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UNIT 1: FRIENDSHIP

Period 2: READING
I. OBJECTIVES By the end of the lesson, Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context. - Use the information they have read to discuss the topic. - Students can comprehend the reading about friendship. - Students can understand and use new vocabulary through speaking, asking and answering activities. II. PROCEDURE Time 3’ Contents  Warm-up A………………..in need is a …………………indeed. 1. BEFORE YOU READ + What are the girls and boy doing in the picture? + How do they feel? + What does the picture tell you? "What do you think of the friend in the poem?" Suggested answers: + One boy is playing the guitar, and the other girls and boys are singing. + They seem very happy because I can see their smile. + The picture tells me that friends can happily do many thing together. / Friendship is a nice thing that brings happiness to us. 2. WHILE YOU READ * Task 1 Answer 1. mutual 2. incapable of 3. unselfish 4. acquaintance; friend 5. give-and-take 6. loyal to 7. suspicious * Task 2 Answer: B (Conditions of true friend ship) * Task 3 Teacher’s and students’ activities - Teacher writes the following sentence on the blackboard and asks students to do as directed ( Complete the sentence by filling in the gaps with the suitable words) - Students work in individual and then discuss with their partner - Teacher asks students to volunteer to answer before class. - Teacher reads the poem (or turns on the tape recorder). - Students listen twice and practice reading the poem (in pairs) - Teacher notice students the intonation and how to read exclamatorily - Teacher guides students to new lesson ( Teacher prepares students handout filling in the blank to introduce new words in the text more easily) - Teacher asks students read the text silently and do the Tasks as directed. - Students choose the correct answer to fill in the blank. - Teacher teaches difficult words to help students to do the Task better. - Teacher asks students to read the text again. - Students discuss with each other and choose the correct answer.

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- Teacher asks students to ask and answer Answer: 1. The first quality for true friendship is the questions related to the text. unselfishness. It tells us / me that a person who - Students work in pair

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is concerned only with his own interests and feeling can not be a true friend. Changeable and uncertain people are incapable of true friendship because they take up interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. The third quality for true friendship is loyalty. It tells us / me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them. There must be a mutual trust between friends because if not, people cannot feel safe when telling the other their intimate secrets. Talkative people can’t keep a friend long because they cannot keep a secret, either or their own or of the others. The last quality for true friendship is sympathy. It tells us / me that to be a true friend you must sympathize with your friend. Where there is no mutual sympathy between friends, there is no true friendship.

- Teacher goes around to help someone in difficulty.

- T asks Ss to work in pairs to discuss the question in the book. - T goes around to help Ss when necessary. - When all pairs have finished, T asks every 2 pairs to share ideas. - T calls on some Ss to report their ideas to the class. - T gives feedback. - Students discuss in group. - Teacher focuses on some common mistakes and difficult problems. - Write down the answers of the questions on page 15. - T summarizes the main points of the lesson. - Do the exercise in Task 1 about using words – Page 14.

3. AFTER YOU READ “Why do we need to have friends?” 5’ 2’  Consolidation  Homework

EXTRA EXERCISE Read the following passage about pen pals. Complete the passage by filling each blank with the suitable form of the word given at the end of each line. PEN PALS Pen pals are people who (1) ……write to each other, particularly via postal mail. Regular A pen pal (2)… is often used to practice writing and reading in a foreign language, improving literacy, Relation to learn more about other countries and life-styles, and to ameliorate (3)……. As with any friendships Lonely in life, some people remain pen pals for only a short time, while others continue to exchange letters and presents life-long. Some pen pals (4)….. arrange to meet face to face. Pen pals come in all ages, Eventual(5) ……..and cultures. National Pals may seek new pen friends (6) ……on their own age group, a specific occupation, Base hobby, or select someone (7) ….different from them to gain knowledge about the world around them. Total Being part of a pen pal network can be a way to gain a valuable (8) …..of the world, and an Appreciation for cultures and lifestyles very different to your own. Understand  Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8. understanding

UNIT 1: FRIENDSHIP
Period 3: SPEAKING I. OBJECTIVES By the end of the lesson, Ss will be able to: - Describe the physical characteristics and personalities of their friends, using appropriate adjectives - Pupils know how to describe the characteristics and appearance of someone - Pupils know how to interview a famous person. II. PROCEDURE Time Contents Teacher’s and students’ activities 3’  Warm-Up 1/Do you concern about your outlook? 2/ Is it important to you? - Lead Sts to the main content 1. Task 1 “ OK, look at the picture. - -- How many people are there in the picture? Can you guess the age of each of them? Now let us start with the physical description of the man. Is he tall or short?” - Explain the useful language (page 16): * height : tall, medium, short … * face : square, large, oval … * forehead : broad, high … * nose : straight, crooked … * hair : black, grey … * appearance : handsome, beautiful, goodlooking … - “ Now let‘s start with the physical description of each person, using the guided + question: Can you describe the _____ in the picture? “ + answer: The ____ is height. He / she has ____ face, and a _____ nose. His / her hair is _____. His / her appearance is ______. - Teacher asks students to observe carefully four people in the picture, describing their physical characteristics. - Students work in pair. - Teacher can guides students… - Teacher asks students to discuss and number of the following personalities in order of importance in friendship. - Students work in group - Teacher asks each group to report their result to the class and explain why they arrange in such order ( Note : There is no need to have unchangeable answer; Students may arrange in suitable order in case they can explain their reason.) - Teacher asks students to practice interviewing skill.

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- Let Sts number the following personalities in order of importance in friendship. - Teacher gives role-play for each pupil, instructing each role to think caring, hospitable, modest, sincere,generous, and base on the following suggestions to ask and answer honest, helpful, understanding, pleasant questions. 2. Task 2 - Pay attention to the suggestions : - Pay attention that there’re no answer keys for - Students work in pair. Teacher

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this Task 3. Task 3 + his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly, humorous, quick-witted, good-natured, helpful, honest, pleasant, caring ) + why he / she interests in Math + how much time he / she spends on Math everyday + what makes him / her a good friend + what made him / her successful ( studious, intelligent, keenly interested in Math, eager to learn, patient, calm ) + what he / she does in his / her free time  Consolidation  Homework

goes around to help students who are in difficulty. - Teacher asks two or three pairs to report their interview before class.

- Practising speaking these Task again at home

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- T summarizes the main point of the lesson. - Prepare for the listening part for the next period - Learn by heart some new words. - Prepare part C : Listening

More exercises Complete the following passage by filling each blank with one suitable word. Friendship: Good for the body, Good for the soul “Many people will walk in and our of your life; but only true friends will leave footprints in your heart.” – Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we felt like crying over a bad mistake? Made us feel loved when our boyfriends (or girlfriends) broke up with us? Given up the (2) to go back to school or to change careers? Like armor, good friends make us almost invincible, capable (3) warding off the blows life occasionally deals us. (4) Friends accept us for who we are, we gain the confidence to dream great dreams - and to (5) them real. Friends liven up our days with their twisted humour, their honest answers, and their ability to bear our gloating (6) we beat them at golf or tennis. We can even trust them with our (7) embarrassing secrets! What a relief it is for us to reveal our true selves to someone! It’s no (8), then, that medical researchers have found that those who have friends tend to be happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and spiritual benefits. Answers: 1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8. wonder

F Long’s talk: 1.F 3. II. asking students to 13’ 5.Teacher guide pupils to the new lesson by asking them some questions about themselves. OBJECTIVES By the end of the lesson.Pupils listen and choose the true / false information. She’s got many friends in Do Son and she introduced Lan around.Students close their books . “You will hear Lan and Long talk about their best friends Ha and Minh.F 17’ 4.. .F 2. . -Ha’s sociable. BEFORE YOU LISTEN 2.Teacher turns on the tape recorder. -They met in college -Minh played the guitar.Develop such listening micro-skills as intensive listening for specific information and taking notes while listening.Teacher gives instructions.T 6.UNIT 1: FRIENDSHIP Period 4: LISTENING I.F 3.Students work in pair.T 4. .Teacher asks students to open their books and read the part LISTEN AND REPEAT.F 2. PROCEDURE Time 3’ Contents  Warm-up -Do you have the best friend? -Who is your best friend? 1.T *Task 2 Answer key: Lan How and where they meet -They used to live in the same residential area in Ha Noi -Lan went on a holiday to Do Son and Ha went there to visit her. .T Long Tapescript . . Long was a singer. 5’ Teacher’s and students’ activities .Teacher gives students 1 or 2 minutes to read the statements to make sure that they understand them .Pupils listen and take notes the main ideas of the reading depending on the instruction. WHILE YOU LISTEN *Task 1 Answer key: Lan’s talk: 1. Ss will be able to: .Teacher explains some more new words if required . -They worked together.Teacher asks students to read aloud the words given to make sure they pronounce exactly and understand their meaning. .. -Minh has a sense of humour -Minh likes to go to play and movies -Minh is a good listener -Minh is friendly and helpful.T 5. Listen to their talk and do the Task that follow. What they like about their friends -Ha’s very friendly and helpful.” and explain * Going through the statements * Going through the vocabulary in Task 1 .

We met in college. But when we are going through a rough time. and we’ve been best friends ever since.T summarizes of the lesson .Students listen and decide whether the statements are true or false. I first started to get to know her when I was going on a two-day trip to Do Son last year and I didn’t know anybody there. . 3. really friendly. and he’s a good listener.Teacher turns on the tape recorder again.How and where did they meet? . And we have a lot of the same interests. I was there singing and Minh was a guitarist.Lan’s talk My best friend is Ha. it is said that Hai phong people are cold. and that’s one of my favourite things about him. he’s very. so she introduced me around. And over the years. AFTER YOU LISTEN  Consolidation  Homework listen carefully (Teacher lets students listen the second time in case students don’t hear clearly yet) . practicing. he’s really a good friend. and he is always help me through. speaking about how Ha and Minh become Lan’s and Long’s good friends. she said.” So she rode on her motorbike to Do Son and twenty minutes later she was there. We like to go to plays and movies together. but Ha is really. I gave ha a ring and she was so friendly. and that’s one of the things I like best about him.Listening again at home. asking students both listen to listen and take notes the information to answer the following questions: .Teacher goes around to help students in case they are in difficulty. . We used to live in Nguyen Cong Tru Residential Area in Ha Noi. we have been through good time and bad times with each other.Students work in pair. 2’ . Minh has a great sense of hunour. .What do they like about their friends? 5’ . Her family moved to Hai phong im 1985. Long’s talk My best friend is Minh. She stayed with me for two days. She happened to know a lot of people there. We’ve been friend for a long time. So we worked together a lot. “ Oh.Prepare writing part for the next period. I’ll come to visit you. very funny. Task 2 .

Now Mai lives with their parents in Hai Ba Trung street. She doesn’t like to dress up so I usually see her wearing jeans and T – shirt or sweater. At that time I was very bad at English.Write about a friend. real or imaginary. . and (3) what Ss like about the friend.. brown almond. However.T sets the scene : You are going to write about a friend. we became best friends when we were at grade 6. . personalities. thinking and choosing one of his/her friend he/she finds more information to be able to write from that one. Ss will be able to: . or clothes. then arrange in logical order. Her name is Mai. checking errors of spelling and grammar before ending writing. She is not very tall but not short either and she is quite slim. but she can also get a little depressed from time to time. In general.Pupil know how to describe about a friend (appearance and personalities) from the given facts. Ss’ writing should include three parts : (1) general information about their friend.Teacher asks students to start to write. She has short black hair.shaped eyes. -Students find ideas. contents Teacher’s and students’ activities Guessing game . Guiding 2. -Students read again his/ her writing carefully.Students practice writing based on the ideas they have already reorganized.UNIT 1: FRIENDSHIP Period 5: WRITING I. We have known each other sine we were 8 years old. . T gets Ss to read the Task and the guidelines silently and work out what they are required to write about. Writing 20’ Sample writing : Probably my best friend is one of my classmates. Teacher goes round to help them if necessary. using the provided guidelines. and we have studied together since then. OBJECTIVES By the end of the lesson. Ss should ask about the appearance. I can always count on her to be honest and to give me the best advice. a small nose and a small pointed chin. Other Ss to ask Yes / No questions to find out who the student is. . II. If I were to describe how she looks. and it was her who helper me improve my English. PROCEDURE Time 3’  Warm-up + Is the person a girl? + Is she tall? + Is she short – sighted? + Is she friendly? 15’ 1.Ss may ask questions such as : . We both enjoy music.Students read guidelines carefully. using the words and expressions that they have learned in previous lessons. .T introduces the game : one student goes to the board and T give him / her a piece with the name of a student in the class. (2) his / her physical characteristics and personalities. real or imaginary.. She has very nice personality an a wonderful sense of humor. I would say the very pretty. What I like about Mai is that she has the same hobbies with me . Teacher gives some instructions to help students to write effectively: .

After that. The second time she spoke. Armed with bags of luggage. Her hair was in a completely disastrous mess like a bunch of straw. “A good guy. since I am better in math and science and she is better in English and languages. What was the girl’s roommate doing when she first saw her? 2. there was already a girl making her bed. Where did the girl’s roommate come from? 5. She was making her bed. Minutes later. her accent told me that she was from the south. Smiling shyly.She was quick in action. How did the girl’s feeling about her roommate change? Answers: 1. we can always help each other if me get confused about a difficult homework assignment. Her too big T-shirt and short trousers made her look funny. 4. it’s always fun to be with her. In addition. We would like to study at the same university  Consolidation 5’ 2’  Homework Teacher chooses any of the students to write their Task on the blackboard while the others also write their Task below to correct before class. There was no difference in the fitting from any other room I had seen.. which were indeed out of fashion. Why did the girl think that her roommate had had a long journey? 3. In the room. Her roommate offered to help her to get the luggage from the ground floor and she was quick in action. I walked slowly into the dormitory. Because her roommate wore dirty clothes and had a tired look. We are lucky that we complement each other so well and that we get along so well. she said “how do you do” to me. . She came from the south. We like going to the cinema but some times can’t agree on which movie to see. she had already walked out of the room and was soon far ahead of me. “Shall I help you to get your luggage from the ground floor?” I didn’t refuse since I really needed help. What made the girl’s roommate look funny? 4. I concluded. “A yokel”. 2. paying no more attention to me. 3. her T-shirt was too big for her and her trousers were a bit short. Wow. “I will make friends with her.T summarizes the main points of the writing . she continued her work. Her dirty clothes and tired look were clearly signs of a long journey. . 1. Before I said “Thanks”. Well. Whatever we’re doing. I hope that our friendship will continue and be just as strong after we graduate from high school. I started to examine her. At last I found it.” I said to myself. Then I began to examine the room. She was thin. “What a stuck-up fellow” I thought..” I hurried and caught up with her. no doubt. I looked at door after door for my name. she didn’t look like a smart freshman at all. 5. But it had been thoroughly cleaned by my new roommate. which made her look funny. My roommate It was my first day at the university. In a word.playing the guitar and singing. she wore a pair of rubber scandals. The girl thought that she would make friends with her roommates. short and dark.T asks Ss to rewrite the description of a person on their notebook and asks them to prepare the new lesson “language focus” EXTRA EXERCISE: Read the text and answer the questions that follow. What’s more.

correcting their pronunciation if neccesary. . discussing to put the words in the correct order to make sentences.OBJECTIVES  Pronunciation: . You always have too much to talk about 6.How to use “ infinitive with to” and “ infinitive without to” correctly in common statements. II. = I have letters that I must write. I am happy to know that you have passed th exams.Students practice in pair. 4. 8. + Does he get anything to eat? = Does he get anything that he can eat? Similarly with to-infinitives + preposition: 12’ b) Practice Answer: 1. I have some letters to write. . 3.Teacher reads all the words twice. I am/ was delighted to hear the news.Students rewrite the sentences.Teacher explains the meaning and the usage of To. It’s lovely to see you again. + I have letters to write. using the .Pronouncing coorectly two consonants /dz/ and /ts/ in single words and statements. noticing students the difference between the voiced /dz/ and voiceless /ts/ sound. students listens. Who wants something to eat? 2.infinitive a. .Teacher asks students find words that have consonants /dz/ and /ts/ in the statements. .infinitive. My mother has some shopping to do.UNIT 1: FRIENDSHIP Period 6: LANGUAGE FOCUS I. Students practice reading these statements in individual then in pair. PRONUNCIATION / dʒ/ 7’ / t∫/ Contents Teacher’s and students’ activities (include oral test) Listen and repeat .Teacher reads each word aloud and clearly in listen and repeat again so that students repeat.Teacher reads these statements twice. PROCEDURE Time 6’ Warm-up 1.Students work in pair . Practice reading aloud these sentences. GRAMMAR *Exercise 1 1. 2. 7. . + Does he get anything to eat? + There is plenty to do? -The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them. 5. .Teacher goes around to help them when necessary .  Grammar and vocabulary: .Teacher asks some students to repeat. It’s / was too cold to go out. Presentation + I have letters to write. *Exercise 2 . To.

5. We can’t refuse their invitation. The woman is too old to drive a car. The was not interesting enough (for me) to watch. She crossed the road. watch. 10. I was happy to meet you again 9. + We use the bare infinitive after let and make: Let S. observe. Answer: 1. 8. 3. Answers: 1. 8. I didn’t watch it. I heard them.O to do S.TH. feel…. smell.13’ 2.T summarizes the main points of the lesson -Write down the answers in their notebooks . 6. listen to. They let him write a letter to his wife. I saw her drive off. I heard them sing a song. make S. The woman is old. 7. I watched a pavement artist draw a portrait in crayons. 1. The boy saw the cat jump through the window. 3. let and used after some perceptive verbs: hear. It would look rude to refuse their invitation. . I saw her cross the road. observe. watch. hear. The customs officer made him open the briefcase. He left the firm. . She can’t drive a car.. She drove off. / The woman is not young enough to drive a car.O to do S. The film was too boring (for me) to watch. see. I felt the animal move toward me. I was happy. notice. He looked the door. They sang a song.O do STH = force S. Do you think her parents will let her go for a picnic?  Consolidation Homework 5’ 2’  EXTRA EXERCISE: Join these pairs of sentences. 8. smell. I heard them talk in the next room. 9. 2.Teacher explains the meaning and usage of infinitive without to ( Infinitive without to can be used after some causative verbs: make. 4. I watched him. 10. I saw her.Prepare the reading part for the next period 3.O do STH = allow S. 2.. The film was boring. I met you again. I saw her. perceive.The bare infinitive generally refers to the complete action. 7. I saw her. 5. 6. 2. He was foolish to leave the firm. A pavement artist drew a portrait in crayons. I observed him lock the door. Do you think the company will make him pay some extra money? 7. 4. 4. 5. taste. perceive. b) Practice correct form of the infinitive without to. 6. He was foolish. The police watched them get out of the car. Infinitive without to (bare infinitive) a) Presentation + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel. It would look rude. see.TH. ..

Teacher explains some difficult words to help students comprehend the text more easily.Pupils comprehend the story and guess the meaning of the words and phrases through the context. PROCEDURE Time 3’ Contents  Warm-up -What can you see in picture A? What do you think might be relationship between the girl and the man? Why? -What do you see on the table? Whose money do you think it is? 1. .Develop such reading micro – skills as scanning for specific ideas and skimming for general information. 2.Teacher asks students to read the text silently. ./ to buy the hat for herself.a 6. Ss will be able to: .e 5. A wad of dollar notes exactly like compare the result. .Teacher can help them by asking some .c .UNIT 2 : PERSONAL EXPERIENCES Period 7: READING I. try to understand the content of the reading text. so that she could buy the hat for the order they happened in the story. making a fuss required words related to the reading text.b 3. then the sentences and find the 1.Teacher divides students into groups to herself. glanced 2. teacher asks the ones her father had given her before.Use the information they have read to discuss the topic.f 4. In case the answers of these groups are the same. 3.Teacher interests students by asking them to look at the pictures below and guess what is happening in each of them. A red floppy cotton hat. . Answer key: noticing students the word forms. . embarrassing 4.Teacher asks students to read the text * Task 3 silently again. . . . If the answers are different.Students put the pictures of the events in 1.Teacher asks students to read the text Answer key: again. 4.Teacher divides students into groups to 5. OBJECTIVES By the end of the lesson.d 2.Students work in individual.Teacher gives correction before class. idols . . WHILE YOU READ * Task 1 Teacher’s and students’ activities . teacher asks them to fuss. 5’ 10’ 5’ 6’ 6’ . . sneaky compare the answers after they finish their * Task 2 Task. BEFORE YOU READ Some questions: * Who do you think they are? * Where are they? * What are they doing? 2. II. 3. Because she didn’t like to make a them to retell each of the events. 1.Students do the Tasks as directed.Students work in pair. .

..Students retell the story in the reading text and give their opinions about it. “unhappy”. And as I really wanted to be on stage.Students answer the questions 5’ Ex.… . It’s not his birthday today”.T 5. and magic. . with songs.Sts do the more exercises . then report the general ideas. F 3.5. 3. “confused”. She might feel embarrassed and guilty /ashamed because that was not her money. Ex. It was the boy’s 9th birthday when his mother took him to the theatre. tell the police the truth and ask them for help/ May be the girl could get on the same bus the next day and look for the boy to return him the money. My face went bright red.Teacher guides students to say their opinions about the story.” and some adjectives that express feelings. “sad”. 2.T teaches some structures that can be used for giving suggestions.T introduces the Task: Ss work in small groups of 3 or 4 and discuss the questions.The whole class check the answer and write the answer key on the blackboard. the presenter came out and said: “Any child who’s got a birthday today. “perhaps she could”. I rushed up. the magician asked my name. It was a special show for children. etc. The magician said it didn’t matter and I could stay on stage. “uncomfortable”.Teacher can give instructions: put up a notice at the school board/ get on the same bus the next day and look for the boy to return money to him/ do nothing/ keep it a secret/ tell her father and ask him for advice. When I was up there. you go”. . T 7. etc. The boy came up onto the stage because he got a birthday that day 4. and then said: “So it’s your birthday today whole theatre burst into laughter. As I came down from the stage all the other children looked at me and laughed. “uneasy”. with some other children. EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow: I was about 8 or 9 years old at that time.Students work in group. . come up onto the stage and you’re going to be the magician’s assistants”. . “she might want to. The boy’s mother wanted him to be on the stage so she told him to go 5. T F 1.Students learn the new vocabulary by heart and make sentence with them. clowns. F 6. The boy felt ashamed because everyone knew he told a lie 7. At that moment I wanted the earth to open up and swallow me. The presenter invited all the children to go onto the stage 3. T . . The other kids laughed at the boy because he was a bad liar Answers: 1. discuss again to have the right answers. My mum gave me a push and said: “Go on. and some of the children called out: “He’s a cheat. The magician got angry because the boy told a lie 6. F 2. Perhaps the girl might want to her father the truth and ask him for help/Perhaps the girl could come to the police station. “ashamed”. One member in each group write down all the opinions in their group.  Consolidation  Homework 3’ 2’ . and my mother took me to the theatre. She bought the hat with it. . F 4. After the first part of the show. but I felt awful the whole time. AFTER YOU READ Suggested answers: 1. Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back/ 2. .. “embarrassed”.

happy/ angry/ frightened/ relaxed/ excited/ phrases and the structures in box A and B.UNIT 2 : PERSONAL EXPERIENCES Period 8: SPEAKING I. A student is talking to her Asking about past experiences: Have you friend about one of her past experiences and ever….e 6. . How to use the past continuous to tell the situation of the experience and the simple  Answer 1.Pupils can ask and answer the past experiences and their influence to the writer.Students work in pair. then correct before class.h 4.Teacher goes around to give help.Talk about different kinds of activities related to the experiences . Task 1: Work in pairs. Notes: 2. 1.d 2. have done or experienced in box A with how . The lines in their Asking about the details of that experience: How did it happen…. PROCEDURE Time 7’  Warm-up Contents Teacher’s and students’ activities ( include oral test) . 1.f past to tell the experience. ideas in Task 1 to make similar dialogues . Ss will be able to: . then Asking the affect of that experience: How did the experience affect you… practice the dialogue.g 7. _ Hỏi vể chi tiết kinh nghiệm đó: Activity 1 How did it happen? .b 5. Task 2 Work in pairs.e Students discuss in pair to do this Task.c 3.Look at the pictures. using the How did the experience affect you? structures and the ideas in Task 1 to make 3.Students practice speaking with each _ Hỏi về tác động của kinh nghiệm đó: other. Put them in the correct order. II. how it affected her.b 2.a 4. B (page 25) . Task 3: Work in pairs.d 3.Teacher helps students to understand the How do the people in the photos feel? . then use the structures and the carefully. OBJECTIVES By the end of the lesson. answer 15’ 11’ 7’ .Teacher asks students to practice the dialogue after putting the lines in the  Answer: conversation in the correct order. to talk about past experiences in the dialogue . listen in Task 2. Match the things you might . Underline the structures used similar dialogues.Teacher asks students to play role to _ Hỏi về kinh nghiệm đã trải qua: practice with him/her to check students’ Have you ever …? memory. then match the things they might have bored done or experienced in box A with how the experience might have affected them in box B.a 5. write all common mistakes. conversation are jumbled.c 8.Teacher goes around to help students if the experience might have affected you in box they find the words or the structure in the box difficult.

EXTRA ACTIVITY: “Find someone who.. for example.Ss use present perfect and past simple when conducting the interviews. Find some who.How did it happen? . the T may want to get the class to ask An follow up questions.How did the experience affect you? 3’ 2’  Consolidation  Homework Activity 2 .. In the end the T should ask the Ss the questions in this format “Who has ever seen a lion?” The Ss look at their sheets and if someone said “yes”. If someone answers yes to their questions they write they the name of that person on the sheet..” See a lion(not on TV) Be to Africa Witness an armed robbery Date someone on the internet See a football match(not on TV) Eat pizza Drive a truck Look after a very old person Do skateboarding Yes(write name) No The T should monitor the activity and even encourage Ss to ask him/her questions.Students work in group.Ss go around the class interviewing as many Ss as possible about their past experiences. Also she/he should discourage the use of monosyllabic answers like. As a follow up and in order to get more dialogue going. If no one in the class has then the answer is “No one has ever seen a lion”. They should try to get many “Yes” answers as possible.∗ Useful structures: . -Prepare listening part for the next period. telling the other experience they have met.Teacher collects students’ errors and correct them before class by giving proper examples.” (To practice “present perfect and past simple in a communicative way) . “Can you tell us how you felt?” “Were you scar?” . “yes” or “no”. .When did it happen? . .. “Have you ever. “Where did you see a lion?”.. they should say for example: “An has seen a lion”..Teacher asks one or two groups to report their Task before class when they finish it .Sts do the more exercises -Practising these Tasks again at home.Have you ever …? . .

Students listen twice and do the . . II.Students read the passage quickly. what would you do? ( include oral test) .Teacher asks students some questions to around their interests in listening: Have you ever been in the fire? If you had. Interviewer: Really? How did it happen? Christina: The fire started in the kitchen where I forgot to turn off the gas stove. OBJECTIVES By the end of the lesson. .F 3. my most unforgettable experience happened thirteen years ago.T Tapescript Unforgettable experiences Interviewer: This is Radio 3. Interviewer: Christina. 2. Contents Teacher’s and students’ activities .Develop such listening micro – skills as intensive listening for specific information and talking notes while listening. family 4. replaced . .Listen and understand the exchange of the story in the past about a famous person and its influence on him.Teacher gives clear instruction of this Task. appreciate -Students are asked to listened to get the information to do the Tasks below: 3. BEFORE YOU LISTEN Talking about your best friend. a successful business woman.Teacher reads all the given words. PROCEDURE Time 7’ 8’  Warm-up 1. Teacher can let students listen again if necessary. Hello Christina. It’s nice being with you tonight. Ss will be able to .Students read all the sentence quickly . . . could you tell our audience about the most memorable experience in your life? Christina: Well. took 6.Teacher introduces the situation of the listening.UNIT 2 : PERSONAL EXPERIENCES Period 9: LISTENING I. students pereat. when my house burned down. . small 2.T 2. Teacher goes around to see whether they can do or not. Chistina: Hello and thank you.Students talk freely .F 4.Students write the answer on the blackboard (in pair) . then turn on the tape recorder.F * Task 2 10’  Answer keys: 1.Teacher explains the meaning and usage of these words again if necessary.Students compare the answer with their partner. everything 5. WHILE YOU LISTEN * Task 1  Answers 1. welcome to our programme. 10’ 5.Teacher guide students to the new lesson by asking the whole class to look at the picture and answer the question: What’s happening in the picture? . In our “ Unforgettable Experiences” programme tonight we talk to Christina.

Interviewer: That’s terrible! How did you escape? Christna: I was terrified. … . You can get new clothes any time. Home fires Many fires are caused by cooking. Although I lost many things in the fire. What room in homes has the most fires? a. Never leave something cooking on the stove without watching it. Interviewer: What do you mean? Christina: Well before the fire. . Follow safety rules and you can keep yourself safe.Interviewer: What were you doing at that time? Christina: I was sleeping when I was suddenly woken up by terrible heat. I rushed to her. the experience helped me to grow up. . kitchen 3. Interviewer: I see.Students discuss and compare the result in group. but it gave you something. b 2. Then the fire came and destroyed everything we owned. . . Many people are killed and injured from kitchen fires. What is the number one cause of home fires? a. Then I heard my mother’s voice calling my name. always watching what you’re cooking c. matches b. Christina: Exactly. so the fire took many things from you. gets Ss to listen for once or twice and answer the questions that follow. That is more than any other room in the house. I was selfish.Teacher explains the word “ things” meant “ materials or properties”. very much. cooking with a frying pan Answers: 1. Teacher observes and helps them if necessary. 1.Teacher lets students listen to the .T summarizes the main points of the lesson . basement c. Luckily I got away without even a minor burn.Listen the listening text again at home. cooking without watching c. Cooking is the number one cause of home fires. She carried me out. You should always watch what you are cooking. I always complained to my mother about how small my room was. fireplaces 2. letting them listen again in case they ask. but a family can never be replaced. in fact. Yes.Teacher can instruct them : Family is more important than things because it can’t be replaced. Did the fire affect you in any way? Christina: Oh. Kitchen fires can be prevented. Kitchen fires can be prevented by a. . AFTER YOU LISTEN  Consolidation 2’  Homework . agree or disagree with her. watching food on the stove every 10 minutes b. .Tape and the write the words in the blank.Teacher asks each group to write the result on the blackboard. give marks for the group that finishes first.Prepare writing part for the next period. I open my eyes to find myself surrounded by walls of fire. / it gives you love. family room b. It taught me to appreciate my family more than try to guess what words in the blank. too. support. After all. Reads the text. I just needed my family. Give their own opinions. c 3. or how few clothes I had. yes.Students discuss Christina’s point of view “ Family is more important than things”. Interviewer: Not many people are so lucky. b . 8’ 3. But I slowly began to realize that I really needed my old things. Three out of ten home fires start in the kitchen.

”Cheer”. Our signature normally goes under the Closing write effectively: 5’ 1. plus the name of the person we are writing to and a comma at the end. the Closing and the Signature 3. The Heading. Ss will be able to: . What do we normally write in the Closing? 5. 4. Guiding What happened? When it happened? Most unforgettable experience Who was involved? How it affectedyou? How it happened? Where it happened? -Students read guidelines carefully. PROCEDURE Tim e 3’ Contents  Warm-up Teacher’s and students’ activities 1. Where do we normally sign the letter? A quiz about writing personal letters The Quiz Answers: 1. “yours”. instructions to help students to 5. Hai Ba Trung street the blackboard while the th others also write their Task 25 September 2007 . trying to answer fully these questions -Students join ideas. -Students read again his/ her writing carefully. “Love”.Identify language to be used for describing or telling the experience . -Teacher goes round to help them if necessary.Pupil know how to describe a personal letter about a past experience II. Writing -Teacher choose any of the students to write their Task on Hanoi. “Best wishes”. the Body.UNIT 2 : PERSONAL EXPERIENCES Period 10: WRITING I. the Salutation (Greeting). and after -Teacher gives some that we put a comma. “See you soon” etc. We normally write something like “Sincerely”. -Teacher asks students to start to write. What do we normally write in the Salutation? 4. We normally write “Dear” or “Hello/Hi” etc. 5 parts 2. 2. arrange in logical order. OBJECTIVES By the end of the lesson. checking errors of spelling and grammar before ending writing. -Students practice rewriting based on the ideas they have already reorganized. What are these parts? 3.Interpret information presented in a letter in English . How many parts does a personal letter normally have? 2.

One day I went jogging in the park near my house. she just stood there staring at me. My life was finally saved.T asks Ss to rewrite the letter in their notebook. How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside. I felt so dizzy and was too weak to continue swimming. g 3. The first event has been numbered for you.T asks Ss to prepare the new lesson “ Language Focus” EXTRA ACTIVITY Rearrange these events to make a story. k . and he laughed uncontrollably. another friend who swim the best among us swam towards me and tried to pull me up. I spotted 2 film cameras and a TV van. I haven’t seen them since my last school holiday. c 12. . “Run !” – I screamed at the girl. h. Suddenly. Luckily. f. we are making a TV program”. I suddenly caught a cold. a 4. What about you? Have you got any unforgettable holiday that you would like to share with me? See you soon. and then she started to shout: “Stop it ! Please stop it !”. d. j 5. I understand how precious life is. Now recalling the moment I thought I was going to die. i 10. Immediately I picked up a heavy stick and ran to see what was wrong b. As I looked around I saw more and more people and. I saw 2 men attacking a young girl. f 11. j. l 8. b 9. which is about 70 kilometres southeast of Hanoi.T summarizes the main points of the lesson . There is a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them. Answers: 1. i. I told my brother the story. Immediately.d 2. This event definitely taught me to appreciate my life. g.25’ 10’ Dear Peter. When I got home. feeling very stupid. One day when I was swimming with some of my friends. one of my friends saw that and shouted for help. e 7. to my horror. a. c. I heard cries of “Help ! Help !” coming from behind some trees. It was almost a year ago and was one of my most unforgettable experiences. Without a second thought I rushed at the man and started hitting them with my stick. Let me tell you about my last summer vacation at my grandparents’. h 6. 2’ Correcting Consolidation Home-work . l. jumped on me. e. and apologized. I got up. Then the young girl gave me a strange look and said: “Thank you very much for trying to help but you see. Nam below to correct before class. I thought I was going to drown but I couldn’t call out for help because I was too tired and terrified. Then from behind some more trees 3 more men appeared. As I came nearer the bush where I heard the noise coming from. 1. Then other friends swam towards us to help him push me in. but to my surprise. I learned an important lesson: “Look before you leap”. k. and pulled me away and pushed me to the ground. so I started to sink. My grandparents live in a small village.

. we. Ex: The train leaves every morning at 8 a.Distinguish the uses of different verb tenses: present simple for indicating the past. /η/ 2. When does the train usually leave? * Speakers sometimes use the Simple present to express the idea that an action is happening or is not happening now.Teacher goes around to help them when necessary . a scheduled event or something that often happens. correcting their pronunciation if necessary.T asks Ss to do all exercises in the . The action can be a habit. past continuous and past perfect. Ss will be able to: . Do you have your passport with you? Present continuous + Form: am/is/are + V-ing + Use: * Use the Present Continuous with Normal Verbs to express the idea that something is happening now. past simple. they + V * he. It can also be something a person often forgets or usually doesn’t do.m. / n / and / n /. It can also be used to show that something is not happening now. -Students practice in pair. a hobby.Students practice reading these statements in individual then in pair. The train doesn’t leave at 9 a. . . PRONUNCIATION /m/ /n/ Teacher’s and students’ activities Listen and repeat .Teacher asks some students to repeat. This can only be done with Non-Continuous Verbs and certain Mixed Verbs.Pronounce the words and sentences containing these sounds correctly. . discussing to put the correct tense of the verbs in brackets infinitive. . PROCEDURE Time 6’ 20’ Contents Warm-up 1.Teacher reads these statements twice. OBJECTIVES  Pronunciation: By the end of the lesson.Distinguish the sounds / m /.Teacher reads all the words twice. at this time. students listens. . Ex: He needs you right now. she.Use these ver tenses to solve communicative Tasks. a daily event. Ex: Are you sleeping? Present perfect . . . noticing students the difference between the voiced /dz/ and voiceless sound.UNIT 2 : PERSONAL EXPERIENCES Period 11: LANGUAGE FOCUS I. it + Vs/es + Use: * Use the Simple present to express the idea that an action is repeated or usual. you. II.Teacher asks students find words that have consonants /m/ /n/ and /n/ in the statements.m. Practice reading aloud these sentences.GRAMMAR Present simple + Form: * I.Teacher reads each word aloud and clearly in listen and repeat again so that students repeat.

. was not wearing/ didn’t notice/ was driving c. had eaten/ arrived 2.. Exercise1 1. is shining 11. “For 5 minutes”. invites 2. I think I have met him once before. a. are singing 12.T calls Ss to write the answers on the board.7’ 5’ 5’ 2’ + Form: have/has + Past Participle + Use: * We use the Present Perfect to say that an action happened at an unspecified time before now. got/ had left 5. wrote/ was 3.T summarizes the main points of the lesson -Write down the answers in their notebooks -Prepare the reading part for the next period . sets 3. was working/broke 4. started/ were walking 5. phoned/ didn’t answer/ were you doing 8. Ex: I have seen that movie 20 times. found/ had taken 3. has baked 9. carries 7. Exercise 3 1. promises 6. didn’t listen/ was thinking 7. is b. told/ were having 6. broke/ was playing 2. Exercise 2 1. The Present Perfect is NOT used to describe a specific event. Ex: I have had a cold for 2 weeks.” We can also use this tense to say that we have never had a certain experience. and “since Tuesday” are all durations which can be used with the Present Perfect. had looked/ asked/ cost  Consolidation Homework text book . contains 8. “I have the experience of. paid/ had phoned 7. It is like saying. waves 5. got/ had arrived 6.. The exact time is not important. So we can use the Present Perfect to describe our experience. “For 2 weeks”. is 10. Mary has loved chocolate since she was a little girl. got/ had closed 4. * With Non-Continuous Verbs and noncontinuous uses of Mixed Verbs we use the Present Perfect to show that something started in the past and has continued up until now. went/ said/ hadn’t arrived 8. gets 4.

PROCEDURE Time 3’ Contents  Warm – up: 1. Lisa is celebrating her birthday. II. 2. most married couples celebrate wedding anniversaries every year.Teacher divides students into groups to compare the answers after they finish their Task. F 3. . relate the information in the reading text to the personal experience and to the one around.UNIT 3: A PARTY Period 12: READING I. Rosa and Luis are having a birthday party. cột mốc quan trọng. . 1. What are they celebrating? 3.Pupils read to get the information from the reading text and correct the wrong information in the sentence.Students work in pair.Teacher gives correction before class. 2.Teacher reads the instruction: decide which of the activities below take place at a birthday party or at a wedding anniversary party or at both. They are happy. OBJECTIVES By the end of the lesson. The people in both pictures belong to a family. 3.Pupil open their books and read after the cassette . . What is the relationship between the people in the pictures? 2. T Teacher’s and students’ activities .Teacher asks students to read the text again. try to understand the content of the reading text. BEFORE YOU READ:  Vocabulary: -Anniversary (n): ngày kỉ niệm. only young people celebrate birthday. 4.Teacher asks students to read the text silently. T 2.Students work in individual. -Milestone (n): sự kiện quan trọng. In the USA. . What are they celebrating? . too. -Celebrate (v): làm lễ kỉ niệm. F 4.Teacher explains some difficult words to help students comprehend the text more easily. . lễ kỉ niệm. The people in picture 1 are celebrating a birthday and the people in picture 2 are celebrating the 50th wedding anniversaries. How do they look?  Answers: 1.Teacher reads the instruction: In 5’ 5’ . Ss will be able to: . . . -Candle (n): ngọn nến. 1. In the USA. 3. . . Put the tick in the right box.Students do the Tasks as directed.Teacher interests students by asking them to look at the pictures below and answer the questions: 1. then the sentences an . What is the relationship between the people in the pictures? 2.Pupils compare.  True / False Prediction. * Keys: 1.

silver → golden place in a birthday party and an anniversary III.Write down the activities take 7.Learn Vocabulary. 5 → 50 . provide the correct one. WHILE YOU READ READ: *Task 1: Decide which of the activities below takes place at a birth party or at a wedding anniversary party or both. by heart and make sentence with 5.Students learn the new vocabulary 4. 5.Teacher gives correction before * Task 2: Underline the wrong word and class. 2. at home or in the restaurant? Why? 2. . * Keys: 1. there is ONE word which is not true according to the reading passage. . 3. . . Are you going to celebrate your weeding anniversaries in the future? Why (not)? . Birthday party. 7.Students work in group.Read the text again at home. anniversaries → ages.Students work in individual and discuss in pairs .. Underline the wrong word and provide the correct one. food → presents. Both. 4. Wedding anniversary party. Wedding anniversary party. . 2.Prepare for new lesson: Speaking. Birthday party. . Wedding anniversary party.Teacher asks students to read the text silently again to find the wrong words and correct them. 12’ 8’ 2’ each of the following sentences.T summarizes the main points of  Consolidation: the lesson . 1. 6. . Both. makes → eats. Do your parents celebrate their wedding anniversaries? 3. 3.The individual writes the answer key on the blackboard. months → years.  Homework: . Where do you prefer to celebrate your birthday. them. eighth → seventh. * Keys: 1. th th 6. AFTER YOU READ:  Answer the following questions.10’ 2. .

OBJECTIVES By the end of the lesson. → Decoration (n): sự trang hoàng. trang trí. Have you ever been to any party? Birthday party Types of party Vocabulary: . sự trang trí.Did you know most of the people there? .T calls on some Sts to give the answer. .Did you dance? . 1.Were there any decorations? .What was the music like? .Were there a lot of people there? . Task 1 .Talk about different kinds of activities related to the parties .Whose party was it? .Talk about the party that they have been to .What time did it finish? . Sts will be able to: .Budget (n): ngân sách.Decorate (v): trang hoàng. . . - 7’ . Questions: 1.Did you stay to the end? T asks Sts to read the questions.Who did you go with? . PROCEDURE Teacher’s and students’ Time Contents activities 5’ .Where was the party? .T asks Sts som questions and  Warm-up asks them to answer them.Did you meet anybody nice there? . The rest of the class give comments.Asking and making suggestions about how to organize a birthday party II.UNIT 3: A PARTY Period 13: SPEAKING I.Host (n): chủ nhà (nam) → Hostess (n): chủ nhà (nữ).What sort of food and drink did you have? .What was the occasion? . thinking proper answers for themselves and choose the things they want to talk about. Do you like parties? 2.Did you take the gift for the host? .

games.food and drink 4. Try to convince them to come. * Given speaking: S1: Have you ever been to a party? S2: Yes. T asks Sts to work in pairs. discussing how to organize the best party for the competition.decorations .Prepare new lesson: Listening 3’ 2’ UNIT 3: A PARTY . on the following cues for your party: The rest of the class give . It will take place on September 15th 2007.date and time . T asks Sts to discuss the questions * Given speaking: Hello every one! I am going to organize a party to celebrate my birthday. . S1: Whose party was it? S2: It was my cousin’s.Practice speaking at home.) .Learn Vocabulary. …………………. ……………………………………………  Consolidation:  Homework: .entertainment (music.who to invite .place .10’ 2 Task 2: Tell your partner about the party. using the suggestions given 3. ..formal or informal dress . Decide give their performance.T asks Sts to search the information about some volunteer organization in the world. I have just been in a party last Sunday. Task 3: You are going to take part in a T calls on some representatives to competition to organize the best party.T asks Sts to work in groups. etc. …………………. telling their partner about the party.T summarizes the main points of the lesson . Task 4: Tell the rest of the class about your party.budget comments. . . using the results in Task 1 8’ 10’ .

5.Suggestions The aim of Spring School The number of children living and studying at the school or attending classes. . City.Listen for specific information . WHILE YOU LISTEN *Task 1: 1. BEFORE YOU LISTEN It depends on each individual ( personal question) 2. 250 children ( with difficulties 4.T calls on some Sts to report before class. They dance. AFTER YOU LISTEN . Theatre. . 2. 4. volunteers. They are needed because the school needs help to organise the dinner held annually in June. informal 2. . Sts will be able to: . Because they need money to continue their English and Performance Arts Classes. 1998 5. 30 street children 3.T asks Sts to work in pair to tell about Spring School.Let students listen to the passage again and find the answers.Period 14: LISTENING I. . sing and play music at one of the largest hotels in HCM. OBJECTIVES By the end of the lesson.charity – budget – project .Sts put a tick on the best answer of each questions . . 3.Sts read and point out which word does not “ belong” to the others .T plays the tape and asks Sts to listen and fill in the missing information.Know more about volunteer work II PROCEDURE: Time Contents 5’  Warm-up .Teacher writes 6 words on the board. using the following suggestions. 10’ . Dance. The activities the children at the school take part in Teacher’s and students’ activities . It provides classes to disadvantaged children in Ho Chi Minh City. singing and folk music classes were set up in 1999 3. June *Task 2: 1.T goes round the class to give help where necessary .donations – fundraising – candles Answer: candles 5’ 20’ 1.Develop such listening micro – skills as intensive listening for specific information and talking notes while listening.

In Germany UNIT 3: A PARTY . 5. 4. How did the tradition of birthday parties start? Birthday parties are always among the highlights of a child’s year. 3. friends and family would come to be with the birthday person and bring good thoughts and whiles.T asks Sts to prepare the new  Homework lesson “ Writing” EXTRA ACTIVITY Read the text and answer the questions that follow. As time went by. At first. It started a long time ago. Kings.3’ 2’ The kinds of volunteers that Spring School requires. According to traditions. .T ask Sts to summarize the story  Consolidation about Spring School. To protect them from harm. Questions 1. The first children’s birthday parties occurred in Germany and were called Kinderfeste. Giving gifts growth even more good cheer to ward off the evil spirits. why did people give birthday gifts? 4. To protect them from evil spirits. . but did you ever wonder how the tradition of birthday parties started? The tradition of birthday parties started in Europe a long time ago. 2. It was feared that evil spirits were particularly attracted to people on their birthdays. children became included in birthday celebration. Why would friends and family come to be with people on their birthdays? 3. At first it was only kings who were recognized as important enough to have a birthday celebration (maybe this is how the tradition of birthday crowns began?). Because giving gifts brought even more good cheer to ward off the evil spirits. Originally. who could give birthday parties? 5. When did the first children’s birthday parties take place? Answer : 1. When did the tradition of birthday parties start in Europe? 2. This is how birthday parties began.

etc Dressing Formal : dresses. choose one of them to write on the blackboard. Task 2: Read the situation in Task 2 again and then write a letter to thank for the donation Teacher’s and students’ activities . codes suits and ties for men. for giving moving to a new house.T asks pupils to write down in their notebook. .Interpret information presented in the table . donation Noun: donation Verb: to donate Teaching vocabulary: . deaf. graduation.Period 15: WRITING I. etc Presents to Anything can do : books. hats.assistance(n): sự giúp đỡ 1. .heel shoes for women . T shirt. pens bags. door. does. CDs.T writes the letter D on the blackboard and asks Sts to make as many words beginning with D as they can.Sts underline the sentences that express the following points. II. dig.Issue(v): cấp. . . phát . ties. wedding. did. flowers.Write a formal letter expressing gratitude. dog. What kind of clothes do people often wear at a party? 3.How the receipt is issued: We will certainly issue a receipt as soon as possible. dump. skirts.T asks Sts to make words beginning with letter D . family gathering parties Christmas. PROCEDURES: Time 5’ Contents  Warm-up D: do. Sometimes people might want to bring wine as a gift 1. 2.The gratitude to the donor: I would like to express our thanks for the donation from your company. On what occasions are parties held? 2. . anniversary.How the money is used: The money will help us to repair the old school building and build a new blocks of flats for the handicapped students.Write description of the table . OBJECTIVES By the end of the lesson.Amount(n): a sum of money . high. caves. give paperweights.The closing of the letter: I look forward to hearing from you soon. New Year. Task1: Occasions Birthday. What kind of presents do people often bring to a party? The opening of the letter: Dir Sir/ Madam The amount that is donated: I’m very happy to receive donation of $ 500 from your company some days ago. 10’ 12’ . etc.Identify language to be used for describing table . 13’ . Yours faithfully. Informal : anything can do : jeans. Ss will be able to: .

This is my address : 150A Au Co Road.T asks Sts to write a letter of thank for a birthday present The jumbled letter: 1.T goes around to control and give help. Hoa 10. There will be dancing and karaoke competition. Would you like to come? It will be at my place at 7 p.T summarizes the main points of the lesson 5’ . around 6 : 30 p. See you. 3. This is my address: 150 Au Co Road. sample letter : A Ha Noi May 19. around 6 : 30 p. too. 4. It’s a beautiful house and it looks over the West Lake and the Water Park. As the school year is coming to an end. 11.m. I think Chris and Kim are coming. 9. Guess what ! I’ve moved to a new house in Tay Ho District.m.T asks the whole class to correct the mistakes the Task on the blackboard. 2007 Dear Ha. However. Please let me know if you are keen by Saturday. We’ll have “Pho” and some other special dishes. 2.warming party this Saturday evening. See you 8. so it will more easily. I intend to invite about 10 people. too. I will order some pizzas and buy snacks and fruit. Please let me know your answer as soon as possible 7. Answer : Dear Patricia. Guess what! I’ve just moved to a new house in Tay Ho district. Would you like to come? I think Chris and Kim are coming. So there will be a lot of fun.m. Would you like to come? 6. I’m giving a farewell party for people to meet up before they go away for holiday. We’ll have “Pho ” and some special dishes. Please lest me know your answer soon as possible. 5. It’s a beautiful house and it looks over the West Lake and the Water Park. See you ! Hoa UNIT 3: A PARTY Period 16: LANGUAGE FOCUS . . you might want to bring some drinks to be shared. Just leave me a message on the phone if you can’t catch me at home. MY parents are giving a house. Dear Patricia.warming party this Saturday evening. My parents are giving a house. Long Consolidation Homework . . this coming Sunday.

holiday.Correct.  Form: want S + agree + to_ Verb hope …. . . PROCEDURES: Time 5’ Contents  Warm – up: Order these words in correct column of /l/.Get Ss to do the exercise. . practicing 5. Present participle. really hit” aloud. . .Get Ss to do the exercise.. . /r/.Distinguish the uses of infinitive and gerund in active and passive voice . holiday 1.Model and get Ss to repeat. PRONUNCIATION Practice the words and sentences: 2.Elicit the form. .T reads the sounds and the words. restaurant house. . . having 2./h/ . .Correct. . practice S + keep + V_ing mind …… ** Exercise 1: (p.Elicit the form.Give example. he seemed to be surprised. .T reads the words: “ lunch. . husband. OBJECTIVES By the end of the lesson. restaurant.Pronounce the words and sentences containing these sounds correctly. Ss will be able to: .Elicit the form. Parent. Task 1:  Example: • He wants to become a teacher.Lead to the new lesson. .Get them to write on the board.Correct.Distinguish between the sound /l/ /r/ and /h/ and pronounce precisely. getting 3. Get Ss to order.Understand the usage between gerund and infinitive in active and passive II. . to tell 4.Get Ss to do the exercise. GRAMMAR *. then asks Sts to repeat . /r/. glass.T gives some examples using Gerund.. house. parent. • They pratise speaking English every day. glass. Task 2:  Example: • When I told Tim the news. lovely.T makes correction if needed.I. .Give example. lovely. /h/: Lunch. .40) **Keys: 1. to see *. then introduce the sounds /l/. .Give example. Perfect gerund and Perfect present participle.T asks Sts to give initial consonant sounds of the words.Correct. Husband. * Keys: /l/ /r/ /h/ Lunch.  Form: Teacher’s and students’ activities . . 12’ 16’ 7’ . .

Prepare TEST YOURSELF 3’ 2’ UNIT 4: VOLUNTEER WORK Period 21: READING . B 2. B 5. C  Consolidation  Homework . A 3.T asks Sts to do the exercise on page 54. Tom seemed to be indifferent. Task 3:  Example: • Instead of being excited about the good news. B 5. 55 .40) **Keys: 1. D 2.T summarizes the main point of the lesson . B 4. .want S + agree + to be + V3ed hope ** Exercise 2: (p.  Form: practice S + keep + being + V3/ed mind ** Exercise 3: (p. C 3.Do the exercise again.41) **Keys: 1. A *. B 4.

then each group writes the answers on the board .Develop such reading micro – skills as scanning for specific ideas and skimming for general information.D 5B Task 3 . .lawn.Read for specific information and understand volunteer work II.up them questions.T lets Sts work in group to read the saying and explain what it means.Picture 2: He is helping a handicapped 1.T corrects. If you teach me to fish. 5’ 7’ 8’ . Ss will be able to: .A 2.volunteer (n)  volunteer (v) : to offer to do something without being forced to do it or without getting paid for it  voluntary (a) .Use the information they have read to discuss the topic. Sts use an appropriate form of the word “volunteer” to complete each of the following sentences. I will eat today. .mower (n) . voluntarily 3.Cb 4.orphan (n) .T asks Sts : What do you call the home for children whose parents are dead? . PROCEDURES: Time Contents Teacher’s and students’ activities 6’ . I will eat my whole life long.T calls on some Sts to give the answers.What are the people in the picture doing? .remote (a): far away “If you give me fish.Sts work in groups to answer the questions. . BEFORE YOU READ 8’ Vocabulary: .orphanage (n) .D 3. . . .T asks Sts to work in pairs .Picture1: She is helping an orphan to read. volunteers 4. WHILE YOU READ Task 1 1.I. voluntary 2.handicapped (a) .mow (v): .volunteered Task 2 1.” 2. OBJECTIVES By the and of the lesson.T shows Sts some pictures and asks Warm.

T asks Sts to work in groups to 1.T asks Sts to write the short paragraph. What do you usually do in each kind of volunteer work?  Suggested ideas: -Collecting donation from friends. They read books to the people there. AFTER YOU READ . usually do at school? . UNIT 4: VOLUNTEER WORK Period 22: SPEAKING . They give care and comfort to them and help them over-come their difficulties.T gives comments 4.T goes around the class to help the 2. What do you usually do in each kind groups. family and involving them in fund-raising activities (to help the poor students) -taking part in the Red Cross of the school (to give presents to the best students living in remote areas on New Year’s Festival / to help the agent orange victims…) -participating in the Green Saturday Movement (to clean the streets and river banks/ to plant trees/ to raise people’s awareness of protecting the environment…)  Consolidation . play games with them and listen to their problems.9’ 1. What kind of volunteer work do you discuss the following questions. 2.T summarizes the main points of the lesson 2’  Homework Question Why do people do volunteer work? . usually do at school? . during summer vacations. they volunteer to work in remote or mountainous areas to provide education for children. 3. answering the question. 3. and then T calls some of volunteer work? representatives to report their groups’ 3. What kind of volunteer work do you ideas.

 The Ss are taking care of the disadvantaged children. . 3.Talk about volunteer work II.  The Ss are collecting the rubbish. I have not.  The Ss are taking part in a Blood Donation activity. Task 1 Suggested answers: 1.The activities which are not volunteer work: taking part in an excursion and participating in an English speaking club. .Giving care and comfort to the poor and the sick .  The Ss are helping the soldiers to build the road. The Ss are helping the examinees during the University entrance exam period 1.. + Reason: You take part in these activities for yourself.Talk about different kinds of activities related to volunteer work. 10’ 13’ . .. not to help other people. I have/ No.T asks Sts to read the activities and decode which of them are volunteer work.  The medical Ss are examining the old people. PROCEDURES: Teacher’s and students’ Time Contents activities .I. giving the activities in Task 2. 2.T calls on some Sts to give the answer. 2. Have you ever done volunteer work? Yes.Yes. directing traffic. Do you want to be a volunteer? .Helping people in the remote or mountainous areas . . Some other volunteer activities: taking part in environmental conservation activities.T asks Sts to work in pairs to make a similar conversation. 2. What kind of volunteer work are you . guiding foreign sports teams around when they go to Vietnam to compete. I do. donating blood. Tast 2 Example A.Identify types of volunteer work. OBJECTIVES By the end of the lesson.T asks Sts 7’ Warm-up Questions: 1. Which activities do the Ss often do to help other people during their summer vocation? Suggested answers:  The student is teaching the poor children.Providing for disadvantaged and handicapped children.  The Ss are taking part in directing the traffic. .Ss answer the questions . The rest of the class give comments. Ss will be able to: .

OBJECTIVES .Teaching the children to read in mountainous and areas write .Directing vehicles at the directing the intersections traffic .cleaning up their houses. . Consolidation Homework . I enjoy the work very much because I like helping people.T summarizes the main points of the lesson .Taking them to places on interest Taking care of .Doing their shopping . Task3 “ What should you do to help children in poverty in your hometown?” . and the families . Do you enjoy the work? B.Playing games with them. We enjoy the work very much. I’m directing vehicles at the intersections. A.T asks Sts to discuss the questions . Yes.Doing their shopping of martyrs . What exactly are you doing? B.T asks Sts to search the information about some volunteer organization in the world. Suggested answers: Helping people . . UNIT 4: VOLUNTEER WORK Period 23: LISTENING I.Listening to their problems children . Because we like helping people.Give them money Help old and . I’m taking part in directing the traffic A.Teaching the children to read disadvantaged and write or handicapped . We teach the Ss to read and write.T makes corrections in pronunciation.13’ 2’ participating in B. intonation and grammar.Cleaning up their houses sick people .Helping old people and young children to cross the road 3.Listening to their problems war invalids .Cooking meals Taking part in .Cooking meals Helping .We usually take part in helping people in remote mountainous areas.

informal 7. 1998 10. singing and folk music classes were set up in 1999 8. 20’ .T plays the tape and asks Sts to listen and fill in the missing information. sponsor A. PROCEDURE: Time 5’ Contents Warm-up . co-ordinated C co-operated 1.Sts read and point out which word does not “ belong” to the others 1.with him. While you listen * Task 1: 6. Theatre. each questions A. June * Task 2: 6. 3.By the end of the lesson. advantaged B. 250 children ( with difficulties 9. .charity – budget – project . Pepsi is the…………of the Festival. Spring School provides classes for……… 2. Because they need money to continue their English and Performance Arts Classes.Let students listen to the passage again and find the answers. It provides classes to disadvantaged children in Ho Chi Minh City. 30 street children 8. disadvantaged children in HCMC. disadvantaged -Sts put a tick on the best answer of 3. sponsor B.T provides some new words to Ss Donation(n): vật/ tiền quyên góp Informal school: trường học không chính quy Organization for Education Development: tổ chức phát triển giáo dục Co-operate(v): hợp tác Disadvantaged children: trẻ em thiệt thòi Co-ordinate(v): phối hợp Sponsor(n): nhà tài trợ 2. 7. sing and play music at one of the largest hotels in HCM.Know more about volunteer work II.Teacher writes 6 words on the board. I worked with him and help him for a particular choose the best answer purpose. They dance. Sts will be able to: . fundraising B.donations – fundraising – candles Answer: candles Teacher’s and students’ activities 5’ . . Before you listen -Show the sub-board and ask Ss to 1. company C. volunteers.Listen for specific information . co-operated 2. I…………. advance C. City. 9. kind It depends on each individual ( personal question) Fund-raising activities: hoạt động gây quỷ . Answer: A. Dance. .

It is hoped that more schools like Spring School will soon be found in other cities in Vietnam. Tapescript Spring school is an informal school. Dance. Volunteers are required from February until July to help organise these events. using the following suggestions. . The Organization for Educational Development co-operate with Spring School to set up English classes in 1998. After you listen . This is an exciting night in which children dance. theatre.Suggestions The aim of Spring School The number of children living and studying at the school or attending classes. sing and play music at one of largest hotels in Ho Chi Minh City. Children from these classes participate in fundraising performances. The activities the children at the school take part in The kinds of volunteers that Spring School requires. It provides classes to disadvantaged children in Ho Chi Minh City. They also need foreign volunteers to contact sponsors and help to expand the school activities.10. . singing and folk music classes were set up a year later. - 2’ T asks Sts to summarize the story about Spring School. They are needed because the school needs help to organise the dinner held annually in June. OBJECTIVES .T asks Sts to prepare the new lesson “Writing” - UNIT 4: VOLUNTEER WORK Period 24: WRITING I.  Consolidation  Homework 13’ T asks Sts to work in pair to tell about Spring School. 3. Spring School requires volunteers to help organise their fundraising dinner held annually in June.T calls on some Sts to report before class.T goes round the class to give help where necessary . Around 30 street children live and study at the school and about 250 children with special difficulties from District 1 regularly attend classes. They raise money to continue their English and Performance Arts classes.

..The amount that is donated: I’m very happy to receive donation of $ 500 from your company some days ago.Including oral test ....of the letter.. ..Write a thank – you letter to a donor to acknowledge the do one’s contribution .The opening of the letter: Dir Sir/ Madam .on the right or the left on the line after the address you are writing to When letter starts Dear Sir/Madam... Ss work in groups to complete these statements as quickly as possible.... Yours sincerely 6’ Teaching vocabulary: .. ...... the left 3......... .. 3..... you end it with...The gratitude to the donor: I would like to express our thanks for the donation from your company..Issue(v): ...The closing of the letter: I look forward to 13’ .By the end of the lesson. Task1: ... 5.......Amount(n): a sum of money . ... the top left – hand corner 2.Write a formal letter expressing gratitude..... in.......... Answers: 1.. The group with the quickest and most correct answers will be the winner..... PROCEDURES: Teacher’s and students’ Time Contents activities 8’ Warm-up Quiz 1. You write your address 2..How the receipt is issued: We will certainly issue a receipt as soon as possible....... starting below our address. II... The address of the receiver should be written on..... the date 4.T prepares a handout with a quiz about writing formal letters in E..... Yours sincerely 5. 4. When the letter starts Dear Dr Smith.Sts underline the sentences that express the following points..... ..assistance(n) = help(n) 1.. ... Ss will be able to: . you end it with. The quiz consiSts of several incomplete statements..How the money is used: The money will help us to repair the old school building and build a new blocks of flats for the handicapped students.. You can write....

T summarizes the main Consolidation points of the lesson .T asks Sts to write a letter of  Homework thank for a birthday present UNIT 4: VOLUNTEER WORK Period 25: LANGUAGE FOCUS I. on the blackboard. Hoan Kiem District . A good library can help the Ss very much in their studying. Le thi Thanh Principal of New Future School . On behalf of New Future School. Yours faithfully. choose one letter to thank for the donation of them to write on the blackboard.T goes around to control and 9 Chuong Duong street give help. OBJECTIVES . Task 2: . . We hope to receive more assistance and cooperation from your company in the future.16’ 2’ hearing from you soon.T asks the whole class to Hanoi 30 May 2007 correct the mistakes the Task Dear Sir/ Madam.T asks pupils to write down Read the situation in Task 2 again and then write a in their notebook. I look forward to hearing from you soon. 2. I’d like to thank you for your generous donation of VND 1 million. We will issue a receipt as soon as possible. Your contribution will make it possible for us to build our school library. Yours faithfully. Once again thank you very much for your kindness.

T asks Sts to give initial consonant sounds of the words.Ask Ss to pronounce the words .Going to the cinema is fun . . . /j/. PROCEDURES: Time 2’ Contents  Warm-up What is it? What colour is it? Answer: watch/ yellow Teacher’s and students’ activities . starting *Exercise2 Answer: Verb + Verb-ing (take notes)  Gerund enjoy/ avoid/ like/ love/ hate/ dislike/ practice/ suggest + V-ing Answer: V+ O + V-ing (take notes) (smell/ catch/find/ spend/ waste. burning.) Answer: Go hunting/ fishing/ swimming/ jogging Go shopping.Show a yellow watch and ask: . *Exercise 1 Answer : Prep + V-ing (take notes)  Gerund 30’ T gives some examples using Gerund. .Distinguish between the sound /w/ and /j/ and pronounce precisely.T reads the sounds and the words. shopping 15.Understand the usage between gerund and present participle.Having finished my homework. 3.What do sentences 1. then asks Sts to repeat . 4.He admitted having stolen my bike.What do sentences 1. writing 7. bending 3. hiking. 3. preparing . 5. listening 2.By the end of the lesson. 55 - 1. Present participle. spending 6. whistle” aloud. T asks Sts to do the exercise on page 54. 2. 7 have in common? - Can you give some more V + Ving like ‘mind’? . meeting 5.T reads the words: “ yardstick. Perfect gerund and Perfect present participle. . 6.. PRONUNCIATION /w/ /j/ We wheel Yes years West wet Yellow use Wine whale Young York 2. /j/ 1. then introduce the sounds /w/.Can you give some more V + V-ing like ‘go + V-ing’? 11. I went to bed. skiing……… . - 12’ Sounds: /w/. behaving 4. the students will be able to : . lying 14. 5. II. 7 have in common? . .T makes correction if needed. GRAMMAR Ex: .The girl standing there is Alice. rising 12. reading 13. 2.

4.4. 6. 5.ing and V+ O + V-ing to ask Ss about their real life. having deserted or having failed? Which one emphasizes an action that had happened before another past action In which sentences do we use Perfect Gerund? In which sentences do we use Perfect Gerund? + Similar: V-ing + Different: Gerund is more like a Noun but Present participle is more like a verb. Homework: Sentence transformation . They found her. => They found………………………………………. Use: Prep + V-ing.For homework. We bought our tickets.16. 3. Then we went into the theatre. . She was walking along the beach. trying Exercise 3 Answer: Having + V3 Having + V3 Answer: having deserted Answer: having failed Answer: 2. V + V . OBJECTIVES: . You waste a lot of time. 3. so that the meaning stays the same 1. => You waste…………………………………………. => Having……………………………………………… 3.T asks Sts to prepare the new lesson 2’ UNIT 5: ILLITERACY Period 26: READING I. .Rewrite the sentences. as being shown.5 Answer: 1. 6 9’ 1. 2. having made Having been having been Having tied Having made having taken What is a ‘perfect gerund’? What is a ‘perfect participle’? Which is more like a noun.What is the similarity and difference between a gerund and a present participle  Consolidation  Homework -T summarizes the main points of the lesson. Ss review the points that have been covered in the lesson and do the extra exercises . 2. Don’t copy the lesson again.

Hội khuyến học Việt Nam 3.By the end of the lesson.Scanning for specific information. Kỷ thuật canh tác 5. 94 % of the population T asks Sts to work in pairs to ask 2.T asks the text silently. The campaign for illiteracy eradication.campaign (n): chiến dịch . Is this class held in the day time/ the evening? Why? 2. Kế hoạch hóa gia đình *Task 2 D : The flight against illiteracy Teacher’s and students’ activities .T asks Ss some questions about the picture in the text book and then asks them to answer them. Phổ cập giáo dục tiểu học 2. 3. What are they doing? d.T asks Sts to match the adjectives from column A with the right word they modify in column B . Who comes to attend this class? b. .ethnic minority (n): Dân tộc thiểu số . .expand (v): to become bigger. .T introduces new words . What kind of textbook are they learning? e.T asks Sts to read in pairs to choose the main idea of the passage. 600 students in 2000 and 800 students in and answer the questions 2001 . PROCEDURES: Time Contents 5’ Warm-up A B Effective region Relevant way Illiterate people Mountainous material Successful campaign 7’ Honourable job 1. BEFORE YOU READ Vocabulary: .eradicate (v): xóa bỏ . Xóa mù chữ 4. . Where are they? c. then asks then to find out the Vietnamese equivalent to the expressions . then call on some Sts to write the answer on the board.Skimming for detailed information.voluntarily (adv) . WHILE YOU READ 20’ *Task 1 1.to decrease (v) # increase *Questions: a.Knowing about illiteracy problems II.T asks Sts to work in pairs to answer the questions. . students will be able to : . *Task 3: 1.

Write the answer in their notebooks . What do you think we should do to help them to read and write? 3.4. 3. 5.T asks Sts to summarize the text. They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write. .Talk about illiteracy problems . Sts will be able to: . AFTER YOU READ  Some questions that helps Ss to understand the period more.Prepare the next period UNIT 5: ILLITERACY Period 27: SPEAKING I. Are there any illiterate people in your neighbourhood? 2. 1.  Consolidation 11’ 2’  Homework . + Sending teachers / volunteer teachers there + Buying book for children + Providing individual assistance to Ss + Give financial rewards to families that send their children to school + Training local people to be teachers who will help their own people. OBJECTIVES By the end of the lesson. Illiteracy will soon be eradicated. What do you think about literacy in the modern world? Suggested answer: + Opening schools/ upgrading schools in these areas.

T asks Sts to use the information . *Useful expressions -Have you thought about ….Sts work in pairs to match each problem in A with its appropriate solution in B 10’ . PROCEDURES: Time Contents 15’  Test in 15 minutes 2’  Warm-up P----E-S Problems School problems Class problems Individual problems Vocabulary Teacher’s and students’ activities .Give comments .? -What can be done to solve this problem? -How about ….T gives suggested useful expressions on the board. 10’ (to) cheat (v) (at s.Task 2 Talk about your school problems and offer solutions. Use the suggestions in Task Discussion Think about some school problems and then give some solutions. Task 1(Exercise in the text book) Match each problem in A with its appropriate -T give key solutions in B . . .T explains some difficult words if necessary -T asks Sts to tell problems and solutions of their school.th) (to) enforce (v) solution (n) -T asks Sts to work in pairs and low – income (n) read Task1 to do it 1.T asks Sts to fill in the blank with suitable letters to make a meaningful word.Sts do the test during 15 minutes .Ask Sts to work in groups . .T asks other groups read again b a d c i and and and and and g e f j h 2.Call some group representatives to report their ideas.?/ what about …? -It might be a good idea to … I think we should … -Problems in school (in column A – Task 1) .T and two Sts read model Key sentences 1 2 3 4 5 .T asks Sts to work in groups ..Offer solutions to the problems II.

Offering solutions 1.listen for specific information . but we don’t have enough teachers and classrooms.Practice speaking more time at home and prepare the new lesson UNIT 5: ILLITERACY Period 28: LISTENING I. .T calls some groups to retell their ideas . Give some advice for them 3.Think some ideas about problems and solutions of their class . . School library should lend them books 2.T asks them to practice in their groups.6’ . PROCEDURES: Time Contents Teacher’s and students’ activities .T asks them to give problems and solutions in their class.T checks Sts’ pronunciation .T goes around and helps Sts.Sts practice speaking and use the information of Task 1.T sumarizes the main points of the lesson. . . C: So what our school has to do is to have more teachers and have more rooms built 2’  Consolidation  Homework of Task 1.talk about condition for better learning II.Sts re-speak in front of the class .Work in groups again . .T asks Sts to continue to work in groups again. Example: in the text book 3. Give some bicycles Model 1.Practice speaking with suggested model sentences . . You may use the cues below Suggested words -make too much noise -forget doing homework Model A: What do you think about our class size? Over 50 students so it’s difficult for teachers to help each of us B: Yes.T calls some groups to practice speaking in front of the class . . OBJECTIVES By the end of the lesson Sts will be able to: . Talk about them and offer solutions.T gives them some words . . Task 3 Think of three or four problems your class is experiencing.T asks them to practice. teacher’s giving.

B 4.T plays the tape the second time for Ss to check their answers. WHILE YOU LISTEN * Task 1: You are going to listen to the passage and then choose the best answer 1. T plays the tape one or two more times and pauses at the answers for them to each.T asks Ss to work in groups of 4 to compare their answers. They felt that they should be allowed to give some input into( be involved in ) school decision . . The survey/ It took place in Perth. If many Ss cannot complete the sentences. T may ask them to try to answer the questions with the things they remember from the previous times of listening. .10’ 1.T helps Ss to pronounce the words in their book correctly. . -T plays the tape again for Ss to do the Task. -After playing the tape again. The school asked its Ss what makes an effective school. T gives the correct answers Sts listen and choose the best option to complete the sentences Sts listen to the tape and find the answer for each question .B 3. 2. . 1. Task 2 You are going to listen to the tape again and answer the questions.Before Ss listen and do the Task.Before Ss listen to the tape again to do the Task.T plays the tape once for Ss to do the Task.T sets the scene: You are going to listen about the results of a school survey carried out in Perth. T gets Ss to work in the pairs and check their . . BEFORE YOU LISTEN Treat: ®èi xö Set realistic goals: ®Æt ra môc tiªu kh¶ thi Be centred on: tËp trung vµo Self-respect: lßng tù träng Learning from failure: häc tõ thÊt b¹i Time management: qu¶n lý thêi gian Be involved in : tham gia vµo Maturity(n): sù trëng thµnh Academic(a): cã tÝnh häc thuËt Performance(n): sù thùc hiÖn 2. 80% of the students 3. . T instructs Ss how to do this kind of exercise. Western Australia.B .T checks Ss’ answers by calling on some Ss.T asks for Ss’ answers and writes them on the board. T may want to play the tape or model first and then ask Ss to repeat after the tape or after him /her in chorus and individually 20’ 2.D 2.

.making answers. .Each group member has to take notes of the discussion.T calls on some Ss to present their summary.T gets Ss to work in groups to discuss the question: Which do you think is more essential for better learning-good teacher or good textbooks? . . . AFTER YOU LISTEN Question: Which do you think is more essential for better learning – good teachers or good textbooks 4’ .T asks Ss to learn by heart all new Homework Write a short passage to answer the words and do the extra exercise as homework.T elicits feedback from the class and gives final comments. Consolidation UNIT 5: ILLITERACY Period 29: WRITING I.Describe information in a table .T summarizes the main points of the lesson.T goes around to offer help and collect Ss’ mistakes. 11’ 3. . -T calls on some Ss to give the answers and elicits feedback from other Ss. students will be able to: . question above. OBJECTIVES Aims By the end of the lesson.

Teacher’s and students’ activities . the present. .Topic . different 5. What about that rate for Midlands and Highlands? . Ex: These data may sentence help the researchers or planners make suitable plans for educational development in each area of the country.T asks a student to write his/ her writing on the blackboard. Ex: The table describes the literacy rates of the population in different parts of the country of Fancy from 1998 to 2007. 14’ . 2. Which region had the lowest rate in each year? c. The topic of a table can generally be found by looking at its title. .T asks Sts to arrange these words into a right sentence. Which region had the highest rate of literacy in 1998? 2002? 2004? 2007? b. or the future? + Then. Ss now write up a description individually. it is important to look for the general trend that the table describes. the present.this sentence is optional. .. .T asksS to work in groups to describe the information in the table. Is it the past.a sentence that sums up the general sentences trend. What patterns are shown? How are the pieces of information related? a.dramatically 2.T asks Sts to read the passage and choose a suitable word from the box to fill in each space of the passage.Based on their analysis of the table. Task2: 1.Write a paragraph based on the information in the table II. Task 1 1.T goes around to check and offer help. and what is being described in it. . rise 3. What patterns are shown? 19’ . 1. . 1. or the future? 2. . Did the rate of literacy in the Lowlands increase or decrease between 1998 and 2007? d.T gives comment from the writing + To understand a table. it is important to firstly understand its topic. PROCEDURES: Time 10’ Contents  Warm-up number rise in there male was of literate the female both were who and a => There was a rise in the number of both males and females who were literate.including oral test . . What is the topic of the table? Does it describe the past.summarizes the main points of draws a Concluding relevant conclusion. went up 6. Ex: The literacy rate of population varied considerably between 1998 and 2007.T asks the class to read and correct the mistakes .Supporting . declined 4.T checks the answers with the whole class. However.tells what the table is about .T calls on some representatives to report their ideas. Pay attention to the time reported in it as well.varied 2.sentences that describe the table in detail. 3.

/pr/.Then T tells Ss to study the table in Task 2 and analyses it with a friend by asking these Qs: . except for Highlands. The rate went up gradually from 70 % and 75 % in 1998 and 2002 to 80 % and 85 % in 2004 and 2007. however. Suggested ideas: .Practice pronunciation and distinguish the sound /pl/.2’ . however. for example. this region needs to improve its literacy rate. went up sharply fell down dramatically There was a gradual rise in the number of… While the number of… These data may help researchers or planners…  Consolidation  Homework Is there an overall trend? How are the different pieces of information related? Look for the exceptions to the general trend. Lowlands and Midlands both witnessed a rise. Midlands saw a less dramatic change. Generally. which was a remarkable progress. Finally. where the rates slightly decreased between these years. Sample writing: The table describes the literacy rates in different regions of the Sunshine country from 1998 to 2007.. /br/ . In 2007.The rate varied considerably between declined steadily. .T asks Ss to work in pairs and correct each other’s writing. OBJECTIVES Aims: By the end of the lesson.The table describes the literacy rates of…. Highlands witnessed a gradual decrease in the rate of literacy of its population.T sumarizes the main points of the lesson . 53 % and 56 % in 1998. 2002 and 2004. the rates were 50 %. it decreased by 5 % in 2002 and continued to go down in the following years. look for the differences in detail. the rate sharply rose to 95 %.Students learn by heart the words used to describe information in a table UNIT 5: ILLITERACY Period 30: LANGUAGE FOCUS I.. In 1997 the rate was 50 %. reaching only 30 % in 2007. . Sts will be able to . Unlike these 2 regions. Obviously. if there are any. In lowlands.

PROCEDURES: - . II.infinitive.Understand and use reported speech with to.

then T lead Sts to read these sounds . 2. Teacher’s and students’ activities .T calls on some Sts to read aloud the words .T introduces the consonant sounds. Ex: Now Then Today That day Here There This That This week That week Tomorrow The following week/the next week/the day after Next week The following week/the next week/the week after Yesterday The previous day/the day before Last week The previous week/the week before Ago Previously/before Tonight That night Last The previous Saturday/the Saturday Saturday before 2 weeks ago 2 weeks previously/2 weeks before Next The following Saturday/the next Saturday Saturday/the Saturday after/that Saturday *Exercise1: 1.Practice reading aloud the dialogue.T reads the words and asks Sts to listen and repeat . 13’ 13’ 2. PRONUNCIATION .T explains grammar .Time 2’  Warm-up /pl/_ /bl/_ /pr/ _ /br/ Contents 10’ 1. S +V + O +To-infinitive Ex: Please wait for a minute => The man asked me to wait for a minute. GRAMMAR 1.Listen and repeat .Sts work in pairs to practice reading the dialogue . Repot orders and requests. Reported offers and suggestions: S + V + To-infinitive Ex: “ We’ll visit you” => She promised to visit us Note: T might want to remind Ss that time and place references often have to change in reported speech. They promised to come back again.

T may ask some Ss to make the name of competitions in the box sentences with the above words to Answer: check their understanding Pc: Sao Mai Television Singing Contest . Do you hope to win a competition? If so. like these? Why/ why not? 2.textbook.T may ask some Ss to make + judge(n) sentences with the above words to + award(v) check their understanding + society(n) + recite(v) + disappointed (adj) + announce (v)  announcement (n) + recite (v) 18’ 2. students will be able to: .Scan for specific details . then introduces the new lesson. . which competition do you like to win? 3. WHILE YOU READ Setting the scene -Ss are going to read a passage * Task 1 about competitions.T guides questions in the  Warm-up 1.T explains new words Discussing the picture and matching them with .Use the information they have read to discuss the topic. BEFORE YOU READ . II.T asks Ss to work in pairs Pa . do the Tasks in the left with their definitions on the right textbook. OBJECTIVES By the end of the lesson. While you are Instruction: Match the words or phrases on the reading. Quiz:” Road to Mount Olympia” Pd: Olympic Games Pb: London Marathon T asks the whole class to look at the picture on page 66 and asks them some questions: Pre-teaching vocabulary + stimulate (v) + spirit(n) + encourage(v) + sponsor(n) + smoothly(adv) + worksheet(n) . Is winning the most important thing in a competition? Why/ why not? 10’ 1. Do you like taking part in the competitions .UNIT 6: COMPETITIONS Period 31: READING I. PROCEDURES: Time Contents Teacher’s and students’ activities 5’ .b -T instructs Ss to read through the .Develop such reading micro – skills as scanning for specific ideas and skimming for general information. Answers: 1-d 2-f 3-e 4-c 5.

T asks Ss to work in individual T goes around to help Ss when necessary. 6.within two minutes. 5. T asks them to share ideas. translate in to Vietnamese -Tell Sts of each group to choose the best translation . * Task 3 Instruction: You are going to read paragraph 3 and complete the sentences .dictionary. -When all Ss have finished.became the winner of the competition. AFTER YOU READ -Let Sts t take part in a translation Instruction: You are going to read the poem and competition. -T asks Ss for their answers and gives the correct -T may instruct Ss to use some strategies to do the Task: -T asks Ss to work impairs.They had to observe……….The winner………………………….. 4……”For me the most important thing was ….from it.would be the winner.. -T calls on some Ss to report their ideas to the class...last Saturday.competition. T gives feedback. 2.” words and phrases before matching -T asks Ss to work individually and exchange their answers with other Ss.to recite/complete the poem(he couldn’t remember the last sentence) 2…….: 1…. -T asks Ss to work individually then discuss their answers with their peers.They had to………………………….among students.The student’s parents……………………….5’ 6-a * Task 2 Instruction: You are going to read the passage and answer questions 1. 3.T asks Ss to learn by heart all of the new words and do the extra  Homework activity as homework . -T calls on some Ss to give their answers -T gives feedback and correct answers: T asks Ss to read the part 3 carefully to find the answer.Its aim was to………. -T summarizes the main points of  Consolidation the lesson. 4.. -T calls on some Ss to read aloud their answers -T gives the correct answers 5’ 2’ 3. 3……60 points. .The representatives of the classes……….

The Idol series has become an international franchise.  Who wants to be the millionaire? In the UK. Idolos Portugal. the show is a talent contest to decide the best new young popular music singer.T elicits what Ss know about these games and if there are similar ones in Vietnam. the Vietnamese version of the British gane show. American Idol.T introduces the topic of the lesson: Talking about competitions and contests. Indian Idol. the Vietnamese version of Pop Idol.T asks Sts to find out fields in which competitions are often held by putting the letters in each word into the right order. the official channel of Ho Chi Minh city. Idols West Africa. in the UK. simuc  music 4. Malaysian Idol.Talk about a competition or contest. . In Vietnam we have “Ai lµ triÖu phó?”. Australian Idol. . “1 vs 100” and talent show “Pop Idol”. New Zealand Idol. 100 (§Êu trêng 100) About the games:  Pop Idol is a British television series which debuted  on ITV1 on October 5. Deutchland sucht den Super Star. OBJECTIVES By the end of the lesson. . .UNIT 6: COMPETITIONS Period 32: SPEAKING I. and Super Star. It is to be aired in summer of 2007 on HTV9. Indonesian Idol. The show was exported to many other countries. Canadian Idol. or ‘pop idol’. Singapore Idol. based on viewer voting and participation. students will be able to: . II. . PROCEDURES: Time 5’ Contents  Warm-up 1. Music Idol. .T shows the pictures to Ss and gets them to say the names of the games in Vietnamese. tohop  photo Pop Idol (ThÇn tîng ©m nh¹c) Who wants to be the millionaire ( Ai lµ triÖu phó) 1. In Vietnam we are going to have “Vietnam Idol”. all of which follow the same general format.Ask for and give information about types of the competitions. it has spun off many successful shows such as Idol. tar art 2. Nouvelle Star. Idols. vs. Teacher’s and students’ activities . 2001. Idolos Brazil.Talk about different kinds of activities related to volunteer work. teabuy beauty 3. who wants to be a millionaire? is a television game show which offers a maximum cash prize of one million pounds for correctly answering successive multiplechoice Qs of increasing difficulty.T prepares pictures of the 3 famous TV game shows “Who wants to be a millionaire?”. Philippine Idol. .

Drawing….T asks Ss to works in individual. +cheerful (adj) +chance(n) +physical training . it’s interesting. In the game one person competes again 100 others for a chance to win a large cash prize.After Ss have finished T he /she feels about each type of the competitions/contests calls on the some pairs to act in Task 1 out their conversation.. Jumping…. 100. 1’ -T asks Ss to read the model conversation on page 69. What type of the competition or contest was it? partner.) + sculpture (n) + athletics meeting (n) -T calls 2 or 3 students to tell the type of contest that they like best. 4. Where and when did you see or take part in it? . . 100 is a game show created by a Dutch TV production company that is aired in several countries. Who won the competition/ contest? 6.T asks Ss to share with their 2. Who organized it? to report to class.  vs. English 1.9’ 18’ 12’ The maximum cash prize is one hundred and 20 million VND. This version in Vietnam is named “Arena 100” (§Êu trêng 100) and listed in the vietnam Record Book as the biggest show with the highest number of players. -T can elicit or explain some * General knowledge Quiz words quickly: * Poetry Reading/ Reciting Competition T asks Ss to pactise in pairs  Task 2 using Use of language Instruction: You are going to ask your partner how .) Poetry Reading/ Reciting Competition Singing Contest Athletics Meeting (Running.  Task 1 Instruction: Which of the competitions/contests below do you like or dislike? Type of competition/contest like dislike General knowledge Quiz English Competition Art Competition (Painting.and asks some of them 3.asks them to put a tick in the right column -T calls some Ss to give their answers and asks for comments from other students.T elicits feedback from the Ex: T: What do you think of the English competition class and gives final S: Oh. . Did you enjoy it? Why/ why not?  Task 3 Instruction: Now you work in groups to talk about a competition or contest you have recently joined or seen . It’s a good time for practising comments. Who participated in it? 5.T elicits other volunteer activities from Ss.T has Sts write a  Consolidation competition /contest they have . The game first aired in the Netherlands.

Who do you think can take part in . BEFORE YOU LISTEN T asks Ss to look through the 10’ Discussing the questions pictures in the book and answer the 1. T may read aloud -formally (adv) first or play the tape and ask Ss to .athlete (n) given in the book.association(n) their partner’s answers .T asks Ss to do the EXTRA EXERCISE as homework.F(you need a special pair of shoes to run) 3.T 1. A marathon is a long running is a long running race of about 26 miles or 42 kilometers. Athletes wear shorts 4. PROCEDURES: Time Contents Teacher’s and students’ activities 5’  Warm-up . The persons who win the they are true or false? competition are champions 2.formally (adv) .T 4. students will be able to . . .T asks Ss to discuss the question in the Boston race? pairs.T summarizes the main points of the lesson. WHILE YOU LISTEN .clock (v) repeat in chorus and individually.Sts read the statements and decide if 1. ANSWER: 1-T 2. UNIT 6: COMPETITIONS Period 33: LISTENING I. II. What is the Boston Marathon? questions. 2. 3. Vocabulary T calls on some Ss to report on .T helps Ss to pronounce the words . Homework recently joined or seen.listen to get specific information.race (n) . 10’ 2.T elicits / Pre-teaches some of these * Task 1 words and those taken from the Instruction: You are going to listen to listening passage: the dialogue and decide T/F T sets the scene: Now you are . OBJECTIVES By the end of the lesson. You need a normal pair of shoes to run.Develop such listening micro – skills as intensive listening for specific information and talking notes while listening. .F(men and women can participate in a marathon) 5.

6164 runners….T 2. . .T asks for Ss’ answers and writes them on the board. . . . AFTER YOU LISTEN Suggested ideas: .T plays the tape again for Ss to do the Task.T checks Ss’ answers by calling on some . 8 women started and finished the race 4.T 3. -T asks Ss to learn by heart all new words and do the extra exercise as homework.T plays the tape once for Ss to do the Task.) 10’ * Task2 Instruction: You are going to listen to the tape again and answer the questions.T gives the correct answers: . .T may ask them to try to answer the questions with the things they remember from the previous times of listening.F (not in 1957->1967) 5. 2. Suggested answers: 1.Write a short paragraph about marathon race 2’  Consolidation  Homework .Her/his schedule .The reason why he/ she chooses this sport 8 going to listen to a dialogue about competition T instructs Ss how to do this kind of exercise.His/her feeling when receiving the gold medal. T plays the tape the second time for Ss to check their answers.T goes around to offer help and collect Ss’ mistakes.T gets Ss to work in the pairs and check their answers.T calls on some Ss to give the answers and elicits feedback from other Ss. He came from New York.1.T calls on some Ss to present their answers . T gets Ss to work in groups to name some of famous runners in Vietnam and say what is special about them .T asks Ss to work in groups of 4 to compare their answers.T elicits feedback from the class and gives final comments -T summarizes the main points of the lesson. She became the first official female champion in 1972 3. .F(not 15 minutes-50 minutes) 4. . . . 3.F (runner have to go through 13 towns during the race.T 6. The race ends in the center of Boston.

Venue: 106 Tran Hung Dao Street.T checks Ss’ answers by 5.Your sincerely(Robert.Dear Mr Mc c.Entry procedures from other Ss and gives the . . Ss exchange their answer with Answers: 1. When they finish. using the details below. Hanoi th writing with another student . Task 2: Instruction: imagine you are Kate necessary Johnson.UNIT 6: COMPETITIONS Period 34: WRITING I. Hoan .Which are formal? 1.Date: 25 November for peer correction. OBJECTIVES By the end of the lesson.T elicits corrective feedback .T asks Ss to read the letter again and do TASK 1 individually.c 2. .Love (Peter) Donald d.secretary of the English Speaking Competition.The number of participants .Number of participants .Arrival time: 7.b(formal) 3.F) Teacher’s and students’ activities Sts match the greetings and ending which are formal 15’ 15’ .T asks Ss to exchange their . Write the letter to respond to Thu .Yours (Bob 2. LoSts of love Dear Philip (BobbyClark) e. PROCEDURES: Time 5’ Contents  Warm-up Quiz – A formal letter Match the greetings and endings.Dear Hellen a. the details given in Task 2. students will be able to .a asking some Ss to read their 1. .d 4.Venue correct answers when .Ask Sts to write a letter to respond to Thu Trang based on Trang.Write a letter of reply to ask someone to provide information II.00 pm .T asks Ss to read the sample letter on page 72 and discuss the purpose(s) of the letter in pairs.Yours faithfully(Albert 3.Kiem District. Task 1 answers out loud. . e (formal) another student.Date and time 2.Darling Rosie Cook 4.write a letter of replying .Dear Sir or Madam b. .

talking .com  sample letter: A 8’ English for the world 106 Tran Hung Dao St. taking consideration their friends’ and teacher’s suggestions and corrections. .Finally.For homework.00 p.T asks Sts to work in groups. . . T asks Ss to improve their writing. October 20. Here is the information that you request. For further information.Starting time: 8. 2006 Venue: 106 Tran Hung Dao Number of participants: 25 Entry procedure: Candidates fill an application form to participate.m . Hoan Kiem District. correcting their friends’ Tasks .Prepare language focus Rewrite the passage. Feedback on Ss’ writings .m.Phone number: (04) 9838188 .. T provides general comments on the letter.m. We encourage you to apply to participate by 4 p. Hanoi 2’ Oct ober 18.  Consolidation  Homework . Best regards Kate johnson Secretary 3. Date and time: 8:30p. We wish you good luck at the contest and look forward to seeing you there.T summarizes the main points of the lesson.T goes around and collects mistakes and errors. . October 25. applications submitted late will not be considered. .T collects some writings for quick feedback. 2007 Dear Thu Trang. Thank you for your interest in our English Speaking Competition.com. please contact me on 9838188 or email me at Englishclub06@yahoo.Email: Englishclub06@yahoo.T write Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors. Because this year we limit the number of participants to only 25.

+ V + O + prep + v-ing direct &Indirect speechs and uses of Ex: “It’s nice of you to give me some gerunds. /tw/ .…) -T explains grammar + V +prep +V-ing -Sts work in pairs (V: accuse…of.b for… 2. Grammar sounds and asks Sts to repeat. Mary apologised for not phoning me earlier 3./tw/ 5’ 1.Thanks. OBJECTIVES By the end of the lesson./tw/ 3’  Warm-up twisters. thank…for) . insist on. suggest) V+ V-ing -T has Sts practice pronouncing the (V: apologize for.” Ann said to mary.Sts do the test during 15 minutes T introduces 5 particular /tr/ . the handouts Ann thanked Mary for giving her some fruit -We use reported speech with gerund * Exercise1 when we use reporting verbs with 1.Distinguish the sounds / tr / and / dr /./dr/ ./dr/ . . Pronunciation /tr/ .into consideration their friend’s and T’s suggestion and correction and do the extra exercise UNIT 6: COMPETITIONS Period 35: LANGUAGE FOCUS I. To save time T may give Ss fruit. PROCEDURES Time Contents Teacher’s and students’ activities 15’  Test in 15 minutes .Use reported speech with gerund II. blame…for.Pronouncing the two sounds separately ./dr/ . Peter insisted on driving Linda to the 10’ 6’ . complain about.Pronounce the words and sentences containing these sounds correctly. Reported speech with Gerund -Practice reading aloud these sentences + (admit.Pronounce correctly the sounds Conditional clauses . sound confess to. deny.Pronouncing words containing the sounds -Practising sentences containing the target sounds T pronounces these 2. John congratulated us on passing our gerund: dream of/thank for/apologize exams to S. students will be able to: .If necessary T reviews the form./tw/ . then T leads Sts to read them /tr/ .

John and his wife were thinking of buying the house. Bob had always dreamed of being rich 6. 8. 7. . The teacher accused the boy of not paying attention to what he had said 5. The boy denied breaking the window of the woman’s house.Sts summarizes the main points of the lesson . 2. Mr. 4. The thief admitted stealing Mrs. and Mrs. 6. * Exercise 2 1. The policeman stopped the customer from leaving the shop.For homework. Tom insisted on paying for the meal. I warned Ann against staying at the hotel near the airport. Smith looked forward to meeting their children son. 5.5’ 1’ station 4. Miss White thanked Jack for visiting her. . Ann suggested having a party the next Saturday. Ss review the points  Homework that have been covered in the lesson and do the extra exercises . Her mother prevented Jane from going out that night.Sts write down the exercise again  Consolidation Sts prepare for Test yourself. 3. Brown’s car. 7.

c. PROCEDURES: Time Contents Teacher’s and students’ activities 5’ T guides questions in the textbook. play and relax b. PARK POVERTY PRETTY UNEMPLOYED CLASS HANDSOME TIRED ILLITERATE OLD NATION KEY WORD 10’ 1. A group of students who are taught together f. f. The noun of ‘ poor’ .Answer the following questions a. then  Warm-up introduces the new lesson.UNIT 7: WORLD POPULATION Period 39: READING I.Group work . (Of men) attractive g.Develop such reading micro – skills as scanning for specific ideas and skimming for general information. Play a game: Crosswords . Don’t know how to read and write i. Attractive without being very beautiful d. . OBJECTIVES By the end of the lesson. e. Without a job although able to work e. d. Feeling that you would like to sleep or rest h. Not young j. . BEFORE YOU READ: T explains new words T asks the whole class to look at the pictures and asks them some questions: • Where can you find these scenes? . i. 1. j. g.Scan for specific details II. students will be able to: . h. The synonym of ‘country’ Answer a. An area of public land in a town or a city .Ss answer c. b.Use the information they have read to discuss the topic.Pair work & whole class where people go to walk.

Russia.Sts summarizes the main points of the . and Indonesia. 2. WHILE YOU READ.• What does each of the pictures tell you? • Do you think that the large in population a country is. By the year 2015.T asks the text silently.Probably (adv) . but others it can’t. Russia is in Europe. in 1850 it was 1300 million.Family planning (n) . 10’ . then calls on some Sts to write the answer on the board. ( China. 5.Third World 18’ 2.Increase (v) # decrease . India.Double (v) . then asks then to fill in each blank with a suitable word ( Change the form of the word and the dictionary when neccesary.Limit (v) . in 1985 it was 4760 million.Five world largest countries in population: China.C was 10 million. 3.T asks Sts to work in pairs to answer the questions. they don’t.Overpopulation (n) . -Sts read the words in the box -Find out the meaning of the words -Read the sentences -Work in pairs: fill in the blank .Which is the richest country in the world? .) 2’  Consolidation T guides Sts to discuss in pairs. the stronger it is? Why? Why not? Vocabulary: . India and Indonesia are in Asia.Which is the poorest country in the world? . 3.) -Fill each blank with a suitable word.Figure (n) .Birth-cotrol method . the USA. The population of the world in 10. . * Task 1: Although method increases resouces figures limit international control * Task 2: 1.000 B. and the USA is in Latin America.Raise animals . the population of the world is expected to be 7 billion. AFTER YOU READ . 4.Find out five world largest countries in population . Some scientiSts say it can. No. The richest country is the USA and the poorest country may be India. ( They can’t limit the size of their family ) because they know of no safe way to have fewer children. in 2000 it was 6.6 billion. finding out five world largest countries in population. in 1750 it was 625 million.

Work out the solutions to the problems of overpopulation. students will be able to: .T asks Sts to work in groups to collect .People are not aware of the problem of overpopulation. II. children means happiness.T asks Sts to find out the other forms and make sentences with the words they have learnt UNIT 7: WORLD POPULATION Period 40: SPEAKING I. Task 1 .Talk about the problems facing poor and overpopulated countries . Task 2 .Fewer children die at birth population explosion . Do you know the causes of population explosion? 2. .T guides Sts to discuss the problems Instruction: facing poor and overpopulated You are going to work in pairs to list the countries. Do you know any solutions to these problems? 10’ 1. .Discuss and give information about the causes of population explosion in the country and throughout the world.T asks the representatives of one or Suggested answer: two groups to report the results to the + poor living condition class.People are not properly educated. OBJECTIVES By the end of the lesson.Sts work in pairs to put The causes of . .Religion doesn’t encourage people to have fewer children. Many people believe that having a large family is a form of insurance 16’ 2.People believe that having many in such order. PROCEDURES: Time Contents Teacher’s and students’ activities 5’  Warm-up :  Some questions 1. . What are the problems of population booms? 3. + low living standard + not enough food . -T asks Sts to explain why they put the . Homework lesson . problems facing poor and overpopulated countries.

poor living conditions 2. low living standards 3.T summarizes the main points of the lesson. not enough/ expensive food 4. using the results of Tasks 2 and 3 + raise an awareness of the problems of overpopulation. .Have Sts write a short passage talking about the problems and the solutions of overpopulation.T asks Ss to do the EXTRA EXERCISE as homework . lack/ shortage of schools/ hospitals / teachers 3. + raise the people living standard + exercise/ implement reward and punishment policy + carry out the population education programme/ family planning programme + use birth control methods  Consolidation  Homework . + unemployment + social evils + illiteracy 1. 2’ .12’ + lack of school/ hospital/ teachers/ all the ideas discussed in Task 2 and 3 doctors and nurses and report the results to the class. Task 3 Talk about the problems of overpopulation and offer solutions.

II. -Work in pairs: Ask and answer the questions population? .Speaking .T asks for Ss’ answers . T gives the correct answers 10’ . T instructs Ss how to do this kind of exercise.Sts predict the scenes before listening . -T checks Ss’ answers by calling on some Ss. OBJECTIVES By the end of the lesson. students will be able to .Before Ss listen and do the Task. .Listen and repeat: .Develop such listening micro – skills as intensive listening for specific information and talking notes while listening. .T teach new vocabulary -Ask Sts to listen to the interview about the world population and choose the best answer. . Task 1 1A 2D 3C 4D 5A 6C Including oral test . BEFORE YOU LISTEN  Vocabulary: -Developing country -Improvement -Particularly (adv)= specially -Rank (v) -Generation (n) + Do you think that our world is overpopulated? + What continent has the largest? 2.UNIT 7: WORLD POPULATION Period 41: LISTENING I. .T plays the tape once for Ss to do the Task.T asks Ss to work in groups of 4 to compare their answers.Listen to get specific information. PROCEDURES: Time Contents Teacher’s and students’ activities 5’ 5’ Warm-up 1.T plays the tape the second time for Ss to check their answers. WHILE YOU LISTEN *.

and the solutions to the problems?  Consolidation .T elicits feedback from the class and gives final comments.T calls on some Ss to present their summary.Sts do this Task at home. The population grows more quickly in some parts of the world than the others. 3.T goes around to offer help and collect Ss’ mistakes.Before Ss listen to the tape again to do the Task. the causes of population explosion. illiteracy and poor living conditions 5. T gets Ss to work in the pairs and check their answers. .T calls on some Ss to give the answers and elicits feedback from other Ss.After playing the tape again. 3. . . AFTER YOU LISTEN Suggested questions: 1. . the problem it cause to the world. According to the expert.control methods. 2. the population of the world will be over 7 billion. 4. What is the interview about? 3. . According to the expert.Write a short paragraph about the world population . The expert offer 4 solutions. . by the year 2015.T plays the tape again for Ss to do the Task. He said that the population growth rates in some parts of the world are not the same. and (iv) to exercise strict and fair reward and punishment policies. The problem ( which) population explosion causes to the world. They are (i) to educate people and make them aware of the danger of having more children (ii) to provide safe. T may ask them to try to answer the questions with the things they remember from the previous times of listening. What did the expert say about the population of the world. The reason for a fall in the death rates is the improvement of public health services and medical care. . -T may give suggested questions to help those who are in difficulties. 2’  Homework . How many questions did the interview ask? 2. . lack of hospitals and schools. particularly to developing countries. particularly to developing countries are shortage of food. inexpensive birth.Sts summarize the main content of the dialogue.15’ 8’ *. Task2 1. (iii) to strictly implement a family planning policy.

students will be able to: .Ask the students some questions: + How many parts are there in description? What are they? + What does the first part tell you? + What information does the second give you? + What language items should you attention to in the second part? + What does the last part tell you? .more than double the population of .per cent . . When finish.account for…. with describing the information in the chart the part -T asks Sts to work in groups and tell them to read and correct their friends’ pay writing.Describe the information in the chart.Study the chart carefully.Sts study the chart carefully then they write a paragraph of 100-120 worlds. * Suggested beginning The chart shows the distribution of world . . . PROCEDURES: Time Contents Teacher’s and students’ activities 5’  Warm-up .Write a paragraph describing the information in the chart .……….UNIT 7: WORLD POPULATION Period 42: WRITING I. Preparing Ss to write.Study the USEFUL LANGUAGE carefully 8’ Useful language: . Ss exchange their answer another student.Write description of the chart II..distributed unevenly . OBJECTIVES By the end of the lesson. .it can be seen that .Identify language to be used for describing chart .Including oral test 14’ 1.

. . The second largest area is East Asian with 6% less than South Asian. WRITING The chart shows the description of the world population by region. Coming next is Africa with 11%.. Overall.T write Ss’ typical errors on the board and elicits self and peer correction. Latin America and North America have 14% of the world population. Europe ranks third with 15%.T summarizes the main points of the lesson. . making up 32% of the world population. . .For homework.Finally. T provides general comments on the letter.Prepare language focus Rewrite the passage.T collects some writings for quick feedback. Together. . the largest concentration of the world’s Population is in Asia.18’ by region…. T asks Ss to improve their writing. . 2. Finally. more than half of the world’s population lives in South East Asian South Asian is the biggest region. FEEDBACK ON SS’ WRITINGS .T asks Ss to exchange their writing with another student for peer correction. taking consideration their friends’ and teacher’s suggestions and corrections.T goes around and collects mistakes and errors. talking into consideration their friend’s and T’s suggestion and correction and do the extra exercise. 5’ 3’  Consolidation 2’  Homework . Oceania is the least populated region with the smallest percentage of 2% As can be seen. T provides correction only when Ss are not able to correct the errors. with Europe far behind 3.

OBJECTIVES By the end of the lesson. I will stay at home’ said she -> She said that if it rained.Pronounce correctly the sound /kl/ /gl/ /kr/ /gr/ /kw/ .Distinguish the uses of conditional sentences and conditional sentences in reported speech II. Practising the dialogue containing SHOULD+V1 • IF+ S+ had + V3/ed. GRAMMAR column out loud in chorus for a few more times. 1. T listens a. and /kw/ ./kr/.T calls on some Ss to read the • ‘If it rained. T may want to get them to . If many Ss do not pronounce the words in reported speech correctly. students will be able to: .T asks Ss to work in pairs and take SHOULD+ have+ V3/ed turn to read aloud the given dialogue . Presentation .T goes around to listen and takes notes of the typical errors home .T asks Ss to read the words in each 30’ 2. I would stay at home’ said she -> She said that if it rained. /gr/.If necessary T reviews the form and uses of and corrects if Ss pronounce the conditional sentences and conditional sentences target words incorrectly. /kl/ /gl/ /kr/ /gr/ /kw/ then T leads Sts to read them 5’ Distinguish the sounds /kl/. S+ WOULD/ the target sounds .Pronounce the words and sentences containing these sounds correctly. S+ repeat after the tape (or him/herself) again in chorus and then WIIL/SHALL+V1 • IF+ S+ V2/ed (Simple past). and /kw/ Pronounce the words and sentences containing these sounds correctly .Conditional sentences in reported speech on page 87. she would stay at . /gl/. /gl/.Conditional sentences • IF+ S+ V (Present tense). /gr/./kr/. S+ WOULD/ individually./kr/.Distinguish the sounds /kl/. /gr/.UNIT 7: WORLD POPULATION Period 43: LANGUAGE FOCUS I. she would stay at dialogue again and provides . PROCEDURES: Time Contents Teacher’s and students’ activities 5’ . PRONUNCIATION /gl/. Then T calls on some Ss * Infinitive and gerund to read the words out loud. and /kw/ /kl/.T introduces 5 particular twisters  Warm-up /kl/ /gl/ /kr/ /gr/ /kw/. • ‘If it rains. .

T give correct answers : be very disappointed if she did not come 7. They told me that if it didn’t rain they would gives correct answers : .home corrective feedback. had been told 4. The man told me that if I had asked him he .T calls on some Ss to read out their answers.For homework. would drive 4. .Prepare for unit 8 . The man told his daughter that they would . had realised 5. she would . will take conditional sentence (type 1. He asked her what she would say if to write their answers. Answers: 1. The man asked the woman what she would individual and then compare their answers with another student.T asks Ss to do exercise 2 in pair * Exercise 3. closed 3. do if she were a millionaire 5. the team will get no point * Exercise 2. and then compare answers with Answers: 1.T calls on some Ss to go the board her if she had time 2. would have At the end the team with more points will be the winner bought 2. wouldn’t have been . would you like 5. is 6. stayed at home T tells Ss the rule of the game : each b. would have lent me his motorbike 6. He / she has to make a 1. will come with that picture. .T summarizes the main of the lesson . Practice time a representative from a team * Exercise 1 will choose randomly a picture from Answers: the set. . I would have stayed at home’ said she ->She said that if it had rained. The man told her that he would come to see another pair.T asks Ss to do exercise 1 go out with me 4.otherwise. 2 or 3 ) 2. The boy told the girl that he was sure they would understand if she explained the situation to them • 5’  Consolidation Homework .T prepares a set of 10 pictures and have divides the class into two big teams. Ss review the points that have been covered in the lesson and do the EXTRA EXERCISE Write down the exercise . the team gets one point. had studied 3.T asks other Ss to feedbak and someone stepped on her feet 3. ‘If it had rained yesterday. If he /she cannot do that or the sentence is not correct.

.Use the information they have read to discuss the topic. BEFORE YOU READ T explains new words Discussing the Tet holiday T asks Ss to look at the picture on Answer: page 90 and discuss in pairs -It is spring /it should be Tet holiday -we can see apricot blossom and a kumquat tree full of ripe fruits/banh chung.UNIT 8: CELEBRATIONS Period 44: READING I. a fivefruit tray on the ancestral altar/.grand (a) .lucky money (n) .Scan for specific details II.dress up (v) . . students will be able to: . OBJECTIVES By the end of the lesson.kumquat tree (n) .Develop such reading micro – skills as scanning for specific ideas and skimming for general information.fireworks (n) . .get together (v) . PROCEDURES: Time Contents Teacher’s and students’ activities 5’  Warm-up T guides questions in the textbook..influence (v. What time of the year is it? 2.comment (n) . 1. then introduces the new lesson.green been (n) . What are the people in the picture doing? 3.longevity (n) .agrarian (a) . What else do you see in the picture? 10’ 1.n) .Deduce the meaning of some words in certain context.-people may be a family/ give money/wish  Vocabulary .

- parade (v) - pine tree (n) - plum (n) - pray (v) - represent (v) - shrine (n) 10’ * Task 1 a. grand agrarian banner pray sugared apples excitement * Task 2 1F 2F 3T 4F 5T 6F * Task 3 1. It’s sometime between 19 January and 20 February. 2. For months 3. They are decorated with coloured lights and red banners 4. They buy gifts, clean and decorate their houses and cook traditional foods 5. It’s made from sticky rice, green beans and fatty pork 6. It is candied fruit such as sugared apples, plums or tomatoes. 7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc. 3. AFTER YOU READ Instruction: You are going to tell each other about their last Tet holiday - How you prepare for Tet - How you decorated your house - Who you visited - What special foods you ate - What activities you enjoyed doing most during Tet  Consolidation - T has Sts read the text silently to cover the content of the reading. - T asks Sts to find these words mean in the text. - Sts work in pairs, deciding the statements are true or false. - Sts comprehend the passage. - Sts read the questions and answer in individual. - T asks Sts to compare the answers in pairs, then calls on some Sts to answer the questions before class. T asks Ss to read the questions carefully to find the answer. - T asks Ss to work in pairs. - T calls on some Ss to read aloud their answers - T gives the correct answers:

10’

8’

- T guides Sts to discuss in groups, telling each other about your last Tet holiday, focusing on the suggested main points. - T asks Ss to work in individual - T goes around to help Ss when necessary. - When all Ss have finished, T asks them to share ideas. - T calls on some Ss to report their ideas to the class.

2’

 Homework

- T gives feedback. - T summarizes the main of the lesson - T asks Sts to find out the other forms and make sentences with the words they have learnt and prepare new lesson.

UNIT 8: CELEBRATIONS
Period 45: SPEAKING I. OBJECTIVES By the end of the lesson, students will be able to: - Ask and answer about the celebrations in Vietnam as well as in foreign country: time, meaning, main social activities on those occasions…. - Talk about the celebrations of Tet and other festivals’ activities II. PROCEDURES: Time Contents Teacher’s and students’ activities 15’  Warm-up Test in 15 minutes 9’ 1. Task 1 Instruction: You are going to practice the dialogue on page 93 in pairs T asks Ss to read the dialogue silently and asks them what points are mentioned in the dialogue -T calls some Ss to give their answers and asks for comments from other students. 2. Task 2 1c- C 2a-A 3b- B 3. Task 3. Instruction: You are going to ask and answer about the holidays in Task 2,using the dialogue in Task 1 as the model. +Thanksgiving Day -Give thanks fore the things one has at the end of the harvest season. -Celebrate on the fourth Thursday of November. -The first American Thanksgiving /celebrate/ 1621 - Sts work in pairs, practising reading the dialogue. - T asks Sts to look at the pictures and tell what pictures these are. - Sts work in pairs, matching the holidays with its main purpose and activities. - T guides Sts to ask and answer about the holidays in Task 2, using Task 1 as the model - T asks the representatives of one or two pairs to report the results to the class.

13’

12’

6’ 2’

-George Washington /the first president to - T asks Ss to work in pairs ,and declare the holiday/1789 asks some of them to report to class. +Valentine’s Day -A holiday on February 14./the traditional day on which lovers express their love for each other/sending Valentine’s cards or candy/flowers… -Was one of the most popular saints in England and France. - T summarizes the main points of the  Consolidation lesson. - T asks Ss to do the EXTRA EXERCISE as homework  Homework - T has Sts write a short passage talking about the celebrations.

Cultural notes
1. Thanksgiving Thanksgiving or thankgiving Day, is an annual one – day holiday to give thanks for the things one has at the end of the harvest season. In the united States, thanksgiving is celebrated on the fouth Thursday of November. In the United States, certain kinds of food are traditionally, served at Thanksgiving meals. First and foremost, turkey is ussully the fuatures item on any Thanksgiving feast table (so much so that Thanksgiving is sometimes referred to as “Turkey day ”. Stuffing, mashed potatoes with gravy, sweet potatoes, cranberry sauce, corn, other fall vegetalbes, yams and pumpkin pie are commonly associated with Thanksgiving dinner. All of these primary dishes are actually native to the Americas and werw introduced as a new food source to the Europeans when they arrived. The first American Tanhskgiving was celebrated in 1621, to commemorate the harvest reaped by the plymouth Colony affter a harsh winter. In that year Governor William Braford proclaimed a day of tahksgiving. The coloniists celebared it as a traditional English harvest feast, to which they invited the local Wampanoag Indians. Days of thanksgivig werw celebrated throughout the coloies after fall harvests. All thirteen colonies did not howere, celebrated Thanksgiving at the same time until October 1777. George Washington was the first president to declare the holiday, in 1789 2 Valentine’s Day Saint Valentine’s Day or Valentine’s day is a holiday on February 14. It is the traditional day on which lovers express their lve for each other, sending Valentine’s cards or candy, It is very common to present flowers on Valentine’s Day. The history of Valentine’s Day – and its patron siant – is shroded in mystery. One legend contends that Valentine was a priest who served during the third century in Rome. When Emperor Claudius II decided that single men made better soldiers than those with wives and families, he outlawed marriage for young men – his crop of potential soldiers. Claudius and continued to perform marriage for young lovers in secret. When Valentine’s actions were discovered, Claudius ordered that he be put to death. Other stories suggest that Valentine may have been killed for attempting to help Christians escape harsh Roman prisons where they were often beaten and tortured. According to one legend, Valentine actually sent the first ‘valentine’ greeting himself. While in prison, it is believed that Valentine fell in love with a young girl – who may have been his jailor’s

daughter – who visited him during his confinement. Before his death, it is alleged that he wrote her a letter, which he signed ‘From your Valentine,’ an expression that is still in use today. Although the truth behind the Valentine legends is murky, the stories certainly emphasize his appeal as a sympathetic, heroic, and, most, importantly, romantic figure. It’s no surprise that by the Middle Ages, Valentine was one of the most popular saints in England and France

UNIT 8: CELEBRATIONS
Period 46: LISTENING I. OBJECTIVES By the end of the lesson, students will be able to - Listen to get specific information. - Develop such listening micro – skills as intensive listening for specific information and talking notes while listening. II. PROCEDURES: Time Contents Teacher’s and students’ activities 5’ 10’  Warm-up 1. BEFORE YOU LISTEN - exchanging gifts and cards - decorating the house with peach flowers - wearing kimonos or special dress - giving/ receiving lucky money - going to the pagoda - visiting friends Vocabulary: similarity (n) kimono (n) shrine (n) represent (v) pine tree (n) 2. WHILE YOU LISTEN * Task 1: Instruction: You are going to listen to the dialogue and tick the thing you hear; + they put on special clothes. +Housewives prepare special foods. +they go to a shrine +they drink rice wine + they watch TV +they eat a special meal…. Including oral test - T reads aloud the activities, Sts guess which of the following activities the Japanese often do on their New Year’s Days. -T : today you are going to listen to two people talking about how the New Year is celebrated in Japan. Before you listen,do the Task on page 94. - T calls on some Ss to report on their answers and write them on the board.. - T teaches new vocabulary - T instructs Ss how to do this kind of exercise. - T plays the tape once for Ss to do the Task. - T asks for Ss’ answers and writes them on the board. - T plays the tape the second time for Ss to check their answers. - T asks Ss to work in groups of 4 to compare their answers. - T checks Ss’ answers by calling on

10’

* activities on New Year’s Eve . then report the result to the rest of the class.T goes around to offer help and collect Ss’ mistakes.T calls on some Ss to present their * food and clothes answers * people to celebrate with .10’ 8’ 2’ some .Ask Sts to listen to the dialogue about 1. T may give Ss the Alternatively but following handout On the contrary unlike .Before Ss take part in the activity. No. 6.T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year 1. T may also correct the mistakes he/she has collected . T 2.Sts compare the following aspects of the Conversely on the other hand Vietnamese New Year with those of the Yet differ from Japanese one (Work in groups).T summarizes the main points of the  Consolidation lesson.T goes around to offer help and collect * preparations Ss’ mistakes. . 10. (1.  Homework . likewise. To show similarities: with those of the Japanese one. the New Year. Because they want to get rid of the how the New Year is celebrated in Japan.T gives the correct answers: * Task 2 . 2. . whereas. like .T asks Ss to learn by heart all new words and do the extra exercise as homework. with those of the Japanese one. 8.T elicits feedback from the class and gives final comments. .T elicits feedback from the class and gives final comments. 3. . Kimonos or special dress. New Year’s Day is mostly the aspects of the Vietnamese New Year celebrated among family only. 11) . AFTER YOU LISTEN .T gets Ss to work in pairs to compare 4. Similarly. 4.T asks Sts to listen again and answer the 2.T asks Sts to write a short paragraph about the Tet holidays of the Vietnamese people.To show differences: elicits the transition signals/phrases to A different view is nevertheless talk about the similarities and differences However in contrast between 2 things. . . questions. 3.T calls on some pairs to present their answers. . From television or the radio. dirt of the old year and welcome then tick the things they hear. 3.

turkey 13.game-Christmas cloze Christmas is an annual holiday that (1) the birth of Jesus of Nazareth. .Teacher asks students to start to write. As well.spirit 10. .marks 2.holiday 4. and in some countries it is (2) by Boxing Day on December 26.Students read guidelines carefully. trying to answer fully these questions .merry 8.Write a description of a popular celebration II. There are also lots of (13) goodies for the kids. .Students practice rewriting based on the ideas they have already reorganized. PROCEDURES: Time 10’ Contents  WARM – UP Competition.decorate 11. Christmas Day falls on December 25. people (10) Christmas trees and put up (11) around the house.Teacher goes round to help them if 8’ . A common Christmas dinner is (12).UNIT 8: CELEBRATIONS Period 47: WRITING I. checking errors of spelling and grammar before ending writing. Preparing Ss to write Answers: * Name of the festival (sentence 1) *Purpose of the festival(sentence 1) Teacher’s and students’ activities . when many people go shopping for sales.followed 3.Describe a celebration.presents 6. People love Christmas because it is the time when they can share (14) moments with their family.Teacher gives some instructions to help students to write effectively: .sing 9. People give (5) to each other or send (6) wishing each other a (7) Christmas. . At Christmas. It is a (3) when people get together with (4). students will be able to .Fill in the blanks with suitable words from the box .Students join ideas.T divides class into small groups of 4 Ss and gives handouts: . people (8) carols to get into the Christmas (9). arrange in logical order. Answers: 1.family 5.lights 12. OBJECTIVES By the end of the lesson.cards 7.peaceful 1. .baked 14.Students read again his/ her writing carefully. It is preceded by Christmas Eve on December 24.

Unicorn dancers are also very popular in Trung Thu festivals. T provides correction only when Ss are not able to correct . Vietnamese parents tell their children’s fairy tales and serve moon cakes and other special treats under the opportunity for me to gather with my family and friends to enjoy the moonlight and many special refreshments 3. Vietnamese markets sell a variety of lantern.000 years ago. A Vietnamese folklore indicates that the festival came about as a way for parents to make up lost time. Trung thu activities are offer centered on around children and education.Teacher choose any of the students to write their Task on the blackboard while the others also write their Task below to correct before class. . Other children’s activities include arts and crafts which children make face masks and lanterns. T asks Ss to improve their writing.T writes Ss’ typical errors on the board and elicits self and peer correction. Parents buy lanterns for their children so that they can participate in a candlelit lantern procession at dawn. . . Appropriately.For homework.T collects some writings for quick feedback. also referred as Tet Trung Thu. The Mid – Autumn Festival dates back over 15. is one of the two most celebrated festivals to current date.T asks Ss to exchange their writing with another student for peer correction. Lantern represents brightness while the procession symbolizes success in school. . .* Time of the festival(sentence 2-3) *Main activities of the festival/what people do in the festival(sentence 4-7) * Foods eaten (sentence 8-9) * People’s feeling about the festival (like/dislike? Reason(s)?(sentence10) 15’ 2. Sample writing In Viet Nam the Mid – Autumn festival. .T choose one or two descriptions and reads it / them to the class.T goes around and collects mistakes and errors. 7’ 3 2’ . Children also perform traditional Vietnamese dance and participate in contests for prizes and scholarships.T asks Ss to exchange their writing with another student for peer correction . talking into consideration their friend’s and T’s suggestions and correction and do the extra exercise.T summarizes the main points of the lesson. The Mid –Autumn Festival is also called the Children’s Festival. . FEEDBACK ON Ss’ WRITINGS  Consolidation Homework necessary. and is traditionally held on the 15th day of the 8th lunar month. In addition.T goes around and collects mistakes and errors . showing love and appropriately to their children after the harvest season.

Ex: It was a problem.T has Sts practice pronouncing the sounds 27’ 2. everyone. any one. students will be able to: . sentences There is someone in the fridge./fr/.Use one(s).UNIT 8: CELEBRATIONS Period 48: LANGUAGE FOCUS I.Ss listens and repeat after the Ex: I don’t like the red shirt./fr/./fr/.someone.T pronounces five sounds and /fl/.Use the vocabulary about holidays and celebrations appropriately II. .Make speech with gerund . presentation .Pronounce correctly the sound /fl/./Or/ Sts to read them 12’ 1. PRONUNCIATION .T explains grammar /everyone=everybody T writes some sentences on the board and asks Ss to comment on the use of one(s). someone. Ex: Mr Linden’s experiences with his son are ones that are shared by countless other parents. Everyone laughs at him. anyone. T explain the meaning and the way of using +someone=somebody /anyone=anybody . but not a major one. ./Or/ then T leads /fl/. ONE(S): one. GRAMMAR a. and everyone appropriately. no ./Or/ asks Sts to repeat. I prefer the blue tape one .Pronounce the words and sentences containing these sounds correctly. . OBJECTIVES By the end of the lesson. Ex: David and I are the only ones who are not .Ss practice reading aloud these No one likes her story.0r/ .T introduces 3 particular twisters /fl/./Or/ .Distinguish the sounds / fl / and / fr /./fr/. PROCEDURES: Teacher’s and students’ Time Contents activities 5’  Warm-up . no one.

4. Huong is making one.everyone 7. They let me choose a pencil. 6. 7.traditional 2.celebrating 5. won’t they? . There are several celebrations in Vietnam.polite 6. Of the tree bags I like the blue one 2. and my father doesn’t want me to have one.grand 3. Answer 1. . .T asks Ss to work in pairs and give the correct answers By oral or written -T asks Ss to read the exercise carefully.anyone 4. ANYONE Ex: Is anyone there? Ex: The exercise are so simple that almost anyone can do them.gifts 4.Sts do the exercise.1’ married. NOONE Ex: No one understands me . . Ex: Someone nice is trying to help him.T summarize the main points of the lesson . but perhaps the most meaningful one is Tet 7. practice * Exercise 1 Answers: 1. EVERYBODY Ex: Everybody is here.someone 5.excitement  Consolidation . too.no one 6. We told each other both happy stories and sad ones about our lives.good luck. Ex: Someone has arrived. then compare the result with each other. Ex: Someone has left their bag behind. You are to complete the sentences by filling each blank with one word from the box.someone 3. 3. Mai is making the fruit cake.anyone 2.no one * Exercise2: 1. 5. especially the ones about the natural world.T asks Ss to do exercise 1 individually and then compare their answers with another Ss. Ex: He wants to become someone. I don’t have a computer. SOMEONE Ex: There’s someone at the door. I like reading books.work individually to finish it then compare their answers with others and then asks some Ss to report results to the class . and I took the red one. . * Exercise3 Instruction. aren’t they? b.

Sts write down the exercise and prepare for the new lesson. Ss review the points that have been covered in the lesson and do the extra exercises .For homework. . Homework .