Giao An Hoc Ki 2

Date of preparing:
Date of teaching:
Period 55
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring
onions, wash, boil, combine, add, mix, chop, drain, peel
b. Grammar: review
2. Qualities: listening and reading, reading and answering the questions,
matching words with pictures, discussing, sentences completion, spoken
interaction, playing games.
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
1. Teacher: Text book, Board, chalk, A cassette and an audio compact disk.
2. Students: Textbooks.
III. PROCEDURE:
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
*Chatting.
T asks Ss some questions - What did you eat yesterday?
Ss answer the questions - What is your favourite food/ drink/
fruit?
- Can you tell me some food and drink
you know?
T introduces the lesson
2. Presentation
Aim: Ss can know how to read some vocabulary words and its meaning about
the ingredients of prawn salad and some verbs to prepare to cook the prawn
salad.
1. Listen and read
T explains some vocabulary words * The ingredients of prawn salad
about the ingredients of prawn salad prawns, salt, pepper, lemon juice,
and some verbs to prepare to cook the mayonnaise, celery, spring onions
prawn salad. * Preparing and cooking:
Ss copy and repeat wash, boil, combine, add, mix, chop,
drain, peel
1
T lets Ss listen to the tape
Ss listen to the tape.
T asks Ss to read the conversation in
pairs
Ss read the conversation in pairs
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a
prawn salad.
c. Answer the questions.
T asks Ss to answer the questions in Key: 1. Nick’s mum.
pairs without reading the dialogue 2. Because it’s simple and delicious.
again. 3. In the summertime.
Ss answer the questions in pairs 4. They are versatile, and you can use
T calls some pairs read the answers lots of different ingredients in a salad.
And corrects and remarks 5. Nick’s mum boils and drains the
prawns. Nick washes the celery, peels
the prawns, and mixes the ingredients.
Mi washes the spring onions, chops the
celery and spring onions, and mixes the
ingredients.
6. Because he is finding it difficult to
wait for one hour
2. Write the name of each dish in the
box under each picture.
- Have Ss look at the pictures. Tell Ss Key:
that in the box are some dishes from A. Cobb salad
different countries in the world. B. sushi
- Ask Ss to write these dishes under C. steak pie
the pictures, and then compare their D. fajitas
answers in pairs. Play the audio for Ss E. lasagne
to check and repeat the answers. F. mango sticky rice
G. beef noodle soup
H. curry
3 a. In pairs, discuss which country
from the box is associated with each
- Have Ss work in pairs to discuss dish in2.
what country in the box is associated Key:
with each dish in 2. Check and con- A. The USA
firm the correct answers. B. Japan
C. The UK
D. Mexico
E. Italy
F. Thailand
G. Viet Nam
H. India
2
b. Fill each blank with the name of a
dish in 2.
- Tell Ss to complete the sentences Key:
with the names of the dishes in 2. The 1. Lasagne
complete sentences will give Ss 2. curry
information about these dishes. Call 3. steak pie
on two Ss to write their answers on 4. Fajitas
the board. 5. sushi
4. Production
Aim: Ss can present how to cook how to prawn salad
Eg:
T guides Ss to talk about cooking Hi every one! I am going to talk about
prawn salad. cooking prawn salad.
Ss talk how to cook how to prawn In order to cook prawn salad, we need
salad the ingredients: prawns, salt, pepper,
T corrects and remarks lemon juice, mayonnaise, celery, spring
onions.
Now, I will teach you how to cook
- wash the selery and spring onions
- boil the prawn until they are pink
- drain and peel them
- chop the celery and spring onions
- combine the prawn and celery in the
bowl
- Add two tablespoons of mayonnaise,
half a pepper and some lemon juice.
- Mix all the ingredients well.
- Add the spring onion on top.
- cover the bowl and leave it in the fidge
for an hour.
- serve them
3. Guides for homework
- Learn the vocabulary by heart
- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- Find Verbs for preparing and cooking foods
- Find: kind of meat, foods which you have to peel, foods which are made
from milk, fruits which are red, vegetables which are green
3
Date of preparing:
Date of teaching:
Period 56
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread
b. Grammar: Review
c. Pronunciation: Tones in statements used as questions.
2. Qualities: Writing words under pictures, sentences completion, matching
verbs with definition, completing instructions, listening and repeating, completing
the conversation.
II. TEACHING AIDS:
III. PRCEDUCE:
2. New lesson:
1. Warm up
Find:
+ Group work: - Kind of meat:
- Divide the class into 5 groups - Foods which you have to peel:
- Write kind of meat, foods which you - Foods which are made from milk:
have to peel, foods which are made - Fruits which are red:
from milk, fruits which are red, - Vegetables which are green:
vegetables which are green
- Time: 3 minutes
- The group which write more right
words is the winner.
2. Presentation
Aim: Ss can know how to read some food preparation verbs and know its
meaning.
T uses images in computer to explain I. Vocabulary
some vocabulary words by writing 1. Write a food preparation verb from
verbs under the pictures (Ex1) the box under each picture.
Ss copy and repeat Key:
A. chop
4
B. slice
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
3. Practice
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to use 2. Complete the sentences with the
words in part 1 to complete the correct form of the verbs in1.
sentences and then compare their Key:
answers with a classmate. 1. chop; Slice
2. grates; sprinkles
Ss work individually and then 3. Marinate
compare their answers with a 4. whisk
classmate. 5. Dip
6. spread
T has Ss explain the meaning of each
verb in English or Vietnamese.
Correct Ss’explanations when needed.
3. Match each cooking verb in A with
its
- Have Ss do this exercise definition in B.
individually and then compare their Key:
answers with a partner. Check and 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B
confirm the correct answers.
4 a. Look at the pictures and answer:
T: What can you see in the pictures?
S: tomato sauce, onion, cheese, apple,
T asks Ss to look at the pictures and bacon, pizza base
answer some questions T: Do you know what dish these
Ss look at the pictures and answer. ingredients are used for?
S: → pizza
T: Have you ever eaten or made a pizza?
S: Yes (no)
T: Can you describe the process of
making about pizza?
S: ….
b. Complete the instructions below
with the verbs in1 and3. One verb is
used twice.
T asks Ss to complete the instructions Key:
below with the verbs in part 1 and 1. Chop
part 3 2. Grate
5
Ss complete the instructions 3. Spread
T corrects and remarks 4. Sprinkle
5. Spread
6. Bake
II. Pronunciation
5. Listen to the conversations. Draw
↷ or ⤻ at the end of each line.
Practise the conversations with a
- Now have Ss read the information in partner.
the REMEMBER! box. Answer any Key:
questions from Ss, and ensure that Ss 1. A: What do we need to make a pizza?
understand the information. B: A pizza base, some cheese, some
bacon, an onion, and an apple ↷.
- Ask Ss to read through the three A: An apple ⤻?
conversations. Play the recording for B: Yes, an apple ↷.
Ss to draw appropriate arrows to 2. A: What’s for dinner ↷?
indicate the intonation of each B: We’re eating out tonight ↷.
sentence. Have Ss compare their A: We’re eating out ⤻?
answers in pairs. B: Right ↷.
- Call on some pairs to read the 3. A: I can’t eat this dish ↷.
conversations out loud. B: Why not ↷?
- Correct any mistakes. A: I’m allergic to prawns ↷.
B: Allergic to prawns ⤻?
A: Yes, my skin turns red when I eat
them ↷.
6. Work in pairs. Complete the mini-
dialogues with suitable statement
questions.
Suggested answer:
1. You don’t like pasta?/Don’t like
pasta?
2. Add some salt?
4. Production
Aim: Ss can practise the mini-dialogues using the correct intonation
- Ask Ss to work in pairs to complete Practise the mini-dialogues using the

the mini-dialogues with suitable correct intonation.
statement questions. Call on some
pairs to write their answers on the
board. Give comments when needed.
- Have Ss practise the mini-dialogues
and act them out in front of the class
with the correct intonation.
6
- Ask other Ss to comment.
- Write their own mini-dialogues with statement questions.
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
- Review: Modal verbs in conditional sentences type 1
- Review: Quantifiers: a, an, some, any
_______________________________________________________________
Date of preparing:
Date of teaching:
Period 57
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: Review
b. Grammar: Conditional sentences type 1with modal verbs
2. Qualities: Sentences completion, matching words, completing the
paragraph, matching two half sentences, answering, spoken interaction.
II. TEACHING AIDS:
III. PROCEDURE:
2. New lesson:
1. Warm up
- Ask Ss to work in pairs to write *Quantifiers: review
down all quantifiers they know in
two minutes. The winner is the pair
which has the most answers.
2. Presentation
Aim: Help Ss review the quantifiers and Help Ss use modal verbs in
conditional sentences type 1.
T asks Ss to retell the way to use I. Quantifiers: a, an, some, any
quantifiers
Ss retell the quantifiers and give
examples
- Ask Ss to retell the use and the II. Modal verbs in conditional
7
form of conditional sentences type 1. sentences type 1
Ss retell the use and the form of If + S + V (present simple), S +
conditional sentences type 1 and can/must/may/might/should + V (in-
give example finitive).
3. Practice
Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs in
conditional sentences type 1.
- Have Ss do this exercise 1. Fill each blank with a, an, some, or
individually and then compare their any
answers in pairs. Key:
- Tell Ss that when talking about 1. a
recipes people usually use food 2. a
quantifiers and that the Look out! box 3. some
contains the most common ones. 4. some/any
- Have Ss read the information in the 5. a
Look out! box. Explain any unclear 6. some
points. 7. an
- Ask Ss to give examples with the 8. any
quantifiers. Ss may also add some 9. some
more food quantifiers they know to
the list.
- Have Ss do the exercise
individually and then compare their
answers with a partner. Remind them
that some quantifiers can go with
more than one noun. 2. Match the food quantifiers with the
- Check the answers as a class. nouns. Some quantifiers can go with
more than one noun.
- Have Ss work in pairs to read the Key:
instructions to make a chicken salad 1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e, f
and to fill each blank with a 8. b
word/phrase from the box. 3 a. Read the instructions to make a
- Check as a class. chicken salad. Fill each blank with a
- Ask Ss to work in pairs, and think word/phrase in the box.
about a simple salad they know. Key:
Together Ss write the instructions to 1. 200 grams
make it. Call on some pairs to read 2. an
aloud their instructions. Other Ss 3. tablespoons
listen, make comments, and vote 4. teaspoon
for the best salad. 5. teaspoon
6. some
b. Write the instructions on how to
make it using the quantifiers and
8
- Have Ss read the two given cooking verbs you have learnt.
sentences and answer the questions.
Elicit their answers and confirm the
correct ones. 4. Read and underlined part and
answer the questions.
- Ask them to give the standard form Key:
of conditional sentences type 1 with 1. ability
modal verbs. T may call on one 2. advice
student to write the form on the
board. Now have Ss read the
information and examples in the
grammar box. Write the form of the 5. Match the first half of the sentence
examples on the board: in A with the second half in B.
Key: 1. c 2. e 3. a 4. b 5. f 6. d
- Have Ss do the exercise
individually and then compare their
answers in pairs. Ask some Ss to read 6. What will you say in these
out loud the complete sentences. situations? Use suitable modal verbs
with conditional sentences type 1.
- Have Ss work in pairs to read the Suggested answers:
situations and write appropriate if- 1. If you want to have good health, you
sentences - Call on some Ss to write must reduce the amount of salt in your
their sentences on the board. food.
- Give necessary correction. 2. If my brother is hungry, he can eat
three bowls of rice.
3. You can take a cooking class if it is at
the weekend.
4. If I eat this undercooked pork, I may
have a stomachache.
5. You should whisk the eggs for 10
minutes if you want a lighter cake.
4. Production
Aim: Ss can practise more about the quantifiers and conditional sentences type 1
T asks Ss to make sentences with
the quantifiers and conditional
sentences type 1
Ss make sentences with
the quantifiers and conditional
sentences type 1
T corrects
- Make sentences about the quantifiers and conditional sentences type 1.
- Prepare: Communication.
9
Date of preparing:
Date of teaching:
Period 58
Lesson 4: COMMUNICATION
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: - shallot, cube, purée , smooth sauce, tender
2. Qualities: Spoken interaction, listening and checking, rearranging,
writing the ideas, discussion, reporting
II. TEACHING AIDS:
Text book, Board, chalk, A cassette and an audio compact disk.
III. PROCEDURE:
2. New lesson:
1. Warm up
- T asks some questions * Chatting.
Ss answer the questions - What do you often do at home?
- Do you help your mother cook for
family?
- What dishes do you know?
- Can you tell me some dishes you
know?
- ...
2. Presentation
Aim: Help Ss know some ingredients and preparation for pumpkin soup
T asks Ss to look at the picture and

guess the name of the dish in the
picture.
Ss guess the name of the dish in the 1. Pumpkin soup
picture.
T asks Ss to discuss to give the
ingredients and preparations for the
pumpkin soup.
Ss discuss.
10
T lets them listen and check.
T asks Ss to listen and complete the
ingredients and preparation for the * Ingredients:
pumpkin soup. - a kilo of pumpkin.
Ss listen and complete - two shallots.
T corrects and remarks - two sticks of celery
- two tablespoons of butter
- two tablespoons of fresh of cream
- a pinch of salt
* Preparation
- peel the pumpkin
- chop it into cubes
- peel the shallots
- slice them
- Wash the celary and removes the
leaves
T asks Ss to talk about the ingredients

and preparations for the pumpkin soup:
Pumpkin soup is my family’s favorite
soup.
The ingredients are:…….
Before cooking,…..
Ss talk
T corrects and remarks 2. Extra vocabulary
- cube (n)
- purée (v): make fruit or vegetables
T gives extra vocabulary into a thick, smooth sauce, usually in a
Ss copy and read blender
- garnish (v): decorate a dish of food
with a small amount of another food
- tender (adj): soft or easy to chew
3. Practice
Aim: Help Ss listen to a talk about how to prepare the ingredients
3. The steps to make the soup:

T asks Ss to read the steps to cook the - Heat the butter in a deep pan, add
soup and try to rearrange the steps shallots and celery and stir fry for a
few minutes.
Ss rearrange how to make the soup - Add the pumpkin and stir fry for a
few more minutes.
T lets them listen and corrects - Add 750 ml of water and a pinch of
salt and cook until the pumpkin is
Ss practise to read the steps to cook the tender. Cool for 10 minutes.
11
soup - Puree the soup in a mixer until it is
smooth.
- Add the cream and simmer for 2 to 3
minutes.
- For the finishing touch, garnish it
with some celery leaves.
* The health benefits of this dish

T lets them listen again and gives the Key:
benefits of this dish. - a good source of fibre, minerals, and
Ss answer vitamins, especially vitamin A
- improve your eyesight and protect
yourself from certain cancers
4. Production
Aim: Help Ss know how to prepare ingredients and the steps to cook a dish
4. How to cook a dish you like.
T guides Ss to talk about cooking a
dish they like in group Name of the dish: ……………..
Ss practise Ingredients: ……………
Preparation: …………….
Steps: ………..
T asks groups to stick their answers on Benefits of the dish: …………..
the walls around the class. Ask other
Ss to move around to each group and
listen to the group’s presentation about
the dish. Have Ss vote for the best dish
and explain the reasons.
T advices Ss cook for themselves and for family
- Learn new words/ workbook: C. Speaking
- Prepare next lesson: Skills 1.
Read about Japanese eating habits and answer the questions
Discuss the eating habits of Vietnamese people: (feature, components, the
dishes arranged….)
12
Date of preparing:
Date of teaching:
Period 59
Lesson 5: SKILLS 1
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: arrange, raw, component, well-balanced, longevity, lotion,
horseradish, avocado, ginger.
2. Qualities: answering the questions, matching the headings, Reading and
answering, discussion, interviewing, spoken interaction, reporting
3. Competences: Groupwork, independent working, pairwork, linguistic
II. TEACHING AIDS:
III. PROCEDURE:
2. New lesson:
1. Warm up
- Ask Ss some question *Chatting.
- How often do you cook meals?
- What kind of food do you often cook?
- Do you think your dishes are good for
health?
- Can you tell me some healthy food
and unhealthy food?
…
2. Pre - reading
Aim: Help Ss understand some words related to Japanese eating habits.
I. Reading
T asks some questions related to the
dishes in the pictures in the book.
(Picture A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled
cucumber).
Ss answer the questions 1. Vocabulary
arrange:
T gives some vocabulary words raw:
13
Ss copy and read component:
well-balanced:
longevity:
lotion:
horseradish:
avocado:
ginger:
3. While - reading
Aim: Ss can read for general and specific information about the eating habits
of Japanese people and answer the questions.
T asks Ss to read an article about 2. Now read an article about
Japanese eating habits Japanese eating habits. Match the
Ss read and match the headings (1-3) headings (1-3) with the paragraphs
with the paragraphs (A-C). (A-C).
T corrects and remarks
Key: A. 3 B. 2 C. 1
3. Read the article again and answer
the questions.
Key:
1. They like raw food and do not use
sauces with a strong flavour.
2. They cut fresh fish.
3. Both can be served with soy sauce.
4. There are four (rice, miso soup, main
dish(es), pickles).
5. Rice is the staple food and is very
nutritious.
6. Because the dishes are presented in
different bowls and plates, and are
arranged carefully according to a
traditional pattern.
4. Post- reading
Aim: Ss can talk about the eating habits of Vietnamese people.
II. Speaking
- Have Ss work in groups to discuss 4. Discuss the eating habits of
the eating habits of Vietnamese Vietnamese people.
people. Ss use the questions provided Eg:
as cues. Move around the class to 1. have big dinner with at least 3
provide help. Ask the groups to dishes and use many kinds of special
organise their ideas to prepare for a sauces for each dish.
short presentation. 2. Rice is the typical components in a
Vietnamese meal.
3. Rice is the staple.
4. ⇒
5. Vegetable and soup are two dishes
14
that always appear in a typical
Vietnamese meal; after a meal, we
usually eat fruit for desserts.
6. Yes, because we eat a lot of
vegetables and fruits.
- Have one group of Ss act as * Present your group’s ideas about

examiners and other groups as Vietnamese eating habits.
competitors. The groups take turns to Eg:
present their ideas. If there is not much Vietnamese food is varied and
time left, allow about two or three distinctive. Traditional Vietnamese
groups to present. Invite comments cooking usually uses fresh ingredients,
from the examiners. Give additional little dairy and oil, and various herbs
comments. and vegetables. Different sauces such
as : fish sauce, shrimp paste, and soya
sauce are quite popular in various
regions. A meal consists of various
dishes: main dish (meat, fish, egg or
tofu), vegetable, soup and rice. Rice is
the staple in Viet Nam. In many
families, people eat around a tray of
food with a small bowl of ¬ fish sauce
in the middle. Around this bowl are the
dishes.
Usually there is a bowl of each dish,
and people use chopsticks and spoons
to get their share.
In general, Vietnamese food is
considered healthy and is popular in
other countries.

- Ask Ss: If you have chance to Japan, what dishes would you like to taste?
T tells Ss to have good eating habits for the healthy
– Find out some famous dishes of VN and how to cook them.
- Prepare next lesson: Skills 2
Give opinion about eating habits.
15
Date of preparing:
Date of teaching:
Period 60
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Listen for detailed and specific information about teenagers’ eating habits.
- Write about the eating habits of a classmate.
a. Vocabulary: Vocabulary related to eating habits.
b. Grammar: Review
2.Qualities:describe the picture, listening and decide true or false sentences,
listening and completing the table, answering the questions, spoken interaction,
writing the paragraph, reporting, presentation.
II. TEACHING AIDS:
III. PROCEDURE:
2. New lesson:
Teacher’ and students’ activities The main contents
1. Warm up
- T asks Ss to answer the question * Chatting.
Do you think how is unhealthy eating
and healthy eating?
- Ss discuss and give the answer
2. Pre - listening
Aim: Help Ss understand the contents of the listening
- Have Ss do this activity in pairs. I. Listening
They ask each other questions to find 1. Describe and find out the
out the differences between the two differences between your pictures.
pictures. Elicit the answers from Ss.
Ask them to describe the underlying
meaning of the pictures. Suggested answers:
- Picture A: A boy is eating chocolate.
On the table there are junk foods such
as crisps, a hamburger, soft drinks, and
sweets. The boy looks fat.
- Picture B: A girl is having rice. On
the table we can see soup, fish,
16
vegetables, and watermelon. The girl
looks slim and fit.
- Meaning: They show the contrast
between healthy eating and unhealthy
eating
3. While - listening
Aim: Help Ss listen for detailed and specific information about teenagers’
eating habits and write about the eating habits of a classmate
2. Listen to what they say and decide
- Tell Ss that they are going to listen to if the statements are true (T) or false
two students talking about their eating (F).
habits.
- Play the recording for them to do the
exercise. Key:
- Call on one student to write the 2 1. T 2. F 3. T 4. F 5. T 6. F
answers on the board.
- Ask other Ss if they agree with them.
- Play the recording a second time for
Ss to check. Don’t confirm the correct
answers now.
- Without listening to the recording
again, Ss complete the table by filling
each blank with no more than three
words. Have Ss compare their answers
with a classmate before giving T the
answers. Ask two Ss to write their
- Play the recording one last time to 3. Listen again and complete the
confirm the answers for both 2 and 3. table. Use no more than three words
for each blank.
1. biscuits
2. hamburger
3. crisps
4. fried beef
5. vegetables
6. cereal
7. a banana
8. slices of bread
9. boiled egg
10. steamed fish
-
4. Post - listening
Aim: Help Ss write about the eating habits of a classmate
II. Writing
Ask Ss to work in pairs. They ask and 4. Ask and answer questions about
17
answer questions about each other’s each other’s eating habits. Take
eating habits, and take notes of their notes of your partner’s answers in
partner’s answers in the table. the table.
After that give Ss a few minutes to
read their notes again to answer the
questions provided.
T should move around to give
comments as there may not be enough
time for checking with the whole class
- Ask Ss to write about their partner’s 5 a. Write about your partner’s

eating habits. When they have eating habits. Include information
finished, Ss exchange their writing to about his/her meals, your opinion
spot any mistakes. Have Ss share the about his/her eating habits and
mistakes with the whole class. T may possible changes.
collect some Ss’ work to mark b. Exchange your work and give
at home, or T may ask them to rewrite comments.
the exercise as homework. In this case, Sample writing:
remember to ask for Ss’ revised work My friend, Trang, does not have
in the next lesson. healthy eating habits. She sometimes
skips breakfast. When she has it, she
usually buys a hamburger and a soft
drink from a café near our school. For
lunch, her favourite is fried rice and
deep-fried chicken. The good thing is
that she prefers to have dinner at home.
However, she likes eating a lot of rice
and fatty pork for dinner. She rarely eats
vegetables, but loves fruits. I think
Trang should change her diet. First, if
she wants to have more energy for the
day, she should never skip breakfast.
Second, she must reduce the amount of
fast food she eats. Also, eating more
vegetables would be good for her. She
should also eat less rice for dinner.
These changes will definitely keep her
fit.

- Revise the writing.
- Prepare next lesson: Looking back - Project.
18
Date of preparing:
Date of teaching:
Period 61
Lesson 7: LOOKING BACK - PROJECT
I. OBJECTIVES:
- Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication, project.
a. Vocabulary: Vocabulary related to eating habits.
b. Grammar: Review
2. Qualities: matching words with descriptions, completing the words,
completing the paragraph, sentences completion
II. TEACHING AIDS:
III. PROCEDURE:
2. New lesson:
1. Warm up
2.Vocabulary
Aim: Help Ss practice vocabularies related to eating habits
- Have Ss do this exercise individually 1. Match the words in A with their
and then compare their answers with a description or definition in B.
partner. Key:
- Call on Ss to read out loud their 1. d 2. e 3. g 4. b 5. a 6. c 7. h 8. f
answers. 2. Write a verb for a cooking method
under each picture. The first letter
- Ask Ss to complete the words has been provided.
individually - Check Ss’ answers as a Key:
class. If time allows, call on one or two A. steam B. deep-fry C. stir-fry
Ss D. bake
to write their answers on the board. E. roast F. grill G. simmer
H. stew
3. Fill each blank with a word/phrase
- Ask Ss to do this exercise in the box. There is one extra word.
individually. Key:
- Have some Ss read out their answers. 1. hamburger
Confirm the correct ones. 2. sushi
19
3. deep-fry
4. steam
5. stew
3. Grammar
Aim: Help Ss review the conditional type 1
- Have Ss do this exercise individually. 4. Circle the correct answer.
- Check the answers as a class. T may Key:
ask Ss to explain their choice. 1. slice
2. sticks
3. any - some
4. bag
5. clove
6. bunch
5. Complete the sentences with your
own ideas. Use the modal verbs
- Ask Ss to write the sentences provided.
individually. Have two Ss write the Suggested answers:
sentences on the board. Ask other Ss to 1. If you keep eating fast food, you
give comments. Correct the sentences might become overweight.
if needed. 2. If you promise to finish your
homework tonight, you can go to the
cinema with your friend.
3. He should eat less sweets if he
doesn’t want to have toothache.
4. She must eat less rice and bread if
she wants to lose weight.
5. If you join this cooking lesson, you
can cook many delicious dishes.
4. Communication
Aim: Help Ss practice making communication
- Have Ss rearrange the lines to make a 6. Rearrange the lines to make a
complete conversation, first complete conversation.
individually and then share their Key:
answers with a partner. Ask some pairs 1. B 2. E 3. F 4. I 5. A
to read out loud the conversation. 6. H 7. J 8. C 9. G 10. D
- Ask Ss to complete the self-

assessment. Identify any difficulties
and weak areas and provide further
practice if necessary
5. Project
Aim: Help Ss practice making project.
- Have Ss work in groups of four or - A survey on eating habits
five. 1. Work in groups. Go to other classes
20
- Guide them how to do and ask them and ask different students about their
to do at home. eating habits. Write the students’
answers in the table.
2. Now work together again. Analyse
the answers you have got and organise
them in the form of an answer to each
question. This could be done using a
visual organiser such as a chart.
3. In general, do the students at your
school have healthy eating habits?
Present
your group’s findings to the class.

- Complete the project.
- Prepare next lesson: Unit 8 – Getting started.
____________________________________________________________
Date of preparing:
Date of teaching:
Period 62
UNIT 8: TOURISM
I. OBJECTIVES:
- Use the lexical items related to tourism.
- Interact a conversation about tourism and travelling.
a. Vocabulary: vocabulary related to tourism and travelling.
b. Grammar: Review
2. Qualities: reading and deciding true or false, reading and answering the
questions, list words, completing the paragraph, playing games, spoken interaction,
talking to others. .
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
III. PROCEDURE
2. New lesson:
1. Warm up
21
- T ask Ss to name some famous *Chatting.
tourist attractions in Viet Nam,
especially those in or near their region.
- Then ask Ss to name famous foods
and
specialties of Viet Nam that foreign
tourists
enjoy most and write them on the
board.
2. Presentation
Aim: Help Ss know some vocabularies related to tourism and Interact a
conversation about tourism and travelling.
- Let Ss open their books to GETTING 1. Listen and read.
STARTED.
- Tell them to look at the picture and
answer the questions What are Nick and Chau talking
about?
What place/city may they be
- Have Ss answer the questions as a mentioning?
class. Accept all possible answers and What do you know about this
do not pause to correct mistakes. city/country?
Then tell Ss that they are going to …
listen to Nick and Chau talking about
Nick’s plans for his summer holiday.
Play the recording and have Ss follow
along.
- Explain the words which Ss don’t
understand.
- Play the recording twice or more if
necessary. Ss may read the
conversation again, and then do the
exercise individually. - Check and a. Find a word/phrase in the
write the correct answers on the board. conversation that means:
T may call on an able student to Key:
write the answers on the board. 1. made up your mind
- Explain to Ss the meaning and use of 2. narrowed it down
the three expressions in the Watch out! 3. a package tour
box. Ask Ss to locate them in the 4. explore
conversation, and give examples if 5. not my cup of tea
time allows.
- Ss work in pairs to complete the task.
Tell them to refer back to the
conversation when necessary. Explain b. Tick ( ) true (T) or false (F).
22
anything difficult. T may need to Key: 1. F 2. T 3. T 4. F 5. F
explain to Ss that although some
people don’t like the thought of eating
snails and frogs’ legs, they are
considered specialities in France (so
Chau is teasing Nick about eating
them).
- Check Ss’ answers.
- Let Ss work individually to answer c. Answer the following questions.
the questions, then compare their Key:
answers with a partner. 1. It means Nick’s parents are relaxed
- Help them find the information in the and open-minded.
conversation. 2. It’s quite warm (warmer than in
- Call on some pairs to read out the Britain).
questions and give their answers. 3. Visit the Alps, and climb Mont
- Check their answers. Blanc, explore Paris, and go
sightseeing in the historic city of
Versailles.
4. Eat frogs’ legs and snails.
5. She says ‘ Lucky you’ when Nick
says he can make his own decisions.
3. Practice
Aim: Help Ss use some vocabularies related to tourism
2. Collocation: Which word goes
- This activity is aimed at giving the with which list below?
collocations of common words related Key: 1. holiday 2. resort 3. tour 4. trip
to the topic of travelling and tourism.
Let Ss work in pairs first. Check their
work, then let them read and remember
each collocation. 3. Fill each blank with a
- This exercise is a revision of words word/phrase from the list.
and phrases from previous lessons. Key: 1. seaside resort 2. souvenirs
- Let Ss work individually to do the 3. destination 4. in advance
task. 5. delayed 6. luggage
- Check their answers. If time allows, 7. accommodation 8. price
call on some Ss to read the passage
with the correct answers.
4. Production
Aim: Help Ss know some interesting place
* QUIZ
- For 1, 2, and 3: let Ss do them Give the names of the following.
individually and check their answers. Choose one and talk about it with a
Praise good ideas. partner.
23
- For 4, 5, and 6: let Ss work in groups. Key:
When they finish, ask some Ss to give 1. Da Nang City
their groups’ answers to the. Check 2. The Great Wall of China
and give comments. 3. Jeju Island

- Find words with travelling and tourism,
______________________________________________________
Date of preparing:
Date of teaching:
Period 63
UNIT 8: TOURISM
I. OBJECTIVES:
- Identify tones in asking for information and ask questions for information
with the correct intonation.
- Use common compound nouns correctly.
b. Grammar: compound nouns
c. Pronunciation: Tones in asking for information.
2. Qualities: matching words with definition, completing the passage,
sentences completion, listening and repeating, practising the conversation.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
*Network.
- Tell Ss that the words and phrases in
this unit are connected with travelling trip
and tourism, and that many of them are accommodation
24
nouns and compound nouns.
- Many of these words are already travelling and
familiar: trip, accommodation, jet tourism
lag… Tell Ss to recall other words and
collocations. Encourage them to call
out as many words/phrases as possible.
2. Presentation
Aim: Help Ss know some tourism vocabularies and how to use compound nouns
I. Vocabulary
1.1. Tourism vocabulary
T explains some tourism vocabularies - Trip (n): short journey to a place
Ss listen , remember and practice - Tour (n): a journey, usually for
pleasure to visit different places.
- Expedition (n): an organized journey
to a place that is not easy to reach.
- Excursion (n): short journey usually
made for pleasure often by a group of
people.
- Resort (n): a place where a lot of
people go on holiday.
- Book (v): to arrange to have a seat,
room,…. at particular time in the future.
- Travel (v): the activity of moving from
one place to another.
- Guide(n) : A person whose job is
showing a place or a particular route or
visitors
- Reasonable (adj): not too expensive.
1.2. Compound nouns

A compound noun is a noun that is
made of two or more words.
T gives examples of the compound Compound nouns can be formed using
nouns and explains: blackboard, the following combinations:
swimming pool, haircut, tablespoon… Noun + Noun toothpaste
Noun + Verb footprints
T asks Ss to give some more. Noun + particle Passer-by
Verb + particle Checkout
V-ing + Noun Driving
licence
Adjective + Noun Greenhouse
Particle + Noun underground
Particle + Verb outbreak
25
Ex: Complete the table
(jet lag, drawback, swimming pool,
pile –up, stopover, peak season,
touchdown, mix-up, check-in, full
T asks Ss to complete the table board)
Ss complete the table
T corrects
Compound noun – Formation
Noun + Noun jet lag,

peak season
Noun + Verb
Noun + particle pile –up,
Verb + particle Drawback,

stopover ,
Touchdown,
mix-up,
check-in
V-ing + Noun swimming
pool
Adjective + Noun full board
Particle +Noun
Particle +Verb
3. Practice
Aim: Help Ss use the lexical items related to tourism and use common
compound nouns correctly and Help Ss Identify tones in asking for information
and ask questions for information with the correct intonation
Ex 2. Fill each blank with a word
T explains and asks Ss to work from the list. There are two extra
individually, then compare their words.
answers with a partner’s. Ask some Ss Key:
to write their answers on the board. 1. travel
Check their answers as a class. Have 2. book
them make sentences with the words if 3. visit
necessary. 4. environment
5. guides
6. holiday
7. reasonable
8. pleased
Ex4. Complete the sentences using

the compound nouns below.
Key:
- Let Ss work in pairs to complete the 1. checkout
26
task. Have them read the sentences 2. swimming pool
carefully and insert the compound 3. mix-up
nouns appropriately. Check their 4. pile-up
answers as a class. Explain anything 5. touchdown
difficult. 6. full board
II. Pronunciation
Tones in asking for information
T explains: Tones in asking for
information Finding out question: ↷ (falling tones)
Ss listen and remember Making sure question: ↷ ⤻ (falling -
rising tone
5. Listen and repeat the following

mini-talks, paying attention to the
tone in the questions.
- Play the recording once for Ss to Key
listen, then play it again sentence by 1. A: Where would you like to go
sentence for them to repeat. sightseeing ↷?
- Have Ss repeat the questions as many 2. A: What do you think of the newly
times as necessary. discovered cave ↷?
- Correct their pronunciation and 3. A: Have you been sightseeing all
intonation. After that, have Ss mark the day ↷ ⤻?
questions with a falling or falling-rising 4. A: Is Egypt a famous tourist
tone. attraction ↷ ⤻?
- Check as a class. 6. Mark the questions with falling or
falling rising arrows, and practise the
conversation with a partner. Then
listen to check your pronunciation.
Key:
Martin: What’s the matter, Janet ↷?
- Let Ss work in pairs to read the Janet: I’m looking for my passport. It
conversation, and mark the questions
seems to be lost.
with falling or falling-rising arrows.
Martin: Have you already searched
- Call on some pairs to read aloud to
your purse↷ ⤻?
the class. Do not correct their mistakes
Janet: Not yet. Oh, where are my
yet.
glasses ↷?
- Play the recording. Ss listen and
check. Martin: They may be in your plastic
bag. Where is it ↷?
Janet: Oh, no, it’s not here. Have I
dropped it on the plane ↷ ⤻?
Martin: Oh my God.
Janet: What should I do now ↷?
27
…
4. Production
Aim: Help Ss talk in real situation
- Fill in the blank:
T has a five- minute test touchdown mix-up jet lag
Ss do it peak season Checkout
T hangs on their paper pile –up book
1. You can’t go through the ……
without paying.
2. To travel to Ha Long Bay
in…………, you should …………..
hotel room in advance.
3. My mom is afraid of travelling by air
plane because of the ………….. during
the flight.
4. ……………is a road accident
involving several vehicles crashing into
each other.
5. …………..is a situation that is full of
confusion, especially because
somebody has made a mistake.
6. The pilot alerts the passengers to
fasten their belt because he will be
forced to have an immediate
………………in a few minutes.
* Keys
1. Checkout
2. peak season…book
3. jet lag
4. pile –up
5. mix-up
6. touchdown

28
Date of preparing:
Date of teaching:
Period 64
UNIT 8: TOURISM
I. OBJECTIVES:
- Use a, an, the and zero article correctly and appropriately.
b. Grammar: Use a, an, the and zero article
2.Qualities: asking and answering the questions, sentences completion ,
making full sentences, practising talking sentences, presentation.
3. Competences : independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Questions (Ex2)
T asks some questions related to the 1. Which one is an imperial palace?
topic of travelling and tourism. 2. Which river runs through London?
T gives some places on the screen and 3. Which one is the deepest lake in the
asks: world?
Thames Forbidden City 4. Which one is considered one of the
Lake Baikal Ha Long Bay New 7 Wonders of Nature?
Statue of Liberty Son Doong Cave 5. Which one is the largest cave in the
world?
Ss answer the questions 6. Which one is a tourist attraction in
New York?
Key:
1. the Forbidden City
2. the Thames
3. Lake Baikal
4. Ha Long Bay
5. Son Doong Cave
6. the Statue of Liberty
29
2. Presentation
Aim: Help Ss review Articles: a, an, the
T asks Ss to retell the Articles a/an, the 1. Articles a/an, the, or zero article
Ss retell the Articles a/an, the (Φ)
T asks Ss to read part : “Remember” * A/An: Indefinite article
Ss read and remember. - used before countable singular
- Explain carefully the uses of a, an, nouns.
the, and zero article in the - used to mean: (any, every)
REMEMBER! box. Give more - used to talk about something that
examples if need be. the listener or the reader doesn’t
know about yet.
- used to describe what something or
someone is.
- Whether we use “a”, “an” depends
on the sound, not the spelling.
* The : definite article
- When the listener or reader knows
what the speaker or writer is talking
about
- When the speaker specifies what or
who they are talking about
- with things that are the only ones
around us or that are unique.
- when we refer to the word around
us or things that we all know about.
* Zero article
- with plural or uncountable nouns
when we are talking about things in
general.
- with meals, months, days, and
special times of the year.
- with most names of people and
places (most countries, states, and
cities)
- with geographical areas, lakes,
mountains and islands.
3. Practice
Aim: Help Ss use a, an, the and zero article correctly and appropriately
2. Exercises
T has Ss work individually to Ex1. Complete the text with a/an,
complete the task. Then have them the, or zero article (Φ)
compare their answers with a Key:
partner’s. Give the correct answers 1. a 2. the 3. the
and explain the use of a certain article 4. the 5. The 6. Φ
30
in some cases. 7. The 8. Φ 9. Φ
10. The 11. Φ 12. Φ
13. the 14. an
Ex4. Make full sentences from the

T has Ss work individually to make words/phrases, adding articles as
sentences from the words/phrases, and needed. Then mark them as true
write them down. Tell Ss to pay (T) or false (F).
attention to the use of articles in their Key:
sentences. Then they work in pairs to 1. The original name of Ha Noi was
check each other’s work, and Phu Xuan. F
discuss which of the sentences are true, 2. The most famous Egyptian
and which are false. pyramids are found at Giza in Cairo.
T
3. There is a city called Kiev in
America. F
4. My Son, a set of ruins from the
ancient Cham Empire, is a
UNESCO World Heritage Site. T
5. English is the first language in
many countries outside the United
Kingdom. T
4. Production
Aim: Ss can say about your hometown as a tourist attraction.
T asks Ss to say about your Eg:

hometown as a tourist attraction. I come from Na Hang distrist of
Ss say about your hometown as a Tuyen Quang city, it is about 100 km
tourist attraction from the city. It is a North moutainous
T corrects and remarks district. it has lots of hills, mountains
and beautiful views such as power
station, Pac Ta temple, Dream
waterfall, lakes, stilts houses and ….

- Make sentences with the uses of a, an, the, and zero article
- Review the uses of a, an, the, and zero article.
- Say about your hometown as a tourist attraction.
31
Date of preparing:
Date of teaching:
Period 65
UNIT 8: TOURISM
I. OBJECTIVES:
- Discussing a place/country you would like to visit on.
a. Vocabulary: - breathtaking , affordable , not break the bank
b. Grammar: review
2. Qualities: reading, discussing, completing the table, spoken interaction
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Make sentences with the uses of a, an, the, and zero article
2. New lesson:

1. Warm up
- Have Ss brainstorm the *Chatting.
landscapes/places of Viet Nam that Ex: Ha Long Bay/ World Heritage
foreign tourists would like to visit Site/ UNESCO
most, and ask them why. Give them
some cues if needed.
2. Presentation
Aim: Help Ss know some vocabularies
- Write the words and phrase from the *Extra vocabulary.
Extra vocabulary on the board. Ask - breathtaking (adj.): very surprising,
more able Ss to explain them, or give exciting and impressive
the Vietnamese equivalent. Otherwise, - affordable (adj. from the verb
explain them yourself. afford): not expensive, cheap enough
for you to buy
- not break the bank: an idiom used to
say that sth won’t cost a lot of money,
or more than you can afford:
- Have Ss quickly read the information We can go to Thailand for a holiday if
about tourism in Viet Nam. Then tell you want – that won’t break the bank!
32
them to look at the pictures and read
what these foreign visitors say about
their choice of Viet Nam as a holiday
destination.
3. Practice
Aim: Help Ss practice discussing a place/country you would like to visit on
- Put Ss in groups of five or six. Have 1 a. Read the following information
them discuss the visitors’ opinions in about tourism in Viet Nam.
1a. Ss may or may not agree with these
opinions. Ask for the class’s agreement
by a show of hands for each tourist’s
opinion. If any b. Work in groups. Discuss the
Ss do not agree, ask them to explain visitors’ opinions above. Do you
why. Then let each of Ss add two more agree?
reasons to the list. T may give some Add two more reasons to the list.
cues: Cues: - cultural diversity
- Have Ss read the facts about the top- - beautiful beaches
ten most visited countries. Ss work in - easy and various means of transport
pairs and complete the table by writing - traditional festivals
one or two famous things that visitors - natural beauty
can see or do in each country (but the ...
more the better). 2. These are the top-ten most visited
- Have them write on a large sheet of countries according to the figures
paper. As Ss have already prepared for published by the United Nations
this, it will not take much time, so give World Tourism Organisation
them a few minutes only. After each (UNWTO).
pair finishes, they swap pairs. Continue Work in pairs. Complete the table
until they have filled by writing one or two famous things
all the ten countries. that visitors can see or do in each
country.
- Then let Ss work in groups of five or 3. Work in groups. Discuss which

six to talk about their choice of country/place you would like to visit
holiday. Tell them to give the reasons for a holiday.
why, and say what they can do there. Keys;
Encourage them to talk as much as 2. Visit the Statue of Liberty, visit the
possible. Walk around to observe Grand Canyon, shop in New York, go
and give help if needed. surfing in Hawaii
3. Tour Madrid, visit the legendary
land of Don Quixote, visit the Olympic
Ring in Barcelona
4. Climb the Great Wall, tour Beijing
National Stadium (Bird’s Nest), tour
the Forbidden City, visit the Stone
33
Forest
5. Visit the Vatican City, visit famous
museums, tour Florence, tour Venice
6. Enjoy Turkish cuisine in Istanbul,
go sightseeing in the Bosphorus (the
strait separating two continents -
Europe and Asia), visit Buyuk Ada
(Big Island in Prince’s Islands)
7. Visit the ‘ Jewel of the Middle
Ages’ - Rothenburg ob der Tauber (=
Rothenburg above the Tauber), visit
the famous ‘ Cinderella Castle’ , go up
the Berlin Tower, take the Berlin
Segway Tour
8. Go sightseeing in London, visit
Stonehenge, visit Liverpool, home of
The Beatles.
9. Tour Moscow (the Kremlin, Red
Square, Moscow Metro …), visit St.
Petersburg: Hermitage Museum, cruise
on Neva River, experience the white
nights
10. Visit the UNESCO World Heritage
Site of Antigua, have a boat tour on
the water in Rio Dulce, try the
delicious local speciality tapado (=
seafood coconut soup), climb some of
the tallest Mayan temples
4. Production
Aim: Ss can talk about a place you would like to visit for a holiday
T asks Ss to talk about a place you Eg:

would like to visit for a holiday Hello, I am going to talk about a place
Ss talk about a place you would like to which I will visit next summer…
visit for a holiday

34
Date of preparing:
Date of teaching:
Period 66
UNIT 8: TOURISM
Lesson 5: SKILLS 1
I. OBJECTIVES:
- Read for general and specific information about a tourist attraction.
- Talk about their choices of holiday
a. Vocabulary: related to tourism
b. Grammar: review
2. Qualities: reading and answering the questions, reading and choosing the
sentences, spoken interaction, discussing, talking a presentation.
3. Competences: Independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
*Chatting.
T asks Ss some questions. 1. Which is the deepest lake in the
Ss answer the question world? (Lake Baikal)
2. Which is the largest cave in the
world? (Son Doong Cave )
3. Which is the longest and biggest
cave in Viet Nam? (Son Doong Cave )
4. What do you know about it?
5. Where is Son Doong cave located?
6. When was it discovered?
T introduces the lesson 7. How long is the cave?
....
2. Pre reading
Aim: discuss some famous caves in Viêt Nam and in the world to lead to
reading tasks
1. Name some famous caves in Viet
Nam and in the world.
T asks Ss to name some famous caves REFERENCE:
35
in Viet Nam and in the world (that they • Famous caves in Viet Nam:
have prepared already for homework). - Phong Nha Cave
- En Cave (hang Én)
- Thien Duong Cave
- Sung Sot Cave (hang Sửng Sốt – Ha
Long Bay)
- Tam Coc – Bich Dong (Ninh Binh)
…
• Famous caves in the world:
- Deer Cave (Borneo, Malaysia)
- Onondaga Cave (Missouri, USA)
- Gouffire Berger Cave (France)
- Reed Flute Cave (Guilin, China)
- Fingal’s Cave (Scotland),
- Cave of Crystals (Mexico)
3. While reading
Aim: Help Ss read for general and specific information about a tourist
attraction: Son Doong cave
I. Reading
T asks Ss to read the passage and
explains and clarify anything difficult. 2. Read the passage again and
answer the questions, or choose the
T allows Ss time to read the passage correct answers.
individually – silently or aloud. Call on Key:
some individuals to read aloud to the 1. The American Broadcasting
class. Check their pronunciation and Company (ABC) aired a live
intonation. programme (featuring the magni-
Correct the answers as a class. ficence of Son Doong) on ‘ Good
Morning America’ .
2. By river water eroding away the
limestone underneath the mountain
3. From February to August
4. C 5. D
4. Post reading
Aim: Ss can talk about their choices of holiday
Ss can talk about a place which they have visited last summer
- Let Ss talk about the experiences they II. Speaking
have had when travelling or going on 3. Which would you like to do most
holiday on holiday?
- Have Ss study the list of holiday Tick (√) one thing in the list.
ideas. T may ask Ss what they think
about these ways of spending one’s
holiday and whether they have done
36
any of them. Then let them choose one
thing from the list.
- Put Ss in groups of five or six. Tell 4. Work in groups. Talk about one of
them to refer to the three things they your choices, trying to persuade
have ticked in 3. Let them choose one your group to join you.
and prepare to talk about it.
Eg:
- While Ss are talking, T goes around I’d like to go on a wildlife safari to
to give assistance if necessary. When Kienya as I’m very interested in the
Ss have finished, T may have one or natural world and wildlife preservation
two of them present to the class. The Eg: Hello, I am going to talk about a
class can give comments. Praise them place which I visited last summer. It
T asks Ss talk about a place which is ........ .
they have visited last summer You can experience wild animals in
Ss talk about a place which they have their natural habitate – elephants,
visited last summer hippos, cheetahs, and lions….

- Speak about other place which you would like to visit.
____________________________________________________
Date of preparing:
Date of teaching:
Period 67
UNIT 8: TOURISM
Lesson 6: SKILLS 2
I. OBJECTIVES:
- Listen for specific information about the benefits of tourism to an
area/country.
- Write a paragraph about the negative effects of tourism on an area/country.
b. Grammar: review
2. Qualities: discussing, listening and deciding the true or false, listening
and choosing the answer, discussing and writing.
II. TEACHING AIDS
III. PROCEDURE
37
2. New lesson:
Teacher’ and students’ activities The main contents
1. Warm up
- Let Ss work in pairs. Encourage them *Chatting.
to think about the importance of 1. Work in pairs. Is tourism
tourism to Viet Nam. Elicit as many important to
ideas from them as possible. Viet Nam? Give at least one
reason.
2. Pre listening
Aim: lead ss to the content of the tape
Prediction:
Get ss to predict the answer of the Give their opinion
satements if they think its is true of
false
3. While listening
Aim: Help Ss listen for specific information about the benefits of tourism to an
area/country.
- Play the recording one or two times. I. Listening

Clarify anything which is unclear or 2. Listen to the lecture and tick (√)
difficult. Ask Ss to listen carefully true (T) or false (F).
and tick T/F as they hear answers in the Key:
lecture. For less able Ss, T may play the 1. T 2. T 3. F 4. T 5. T 6.
recording again, or as many times as F
needed.
- Play the recording again. Tell Ss to 3. Listen again and choose the correct
pay special attention to the last sentence answer
of the lecture. Then they choose the Key: C
correct answer as required.
- T corrects as a class.
4. Post listening
Aim: Help Ss write a paragraph about the negative effects of tourism on an
area/country
Ss can talk about negative effects of tourism on a region or country
- Have Ss work in groups and discuss II. Writing
the negative effects of tourism on their Choose one negative effect that you
locality (if possible), or on our country. have discussed above and write a
Tell them to study the prompts given, paragraph about it. Make sure you use
and give some more if possible. the right connectors.
Sample writing:
38
- Tell Ss to recall any of their previous One of the drawbacks of tourism is the
work about the negative damage to the environment of a
effects/disadvantages of something. Let country or area. In the first place,
them choose one negative effect that tourists use a lot of local resources
they have discussed in 4 and write a such as water, food, energy, etc., and
paragraph of about 100-120 this puts pressure on the environment.
words about it. When they have - Secondly, there is the problem of
finished, tell them to swap their writing pollution. Many cities and towns
and check each other’s work. become overcrowded with tourists,
- T may collect some Ss’ writing papers with all their vehicles causing traffic
and mark them, then give comments to jams as well as air and noise pollution.
the class in the next lesson. Another bad effect of tourism is the
- If time doesn’t allow, have Ss make destruction of the wildlife in some
an outline in class, and then write the places. The habitat of wild plants and
full version as homework. animals is lost because of the building
T checks in the next lesson. of tourist resorts, and by visitors’
activities. In short, the development of
tourism has bad effects on the
environment.
Talk about the negative effects of
tourism on a region or country.
T asks Ss to talk about the negative The following ideas may be helpful
effects of tourism on an area/country. to you.
Ss talk about the negative effects of Eg:
tourism on an area/country. Hi. I will talk about the negative e-
T corrects and remarks ffects of tourism on a region or
country.
3. Guides for homework.
_______________________________________________
Date of preparing:
Date of teaching:
Period 68
UNIT 8: TOURISM
I. OBJECTIVES:
b. Grammar: review
39
2. Qualities: Completing the paragraph, sentences completion, making
sentences, finding and correcting, rewriting the sentences, spoken interaction.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1.Vocabulary
Aim: Help Ss review some vocabularies related to topic tourism
- Let Ss read the words in the box first, 1. Fill each gap with a word from the
then read the passage and complete the box to complete the passage. There
exercise individually. are two extra words.
- Tell them to pay attention to the Key:
common collocations related to the 1. safaris/expeditions
topic of the unit. After that, let some 2. expeditions/safaris
Ss read the passage aloud - sentence by 3. Holidays
sentence. 4. touring
- Correct as a class. 5. travellers
6. experience
- Tell Ss to look at the 12 elements and
try to form compound nouns from 2. Form compound nouns from the
them. Then have them read the following words, then fill the gaps to
sentences and fill the gaps with the complete the sentences.
compound nouns formed. Tell them to Key:
change the elements if they do not fit 1. jet lag
the gaps and do it again. Less 2. checkout
advanced classes can complete this 3. stopover
exercise in pairs. 4. sunglasses
- Check as a class. 5. holidaymaker
6. take-offs
- Ss do the task by themselves. T
checks the compound nouns, then 3. Form compound nouns from these
have Ss write sentences in their words, then make sentences with
notebooks – at least one sentence them, and share with a partner.
with a compound noun, and share Key:
with a partner. 1. package tour, return ticket, software,
round trip
2. Grammar
Aim: Help Ss review the articles a, an, the and zero article Ss have learned
- Quickly review the articles a, an, the 4. Find and correct the mistakes in
40
and zero article Ss have learned. Then the sentences, using a/an, the or zero
have them do the task and write down article.
their answers in their notebooks. Key: 1. → the sun, the UK
- Correct their answers as a class. 2. → the brain works
3. → The bicycle
4. → an/the expedition, the interior
5. → a long trip
- This task helps Ss use the grammar 6. → in history, the history of
and vocabulary they have learned in 5. Rewrite each sentence so that it
the unit to rewrite sentences. has a similar meaning, using the
- Have some Ss write sentences on the word in CAPITALS.
board. Let other Ss give comments. Key: 1. What a terrible journey (it
Then check as a class. was)!
2. We stayed at a lovely hotel by the
sea.
3. The programme I watched yesterday
was interesting.
4. My friend has just bought an old
guitar.
5. She needs to go on a business trip to
Kyoto.
3. Communication
Aim: Help Ss practice making communication
- Have Ss read the things one can do 6 a. What would you like to do most
on holiday, and tick (√) the three on holiday? Tick (√) three things.
things they would most like to do, then Share your ideas with a partner.
share their ideas with a partner.
- Ss work in pairs. Tell them to read b. Name three things you don’t like
the example and think of the three to do on holiday, and say why.
things they do not like to do on T may give prompts:
holiday. - Do homework
- Wash clothes
- Do the washing-up
- Be online
- Play sports
- Write postcards
- Ask Ss to complete the self- ……
practice if necessary.
4. Project
Aim: Help Ss practice making project
- Have Ss read the advertisement for a
holiday in Italy. Tell them to underline An advertisement or a tourist
the features that may attract tourists attraction
41
and make them want to visit the 1. Read the following advertisement
country. for a
- Have Ss work independently, then holiday in Italy.
exchange their work with a partner.
Elicit Ss’ answers. Explain to Ss that 2. What are good ways to write an
in order to make a good impression on advertisement? Put a tick ( ).
tourists, they have to introduce the Key: 1 , 2, 4, 6
characteristics of a landmark/ place in
a brief but positive and enjoyable way.
- Tell Ss to think of a place in their
locality or neighbouring area to
introduce to tourists: it may be a 3. Write a short advertisement for a
museum, a craft village, a workshop, a tourist attraction in your area.
temple, a church, an ancient house, a
wood/forest, a lake, or simply a nice
paddy field.
- Ask Ss to write their advertisement
out of class. Tell them to refer to the
advertisement in 1. They can also refer
to exercise 1 in LOOKING BACK for
a good way to write an advertisement.
In the next lesson, have them present
what they have written to the class.
The class gives comments and praise.
3. Guides for Homework.
- Complete the project.
- Prepare next lesson: Unit 9 – Getting started.
42
Date of preparing:
Date of teaching:
Period 69
UNIT 9: ENGLISH IN THE WORLD
I. OBJECTIVES:
- Use the lexical items related to languages and language use and learning.
- Interact a conversation about English language.
a. Vocabulary: vocabulary related to languages and language use and
learning.
b. Grammar: Conditional sentences type 2, Relative clauses.
2. Qualities: listening and reading, reading and finding nouns, converting
adjectives, reading and choosing the best answers, matching words, matching
sentences, spoken interaction.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
*Chatting.
T asks some questions - Do you like English?
Ss answer the questions - Is English easy or difficult?
- How many English words do you
know?
- Can you tell me some English words
that can operate as a noun, a verb and
an adjectives?
- What is the longest word in English
T introduces the lesson which has only one vowel?
.....
2. Presentation
Aim: Help Ss use the lexical items related to languages, language use and
learning and interact a conversation about English language
1. Listen and read.
T asks some questions about picture * Questions:
43
Ss answer the questions Where are Duong and Vy?
T asks Ss to guess what the topic of Who is standing at the board?
the conversation is and where it takes What are they talking about?
place.
- Ask Ss to tell about the English Do you take part in an English club?
club they have taken part in: When is it? Where is it?
What is special about it?
- Let Ss open their books.
- Play the recording and have Ss
follow along.
- Explain the words that Ss don’t
understand.
- Review Conditional sentences type * Conditional sentences type 2.
2. - If there weren’t so many words, it
would be easier for us to master it!
- Explain Relative clauses. * Relative clauses.
- Is English the language which is
spoken as a first language by most
people in the world?
Ex c. Read the conversation again
T asks Ss to read the conversation and choose the correct answers.
again and do exercise c. Key:
Ss read do exercise individually. 1. B 2. C 3. A 4. C 5. B
Ex a. Read the conversation again

- Tell Ss to refer to the conversation and find the nouns of the adjectives
to find the nouns of the adjectives simple and flexible.
simple and flexible. Ask them to pay Key: simplicity – flexibility
attention to how to form the nouns
from these adjectives.
Ex b. Convert these adjectives into
nouns. You may use a dictionary.
- Ask Ss to convert the adjectives Key:
given into nouns. Remind them to Adjective Noun
use a dictionary to check. sad sadness
dark darkness
stupid stupidity
popular popularity
happy happiness
punctual punctuality
3. Practice
Aim: Help Ss practice some the words/phrases related to English in the world
2. Match the words/phrases in
- First, have Ss work independently. column A with the definitions in
Then allow them to share answers column B.
44
before discussing as a class. Key:
- Call on some Ss to give 1. c 2. e 3. b 4. a 5. d
explanations for their answers.
- Ss work independently, and then

share their answers with one or more 3. Match the beginning of each
partners. sentence (1-6) to its ending (a-f).
- Ask for translation of the Key:
words/phrases in the table to check 1. f 2. c 3. a 4. b 5. e 6. d
their understanding.
- Have Ss work independently and

then share their answers with one or
more partners. T may help with the
words/phrases that Ss do not know
the meaning of in the sentences. If
time allows, have some Ss read out
loud the sentences.
4. Production
Aim: Ss can interact real situation
- First, model this activity with a *Ask and answer questions about the
more able student. Then ask Ss to English language using the
work in pairs. Go around to provide information from3.
help. Eg:
- Call on some pairs to practise in A: How many countries around the
front of the class. world use English as their first
language?
B: At least 75 countries

- Find more information about the English language.
Date of preparing:
Date of teaching:
45
Period 70
I. OBJECTIVES:
- Use the lexical items related to languages and learning languages.
- Identify the correct tones for new and known information and say
sentences with the correct intonation.
a. Vocabulary: related to languages
c. Pronunciation: Tones in new and known information.
2.Qualities: matching words, choosing the correct words, making sentences,
completing the paragraph, listening and repeating.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
*Chatting.
- Can you speak English?
T asks some questions - Where do you learn English?
Ss answer the questions - How many English words do you
know?
- How do you feel about English?
- Is English easy or difficult?
- What do you do if you don’t know
what a word means?
......
2. Presentation
Aim: Help Ss use the lexical items related to languages and learning language
1. Vocabulary
T uses exercise 1 to explain the Bilingual
vocabulary. Fluent
Rusty
Pick up a language:
Reasonably:
46
Get by in a language:
(Key:Ex1
1. b 2. e 3. a 4. d 5. f 6. c)
3. Practice
Aim: Help Ss do exercises and identify the correct tones for new and known
information and say sentences with the correct intonation
- Ss do the exercise individually. Ex2. Choose the correct words in the
Check their answers as a class. following phrases about language
Confirm the correct answers. learning.
Key:
2. at 3. by 4. in 5. of 6. bit 7. up
- First, have Ss work individually to Ex3 a. Match the words/phrases in

match the words/phrases. Then allow column A with the words/phrases in
them to share their answers before column B to make expressions about
checking with the whole class. T may language learning.
ask for translation of the phrases in the Key:
box to check their understanding. 1. e 2. h 3. g 4. b
5. a 6. c 7. d 8. f
b. Fill the blanks with the verbs in the
box.
- Ss work independently to complete Key:
the passage. 1. know
- Check the answers as a class. 2. guess
3. look up
4. have
5. imitate
6. make
7. correct
8. translate
2. Pronunciation
- Play the recording and ask Ss to Tones in new and known
listen and repeat the sentences, paying information
attention to whether the voice on the 4. Listen and repeat, paying
underlined word in each sentence goes attention to
up or down. T may play the recording the tones of the underlined words.
as many times as 1. A: I’d like some oranges, please.
necessary. B: But we don’t have any oranges ⤻.
- Explain the rule in the REMEMBER! 2. A: What would you like, sir?
box and ask some Ss to give some B: I’d like some oranges ↷.
more examples. 3. A: I’ll come here tomorrow.
B: But our shop is closed tomorrow ⤻.
47
4. A: When is your shop closed?
B: It is closed tomorrow ↷.
5. Listen to the conversations. Do you
- Play the recording and ask Ss to think the voice goes up or down at
listen to the conversation, paying the end of each second sentence?
attention to whether the voice of each Draw a suitable arrow at the end of
second sentence goes up or down. Ask each line.
some Ss to give their answers and then 1. A: Tom found a watch on the street.
play the recording again B: No. He found a wallet on the
for Ss to listen, check and repeat. T street ⤻.
may play the recording as many times 2. A: Where did Tom find this watch?
as necessary. B: He found it on the street ↷.
3. A: Let’s have some coffee.
B: But I don’t like coffee ⤻.
4. A: Let’s have a drink. What would you
like?
B: I’d like some coffee ↷.
5. A: This hat is nice.
B: I know it’s nice, but it’s
expensive ↷.
6. A: This bed is big.
B: I know it’s big but that one’s
bigger ⤻.
- First, ask Ss to work in pairs to 6. Read the conversation. Does the
practise reading aloud the conversation voice go up or down on the
and identify whether the voice on the underlined words? Draw a suitable
underlined word in each sentence goes arrow.
up or down. Then play the recording. A: What make of TV shall we buy?
Ss listen and draw suitable arrows. T B: Let’s get the Samsung ↷.
may pause after each sentence and ask A: I think we should get the Sony. It’s
them to repeat chorally. really nice.
- Correct their pronunciation if B: (trying to persuade A to buy a
necessary. Samsung) But the Samsung is nicer ⤻.
A: But the Sony has a guarantee.
B: They both have a guarantee ⤻.
A: How much is the Sony?
B: It’s $600 ↷.
A: It’s too expensive ↷.
B: I know it’s expensive, but it’s of
better quality ⤻.
A: (trying to persuade B to buy a Sony)
They’re both of good quality⤻.
4. Production
Aim: Ss can make sentences using words they have learnt and interact real
48
situations
T asks Ss to make sentences using Eg:

words they have learnt 1. A: I need some oil.
Ss make sentences using words they B: But we’ve run out of oil
have learnt 2. A: What do you need?
T corrects and remark B: I need some oil

Review conditional sentence type 2 and relative clauses.
_______________________________________________________________
Date of preparing:
Date of teaching:
Period 71
I. OBJECTIVES:
- Use the lexical items related to languages.
- Use conditional sentences type 2 correctly and appropriately.
- Use relative clauses correctly and appropriately.
2. Qualities: Writing the answers, rewriting the sentences, circling the
correct words, writing true sentences
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Group work:
- Divide the class into two teams Eg:
- Ask each team to make sentences If I were you, I would study harder
with conditional sentences type 2
49
- Time: 3minutes
2. Presentation
Aim: Help Ss review conditional sentences type 2
I. Conditional sentences type 2
T retells the way to use and form
by analysing the example. Eg:
Ss listen and copy If there weren’t so many words, It
would be easier for us to master it
- Then ask some Ss to give some
examples to illustrate their
understanding.
Ss give some examples
T asks Ss to do exercise b and ex 2

- First, have Ss work independently, Ex b. Write Yes or No to answer the
then ask them to share their answers questions about each sentence.
with one or more partners. Key:
- Ask some Ss to say their answers 1. No 2. Yes 3. No 4. No 5. No
aloud.
- Give comments, and make any
correction if necessary.
- Have Ss work independently to write 2. Rewrite the sentences using the

the sentences. If there isn’t much time conditional sentences type 2.
or Ss are not so strong, allocate one or Key:
two sentences per student. Then ask 1. If my English were/was good, I
them to share their answers with a would feel con dent at interviews.
partner. 2. If Minh had time, she would read
- Ask some Ss to write their sentences many English books.
on the board and discuss as a class. 3. If I were you, I would spend more
- Give comments and make any time improving my pronunciation.
corrections. 4. If Mai didn’t have some friends who
were/are native speakers of English,
she wouldn’t be so good at the
language.
5. If you could speak English, we
would offer you the job.
3. Practice
Aim: Help Ss know how to use relative clauses and do exercise
II. Relative clauses
We use relative clauses to give extra
information about something /
someone or to identify which particular
T explains and draws Ss’ attention to thing/ person we are talking about.
the use of relative clauses by analyzing
50
the examples in the grammar box in3b. * Rules of using relative clauses
Then ask the more able Ss to give - Which (for things and animals)
some further examples. - Who (for people)
- Whom (for people as the object of the
relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
That (for people, things, animals and
times)
Eg:
The book which I liked was the
detective story.
Ex 4. Circle the correct word.
T asks Ss to do exercise 4 Sometimes more than one answer is
Ss do exercise 4 individually possible.
Key:
1. who/that
2. where
3. whose
4. when/that
5. whom/who
6. Why
Ex 6. Rewrite these sentences as one
sentence using a relative clause.
- Have Ss work independently to do Key:2. Parts of the palace where/in
exercise 6. which the queen lives are open to the
public.
- Ask them to share their answers with 3. English has borrowed many words
a partner. Ask some Ss to say their which/that come from other languages.
answers aloud. 4. I moved to a new school where/in
- Give comments, and make any which English is taught by native
corrections. teachers.
5. There are several reasons why I
don’t like English.
6. The new girl in our class, whose
name is Mi, is reasonably good at
English.
4. Production
Aim: Ss can write sentences about yourself.
T asks Ss to write sentences about * Write true sentences about
yourself. yourself. Then share them with your
Ss write sentences about yourself. partner.
51
Eg: How many things do you have in
common?
- Review conditional sentence type 2 and relative clauses.
- Prepare: Communication
____________________________________________________________
Date of preparing:
Date of teaching:
Period 72
I. OBJECTIVES:
- Interviewing to build up an English learner profile.
2. Qualities: making notes, spoken interaction, discussion, talk a
presentation
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- Before Ss open their books, ask them *Chatting.
to work in groups to discuss the - What do you think are the best ways
question. to master English?
- What are the things that you like and
don’t like about the English
language?’
2. Presentation
Aim: Help Ss make notes about themselves
- Ask Ss to work independently, 1. Make notes about yourself.
making notes about themselves by
answering the questions in the table
in1.
52
3. Practice
Aim: Help Ss Interview to build up an English learner profile
- Now ask Ss to work in pairs, taking 2 Work in pairs. Take turns to ask
turns to ask and answer the questions in and answer the questions in 1. Make
1. Remind them to make notes on what notes about your partner. How
their partners say in the table in1. Then many things do you have in
ask each of them to identify how many common?
things they
have in common with their partners.
4. Production
Aim: Ss can interact real situation
- For a change, have Ss role-play in . Work in groups. Tell your group
pairs. One student is a reporter, and the the things that you and your partner
other is a student. The reporter is have in common.
gathering information about learners of Ex:
English. Ask for volunteer pairs to role- ‘One thing we have in common is that
play in front we both want to study English at an
of the class. In this case, Ss should overseas university. I’m interested in
focus on only three of the questions going to Australia and Mi is interested
from the survey. Make sure Ss don’t in the US.’
simply read from their books – they
should be in character. Give them lots
of encouragement.
- Now put two pairs together to work in
groups of four, reporting on the things
that they and their partners have in
common. T moves around the class to
listen to the discussions and provide
help only if necessary.
- Call 1 or 2 Ss to present their
findings in front of the class. Whole-
class discussion.

List of ways to improve your English.
Date of preparing:
Date of teaching:
Period 73
53
Lesson 5: SKILLS 1
I. OBJECTIVES:
- Read for general and specific information about English as a means of
international communication.
- Discussing experiences in learning and using English
a. Vocabulary: related to languages and language use and learning.
2. Qualities: reading and matching, reading and answering the questions,
making a list, spoken interaction
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- Before Ss open their books, ask them *Chatting.
to work in groups to discuss either of 1. Who owns English?
these questions. Ss may look somewhat confused by
The aim is to get Ss to realize that this question. If so, give them more
English is global now and that there guidance: ‘Which countries speak
isn’t one “correct” form of English English around the world?’, ‘Does the
anymore, but many varieties of English language belong to England? If
English. not, why not?’, ‘ Is the English
language changing? If so, how?’
2. Does ‘Vietglish’ exist?
If necessary, explain that this is a Give some guidance: ‘Can you think of
blend of Vietnamese and English. any words or phrases which blend the
two languages?’, ‘Is this increasing in
Viet Nam?
If so, why?’, ‘Can you invent some
new “Vietglish” words or
expressions?’
2. Pre reading
Aim: ss can get some vacabularies from the text
.1. Vocabulary
T gives some vocabulary words settlement (n): sự định cư
54
Ss copy and read
immersion school(n): trường học nơi 1
ngôn ngữ khác tiếng mẹ đẻ được sử
dụng hoàn toàn
derivatives (n): Từ phái sinh
establishment (n): sự thiết lập
dominant (adj): nổi trội
3. While reading
Aim: Help Ss Read for general and specific information about English as a
means of international communication.
1. Read the following text about
English as a means of international
communication. Look at the words
in the box, then find them in the text
and underline them. What do they
- Now open the books and ask Ss to mean?
scan the text to find the words: - settlement (n) = the process of people
settlement, immersion, derivatives, making their homes in a place
establishment and dominant. T may - immersion (n) = the language
help Ss work out the meanings of these teaching method in which people are
words out of the context. put in situations where they have to use
the new language for everything
- derivatives (n) = words that have
been developed from other words
- establishment (n) = the act of starting
or creating something that is meant to
last for a long time
- dominant (adj) = more important,
powerful or noticeable than other
things
- First, have Ss work independently, 2 a. Read the text again and match
reading through the text and choosing the
a suitable heading for each paragraph. headings (a-c) to the paragraphs (1-
Then allow them to share their answers 3).
before checking with the whole class. Key: 1. b 2. c 3. a
- T may set a longer time limit for Ss b. Read the text again and answer
to read the text again and answer the the
questions. Ask Ss to note where they questions.
found the information that helped them Key: 1. It is the export of the English
55
to answer the questions. Ss can language and the great growth of
compare their population in the United States that has
answers in pairs before discussing led to its dominance in the world today.
them as a class. 2. Mass immigration.
3. They do all their school subjects and
everyday activities in English.
4. It is a blend of English and Hindi
words and phrases.
5. They are being invented every day
all over the world due to the free
admissions of words from other
languages and the easy creation of
compounds and derivatives
4. Post reading
Aim: Help Ss talk experiences in learning and using English
Ss can interact real situation
* List of ways to improve your
T asks Ss to list of ways to improve English.
your English. - Taking tests
Ss list of ways to improve your - Listening to songs in English
English. - Reading English book
- Watching English film
- Now in small groups, Ss compare …..
their lists and explain their order to
group members. Go around to provide Eg:
help. Call on some Ss to present their A: I think we should try to imitate
top three methods and the reasons for English pronunciation.
it. Other groups listen and give B: So then we should watch English
comments. videos online.
A: Good idea. We can pause the video
and repeat.
B: We can even record ourselves and
play it back
- Learn the new words by heart
- Talk 10 ways to improve your English
Date of preparing:
Date of teaching:
Period 74
56
Lesson 6: SKILLS 2
I. OBJECTIVES:
- Listen for general and specific information about some students’
experiences in learning and using languages.
- Write a paragraph about the uses of English in everyday life.
2. Qualities: listening and matching, listening and answering, making a
notes, writing sentences, talk a presentation
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- Ask Ss to talk about the benefit when *Chatting.
we can use English fluently. Ex: - Work with foreigners
- …………….
2. Pre - listening
Aim: help ss to be ready to listen to the tape and give their opinions about the
questions
Ask Ss to read the instruction carefully. - underline key words
Have Ss read the summaries and - give the opinions ,predict which
underline the key words in each. speaker is talking about.
Then ask two or three Ss to write their
Aim: Help Ss listen for general and specific information about some students’
experiences in learning and using languages.
- Ask Ss to read the instruction 1. Listen to four different people
carefully. talking about speaking and learning
- Play the recording and ask Ss to languages. Match the summaries (A-
match the summaries to the speakers. E) to each speaker. There is one
Then ask two or three Ss to write their extra summary.
answers on the board. Key:
- Play the recording again for Ss to Speaker 1: E Speaker 2: A
57
check the answers. Speaker 3: B Speaker 4: D
- First, ask Ss to work in pairs to

answer the questions from the 2. Listen to the extracts again and
information they have heard in 1. answer the questions.
- Then play the recording again and Key:
allow Ss to check if their answers are 1. He went to Rome.
correct. 2. She can have a conversation in
Italian, but it’s a bit rusty.
3. He used to be quite bad at English.
4. He picked up enough words and
phrases to get by.
5. She thinks that she has learned a lot
since she started an English course at
an English centre.
4. Post listening
Aim: Help Ss write a paragraph about the uses of English in everyday life.
3. Make notes of four uses of English
- Ask Ss to work individually making in your daily life and give an
notes of up to four uses of English in explanation/example for each of
their daily life and giving an them. Then compare your list with a
explanation/example for each of them partner.
in the given table. Remind them that
they do not have to write
full sentences and they can use
abbreviations and note-form.
- Ask Ss to share their notes with their
partners.
- T may ask some more able Ss to read
out their notes to the whole class.
- Set up the writing activity. 4. Use your notes in 3 to write about

Brainstorm the language necessary for what you use English for in your
their writing with Ss: an introduction daily life.
paragraph, organising ideas using
connectors – Firstly, Secondly, Finally,
providing examples to illustrate the
points.
- Ask Ss to write the draft first and Sample writing:
then swap their writing with a partner. I use English for different purposes in
Based on the comments, have them my everyday life. Firstly, English helps
write their final version in class or at me communicate with people all over
home. If they write in class, they can the world. I have made friends with
also do it in pairs or groups some students from the UK and
on big pieces of paper. Australia. I use English to chat with
58
them about many things. Secondly,
English helps me get information and
improve my knowledge.
Because almost any information is
available in English, it is easy for me to
get access to all sources of information
with my English. Finally, English is
useful when I want to go abroad to
study. A lot of schools and universities
in different countries which provide
scholarships and courses in English. I
- T may display all or some of the am learning English hard to get an
leaflets on the wall/notice board. Other IELTS score of 6.5 so that next year I
Ss and can go to Australia to study. In
T give comments. Ss edit and revise conclusion, English is useful for me in
their writing as homework. various ways.

___________________________________________
Date of preparing:
Date of teaching:
Period 75
I. OBJECTIVES:
2. Qualities: underlining the correct words, completing the paragraph,
rewriting, completing the sentences, spoken interaction..
II. TEACHING AIDS
III. PROCEDURE
59
2. New lesson:

1. Vocabulary
Aim: Help Ss review some vocabularies related to the topic English in the
world
- For 1, 2, 3, 4 first have Ss work 1. Underline the correct word in
independently. Then they can check each sentence.
their answers with a partner before Key:
discussing the answers as a class. 1. first
However, tell Ss to keep a record of 2. accent
their original answers so they can use 3. dialect
that information in their self- 4. second
assessment. 5. official
2. Read what three people say about
speaking languages. Fill each blank
with a phrase in the boxes.
Key:
1. am reasonably good
2. can also get by
3. picked up
4. am bilingual
5. also -fluent in
6.can have a conversation
7. it’s a bit rusty
8. am quite bad at
9. know a few words
10.can’t speak a word
- For exercise 3, T may ask some Ss 3. Rewrite these sentences using the
to write their sentences on the board words/ phrases in brackets.
and give necessary correction. Key: 1. I can’t speak a word of French.
2. I picked up a few words of English
on holiday.
3. My brother is fluent in English.
4. I am bilingual in English and
French.
5. I can get by in German on holiday.
6. My Russian is a bit rusty
4. Use the words from the box to
complete the sentences.
Key:
1. accent
2. imitate
3. guess
4. look up
60
5. translate
6. mistakes
7. corrects
8. communicate
2. Grammar
Aim: Help Ss review the relative pronoun
- Have Ss work independently. Then 5. Put the correct relative pronoun in
they can check their answers with a each sentence.
partner before discussing the answers 2. Those are the stairs where I broke
as a class. my arm.
- Check and correct. 3. There’s a shop where you can buy
English books and CDs.
4. The English couple who/that live
next to us can get by in Vietnamese.
5. There’s a shop near my house
which/that sells cheap DVDs.
6. Look up the new words in the
dictionary which/that has just been
published by Oxford University Press.
3. Communication
Aim: Help Ss practice making communication, project
- First, ask Ss to do the task 6. Choose A-E to complete the
individually to choose sentences (A-E) following conversation.
to complete the conversation. Then Practise the conversation with your
check their answers as a class. Finally, partner.
ask Ss to practise the conversation Key:
with their partners and call on some 1. D 2. C 3. A 4. E 5. B
pairs to act out the conversation in
front of the class

practice if necessary. *Project. DIFFERENCES BETWEEN
VARIETIES OF ENGLISH
- First, ask Ss to read the chart 1. Read the chart and fill the blanks
showing the differences in vocabulary with the words from the box.
between British English and American Key:
English and fill the blanks with the 1. sweets
words from the box. Then allow them 2. soccer
to share their answers before 3. nappy
checking with the whole class. 4. pavement
5. highway
6. underground
- Ask each group to choose two 7. rubbish
61
varieties of English, and design a chart 8. flashlight
showing the differences in vocabulary 2. Choose two varieties of English.
between them. If time allows, T may Write a similar chart showing the
let Ss complete the project in class. differences in vocabulary between
Otherwise, Ss can complete the project them.
as homework.
- When Ss have finished their charts,
ask them to display them on the walls 3. Organise an exhibition of the
of the classroom. Have the Ss move charts you have made among your
around to look at all the charts and group or class members. Vote for the
discuss them. Finally, ask the whole best.
class to vote for the
best one.
- Find more the differences in vocabulary.
- Prepare next lesson: Review 3.
_____________________________________________________________
Date of preparing:
Date of teaching:
Period 76: REVIEW 3: LANGUAGE
I. OBJECTIVES:
- Revise the language Ss have learnt in units 7, 8, 9.
- Practice making everyday English.
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
b. Grammar: conditional sentence type 1, type 2; relative clause.
2. Qualities: marking the questions, marking sentences, sentences
completion, finding and correcting, rewriting sentences, combining sentences,
completing paragraph, spoken interaction
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Pronunciation
Aim: Help Ss review the use of falling, rising, and falling-rising tones in
statement questions, finding out questions, making sure questions, and
sentences to show new and known information
- Ask Ss to do this exercise 1 a. Mark the questions with falling,
62
individually and then share their rising, or falling rising arrows. Then
answers with a partner before giving T listen, check, and repeat.
the answers. Play the recordings for Ss
to check and repeat. Have some Ss b. Mark the sentences with falling
read out the conversations with or rising arrows. Then listen, check,
correct intonation. Give comments. and repeat
2. Vocabulary
Aim: Help Ss review kind of word (e.g. noun, verb, adjective, etc.).
- Have Ss do this exercise in pairs. 2. Fill each blank with a word/phrase
Check the answers as a class. from the box.
Key:
1. marinate; tender
2. garnish
3. stew
4. jet lag
5. excursion
6. full board
7. bilingual
8. official language
- Ask Ss to work out what kind of 3. Fill each blank with the correct
word each blank needs to complete form of the word given.
the sentence (e.g. noun, verb, Key:
adjective, etc.). Then have Ss 1. guide
complete the sentences individually. 2. reasonable
T can ask some Ss to write their 3. rusty
answers 4.fluent
on the board. Confirm the correct 5. season
answers. 6. grated
7. steam
8. passer
3. Grammar
Aim: Help Ss review conditional structures and relative pronoun
- Have Ss read the sentences. Then ask 4. There is one mistake in the
them to find the mistake in each underlined words in these sentences.
sentence, and write the corrected Find and correct it.
version of the sentence. Now have Ss Key:
compare their answers in pairs. 1. B the Lake Hudson → Lake Hudson
- Check their answers as a class. 2. C bunches → cloves
3. D will be → would be
4. B the breakfast → breakfast
5. C have → has
6. D the Vietnamese American → a
\ Vietnamese American/Vietnamese
American
5. What would you say in these
63
- Have Ss read the situations and write situations? Use conditional
suitable sentences. structures and the words given to
- Call on two Ss to write their write suitable sentences.
sentences on the board. Suggested answers:
- T and other Ss give comments. 1. If you want to widen your English
Correct any mistakes. vocabulary, you should read short
stories in English.
2. You can become a tour guide if you
learn more about history and culture.
3. If you want to improve your English,
you may go to either The Sun or The
Shine language centres.
4. If I saw a fly in my soup, I would tell
the manager.
5. If I were you, I would go to Song
Nhi Resort.
6. Combine each pair of sentences to
- Elicit from Ss the relative pronouns make a complete sentence, using a
and their uses (e.g. who, whom, which, suitable relative pronoun.
that, where). Key:
- Ask Ss to do this exercise 1. Last holiday we stayed in a resort
individually and compare their which/that Mi recommended.
answers with a partner. 2. I don’t like people who talk loudly in
- Have some Ss read out their public places.
sentences. 3. The dishes which/that my mother
- Correct any mistakes. has cooked are so hot.
4. Last year I visited a small town
where/in which they filmed The Little
Girl.
5. Ms Mai was a teacher whom/who I
will never forget.
* Everyday English.
4. Everyday English. 7. Complete each short dialogue with
- Elicit the meanings of the sentences a
in the box. Have Ss do this exercise in sentence in the box.
pairs. After checking their answers, Key:
ask one or two pairs to act out the 1. C 2. A 3. E 4. B 5. D
short dialogues.
- Review all knowledge in unit 7, 8, 9.
- Prepare: The forty-five minute test.
Date of preparing: Date of teaching:

Period 77: REVIEW 3 : SKILLS
I. OBJECTIVES:
64
- Revise the skills they have practised in units 7, 8, 9.
- Practice making everyday English
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
b. Grammar: conditional sentence type 1, type 2; relative clause.
2. Qualities: marking the questions, marking sentences, sentences
completion, finding and correcting, rewriting sentences, combining sentences,
completing paragraph, spoken interaction
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Reading
Aim: Help Ss read the email and do exercise
- Have Ss read the email and decide if 1. Read Mi’s email to Nick and do
the statements are true or false. Ask Ss the exercises that follow.
to compare their answers with a partner a Decide if the statements are true
before giving T the answers. Confirm (T) or false (F).
the correct answers. Ask Ss to explain Key:
the false 1. T
statements. 2. F (Nam, their classmate, also joined
the camp)
3. F (they played the games before
lunch)
4. T
5. F (they let all the fish go)
- Have Ss do these exercises b. Answer the questions.
individually, check their answers Key:
with a partner before giving the 1. They drew lots.
answers to T. Two Ss can write their 2. She comes from a school in
answers on the board if time allows. Tokyo/from Tokyo.
3. They won the first prize.
4. It’s for non-native English speaking
students.
5. It’s about his tips on how to learn
English.
2. Speaking
Aim: Help Ss give opinion to take part in an English speaking camp
- Ask Ss to work in groups to discuss 2. Work in groups and discuss the
65
the questions. Have Ss report their questions.
groups’ answers to the class. Give
comments and summarise Ss’ ideas.
3. Listening
Aim: Help Ss listen to a presentation on his tips for learning English well and
do exercise
- Have Ss read the notes carefully. 3. Listen to Hung giving a
- Play the recording for the first time. presentation on his tips for learning
Ss listen and fill each blank with no English well. Complete the listener’s
more than three words. Elicit the notes. Use no more than THREE
answers from Ss and write them on the words for each blank.
board. Key:
- Play the recording a second time for 1. stories and books
Ss to check their answers. Confirm the 2. vocabulary
correct answers. 3. correctly
4. grammar books
5. international project
6. different cultures
7. self-confident
8. activities
4. Writing
Aim: help Ss write a paragraph about tips for learning English well
- Have Ss choose one of the two topics 4. Choose one of the topics and write
and write a paragraph. The audio script a paragraph about it.
in the Listening section can serve as a
writing model. It might be useful to
study its structure with Ss before they
attempt their own paragraphs.
- Ask Ss to write individually. Ask two
Ss to write their paragraph on the
board. Other Ss and T give comments.
Collect some paragraphs to correct at
home. Alternatively, have Ss revise
and rewrite their paragraph as
homework.
- Review all knowledge in unit 7, 8, 9.
- Prepare: The forty-five minute test.

Period 78 THE SECOND MID - TERM TEST
66
******************************************************************

Period 79 CORRECTTING THE SECOND MID - TERM TEST
I. Objective.
By the end of the lesson, students will be able to :
1. Knowledge.
- Find the mistakes for all the exercises which they have done in the 45’
test and correct themselves.
- Know the answer keys.
- Encourage students to study harder to get good mark for the next
writing test.
2. Skill: To develop 4 skills.
3. Attitude: Study seriously.
II. Preparation.
1. Teacher’s: Questions, answer keys, computer.
2. Students’: Note books.
III. Procedure.
Teacher’s and students’ activities Content
Activity 1. Warm up
Aim: To attract Ss’ attention to the lesson
T: Let students sing a song
Ss: Sing a song in English
Activity 2. Listening
Aim: Help students to listen and do the task
T: Ask students to listen and complete A. LISTENING
the sentences
Ss: Listen and complete the sentences
T: Let them play the tape again for sts
listen and complete the sentences.
Ss: Do individually
T: Let them Play the tape for sts give
answers
Activity 3. Phonetics
Aim: Ss can review the way to pronounce they have learnt
T: Call some students to go to class B. PHONETICS.
write their answer and correct
Ss: Correct
Activity 4. Grammar and vocabulary
67
Goal: Ss can review some vocabularies and grammar they have learnt
T: Call some students to go to class C: VOCABULARY AND GRAMMAR.
write their answer and correct
Ss: Correct
Activity 5: Reading.
Goal: Help students do the reading
T: Correct the answer by using the D. READING(2pts). Read the passage
computer and do the tasks below.
Ss: Listen and copy
Activity 6: Writing
Goal: Help students do the writing
T: Call some students go to the board E. Writing
and rewrite these sentences so that it has Rewrite sentences
the same meaning as the root ones.
Ss: Rewrite these sentences so that it
has the same meaning as the root ones
3. Consolidation:
- Retell the skills to do the test.
4. Homework
- Practice grammar from unit 7 to unit 9 again.
- Prepare: Unit 11 - Getting started.
3. Homework
PREPARE UNIT 10
__________________________________________________________
Period 80
UNIT 10: SPACE TO TRAVEL
I. OBJECTIVES:
1. Knowledge: By the end of this lesson, students will be able to:
- Use some vocabularies and structures to talk about space travel
- Interact a conversation about English language.
a. Vocabulary: vocabulary related to astronomy and space travel
b. Grammar: Past simple and past perfect(review)
2. Qualities: listening and reading, matching the words with the definitions,
answering the questions, matching the pictures with each description, playing
game, creating a Bingo.
II. TEACHING AIDS
68
III. PROCEDURE
2. New lesson:
1. Warm up
Aim: To warm up the class and lead in new lesson
- T asks Ss to tell the planets in the - Mercury, Venus, Earth, Mars,

solar system. Jupiter, Saturn, Uranus, Neptune
- T asks: +Do you want to travel to
one of the planets?
+ Can you tell some popular films
about space?
(Martian, Apollo 13, Gravity…)
- T leads in the topic of the unit.
2. Presentation
Aim: Ss know some vocabulary related to astronomy and space travel
-Where are Phuc and Nick? May be, * New words

In Phuc’s room. - astronaut (n) ['æstrənɔ:t] : phi hành
What are they talking? About the gia (pic)
space - astronomy (n) [əs'trɔnəmi]: thiên
What can you see in the room? văn học (trans)
What do you think Phuc is interested - spacewalk (n)['speiswɔ:k]: chuyến
in? Why do you think so? đi bộ trong không gian (trans)
- their answers Ss answer as a class - satellite (n) ['sætəlait] : vệ tinh
- T plays the recording -> Ss follow (pic)
along - rocket (n) ['rɔkit]: tên lửa (pic)
- Ss compare their answers with the - meteorite (n)['mi:tjərait] : thiên
information in the dialogue thạch (explanation)
- habitable (adj)[hæbitəbl]: có đủ điều
kiện cho sự sống (explanation)
- mission (n)['mi∫n]: chuyến đi, nhiệm
vụ (trans)
- microgravity(n) [maikrəugrævəti]:
tình trạng không trọng lượng
- parabolic flight (n) [pærə’ɔnik flait]:
69
chuyến bay tạo môi trường không
trọng lượng
3. Practice
Aim: Ss can understand the dialogue and do exercises
Activity 1: a/ Draw lines to match the words
a/ Now tell Ss to look at the text of with the definitions.
the conversation. Play the recording
and have Ss follow along. Have Ss Key:
then work in pairs to do the matching 1. d
exercise. 2. e
3. f
4. c
5. b
6. a
b/ Answer the questions

b/ Have Ss continue to work in pairs Key:
and answer the questions. Give 1. Phuc was crazy about space.
feedback as a class. Ask Ss to say 2. He had learnt about the universe
where in the conversation they found and had collected lots of books about
the answers to the questions. space.
3. To show that there are more things
in the list but that it’s not necessary to
list everything.
4. He wasn’t very impressed because
he thought the meteorite was like an
ordinary piece of rock.
5. By scuba diving in a flight suit and
by taking a parabolic flight to
experience microgravity.
6. He compares it to a ride on a
rollercoaster.
c/ Who is keener on space travel –
c/ Have Ss discuss the questions: Phuc or Nick? Why?
‘Who is keener on space travel – Phuc Key:
or Nick? Why do you think so?’
Phuc seems keener on space travel
Ask Ss to give as much information in than Nick. He was crazy about space
the text to support their answers as when he was young. Phuc knows
possible. more about space and astronauts. He
says he’d love to experience
microgravity, whereas Nick thinks
microgravity sounds scary.
70
Activity 2: Activity 2: Find the words in the
Have Ss work individually for this box to match the picture in each
exercise. Ask them to pay attention to description
the photos and the key words/ content Key:
words in the sentences. Have Ss then 1. satellite
compare their answers with a partner. 2. telescope
3. universe
4. meteorite
5. rocket
6. spacecraft
4. Production
Aim: Ss can play game
-Write the eight Voc words on small
pieces of paper, shuffle the paper, and
keep them face down. Then one Activity 3:
person turns over the pieces of paper Game: SPACE BINGO
one by one, and call out either the
actual words or the definitions.
-Players find the words in their grid as
they are called, and mark them off.
When a player has marked three box
down , cross or diagonally ( counting
the “ free space), he or she calls out
“Bingo” and win the round.

Question for the good students: How are Astronauts trained? Do you want to
become an Astronaut?
Question for the bad students: Have you ever seen a spaceship?
- Practice reading the dialogue.
- Write new words then learn them by heart.
- Copy the exercise into notebooks.
- Prepare A CLOSER LOOK 1
__________________________________________________________

Period 81
71
I. OBJECTIVES:
 use the lexical items related to astronomy and space travel
 identify continuing or finishing tones and say sentences with the correct
intonation
b. Grammar: Past simple and past perfect (review)
c. Pronunciation: continuing or finishing tones
2. Qualities: Filling the gaps with the verbs provided, choosing a word/
phrase in the box to fill each blank, matching practising saying, playing game,
asking and answering..
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Aim: Play game about the definitions to guess the planets to warm up the class
Group work: (Activity 4) GAME: Which planet of our solar

This game can be played in small system is being describle in each
groups in two rounds. sentence? Guess the planets, and
In the first round, all groups will read write their names.
the definitions to guess the planets. 1.Venus
The game will be timed. 2. Mercury
The group who is quickest to have all 3. Jupiter
correct answers is the winner. 4. Mars
5. Neptune
6. Earth
7. Saturn
8. Uranus
2. Presentation
Aim: Ss can know some vocabulary related to astronomy and space travel
I. VOCABULARY
72
T elicit some vocab in part 1 -orbit (v) : xoay quanh
(n) :đi theo quỹ đạo
Check vocabulary : what and where -launch (v) : phóng (vệ tinh)
-T asks Ss to work individually to do -a flight suit (n) : trang phục cho phi
this exercise (remind them to modify công(guessing)
the verbs where necessary) and then -space suit (n) : trang phuc du hành vũ
compare their answers with a trụ
classmate.
3. Practice
Aim: Ss can practise doing exercises
Activity 1: 1. Fill the gaps with the verbs
Have Ss work individually to provided
complete the exercise. Remind them 1. Orbit
to modify the verbs where necessary. 2. Experienced
They then compare their answers in 3. Launched
pairs. 4. Landed
For a more able class, after Ss have 5. Trained
finished, ask them which word(s) can
be used as a noun as well. Give
feedback: orbit, experience, launch.
Ask Ss to make sentences with these
nouns.
Activity 2: 2. Choose a word/ phrase in the box
For this exercise, remind Ss of some to fill each blank.
words about space they have learnt 1. good health
earlier, for example: astronaut, jet 2. A flight suit
pilot, weightlessness, water tank 3. Parabolic flights
laboratory, microgravity. 4. operate
Then have Ss work individually to 5. spacewalks
complete the exercise. Ask Ss to pay
attention to the key words to
understand the text, as well as to the
part of speech of the missing words.
Activity 3:
a/ As a class, ask Ss to cover the
boxes on the right so that they can
attempt to guess the meaning of the 3a. Match these space – related
idioms first. Then they uncover the idioms to their meanings
boxes and do the matching exercise. 1. over the moon : delighted
Check the answers as a class, and 2. once in a blue moon :
make sure the idioms are understood occasionally
before moving on to 3. out of this world: amazing
4. The sky’s the limit: almost
b/ Have Ss then work in pairs to make without limit
73
short dialogues using the idioms they
have learnt. 3b. Now practice saying them with a
partner.
Eg:
A: How often do you play football?
B: Oh, once in a blue moon
II. Pronunciation
Continuing or finishing tones
T explains the way to use: Continuing When we say a list of things, we raise
or finishing tones and then gives our voice on each item on the list to
examples show that the list has not finished, and
lower our voice at the end of the last
Ss listen and remember and then give
thing to show we have finished.
examples
Activity 5: Listen and practise
T asks Ss to listen and to work in
pairs to practise saying the statements
and short dialogues in activity 5. Play
the recording and have Ss check their
pronunciation.
Ss listen and practice in pairs
4. Production
Aim: Ss can practise about the real situations
T has Ss work in pairs to do the task:
ask them to think of other situations Eg:
when they tell other people lists of I’d learnt about the planets, the stars,
things. Ask Ss to work in pairs to play satellites, rockets and stuff.
out the situations.
Ss work in pairs

- Prepare A CLOSER LOOK 2

Period 82
74
I. OBJECTIVES:
 Use Past simple and past perfect correctly with confidence
Use defining relative clauses correctly and appropriately
2. Skills: Look at the timeline and put the verbs in brackets into the correct
tense, asking and answering, sentences completion, combining each pair of
sentences into one using the prompts provided, practising the dialogue.
3. Attitude: Ss will be more responsible for and be more aware of
discovering and developing space to travel.
4. Competence development: Group work, independent working, pair
work, linguistic competence, cooperative learning and communicative competence.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Aim: To warm up the class and lead in the new lesson
The Past perfect is used to describe

* Checking up: When we use the Past an action before a stated time in the
perfect? past or an action that happened
before another action in the past.
Form: S + had + PP
2. Presentation
Aim: Ss can review the past simple & past perfect and relative clause
T asks Ss to retell the past simple and I. PAST SIMPLE & PAST
past perfect. PERFECT: REVIEW
Ss retell the past simple and past
perfect and give examples.
II. DEFINING RELATIVE

T explains the way to use A defining CLAUSES
relative clause A defining relative clause gives
75
Ss listen and remember essential information about someone
or something we are talking about.
This is the information that we need
in order to understand What or Who
is being referred to.
Eg:
- The relative clause is used to define
a subject:
The student who won the
competition is my cousin.
- The relative clause is used to define
an object.
The rock that they found last week
may have landed on Earth from the
moon.
3. Practice
Aim: Ss can do exercises about the past simple & past perfect and relative
clause
Activity 1: 1. Look at the timeline and put the
1 Remind Ss of how to use the past verbs in brackets into the correct
simple and past perfect. tense.
Have Ss then work individually to Key :
complete the exercise. Tell Ss to pay 1. Had been sent; made
attention to the position of already in 2. Became ; had (already) been
the sentences. launched
3. Had flown; flew; walked
4. Put; had already sent
5. Was established; had (already)
travelled
Activity 2: 2/. Add the missing add of birth to

Ask Ss to complete the box with T’s the box, choose an event from the
year of birth and their own year of timeline. Ask and answer the Qs.
birth. Then ask Ss to check where the
dates fit into the timeline. Ss can write
out the dates and events from the
timeline along a line drawn on a piece
of paper. They can then add in this task
four additional dates.
Have Ss now work in pairs to talk
about these events. Remind them to use
the word already. Walk around the
class and provide help if necessary.
Call on some pairs to give their
76
questions and answers in front of the
class.
Defining relative clauses 3a/ Fill in the blank with a word/
Activity 3: phrase in the box
- Draw Ss’ attention to the grammar
box and Look out! box. Give more *Key:
examples if necessary. Ensure Ss have 1. Who/ that
understood the rules before moving on. 2. Where
Have Ss work individually to complete 3. Which/ that/x
the exercise and then compare their 4. which/ that
answers with a partner. Remind Ss that 5. Which/ that/x
a relative pronoun may not be required 6. when
to complete the sentences (indicated in
the key with a cross).
Activity 4: 4/ Combine each pair of sentences

- Have Ss work individually to into one, using the prompts
complete the exercise and then provided.
compare their sentences with a partner. Key:
Remind Ss that a relative pronoun may 1. The film which/ that/x the class
not be required to complete the watched yesterday was about the
sentences – this is indicated in the key Apollo 13 space mission.
with a cross (x). 2. We read an astronaut who
travelled into space 1961.
3. This is the man who works for
NASA.
4. The team who/ that plays on the
left has never won the
championship.
5. The ground – breaking space
mission which/ that/x this article
describes is called Rosetta.
6. The task which/ that/x the
Rosetta mission has is
comparable to fly trying to land
on a speeding bullet.
4. Production
Aim: Ss can practise talking about someone, something or some moments in
space exploration history
In pairs, use the information from

- This activity can be done as pair work the timeline to talk about someone,
or a game between two big groups. something or some moments in
One student or group describes space exploration history. Don’t
77
the object/person/event using defining mention their exact name so that
clauses for the other student or group to the other has to guess.
guess.
- Ss work in pairs/ groups, one student
in the group describes the object/
person/ event using defining clauses for
the other student or group to guess
Ex: It’s the dog that was the first dog
ever fly into space
 That’s Laika!
Question for the good students:
Have you ever met an Astronaut? If
you met his or her, what would you
want to know?
Question for the bad students:
Do you want to become a Pilot?

- Do Ex 6 at home.
- Copy the answers into your notebooks
- Review the grammar notes
- Do exercises in workbook.
- Prepare COMMUNICATION
________________________________________________________
Period 83
I. OBJECTIVES:
1. Knowledge: By the end of this lesson, students will be able to talk about
space travel history and life on a space station
2. Qualities: Put a tick () next to the things you think ISS astronauts do and
cross (x) next to the things they don’t, reading and answering, matching the
subheadings with the paragraphs, discussing and sharing , explaining your
decision.
78
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- T write “The international Space
Station – ISS” on the board and asks
Ss if they know anything about it.
- T shows the photo of the ISS, Have
Ss think how the astronauts live on
the ISS. Write the list on the board.
2. Presentation
Aim: Ss can know some vocabulary related to astronomy and space travel
T goes through the extra vocabulary * New words
with students, if they don’t know -> T- attach (v) : buộc, gài
teaches some words - maintenance (n) : tình trạng
Check vocabulary - crew (n) : Phi hành đoàn
- rinseless (adj): không cần xả nước
- Mission Control Center: Trung tâm
kiểm soát chuyến đi
3. Practice
Aim: Ss can understand and do exercises
Activity 1: 1. Put a tick () next to the
-Ask Ss to work in pairs to complete things you think ISS astronauts
the exercise after they have looked at do and cross (x) next to the
the pictures (taking a shower, sleeping things they don’t. Then read the
in a sleeping bag, listening to music, text and check your answers.
pouring salt). 1.D. sleeping in space
Accept all answers from Ss and 2. E. morning routine in space.
remember to ask them to explain their 3. B. working in space
decisions. Do not give corrective 4. C. eating in space
feedback at this point. 5. A. time off in space.
Now ask Ss to read the text. Tell them
to pay special attention to any
information that helps them to check
their earlier answers. Tell them to
notice any new words as well.
79
Now give correction.
Activity 2: 2. Life on the ISS. Match the
Have Ss work individually and then in subheadings with the
pairs for this task. paragraphs of the text in 1.
- After Ss have finished, ask them to

study the three photos of the 155 in
the textbook and connect these photos
with the information in the text.
If time allows, T may provide some of
the latest photos and blog posts
produced by astronauts who are living
aboard the ISS They are available at
WWW.blog.nasa.gov.
Now ask Ss to come back to the
question list which has been created
earlier on the board and try to answer
them with the information from this
lesson. If there are some questions
that cannot be answered with the text,
encourage Ss to find more about them
by themselves (using the Internet,
books, etc.). T may provide the
NASA blog URL above as an
additional resource.
Activity 3: 3.Work in groups. Imagine that
This activity can be organised as a you are going to spend one month
debate. Have Ss work in small groups abroad the ISS. Discuss and
and agree on the three items they agree on three things that your
will bring to the ISS for each need in team will bring to the ISS to meet
2 . When all groups are ready with each need in 2. Then share your
their list, the class gets together list with other groups and explain
your decision.
and decides on a new three-item list.
Each group has to persuade the others
that their items should be on this list,
rather than those of the other groups.
Activity 4:
Have Ss work individually and write 4. Now work in individually and
down a personal thing they will take write on the piece of paper one
aboard the ISS because they cannot thing you will take with you to
live without it. Then ask Ss to work in the ISS as a personal item
pairs to share what they have written. because you can’t live without it.
Ss need to explain to their partner Then tell your partner what you
80
why this item is so important to them. have written.
4. Production
Aim: Ss can know more information about Vietnamese in Space
T asks some questions *Question for the good

Ss answer the questions students:
Who was the first Vietnamese in
Space?Tell somethings about him if
you know?
*Question for the bad students:
Do you know Pham Tuan?

T: guide Ss how to do exercises in workbook and what to prepare for the new
lesson
- Ss: write down in their notebook.
- Prepare SKILLS 1
_________________________________________________________

Period 84
Lesson 5: SKILLS 1
I. OBJECTIVES:
 read for specific information about two famous astronauts' space travel
talk about space travel history and life on a space station.
b. Grammar: Past simple and past perfect(review)
2. Qualities: discussing, reading the text and doing exercise, placing the
sentences, answering the questions, talking, interact to each other..
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
81
1. Warm up
T asks Ss talk about the item they need

when travelling the ISS
Ss talk about the item they need when

travelling the ISS
2. Pre - reading
Aim: lead ss to the topic of the text
- Ss work in pairs to discuss about the 1. Do you recognise the
photos and try identifying the Vietnamese astronaut in these
Vietnamese astronaut (Pham Tuan) photos? Discuss with a partner
- Pairs can share what they already what you know about him. Then
known about Pham Tuan turn page around and read Quick
- Ss turn the page upside down and Facts box.
read the Quick Facts box.
- T explain to SS they are going to read
a text about 2 famous astronauts
talking about their space travel
experience.
- Ss guess what they think 2 famous

astronauts will talk about. T may refer
back to the information about the ISS
that SS have learned in
COMMUNICATION.
3. While - reading
Aim: Ss can read for specific information about two famous
astronauts' space travel and answer the questions
-Ss read the passage again to answer I. READING

the questions, underline parts of the
text that help them with the answers . Read the text and do exercise.
-T asks Ss to compare their answers -> a. Place these sentences in
give their answers, asks them to give appropriate paragraph
evidence when giving the answers Key:
1. C 2. A 3. B
a. Read the text and answer the
82
questions
Key: 1. Pham Tuan is Viet Nam’s
first astronaut, and Christer
Fuglesang is Sweden’s first
astronaut
2. He found that the Earth didn’t
look as he thought, and he thought
we should cooperate to take care of
it.
3. It seemed it didn’t enjoyed it
much since it wasn’t fresh.
4. They talked to him when he was
in space and that him happy.
5. They think the change to fly into
space is equal for everyone.
6. He thinks teamwork, social skills

and language skills are important
for an astronauts.
4. Post reading
Aim: talk about space travel history and life on a space station
-Ss work in pairs for this task to II. SPEAKING

discuss the qualities and skills. 1.Discuss with your partner the
-First , ask SS to look at the reading in qualities and skills that you think
2 again and try to extract the necessary are necessary for an astronaut
characteristics/ qualities/ skills for today.
astronauts from the things that Pham 2. Working harmoniously… You
Tuan and Christer Fuglesang said. are in a spacecraft and suddenly
-Then tell SS they can look at A these problems happen. Work
CLOSE LOOK 1, activity 2 , as well as with your cues members to solve
COMMUNICATION, for more ideas. them.
-Pairs get together to exchange. Then Key (suggested):
as class, SS build up a list of qualities -One crew member feels extremely
and skills needed to be an astronaut. homesick: She/ He can make phone
-Have SS work in groups for this role calls to family and friends on Earth.
play and solve the problems. There are She/ He can exercise, read a book,
no wrong answers here. Encourage Ss listen to music, or play some games.
to be creative with their ideas. Other crew members can talk to her/
him, or together they can do
something fun in their free time
-When looking at the monitoring
system you discover a strange
object approaching Earth: The crew
can contact the Mission Control
83
Centre for help. They can start
watching the object, record its
movements, and report back to
Earth

- Prepare SKILLS 2
_________________________________________________________
Period 85
Lesson 6: SKILLS 2
I. OBJECTIVES:
 Listen for general and specific information about some space tourism
services
 write a short paragraph using advertising language
2. Qualities: Looking at the pictures and discussing, listening and answering
the questions, matching the numbers to their references, listening and checking
your answers, writing a short sentences.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Discussion:
1. Do you live in a big family or a
small family?
84
2. Do you like living in your family
or do you want to have any thing
changed?
2. Pre - listening
Aim: lead ss to the topic of the tape
-Ss do the task in pairs. I. Listening
-T elicits what they find interesting 1. Look at the pictures and discuss
about them (a person relaxing on a with your partner what is
planet in a spacesuit, people pulling happening in them. Can you guess
suitcases for holidays in the universe, what the recording is about? Now
etc…) listen and check.
Key: The recording is about space
tourism
3. While listening
Aim: Ss can listen for general and specific information about some space
tourism services
-Have Ss read the questions first. 2. Listen again then answer the
Remind them that they can only write questions with NO MORE THAN
no than more three words to answer THREE WORDS.
the questions. Allow Ss to listen to Key:
the recording several times and give 1. Recreational, leisure, business
them plenty of time to complete this 2. International Space Station
task. 3. “Spacewalk”
4. “manned spaceflight”
5. Costly, dangerous, unsustainable
3. Match the numbers to their
-Have Ss match the numbers to their references, then listen and check
references with what they remember your answers.
from the last listening. Key:
-Ss listen to either check or complete 1. D 2. C 3. A 4. E 5. B
the task.
4.Post listening
Aim: Ss can write a short paragraph using advertising language
T explain that advertisements are II. WRITING: Persuasive
written in a special way to persuade language for advertisements
customers to buy or use a product or 4. Look at these advertising
service. examples from the websites of
-Have SS analyse the first some space tourism companies.
advertisement and underline the Underline the words/ phrases that
words or phrases that make it sound you think make the advertisements
more persuasive. sound more persuasive.
85
-Ss work in pairs to analyse the last Key:
advertisements(if time allows, T may “Become a lunar explorer. Join the
bring in other print advertisements or greatest private expedition of our
TV commercials (in English or time”
Vietnamese) for the analysis. “An amazing, life – changing
After Ss have completed the task, experience”
introduce the Language skills box. “Ready To Become An Astronaut?”
For a more able class, ask SS to add
more adjectives that they think may
be used in advertisements.
-Ask Ss to look out for hints in the 5.Can you guess what is being
words used when doing this task. For advertised? Find the answer in the
example “shine” may go with box.
“shampoo”, “bar” with “chocolate” Key: (suggested)
etc… 1. A bakery slogan
-Once Ss have finished, ask them to 2. A shampoo product
pay attention to the way the 3. A coffee product
advertisements are written. 4. A fuel – efficient car
-SS use any of the advertising 5. A tourism slogan
techniques they have learnt so far? 6. A chocolate product
-T may ask Ss to discuss which
advertisements they like the most, 6.Write a short ad (2-4 sentences)
and why. to advertise these products. You
can use strong adjectives, active
verbs, imperatives, comparatives,
Work in groups of four, Ss discuss to questions, etc…
decide together what their Key: (suggested)
advertisements will be like. Remind 1. Watch miracles happen as our
Ss to select advertising techniques extra – mild detergent removes all
They have learnt (strong adjectives, your stubborn stains! An excellent
active verbs, imperatives, way to protect your clothes.
comparatives, questions, etc.) for 2. Have you tried our new delicious
their text. and healthy yoghurt? Its tasty
Have Ss work individually to write freshness will brighten your day!
their advertisements. 3. The most stylish bicycle ever.
Designed with you in mind.

- T: guide Ss how to do exercises in workbook and what to prepare for the new
lesson
- Ss: write down in their notebook
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
- Edit and revise their writing ( in the notebook)
- Date of preparingU10- Looking back
86
__________________________________________________________
Period 86
Lesson 7: LOOKING BACK AND PROJECT
I. OBJECTIVES:
 Review the vocabularies and structures they have learnt to do the
exercises.
2. Qualities: sentences completion, matching verbs with phrases, reporting
to the partner, circling the best answer, playing games.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Aim: To warm up the class
T lets Ss sing an English song

Ss sing an English song
2. Vocabulary
Aim: Ss review the vocabularies they have learnt to do the exercises
-Have SS work individually to fill the gaps 1. Complete the sentences using
and then compare their answers with a the prompts provided.
partner. Challenge them to complete the KEY
task without using the prompts. 1.satellite
2.parabolic flight
3. habitable
4. attach Touring
5. spacecraft
6. meteorites
87
2. Which verbs go with which
phrases.
-Ask SS work individually to do matching KEY
exercise. If time allows, ask them to work 1. f: to launch a spacecraft
in pairs to make the sentences using the 2. D: to orbit Earth
phrases. 3. e: to experience microgravity
4. a: to live abroad the ISS
5. c: to train to become an
astronaut
6. b: to do experiments
3. Grammar
Aim: Ss can review the structures they have learnt to do the exercises
3. Complete the following tasks,
using the past perfect.
-Ask Ss to work individually and write a. These are the things that Jack
down the actions in full sentences. had done before his birthday
-Then ask Ss to work in pairs and talk party last week. Report them to
about these actions. your partner.
KEY
He had cleaned the house.
He had bought candles
He had made a cake
He had selected a nice music
playlist
He had hung up balloons
He had chosen a funny movie
b. Look at the following training
-Ask Ss to work individually and write tasks that Mai had completed
down the actions in full sentences. before she became a professional
-Then ask Ss to work in pairs and talk astronaut. Report them to your
about these actions. partner.
KEY
She had passed a swimming test
She had studied spacecraft
systems
She had learnt about the ISS
She had experienced microgravity
She had taken parabolic flights
She had tried crew activities
4. Circle the best answer.
KEY
1. x
2. Who
-Ask Ss to work individually to complete 3. Which
88
4.X
the task and then compare their answers 5. Where
with a partner. A cross means no relative 6. that
pronoun is required
4. Communication
Aim: Ss can interact to each other
-Ask Ss to follow the instructions to play 1.Game: THE LONGEST
this game. If time allows, both alternatives SENTENCE IN THE WORLD.
can be done to provide Ss with further 2.Role play. In groups of four,
practice on defining relative clauses. take turn to be two interviewers
-Work in groups, Ss play – role. While Ss for 4 teen radio station and two
role-play, T goes around and provides astronauts who have spend time
help. Later call on some volunteer groups on the ISS. The interview should
to role-play in front of the class. focus on daily life on the ISS.
5. Project
Aim: Ss can know how to do the project at home
A holiday out of this world! A holiday out of this world!
Encourage SS to design attractive posters
by using graphics and impressive
advertising language. Alternatively, SS
can prepare a short slide show presentation
(3-4 slides) to talk about their company’s
tour

- T: guide Ss how to do exercises in workbook and what to prepare for the new
lesson
- Ss: write down in their notebook.
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
- Rewrite the exercises in the notebooks.
- Do exercises in the workbook.
- Complete the project ( in 2 weeks):
-Prepare GETTING STARTED - Unit 11
_________________________________________________________________
Period 87
UNIT 11: CHANGING ROLES IN SOCIETY
I. OBJECTIVES:
- Use the lexical items related to the changing roles in society.
89
- Interact a conversation about the vision of the future.
a. Vocabulary: vocabulary related to the changing roles in society.
b. Grammar: Review
2.Qualities:listening and reading, tick the table, tick the correct explanation,
answering the questions, discussing and finding the meaning of the sentences,
discussing, playing games.
II. TEACHING AIDS
III. PROCEDURE
1. Checking: 15minutes
Code 1
I. Choose the best answer
1. The book ___________ Amelie is reading now is about the Big Bang theory.
A. which B.who C.where D. Why
2. In winter, many Swedes travel to a country ___________ there’s a lot of
sunshine.
A. which B. where C. who D. what
3. This is the space tourism service ___________ is being advertised on our
website.
A. that B. who C. when D. why
4. ‘The cinnamon buns ___________ my mother makes are the best in the world!’
he said.
A. when B. that C. whose D. who
5. A spacewalk occurs ___________ an astronaut gets out of a vehicle while in
space to do science experiments, or conduct repairs.
A. who B. what C. when D. whose
6. The dance club __ Mai often goes to will be doing a performance this
Christmas.
A. when B. who C. who D. which
II. Combine the two sentences using defining relative clauses
1.He read the poem to us. The poem has been translated into several languages.
→ The poem ………………………………………………..
2.What did you do with the money? Your grandparents gave it to you.
→ What did you do with the money ……………………………..?
Code 2
I. Choose the best answer
1. A spacewalk occurs ___________ an astronaut gets out of a vehicle while in
space to do science experiments, or conduct repairs.
A. who B.what C.when D. whose
2. This is the space tourism service ___________ is being advertised on our
website.
A. that B.who C.when D. why
90
3. In winter, many Swedes travel to a country ___________ there’s a lot of
sunshine.
A. which B.where C.who D. what
4 The dance club ___________ Mai often goes to will be doing a performance this
Christmas.
A. when B.who C. who D. which
5. The book ___________ Amelie is reading now is about the Big Bang theory.
A.which B.who C.where D. Why
6. ‘The cinnamon buns ___________ my mother makes are the best in the world!’
he said.
A. when B.that C.whose D. who
II. Combine the two sentences using defining relative clauses
1. I used credit card to buy a computer game. The game is called ‘Mars Mystique
Mission’.
→ I used ………………………………………………..
2. I met the girl in the library. I’ve told you about this girl.
→ I met the girl …………………………………………………………
I. Choose the best answer (6pts)
Code 1
1. A 2. B 3. A 4. B 5. C 6. D
Code 2
1. C 2. A 3. B 4. D 5. A 6. B
II. Combine the two sentences using defining relative clauses (4pts)
Code 1
1. The poem which he read to us has been translated into several languages
2. What did you do with the money which your grandparents gave you
Code 2
1. I used credit card to buy a computer game that is called ‘Mars Mystique
Mission’
2. I met the girl whom I’ve told you about in the library.
2. New lesson:

1.Warm up:
- Ask Ss to list some groups of people *Chatting.
and their roles in society. Ask Ss if
they think the roles of these people
will change in the future. If yes, ask
how they will change. Ask Ss to give
explanations for their opinions.
2. Presentation
Aim: Help Ss Interact a conversation about the vision of the future.
- Ask Ss to look at the title of the 1. Listen and read.
91
conversation and the picture. Ask - What do you think the guests at the
them some questions. Beyond 2030 forum are talking
- Have Ss answer the questions as a about?
class. - What does the title ‘Into the future’
- Play the recording and have Ss mean to you?
follow along.
understand.
- Ss work independently. Encourage
them to do the exercise without a. Tick (√) the person who has this
looking back at the conversation. idea.
- After that, allow Ss to share answers. Key:
- Check their answers as a class. 1. Phong
2. Mai
3. Phong
4. Nguyen
5. Mai
b. Answer the questions.

- Ask Ss to read the questions and Key: 1. It’s for people to share their
underline the key words in each vision of the future.
question (e.g. purpose in 1, who in 2). 2. Some students from Oak Tree
This helps Ss determine what School in Happy Valley.
information they need to answer those 3. He says that learning will also take
questions. Then Ss refer back to the place outside school.
conversation and look for the answers. 4. It will give them a sense of
Correct the answers as a class. participation and of being part of the
process.
5. No, he won’t. He may still go to
work.
6. No, he doesn’t.
- Ask Ss to work in groups of four or - c. Work in groups. Discuss and find
five. Ask them to find the the meaning of the phrases and
phrases/sentences in the conversation. sentences.
- Ask them to look at the context Suggested answers:
around where these phrases/sentences 1. after the year 2030
appear and elicit their meanings. 2. Ideas about what life will be like in
- Correct the answers as a class. the future
3. Both housework and paid work are
worthy of respect.
4. I love being with my father.
3. Practice
Aim: Help Ss use the lexical items related to the changing roles in society.
- Have Ss work independently to 2. These words/phrases are taken
92
choose the correct option A or B for from the conversation. Tick (√) the
each question. Have them share their correct explanation for each one.
answers in pairs. Key: 1. B 2. A 3. B
- Check as a class. 3. Work in groups. These pictures
represent some visions of the
- Have Ss work in groups of four or - future. Discuss what they may
five. Ask them to look at the pictures mean.
and guess what future visions the Suggested answers:
pictures represent. Encourage them to 1. Cars will be running on solar
come up with as many predictions as energy.
possible. Then have them 2. People will live in houses in the
present their ideas to the class. sky.
3. People will be able to talk with
their pets.
4. Robots will be doing the
housework.
5. Trains will be running as fast as
300km/h.
6. Land will become barren.
4. Ptroduction
Aim: Ss can play game about the changing roles in society.
- Divide the class into two teams. One 4. GAME
team names a service and the other Make two big groups. One group
team says what they think the service names a service. The other group
will be like in the future. Try to give gives their vision of that service in
every student ago, not just the most the future. Take turns to do this.
advanced ones in the class The group with the most
For a less able class, allow both teams predictions wins.
to come up with the services first.
Write them on the board and allow Ss
about five minutes to prepare. When
the time is over, the game starts. The
group with the most
predictions wins.

Retell the main contents of the lesson
- Learn by heart the new words.
Prepare: talk about the role of robots in the future
Find :verb, noun of words in part 1
_________________________________________________________
93
Period 88
I. OBJECTIVES:
- Identify the rising or falling tones in agreement and disagreement
sentences and say the sentences correctly.
b. Grammar: Review
c. Pronunciation: The rising or falling tones in agreement and disagreement
sentences.
2. Qualities: completing the table, using the words in the table in 1 to
complete the sentences, choosing the correct answer, sentences completion,
listening and repeating, marking sentences.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Teacher’s and students’ The main contents
activities
1. Warm up:
- Ask Ss to talk about the role of *Chatting.
robots in the future.
2. Presentation
Aim: Help Ss use the lexical items related to the changing roles in society.
Ask Ss to complete the table 1. Complete the table with appropriate
individually or in pairs. Then words.
allow them to share their answers Key:
with a partner/ another pair. Verb Noun Noun
Check as a class. (person)
1. attend attendance attendant
2. facilitate facility facilitator
3. provide provision provider
4. develop development developer
5. interview interview interviewer/
interviewee
6. evaluate evaluation evaluator
94
7. participate participation participant
8. apply application applicant
- This is quite a demanding 2. Use the words in the table in 1 to
exercise. Let Ss work in pairs. complete the sentences.
Ask them to determine the form of Key:
the word which is missing from 1. attend
each sentence first. Then ask them 2. facilitate
to read the whole sentence 3. provider
carefully and determine 4. developed
the meaning of the missing word. 5. interviews
After that, they choose the correct 6. evaluation
word. Allow Ss to share their 7. participation
answers with other pairs. Check 8. apply
the answers as a class.
- Have Ss work individually. Ask 3. Choose the correct answer A, B or C

Ss to use the context of each which is closest in meaning to the
sentence as guidance. Once they underlined word/phrase in the
have completed the exercise, they sentences.
can exchange their answers with a Key: 1. B 2. C 3. A 4. B 5. A
partner. Check the answers as a
class.
4. Complete the sentences with phrases

- Before Ss do the task, ask them formed with ‘sense of’.
to read the REMEMBER! box. Key:
Ask Ss to read the phrases in the 1. sense of direction
table. Make sure they understand 2. sense of humour
the meanings of the phrases by 3. sense of time
giving equivalents in 4. sense of responsibility
Vietnamese. Have Ss then 5. sense of style
complete all the sentences. Con-
firm the correct answers as a
class.
3. Practice
Aim: Help Ss Identify the rising or falling tones in agreement and
disagreement sentences and say the sentences correctly
- Use the REMEMBER! box to 5. Listen carefully and tick (√) the
instruct how the rising and falling correct box. Then listen again and
tones are used when you want to repeat.
show your agreement or Key
disagreement with some idea or 1. No one can deny it? ⤻
opinion. Write the examples in the
box on the board and have the
95
whole class practise them. Make
sure that Ss understand the rules 2. All of us can see your point. ↷
before they do the exercises. 3. We will help him with the money. ↷
4. You will be cooking. ⤻
- Have Ss listen to the recording 5. Well, you may be right. ⤻
and tick the correct column for 6. Mark Mike’s sentences with falling
each question. Then let them (agreeing) or rising (disagreeing)
listen again and have them repeat arrows. Then listen and check.
the sentences with a focus on the Mike: Yes, that’s important. ↷
tones.
Laura: And we must act to save
endangered species. ↷
- Have Ss work individually. Ask
Mike: That’s an important point ⤻
them to read the conversation
Mike: Umm, yes I suppose so ⤻
carefully and refer to the
REMEMBER! Box as they do the
exercise. Then play the recording.
Ss listen, check, and say the
sentences. Call on some Ss to say
the sentences individually.
4. Production
Aim: Ss can interarct to each other about the changing roles in society
T asks Ss to make sentences using

the vocabular words
Ss make sentences

Review: Future passive and Non - defining relative clauses
_________________________________________________________
Period 89
I. OBJECTIVES:
- Use the future passive correctly.
- Recognise non-defining relative clauses and use them correctly.
96
b. Grammar: Use the future passive, non-defining relative clauses.
2.Qualities:: choosing the future active or passive to complete the
sentences, rewriting the sentences without changing their original meanings,
putting a comma/commas where necessary in the sentences, cross out the relative
clause which can be omitted without causing confusion to the meaning of the
sentence, making the sentence.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
activities
1.Warm up:
- Ask Ss to talk about the role of
robots in the future.
2.Presentation
Aim: Help Ss review the future passive
1. Review. * Future passive.
- Write the two example sentences Example:
using the future active and passive 1. They will build a new bridge here.
on the board. Let Ss work out the 2. A new bridge will be built here.
difference between the two
sentences. This reminder should
help Ss to complete exercise 1.
2. Practice. 1. Choose the future active or passive
- Ask Ss to work individually. They to complete the sentences.
then share their answers with a Key:
partner. Check the answers as a 1. A 2. B 3. B 4. A 5. A 6. B
class. 2. Rewrite the sentences without
changing their original meanings.
- Have Ss work individually. Ask Key: 1. Classes will also be held in
them to exchange their answers for places like restaurants or supermarkets.
checking. Have Ss write their 2. The school’s curriculum will
answers on the board. T corrects if constantly be tailored to meet changes
needed. in society.
Note: For Ss who are weak at this 3. Students’ academic performance
kind of exercise, ask them to will not be evaluated through exams
underline the verb phrases in the only.
original sentences which will have 4. Not all the decisions in the family
97
to be changed. Then ask them to will be made by men.
change the sentences into future 5. Women will be freed from most
passive first, before completing housework by high technology.
the rest of the sentences. 6. More flyovers will be built to reduce
traffic in the city.
3. Practice
Aim: Help Ss know how to recognise non-defining relative clauses and use
them correctly
Work with Ss on the REMEMBER!
box. Write the examples in the box REMEMBER!
on the board as you explain the
rules. Ensure that Ss understand the
rules before beginning the exercises.
T may keep the examples on the
board while Ss are doing the
exercises. 3. Put a comma/commas where
necessary in the sentences.
- Ask Ss to work individually. They Key:
can then exchange their answers 1. Minh told me about his new job,
with a partner. Elicit the answers which he’s enjoying very much.
from Ss and correct them if 2. The Board of Directors are usually
necessary. Ask Ss to explain their those who get the most votes.
answers to check their understanding 3. The US, which stands for the United
of the rule. States, is sometimes confused with the
UN, which stands for
the United Nations.
4. Jack London, who is the author of
The Call of The Wild, is a famous
American writer.
5. Psychology, which is the study of
the mind, originates from a Greek
word.
6. Jane refused a position which would
be a dream job for many of her peers.
4. Cross out the relative clause which
- Before doing this exercise, remind can be omitted without causing
Ss that only non-defining relative confusion to the meaning of the
clauses can be omitted. Have Ss do sentence.
this exercise individually. They may Key:
refer to the rules on the board. 1. Sarah works for a company that
Check the answers as a class. makes bikes.
2. I’ve got a sister called Caroline.
3. This morning I met my ex-classmate
Janet.
4. The 6.30 bus was late today.
98
5. Only those who had booked in
advance were allowed in.
6. The stairs which lead to the
basement are rather slippery.
4. Production
Aim: Ss can make sentences with a non-defining relative clause
- Have Ss work individually. Let Ss Make the sentence in brackets to
share their writing with their partner. make a non-defining relative clause.
Check as a class, paying special Key:
attention to the commas and the 1. We are staying at the Grand Hotel,
relative pronouns. which will be demolished for a
department store.
2. The essays will be assessed by Hans
de Wit, who is the President of the
EAIE.
3. The Second World War, which
lasted from 1939 to 1945, destroyed
hundreds of cities in Europe.
4. I have read several short stories by
Jack London, who is a famous
American writer.
5. The Eiffel Tower, which is on the
River Seine, was built over two
hundred years ago.
3.Guides for homework
- Review structures.
_____________________________________________________________
Period 90
I. OBJECTIVES:
Describing the changing roles of schools
b. Grammar: Use the future passive, non-defining relative clauses.
2. Qualities: discussing and taking notes, reading, discussing and finding
their meanings, sentences completion, interact to each other.
II. TEACHING AIDS
99
III. PROCEDURE
The writing test (15’)
Combine each pair of sentence to make a complete sentence using a relative
pronoun.
Here is an example.
A spacecraft is a vehicle. It is used for travel into space.
→ A spacecraft is a vehicle which is used for travel into space.
1. The International Space Station is a large spacecraft. It was launched in 1988.
→ ____________________________________________________________
2. An astronomer is a scientist. An astronomer studies the sun, the moon and other
planets.
→ _____________________________________________________________
3. A telescope is a piece of equipment. Astronomers use it to observe stars.
→ _____________________________________________________________
4. The place has a microgravity environment. Astronauts live and conduct research
here.
→ _____________________________________________________________
5. Space tourism is becoming more and more popular. It is space travel for
recreational purposes.
→ _____________________________________________________________
Key:
1. The International Space Station is a large spacecraft which was launched in
1988.
2. An astronomer is a scientist who studies the sun, the moon and other planets.
3. A telescope is a piece of equipment which astronomers use to observe stars.
4. The place where astronauts live and conduct research has a microgravity
environment.
5. Space tourism which is space travel for recreational purposes is becoming more
and more popular.
2. New lesson:
1. Warm up:
- Start this session by writing ‘The *Chatting.
roles of schools in the future’ on
board. Ask Ss to read the introduction
to the Just imagine! forum. Lead Ss
through a discussion about how they
think the roles of school will
change in the future. Encourage Ss to
be imaginative and come up with
ideas. There are no wrong answers at
100
this stage.
2. Presentation
Aim: Help Ss read the introduction about the changing roles of schools
- Have Ss read the posts individually 1 a. Work in groups. Read the
as quickly as possible. Then refer to introduction to the Just imagine!
their predictions in 1a and see if there forum. Discuss and take notes of
are any similarities. your own predictions.
- Ask Ss to work in groups of three or

four. Ask them to look for the
words/phrases in each post in 1b and
work out their meaning, based on the b. Read the predictions which have
context. been posted and see if any are
- Check the answers as a class. similar to yours.
3.Practice
Aim: help Ss describe the changing roles of schools
- Have Ss work in groups. Ask them 2. Work in groups. Look at the
to read each post in 1b carefully and coloured words/ phrases in the posts.
choose the most relevant response (1- Then discuss and find their
4) for it. meanings from the context.
- Check as a class. Suggested answers:
1. real; practical
2. focussed on a particular person;
customised
3. a person who judges another
person’s performance
4. reacting quickly and positively;
showing interest in something
5. making the necessary changes to
something to make it fit a person or
situation
3. Which response (1-4) is the most
relevant to each of the posts in1b?
Key: Post 22: 4
Post 51: 3
Post 76: 1
Post 101: 2
4. Production
Aim: Ss can discuss and support answers with specific reasons and
examples
- Have Ss discuss each of the 4. WHAT DO YOU THINK?
questions in groups of four or five. Discuss in groups. Support your
101
They can refer back to the posts in 1b. answers with specific reasons and
- Ask them to note down all the examples.
changes they see in the posts. Tell
them to support their answers with
reasons. Ss then share their opinions
with the class. Give comments on
groups’ ideas.

- Write about the changing roles of schools.
_________________________________________________________
Period 91
Lesson 5: SKILLS 1
I. OBJECTIVES:
- Read for specific information about the changing roles of women in
society and its effects.
- Talk about roles in the future
b. Grammar: review
2. Qualities: discussing, reading and matching, reading and answering the
question, talking, giving reasons, making a list, interact to each other.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1.Warm up:
- Ask Ss to talk about the changing *Chatting.
roles in society, they are positive or
negative.
2. Pre reading
Aim: lead sss to the topic of the text
1 Discuss in groups.
102
- Have Ss discuss the questions in 1. What changes in society will we see
groups or as a class. Encourage them in ten years’ time?
to use their imagination, and 2. What will be the changes in the roles
consider even the smallest changes of men and women in society?
and their possible effects. T can 3. How will the increasing involvement
write some of the most interesting of women in public life affect society?
answers on the board, and leave
them there while the class does 2.
3. While reading
Aim: Read for specific information about the changing roles of women in
society and its effects.
- Ask Ss to read the passage 2 a. Read the passage and match the
individually, paying special attention underlined words/phrases in the
to the underlined words/phrases. passage with their definitions.
- Ask them to guess the meanings of Key: 1. d 2. e 3. b 4. f 5. a 6. c
these words/phrases through the
context. Then let them do the
matching exercise. Check and con-
firm the correct answers.
b. Read the passage again and
- Have Ss read the passage again and answer the questions.
answer the questions. Ask them to Key:
mark the word/words where the 1. The ever increasing involvement of
information for the answers comes women in education and employment.
from. Ss can share their answers 2. The socio-economic picture of these
with their partners. countries.
- Check Ss’ answers as a class. 3. Their financial burden will be
reduced. However, they will no longer
be the dominant figures and will learn
to share decision-making and
housework.
4. They will learn to be more
independent.
5. The service sector.
6. It will develop.
4. Post reading
Aim: Help Ss Talk about roles in the future
Have Ss work individually. Ask 3 a. Here are some predictions about
them to read the predictions and tick the changing roles of males and
the one(s) they agree with. There are females in the future. Tick (√) the
no wrong answers here, though Ss one(s) you agree with.
should be preparing to back up their
choices with reasons and
103
examples. b. Work in groups. Share the
predictions
- Ask Ss to work in groups. Each you agree with in 3a in the group.
student shares his/her list. Other Ss Discuss if you agree with your group
in the group discuss the predictions mates’ choices. Give reasons and
and say whether they agree or examples to support your opinion.
disagree, backing their opinions up
with reasons and examples. T moves
around the class to facilitate the
discussions. If something interesting
comes up, T may wish to bring the
whole class together to discuss it..

Prepare: Answer the questions:
Do you know which countries in the world that have the changing in the
roles of women in society?
What are they?
Are they good for women?
Write about the roles of teenagers in the future

Period 92
Lesson 6: SKILLS 2
I. OBJECTIVES:
- Listen for specific information about the changes that women in Kenya are
going through.
- Write about the roles of teenagers in the future.
b. Grammar: review
2. Qualities: looking at the maps and answering the questions, listening and
deciding T or F, listening and completing sentences, writing a short paragraph.
3. Competences: Groupwork, independent working, pairwork, linguistic
II. TEACHING AIDS
104
III. PROCEDURE
2. New lesson
1.Warm up:
- Ask Ss: Do you know which
countries in the world that have the
changing in the roles of women in
society? What are they?
Are they good for women?
2. Pre listening
- Ask Ss to look at the maps and work 1. Look at the maps. Where is Kenya
in groups to locate Kenya on the located?
larger Africa map. If Ss are having What do you know about this
problems, suggest they focus on the country?
shape of the country. (Kenya is in the
east of Africa, about halfway up the
map). Ask them to share any
information they know about this
country. If they know nothing about
Kenya, T can come back to this
question after Ss have done the
listening exercises.
3. While listening
Aim: Help Ss listen for specific information about the changes that women in
Kenya are going through.
. - Have Ss read the statements first. . 2. Listen to the description of some
For a class which knows more about changes in the roles of women in
Kenya, encourage them to make a Kenya. Decide if the statements are
guess if a statement is true or false true (T) or false (F).
before they actually do the listening. Key:
- The audio recording for this section 1. T 2. T 3. T 4. F 5. F
has two parts. T plays both parts of
the recording for the class now.
- Ss listen and tick (√) the answers.
Check the answers as a class.
- Play part 2 of the recording again.
Ss listen and do activity 3. Ss can 3. Listen to part 2 again and ll the
exchange their answers. blanks with the correct information.
- Write the correct answers on the Key:
board. 1. 1995: 65% 2. 2010: 47% 3. 2025:
30% 4. 1995: 22% 5. 2010: 36% 6.
2025: 48%
105
4. Post listening
Aim: Help Ss write about the roles of teenagers in the future
4. Work in groups. How do you
- Have Ss work in groups of three or think the roles of teenagers will
four. Together they discuss and make change in the future? Brainstorm
a list of the possible changes in the and make a list of possible changes.
roles of teenagers in the future.
Encourage Ss to explain why they
think these changes will happen.
Walk around and help Ss with any
difficulties.
- T may have the groups write their 5. Choose one of your group’s ideas,
lists on board. Leave the lists there for and write a short paragraph about
activity 5. it.
Sample writing:
- Have Ss write a short paragraph It is likely that teenagers in the future
about one of the changes their group will be more in charge of their studies.
has listed in 4 individually. If time There are at least two reasons for this.
allows, T can ask one or two Ss to Firstly, there is the rise of the Internet,
share their writing with the class by which provides teenagers with various
writing it/them on the board. Other Ss reliable sources of information. It also
give comments allows teenagers to develop a large
social network with their peers. They
can therefore self-search, exchange,
and discuss information in order to
plan their studies.
Secondly,the fact that they start school
early and spend a lot of time by
themselves when their parents go out
to work makes them more independent.
Decision-making will become a larger
part of their lives. Teens will make
decisions concerning their own lives,
instead of being told what to do and
how to do it. In short, these are the two
reasons why teenagers will become
more responsible for their studies

________________________________________________

106
Period 93
I. OBJECTIVES:
a. Vocabulary: Vocabulary related to astronomy and space travel.
b. Grammar: review
2. Qualities: sentences completion, using the words in their correct forms to
complete the sentences, choosing the best answer, using the correct form of the
relative clause to combine the two sentences into one, interact to each other.
3. Competences : Group work, independent working, pair work, linguistic
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1. Warm up
T lets students sing an English
song
2.Vocabulary
Aim: Help Ss review some vocabularies they have learnt in this lesson
- Have Ss complete this exercise 1. Complete the sentences with the
individually. words in the box.
- Check their answers as a class. Key:
1. male-dominated
2. individually-oriented
3. hands-on
4. responsive to
5. financially
6. facilitators
2. Use the words in their correct
- Ss work individually. Ask them forms to complete the sentences.
to determine that form of word Key:
missing from each sentence (a 1. supports
verb, a noun, or an adjective) and 2. provider
then Ss work out the correct 3. predicting
answer to complete the sentences. 4. tailored
107
Ss can then double check the 5. evaluate
answers with their partner. Con- 6. witnesses
firm the correct answers.
3. Grammar
Aim: Help Ss review the relative clause
- Ss complete this task individually 3. Choose the correct answer A, B,
or in pairs. C, or D to complete the sentences.
- Check as a class. Key: 1. C 2. A 3. B 4. B 5. C 6.
D
- Have Ss complete the activity 4. Use the correct form of the
individually. relative clause to combine the two
- Have them double check their sentences into one.
answers. Key:
- Call on two Ss to write their 1. Many tourists visit Liverpool, which
sentences on the board. is the home of The Beatles.
- Comment and confirm the correct 2. The town hasn’t got any parks where
sentences. people can go and relax.
3. My son took part in the Beyond 2030
forum, which invited people to share
their vision of the future.
4. Baron Pierre de Coubertin, who was
the founder of the modern Olympic
Games, was not in favour of women
participating in the Games.
5. There will be an open discussion
which will look at the main challenges
and opportunities in the coming
decades.
6. The changing economic role of
women, which started in 1948, has
greatly affected the role of men.
4.Communication
- Ss work in pairs to complete the 5. Match each prediction with two
exercise. Check the answers as a responses. Then practise saying them
class. Then Ss can practise reading in pairs.
aloud the predictions and responses Key:
with their best pronunciation and 1. C, H 2. D, F 3. B, G 4. A, E
fluency. Call on some pairs to act
them
out in front of the class.
108
assessment. Discuss as a class what
weaknesses remain, and what areas
Ss have mastered.

Guide Ss to do the project: Your vision of the future
- This project aims to encourage Ss to work out what they think the
world in the future will be like.
- Divide Ss into groups of four or five and instruct them on what they have
to do. Since this is a broad topic, it may be helpful if each group chooses an
area which they can focus on (technology, education, medicine, etc.).
Encourage every member of the group to actively participate in the project.
Tell them
their project has to answer the questions:
• what your vision of the future is
• how the world will be different to today’s world
• what brings about the change, and
• how you feel about it
- Have Ss present their ideas in the next lesson. When all the groups have
given their presentations, the whole class can vote for the best.
- Review unit 10, 11.

- Prepare: The forty – five minute test (4).

Period 94
UNIT 12: MY FUTURE CAREER
I. OBJECTIVES:
- Use the lexical items related to jobs and careers.
- Interact a conversation about what subjects will choose.
a. Vocabulary: vocabulary related to subjects, jobs and careers.
b. Grammar: review
2. Qualities: listening and reading, putting a word/phrase from the box
under each picture, finding a word/phrase in the conversation that means, Tick ( )
true (T), false (F), or not given (NG), sentences completion
II. TEACHING AIDS
III. PROCEDURE
109
2. New lesson
1.Warm up:
*Game.
‘The roles of teachers and schools in
- Ask Ss to play a game. First, divide the future’
Ss into two equal teams. Write the
phrase ‘The roles of teachers and
schools in the future’ on the board.
Ask the two teams to write down as
many words/phrases relating to the
roles of teachers and schools in the
future as possible.
- Set a time limit of three minutes.
The team with more correct
words/phrases wins
2. Presentation
Aim: Help Ss Interact a conversation about what subjects will choose
- Ask Ss what job or career they want 1. Listen and read.
to do in the future. Then ask them Do you have to choose some specific
another question. subjects to focus on if you want to do
- Elicit answers from Ss. Now, tell that job in the future?
them to look at the picture and the
heading ‘What subjects will you Who can you see in the picture?
choose? ’ and ask them these Where do you think they are?
questions. What do you think they are talking
- Have Ss answer as a class. about?
- Play the recording and have Ss follow
along.
- After that, Ss can compare their
answers with the information in the
conversation.
understand. a. Put a word/phrase from the box
- Ss work in pairs to label the pictures under each picture.
with the words/phrases given. Allow Key: 1. lodging manager 2. event
pairs to share their answers before planner 3. customer service staff 4.
asking them to discuss as a class. housekeeper 5. tour guide
Then ask some Ss to read the 6. biologist
words/phrases aloud and correct
their pronunciation if necessary.
b. Find a word/phrase in the
- Have Ss work individually. Ss find conversation that means:
110
the words/phrases with the given Key:
meaning in the conversation. Then 1. GCSE
have Ss share their answers with a 2. vocational subjects
partner before asking them to discuss 3. academic subjects
as a class. 4. applied approach
5. tourism
6. leisure
c. Tick ( ) true (T), false (F), or

- Have Ss read the conversation again not given (NG).
to tick true (T), false (F), or not given Key:
(NG). Remind Ss that they can answer 1. T 2. F 3. F 4. NG 5. T
NG (not given) if they don’t think the 6. F
information was given as part of the
conversation. Ss
exchange their answers with a
classmate.
- Ask for Ss’ answers as well as their
explanation for their choices.
- Write the correct answers on the
board.
3. Practice
Aim: Help Ss practice some vocabularies related to jobs and careers
- Have Ss work in pairs to read the 2 a. Look at the phrases and cross
phrases and complete the task. Check out any noun/noun phrase that
the answers as a class. doesn’t go with the verb.
Key:
1. a job
2. leisure time
3. a job
4. a living
b. Complete each of the following
- Ask Ss to work individually to sentences with a collocation in2a.
complete the sentences with the right Note that one is not used. You may
collocations. Then ask them to share have to change the forms of the
their answers with a partner. Finally, collocations to fit the sentences.
check the answers as a class. Key:
1. take/do (an English) course
2. doing a nine-to-five job
3. work flexitime
4. earns money/earns a living
5. did a course/took a course
6. work overtime
4. Production
111
Aim: Ss can know more about job
- Ask Ss to work in groups of four. Ss GAME: WHAT’S MY JOB?
take turns thinking of a job. The In groups, take turns to think of a
others ask Yes/No questions to find job. The others can ask Yes/No
out information, and guess what the questions to find out what that job
job is. The aim is to have Ss ask as is.
many questions as possible. T can tell
them that they may ask questions
about necessary qualifications, skills,
likes, dislikes, working conditions,
salary, colleagues, or people they are
working with

- Think for your future job.

Period 95
I. OBJECTIVES:
- Identify in which situations to use high tones and say sentences with the
correct high tone.
a. Vocabulary: related to jobs and careers.
b. Grammar: review
c. Pronunciation: High tones
2. Qualities: Put one word/phrase under each picture, sentences completion,
matching words with definitions, fill each gap with word, listening and reading,
listening and drawing and repeating
II. TEACHING AIDS
112
III. PROCEDURE
2. New lesson
1.Warm up:
- Start by reviewing the previous *Game.
lesson. Begin by asking two pairs of
Ss to come to the front to play a
quick game. Ask them to write as
many jobs and collocations (or
phrases) used to describe those jobs
as possible. Set a time limit of three
minutes. The pair with the most
correct words and collocations wins.
2. Presentation
Aim: Help Ss Use the lexical items related to jobs and careers
- Now have Ss turn to the book and 1. Put one word/phrase under each
work in pairs to identify the pictures. picture. There is one extra word.
Ask them to briefly describe the Key:
pictures. Then let them do the 1. craftsman
matching exercise. Check the 2. physicist
answers as a class. Then ask Ss: 3. opera singer
Which of these jobs would you like 4. fashion designer
to do in the future? 5. pharmacist
Why would you like to do it? 6. architect
Ask some Ss to answer the 7. businesswoman
questions. 8. mechanic
2. Fill each blank with a suitable job
from 1, adapting them where
necessary.
Key:
- Have Ss work individually to fill 1. physicist
the blanks. Remind Ss that the form 2. mechanic
of the word may need to be changed 3. pharmacist
to fit the sentence. Allow them to 4. fashion designer
share their answers with a partner 5. opera singer
before checking as a class. 6. architects
7. businesswomen and businessmen
8. craftsmen and craftswomen
3 a. Match each word/phrase in the
left column with its definition in the
right one.
- Give Ss a couple of minutes to Key: 1. D 2. B 3. A 4. C
113
work in pairs to do the matching.
Then check the answers as a class. b. Fill each gap with a word/phrase
in3a.
Key:
- Have Ss work individually to 1. career
complete the sentences. Have them 2. job
compare their answers in pairs. 3. profession
Afterwards, check Ss’ answers as a 4. career path
class.
3. Practice
Aim: Help Ss identify in which situations to use high tones and say
sentences with the correct high tone
Have Ss silently read the High tones
information and examples in the - We use high tones for adjectives like
box. Ask some Ss to summarise the excellent, gorgeous, brilliant, superb,
rules and read out the examples in absolutely amazing, etc., to show
the box or to give their own strong feelings. If we use weaker
examples. Ensure that Ss have adjectives like nice, quite pleasant,
understood the ideas before quite pretty, etc., our voice does not
proceeding. Inform Ss that negative usually go high.
adjectives (awful, terrible) can be Example:
affected by tone in the same way as A: So, how was your trip?
positive ones (excellent, brilliant). B: Excellent!
A: Good food?
B: Quite pleasant.
- When people use excellent, gorgeous,
brilliant, superb, absolutely amazing,
etc., with a flat voice, they mean the
opposite.
Example:
A: The flight is delayed again.
B: Brilliant.
4. Listen to the conversations
between Jenny and Tom. Notice how
- Play the recording for Ss to listen. Tom uses the tones in his replies.
Ask them to draw arrows to Then practise the conversation with
illustrate Tom’s tones. Play the a partner
recording again for Ss to repeat the 1. Tom: Pretty? It’s amazing ↷!
short dialogues paying attention to 2. Tom: OK? It’s fantastic ↷!
the tones. Call on some pairs to act 3. Tom: Good? It’s wonderful ↷!
out the short dialogues. 4. Tom: OK? They are absolutely ↷
fantastic ↷!
5. Tom: Pleasant? It’s superb ↷!
6. Tom: Nice? It’s gorgeous ↷!
5. The responses to the pairs of
114
sentences are the same but the
- Have Ss work in pairs to draw speakers have opposite attitudes.
arrows to show the tones before Listen, draw arrows to show the
reading out. Then play the recording. tones, then repeat.
- Ask the pairs to listen and check 1. 1a: • Brilliant. ↷ 1b: •
their lines showing the tones. Con- Brilliant.➙
firm the correct answers. Ask some 2. 2a: • Well done. ➙ 2b: • Well
pairs to practise saying the pairs of
done. ↷
dialogues. Correct them if necessary.
3. 3a: • Excellent. ↷ 3b: •
Excellent. ➙
4.4a: • Amazing. ➙ 4b: •
Amazing. ↷
5.5a: • How awful. ↷ 5b: • How
awful.➙
4.Production
Aim: Ss can find more words about job and make sentences
T asks Ss to find more words about
job and make sentences in groups
Ss find more words about job and
make sentences in groups
T corrects and comments

___________________________________________________________
Period 96
I. OBJECTIVES:
- Use the structures Verb + to-infinitive/Verb + V-ing correctly.
- Review Despite/In spite of.
a. Vocabulary: related to jobs and careers.
b. Grammar: Verb + to-infinitive/Verb + V-ing, Despite/In spite of.
2. Qualities: sentences completion, circle the correct words, choosing the
best answers, sentences completion, writing sentences
II. TEACHING AIDS
115
III. PROCEDURE
2. New lesson
1.Warm up:
- Start by reviewing the previous *Game.
lesson. Begin by asking two pairs of
Ss to come to the front to play a
quick game. Ask them to write as
many jobs and collocations (or
phrases) used to describe those jobs
as possible. Set a time limit of three
minutes. The pair with the most
correct words and collocations wins.
2. Presentation
Aim: Help Ss review Despite/In spite of and do exercise
1. Review.
- Have Ss read the REMEMBER!
box, then ask one or two Ss to
summarise the rules. T can write the
example sentences on the board. Ask
Ss to give further examples. Make it
clear to Ss that these expressions can
be used interchangeably. They both
work with all the forms: before a
noun, a noun phrase, or an -ing form.
1. Complete each second sentence so
that it has a similar meaning to the -
- Ask Ss to work individually to fill first. Write no more than THREE
in the gaps. Check the answers as a words.
class. Key:
1. loving maths
2. studying hard
3. laziness
4. being short
5. poor health
3. Practice
Aim: Help Ss use the structures Verb + to-infinitive/Verb + V-ing correctly
- Ask Ss to read the bubble quoted *Verb + to-infinitive/Verb + V-ing.
from the GETTING STARTED There are 4 types:
116
conversation, then have them read Verb + to-infinitive, Verb + V-ing,
the structures and examples in the Verb + to-infinitive/V-ing with no
grammar box carefully. Help them change in meaning in each column,
with the meanings of the verbs if and a column for Verb + to-
necessary. infinitive/V-ing with change
in meaning.
2. Circle the correct words or

- Have Ss work individually. Allow phrases in bold. Sometimes both
Ss to share their answers with a options are correct
partner. Then check their answers as Key:
a class. T can remind Ss that in both 1. to give
these exercises more than one of the 2. to pass
options may be correct. 3. choosing
4. taking
5. to employ
6. to talk/talking
- Firstly, have Ss work in pairs to 3. Choose the correct answer(s).
describe what is happening in the Key:
pictures. Then Ss can attempt to 1. A 2. A 3. C 4. C 5. A & C 6. B
complete the sentences using the
ideas and actions from the pictures.
Check the answers as a class.
4. Complete the sentences using the
- Have Ss work individually to finish ideas in the pictures and the correct
the sentences. Allow them to share form of the verbs in brackets.
their answers with a partner. Call on Key:
some Ss to write their answers on 1. to lock
the board. Correct their answers if 2. meeting
necessary. 3. to contact
4. to send
5. working
6. talking
7. posting
8. To answer
4.Production
Aim: Ss can make sentences, concluded despite/ in spite of, Verb + to-
infinitive, Verb + V-ing
5. Complete each second sentence
using the right form of the word
- Ask Ss to make sentences, given so that it has a similar
concluded despite/ in spite of, Verb meaning to the first. Write between
+ to-infinitive, Verb + V-ing. two and five words.
Key:
1. The boy finally managed to deal
117
with his peers at the vocational school.
2. She attempted to cooperate with the
others in the team to finish the work.
3. He wasn’t promoted in spite of his
efforts.
4. The boss denied bullying the new
employee.
5. Despite being qualified for the job,
he wasn’t accepted./Despite qualifying
for the job, he wasn’t accepted
Ex:
Despite tiredness, I try to reach the top
of the mountain.

- Review structures.

Period 97
I. OBJECTIVES:
- Talking about choosing future jobs and reasons for the choices.
a. Vocabulary: Vocabulary about jobs and careers
b. Grammar: review
2.Qualities: Read these posts and underline the reasons for their choices,
Reading and discussing, interaction, reporting
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
118
1. Warm up:
- Ask Ss: Which jobs will you want *Chatting.
to choose in the future? Why?
2. Presentation
Aim: Help Ss know some vocabularies related to the topic my future career
- Check if Ss understand the *Extra vocabulary.
meanings of the words in the Extra •can’t stand + V-ing: used to describe
vocabulary box. If they do not, an activity or situation that you really
quickly teach the words by using de- don’t like, or find
finitions, synonyms, or the extremely unpleasant
equivalent phrases in Vietnamese. • make a bundle: earn a lot of money
• burn the midnight oil: work very
hard; work through the night
- Have Ss skim-read the posts 1. The 4Teen website has launched a
individually and try to remember the forum for teens to discuss their
reasons each teen gives for their career paths. Read these posts and
choice of career. Then, in pairs, Ss underline the reasons for their
compare the reasons that each of choices.
them gives. Then Ss can read the
posts a
second time more slowly for details.
3. Practice
Aim: Help Ss talk about choosing future jobs and reasons for the choices
2. Read the posts again. In groups,

- Put Ss in groups of four. Tell them discuss and decide whose reasons for
that they can look back at the posts choosing/not choosing the job you
and choose one post to discuss. agree with and whose you disagree
- Remind them that they can use the with. Say why.
phrases to express agreeing or You can start with the phases below:
disagreeing in the box. Sample comments on:
- Move around to observe and Post from Tu:
provide help. - I agree that if Tu can sing, he should
enroll in a school for performing arts.
- Tu is right. A singer can make a
bundle.
- I can’t agree with Tu’s reason. Not
every singer becomes famous.
- I don’t think every singer can travel
all over the world.
Post from Anh:
- I totally agree with Anh that it is a
meaningful job, because architects can
119
help improve people’s lives.
- I can’t agree with Anh that architects
work flexitime. My dad is also an
architect and he has to be at work at 8
a.m. every day.
Post from Duong:
- Duong is absolutely right. If he is
curious about the natural world, that
job can satisfy him in many ways.
- I’m sorry, I can’t agree with Duong.
He wants to become a physicist
because he is curious about the world,
but can he be sure that he is able to do
the job? Is he good at physics?
Post from Dzung:
- Exactly. What Dzung says is true.
Student doctors do have to burn the
midnight oil. They have to learn about
everything related to their patients
because their advice affects the
patients’ lives.
- I totally agree with Dzung because it
is very hard to work in hospitals. All
around you are patients waiting for
your help.
- Hold on... If everyone only thinks
about the hardships, who will become
doctors? Who will treat the patients,
then?
4. Production
Aim: Ss can talk about a job you want/don’t want to do in the future
3 Tell your partner about a job you
- Have Ss work in pairs. Ask them to want/don’t want to do in the future.
choose a couple of example careers, Remember to say why or why not.
either from elsewhere in the unit or And report your decisions to
from ideas of their own. Ss should another pair or to the class.
then figure out their own reasons
why they do or do not want
the chosen careers. Set a time limit
of ten minutes. Tell them that they
can also note down several key
words/phrases related to their
reasons.
- Ask several pairs to report their
120
decisions and reasons to the whole
class. Have other Ss give comments.
- Say about whose jobs are the most

suitable, why you think so.
- Write about the changing roles of schools.
____________________________________________________

Period 98
Lesson 4: SKILLS 1
I. OBJECTIVES:
- Read for general and specific information about choosing a career.
- Talk about choosing future jobs and reasons for these choices.
b. Grammar: review
2. Qualities: Discussing the questions, Reading the article and checking
your answers; matching words with meanings, Deciding if the statements are true
(T) or false (F), talking, presenting
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1. Warm up:
- Ask Ss: Do you think young people *Chatting.
should choose the subject that they
love or find a job easily? Why?
2. Pre reading
Aim: lead ss to the topic of the text
- Ask Ss to work in pairs to discuss the 1. Discuss the questions. Read the
questions. Elicit the answers from Ss. article from a career guide website
Give Ss three minutes to skim the and check your answers.
121
article and compare their answers with Suggested answers:
the information from the article. 1. A job is something people do to earn
money.
2. A career is more than a job. It is an
ongoing process of learning and
development of skills and
experience.
3. Very different. (A job describes
what you are doing now, a career
describes your job choices over your
working life, with the aim of
improving your quality of life.)
3. While reading
Aim: Help Ss read for general and specific information about choosing a
career.
2. Match the highlighted
- Have Ss read the article to do the words/phrases in the article with
exercise in pairs. Ask some Ss to share their meanings.
their answers. Key:
1. career path
2. peers
- Ask Ss to work individually. Remind 3. ongoing
them to pay attention to key words in 4. alternatively
each statement. Then allow them to 5. take into account
share their answers before checking as 3. Decide if the statements are true
a class. To check their understanding, (T) or false (F).
ask some Ss to Key:
explain their answers. 1. T 2. F 3. F 4. T 5. T 6. T
4. Post reading
Aim: Help Ss talk about choosing future jobs and reasons for these choices
- Have Ss work in groups. Each group 4. Think about the skills and abilities
should choose one job to discuss. to do the jobs below. Work together
Ideally each group would have a to make notes
different job. If you have more groups
than jobs on the list, Ss can contribute
more jobs. Ask them to make notes on
a small poster, using the example as a
guide. Set a time limit.
- Have each group present their ideas 5. Choose one job from 4 and
and opinions on their chosen job to the present your group’s ideas
class. Once they have finished, ask the
122
rest of the class to say whether they
agree with the points or not and
whether they should add
some other points.
- As an extension activity, ask groups
to choose another job that they didn’t
work on. Have Ss read the notes from
the group who chose this job in 4. Tell
them to add any extra ideas their group
may have. Ss report their ideas to the
class.
- Think about your job in the future.
- Prepare next lesson: Review

Period 99
Lesson 6: SKILLS 2
I. OBJECTIVES:
- Listen for general and specific information about choosing future jobs and
reasons for these choices.
- Write about the qualities one needs to be able to do a certain job.
b. Grammar: review
2. Qualities: answering the questions, listening and completing, Listening
and decide if the following statements are true (T) or false (F), discussing,
supporting your opinion
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
123
1.Warm up:
- Ask Ss to say what jobs their parents *Chatting.
do. Ask them if they are aware of any
difficulties which their parents face
when doing those jobs.
2. Pre- listening
- Ask Ss to work in pairs to answer 1. Work in pairs and answer the
the questions. Ask a pair to share their questions below.
ideas with the class. 1. What job do you want to do in the
future?
2. What qualities do you think you
need to do that job?
Aim: Help Ss listen for general and specific information about choosing
future jobs and reasons for these choices
- Tell Ss that they are going to listen 2. Phong is talking to Mrs. Warner,
to a conversation between Phong and Nick’s mother, about future jobs he
Mrs. Warner, Nick’s mother, about and his friends want to do. Listen to
jobs that he and his friends want to do the conversation and fill in the
in the future. Ask them to read the blanks with no more than THREE
information in 2 carefully. words.
- Tell them to listen carefully to find Key:
out the words/phrases from the 1. mountains of work
recording needed to fill in the blanks. 2. work overtime
- T can play the recording twice if 3. Rewarding
necessary. Have two Ss write their 4. sociable
answers on the board. Confirm the 5. applied skills
correct answers. 6. good with his
- Have Ss work individually to

underline the key words in the 3. Listen again and decide if the
statements and predict the answers. following statements are true (T) or
Write their answers on the board false (F).
without confirming the correct Key:
answers. Play the recording again for 1. T 2. T 3. T 4. F 5. F 6. T
Ss to check. T may pause at the
sentences that include the information
Ss need for their answers. Confirm the
correct answers.
4. Post - listening
124
Aim: Help Ss write about the qualities one needs to be able to do a certain job
4. Work in pairs. Choose a job that
- First check that everybody you like. Discuss which three
understands the meaning of the qualities would be necessary for
adjectives in the box. If not, T can people doing that job. You can use
spend some time explaining them. Set some of the ideas below. Remember
a time limit for pairs to brainstorm the to give reasons.
ideas and do the discussion. Ask them
to refer back to2 and3 as examples for
useful language and ideas. Ask some
pairs to present their ideas to
the whole class. Remind Ss that they
should give examples and reasons to
support their main points.
- Have Ss work individually to get 5. Based on your discussion in 4,

their ideas down on paper and check write a paragraph about the three
the accuracy of what they have most important qualities a person
written. Give them ten minutes to needs to be able to do a job well.
write and edit their work. Swap their Remember to give reasons and
writing with a partner for peer review, examples to support your opinion.
comments, and corrections. Then ask
Ss to write the second draft as
homework.
____________________________________________________________

Period 100
I. OBJECTIVES:
b. Grammar: review
2. Qualities: Matching each job with its description, Matching fragments
with fragments to make sentences, sentences completion, Correct the italicised
phrases, interaction, asking and answering
125
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1. Warm up
Chatting
T asks Ss some questions
Ss answer the questions
2.Vocabulary
Aim: Help Ss review some vocabularies they have learnt this lesson
- Have Ss work independently. 1. Match each job with its
Then they can check their answers description.
with a partner before discussing the Key:
answers as a class. However, tell 1. C 2. D 3. E 4. F 5. A 6. B
Ss to keep a record of their original 2. Match fragments 1-8 with
answers so that they can use that fragments A-H to make sentences.
information in their self- Key:
assessment. 1. H 2. E 3. F 4. A
5. D 6. G 7. C 8. B
3. Fill each blank with one suitable
word/phrase from the box.
Remember to change the form of the
word/phrase where necessary.
Key:
1. vocational
2. dynamic
3. empathetic
4. academic subjects
5. took into account
6. professional
7. burnt the midnight oil
8. make a bundle
3.Grammar
Aim: Help Ss review V -ing form or to -infinitive
- Have Ss work independently. Then 4. Complete the sentences using the
they can check their answers with a correct form (V -ing form or to -in-
126
partner finitive) of the verb in brackets.
before discussing the answers as a Key:
class. 1. to lock
2. working
3. treating
4. to get
5. to finish
6. reading
5. Correct the italicised phrases
where necessary.
- Have Ss work independently. 1. working hard → to work hard
- Check their answers with a partner 2. promised to make → no change
before discussing the answers as a 3. to be → being
class. 4. refused to attend → no change
5. mind to burn → mind burning
6. managed getting → managed to get
7. admitted to study → no change
8. offer working → offer to work
9. prefer working → preferring to work
10. agreed to take → no change
4.Communication
- Have Ss work in pairs to think of 6. GAME: TRUE OR UNTRUE

two things that are true of the job Example:
they are assigned, and one thing that - We are farmers. It’s a nine-to-five
is not true about the job. Give them job. We grow vegetables and we know
seven minutes to work together. a lot about cultivation.
When the pairs have finished - No... you are farmers so you grow
preparing, ask them to take turns to vegetables and you know a lot about
come to the front to introduce cultivation. But you don’t do a nine-to-
themselves and repeat the three five job!
‘facts’. The class will together
decide which ‘facts’ are true, and
which is untrue.
- Finally ask Ss to complete the self-

practice.

Do the project: My future career path
127
- The aim of this project is to encourage Ss to think about possible career paths
they may want to follow, and to do some more research about the factors they have
to consider if they are going to follow that
pathway. This is a topic that is of immediate importance to the Ss’ futures.
Divide Ss into groups of four or five and instruct them on what they have to do.
Encourage them to think of a real path they might want to follow. Tell them to:
• give reasons for the choice
•consider factors like qualifications, skills, hobbies, personalities, practical issues,
and even the employment market
• think about who can give them good advice, and why
- Ask Ss to draw a picture of their career path. Have them present their posters in
the next lesson. When all the groups have given their presentations, let the whole
class vote for the best one.
- Prepare: Review 4
_______________________________________________________
Period 101 REVIEW 4: LANGUAGE
I. OBJECTIVES:
- Revise the language Ss have learnt in units 10, 11, 12.
- Practice making everyday English.
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
b. Grammar: infinitive or -ing form; relative clause.
2.Qualities:Listening and practicing saying the sentences, listening and
repeating the conversation, changing the form of the verbs provided to complete
the sentences, sentences completion, putting the verbs in brackets into the infinitive
or -ing form, rewriting sentences.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
128
activities
1. Warm up
T lets Ss sing an English song

2. Pronunciation
Aim: Help Ss review the rule of tones
- Review the rule of tones (high or 1. Draw rising or falling arrows to
rising tones to check information, to illustrate the correct tones, then
indicate items in a list, to disagree listen and practice saying the
with someone or for emphasis and sentences.
low or falling tones to indicate that A: What do the astronauts do while
a list is finished, to agree with they are aboard the ISS ↷?
someone, and with Wh-questions) B: They keep the station in good
with Ss. Before listening to the condition ⤻, and do science
recording, have Ss draw arrows to experiments ↷.
illustrate the appropriate tones. Play A: Sounds hard ⤻!
the recording. Ss listen and check B: Not at all ↷!
the answers. Confirm their answers A: They don’t have ‘weekends’ ⤻?
as a class. Ss then listen again and B: They do ↷.
repeat, in chorus and individually. A: What do they do during their
‘weekends’ ↷?
B: They do various things like
watching movies ⤻, playing music ⤻,
reading books ⤻, and talking to their
families ↷.
2. Draw arrows to illustrate the
- Have Ss work in pairs to draw feelings and opinions of A and B.
rising or falling arrows to illustrate Then listen and repeat the
the correct tones. Ask them to conversation, paying attention to the
practice saying the conversation. tones.
Play the recording for Ss to check A: In the near future, we will mostly
their answers. Check the answers as learn online.
a class. B: Incredible ↷! But we will still have
- Have some pairs practise saying actual classrooms, won’t we ⤻?
the conversation in front of the A: Sure ↷. But teachers will no longer
class. be knowledge providers ↷.
B: Really ⤻?
A: They will be guides ⤻, or
facilitators ↷.
B: Superb ↷! What about the students’
129
roles ↷?
A: They’ll be more responsible for their
own learning, I think.
B: Amazing ↷! And they will make
their own decisions ⤻?
A: Absolutely ↷ right ↷!
3. Vocabulary
Aim: Help Ss review some vocabularies they have learnt
- Make sure Ss understand the 3. Change the form of the verbs
meanings of the verbs provided. provided to complete the sentences.
Then have them complete the Key:
exercise individually. 1. facilitators
- Call on some Ss to write their 2. development(s)
answers on the board. Confirm the 3. training
correct answers. 4. Launch
5. experienced
6. attendance
7. evaluators
8. Participants
4. Complete each sentence with a
- Check if Ss remember the phrase in the box.
meaning of the phrases. Ensure all Key:
the phrases are understood before 1. work flexitime
moving 2. sense of direction
on. Then have them work in pairs to 3. make a bundle
complete the sentences. Check the 4. burn the midnight oil
answers as a class. 5. once in a blue moon
6. The sky’s the limit
7. sense of responsibility
8. mountains of work
4. Grammar
Aim: Help Ss review the infinitive or -ing form and a defining or non-de-
fining relative clause
- This exercise revises the use of V 5. Put the verbs in brackets into the
+ to-infinitive and V + V-ing forms. infinitive or -ing form.
Have a brief revision session with Key:
Ss if necessary. Then have Ss work 1. eating
individually. Ss exchange their 2. to play
answers. Finally, check the answers 3. to work/working
as a class. 4. to be
5. doing
6. to share
7. floating
8. checking
6. Rewrite the pairs of sentences as
130
- Have Ss write the sentences one sentence using a defining or non-
individually on a piece of paper. defining relative clause.
Ask Ss to swap their answers with a Suggested answers:
partner. 1. My grandfather, who has been retired
- Allow Ss time to discuss if there is for ten years now, used to be an
any difierence between their astronaut.
answers. 2. The spacecraft which/that took Yuri
- Check the sentences as a class. Gagarin into space is called Vostok
3KA.
3. She likes the career which/that her
father pursued all his life.
4. He admires the teacher who initiated
building the school library.
5. I work for a man whose farm covers
thousands of acres.
6. Students will have to make their own
learning decisions, which will be hard
for many of them.
* Everyday English.
a4. Everyday English. 7. Choose the most suitable
- Have Ss read the phrases and expression to
sentences carefully. Check that Ss complete each of the short dialogues.
understand the meaning of the Key:
phrases before moving on. Then Ss 1. No worries
do this exercise in pairs. Correct 2. I am not so sure about that
their answers and ask some pairs to 3. That’s not entirely true
act out 4. Cool
the short dialogues. 5. Sounds interesting

- Review all knowledge you have learnt in English 9.
- Prepare: The second term test.
____________________________________________________________

Period 102 REVIEW 4: SKILLLS
I. OBJECTIVES:
- Revise the skills they have practised in units 10, 11, 12.
- Practice 4 skills.
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
b. Grammar: infinitive or -ing form; relative clause.
131
2. Qualities: Reading the text and match the headings with the correct,
reading and decide whether the statements are true (T) or false (F), talking,
Listening to the interview and answer the questions, listening and completing the
sentences, writing a paragraph.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1. Warm up
T asks Ss some questions Chatting
Ss answer the questions
2. Reading
Aim: Help Ss read the passage and do exercise
- Have Ss work individually to skim- 1 a. Read the text and match the
read the text to match the headings headings with the correct
with the correct paragraphs. paragraphs.
They can compare their answers with Key: 1. C 2. A 3. D 4. B
a partner. Check answers as a class.
- Ask Ss to read the text again b. Read the text again and decide
carefully to decide whether the whether the statements are true (T)
statements are true (T) or false (F). or false (F).
- Tell them that they can underline Key: 1. T 2. F 3. F 4. F 5. T
the sentences that have clues for
their answers. Have Ss compare
their answers with a partner. Check
the answers as a class. Ask Ss to
explain the reasons why an answer
is false.
3. Speaking
Aim: Help Ss choose a job and give the reasons for the choice
- This is an open speaking exercise. 2. Choose a dream job you would like
Allow Ss time to get some ideas to do. Say why you dream of doing
from Unit 10 to 12, or to come up the job.
with some ideas of their own. Ss can
work in groups. Have some
132
Ss/groups come to the front to
present their own choice and their
reasons for the choice.
4. Listening
Aim: Help Ss listen to a conversation and do exercises
- Firstly, ask Ss to read the questions 3 a. Listen to the interview and
carefully. Then play the recording. Ss answer the questions.
listen and answer the questions. Key:
- Ask some Ss to give their answers. 1. a hotel receptionist
Write Ss’ answers on the board. 2. two weeks
- Have Ss read the sentences b. Listen again and complete the

carefully and try to complete them sentences.
without listening to the recording Key:
again. 1. sociable
- Do not confirm any answers at this 2. dealing with
stage. Tell Ss that they are going to 3. telephone manner
listen a second time to check the 4. experience
answers for the questions. Play the 5. night shifts
recording. Ask some Ss to give
answers. Let Ss listen a
third time if necessary to check their
answers. Confirm the correct
answers as a class.
5. Writing
Aim: Help Ss know how to express their opinion
- Have Ss work in pairs to discuss the 4 Over time, the popularity of
question. Ask the pairs to brainstorm different jobs may change. In your
an outline of the main reasons why opinion, what job will be the most
they think their chosen job will be the popular in the next 10 years?
most popular. Have pairs do the Write a paragraph of about 120
writing together. T may read aloud words to express your opinion.
one piece of writing and ask other Ss Remember to discuss why you think
to comment. T may also collect some so.
of the Ss’ paragraphs to correct at Sample writing:
home. I think one of the most popular jobs in
the future can be astronaut, the ‘ driver’
of expensive spacecrafts. The first
reason is many people are dreaming of
flying into the space and are willing to
pay for such ‘ trips’ if the costs are not
as high as they are now. In fact, this
kind of space travel has attracted many
133
world’s travel agencies to exploit, so
hopefully it will be much cheaper to
follow such journeys. This also means
the demand for spacecraft drivers will
be increasing. Secondly, astronauts will
certainly be able to make a bundle and
the opportunities for this job will be
much higher. Moreover, those
astronauts will also have many chances
to travel between planets, and enjoy the
spectacular views from outside the
Earth. In short, because of the
increasing demand for space travelling,
the opportunities to earn money, and
the
interesting nature of the job, this job
will likely be a favourite job for many
people in very near future.
- Review all knowledge you have learnt in English 9.
- Prepare: The second term test

Period 103 REVISION
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to review the 4 skills
related to the topics that they have learnt among unit 10, 11.
a. Vocabulary: review vocabulary related to topic: eating habits, tourism,
English in the world
b. Grammar: review: relative clause, article, conditional sentences type 1,2
2. Qualities: Complete the sentences using the words in the box, choose the
best answer, rewrite the sentences
3. Competences: independent working, pair work, linguistic competence,
cooperative learning and communicative competence
II. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector
III. PROCEDURE
2. New lesson
Teacher’s and students’ activities Contents
1. Warm up
Aim: To warm up the class.
134
T asks Ss to sing an English song
2. Vocabulary
Aim: Help students review some vocabularies related to topic: eating habits,
tourism, English in the world.
1-Vocabulary.
T asks Ss to do exercise 3,4 page 5in Topic: Unit 7: eating habits,
exercise’s book. T uses computer to (Ex 3,4/ page 5)
correct.
Ss do exercise individually.
Topic: Unit 8: tourism

T asks Ss to do exercise 2,3,4,5,8 part B (Ex 2,3,4,5,8 part B in unit 8)
in unit 8 in exercise’s book. T uses
computer to correct.
T asks Ss to do exercise 1,2,3, part B in
unit 9 in exercise’s book. T uses Topic: English in the word
computer to correct. (Ex 1, 2,3part B in unit 9)
3. Grammar
Aim: Review: the relative clause, article, conditional sentences type 1,2
I. Relative clauses
T asks Ss to give the usage of the We use relative clauses to give extra
relative clause information about something / someone
Ss do it. or to identify which particular thing/
T gives the comment. person we are talking about.
* Rules of using relative clauses
- Which (for things and animals)
- Who (for people)
- Whom (for people as the object of the
relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
That (for people, things, animals and
times)
Eg:
The book which I liked was the detective
story.
T asks Ss to do exercise 8 part: Test Exercise 8/ part: Test yourself in
yourself in exercise’s book exercise’s book
135
individually, check their answers with a
partner before giving the answers to
Ss go to the board and write their
answers if time allows.
T corrects on the computer II. Articles:
* A/An: Indefinite article
- used before countable singular nouns.
- used to mean: (any, every)
T asks Ss to retell the use of the article - used to talk about something that the
Ss retell the use of the article and give listener or the reader doesn’t know
examples about yet.
- used to describe what something or
someone is.
- Whether we use “a”, “an” depends on
the sound, not the spelling.
* The : definite article
- When the listener or reader knows
what the speaker or writer is talking
about
- When the speaker specifies what or
who they are talking about
- with things that are the only ones
around us or that are unique.
- when we refer to the word around us
or things that we all know about.
* Zero article
- with plural or uncountable nouns
when we are talking about things in
general.
- with meals, months, days, and special
times of the year.
- with most names of people and places
(most countries, states, and cities)
- with geographical areas, lakes,
mountains and islands.
(Exercise 5/page 5 in exercise’s book)

T asks Ss to do exercises 5/page 5 in
exercise’s book individually, check
their answers with a partner before
giving the answers to
Ss go to the board and write their
answers if time allows. III. Conditional sentences
* Type 1:
T asks Ss to retell the form of the If it rains tonight, I won’t go out.
136
conditional sentences type 1 and type 2 * Type 2.
and give examples - If there weren’t so many words, it
Ss retell the form of the conditional would be easier for us to master it!
sentences type 1 and type 2 and give
examples Exercise: Using the given information,
make conditional sentences with IF
1. They are poor, so they can’t help us.
T asks Ss to do exercise about → If they ..............................
conditional sentences 2. He doesn’t do his homework. He is
Ss do exercise always punished.
T corrects on the computer → If he .........................................
3. He doesn’t have enough time. He
can’t help me.
→ If he..............................
4. She doesn’t take any exercise, so she
is overweight.
→ If she ..................................
5. He doesn’t have a bicycle, so he
always goes to class late.
→ He wouldn’t ....................
6. I am bad at English, so I can’t do
homework.
→ I could ............................
7. He doesn’t practise speaking French,
so he doesn’t speak it fluently.
→ If he......................................
8. The meeting can be cancelled because
it snows heavily.
→ If it.................................................
9. We don’t go because it will rain.
→ If it .............................................
10. John is fat because he eats so many
chips.
→ If John..........................................
* Keys
1. If they weren’t poor, they could help
us.
2. If he did his homework, he wouldn’t
be punished.
3. If he had enough time, he could help
me.
4. If she took some exercise, she
wouldn’t be overweight.
5. He wouldn’t go to class late if he had
a bicycle.
137
6. I could do homework if I weren’t bad/
were good at English.
7. If he practised speaking French, he
would speak it fluently.
8. If it didn’t snow heavily, the meeting
couldn’t be cancelled.
9. If it didn’t rain, we would go.
10. If John didn’t eat so many chips, he
wouldn’t be fat.
- Retell some vocabularies about eating habits, tourim, English in the world.
- Review the articles, conditional sentence 1,2, relative clause.
Guide the way to do part reading and listening.
- Prepare for the 45 test

Period 104 REVISION
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, students can:
Review the language they have studied and the skills they have practiced
a. Vocabulary: Review
b. Grammar: The past simple tense, Relative clause, Verb + to-in-
finitive/Verb + V-ing.
2. Qualities: writing, speaking, interacting to each other, asking and
answering the questions.
3. Competences: independent working, linguistic competence, cooperative
learning and communicative competence.
II. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks
III. PROCEDURE
2. New lesson:

1. Warm up
138
Home robots
- Ask students to name some kinds doctor robots,
of robots. teaching robots,
- What can robots do in the future? space robots,
worker robots.
2. Grammar
Aim: Help Ss review structures they have learnt
1. Past simple tense
T asks Ss to retell the structure: the Form: S + had + PP
past simple tense Usage: The Past perfect is used to
Ss retell the structure: The past describe an action before a stated
simple tense and give examples time in the past or an action that
T corrects and remarks happened before another action in the
past.
2. Relative clause
T asks Ss to retell the relative clause (Where, when, who, which, that)
Ss retell and give examples and do Ex: Combine each pair of sentence
exercise: to make a complete sentence using a
relative pronoun.
Eg: A spacecraft is a vehicle. It is
T corrects and remarks used for travel into space.
→ A spacecraft is a vehicle which is
used for travel into space.
1. The International Space Station is a
large spacecraft. It was launched in
1988.
→ _________________________
2. An astronomer is a scientist. An
astronomer studies the sun, the moon
and other planets.
→ ________________________
3. A telescope is a piece of
equipment. Astronomers use it to
observe stars.
→ ____________
4. The place has a microgravity
environment. Astronauts live and
conduct research here.
→ ______________
5. Space tourism is becoming more
and more popular. It is space travel
for recreational purposes.
→ ___________________________
139
Key:
1. The International Space Station is a
large spacecraft which was launched
in 1988.
2. An astronomer is a scientist who
studies the sun, the moon and other
planets.
3. A telescope is a piece of equipment
which astronomers use to observe
stars.
4. The place where astronauts live and
conduct research has a microgravity
environment.
5. Space tourism which is space travel
for recreational purposes is becoming
more and more popular.
3. Verb + to-infinitive/Verb + V-ing.

T asks Ss to retell the structure: There are 4 types:
Verb + to-infinitive/Verb + V-ing. Verb + to-infinitive, Verb + V-ing,
Ss retell the structure: Verb + to-in- Verb + to-infinitive/V-ing with no
finitive/Verb + V-ing. change in meaning in each column,
T corrects and remarks and a column for Verb + to-
infinitive/V-ing with change
in meaning.
3. Writing
Aim: Help Ss review some writing topics
T retells some writing topics and Topic 1:
guides how to write Writing a short paragraph using
Ss copy advertising language.
Topic 2:
Writing about the roles of teenagers
in the future.
Topic 3: writing about the qualities
one needs to be to do a certain job.
4. Speaking
Aim: Help Ss review some sentences to prepare for the oral test
T asks Ss to prepare: Introduce

about yourself.
Ss Introduce about yourself.
T remarks
T gives some questions for each unit
Ss listen and remember.
140
Topic:
T gives some topics for students to 1. talking about life on a space station
talk and guides how to talk 2. describing the changing roles of
Ss copy schools
3. talking about choosing future jobs
and reasons for the choices.
4. talking about the eating habits of
Vietnamese people

- The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-
ing.
- Prepare for the next lesson: Review for the second term test.
141

Giao An Hoc Ki 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Giao An Hoc Ki 2

Uploaded by

Copyright:

Available Formats

Date of preparing:

- Ask Ss to work in pairs to complete Practise the mini-dialogues using the

T asks Ss to look at the picture and

T asks Ss to talk about the ingredients

3. The steps to make the soup:

* The health benefits of this dish

- Have one group of Ss act as * Present your group’s ideas about

3. Guides for homework

- Ask Ss to write about their partner’s 5 a. Write about your partner’s

3. Guides for homework

- Ask Ss to complete the self-

3. Guides for homework

3. Guides for homework

1.2. Compound nouns

Noun + Noun jet lag,

Verb + particle Drawback,

Ex4. Complete the sentences using

5. Listen and repeat the following

3. Guides for homework

Ex4. Make full sentences from the

T asks Ss to say about your Eg:

3. Guides for homework

Teacher’s and students’ activities The main contents

- Then let Ss work in groups of five or 3. Work in groups. Discuss which

T asks Ss to talk about a place you Eg:

3. Guides for homework

3. Guides for homework

- Play the recording one or two times. I. Listening

Ex a. Read the conversation again

- Ss work independently, and then

- Have Ss work independently and

3. Guides for homework.

- First, have Ss work individually to Ex3 a. Match the words/phrases in

T asks Ss to make sentences using Eg:

3. Guides for homework.

T asks Ss to do exercise b and ex 2

- Have Ss work independently to write 2. Rewrite the sentences using the

3. Guides for homework.

establishment (n): sự thiết lập

dominant (adj): nổi trội

- First, ask Ss to work in pairs to

- Set up the writing activity. 4. Use your notes in 3 to write about

3. Guides for homework.

Teacher’s and students’ activities The main contents

- Ask Ss to complete the self-

Date of preparing: Date of teaching:

Date of preparing: Date of teaching:

Date of preparing: Date of teaching:

Teacher’s and students’ activities Content

- T asks Ss to tell the planets in the - Mercury, Venus, Earth, Mars,

- T leads in the topic of the unit.

-Where are Phuc and Nick? May be, * New words

- parabolic flight (n) [pærə’ɔnik flait]:

b/ Answer the questions

3. Guides for homework

Date of preparing: Date of teaching:

Teacher’s and students’ activities Content

Group work: (Activity 4) GAME: Which planet of our solar

3. Guides for homework

Date of preparing: Date of teaching:

Teacher’s and students’ activities Content

The Past perfect is used to describe