the new lesson
2. New lesson
Preserving the environment - Listen to the Board, pictures, -Observing
Activity 1: Listen and read recording. postcard -Analyzing
- Ask As look at the pictures and guess the - Read the CD player -Vocabulary
topic of the conversation. conversation
- Have Ss predict what they are talking about
- Encourage all kinds of predictions
with later.
- Ask Ss to work in pairs to label the photos. -Do the reading Board, -analyzing
- Allow 2 minutes for the pairs to look up the task number 2 textbook requirement
words and phrases in a dictionary and confirm + read the -working in pairs
their meaning. requirement of -reading
- Check Ss’ answers as a class. Have Ss note task1 comprehension
down the words in their notebooks. +discuss in pairs -presenting
Answers: a. greenhouse effect b. to find out the
pollution correct answers
c. deforestation d. polar ice +present and
melting e. fossil fuels explain the correct
answers and why
they are chosen
-Get feedback.
Activity 3: Questions and answers

- Ask Ss to read the conversation again and -Work in pairs Board, -reading
think of the answers to the questions. -Present their ideas textbook
- Ask Ss to work individually. Allow enough -Discussing with
time for them to check the information. the whole class
Remind Ss to underline the key words in the
questions, and use them to scan for the
relevant information in the
conversation.
- Elicit answers from different Ss.
* Suggested answer:
1. He is writing a letter for the school
newsletter.
2. The editor asked Nam to write some
practical advice on environmental
preservation.
3. It means the negative influence or effect on
the environment.
4. Because he thinks if we can see the impacts
on the natural environment, we will know
how to protect it.
5. They are deforestation, pollution, global
warning, fuel depletion, polar ice melting and
the rise of sea levels.
6. Answers will vary.
4. Homework
- Ask Ss to learn by heart the words or phrases - take notes Board
related to environment impacts and ways to
protect the environment
Optional Period 28: REVIEW OF PRONUNCIATION,VOCABULARY,GRAMMAR

+ revise some grammar points
I. PRONUNCIATION
Task 1: Find the world with a stress pattern that is different from the others.
1. A. animal B. invention C. energy D. influence
2. A. editor B. confusion C. pollution D. depletion
3. A. removal B. atmosphere C. detergent D. consumption
4. A. disposal B. protection C. chemical D. solution
5. A. scientist B. chemical C. injury D. awareness
II. VOCABULARY
Task 2: Use the words from the box to complete the sentences.
Environment depletion pollution plants preservation
1. The ______________ of the ozone layer is not a good thing for the Earth
2. We need to protect ______________ for the next generation.
3. Woeldwide rainforest___________ has been the aim of many environmentalists.
4. Environmental________________ is one of the greatest and most urgent problems in mordern
times.
5. Any amateur gardener knows________________ need two things to survive: sunlight and water.
Task 3: Make nouns from the verbs by adding the correct suffix: tion,sion,ation. Make
changes in the word form, if necessary.
1. erode 
2. deplete 
3. contaminate 
4. destroy 
5. pollute 
III. GRAMMAR
Task 4: Change the following sentences in direct speech to reported speech
1. Nam said “I am told to be at school before 7 o’clock”
.....................................................................................................................................
2. Thomas said “All the students will have a meeting next week”
.....................................................................................................................................
3. She said “My parents are very proud of my good marks”
.....................................................................................................................................
4. The teacher said “All the homework must be done carefully”
.....................................................................................................................................
5. Her father said to her “You can go to the movie with your friend”
.....................................................................................................................................
6 "Please, help me to make a decision," Ann asked her friend.
.....................................................................................................................................
7 "Don't leave these books on the table, put them back on the shelf," the librarian said to the student.
.....................................................................................................................................
8 "Be a good girl and sit quietly for five minutes," the nurse said to the child.
.....................................................................................................................................
9 "Leave your things here," my companion advised me.
.....................................................................................................................................
10 "Don't discuss this question now," said the chairman to the participants.
.....................................................................................................................................
KEY
I. PRONUNCIATION
Task 1: Find the world with a stress pattern that is different from the others.
1. A. animal B. invention C. energy D. influence
2. A. editor B. confusion C. pollution D. depletion
3. A. removal B. atmosphere C. detergent D. consumption
4. A. disposal B. protection C. chemical D. solution
5. A. scientist B. chemical C. injury D. awareness
II. VOCABULARY
Task 2: Use the words from the box to complete the sentences.
1. The depletion of the ozone layer is not a good thing for the Earth
2. We need to protect environment for the next generation.
3. Worldwide rainforest preservation has been the aim of many environmentalists.
4. Environmental pollution is one of the greatest and most urgent problems in mordern times.
5. Any amateur gardener knows plants need two things to survive: sunlight and water.
Task 3: Make nouns from the verbs by adding the correct suffix: tion,sion,ation. Make
changes in the word form, if necessary.
1. erode  erosion
2. deplete  depleption
3. contaminate contamination
4. destroy destruction
5. pollute  pollution
III. GRAMMAR
Task 4: Change the following sentences in direct speech to reported speech
1. Nam said “I am told to be at school before 7 o’clock”
 Nam said that he was told to be at school before 7 o’clock
2. Thomas said “All the students will have a meeting next week”
 Thomas said All the students would have a meeting the following week
3. She said “My parents are very proud of my good marks”
 She said her parents were very proud of her good marks
4. The teacher said “All the homework must be done carefully”
 The teacher said All the homework had to be done carefully”
5. Her father said to her “You can go to the movie with your friend”
 Her father told her she could go to the movie with her friend”
6 "Please, help me to make a decision," Ann asked her friend.
 Ann asked her friend to help her to make a decision,"
7 "Don't leave these books on the table, put them back on the shelf," the librarian said to the student.
 The librarian told the studen not to leave these books on the table, to put them back on the
shelf
8 "Be a good girl and sit quietly for five minutes," the nurse said to the child.
 The nurse told the child to be a good girl and sit quietly for five minutes
9 "Leave your things here," my companion advised me.
 My companion advised me to leave my things there
10 "Don't discuss this question now," said the chairman to the participants.
 The chairman told the participants not to discuss that question then.
Date of teaching:
Lesson 2 Language
I. OBJECTIVES:
1/ Knowledge: - identify the stress in three-syllable nouns.
- use reported speech
-verbalize thoughts of inventions by applying reported speech
(level 1) (level 2)
nouns syllable nouns. correctly syllable nouns. and correctly
Question: Could you

identify the stress
nouns and noun
groups.?
2. Use the gerunds It is possible to Using reported Expressing the Speaking
and infinitives to talk use reported speech situations using cohesively and
about the uses or speech reported speech fluently
purposes of reported
speech
Question: Could you
express these
situations using
reported speech?

PROCEDURE
aids
1. Vocabulary:
Activity 1:
- Go through the words in the box and - find the compound Textbooks -analyzing
check Ss’ understanding. nouns -oral answering
- Ask Ss to complete the sentences - Get feedback and
individually. In a weaker class, get them write them down
to work on the sentences in pairs.
- Check answer as a class.
* Key: 1. preserve 2. Deforestation
3. Fossil fuels
4. greenhouse effect 6. Global warming
7. depletion 8. Damage
Activity 2:
- Read the information in Do you know…?
and go through the nouns and verbs with
the class. -match Textsbooks -analyzing
- Elicit or explain the meaning of the -oral answering
words.
- Ask Ss to work individually.
* Key: 1. protect 2.
preservation 3. contaminate
4. consumption 5. deforest 6.
pollute 7. deplete
Activity 3:
- Ask Ss to read the sentences first for
comprehension, and then underline the
key words and phrases. These words are -identify Textsbooks -analyzing
often used together as collocations, and -oral answering
can be used to figure out the missing
words.
- Check answers as a class or have Ss
compare their completed sentences.
Key:
1. consumption 2. consume 3.
preserve
4. preservation 5. polluted 6.
pollution
7. contamination 8. contaminate
2. Pronunciation
- Focus Ss’ attention on the instructions - Listen to the Textsbooks, -Accuracy
and the word box. Play the recording and recording. CD player -Fluency
pause after each word for Ss to repeat - Read the words -Confidence
chorally and individually.
- Elicit the meaning of the words and help
Ss identify the syllable in each word.
- Ask Ss to to read quickly the sentences
in the VOCABULAY section 3, and
underline three-syllable nouns. Ask Ss to
add two of them to the word box.
Suggested answers: energy, atmosphere
Activity 2:
- Focus Ss’ attention on the instruction. - Listen to the Textsbooks, -Accuracy
Have Ss read through Do you know…? recording. CD player -Fluency
Check understanding of the activity. - Read the words
- Play the recording once through for Ss to
listen.
- Play the recording again for Ss to do the
activity.
* Key:
’article ’influence ’energy
so’lution
’newsleter po’llution pro’tection
’atmosphere
’editor con’fusion ’scientist
’chemical
3. Grammar: Reported speech
Activity 1: Board, -analyzing
- Focus Ss’ attention on the instructions - complete the textbook requirement
and ask them to read Do you know…? sentences -working in pairs
Check understanding. -presenting
- Ask Ss to read the conversation in
GETTING STARTED again and find the
speakers’ names to fill the gaps..
* Key:
1,3,5: Nam 2: the editor 4,6:
Nam’s father
Activity 2:
- Read the instructions and analyse the
first sentence as example. Remind Ss of
the changes to the verb form and pronoun.
* Key: textbook -analyzing the
1. Nam said (that) pollution was one of requirement
the problems in his neighbourhood. - Understand the -presenting
2. The editor said (that) more people were task
aware of the preservation of natural - work individually
resources. - Get feedback.
3. The students told their teacher (that)
they were discussing the protection of the
natural environment.
4. Nam’s father told him to use the web
search engine to find the information that
he need.
5. Nam said (that) air pollution was one
of the causes of the greenhouse effect.
4. Homework
- T asks Ss to do exercises again at home. -take notes Board
Date of teaching:
Lesson 3 Reading
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about the environment.
-verbalize thoughts of the environment by using vocabulary and expression
for the environment
-gain more vocabulary of topic of the environment


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, the environment the environment
speaking and
writing
Question: Can you
talk about the
environment?
PROCEDURE
aids
- Ask Ss to look at the pictures pictures -analyzing
- answer the -oral answering
questions
II. PRE-READING
Activity 1: Prediction -Guess English word Board, pictures, -Observing
- Let Ss look at the photos and the which teacher would postcard -Analyzing
instructions. Ask what can you see in the like to elicit -Vocabulary
photos? What is the environmental -Get feedback and
impact in each photos? write them down
- Elicit the answers and put and put them
on the board.
- Give feedback.
Key: a. noise pollution b. water -Accuracy
pollution -Fluency
c. air pollution d. soil -Confidence
pollution
III. WHILE-READING
Activity 2:
- Ask Ss to read the instruction and the -Do the reading task Board, -analyzing
options carefully, and underline any key number 1 textbook requirement
words that may help them predict the + read the -working in pairs
content of the text. requirement of task1 -reading
- Allow enough time for Ss to skim the +discuss in pairs comprehension
paragraphs quickly. Encourage Ss to share to find out the -presenting
their ideas with their partners. correct answers
- Check the answer. +present and
* Answer: c explain the correct
Activity 3: answers and why
- Focus Ss attention on the instruction. they are chosen
Write all the highlighted words from the -Get feedback.
reading text on the board.
- Go over the definitions with the whole
class.
- Check comprehension and have Ss - match the words
match the words.
- Alternatively, ask Ss to work in pairs.
Key
1. ecosystem 2. pesticides 3.
inorganic
4. vegetation 3. fertilizer 6.
pollutants
Activity 4:
- Ask Ss to read the instructions carefully, -Work in pairs Board, -analyzing
and underline the key words in the -Read the text again textbook requirement
sentences provided. -answer the -working in pairs
- Encourage Ss to underline the parts of questions -reading
the reading text relevant to the statements. comprehension
- Check answer as a class, and encourage -presenting
Ss to justify their choices by referring to
the relevant information in the reading
text.
* Key:
1. T 2. F 3. T 4. T 5. T
6. T
1. Environmental pollution is one of the
impacts of human activities.
2. The greenhouse effect is a result of air
pollution.
IV. POST-READING
Activity 5:
- Ask Ss some guiding questions before -Work in groups Board, -Teamwork
their discussion: What type of pollution is -Present their ideas textbook -Communicating
there in your neighbourhood? What are -Discussing with the
the causes and effects? How can you help whole class
reduce this type of pollution?
- Arrange Ss into group of 3 or 4 and let
them discuss the question.
V. HOMEWORK
- Ask students to learn by heart the new -Take note
words.
Date of teaching:
Lesson 4 Speaking
I. OBJECTIVES:
- - express their ideas about the environment.
- apply vocabulary and expression for describing the environment
3/ Attitudes: - understand some facts about the environment
-verbalize thoughts of the environment

(level 1) (level 2)
information to speak information is information to the environment an issue
information
Question: Could you
choose the things
which apply to the
environment?

for inventions about an issue, a table helps questions for the problem or an
speaker is speaker systemize environment issue by
thoughtfully from a table
and logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about the required to be successful conversation about the
environment natural and conversation, about the environment
logical. people need to environment by
and answer table.
Question: Can you
make a conversation
about the environment
table?
PROCEDURE
Students’
activities
aids
I. WARM-UP - name -postcard -observing
- Ask Ss to write sentences using some words some things -analyzing
in context: -answering
Vegetation, fertilizers, pesticides, pollutants
- Feedback
II. PRE-SPEAKING
Activity 1: -guess the Board, pictures, -observing
- Ask Ss to label the photos with the types of words postcard -analyzing
pollution. -vocabulary
- Check the answers and have different Ss
write them on the board.
* Answer:
a. soil pollution b. water
pollution
c. air pollution c. noise
pollution
Activity 2: - read the
- Guide Ss to understand the requirement of Board, -analyzing
conversation
this activity. textbook requirement
- Focus Ss’ attention on the instructions and -working in
the table. pairs
- Ask Ss to work individually and read the text -presenting
carefully before they complete the table.
Remind them to refer back to the reading text
to get the necessary information.
- Encourage Ss to share their ideas with a
partner. Check answers as a class and write
them on the board.
Human Type of
Consequence - complete
activity pollution textbook -analyzing
fossil fuel a series of the table requirement
burning by environmental -working in
motor problems such groups
vehicles, air as acid rain, -presenting
factories, pollution greenhouse
aircrafts and effect, globe
rockets warming and
health problem
fertilizers contaminated
and pesticide vegetation and
sprays, the decrease of
harmful soil soil fertility
rubbish and pollution leading to the
chemicals negative
thrown in the utilization of
rivers land
loud and noise human
annoying pollution psychological
sounds from and health
factory problems such
machinery, as stress, the
motor increase of
vehicles, health rate and
aircraft, and hearing
musical damage
instruments
III. WHILE-SPEAKING
Activity 3:
This activity focuses on speaking about -discuss Board, -analyzing
environmental impacts. - make a textbook requirement
- Give enough time for Ss to read the similar -presenting
conversation individually. Check conversation
comprehension as a class.
- Have Ss practise the conversation in pairs.
- Monitor the activity and select some pairs to
role-play the conversation in front of the class.
IV. POST-SPEAKING
Activity 4:
Focus Ss attention on the instructions. - talk about Board, -analyzing
- Divide the class into groups of 3 – 4 students. the textbook requirement
- Allow Ss enough time to select the type of environment -presenting
pollution and prepare their conversation.
- Encourage Ss to write the main points or
ideas expressed by each speaker. Help Ss with
any problems and remind them that they can
add their own ideas while discussing.
Activity 5:
- Have Ss act out their conversations in front of
the class. Discuss their performance as a class.
- Alternatively, have Ss discuss and act out
their conversations in groups.
V. HOMEWORK
- Ask students to learn by heart the -Take note board
expressions.

the topic.
I. READING
Task 1: Read the text about Rainforests. Answer the questions.
Rainforests are valuable habitats for species of wild animals and vegetation. They are also
important because the huge number of plants and trees there provide oxygen, through a process
called photosynthesis, and help to regulate the world’s climate and atmosphere. This is why the
rainforests are often referred to as the “lungs” of the Earth.
Despite their value , worldwide rainforests have been gradually destroyed. This is called
deforestation. Trees are cut down for materials such as wood and paper, and the use of farming land
and crop such as soya and palm oil. Soya is used as human food and animal feed. Palm oil is used to
process food, and as a bio-fuel alternative to petrol and diesel.
Everyone can help reduce deforestation and save rainforests, or on a broader scale,the ecosystems
around the world. The following steps can be abbreviated as TREES:
 Teach others about the importance of the environment and how they can help to save
rainforest.
 Restore damaged ecosystems by planting trees on land where forests have been cut down
 Encourage people to live in a way that doesn’t hurt the environment
 Establish parks to protect rainforests and wildlife
 Support companies that operate in waaays that minimize damage to the environment.
1. Why are rainforest important?

2. What are rainforests compared with?

3. What are trees cut down for?

4. Why are soya and palm oil grow?

5. What does TREES mean?

II. SPEAKING
Task 2: Work in pairs. Describe the types of pollution you know
What is the source of pollution?
Where does it happen?
What are the negative effects of this type of pollution?
KEY
I. READING
Task 1: Read the text about Rainforests. Answer the questions.
Rainforests are valuable habitats for species of wild animals and vegetation. They are also
important because the huge number of plants and trees there provide oxygen, through a process
called photosynthesis, and help to regulate the world’s climate and atmosphere. This is why the
rainforests are often referred to as the “lungs” of the Earth.
Despite their value , worldwide rainforests have been gradually destroyed. This is called
deforestation. Trees are cut down for materials such as wood and paper, and the use of farming land
and crop such as soya and palm oil. Soya is used as human food and animal feed. Palm oil is used to
process food, and as a bio-fuel alternative to petrol and diesel.
Everyone can help reduce deforestation and save rainforests, or on a broader scale,the ecosystems
around the world. The following steps can be abbreviated as TREES:
 Teach others about the importance of the environment and how they can help to save
rainforest.
 Restore damaged ecosystems by planting trees on land where forests have been cut down
 Encourage people to live in a way that doesn’t hurt the environment
 Establish parks to protect rainforests and wildlife
 Support companies that operate in waaays that minimize damage to the environment.
1. Why are rainforests important?
 Because they provide oxygen and help to regulate the world’s climate and atmosphere.
2. What are rainforests compared with?
 They are compared with the “lungs” of the Earth.
3. What are trees cut down for?
 They are cut down for materials such as wood and paper, and the use of farming land and
crop
4. Why are soya and palm oil grow?
 Soya is used as human food and animal feed. Palm oil is used to process food, and as a bio-
fuel alternative to petrol and diesel
5. What does TREES mean?
It is abbreviated: Teach , Restore, Encourage , Establish , Support
II. SPEAKING
Task 2: Work in pairs. Describe the types of pollution you know
What is the source of pollution?
Where does it happen?
What are the negative effects of this type of pollution?
Your solutions?
Date of teaching:
Lesson 5 Listening
I. OBJECTIVES:
1/ Knowledge:- listen to the conversation to get detail information about the environment.
- - apply vocabulary and expression for describing the environment
- verbalize thoughts of the environment

(level 1) (level 2)
relating to that
topic.
Question: Could you
each following
sentences?
the information is
carefully
Question: Could you
listen to the
conversation?
PROCEDURE
aids
I. WARM-UP
- Have students look at the pictures and - Look at pictures on -postcard -Discussing
elicit their answers to the questions in the the board
instructions. - Answer those
Ex: What are the students doing? questions.
What do you think you are going to listen
about?
- Ask them to use the caption to help them
guess.
Suggested answers:
The people are planting a tree.
- After all, inform students of the lesson
objective: listening for gist and specific
information about environment impacts.
II. PRE-LISTENING
- natural disaster(n) - erosion -Guess English word Board, pictures, -Observing
-sewage - civilization which teacher would postcard -Analyzing
- aquatic - mass media like to elicit -Vocabulary
- extinct /extinction -Get feedback and
- Elicit, model 3 times, ask Ss to repeat in write them down
chorus then individual, write on the board,
check meaning, stress and get Ss to copy
down.
- Teacher may give more explanation on
the use of these words and phrases.
Task 2:
This activity focuses listening for gist. - listen to the Board, -analyzing
- Ask them to read the instructions and the conversation textbook, CD requirement
titles. Make sure that Ss understand the - work in pairs to player -working in pairs
task and vocabulary. tick what is true or -presenting
- Check comprehension and explain false about them.
degradation (loss or decrease of quality). - Get feedback.
- Play the recording twice, pausing before
and after the second listening for Ss to
read and check their answers.
- Tell Ss to go through the answer
opinions and select the most appropriate
one. Check answers as a class and ask Ss
explain why this is the correct choice.
Keys: c. Environmental Degradation
Task 3: Discussion Board, - analyzing the
This activity focuses on listening for -Listen again and textbook, CD requirement
specific information. answer the questions player -listening
- Ask Ss to read the instruction and the -get feedback
words provided individually. Make sure
that they understand the task and the
vocabulary.
- Play the recording again for Ss to do the
task. Allow 2 minutes for Ss to discuss the
meaning of the words in pairs or to look
them up in a dictionary.
Key
1. degraded (lower in quality); resulted
(cause at outcome); erosion (condition in
which the earth’s surface in worn away by
the action of water or wind); sewage
(waste matter from home, carried away in
a system of pipes); aquatic (of water or
living in water); awareness (knowledge
of something)
Task 4:
This activity focuses on listening for -complete the Board, - analyzing the
specific information. information textbook requirement
- Focus Ss’ attention on the instructions. -listening
Allow enough time for Ss to read the
sentences. Check comprehension.
- Ask Ss to guess the word(s) and
complete the sentences. Then play the
recording again for Ss to check.
- Alternatively, play the recording all the
way through for Ss to listen and complete
the sentences.
Key 1. affected 2. global
warming 3. Ecosystem
4. health problems 5. control
6. friendly materials
IV. POST-LISTENING
Task 5:
Allow time for Ss to read the instruction -discuss Board, -communicating
and the questions. remind them to - work in groups textbook -speaking
underline the key words and phrases in
each question. Check comprehension.
- Play the recording again, pausing at
times. Tell Ss to note down the answers
during the pauses.
Key
1. The natural world in which people,
animals and plants live.
2. The burning of fossil fuels by factories
and motor vehicles.
3. the use of harmful chemicals in
agriculture.
4 The extinction of rare animals and
extreme floods and land erosion.
5. We should dump harmful rubbish and
chemicals at appropriate places.
6. We should replace deforestation with
forestation.
7. We should make every effort to
preserve the environment for the next
generations.
V. HOMEWORK - take notes
- Prepare for the next lesson. board
Date of teaching:
Lesson 6 Writing
I. OBJECTIVES:
1/ Knowledge:- write about the benefits of the environment
- apply vocabulary and expression about the environment
2/ Skills: - improve writing skill as well as speaking skill
3/ Attitudes: -understand how to use the expressions of the environment
(level 1) (level 2)
for writing about the overview for consists of outline for outlines for
environment writer control introduction, body writing a write every types of
what he/she and conclusion. about the writing
want to write environment
Question: Could you
set up an outline
the environment
information, information and the environment the environment
you have to outline to write
information
before you
write.
Question: Write a
paragraph

PROCEDURE
aids
I. WARM-UP
- Focus Ss’ attention on the topic of the - Look at pictures on -postcard -Discussing
writing. Ask different Ss about their the board
monthly water/ electricity bills of their - guess
homes by asking: How much does your
family pay for water/ electricity? Ask
different Ss to give some practical advice
on reducing their bills, and write the
information on the board.
II. PRE-WRITING
Activity 1:
- Ask Ss to look at the picture and read the - answer the Board, -Observing
caption. questions textbook -Analyzing
- Elicit answers from different Ss. Write -Reading
their answers on the board.
Activity 2:
- Focus Ss’ attention on the instructions -Read Board, -analyzing
and the text. Remind them to underline -Get feedback and textbook requirement
key words and phrases. Check write them down -working in pairs
comprehension. - answer the -presenting
- Allow enough time for Ss to read questions
through the text and do the matching -get feedback
individually. Give vocabulary
explanations or offer help if necessary.
- Ask Ss to share their answers with their
partners.
Notes
Natural resources: all the land, forests,
minerals, etc. existing naturally in a place
that can be used by people.
Key
1. d 2. c 3. b 4. a
Activity 3:
Ask Ss to focus on the instructions and - work in groups Board, - analyzing the
underline the key words. Check textbook requirement
comprehension. -writing
- Allow Ss enough time to read the -oral answer
information and do the matching -presenting
individually.
Key
a. 3 b. 1 c. 4 d.2
III. WHILE-WRITING
Activity 4:
Focus Ss’ attention on the instructions and - work in groups Board, -writing
the table. Check understanding. Explain textbook
the structure of the model to make sure Ss
can use it.
- Ask Ss to work in groups of 3 or 4 to
select one of the natural resources and
discuss the information in the table.
Encourage the groups to write complete
sentences using information provided.
- Go round and offer help with any
vocabulary or grammar question.
- Ask representatives of different groups
to read their drafts to the class. Correct the
errors, if necessary.
- Ask Ss to use the group drafts and write
their own texts individually. If there is not
enough time, assign the task for home
work.
- Ask different Ss to write selected
paragraphs on the board for the class to
give comments
IV. POST-WRITING
Task: Correction
- ask some groups to write their -correct the mistakes Board
paragraphs on the board. - take notes
- give comments and correct Ss’ mistakes
in grammar or word choice.
V. HOMEWORK
- Write the text again at home. -take note
Date of teaching:
I. OBJECTIVES:
- - express their ideas about the environment.
- apply vocabulary and expression for describing the environment
3/ Attitudes: - understand some facts about the environment.
-verbalize thoughts of the environment

(level 1) (level 2)
about the inventions necessary for present is a effectively by
information
Question: Could you
choose the things
which apply to the
environment?

inventions about an issue, a table helps questions for problem or an
thoughtfully from a table
and logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about the required to be successful conversation about the
environment natural and conversation, about the environment
logical. people need to environment by
and answer table.
Question: Can you
make a conversation
table?
PROCEDURE
aids
1. Communication:
Activity 1: - Guess -postcard -Discussing
- Focus Ss attention on the instructions
and the photos. Check comprehension.
- Ask different Ss to describe how the
action will affect the environment in each
photo. Put the information in two columns
on the board.
Key: Photo a: A man is spraying
pesticides.
This can cause soil
pollution.
Photo b: Forest trees were cut
down. This is deforestation and it will
result in climate change, global warming,
extreme floods and erosion.
Activity 2:
- Tell Ss that they are going to listen to - answer the Board, -Observing
two speakers talking about one of the question textbook -Analyzing
photos in 1. Focus Ss’ attention to the
instructions and questions, and remind
them to underline the key words in the
questions. Check comprehension.
- Play the recording twice, pausing before
the second listening for Ss to note down
the answers.
Key: 1. Photo b. 2.
Deforestation.
3. Climate change, global warming, and
extreme floods.
4. Control deforestation and have proper
forestation plans.
Activity 3:
- Ask Ss to work in pairs and read the Board, - analyzing the
- report the answers
instructions. Check understanding of the textbook requirement
task and allow enough time for the groups -speaking
to brainstorm ideas and prepare. -oral answer
- Call on representatives of different -presenting
groups to report their ideas to the class.
2. Culture:
Activity 1:
Focus on the picture of the animal and the - exchange opinions Board, - analyzing the
abbreviation. Check comprehension. textbook requirement
- Have Ss make their predictions -oral answer
individually. -presenting
- Check as a class.
Key: A panda. It comes from China.
WWF is for World Wide Fund for Nature
(formerly World Wildlife Fund)
Activity 2:
- Allow enough time for Ss to read the
questions and underline the key words - answer the Board, - analyzing the
individually. Then ask them to read the questions textbook requirement
text and underline information. Monitor
the activity and offer help with
vocabulary, if necessary.
- Encourage Ss to share their answers in
pairs or groups.
- Call on different Ss to report their
answers to the class.
3. Homework
vocabulary. -take notes Board

topic
I. LISTENING
Task 1:
II. WRITING
Task 2: Write complete sentences about air pollution, using the words and phrase below. You
may have to add linking words and make changes in the word form, if necessary.
1. one/biggest environmental impacts of human activities/air pollution.

2. Smoke/aircrafts/ factories chimneys/ bonfires/different kind of vehicles/ streets/ many/other
factors/damage/clean air/every day

3. Industrial factories/throw/air/huge amounts/polluatant gases

4. The air/many areas/so unclean that/people/ have to /masks/going/streets

5. Air pollution/lead /greenhoue effect/make/temperature/ Earth’s surface/higher

6. Global warming/lead/polar ice caps melting/rise of worldwide sea levels/climate changes/other
natural disaters.

7. Everyone/live /earth / should have/responsibility/reduce/ air pollution/protect clean air/our
survival.

8. worldwide governments/should have/control measures/ reduce air pollution/and/protect/natural
environment/ future generation.

KEY
I. LISTENING
Task 1:
1. Janet
2. Craig
3. Green park
4. 1984
5. 1990
6. 587634
II. WRITING
Task 2: Write complete sentences about air pollution, using the words and phrase below. You
may have to add linking words and make changes in the word form, if necessary.
1. One/biggest environmental impacts of human activities/air pollution.
 One of biggest environmental impacts of human activities is air pollution.
2. Smoke/aircrafts/ factories chimneys/ bonfires/different kinds of vehicles/ streets/ many/other
factors/damage/clean air/every day
 Smoke from aircrafts, factory chimneys, bonfires, differents kind of vehicles on streets and
many other factors damage clean air every day.
3. Industrial factories/throw/air/huge amounts/pollutant gases
 Industrial factories throw into the air huge amounts of pollutant gases.
4. The air/many areas/so unclean that/people/ have to /masks/going/streets
 The ai in many areas is so unclean that people have to wear masks when going out on the
streets
5. Air pollution/lead /greenhoue effect/make/temperature/ Earth’s surface/higher
 Air pollution leads to the greenhoue effect making the temperature of the Earth’s surface
higher
6. Global warming/lead/polar ice caps melting/rise of worldwide sea levels/climate changes/other
natural disaters.
 Global warming lead to the polar ice caps melting , the rise of worldwide sea levels, climate
changes and other natural disaters.
7. Everyone/live /earth / should have/responsibility/reduce/ air pollution/protect clean air/our
survival.
 Everyone living on the Earth should have the responsibility to reduce air pollution and
protect clean air for our survival.
8. Worldwide governments/should have/control measures/ reduce air pollution/and/protect/natural

environment/ future generations.
 Worldwide governments should have control measures to reduce air pollution and protect
the natural environment for the future generations.
Date of teaching:
I. OBJECTIVES:
1/ Knowledge: - identify the stress in three-syllable nouns.
- use reported speech
-verbalize thoughts of inventions by applying reported speech
(level 1) (level 2)
nouns syllable nouns. correctly syllable nouns. and correctly
Question: Could you

identify the stress
nouns and noun
groups.?
2. Use the gerunds It is possible to Using reported Expressing the Speaking
and infinitives to talk use reported speech situations using cohesively and
about the uses or speech reported speech fluently
purposes of reported
speech
Question: Could you
express these
situations using
reported speech?

PROCEDURE
aids
1. Pronunciation:
Task 1:
- Play the recording, pausing after each -listen -Textbook Accuracy
word for Ss to repeat chorally and
individually.
Task 2:
- Play the recording again, pausing after - complete the Board, -analyzing
each word for Ss to listen, and put a stress sentences using textbook, CD requirement
mark (’) before the stressed syllable. words player -working in pairs
- Check answers as a class. -presenting
- Ask different Ss to read out the words to
the rest of the class.
Key:1. po’llution 2. e’rosion 3.
’energy 4. ’animal
5. con’sumption 6. a’wareness 7.
’poverty 8. de’pletion
9. so’lution 10. pro’tection
2. Vocabulary:
Activity 1:
- Ask Ss to focus on the instruction and - write down the Board, - analyzing the
the words in the box. Tell them that these words textbook requirement
words are nouns or verbs. Encourage Ss to -writing
re-read Do you know…?on page 40 in the -oral answer
student’s book to help them identify the -presenting
class of the words.
Key: Verb: preserve protect
consume
emit deplete erode
Noun: animal pollution
energy
resource threat disposal
Activity 2:
- Allow time for Ss to read the instruction - answer the Board, - analyzing the
and the sentences individually. - Check questions textbook requirement
comprehension and offer help with any -speaking
unfamiliar vocabulary if necessary. -oral answer
- Ask Ss to work individually and -presenting
encourage them to share the answers with
their partners.
- Check Ss’ answers as a class.
Key: 1. preserve 2. pollution 3.
Awareness 4. protect
5. consumption 6.
depletion
3. Grammar:
Activity 1:
- Ask Ss to read the instructions and look -discuss the Board, - analyzing the
at the photo. Elicit some descriptions of questions textbook requirement
the photo from the class by asking: Where -speaking
are the people in the photo? What are -oral answer
they doing? Why are they doing it? -presenting
- Give SS time to read the text and do the -teamwork
task individually. Go round and offer help
with any unfamiliar vocabulary. Check
comprehension.
Key: ‘All this rubbish is killing fish and
other sea creature’.
‘We can clean the beach together’
‘I will ask our friends and neighbours to
come and help us’
‘I’m happy to hear that, children’.
‘protect yourselves from germs’
Activity 2:
Focus Ss’ attention on the instruction and -work in groups Board, - analyzing the
sentences. Check comprehension, and textbook requirement
remind Ss to reread Do you know…?on
page 40.
- Ask Ss to do the task individually. Go
round and offer help if necessary.
- For peer review, call on different Ss to
write their sentences on the board for the
class to comment.
Key:1. Mr Jones was very sad and said
that all that rubbish was killing fish and
other sea creatures.
2. Nick said that they could clean the
beach together.
3. Mary told them she would ask their
friends and neighbours to come and help
them.
4. Mr Jones told his children were so
happy to hear that.
5. Mr Jones gave the people gloves and
told them to protect themselves from
germs.
4. Homework
vocabulary.
Date of teaching:
REVISION FOR TEST 4
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about new ways to learn and the environment.
-verbalize thoughts of family life by using vocabulary and expression for
describing new ways to learn and the environment.
-gain more vocabulary of topic of new ways to learn and the environment


(level 1) (level 2)
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you
decide whether
true or false?
3. Revise the It is possible to Using some tenses Expressing the Talking about
grammar points use relative may help us write situations using some topics in
clauses and or speak more relative clauses Unit 8 and 9
reported speech comprehensively. and reported
speech
Question: Could
you express these
situations using
relative clauses and
reported speech?

D. Procedures:
aids
I. Grammar:
1. Definite Relative clauses. -present their ideas -Textbook -Identifying
a. Form :
- MÖnh ®Ò quan hÖ x¸c ®Þnh kh«ng ®-
îc ng¨n çch víi mÖnh ®Ò chÝnh bëi dÊu
phÈy nµo.
b. structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ x¸c
®Þnh lµ tõ cha x¸c ®Þnh thêng lµ danh tõ
chung v× thÕ mÖnh ®Ò quan hÖ kh«ng
thÓ lîc bá .
Eg : This is a man who is living in Hanoi.
2 . Non – definite relative clauses. -listen Board, -analyzing
a. Form : textbook requirement
-- MÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh -working in pairs
®îc ng¨n çch víi mÖnh ®Ò chÝnh bëi -presenting
nh÷ng dÊu phÈy.
b. Structure :
- TiÒn ng÷ cña mÖnh ®Ò quan hÖ kh«ng
x¸c ®Þnh lµ tõ x¸c ®Þnh thêng lµ danh tõ
riªng , danh tõ ®îc bæ nghÜa bëi çc tÝnh
tõ chØ ®Þnh vµ tÝnh tõ së h÷u . v× thÕ
mÖnh ®Ò quan hÖ cã thÓ lîc bá .
Eg : The Mekong River , which starts in
Tibet, is the longest river in Indonesia.
Note: That kh«ng ®îc sö dông ë mÖnh
®Ò quan hÖ kh«ng x¸c ®Þnh. - write down their Board, - analyzing the
3. Khi chuyÓn tõ c©u trc tiÕp sang mét sentences textbook requirement
c©u gi¸n tiÕp ta cÇn chó ý nh÷ng ®iÓm -writing
sau. -oral answer
a. ®¹i tõ chñ ng÷: -presenting
I : She, he, it .
You : I, we.
We : they
They, she, he, it : thêng kh«ng ®æi.
b. Sù thay çc tr¹ng tõ chØ thêi gian vµ
n¬i chèn.
Today : that day.
At this moment : at that moment.
Yesterday : the day before/ the
previous day.
Tomorrow : the next day/ the
following day.
This/ that/ these : the ( khi this / that
/ these : ®îc sö
dông nh tÝnh tõ vµ
khi this / that /
these : ®îc sö dông
nh ®¹i tõ chóng cã
thÓ ®æi thµnh it,
they, them )
Last week : the week before/
the previous week.
Next week : the week after/ the
following week.
Ago : before.
Here : there
c. Sù thay ®æi th× cña ®éng tõ trong
mÖnh ®Ò ®îc têng thuËt - complete the Board, - analyzing the
- Khi ®éng tõ têng thuËt ë sentences using textbook requirement
çc th× hiÖn t¹i , chóng ta words -speaking
kh«ng ®æi th× cña ®éng -oral answer
tõ trong lêi nãi gi¸n tiÕp. -presenting
- Khi ®éng tõ têng thuËt ë
çc th× qu¸ khø, chóng ta
®æi th× cña ®éng tõ trong
lêi nãi gi¸n tiÕp nh sau :
Direct speech Indirect speech
Present simple Past simple
Present Past
continuous continuous
Present perfect Past perfect
Present perfect Past perfect
continuous continuous
Past simple Past simple/
Past perfect
II. Exercises:
Exercise 1: Underline the relative
clauses in the sentences. Then add
commas to separate the Non-restrictive -discuss the Board, - analyzing the
relative clauses. questions textbook requirement
1. The man who is talking to the principal -work in groups -speaking
is our form teacher. -take notes
2. The boys who are sitting in the first row
will receive the medals.
3. The students who are in the grade 10 th
are going to clean the school yard.
4. The animals which are kept in iron
cages will be carried back to the forest
5. Mr Tan who is our gymnast is very thin
and tall.
6. The book which we borrowed from the
library must be returned by Monday
7. The little boy who is crying over there
lost his way.
8. Mrs Van who lives next door to Hoa
works at the television station.
9. The dog which has some black spots is
Ba’s.
10. My mother bought the shoes which
were made from Hong Kong. -change the Board, - analyzing the
Exercise 2: sentences textbook requirement
1. He said to her, “You are my
friend.”
2. Johnny said to his mother, “I don’t
know how to do this exercise.”
3. “ Don’t come back before one
o’clock”, advised my brother.
4. “Cook it in butter”, Mrs Brown
said to her daughter.
5. The pupils said “ Teacher, give us
better marks, please.”
6. My friend said, “ Are you going to
leave tomorrow?”
7. “ Have you done your
homework?”, said my mother.
8. I asked Bill,” What time did you
go to bed last night?”
9. Paul said, “ I must go home now.”
10. “ There is an accident”, said the
policeman.
Optional Period 31: TEST ON UNIT 8 AND UNIT 9

I. Choose a word in each line that has different stress pattern:

1 A treasure B purpose C structure D suggest
2 A belongings B dedicate C impressive D construction
3 A discover B victory C tournament D popular
4 A surpass B proposal C wonders D approximate
5 A wonder B believe C prepare D transporting
6 A campground B include C market D common
7 A emotion B average C bricklaying D lyrical
8 A pollution B compose C atmosphere D confusion
9 A waterfall B wilderness C swimming D undertake
10 A improve B leisure C guitar D pursuit
II. Choose the best answer to complete each of the following sentences
1. I wondered ………… the right thing.
A. whether I was doing B. if I am doing
C. was I doing D. am I doing
2. He ………… that he was leaving that afternoon.
A. told me B. told to me C. said me D. says to me
3. Bill asked Tom ………… in London.
A. does the train arrive B. did the train arrive
C. whether the train arrives D. if the train had arrived
4. I asked them when ………… changed.
A. was the timetable B. the timetable is
C. the timetable has been D. the timetable had been
5. She warned me ………… late-night horror films.
A. don’t watch B. shouldn’t watch C. not to watch D. not watching
6. They asked me how many children ………… in the school.
A. there are B. are there C. there were D. were there
7. The scientist said the earth ………… the sun.
A. goes around B. is going around C. had gone around D. was going around
8. My parents reminded me ………… the flowers.
A. remember to plant B. to plant C. of planting D. not to forget to plant
9. They said they had come back …………
A. yesterday afternoon B. the day before C. last week D. the day before yesterday
10. He asked me ………… a seat.
A. have I reserved B. if I have reserved
C. whether had I reserved D. if I had reserved
11. He asked me why ………… to the meeting.
A. didn’t I come B. don’t I come C. you didn’t come D. I hadn’t come
12. She reminded me to come on time for the party …………
A. tomorrow evening B. the day after tomorrow
C. in two days’ time D. next weekend
13. Peter said that if he ………… rich he ………… a lot.
A. is – will travel B. were – would travel
C. had been – would have travelled D. was – will travel
14. I asked him whose car ………… the previous night.
A. he had borrowed B. had he borrowed C. he borrowed D. did he borrow
15. They asked me ………… in London then.
A. is my brother working B. if my brother is working
C. was my brother working D. if my brother was working
16. He asked the children ………… too much noise.
A. not to make B. not making C. don’t make D. if they don’t make
17. The woman asked ………… get lunch at school or not.
A. can the children B. whether the children could
C. even if the children could D. could the children
18. Laura said that when she ………… to school she had seen an accident.
A. was walking B. has walked C. had been walking D. has been walking
19. Julia said that she ………… there at noon.
A. is going to be B. was going to be C. will be D. can be
III. Choose the best answer to complete each of the following sentences:
1. Non-renewable energy sources are running ____.
A. up B. on C. to D. out
2. Solar energy, air and water are _____ resources because there is unlimited supply.
A. limited B. renewable C. available D. non-renewable
3. People have used coal and oil to ____ electricity for a long time.
A. generation B. generated C. generate D. generates
4. Coal and oil are non-renewable ____ sources.
A. engineer B. energy C. engineering D. energetic
5. The area is roped off because the water is seriously polluted.
A. contaminated B. disappeared C. purified D. endangered
6. Oil, coal and natural gas are ____ fuels made from decayed material.
A. unleaded B. smokeless C. solid D. fossil
7. All fossil fuels are ____ resources that cannot be replaced after use.
A. unlimited B. renewable C. available D. non-renewable
8. We should develop such ____ sources of energy as solar energy and nuclear energy.
A. tradition B. alternative C. revolutionary D. surprising
9. Increased consumption will lead to faster ____ of our natural resources.
A. exhaust B. exhausting C. exhaustion D. exhaustive
10. Many organizations have been set up and funds have been raised.
A. established B. collapsed C. delayed D. decreased
1. Many national parks have been established to protect ____animals.
A. endanger B. endangered C. danger D. dangerous
2. Many rare____of animals are in danger of extinction.
A. species B. classes C. being D. pairs
3. Dinosaurs became ____millions of years ago.
A. disappear B. extinct C. last D. endangered
14. The sun releases a large ____of energy every day.
A. amount B. amounts C. number D. numbers
15. Solar energy is not only plentiful ____clean and safe.
A. but also B. and C. but D. as well
16. Water energy is used to createelectricity.
A. produce B. design C. operate D. heat
17. Alice: “ What shall we do this evening?” - Carol: “____”
A. Let’s go out for dinner B. No problem
C. Oh, that’s good! D. I went out for dinner.
18. “How about driving to the countryside this Sunday?” – “____“
A. That’s a good idea B. That’s my pleasure C. Never mindD. Yes, I’m driving
19. Discharging chemical pollutants into the environment is a cruel action to the environment as
well as the future generation.
A. Releasing B. Filling C. Making D. Adding
20. It’s important for the developed countries to reduce energy ____as much as possible.
A. exhaustion B. destruction C. consumption D. waste
Date of teaching:
ONE-PERIOD TEST
(Theo đề chung của tổ chuyên môn)
Date of teaching:
CORRECTION
Date of teaching:
Unit 10 ECOTOURISM
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about ecotourism.
describing ecotourism
-gain more vocabulary of topic of ecotourism


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, ecotourism ecotourism
speaking and
writing
Question: Can you
write or talk about
ecotourism?
PROCEDURES
Students’
activities
aids
1. Lead in - look at the -CD player -analyzing
- Inform the class of the lesson objectives: picture - text books -oral answering
getting to know how the topic, some -answer some
vocabulary related to ecotourism, and the use questions
of conditional sentences Types 1 and 2. -guess the words
2. New lesson
- Ask Ss to look at the map of Australia and - Listen to the Board, pictures, -Observing
the pictures, and guess what tourists can do recording. postcard -Analyzing
there. - Read the CD player -Vocabulary
- Tell Ss that they are going to listen to a conversation
conversation at a travel agent’s.
- Play the recording. Ask Ss to listen as they
read silently.
Suggested answer: Tourists can go scuba-
diving, ride camels in the desert, and see
kangaroos and penguins.
This activity focuses on comprehension. -Do the reading Board, -analyzing
- Let Ss work in pairs to practise asking and task number 2 textbook requirement
answering the questions. + read the -working in pairs
Answers: 1. Because both Mr and Mrs Collin requirement of -reading
love nature. task1 comprehension
2. Ecotourism means travel to areas of natural +discuss in pairs -presenting
or ecological interest to observe wildlife and to find out the
learn about the environment. correct answers
3. Tourists can see different kinds of animals +present and
like crocodiles, snakes, frogs, birds, butterflies explain the correct
and other rare animals; go scuba-diving to see answers and why
coral reefs; of go camping. they are chosen
4. They would have to pay 6,000 dollars for -Get feedback.
two people.
5. A two per cent discount.
Activity 3:
This activity introduces the grammar point: - guess Board, -reading
conditional sentences. textbook
- Ask Ss to find the conditional sentences used
in the conversation and write them in the
space provided.
* Suggested answer:
- If you also want to go on a camping safari,
you’ll need another three days.
- But if we could take the seven-day tour, how
much would it be per person.
- … if you book early and pay two months
before departure, you’ll get a two per cent
discount.
Activity 4:
This activity helps Ss to review the verb forms -Work in pairs Board, -Discussing
in conditional sentences that they have learnt -Present their ideas textbook -Teamwork
previously. -Discussing with -Communicating
- Have Ss work in pairs and underline the the whole class
verbs in both the main clauses and if-clauses.
Key: - If you also want to go on a camping
safari, you’ll need another three days. (Type
1)
- But if we could take the seven-day tour, how
much would it be per person. (Type 2)
- … if you book early and pay two months
before departure, you’ll get a two per cent
discount. (Type 1)
- Ask Ss: What have you learnt today? What
can you do now?
- Summarize the main points of the lesson.
3. Homework
- Ask Ss to learn by heart the words or phrases - take notes Board
related to environment impacts and ways to
protect the environment
Date of teaching:
Unit 10 ECOTOURISM
Lesson 2 Language
I. OBJECTIVES:
- use conditional sentence Type 1and 2 to talk about the uses or purposes of
something.
3/ Attitudes: -understand ecotourism
-verbalize thoughts of ecotourism by applying conditional sentence Type
1and 2 to talk about the uses or purposes of something.

(level 1) (level 2)
1. Identify some identify some It is important to Identify some Speaking
suffixes suffixes pronounce words suffixes English fluently
correctly and correctly
Question: Could you

identify the stress
nouns and noun
groups.?
2. Use conditional It is possible to Using conditional Expressing the Speaking
sentence Type 1and 2 use conditional sentence Type situations using cohesively and
sentence Type 1and 2 conditional fluently
1and 2 sentence Type
1and 2
Question: Could you
express these
situations using
conditional sentence
Type 1and 2?

PROCEDURE

aids
1. Vocabulary:
Activity 1:
Explain to Ss that some suffixes can be -listen Board, Accuracy
added to verbs (V + ing, -ed, -able) or textbook, CD
nouns (N + -al, -ial, -ical) to player
form adjectives.
- Have Ss use a dictionary to look for the
adjective form of the given words.
Key:
Nouns/verbs + Adjective
suffixes
1.culture (n) + -al cultural
2. nature (n) + -al natural
3. + -al environmental
environment
(n)
4. ecology + -(i)al ecological
(n)
5. interest +-ing/- interesting,
(v) ed interested
6. sustain (v) +-able sustainable
7. relax (v) +-ing/ - relaxing,
ed relaxed
Activity 2:
- Ask Ss to read the sentences and pay
attention to the context, that is, the words - write down the Board, -analyzing
surrounding the missing adjectives. For words textbook requirement
examples, for sentences 1,3,4 and 5, they -working in pairs
should consider which adjectives can go -presenting
with the nouns that follow. For sentences 2
and 6, they should decide whether to use
the adjectives ending in –ing or -ed.
* Key: 1. sustainable 2. relaxing/
interesting 3. cultural; natural
4. ecological 5.
environmental 6. interested
2. Pronunciation
- Activities 1 and 2 focus on the stress
patterns of words of more than three
syllables.
- Have Ss listen and put a mark (’) before
the syllable with the primary stress. -listen Board, - analyzing the
Explain to them that when an affix is textbook, CD requirement
added to a word, the primary stress may player -writing
shift to another syllable -oral answer
Suggested answers: a. su’stainable -presenting
b. preser’vation
c. en’vironment d. inviron’mental
e. e’cology
f. eco’logical g. rela’xation
h. ’scuba-diving
i. ’ecotourism j. eco-’friendly
Activity 2:
- Play the recording for Ss to repeat
chorally and individually.
3. Grammar: Conditional sentences
a. Conditional sentence Type 1
Exercise 1:
Explain to Ss that conditional sentences
Type 1 are used to describe present/ future -discuss the Board, - analyzing the
activities or events that are real/ very questions textbook requirement
likely to happen. In the main clause, -work in groups -speaking
different modal verbs (can, may, might, -take notes -oral answer
will) can be used, which can modify the -presenting
meaning of the main verb.
- Have Ss first choose a suitable verb for
each sentence from the word box, and
then use the correct form of this verb
(present tense in the if-clause or modal
verb in the main clause to complete
sentence).
* Key:
1. leaves 2. will/ may/
might not get 3. fail
4. will/ may/ might get 5. Pay
6. will/ may/ might eat
7. will call 8. can/ may/
might go
- Have Ss discuss the meaning of
sentences 2,4,6 and 8, and explain the
difference between the modals.
Exercise 2:
- Ask Ss to read the sentences carefully,
identify the if-clauses and use the correct -use the correct Board, - analyzing the
forms of the verbs in brackets. forms of the verbs textbook requirement
* Key: 1. will be; fail 2. will/ -speaking
may/ might help; have
3. will/ may/ might feel; comes 4.
need; will you lend
5. throw; may/ might eat; die 6. will/
may/ might cause; make; leave
7. will/ may/ might be; fly; make 8. will
take; do not know
- Ask Ss to read Watch out! and discuss
with a partner. Check for comprehension.
Elicit explanations from Ss about the two
examples.
b. Conditional sentence Type 2
Explain to Ss that conditional sentences
Type 2 are used to describe present of - join Board, - analyzing the
future activities or events that are unreal textbook requirement
or unlikely to happen. -speaking
- Ask Ss to join the first part and second
part together and make a meaningful
sentence. Then have them decide on the
correct verb form in each case.
Exercise 3:
- Explain to Ss that conditional sentences
Type 2 are used to describe present of -do as directed Board, - analyzing the
future activities or events that are unreal textbook requirement
or unlikely to happen.
- Ask Ss to join the first part and second
part together and make a meaningful
sentence. Then have them decide on the
correct verb form in each case.
Key: 1. d lived; would/ could work
2. a were; would tell
3. f didn’t start; would be
4. b used; would be
5. g Would you change; had
6. c were; would/ could travel
7. h would / could go; was/ were
8. e would be; stopped
- Have Ss discuss the meaning of each
sentence, and explain the difference
between would and could.
Exercise 4:
- Ask Ss to read each situation carefully
and decide which statement is the cause, -do as directed Board, - analyzing the
and which is the effect. textbook requirement
- Explain that ‘effect’ should be the main
clause of the conditional sentence.
For example, in sentence 1, he can’t get a
job is the effect, so it is the main clause.
Key: 2. If Nancy lived near the park, she
would/ could go running three every
morning.
3. If Nam could swim, he would/could go
to swimming pool alone.
4. If tom had a passport, he would/ could
travel abroad.
5. If there weren’t so many tourists
visiting the national parks, the
environment there would not be badly
damaged.
6. If tourists didn’t throw litter in the
river, the water would not be polluted.
7. If these students worked hard, they
would/ could pass the exam.
8. If Hoa didn’t have so much homework,
she would/ could go out with her friends
tonight.
Optional Period 32: REVIEW OF PRONUNCIATION, VOCABULARY,GRAMMAR.

I. PRONUNCIATION
Task 1: Find the word with a stress pattern that is different from the others.
1. A. preservation B. environment C. economic D. entertainment
2. A. ecology B. scuba-diving C. sustainable D. phenomenon
3. A. development B. destination C. understanding D. degradation
4. A. activity B. enjoyable C. economy D. difficulty
5. A. ecotourist B. contribution C. conservation D. eco-friendly
II. VOCABUALRY
Task 2: Complete the sentences with the words from the box
Destination eco- friendly sustainable ecotour environmental
1. It is important to develop more_______________ practice in order to protect the environment.
2. Cutting down trees causes a lot of ____________ damage.
3. Ecotourism might involve travel to a natural _____________ such as a national park or safari
park to learn about the natural environment.
4. More and more tourists now want to take part in an ____________
5. ____________ tourism seeks to provide tourists with an exciting and educational holiday that
also benefits people of the host country.
III.GRAMMAR
Task 3: Choose the best answer A, B,C, Or D.
1. If it cost too much, I (buy) …………….a smaller one.
2. If the class (be) ………………… full, we will find another one.
3. What will we do if the taxi (not come) ………………….. ?
4. Will you phone me if there (be) …………………..any problem?
5. I (ask)…………………… Peter if I see him tomorrow.
6. I will go next week if I (get) ………………a train ticket.
7. It I have enough apples, I (bake) ……………….an apple pie this afternoon.
8. I will fix your bicycle if I (have) ……………..a screwdriver of the proper size.
9. If you drove more carefully, you (not, have) ………………………..so many accidents.
10. If he (get) ………………………up earlier, he would get to work on time.
11. If we (have) …………..more time, I would tell you more about it.
12. If you (sell) ………….more products, you would earn more money.
13. I could help you if you (trust) ……………..me more.
14. Where would you like to live if you (not live) ……………………………in Paris?
15. What (you, do) …………………… if you won a million dollars?
16. Would you mind if I (not give) ………………..you the money?
17. If I spoke English, my job (be) …………………..easier.
18. If I (be) ……………………you, I wouldn’t worry about going to the university.
19. Cat could fly if they (have) ……………..wings.
20. If Peter (study) ………………………. harder, he would get better marks.
21. You will be late for class if you (not hurry) ……………….
22. If today (be) ………………. A holiday, I would stay in bed for all day long.
KEY
I. PRONUNCIATION
Task 1: Find the word with a stress pattern that is different from the others.
1. A. preservation B. environment C. economic D. entertainment
2. A. ecology B. scuba-diving C. sustainable D. phenomenon
3. A. development B. destination C. understanding D. degradation
4. A. activity B. enjoyable C. economy D. difficulty
5. A. ecotourist B. contribution C. conservation D. eco-friendly
II. VOCABUALRY
Task 2: Complete the sentences with the words from the box
Destination, eco- friendly, sustainable, ecotour, environmental
1. It is important to develop more eco- friendly practice in order to protect the environment.
2. Cutting down trees causes a lot of environmental damage.
3. Ecotourism might involve travel to a natural destination such as a national park or safari park to
learn about the natural environment.
4. More and more tourists now want to take part in an ecotour
5. Sustainable tourism seeks to provide tourists with an exciting and educational holiday that also
benefits people of the host country.
III.GRAMMAR
Task 3: Choose the best answer A, B,C, Or D.
1. If it cost too much, I would buy a smaller one.
2. If the class is full, we will find another one.
3. What will we do if the taxi doesn’t come. ?
4. Will you phone me if there is any problem?
5. I will ask Peter if I see him tomorrow.
6. I will go next week if I get a train ticket.
7. It I have enough apples, I will bake an apple pie this afternoon.
8. I will fix your bicycle if I have a screwdriver of the proper size.
9. If you drove more carefully, you wouldn’t have so many accidents.
10. If he got up earlier, he would get to work on time.
11. If we had more time, I would tell you more about it.
12. If you sold more products, you would earn more money.
13. I could help you if you trusted me more.
14. Where would you like to live if you didn’t live in Paris?
15. What would you do if you won a million dollars?
16. Would you mind if I didn’t give you the money?
17. If I spoke English, my job would be easier.
18. If I were you, I wouldn’t worry about going to the university.
19. Cat could fly if they had wings.
20. If Peter studied harder, he would get better marks.
21. You will be late for class if you don’t hurry
22. If today were a holiday, I would stay in bed for all day long.
Date of teaching:
Unit 10 ECOTOURISM
Lesson 3 Reading
I. OBJECTIVES:
writing.
3/ Attitudes: - Students know about ecotourism.
ecotourism
-gain more vocabulary of topic of ecotourism


(level 1) (level 2)
word. meaning of a
new word
Question: Can you
fill in the
uncompleted
sentence?
passage.
Question: Can you
false?
and expressions expression about a topic, ecotourism ecotourism
speaking and
writing
Question: Can you
talk about
ecotourism?
PROCEDURE
aids
- Inform the class of the lesson objectives: pictures -analyzing
skimming and scanning a text for main - answer the -oral answering
ideas and specific information. questions
II. PRE-READING
Activity 1: Prediction
- Ask Ss to look at the tourist map of -Guess English word Board, pictures, -Observing
Costa Rica and the details given in the which teacher would postcard -Analyzing
legend (in the bottom left corner of the like to elicit -Vocabulary
map). -Get feedback and
- Have Ss work in pairs and guess what write them down
tourists can do or see in Costa Rica
Suggested answers: Tourists can swim in
the sea, visit marine national parks, see
the volcanoes, watch the monkeys in
national parks, etc.
III. WHILE-READING
Activity 2:
- Ask Ss to read the two opinions quickly -present and explain Board, -analyzing
and find the main idea of each opinion. the correct answers textbook requirement
- Have Ss choose the best title for the text and why they are -working in pairs
from the three options. chosen -reading
Key: b (Pros and cons of Ecotourism) -Get feedback. comprehension
-presenting
Activity 3:
- Ask Ss to read the text again and - match the words Board, analyzing
underline the five words from activity 3. textbook requirement
- Encourage Ss to guess the meaning of -working in pairs
these words from the text and match them -reading
with the correct definitions in the table. comprehension
Key: 1. e 2.c 3.a 4. b 5.d -presenting
Activity 4:
- Have Ss work in pair and list the -Work in pairs Board, -analyzing
positive and negative effects of -Read the text again textbook requirement
ecotourism mentioned by the two -answer the -working in pairs
speakers. questions -reading
Key: - Positive effects: more money for comprehension
the local government to preserve nature ; -presenting
tourists’ awareness of how to protect the
environment ; more jobs and higher
income for local people.
- Negative effect: changing local people’s
way of life
Activity 5:
- Explain Ss how to do the Activity 5: -Work in pairs Board, -analyzing
Read each statement, underline key words -Read the text again textbook requirement
and then scan Marco’s and Pablo’s -answer the -working in pairs
opinions to find similar ideas or questions -reading
synonyms. comprehension
Key: 1. Marco and Pablo (Marco: They -presenting
[Tourists] stay with local families; Pablo:
There are more jobs for us…)
2. Marco (I think ecotourism can help to
solve this problem…)
3. Pablo (To entertain tourists, we have to
change our usual foods to suit their tastes
and adapt dances and traditions to suit
their needs.)
4. Marco (More and more hotels are built
while forests and beaches are destroyed.)
5. Marco (Tour guides and travel
brochures educate tourists about the
protection of the environment.)
6. Pablo (I don’t really know what it is.)
7. Marco (Marco gave examples of
sustainable ecotourism and its benefits)
IV. POST-READING
Activity 6: Discussing
- Have Ss discuss in group of 3 or 4. Ask -Work in groups Board, -Teamwork
them some guiding questions before they -Present their ideas textbook -Communicating
start their discussion: What do tourists -Discussing with the
need when they visit a place? What do whole class
local people do to provide good services
for tourists (such as food, water and
vehicles)?.
Suggested answers: To some extent, the
answer is yes. The money from
ecotourists may be used to preserve
nature. However, the local people have to
use up their resource (such as energy
sources, food and water) to provide good
service for tourist. More tourists mean
more vehicles, more water and food
consumption, and more waste. Even
though the discharge of waste and
consumption of nature resources by
tourists are minimised, air, water and
noise pollution is unavoidable.
V. HOMEWORK
- Ask students to learn by heart the new -Take note Board
words.
Date of teaching:
Unit 10 ECOTOURISM
Lesson 4 Speaking
I. OBJECTIVES:
1/ Knowledge:- talk about ecotourism
- - express their ideas about ecotourism.
- apply vocabulary and expression for describing ecotourism
3/ Attitudes: - understand some facts about ecotourism
-verbalize thoughts of ecotourism

(level 1) (level 2)
information
Question: Could you
choose the things
which apply to
ecotourism?

for ecotourism about an issue, a table helps questions for problem or an
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about required to be successful conversation about
ecotourism natural and conversation, about ecotourism
logical. people need to ecotourism by
and answer table.
Question: Can you
make a conversation
about ecotourism by
using cues in the
table?
PROCEDURE
Students’
activities
aids
I. WARM-UP - name some -postcard -observing
- Inform the class of the lesson objectives: ecotourism
Talking about ecotourism activities. activities
II. PRE-SPEAKING
Activity 1:
- Ask Ss what they think the heading of the -guess the Board, pictures, -analyzing
speaking section (‘Travel and enjoy’) means words postcard -answering
and guess the topic.
Suggested answer: -observing
Tourism and what activities tourists can enjoy -analyzing
doing while travelling. -vocabulary
- Ss practise the conversation in pairs.
Activity 2:
- Have Ss identify the main ideas in the - read the Board, -analyzing
dialogue. Ask them to complete the table with conversation textbook requirement
the information from the conversation. - complete the -working in
table pairs
Where Peter will Bach Ma National -presenting
go Park
explore the forests,
watch the birds, look
What he will do
at the plants, spend
and see
a night at an old
villa.
What else he will visit Hue, enjoy the
do if he has more local food
time
Where else he may Lang Co beach
visit
- Explain to Ss that when making their own
conversations about the three tourists
destinations, they should use the four
questions in the table.
III. WHILE-SPEAKING
Activity 3:
-discuss textbook -analyzing
- Divide the class into groups of 4 – 5
- make a similar requirement
students. Have each group choose one
conversation -working in
ecotourism destination in Viet Nam, find
groups
information about it, and introduce this place
-presenting
to other groups. Their presentation should
include interesting information about the
destination and ecotourism activities there.
- For more able classes, ask Ss to choose
destinations in other countries for their
presentations.
IV. POST-SPEAKING
- Summarize what they have learnt by asking
Ss some questions:
- talk about one Board, -analyzing
What have you learnt today? What can you do
of the textbook requirement
now? ecotoursim -presenting
- Suggested answers: activities
+ I have learnt about some interesting
activities for ecotourists indifferent places in
Vietnam. I can talk about these destinations
and ecotourists’ activities.
V. HOMEWORK -Take note board
expressions.
Date of teaching:
Unit 10 ECOTOURISM
Lesson 5 Listening
I. OBJECTIVES:
1/ Knowledge:- listen to the conversation to get detail information about ecotoursim.
- - apply vocabulary and expression for describing ecotoursim
- verbalize thoughts of ecotoursim

(level 1) (level 2)
relating to that
topic.
Question: Could you
each following
sentences?
the information is
carefully
Question: Could you
listen to the
conversation?
PROCEDURE
Students’
activities
aids
Activities
I. WARM-UP - Look at -postcard -Discussing
- Inform Ss of the lesson objectives: listening for pictures on the
gist and specific information about ecotourism. board
- Answer those
questions.
II. PRE-LISTENING
* Pre-teaching vocabulary -Guess English Board, pictures, -Observing
- attract = appeal - release fish word which postcard -Analyzing
- ride an ostrich - local specialities teacher would -Vocabulary
- Elicit, model 3 times, ask Ss to repeat in chorus like to elicit
then individual, write on the board, check -Get feedback
meaning, stress and get Ss to copy down and write them
- Ask Ss some questions about the Mekong down
Delta:
Where is the Mekong Delta? What is it famous
for?
Name some provinces in the MeKong Delta?
Suggested answers:
The Mekong Delta is in south of Viet Nam. It is
famous for its fertile land, vast rice fields and
fruits orchards. This area includes 12 provinces
and one city: Cần Thơ city, Tiển Giang, Hậu
Giang, Vình Long, Sóc Trăng, An Giang, Đồng
Tháp, Long An, Bến Tre, Trà Vinh, Cà Mau, Bạc
Liêu, and Kiên Giang.
Task 1:
- Have Ss look at the pictures showing different - listen to the Board, -analyzing
activities for tourists and discuss with a partner conversation textbook, CD requirement
which activities tourists usually do when they go - work in pairs player -working in
on a tour to the Mekong Delta. to tick what is pairs
Suggested answer: true or false -presenting
Tourists can do all these activities, but the most about them.
common ones are listening to traditional music,
eating local food and catching fish.
Task 2:
This activity focuses on listening for gist in a news -Listen again
reports. and answer the Board, - analyzing the
- Play the recording without pauses. Have Ss questions textbook, CD requirement
listen and choose the caption that best -get feedback player -listening
summarises the main idea.
Key
a. (How the MeKong Delta became an
ecotourism destination)
Task 3:
- Have Ss underline key words in the questions -Listen again Board, - analyzing the
and focus on these words while listening. and answer the textbook, CD requirement
- Let Ss listen again and answer the questions. questions player -listening
Then ask Ss to compare their answers with a -get feedback
partner.
Key: 1. Tourists did not have many interesting
activities to do.
2. 100 3. 2005
4. They released small fish back into the pond.
5. 300
Task 4:
This activity focuses on listening for specific -complete the Board, - analyzing the
information in the news report about the two information textbook requirement
farmers’ ecotourism places. -listening
- Ask Ss to guess what kind of information they
may
need to write in the gaps.
- Have Ss listen and complete the gaps.
Key: 1. Ba Đức
- garden 2.5 hectares
area:
- activities a. visiting the old house
for
tourists:
b. catching fi
h c. enjoy home – made meals
d. cooking local food/learning

how to cook local food
2. Tư Bình
-fish pond 2.1 hectares
area:
-activities a. catching fish
for tourists:
b. watching birds
c. riding ostriches
IV. POST-LISTENING
Task 5:
Have Ss discuss in pairs which activities -discuss Board, communicating
mentioned in 4 they would enjoy doing the most - work in textbook -speaking
and give reasons. groups
V. HOMEWORK
Optional Period 33: REVIEW OF READING AND SPEAKING (UNIT 10)

the topic.
I. READING
Task 1: Read the text and choose suitable words from the boxes below to fill the gaps
The concept of ecotourism has become popular over the past few years. The basic (1) of
ecotourism is to (2) the places you visit. Ecotourism companies offer a wide range of tours. Some
support taking tourist to rural areas where they stay in the simple houses of the local people (3)
luxurious hotels. There they can learn about the local traditions or learn how to make (4)
handicrafts. On some other trips, tourist learn about the local plants and animals without doing (5)
to them.
1. A. foundation B. rule C. principle D. value
2. A. observe B. notice C. maintain D. respect
3. A. instead of B. and C. or D. except for
4. A. expensive B. traditional C. valuable D. artificial
5. A. destruction B. worry C. harm D. concern
II. SPEAKING
Task 2: Peter is talking about next weekend. Use the information in the travel brochue to
complete the conversation. Then practice it with a partner.( page 39-sach bai tap)
Peter: You know, Nam, I am thinking about going on an eco tour to a national park next weekend.
Nam: Really , which park?
Peter: (1) .I have a travel brochue about it here.
Nam: Well…. So how long does the tour last?
Peter: (2). If I have enough time and money, I will choose the 2 day trip.
Nam: What can you do and see there in two days?
Peter: (3)
Nam: Wonderful. If I were you. I’d take that tour. How much does it cost?
Peter: (4) for adults. It is worth money, isn’t it?
KEY
I. READING
Task 1: Read the text and choose suitable words from the boxes below to fill the gaps
The concept of ecotourism has become popular over the past few years. The basic (1) of
ecotourism is to (2) the places you visit. Ecotourism companies offer a wide range of tours. Some
support taking tourist to rural areas where they stay in the simple houses of the local people (3)
luxurious hotels. There they can learn about the local traditions or learn how to make (4)
handicrafts. On some other trips, tourist learn about the local plants and animals without doing (5)
to them.
1. A. foundation B. rule C. principle D. value
2. A. observe B. notice C. maintain D. respect
3. A. instead of B. and C. or D. except for
4. A. expensive B. traditional C. valuable D. artificial
5. A. destruction B. worry C. harm D. concern
II. SPEAKING
Task 2: Peter is talking about next weekend. Use the information in the travel brochue to
complete the conversation. Then practice it with a partner.( page 39-sach bai tap)
Peter: You know, Nam, I am thinking about going on an eco tour to a national park next weekend.
Nam: Really , which park?
Peter: (1) Tam Dao national park .I have a travel brochue about it here.
Nam: Well…. So how long does the tour last?
Peter: (2) one or two days. If I have enough time and money, I will choose the 2 day trip.
Nam: What can you do and see there in two days?
Peter: (3) I can visit the Bear Rescue Centre and Love valley, walk through pine forests, climb
a mountain, and visit Thien Vien Truc lam Tay Thien
Nam: Wonderful. If I were you. I’d take that tour. How much does it cost?
Peter: (4) VND 600,000 for adults. It is worth money, isn’t it?

Date of teaching:
Unit 10 ECOTOURISM
Lesson 6 Writing
I. OBJECTIVES:
1/ Knowledge:- write about the benefits of ecotourism
- apply vocabulary and expression about ecotourism
3/ Attitudes: -understand how to use the expressions of ecotourism
about ecotourism
(level 1) (level 2)
for writing about overview for consists of outline for outlines for
ecotourism writer control introduction, body writing a write every types of
what he/she and conclusion. about writing
want to write ecotourism
Question: Could you
set up an outline
ecotourism
information, information and ecotourism ecotourism
you have to outline to write
information
before you
write.
Question: Write a
paragraph

PROCEDURE
aids
I. WARM-UP
preparing a travel brochure promoting an the board
eco tour. - guess
II. PRE-WRITING
Activity 1: Vocabulary
- elicit, model 3 times, ask Ss to repeat in -guess the words Board, -Observing
chorus then individual, write on the board, - answer the textbook -Analyzing
check meaning, stress and get Ss to copy questions -Reading
down
+ sunrise#sunset
+ take aboat to
+ hunt for food
+ litter
+ cause a fire
+ brochure
Activity 2:
- Explain to Ss that a travel brochure -Read Board, -analyzing
provides tourists with information about a -Get feedback and textbook requirement
destination. It could be a small booklet or write them down -working in pairs
just one page. - answer the -presenting
- Ask Ss to read through the different questions
sections in the brochure and match the -get feedback
numbered parts (1-6) with the content
definitions (a-f)
Key:
1.c 2.e 3. d 4.a 5.f
6.b
III. WHILE-WRITING
Activity 3:
The focus of this activity is on designing a - work in groups Board, - analyzing the
brochure. Ss can make a brochure by hand -correct the mistakes textbook requirement
or with the help of some software - take notes -writing
available in their computer (such as
Microsoft Word or Microsoft Publisher).
- Put Ss into groups of 4 or 5. Ask them to
choose one destination (Sa Pa or Central
Highlands) and design a travel brochure
for it.
- Encourage Ss to look for some other
travel information (prices, duration of
stay, departure times) and pictures about
the chosen destination to make their
brochure information and attractive.
IV. POST-WRITING
Activity 4:
- Have each group show their brochure - give a brief report Board, -oral answer
and give a brief report on their eco tour. on their eco tour textbook -presenting
- Ask the whole class to give comments
and votes for the best brochure.
V. HOMEWORK

Date of teaching:
Unit 10 ECOTOURISM
I. OBJECTIVES:
1/ Knowledge:- talk about ecotoursim
- - express their ideas about ecotoursim.
- apply vocabulary and expression for describing ecotoursim
3/ Attitudes: - understand some facts about ecotoursim.
-verbalize thoughts of ecotoursim

(level 1) (level 2)
information to speak information is information to ecotoursim an issue
about ecotoursim necessary for present is a effectively by
information
Question: Could you
choose the things
which apply to
ecotoursim?

ecotoursim about an issue, a table helps questions for problem or an
speaker is speaker systemize ecotoursim issue by
logical
information.
Question: Can you
build up some
questions by using
cues in the table?

questions about required to be successful conversation about
ecotoursim natural and conversation, about ecotoursim
logical. people need to ecotoursim by
and answer table.
Question: Can you
make a conversation
about ecotoursim by
using cues in the
table?
PROCEDURE
aids
1. Communication:
Activity 1: - Guess -postcard -Discussing
- Explain to Ss that they need to go back - answer the
to the previous sections of the unit and question
choose one place of their interest to
practise speaking.
- Help Ss to complete the diagram with
appropriate information about that place.
Example: Destination: Sa Pa
- The most enjoyable activities on the
tour: visit Cat Cat village, go camping in
the forest
- The benefits for me: know more about
local people’s life and traditions, relax
more, enjoy nature
- The benefit for the environment and
local people: more jobs and income for
the local people, more money for the local
community to preserve nature.
Activity 2:
- Have Ss work in pairs and practise the - report the answers Board, -Observing
model conversation, using their notes in 1. textbook -Analyzing
2. Culture:
Activity 1:
- Ask Ss to look at the pictures and Board, - analyzing the
- exchange opinions
discuss with a partner how the tourism textbook requirement
activity in each situation may affect the -speaking
environment. -oral answer
Suggested answers -presenting
a. Tourists may leave litter on the beach,
which may cause land and water
pollution.
b. Making a campfire requires breaking
tree branches or cutting down trees for
firewood. Campfires may cause forest
fires if they are left unattended.
c. Hunting animals may lead to their
extinction. Endangered animals can be in
danger of extinction.
Activity 2:
- Tell Ss that they are going to read about - answer the Board, - analyzing the
some problems with ecotourism in Viet questions textbook requirement
Nam and some countries in Africa (Kenya -oral answer
and Tanzania). -presenting
- Ask Ss to guess which problems
mentioned in 1 can be found in Viet Nam
and Africa.
- Have Ss read the text and choose
suitable titles for two articles.
Key: 1. c 2. a
Activity 3:
Explain to Ss how to do the next activity: -tick the correct Board, - analyzing the
Read through the five principles in the column textbook requirement
table first, and then read each article
carefully to decide if these principles have
been applied in Viet Nam or Africa.
Key:
Principles of VN Africa
ecotourism
Reduce the impact of
a tourism activities on the X X
local nature and culture.
Increase tourists’
environmental and
b X NG
cultural awareness and
respect.
Provide financial
benefits for the
c NG NG
conversation of local
destinations.
Provide financial
d NG X
benefits for local people.
Provide positive
e experiences for both X X
visitors and host.
Explanation:
- Principle a: In neither places, there are
strong measures to limit tourists’ activities
that may harm the environment (littering,
cutting tree branches, hunting).
- Principle b: In VN, tourists have little or
no access to environmental information or
local cultural activities.
- Principle d: In Africa, ecotourism has
not provided more jobs for the local
people.
- Principle e: In VN, tourists have little or
no understanding of the local culture; in
Africa, local people are deprived of their
best land.
Activity 4: -discuss Board, - analyzing the
- Have Ss work in pairs. Ask Ss to look textbook requirement
back at the pictures and tourists’ harmful
activities that have been discussed in 1
(leaving litter, making campfires, and
hunting animals.)
- Ask Ss to suggest what should be done
to restrict the harm or damage that tourists
may cause to the environment and local
people.
Suggested answers
- More efforts (such as producing
educational brochures and TV
programmes about ecotourism) need to be
made to fully inform and educate tourists
on the environmental and social impacts
of ecotourism.
- Moreover, there should be regulations
and laws banning the promotion of
unsustainable ecotourism projects and
activities that may harm the local cultures
and nature (such as projects to cut down
trees to build hotels and hunting
activities).
3. Homework -take notes Board
vocabulary.

Date of teaching:
Unit 10 ECOTOURISM
I. OBJECTIVES:
- use conditional sentence Type 1and 2 to talk about the uses or purposes of
something.
3/ Attitudes: -understand ecotourism
-verbalize thoughts of ecotourism by applying conditional sentence Type
1and 2 to talk about the uses or purposes of something.

(level 1) (level 2)
1. Identify some identify some It is important to Identify some Speaking
suffixes suffixes pronounce words suffixes English fluently
correctly and correctly
Question: Could you

identify the stress
nouns and noun
groups.?
2. Use conditional It is possible to Using conditional Expressing the Speaking
sentence Type 1and 2 use conditional sentence Type situations using cohesively and
sentence Type 1and 2 conditional fluently
1and 2 sentence Type
1and 2
Question: Could you
express these
situations using
conditional sentence
Type 1and 2?

PROCEDURE
aids
1. Pronunciation:
Task 1:
- Help Ss to review the pronunciation -listen Board, -Identifying
rules for words ending in –ity,-ic, -ica, - textbook, CD
tion on page 98 (Student’s Book) player
- Have Ss put a stress mark before the
syllable with the primary stress in each
word, and then say these words aloud.
Key: ac’tivity conser’vation
tra’ditional desti’nation
eco’nomic eco’nomical
under’standing degra’dation
2. Vocabulary:
Activity 1:
- The six words in the box are the ones - complete the Board, -analyzing
most commonly used in the unit. Ask Ss sentences using textbook requirement
to write them in the gaps, using the plural words -working in pairs
forms of the nouns when necessary. -presenting
Key: 1. conservation 2. Destinations
3. impacts, environment
4. ecology 5. exotic
3. Grammar:
Activity 1:
The focus of this activity is on using - write down their Board, - analyzing the
conditional sentences Type 1 to talk about sentences textbook requirement
present or future activities that are real or -writing
very probable. -oral answer
- Let Ss read through the eight cues to -presenting
grasp the general idea of the story they are
going to create.
- Ask Ss to make sentences, with the main
clause of the previous sentence (the
effect) becoming the if-clause (the cause)
of the next sentence.
Key: 3. If I miss the lesson, I will not do
the test well.
4. If I don’t do the test well, I’ll feel very
sad.
5. If I feel very sad, I’ll go to the gym.
6. If I go to the gym, I’ll keep fit.
7. If I keep fit, I’ll look attractive.
8. If I look attractive, I’ll be very happy
Activity 2:
The focus of this activity is on using - answer the Board, - analyzing the
conditional sentences Type 2 to talk about questions textbook requirement
present or future activities that are unreal -speaking
or unlikely to happen. -oral answer
- Ask Ss to read situations carefully and -presenting
write the conditional sentences with the
same meaning.
Key: 1. If I could swim, I’d go scuba-
diving with you. (or: I’d go scuba-diving
if I could swim.)
2. I’d go on an eco tour to Phu Quoc
National Park if I had any holiday left.
(or: If I could manage an eco rour to Phu
Quoc National Park, I’d go on one.)
3. If Sue had Tony’s email address, she
would send him a message. (or: Sue
would send him a message if she had his
email address.)
4. I’d make a cake for you now if there
were eggs in the fridge. (or: If there were
eggs in the fridge, I’d make a cake for you
now.)
5. Phong would/ could travel abroad if he
had enough money. (or: If Phong had
enough money, he would/ could travel
abroad.)
6. If I drove too close to the animals on
safari, they would get scared. (or: The
animals on safari would get scared if I
drove too close to them.)
7. I could/ would go to the concert if I
didn’t have so much homework to do. (or:
If I didn’t have so much homework to do,
I could/ would go to the concert.)
8. If Nam had a camera, he’d take
pictures of his trip. (or: Nam would/ could
take pictures of his trip if he had a
camera.)
Activity 3:
This activity helps Ss to review how to -discuss the Board, - analyzing the
use conditional sentences Type 1 and 2, questions textbook requirement
and modals correctly. Give Ss some hints -work in groups -speaking
about how to explain each type of -oral answer
conditional sentences. -presenting
Hints: - For Type 1, the modal verb -teamwork
‘might’ should be used because it
expresses probability.
Example:
If your test score is high…-> The test
score might be high.
- For type 2, the verb ‘is’ or ‘isn’t’ should
be use to express a present activity or
event that is unreal or not probable.
Example:
If your test score was high…-> The test
score isn’t high.
If the air was not polluted…-> The air is
polluted
Key: 3. The computer isn’t working.
4. It might snow tonight.
5. This golden block might be made of pure
gold.
6. My father isn’t here now. 7. The air
is polluted.
8. John might call.
Project:
- For this project, Ss carry out a survey
on their group members’ eco tour
experiences.
4.Homework
- T asks Ss to learn the structures and -take notes board
vocabulary.
Optional Period 34: REVIEW OF WRITING

topic
I. Rewrite the following sentences using reported speech:

1. She said, "I went to the cinema yesterday."
……………………………………………………………………………………………..
2. He said, "I am writing a test tomorrow."
……………………………………………………………………………………………..
3. You said, "I will do this for him."
……………………………………………………………………………………………..
4. She said, "I am not hungry now."
……………………………………………………………………………………………..
5. They said, "We have never been here before."
……………………………………………………………………………………………..
6. They said, "We were in London last week."
……………………………………………………………………………………………..
7. He said, "I will have finished this paper by tomorrow."
……………………………………………………………………………………………..
8. “I will apply for my visa tomorrow,” She said.
……………………………………………………………………………………………..
9. "I saw María in the supermarket yesterday," said Carlos.
……………………………………………………………………………………………..
10. "We've lived here for three years," he said.
……………………………………………………………………………………………..
II. Rewrite the following sentences using reported speech:

1 .She said, "Go upstairs."
→ She told me..........................................................................................................................
2. "Close the door behind you," he told me.
→ He told me.............................................................................................................................
3. "Don’t be late," he advised us.
→ He advised us...........................................................................................................................
4. "Stop staring at me," she said.
→ She told him............................................................................................................................
5. "Don`t be angry with me," he said.
→ He asked her............................................................................................................................
6. "Leave me alone," she said.
→ She told me................................................................................................................................
7."Don’t drink and drive," she warned us.
→ She warned us...........................................................................................................................
8."John, stop making noise,”
John’s mother ordered.....................................................................................................................
9."Don`t worry about us," they said.
→ They told her.................................................................................................. .............................
10."Meet me at the cinema." he said.
→ He asked me..................................................................................................... ..........................
III. WRITING
Task 2: Write an article to introduce a tour to Ninh Binh- Cuc phuong national park.
Follow this plan:
- Introduce to the place
- The price for a 2 day tour, tourists’ activities and travel time
- The price for a 3 day tour, tourists’ activities and travel time
- Booking

Date of teaching:
REVIEW 4
Lesson 1 Language
I. OBJECTIVES:
writing.
-gain more vocabulary in unit 9 and 10


(level 1) (level 2)
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you
decide whether
true or false?
reported speech and use of reported may help us write situations using some topics in
conditional speech and or speak more reported speech Unit 9 and 310
sentences conditional comprehensively. and conditional
sentences sentences
Question: Could
you express these
situations using
reported speech and
conditional
sentences?

PROCEDURE
aids
1. Vocabulary:
Task 1: - complete the -Textbook -Identifying
- Ask Ss to do this activity individually, sentences using
and then compare their answers with a words
partner’s.
- Write the correct answers on the board.
Remind Ss of the use of suffixes to form
adjective from nouns or verbs.
Key: 1. natural 2. polluted
3. environmental
4. sustainable 5. ecological
Task 2:
- Ask Ss to do this activity individually. - write down their Board, -analyzing
- Ask a student to write his/ her answers words textbook, CD requirement
on the board. Check answers as a class. player -working in pairs
Key: 1. pollution 2. global -presenting
warming
3. Deforestation 4. protect
5. Acid rain
2. Pronunciation
Task 3: Sort out the words
- Ask Ss to do this activity individually, - answer the Board, - analyzing the
and then compare their answers with a questions textbook requirement
partner’s. -writing
- Show the correct answers on the board. -oral answer
Key: -presenting
oOO OOo oOOO ooOo
economy conservati
poverty pollution
on
energy solution sustainable preservati
on
chemical awareness ecology relaxation
environment compositi
newsletter protection
on
economy conservati
poverty pollution
on
- T asks Ss to read these words.
3. Grammar
Task 4:
- Elicit the form and use of the reported Board, - analyzing the
speech. Remind Ss of the changes to -discuss the textbook requirement
pronouns, possessive adjectives and verbs questions -speaking
- Ask a student to do the task on the board -work in groups -oral answer
while other Ss also do this activity -presenting
individually.
- Check Ss’ answers or as them for
explanations, if necessary.
Key: 1. Mary said (that) people are
cutting down the rainforests.
2. Tom said (that) car pollution was/ is a
big problem in his city.
3. scientists say (that) chemicals are
destroying the ozone layer.
4. He told me to shut the door but not to
lock it.
5. Our teacher explained (that) burning
gas, oil, and coal could/ can cause acid
rain.
Task 5:
- Elicit the form and use of conditional Board, - analyzing the
sentences Type 1 and 2. -compare their textbook requirement
- Ask Ss to do this activity individually, answers -speaking
and then compare their answers with a -oral answer
partner’s. -presenting
- Ask a student to write his/ her answers -teamwork
on the board.
Key: 1. didn’t throw 2. will go
3. close down 4. is
5. build
Task 6:
- Ask Ss to do this activity individually, Board, - analyzing the
and then compare their answers with a -compare their textbook requirement
partner’s. answers
- Write the correct answers on the board,
and give explanations if necessary.
Key: 1. will; do 2. would be
3. were; would go 4. use
5. knew; would/ could phone
4. Homework
- T asks Ss to do exercises again at home. Board
- Prepare for the next lesson. -take note

Date of teaching:
REVIEW 4
Lesson 2 Skills
I. OBJECTIVES:
writing.


(level 1) (level 2)
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you
decide whether
true or false?
comprehensively.
Question: Could
you express these
situations using
some tenses ?
PROCEDURE
aids
I. Reading
- Ask Ss to do activities 1 and 2 -discuss -Textbook -Identifying
individually, and check their answers with -listen
a partner’s. Give correct answers and
Key: 1b
1. rubbish dump (n) landfill (n)
2. hide bury (v)
underground (v)
3. serious skin skin cancer (n)
disease (n)
4. waste gases (n) exhaust gases (n)
5. process (v) treat (v)
2.
What can be - report their Board, -analyzing
Problem done to solve the results textbook requirement
problem? -working in pairs
1. landfills do more -presenting
Linda recycling
the thinking
2.
of the ozone drive less
Jenny
layer
3. water treat all waste
Kate pollution more carefully
II. Speaking
Task 3:
Ask Ss to work in pairs, choosing one of -discuss the Board, - analyzing the
the destinations of ecotourism in Viet questions textbook requirement
Nam. Ask each pair to report their choice -work in groups -listening
and explain the decision. -oral answer
Task 4: -presenting
Ask Ss to work in pairs and answer the
three questions. Then ask Ss to discuss - answer the Board, - analyzing the
their answers with a partner’s. questions textbook requirement
Ask Ss to present their answers to the -writing
class.
III. Listening
- Play the recording about Cuc Phuong -listen Board, - analyzing the
National Park, while Ss fill in the missing -answer the textbook requirement
information. questions
- Play the recording again for Ss to listen
and check their answers.
- Alternatively, play one or more times for
Ss to work out the answers. Provide the
correct answers, and give any
Key: 1. 135 2. tourists
and scientists
3. 2000; 450 4. most
impressive 5. 1000
IV. Writing
Ask Ss to use the points given (or their -write Board, - analyzing the
own ideas) to write a paragraph about one textbook requirement
of the different environmental problems
and give advice on how to solve them.
Ask Ss to write the draft first in class, and
then write their final versions at home. Ss
may start their writing like this:
Example:
Today, people are producing too much
waste. The city landfills are nearly full. So
we should do more recycling and…
IV. Homework
- Prepare for the next lesson. -take notes

Date of teaching:
REVIEW
FOR THE SECOND SEMESTER EXAMINATION
I. OBJECTIVES:
writing.
3/ Attitudes: - be willing to cooperate with other classmates
-verbalize thoughts by using vocabulary and expression
-gain more vocabulary

(level 1) (level 2)
meaning of new
words
Question: Can you
fill in the
uncompleted
sentence?
Question: Can you
decide whether
true or false?
3. Revise some It is possible to Using some tenses Expressing the Talking about
grammar points use of some may help us write situations using some topics
grammar points or speak more some tenses
comprehensively.
Question: Could
you express these
situations using
some grammar
points ?

I. LISTENING
You will hear some information about a visitor to a school.
BLACKBURN SCHOOL
Visiting Speaker
Day of speech: (1) _________________________
Name of speaker: (2) _________________________
Subject: (3) _________________________
Place: (4) _________________________
Time of talk: (5) _________________________
Tickets for parents cost: (6) _________________________ pounds.
II. PRONUNCIATION Mark the letter A, B, C, or D to indicate the word which is stressed
differently from that of the rest in each of the following questions.
Question 1: A. ecology B. phenomenon C. eco-friendly D.
development
Question 2: A. unavoidable B. scuba-diving C. degradation D. ecological
Question 3: A. disposal B. awareness C. entertain D. injury
Question 4: A. contrast (n) B. culture C. wedding D. believe
Question 5: A. support B. image C. workforce D. courage
III. LEXICAL – GRAMMAR
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the
following questions.
Question 1: We will _______ domestic violence soon if we co-operate well.
A. protect B. pollute C. destroy D. eliminate
Question 2: Your car must be serviced regularly if you want it to be _______.
A. in good condition B. in good mood C. out of control D. beyond our
reach
Question 3: Women with strong characters often make _______ about their own lives without
being dependent on their husbands.
A. decide B. decisive C. decisively D. decisions
Question 4: When the bride wears something borrowed, it symbolizes the help and support she gets
from her friends and her family whenever she needs it.
A. show B. represents C. create D. popularize
Question 5: The _______ about how a wedding ceremony is held remain kept strictly by
Vietnamese people.
A. rituals B. expenses C. superstitions D. rules
Question 6: The Chinese zodiac is used in countries that historically have had a lot of _______
exchange with China, such as Vietnam, Japan and Korea.
A. culture B. cultural C. cultivate D. cultivation
Question 7: Peter, who has used his tablet to take photos of his journey, will _______ them on the
Internet.
A. download B. unload C. overload D. upload
Question 8: Electronic devices make some students _______ from their lessons.
A. focus B. concentrate C. distract D. attract
Question 9: When I turn off the voice and texting _______ in my smartphone, it becomes a mobile
computer.
A. program B. applications C. software D. hardware
Question 10: “Can you help me with my essay?” – “_______”
A. I think that, too B. Yes, I’m afraid not C. Not completely D. Why not?
Optional Period 35: REVIEW FOR THE SECOND-SEMESTER EXAM
I. Choose the word which has stress is placed differently. 1-2

1: A. wedding B. support C. modern D. custom
2: A. information B. similarity C. presentation D. difference
II. Choose the best option to complete the sentences. 3-12

3: The team paid a ________ price for its lack of preparation.
A. heavy B. light C. dirty D. expensive
4: Health is ________________ than money.
A. the important B. most important C. more important D. importanter
5: In order to ________ a man’s job, Brenda had to work very hard.
A. pursue B. work C. enroll D. prefer
6: We _________ stop when traffic lights are red.
A. might B. should C. must D. can
7: Gender discrimination should be ____________ so that everyone has equal opportunities in
education.
A. eliminated B. eliminate C. elimination D. eliminating
8: Superstitions still________ an important part of life for many people in Vietnam.
A. do B. take C. play D. give
9: We had dinner in________ most expensive restaurant in town.
A. an B. x C. the D. a
10: My cousin's ______ is next Sunday.
A. marriage B. wedding C. tradition D. assignment
11: There is a wedding ______ for all guests after the wedding ceremony.
A. reception B. engagement C. proposal D. ring
12: The ______ can have as many bridesmaids as she wants.
A. bride B. husband C. couple D. groom
Read the passage and choose the best answers. 13-17
Visitors to Vietnam should pay attention to the following advice.
Socializing
Vietnamese people like to ask questions about age, marriage, salary, etc when they meet
someone for the first time. For example, they may ask, ‘How old are you?’, ‘Are you married?’,
‘What do you do for a living?’, ‘Do you have any children?’ Don’t be embarrassed by these kinds
of questions. This is the Vietnamese way of being friendly.
Presents
Vietnamese people always show their gratitude when receiving a gift. However, you should not
be surprised if they do not open a present you had given them immediately. Opening a present in
front of the gift-giver is considered to be embarrassing.
Compliments
Although Vietnamese people always appreciate compliments, they are usually modest in their
reactions. For example, in response to the compliment ‘What a nice dress!’ a Vietnamese girl may
say, ‘I don’t think so. It’s very old.’
The elderly
Always show the elderly respect. Bowing your head slightly to an elderly person is a sign of
respect. During a meal, elderly people should be served first.
13: Which questions do Vietnamese people often ask when they meet someone for the first time?
A. questions about music B. questions about personal life
C. questions about weather D. questions about sports
14: Who should be served first during a meal in Vietnam?
A. the poor people B. the young people
C. the old people D. the rich people
15: Why don’t Vietnamese people open presents immediately?
A. Because they feel bored with opening a present.
B. Because they don’t like gift-givers.
C. Because they feel embarrassed to open a present in front of the gift-giver.
D. Because they don’t like presents.
16: How do Vietnamese people react to compliments?
A. modestly B. happily C. excitedly D. sadly
17: Which of the following is NOT true?
A. Vietnamese people often ask ‘How old are you?’ when they meet someone for the first time.
B. Vietnamese people don’t appreciate compliments.
C. Vietnamese people always respect the elderly.
D. Vietnamese people ask questions about age, marriage, salary, etc to show their friendliness.
Read the following passage and choose the best answer. 18-22
It’s always thought that women are the (18)________ class in citizen, and men are the first.
There is not a real equality of opportunity for men and women. Years ago, people were living in a
man- dominated society. Women had (19)________ their husbands and fathers absolutely.
Women’s place was in the kitchen and women’s work was housework. In many places, women
were not even allowed to go to school. Women had no rights, even the right to choose a husband for
themselves. Men usually occupied high positions in society so they thought they were more
intelligent and important (20)________ women. Men considered women their property.
Sometimes, women were mistreated by their husbands and suffered this as a fate. Many parents did
not even want to have female children.
Thanks (21)________ the women’s liberation movement, women have nowadays proved that
they are equal to men on every aspect. An average woman has weaker muscles than an average man
but she may be as intelligent as him. Women can do everything that men can and women can do
one thing that no men can; they (22)________ children.
18: A. twice B. two C. second D. double
19: A. to obeying B. obey C. obeying D. to obey
20: A. than B. as C. same D. then
21: A. to B. for C. of D. with
22: A. produce B. eliminate C. prevent D. pursue
Rewrite the sentences with suggested words. 23-26
23: Smoking is not allowed in the hospital.
 We ...........................................................................................................................................
24: Most of the students can answer this question.
This question ...........................................................................................................................
25: Somebody will clean the room later.
The room ..................................................................................................................................
26:There is no better teacher in this school than Mrs. Jackson.
Mrs. Jackson is .........................................................................................................................
Choose the word whose underlined part is pronounced differently.27-28
27: A. eliminate B. equality C. educator D. encourage
28: A. income B. couple C. ceremony D. culture
Use the given words to make the meaningful sentences. 29-32
29: She/ have/ preference / boys /girls.
……………………………………………………………………………
30: Gender differences/ cannot/ prevent / person /from /do/ job.
……………………………………………………………………………
31: She / sing /more beautifully/ she/ play/ piano.
……………………………………………………………………………
32: newly-wedded couple/ plan /spend /honeymoon/Italy/last week.
……………………………………………………………………………
Listen to the passage and choose the best answer A, B or C to complete each sentence.
33: _________ of all working hours, the work is done by women.
A. Nearly 50 percent B. Nearly two-thirds C. Nearly three-fourths
34: In Africa, __________ of the farm work is done by men.
A. 80 percent B. 50 percent C. 20 percent
35: A typical woman in a developing country spends ________ collecting firewood daily.
A. 1 hour B. 2 hours C. 3 hours
36: __________ is the amount of time a typical African woman spends on cooking every day.
A. 1 hour B. 2 hours C. 3 hours
Listen and fill in the blank NO MORE THAN THREE WORDS to complete the passage.
-----Wedding is very important to the Vietnamese, not only to the couple involved, but also for
both families. The wedding day is usually chosen (37)__________ by the groom’s parents. On the
wedding day, the groom’s family and relatives go to the bride’s house bringing gifts wrapped in the
(38)_______________. The people who hold the trays of gifts are also carefully chosen. They have
a Master of Ceremonies who introduces the groom, the bride, the parents, the relatives and
(39)__________ of the two families. The wedding ceremony starts in front of the altar. The bride
and the groom would pray, asking their ancestors’ permission to get married. The Master of
Ceremonies give the wedding couple advice on starting a new family. The groom and the bride then
exchange their (40)_____________ .

Date of teaching:
THE SECOND-SEMESTER EXAMINATION
(Theo đề chung của tổ chuyên môn)

Date of teaching:
CORRECTION

Giao An 10 Ki 2thidiem

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Distributive period: 55

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Question: Could you

Question: Could you

III. PREPARATION OF TEACHER AND STUDENTS

- Ask Ss to read the sentences, check if

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

Optional Period 19: REVIEW OF PRONUNCIATION, VOCABULARY,

get more important

1. My cousin is thinking of ______________ because he loves young children

1. My cousin is thinking of becoming a childcare worker because he loves young children

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

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

III. PREPARATION OF TEACHER AND STUDENTS

Optional Period 20: REVIEW OF READING AND SPEAKING

a. equality b. well – paid c. knowledge

Education helps (1) ____________ win equality.

Task 2: Read the text again and answer the questions.

a. equality b. well – paid c. knowledge d. decisions

Task 2: Read the text again and answer the questions.

Unit 6 GENDER EQUALITY

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

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. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Question: Could you

Question: Could you

III. PREPARATION OF TEACHER AND STUDENTS

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

Activity 3: Read the conservation again,

Optional Period 21: REVIEW OF LISTENING AND WRITING

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

III. PREPARATION OF TEACHER AND STUDENTS

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

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

Optional Period 22: REVIEW OF PRONUNCIATION, VOCABULARY, GRAMMAR

ceremony reception guests best man bridesmaids honeymoon

ceremony reception guests best man bridesmaids honeymoon

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

III. PREPARATION OF TEACHER AND STUDENTS

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

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. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

III. PREPARATION OF TEACHER AND STUDENTS

Optional Period 23: REVIEW OF READING AND SPEAKING

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

Content Knowledge Comprehension Application Application

III. PREPARATION OF TEACHER AND STUDENTS

S + will/ have to/ be going to + be V-edpII + (by O)

2. Comparative and superlative

So sánh So sánh hơn

- Teacher asks Ss to give examples for

Optional Period 24: REVIEW OF LISTENING AND WRITING

Question 1 - When is the football match?