Anh 8 de An

Giáo án Tiếng Anh 8 (Đề án) - Năm học
Date of writing:
Date of teaching:
Week: 01
Period: 01
GIỚI THIỆU SGK LỚP 8 VÀ HƯỚNG DẪN CÁCH HỌC
A. Objectives:
To help sts know the content English 8 the ways to study.
B. TEACHING AIDS:
- Text books, work books.
C. Proceduces:
I. Structure of English 8
1. Textbook English 8.
? How many weeks are there in a school year?
? How many weeks are there in the first terms?
- English 8 Student's book is the second of four levels English language
textbooks for Vietnamese students in lower secondary school learning English
as a foreign language. It focuses on the use of language (pronunciation,
vocabulary, and grammar) to develop the four language skills (listening,
speaking, reading and writing)
? How many units are there ?
? How many mains themes are there?
- After each theme is a review
- There are four 45-minute tests:
2. Workbook English 8.
? What is the Workbook about?
? Study the Workbook quickly then answer the question
- The Workbook mirror and reinforces the content of the Student's book. It
offers:
1
+ Further practice of the language and skills taught in class

+ Four additional tests for students' self-assessment
II. How to learn English 8 effectively
? Discuss in groups of 3 or 4 about "How to learn English 8 effectively?"
- Prepare the lesson carefully before each period
- Learn by heart all the new words and structures
- Do exercises regularly
- Practice the four skills
III. Homework:
- Prepare some pictures about some popular leisure activities
2
Date of writing:
Date of teaching:
Week: 01
Period: 02
UNIT 1: LEISURE ACTIVITIES
GETTING STARTED
A. Objectives:
By the end of the lesson, students will be able to listen and read for
specific information about Nick's, Phuc's and Mai's leisure activities practice
listening and speaking with the lexical items related to leisure activities
B. Language content:
- Vocab: leisure activity items
- Grammar:
C. TEACHING AIDS:
- Materials: Ss’ books, text books, tape & radio.
- Method: T- WC, group work, individual work
- Anticipated problems: Some students may get confused in using adjectives in 3
P7
D. Procedures:
Teacher’s activities Students’ activities
I. Warm up (5'): Describe pictures

- Teacher introduce some pictures - Listen and answer individually
about some popular leisure activities.
? Describe them in English. .
? Which activities you enjoy?
II. Presentation (10') - leisure (n) hoạt động thư giãn
1. Vocabulary activity nghỉ ngơi
- Teacher use different techniques to - trick (n) trò lừa gạt, hoạt
teach vocabulary (situation, realia) động khéo tay
- Follow the seven steps of teaching - craft kit (n) bộ đồ dùng làm thủ
vocabulary công
- beads (n) hạt chuỗi
* Checking vocab: Recall - sticker (n) nhãn dính
- savings (n) tiền tiết kiệm
- Repeat in chorus and individually
- Copy all the words
2. Listen and read
* Set the scenes: - Answer the questions individually.
? Look at the picture on page 6
? What can you see in the picture?
3
? Why do you think Mai, Phuc and

Nick are there?
? What are they holding in their
hands?
? What are they talking about?
? Can you guess what Mai, Phuc and
Nick like doing in their free time?
- We are going to listen and read a
dialogue about Nick's, Phuc's and
Mai's leisure activities
- Play the recording twice.
? Listen and read then check your - Listen and read
answer for the last question.
- Accept all possible answers from Ss
without any correction.
III. Practice (20'')
1. Circle the correct answer (1a P7)
? Run through the statements. - Read one by one sentence.
? Work individually.
- Decide if they are true or false.
? Share answers with your partner.
- Teacher gets feedback Key:
1. Bookstore 2. Book
3. dog 4. craft kit
5. Folk music 6. Vietnamese
2. Grid (1b. P7)
- Go through the list of activities - Refer back to the dialogue then tick
mentioned
? Refer back to the conversation to Phuc Mai Nick
tick the boxes. 1. Pet training ü ü
2. Making
3. Reading ü ü
4. Listening to ü
music
5. Learning ü
languages
6. Playing sports ü ü ü
7. Helping parents ü ü
with DIY projects
3. Answer the questions (1c P7) - To check out something means to
- Draw Ss’ attention to the contexts examine something or get more
when Mai said ‘Check out this book’ information about it in order to be
and Phuc said ‘It’s right up your certain that it is suitable (or true, or
street!’. Together with Ss elicit the false ).
meaning of these two expressions. - If something is right up your street,
4
it is the type of thing that you are

interested in or that you enjoy doing.
4. Find the words/ phrases (2 P7)

- Ss work in pairs to match the words/ Key:
phrases in the box to the photos, then 1.playing computer games
they listen together to check their 2. Playing beach games
answers. 3. Doing DIY
4. texting
5. Visiting museum
6. Making crafts
5. Complete the sentences (3 P7) Key:

? Work individually to do the task 1. satisfied
then compare their answers with a 2. relaxing, exciting
partner.
3. fun
Note that ‘good’ and ‘satisfied’ fit
both items 1 and 5. Acknowledge this 4. boring
point with Ss who have them the 5. good
other way round.
IV. Production ( 6') Game:

Changing partners
? Choose one leisure in 2 or 3 - describe the leisure activities
? Work in groups of four or six to talk
- say you have done this activity or
about it. Try to keep going for one
not
minute,
- When the time is up and T calls out - share your feeling about the activity
‘change!’, they will move meet a new
partner and talk about another
activity.
V. Consolidation (2') - Answer individually

? What is leisure activity?
VI. Homework (2')

? Learn by heart all the new words. - Take note
? Do Ex B1,2 , 3, 4P4 (Workbook)
? Prepare: Closer Look 1
Date of writing:
5
Date of teaching:
Week: 01
Period: 03
A CLOSER LOOK 1
A. Objectives:
By the end of the lesson, sts will be able to:
- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and
in context
- Talk about leisure activities
B. Language content:
- Vocab: the clusters /br/ and /pr/
- Grammar:
C. TEACHING AIDS:
D. Procedures:
I. Warm up (5'): Kim's game - Look at the pie chart only

? Look at the pie chart on page
8 in 20 seconds and try to
remember as many words as
possible.
- Teacher divide the class into - Work in groups
two teams.
? Go to the board and write the - Write on the board.
words
- Teacher gets feedback
-> Today we are going to learn
some more leisure time on an
average day in the US
II. Vocabulary (15') socialize (v) xã hội hóa, tổ chức theo
1. Teaching vocabulary phương thức XHCN
- Teacher use different bracelet (n) vòng đeo tay
techniques to teach vocabulary broccoli (n) bông cải, xúp lơ
(situation, realia)
origami (n) nghệ thuật xếp giấy Nhật
- Follow the seven steps of
Bản
teaching vocabulary
* Checking vocab: Slap the
6
board - Repeat in chorus and individually

2. Questions and answers.
(1P8)
- Before starting the lesson - Listen
explain what a ‘pie chart’ is
and how each slice can be
calculated as a percentage of
the whole. Give Ss some
simple statistics and make a
pie chart with them as a class.
? Work in pairs to examine the - Pair work
pie chart closely in order to Key:
understand its contents, 1. In 2014, people in the USA spent 5 hours a
including the heading, day on sport and leisure activities.
subheadings, figures, color 2. The main activities they did include
codes, source and notes. watching TV, socializing and
? Answer the questions that communicating, reading, participating in
follow the chart. sports, exercise and recreation, using
If necessary, T may elicit computers for leisure, relaxing and thinking.
information by asking 3. The three most common activities were
question such as: watching TV, socializing and communicating
- What is the pie chart about? and using computers for leisure.
Where can you find the
information?
- What do the different colored
sections of the chart refer to?
- How are these sections
calculated?
- What does the ‘Note’ tell
you?
- What does the ‘Source’ tell
you?
3. Complete the table(2 P8) E.g. relaxing comes from the verb relax with
? Work individually to - ing added, and it refers to the activity
complete the task. - a noun made from a verb by adding –ing
- After giving corrective Name of activity Verb
feedback, draw their attention Relaxing Relax
to the parts of speech of the Thinking Think
words mentioned Using Use
- Then introduce the concept Doing Do
of gerund. Watching Watch
- Give Ss some examples Reading Read
where a gerund is transformed
7
from a verb and used as a Socializing Socialize

noun. communicating Communicate
4. Matching (3 P8)
? Look at the words and try to - Do the task individually
guess what these words have Key:
in common. 1. homework 2. football 3. lesson
? What is the common verb we 4. judo 5. science
often use with these?
? How can we use this verb to
describe the activity?
? Who do we often do these
with?
? Where do we often do 1.e 2.b 3.f 4.a
these? Etc. 5.d 6.h 7.c 8.g
- Do not give correction at this
step. Ask - Group work
? Work in pairs to complete
the task.
- Once they have finished and
T has given corrective
feedback
? Add more words in each
category.
II. Pronunciation (15'')
1. /br / and / pr/ (5 P9) Auto script:
? Work individually to 1. Apricot 2. Bridge 3. Bracelet
complete this task. 4. Bread 5. princess 6. President
? Work in pairs to compare 7. President 8. broccoli
their answers.
- Play the recording for Ss to
check and then repeat. Pause
the recording to drill difficult
items.
2. Listen and repeat (6 P9)
- Have Ss practice the words - Do the task individually
with the clusters first.
? Then repeat the whole Key:
sentences.
Sound /∂u /: rode, don't, hope, homework,
- If time allows, ask students
to cover their books and listen post Sound /L/: some, Monday, month,
to the recording. come, one
? Raise up your left hand, if it - Nam, nice shoes, new pens.....
is cluster /pr/ they raise their
8
right hand. - Write the poem and read aloud.

? Raise up your right hand, if
it is cluster /br/ they raise their
right hand.
3. Find out the sounds /∂u / and / L/
? Look at part 7P8.
? Listen and repeat sentence by
sentence. - Listen and repeat
? Recognize the two sounds and
underline them
- Play the recording twice
III. Production ( 6'). Speaking (4 P8)
? Work in small groups. Ex: We don't have music today.
? Think about what your average day
may look like (including study and
work) and how much time is spent on
leisure activities.
- If there is plenty of time, encourage
them to calculate these times as
percentages and put them in a simple pie
chart similar to 1.
IV. Consolidation (2')

? How to make the sounds /pr/ and/ br/ - Answer teacher's questions.
? Find some more words that have these
- Say out the words
two sounds
V. Homework (2')
? Do Ex A1, 2,3 P3 (workbook)
? Prepare: Unit 1: Closer Look 2
Ngày ….. tháng …… năm 2018

Tổ trưởng
Chu Thị Hạnh
Date of writing:
Date of teaching:
9
Week: 02
Period: 04
A CLOSER LOOK 2
A. Objectives:
By the end of the lesson, students will be able to:
- know how to use verbs of linking + gerund and verbs of linking + to-
infinitives
- Read Minh Duc's email to find grammar mistakes.
B. Language Content:
- Vocab: Leisure activities lexical items
- Grammar: verbs of linking + gerund and verbs of linking + to-infinitives
C. Teaching aids:
- Materials: S's books, text books
D. Procedures:

Warm up (5'): Recall
- Remind Ss of the concept of the
gerund from A closer look 1.
? How is the gerund formed and how it Answer the questions
functions grammatically?
- Draw Ss’ attention to ‘love to watch’ - I love to watch him…
and ‘enjoy listening’ which appear in - But I think I’ll enjoy listening…
the text in GETTING STARTED :
-> Today we are going to learn more
about how the gerund is formed and
how it functions grammatically.
I. Presentation (15')
- Play the recording in GETTING
STARTED for Ss to listen.
? Underline the verbs of liking
Key:
followed by gerunds or to-infinitives
that they find in the text.
love(to watch)
? Go through the Look out box with
enjoy( listening)
Ss.
liked(reading)
- Text Ss that verbs of liking/disliking
are often followed by gerunds, but
verbs such as love, like, hate, start and
prefer may go with gerunds or to-
infinitives with almost no change in
10
meaning.
? Give some examples for both cases.
II. Practice (15'')
1. Listen and tick (2 P9) Key:
? Work individually and then compare Followed Followed by
the answers with their partners. by gerund both gerund
Then play the recording for Ss to check only and to-
their answers. infinitive
1. love ü
2. enjoy ü
3. detest ü
4. prefer ü
5. fancy ü
2. Write the correct form of the verbs
(3P10) Key:
- Ss work in pairs to complete this task, 1. making 2. to
then T gives feedback to Ss as a class. watch/watching
3. skateboarding 4. to
learn/learning
5. Sitting
3. Give the correct verb forms (4 P10)
Ss work in pairs to complete this task, Listen and repeat
then T gives feedback to Ss as a class. Key:
? Work in groups of five or six. 1. am not playing 2. are studying
- Give Ss time to work individually at
3. aren't doing 4.. am having
first and write each sentence on a strip
of paper. 5. are riding
? Mix up the strips in groups.
? Each students picks up and reads out
a sentence, then they guess who wrote
that sentence.
4. Write sentences (4P10)

? Work in groups of five or six. Group work
- Give Ss time to work individually at
first and write each sentence on a strip
of paper.
? Mix up the strips in groups.
? Each students picks up and reads out a
sentence,. then they guess who wrote
that sentence.
5. Reading (5 P10) Key:
- Have Ss quickly familiarize like do-> like to do/like doing
11
themselves with the e-mail by asking: ? enjoy do-> enjoy doing

Who wrote this e-mail? To whom? ? don’t like have-> don’t like to have
What is it about? don’t like having
? Scan the email to find the answers. don’t mind to do-> don’t mind doing
hate spend-> hate to spend
hate spending
? Read the e-mail again and answer the love eat out-> love to eat out
questions. love eating out
Key:
-The activities Duc mentions in his
e-mail are: playing video games,
wathching TV, going to the park,
playing football, helping his parents,
doing homework, and eating out
with his family.
-The two activities he enjoys the
most are playing football with his
friends, and eating out with his
family.
III. Production ( 6')

? Work individually to write the e-mail - Write your email
then exchange it with their partners and
check for mistakes.

? How do we use verbs of linking + - Answer teacher's questions.
gerund and verbs of linking + to-
infinitives
V. Homework (2')
? Learn by heart all the new words and - Take note
structures
? Do B5, B6 (Work book)
? Prepare: Unit 1: Communication
Date of writing:
Date of teaching:
12
Week: 02
Period: 05
COMMUNICATION
A.Objectives:
By the end of the lesson, ss will be able to:
- Read some articles on the 4T website for general and specific information
- Understand some abbreviations and talk how they spend their free time.
- Vocab: Leisure activity lexical items
- Grammar: verbs of linking + gerund and verbs of linking + to-infinitives
C. Teaching aids:
- Materials: Ss’ books, text books
D. Procedures:
Teacher’s activities Students’activities

Warmer(5'): Introduction
- Have a student talk about
a leisure activity (from you, Work individually
your friends or someone Answer individually
you know) a bit unusual. Listen
? Listen and give your
opinions about this activity:
boring, interesting, strange,
challenging, etc.
I. Reading (15')
1. Teaching vocabulary - window (n): đi chơi ngắm đồ
- Teacher use different shopping bày ở cửa hàng
techniques to teach
- hook (v): yêu thích cái gì
vocabulary (situation,
realia) - weird (adj) kì cục
- Follow the seven steps of - addicted (adj) nghiện (thích)
teaching vocabulary - hang out (v): đi chơi với bạn bè
* Checking vocabulary: - imagination (n): sự tưởng tượng
What and where - Repeat in chorus and individually
2. Open prediction
* Set the scene: You are going to read - Guess
13
about some activities teenagers do in

their spare time. - Read and play a memory game in
? Cover the text and just look at the competing groups
photos ( with name and country ).
- Encourage Ss to guess what these
students in the photos like doing as
leisure activities.
- Then set a reading time limit
? Close books and play a memory
game in competing groups.
? Tell how much information you can
remember from the text.
- Motivate Ss by counting every detail
they remember without any checking
comprehension
II. Practice (15'')
1. Study the abbreviation
- Ask Ss if they notice any other
particular features of the text.
- Work in groups
- drawing their attention to the form of
the text (e.g. its layout and the
abbreviation). Explain that this is from a - Listen
webpage and that these abbreviations
are informal language that is used online
and in texting messages.
- Introduce the first abbreviation.
? Work in pairs to complete the task.
? Add to the dictionary with any other
- Pair work
abbreviations you know that are used
online.
? Work in pairs to create your own mini
dictionary, then ask other pair to guess
the meaning.
2. Complete the table Who? What activity is What does
- Have Ss work in pairs or mentioned? he/she think
small groups to complete of it?
the table. Allow Ss to read Emily - hanging out with She loves it.
the text more closely to fill friend ( window
in the table. shopping)
- working as a volunteer
Hang -cloud watching She adores it.
It’s easy
Linn -going to community She loves it
centre, painting,
14
-dancing, doing drama

Minh -playing football
-helping his aunt in He likes it.
running cooking class He’s fun.
Manuel -playing computer He’s
games addicted to it.
-doing judo It’s Ok.

? Work in pairs to put the leisure - Pair work
activities in the text in order from the
most interesting to the most boring.
- Once they have their list, form a
bigger group of four and each pair
shares their list with the other. - Work in group
? Discuss, give opinions, and negotiate
with each other in order to agree on a
mutual list.

? Sum up the main content of the - Answer teacher's questions.
lesson
V. Homework (2')
? Learn by heart all the new words and
structures - Take note
? Do C1, 2, D1 P 6-7 (SBT)
? Prepare: Skill 1
Date of writing: 04.9.2018

Date of teaching: 11.9.2018
15
Week: 03
Period: 06
SKIILS 1
A.Objectives:
- Read for general and specific information about the positive and negative
effects of using computer.
- Talk about the impacts of using the computer and find out the solution.
- Vocabulary: Leisure activities lexical items
- Grammar:
C.Teaching aids:
- Materials: Ss’ books, text books, poster
D. Procedures:
I. Warmer (5'): Listing

- Divide the class into two Benefits of using computer or mobile
teams phone for leisure activities
? Discuss and make a list of E. g:
benefits of using computer or - means of e-mail or chatting
mobile phone for leisure
- a source of information (news, articles, the
activities
weather forecast....)
? Take turns to write on the
- a source of entertainment (music, movies,
board.
games...)
- Get feedback.
- Answer individually
? What are the harmful things

of using computer or mobile
phone for leisure activities?
II. Reading(15')
1. Vocabulary
- Teacher use different
techniques to teach vocabulary
- virtual (adj): thực sự
(situation, realia, situation,
explanation) - effect (n): sự ảnh hưởng, hậu
quả
16
- Follow the seven steps of - mind (n): tâm trí, trí tuệ
teaching vocabulary - exist (n): tồn tại, hiện có
* Checking vocab: Matching
2. Activity 1 (Read and
choose the correct answer)
* Set the scene:
? Look at the title and the
- Study the picture and guess
picture and predict what you
are going to read.
- We are going to read about a
student named Quang.
- Encourage Ss to develop
their ideals by guessing what Key:
Quang’s story is about. 1. B
? Read the text and underline 2. C
any words you don’t know.
? Work individually to choose
the best answer.
3. Activity 2 (Write the Key:
questions) 1. Is Quang’s garden real?
? Look at the keywords in the 2. What is the problem with using technology
responses in order to find out in your free time?
the questions. 3. What leisure activities do teenagers do
? Work individually then these days?
compare their answers with a 4. What are the benefits of using the
partner. computer?
III. Speaking (15'')

1. Activity 1 (Exervise 4 P12)
Giving an opinion:
? Study the language in the
- I think that...........
Language notes box.
- In my opinion.........
? How do you give an
opinion? Ask for an opinion
- What do you think?
? How do you ask for an - How do you feel about that?
opinion? Agreeing:
I agree with you./ That's so true./ Exactly
Disagreeing:
I'm afraid I don't agree./ I don't think so.
- Explain to Ss that these A: In my opinion, computer games train your
speech bubbles are from mind
Quang and his parents. and your memory.
17
? Work in pairs and say why B: That’s so true./ I’m afraid I don’t agree.
you think who says what, Key:
based on the information from - Teacher's book: P12
the passage. Go through the
phrase in the Language notes
box with Ss.
- Then choose a speech bubble
and combine it with the
language in the Language
notes box.
- Ask for volunteers to
demonstrate their exchanges.
2. Role play (task 5 P12)

- Arrange Ss into three groups: - Speak in front of the class.
Group 1: plays Quang
Group 2: plays Quang’s parents
Group 3: plays his teacher.
? Brainstorm how you are going to
express your opinions.
- When they are ready, put Ss into new
groups which contain Quang, Quang’s
parents, and Quang’s teacher.
- Tell Ss that they can use the language in 4
for their role-play, and emphasise in the
Study skill box should be used in their
discussion.
- Call on two or three groups to repeat their
role-play for the class
IV. Consolidation (2') V. Homework (2')

? How do you give and ask for ? Learn by heart all the new words and
an opinion? structures
? Recall the respond. ? Do D2 P 8 (Workbook)
? Prepare: Skill 2

Week: 03
18
Period: 07
SKIILS 2
A. Objectives:
- Listening for specific information about ways of spending time with friends
- Write to discuss an opinion about leisure activities
- Vocabulary: Leisure activities lexical items
- Grammar:
C. Teaching aids:
D. Procedures:
I. Warmer (5'): Sharing

? Share some of the things you often - Work in pairs
enjoy doing with friends in your free
time.
? Then tell each other what you
usually do with your friends.
- Ask some pairs to volunteer to tell
the class if they find each other’s
answers interesting..
II. Listening(15')
1. Pre questions
* Set the scene: You are going to a
radio programme.
? Run trough the questions in 2 P13
and underline the key words. - Read the questions and think of the
? Think of the answers first. answers
- Teacher gets Ss' prediction and Key:
write on the board. 1. The topic of this week’s
? Listen and check your prediction. programme is hanging out with your
friends.
2. There are two main ways: hanging
indoors or outdoors.
2. Listen and complete the table
- Play the recording as many times Key: 1. movies 2. cinema
as needed. Ss work individually then 3. crafts 4. sports
19
compare answers with their partner. 5. physical health 6. people

? Listen and choose the correct 7. cultural centres
answer.
III. Writing (20')
1. Complete the paragraph (Activity
4 P13)
? Cover the box and write some of
- Answer teacher's questions
these words/phrases on the board.
? Where in a paragraph they often
see these words? Key 1. In my opinion/ I believe
? What could be the purpose for 2. Firstly
using them. 3. Secondly
? Work individually to complete the 4. Besides/also/in addition
task, and discuss their answers with 5. for these reasons/in short/as I
a partner. have noted.........
- Remind Ss that for some gaps there
is more than one correct answer
2. Activity 5 P13 Sample:
? Work in small groups where each I believe the best leisure activity for
chooses one question . teenagers is any group activity. This
- Then agree on an opinion and work could be playing a team sport or
together to brainstorm the ideals to joining a hobby group or even
argue for your points. volunteering. Firstly, teenagers like to
- Each member will need to write feet that they belong to a group.
his/her own piece. Secondly, being part of a group helps
? Remember to use the connectors teenagers make friends. Friendships
you have earlier in order to better are very important to teenagers. In
organize your ideals. addition, they will make friends with
- Let some students read their people who have the same interests as
writing. them. For these reasons I think group
activities are best for teenagers.

How to write a webpage about - Answer teacher's questions.
school?
V. Homework (2')
? Do E1,2, 3 P 8 (Workbook)
? Prepare: Looking back - Take note

Week: 03
20
Period: 08
LOOKING BACK+PROJECT
A. Objectives:
- Recycle the language from the previous sections and links with the topics.
- Practice doing some exercises to consolidate and apply what they have learnt
in Unit 1.
B.Language Content:
- Vocabulary: leisure activities lexical items
- Grammar: The simple present, present continuous tense
C.Teaching aids:
D. Procedures:
I. Vocabulary (10')
1. Activity 1
? Complete this exercise
individually
? explain your answers
- Accept different answers if Ss
explain their decisions logically.
2. Activity 2 Key:
? Work individually. Rearrange the 1. socializing with friends
letters to find the name of the 2. relaxing
activities 3. communicating with friends
4. doing DIY
5. meeting
6. making crafts.
II. Grammar (20')
1. Activity 3
- Ask students to refer to grammar 1. working 2. learning/ to learn
point on page 9 and 10. 3. seeing 4. doing
? How do we use verbs of linking? 5. meeting 6. play
? Work individually to complete the
exercise.
- If time allows, T may ask Ss to
swap their work with each other for
peer correction.
2. Activity 4 P14
21
Have Ss complete the sentences Work individually to give the correct

using their own ideas. Remind them form of verbs
to use gerunds or to-infinitives. Key: 2. don't 3. walks
Have some Ss read out their 1. come
sentences. Accept all answers as 4. do 5. teaches 6. play
long as they make sense.
3. Activity 5 P14
? Work individually then compare Key: 1. Firstly 2. Secondly
with a partner. 3. Thirdly 4. In addition
- T may explain to them that they 5. In short
can register as a user on the website
www.thinkuknow.co.uk in order to
be protected when they go online.
III. Communication (10') Read and match

1. Activity 6 P14 Key:
- Allow Ss plenty of time to do this b-g d-f e-a h-c
task. For each activity they choose,
they should be able to give at least
one reason that led them to the
decision.
? Then Ss work in pairs to exchange
ideas.
2. Finished!
- T asks Ss to complete the self- Ask and answer in pairs
assessment. Have Ss discuss as a
class what difficulties remain and
what areas the Ss have mastered.

? Sum up the main content of the Ngày ….. tháng …… năm 2018
lesson Tổ trưởng
.V. Homework (2')
? Prepare your project
? Prepare: Unit 2: Getting started
Chu Thị Hạnh

Week: 04
Period: 09
22
UNIT 2: LIFE IN THE COUNTRYSIDE

GETTING STARTED
A. Objectives:
By the end of the lesson, students will be able to
- Listen and read a conversation between Nick and Nguyen about life in the
countryside
- Use the lexical items related to the topic of life in the countryside
B. LanguageContent:
- Vocab: Life in the countryside
- Grammar: Present simple tense, comparative forms
C. Teaching aids
D. Procedures:
I. Warm up (5'): Brainstorming Fly a kite

- T asks ss: Do you live in the city or in
the countryside?
- Elicit ss to say activities in the
countryside
Activities in the
- Introduce the new lesson countryside
Go swimming
I.The new lesson - harvest time (n) mùa gặt

Vocabulary(6’) - buffalo - (n) xe trâu kéo
- Teacher use different techniques to drawn cart
teach vocabulary (situation, realia) - herd (v) chăn, dắt
- Follow the seven steps of teaching
- envious (adj) ghen tị
vocabulary
- paddy field (n) đồng lúa
- Repeat in chorus & individually
* Checking vocab: R&R - Copy all the words
1. Listen and read(14’)

* Set the scenes: - Answer the questions
- Look at the picture on page 16 individually.
? Who are there in the conversation?
23
? What is the conversation about ? - Answer the questions

Pre- question:
Who made Nguyen's kite?
- T collects ss' ideas
- Answer by predicting
- Ask ss listen, read and check their
prediction
- Play the recording twice.
- Check the prediction Key : His grandfather made it for
- Ask ss to practice the conversation in him
pairs
a. Are these sentences true or false

- Ask ss to run through the statements - Work individually to decide if
then work individually to decide if they sentences are true or false.
are true or false Key:
- Ask ss to share answers with their 1T, 2F, 3F, 4T , 5T
partners .
- Ask ss to write the answers on the
board and others remark
- T corrects
Key:
1.He’s in the countryside.
b. Answer the following questions
2.Right on his first day there
- Ask ss to run through the questions -
3.It’s a big and colourful
Ask them to work in pairs to ask and
4.His grandfather
answer the question
- Correct the answer as a class. 5.He means that he wishes he
were in the countryside too
c. Complete the sentences with the
words in the box - Work individually to do the
- Ask ss to look at the words in the box exercise.
and make sure they understand their Key:
meaning. If they do not, ask them to refer 1. colourful
to the conversation and have a guess. 2. move slowly
- Ask them to work individually to do 3. harvest time
the exercise. When they finish, ask them 4. paddy field
to check their answers with their partner. 5. herding
- T gets feedback and correct 6. buffalo-drawn cart
d. In group , discuss and find how
Nguyen feels about his stay in the
countrysidee. Tick the appropriate box Suggested answers:
- Run through the sentences He likes it.
- Have ss work in small groups to discuss ‘…it’s more exciting than I
and tick the correct box and lool for expected.’
expression(s) to support their answer. “It (the kite) looks great up there
24
in the sky”.
‘It live more happily here, and
there’s still a lot more to explore’.
2. Match the activities with the

puictures. (5’) Key:
- Have Ss work independently to label 1.e 2.f 3.a
the pictures. 4.c 5.d 6.b
- Have them compare their answers with
a partner.
- T writes the correct answers on the
board.
3. Can you think of somesss more things

that children do in the countryside.
Make a list (5’) - Work in pairs
- Have Ss work in pairs to brainstorm
some more countryside activities
-. Give them a time limit, for example,
two minutes to make their lists.
- Call on each pair to share their list with
the class.
- T writes the combined list of activities
on the board and leaves it there to be
used in the next activity.
- Before moving on, T makes sure
everybody understands all the vocabulary
on the board.
III. Consolidation (2')

4. Game: Coutryside charades(5’)
-T divides the class into two teams for - Take part in
this game. They can give themselves a
the game
relevant team name such as the ‘horses’
and the ‘buffaloes’.
- Play charades with the countryside
activity vocabulary from Activity 2 and
the Ss’s list on the board
- To increase the fun element, give the
teams a time limit of 10 seconds to guess
the activity before it moves to the other
team. T keeps score on the board and
announces the winning team at the end.
25
IV. Homework (3')

- Learn by heart all the new words. - Answer individually
- Guide ss how to do Exs (Workbook) - Take note
- Prepare: Closer Look 1

Tổ trưởng
Chu Thị Hạnh

Week: 04
Period: 10
26

A CLOSER LOOK 1
A.Objectives:
- Pronounce words containing the clusters /bl/ and /cl/ correctly in isolation and
in context.
- Talk about life in the countryside.
- Vocab: Life on the countryside
- Grammar: Simple present , Simple progressive
C. Teaching aids:
D. Procedures:
I. Warm up(5'): Brainstorming

( adjectives to describe life in the
countryside) - Take part in the game in 2 teams
- Divide the class into 2 two teams
- Ask ss from 2 teams turn by turn go to
board to write adjectives about life in
the countryside
- In 4 minutes the team with more right
words is the winner.
- Introduce the new lesson
II. The new leson -brave (adj) dũng cảm
A.Vocabulary (20') -nomadic (adj) tính du mục
* Teaching vocabulary -vast (adj) rộng lớn
- Teacher use different techniques to
-blackberry (n): quả mâm xôi
teach vocabulary (situation, realia)
- Follow the seven steps of teaching -hay (n): cỏ khô
vocabulary -bloom (n): sự ra hoa
* Checking vocab: Slap the board (v): nở hoa
1. Listen and repeat the words (P18)
- Have Ss listen to the recording and
repeat the words.
- Make sure that they pronounce the - Ss listen to the recording and
words with the correct stress partners. repeat the words.
27
- Check understanding of these words.

- Elicit ideas from the Ss. Say. for
example, “Give me an example of
something vast”.
- Go through all the words in this way to
make sure understands them.
2. Put the words in 1 into the
appropriate category. Some words can -Work individually
be used in more than one category. Key:
(p18) To
- Get Ss to work individually. describe… Words
- Ss compare their answers with a People Friendly, brave,
partner and then discuss as a class. boring, nomadic,
- There may be some variations in the colourful
answers. For a more able class, Life Slow,hard, boring,
encourage Ss to explain why they inconvenient,
choose that word for the category. peaceful, nomadic,
3. Match the nouns/ noun phrases in colourful
the box with each verb(2 P8) Scenery Colourful, vast,
- Make sure Ss understand the meanings peaceful
of the verbs first. There may be some
confusion about the difference between
-Work independently or in pairs
‘pick’ and ‘pick up’.
- Explain that ‘pick; is the specific verb
Key:
used for collecting fruit, vegetables or
ride: a horse, a camel
flowers through the action is the same as
put up: a tent, a pole
the more general term ‘pick up’.
collect: hay, water
- Ask Ss then work independently or in
herd: the buffaloes, the cattle
pairs. When they have finished, let them
pick: wild flowers, apples
exchange their answers with a partner/
another pair.
- Then T elicits the correct answer.
4. Use the words from 1 and 3 to
complete the sentences. Remember to - Work individually
use the correct form of the verbs( P18) Key:
- Ask Ss to look at the sentences and 1. picking
decide if an adjective or a verb is 2. inconvenient, collect
missing. 3. herd
- This narrows down the areas of words 4. ridden, brave
they need to refer to. 5. peaceful
- Have Ss then complete the sentences 6. nomadic
by themselves. 7. vast
- Check the answers as a class. 8. put up, hard
.
28
B. Pronunciation (15'')
5. /bl / and / cl/ ( P19)
- Ask Ss to listen and repeat. -Listen and repeat
- Pause the recording to drill difficulty
items.
- Have Ss say the words individually
6. Listen and circle the word you hear

( P19) - Do the task individually
- Have Ss listen and circle the words.
- Have Ss do the activity in pairs and Key :
challenge each other to choose the
1. blame
correct words
2. blasts
3. blue
4.clock
5.close
7. Listen to the sentences and repeat

- Have Ss look at the sentences and
underline the words with clusters /bl/
and /cl/ first.
- Listen and repeat
- Play the tape
- Have Ss then listen and repeat.

- Ask ss to find some more words that - Answer teacher's questions.
have these two sounds/cl/ and /bl/ - Say out the words
IV. Homework (2')
- Learn by heart all the new words.
- Guide ss how to do Exs (workbook) - Take note
- Prepare: Unit 2: Closer Look 2.

Week: 04
Period: 11
29

A CLOSER LOOK 2
A. Objectives:
By the end of the lesson, students will be able to review comparative forms
of adjectives and know how to use comparative forms of adverbs of manner.
- Vocab: Life in the countryside lexical items
- Grammar: Comparative forms of adjectives and adverbs of manner
C. Teaching aids:
D. Procedures:
I. Warm up (5'): Recall
- T calls 2 ss to the board( one is tall,
one is short)
- Ask ss to look at them and make - Make sentences
sentence to compare their height
Eg: Mai is taller then Thuy
Or Thuy is shorter than Mai
- Ask ss to use real things in class to
make sentences of comparative
Eg: The white ruler is longer than the
blue ruler
II. The new lesson
A. Review Comparative forms of - Work in pair to do the exercise
adjectives ( 8') Key:
Exercise1. Complete the passage 1.higher
below with a suitable comparative 2.easier
form of the adjectives provides( P 19) 3.better
- Ask ss to work in pairs to do the 4.more exciting
exercise 5.more convenient
- Check as a class and write the 6.happier
answers on the board with the full 7.more friendly
forms of comparisons. 8.fast
- Keep them for later reference when 9.safer
the comparative of adverbs is taught. 10.best
B. Presentation (7')
- T first revises the different use of an
adjective and an adverbs. For example, Comparative forms of adverbs
T write “Life in the city is slow/slowly’ * Model sentences
and the comparative form of adverbs
30
by changing the second sentence to “ - He is moving more slowly than

He is moving more slowly than before
before”. 1. More / less + adv + (than) is form
- Elicit the form of comparative from of comparative for almost all
Ss before letting them read number 1 in adverds of manner ending in LY
the table. - He runs faster than I do
- T then introduces comparatives of 2. Adv + er ( than) is the form of
irregular adverbs like fast, hard, late, comparatives for adverbs of manner
early and badly. with the same form as adjectives
- Let Ss read number 2 and 3 in the
table.
C. Practice ( 15')
Exercise 2 .
Complete the sentences with suitable - Work individually to do the
comparatives forms of the adjectives exercise then share their answers
in the box ( p 20) with their partner.
- Run through the adjectives in the box
- Ask ss to work individually to do Key :
the exercise then share their answers 1.more slowly
with their partner. 2.more soundly
- Ask 2 ss to write the answers on the 3.less traditionally
board then others give 4.more generously
comments 5.more healthily
- T corrects
Exercise 3. Finish the sentences below
with a suitable comparative form of :
hard, early, llate, fast, well and badly.
- Ask ss to work in pairs to do the -Work in pairs to do the exercise .
exercise . Key :
- Ask 2 ss to write the answers on the 1.better
board then others give 2.faster
comments 3.later
- T corrects 4.harder
5.worse
Exercise 4. Underline the correct 6.earlier
comparative forms to complete the
sentences
- Have Ss do this exercise
independently.
- T then checks the answers as a class Key :
1.more optimistically
2.more popularly
3.less densely populated
4.more quickly
31
5.more easily
6.better
Exercise 5. Write the answers to the
questions below
- Have Ss do this exercise
independently. Key:
-Walk around and help Ss who have 1.The countryside is more
difficulty wrting the answer. peaceful(than the city)
- Get Ss to check their answers with a 2.A computer works faster at
partner. calculus(than a human being)
-Check as a class and write the correct 3.Life in a remote area is
sentences on the board, underlining the harder(than that in a modern town)
comparatives 4.Ho Chi Minh City is more
expensive(than Hue).
5.A buffalo can plough better(than a
horse)
C. Production ( 5')
- Ask ss to make their own sentences - Make sentences
with comparative form of adverbs.

What is the form of comparative of - Answer teacher's questions.
adverbs?
IV. Homework (2')

- Learn by heart all the new words and - Take note
structures
- Guide ss to do exs : (Work book)
- Prepare: Unit 2: Communication.

Tổ trưởng
Chu Thị Hạnh

Week: 05
Period: 12
32

COMMUNICATION + Test 15’
A. Objectives:
By the end of the lesson, students will be able to read some posts on
“Holidays in the countryside” and reply to the posts.
- Grammar: Simple present
C. Teaching aids:
D. Procedures:
I. Warm up (5'): Chatting
- T asks: - Answer the questions
Do you like living in the
countryside? Why? Why
not?
I. The new lesson -disturb (v) Làm phiền
* Teaching vocabulary -beehive (n) Tổ ong
- Teacher use different -experience (n) Trải nghiệm
techniques to teach
-urbanisation (n) Sự đô thị
vocabulary (situation, realia)
- Follow the seven steps of -positive (adj) Tích cực
teaching vocabulary -negative (adj) Tiêu cực
-neutral (adj) Trung lập
* Checking vocab: R&R
- Introduce the new lesson: We are going
to read some posts and reply to them .
- Posts are common features of social
media sites. They allow people to review
things or give their opinions about things.
They also allow others to respond to the
posts with their own opinions. As such, an
online dialogue occurs. The writing style of
online posts is usually short, informal and
honest or direct.
1. Read the posts on “ Holidays in the
countryside”
Pre questions Key:
? Where do these people live? - They live in big cities
? Do they have the same opinion of staying
33
in the countryside? -No, they don’t

- Ask ss to read the posts individually to
answer the questions
2. What are the attitudes of

these people towards their -Work individually to do the exercise
experiences. Tick the Key:
box(p21) Positive Neutral Negative
- Ask ss to look through the Dennis from ü
table and make sure that ss London
understand the requirement Julie from Paris
-Have ss work individually ü
to do the exercise then Ss Phirun from ü
can compare their answers Phnom Penh
with partner and discuss any Yumi from Ha ü
differences. Noi
-Check the answers as a Emi from Tokyo ü
class.
Lan from Ha Noi ü
Bob from Hong ü

Kong
3. Work in groups. Reply to the posts in

1. Write down your replies (P 21)
- Explain that now they have a change to
reply each post with their own opinions
- Put Ss into groups of 4 ss. Hand out
apiece of blank paper for each post. -
Have the groups write the name of each
post at the top, e.g. Bob - Work in groups of 4 ss to reply
from London. the posts
- Have each student writes a short reply
to a post and then passes the paper to the
person on their left. They take the next
paper from the person on their right.
They read the reply and then add their
own.
- Continue passing the papers around

until everyone has replied to every post.
Ss refer to the examples as models for
their answers.
-Ask each group to read out one of their
34
reply chains to a post and discuss it as a

class.
III. Consolidation (15’)

Test 15’ (Next page) - Take note
IV. Homework (2')

- Learn by heart all the new words and
structures
- Guide ss how to do exs (Work book)
- Prepare: Unit 2: Skills 1

Tổ trưởng
Chu Thị Hạnh

Week 5
Period 13:
35

SKILLS 1
A. Objectives:
- Read for specific information about an unusual lifestyle in the countryside
- Talk about what they like or dislike about life in the countryside
B. Language Content
C. Teaching aids:
D. Procedures:
I. Warm up (5'): Brainstorming

- T shows Ss some picture of Mongolia
-T writes the word Mongolia on the board.
- Have Ss brainstorm what they know
about this country and its people ( they can Mongoli
express in Vietnamese some words that a
they can’t express in English)
- Keep it to the end of the period Move a lot Don’t live in houses
-Introduce the new lesson
II.The new lesson -nomad (n) Dân du mục

* Teaching vocabulary -nomadic (adj) Có tính du
- Teacher use different mục
techniques to teach vocabulary -dairy (n) Sự sản xuất
(situation, realia) bơ sữa
- Follow the seven steps of
-pasture (n) Đồng cỏ
teaching vocabulary
-grassland (n) Đồng cỏ
-circular (adj) tròn
* Checking vocab: R&R -permanent (adj) Lâu dài
A. Reading
? Pre-question
How many times do nomad move a year? Key:
- They live in big cities
-No, they don’t
36
1. Quickly read the passage and choose

the most suitable heading A,B,C for each
paragraph - Work individually to read each
- Ask Ss to read the headings first and part of the passage and choose
make sure they understand their meanings. the correct heading for it.
- Ask ss to work individually to read each
part of the passage and choose the correct Key:
heading for it. 1. The importance of cattle to
- Have Ss exchange their answers the nomads
- T checks the answers as a class. 2. The nomads’home
2. Match the descriptions with the words 3. Nomadic children’s lives
and phrases from the passage
- Have ss go through the table
- Ask Ss to read the passage again and Key:
underline the words (a-e) then try to guess
the meanings of these words, based on the 1.b 2.d 3.e 4.a
context. -Ss complete the task 5.c
independently.
- Have ss write the answers on the board
- T corrects
3. Read the passage again and choose the
best answer A,B, C,D - Do the exercise independently.
- Ask ss to read the sentences and do the
exercise independently. Key :
- T may guide Ss to look for key words 1.A 2.C 3.A
which can help them find the part of the 4.B 5.C 6. D
passage where the information for the
answers is given.
-T gets feedback and corrects
B. Speaking
4. Work in pairs . Interview your partner
to see if she/he like or dislikes Mogolia
nomadic life
- Make sure that ss know how to do the
exercise
- Ask ss to read the example
- Have ss work in pairs to practise - Work in pairs to practise
- Encourage them to follow up and talk
about as many different details as possible.
- T can ask some pairs to report on their
likes and dislikes.
- T can make two lists of their likes and
dislikes on the board and see which ideas
37
are the most common.

5.
a. Work in pairs. Discuss and find - Work in pairs to discuss which
- Have ss think about the life in the two things they both like and
countryside in Viet Nam. which two things they both
- Get Ss to work in pairs, discussing which dislike.
two things they both like and which two
things they both dislike.
b. Report your findings to the class
- Have ss read the example and report their -Report their findings to the
findings to the class class

? List things that you know about - Answer teacher's questions.
Mongolia after reading the passage . Check
with the prediction at the beginning of the
period .
- Take note
IV. Homework (2')
-Learn by heart all the new words and
structures

Week 5
Period 14
38
SKILLS 2
A. Objectives.
By the end of the lesson, Ss will be able to:
- use lexical items related to the topic life in the countryside
- listen to get specific information about changes in the countryside
- write a paragraph about changes in the countryside
B. Language Content .
- Vocabulary: Vocabulary about life in the countryside
- Grammar: Simple present, simple continuous
C. Teaching aids
- Teaching aids: Textbook, posters, tape and radio
- Work arrangement: T-WC, group work, pair work
D. Procedure
Teacher's activities Students' activities
I. Warm up (5') ( Whisper)

- Teacher divides ss into 2 teams - Sentences :
- Call on 5 ss from each team to make 2 - I live in a beautiful house in the
lines. Ss in each line number ss from 1 countryside
to 5 and the distance from one to one is - I like living in the countryside
1meter because it is so peaceful
- T whispers one sentence to the number 1 - There are a lot of changes in my
of two teams. They must whisper to the village
next . The fifth student from each team
write the sentence on the board.
- Take turn
- The team with more correct sentences is
the winner
II.The new lesson
A Listening (17') * Vocab:
- Set the scene - equip(v): trang bị
- Make sure that ss understand the - oil lamp(n): đèn dầu
meaning of some words - stream(n): dòng suối
1. Listen to a boy talking about changes
in his village and tick the changes he
mentions
- Have ss to go through the sentences
from A to F and guess which sentences - Guess which sentences the boy
the boy mentions mentions
- Collect some ss' ideas - Work individually
- Have ss listen to the recording and Key:
39
check the prediction A…..…The roads in the village

- Have ss compare the answers with their B…ü…Electrical applicances
partners in the homes
- Get feedback C…ü…Means of transport
- Play the recording once to check D….......Entertainment
- T confirms the correct sentences E…ü…School
F…ü…Visitors
2. Listen again and say if the sentences - Listen again and answer:
are true or false Key:
- Give Ss to read the sentences. 1.F 2.T 3.F 4.T
- Have ss Ss listen to the recording again ( 5.T
as many times as needed of if time
allows) and complete the exercise.
- T checks their answers as a class.
3. Listen again and answer the questions

in no more than four words
- Ask Ss to read the questions first to see
what kind of information they need to - Work individually to listen
find. Some Ss might be able to answer again and
some questions without listening to the answer the questions in no more
recording again. than
-T plays the recording.Ss listen and four words
decide what word/phrase to write down
for the answers. They can compare their
answerswith a partner. Key:
- T calls on some ss to write the answers 1.His parents .
on the board. 2. Life outside their village.
- Ask other ss to give comments 3. Nearby/Near the village .
- T confirms the right answers 4. The way of life.
Note: Some Ss may not be familiar with
short answers. You may allow them to
answer the questions in full first and see
what they can do to shorten their answers
to within four words. Ask them to focus
on the key words.
B. Writing (18')
4. What do you think? Which
change(s) in the Listening do you see as Example: It's good for the
possive? Which do you see as village to have TVs. they can
negative? Support your opinion with a now have more fun and learn
reason. Write it out more about different people and
40
- First, remind Ss of the changes in the different places

village from the listening passage.
- T can help by writing the chages in brief
on the board as a guide for the writing
exercise. For example:
-earthen houses -> brick houses
- Ss can use this information and the
example given in 4 to write their opinions
about the changes
5. Work in groups. Discuss and find
some changes in a rural area. Make
note of the changes.
- Place Ss into small groups of three or -Work in groups
four. Ss in each group work together to
decide which rural area they will talk
about. They then discuss and note down
some changes they can find in this area.
6. Write a short paragragh about the
changes.
- Ss use their notes about the changes in a
rural area to write a paragraph describing
the changes. '
- T can guide their writing by providing
them with some key words/phrases like
‘The first change is…’ or ‘' The change
we are most interested in is...."
- Sum up the main content of the lesson. - Remember
IV. Homework (2')
- Learn by heart vocabulary and
structures.
- Complete the paragragh at home
- Ex in workbook Ngày ….. tháng …… năm 2018
- Prepare next lesson. Unit 2. Lesson 7: Tổ trưởng
Looking back
Chu Thị Hạnh

Week 5
Period 15
41
Looking back & Project

A. Objectives.
- Recycle the language from the previous sections.
- Consolidate and apply what they have learnt in Unit 2 by doing various
activities and exercises.
B. Language Content.
- Lexical items related to life in the countryside
- Comparative forms of adverbs of manner
C. Teaching aids.
- Teaching aids: Textbook, posters
D. Procedure
I. Warm up (5’)
Check the old lesson
- Ask ss to swap their writing which
they completed at home
- T checks some and gives comments
II. The new lesson

A. Vocabulary (8')
1. Use the words and phrases in the Key:
box to describe the pictures. A word/ Picture a: peaceful, vast, quiet,
phrase may be used for more than pasture, paddy field
one picture Picture b: quiet, colourful, paddy
- Ask ss to look at the pictures and go field, harvest time, rice
through the words Picture c: peaceful, vast, quiet,
nomadic life, inconvenient, ger,
- Have ss to work individually to do pasture, cattle, horses
the exercise.
- T checks as a class
2. Look at each picture and write a
sentence describing what each person
is doing. Use the verbs in brackets Suggested answers :
- Ss look at each picture, then at the 1. A boy is riding a horse
verb that goes with it. Ask them write 2. A man is herding his cattle/sheep.
the sentences in their full forms. 3. A girl is picking apples (from an
- T goes round while Ss are writing apple tree).
and helps them with any difficulties. 4. A boy is flying a kite.
When Ss have finished, T can choose 5. The children are running around in
42
some sentences and asks Ss to write the fields/countryside.

them on the board. 6. A woman is collecting water from
- T gives feedback. If a sentences is the river.
incorrect, ask Ss to correct it.
B. Grammar(15’)
3.Look at the pictures and complete
the sentences. Use suitable
comparatives of the adverbs in
brackets
- Have Ss complete this task in - Work individually
dependently. They can then exchange 1. faster than
their answers with a partner. 2. earlier than
- Call on some ss to write their 3. better-than
answers on the board 4. more skillfully than
- T confirms correct sentences 5. more beautifully-than
4. Read the situation below and

complete the sentences with suitable - Work individually
forms of the adverbs in brackets Key:
- Ask Ss to read the situations carefully 1…faster than a camel.
and decide which two things are being 2…more happily than those in the
compared. city.
- Have Ss complete the exercise 3…more heavily on the weather than
independently and then compare their people in many other jobs
answers with a partner. 4…worse than I do
T checks as a class.
- Call on 4 ss to write their sentences
on the board
- Ask others to give comments
- T corrects
C. Communication . (10')
5. Work in groups. You are planning -Work in groups of 4 ss
a trip to the countryside. Work
together and answer the question:
What will you do during the trip?
Write the answers in the table below
- Have Ss work in groups. They take - Complete the self-assesment.
turns to ask the questions and note
down the answers.
- The group then assigns a group
representative to report their findings
to the class.
Finished !
43
- Ask Ss to complete the self-

assessment. Identify any difficulties
and weak areas and provide further
practice.
C. Project
- T guides ss how to prepare the
project at home

? Sum up the main content of the - Listen
lesson. - sts work individually
IV. Homework (2')

- Learn by heart vocabulary and - Listen and take note the
structures. assignments
- Complete the project of Unit 2.
- Prepare next lesson: Unit 3 - Getting
started .

Tổ trưởng
Chu Thị Hạnh

Week 6
Period 16
UNIT 3: PEOPLES OF VIETNAM
44
GETTING STARTED
A. Objectives:
By the end of the lesson, students will be able to listen and read for specific
information about cultural groups of Viet Nam, practice listening and speaking
with the lexical items related to cultural groups of Viet Nam.
- Vocab: cultural groups of Viet Nam
- Grammar:
C. Teaching aids:
D. Procedures:
I. Warm up (5'): Describe pictures

- Review the previous unit by asking Ss to solve - Work in groups
a crossword puzzle. Draw the crossword on a
KEY:
big piece of paper. Tell Ss that the red word is
the key word of the new lesson. Divide the class 1.Herd
into two teams. Ss from each team take turns to 2.Time
solve the puzzle. The game finished when a 3.Horse
student guesses the red word correctly. 4.Friendly
- Solve the crossword puzzle below. 5.Rice
1. I like to……buffaloes in the pastures. 6.Country
2. The farmers are very busy during harvest…..
3. Have you ever ridden a….? You have to be .
brave to do it.
4. People in the countryside are often open
and….
5…..was loaded onto a cart and transported
home.
6. I think….life is more interesting than city life.
- Write the unit title on the board. Write the
words/phrases ‘ethnic’, ‘ethnology’, and ask Ss
to guess their meaning. T may also show a
picture of a typical costume and talk about it
with the Ss.
II. Presentation (10') - curious (a)
1. Vocabulary - account for (v)
- Teacher use different techniques to teach - ethnic (a)
45
vocabulary (situation, realia) - minority (n)

- Follow the seven steps of teaching vocabulary - region (n)
- custom (n)
* Checking vocab: Recall
- awesome (a)
- terraced field (n)
- heritage site (n)
- Repeat in chorus and
individually
2. Listen and read
* Set the scenes: Ss answer questions as a
Ask Ss to open their books to the lesson. T can class. T plays the recording
ask Ss prediction questions. For more able and has Ss follow along. T
classes, T can brainstorm questions with Ss and may want to ask Ss to track
write them on the board. Questions may the dialogue with their
include: fingers as they listen to the
recording. Then come back
•What can you see in the picture? to the earlier questions and
•What can you see in the picture? have Ss answer them again.
•What can you see in the picture? Do not give correction at
•Do you know these characters? this stage.
•Where are they now?
•What are they talking about? - Listen and read
1. Find the opposite of these words in the
conversation
- Ask Ss to the read the conversation again and
- Individual work
do the exercise in pairs or in groups. T writes
the correct answers on the boards. Key: 1.interesting
? Work individually. 2.largest 3.minority
? Share answers with your partner. 4.southern
2. Read the conversation again and answer the Key:

questions 1. They are in the Museum
- Go through the questions mentioned of Ethonology.
- Have Ss work individually to answer the 2. They want to know about
questions. Ss compare answers with a partner the ethnic groups of Viet
and then discuss as a class. Then correct the Nam.
answers. 3. There are 54 ( ethnic
groups ).
- (c)Tell Ss to refer back to the conversation to 4. The Viet (or Kinh) have
46
find the expessions. Together with the Ss, elicit the largest population.
the meaning of these four expressions. Then 5. Yes, they do.
give examples. For more able classes, have the
Ss provide the examples of when these
expressions would be used.
Key
1.Used as a reply, agreeing
with what sb has just said,or
emphasizing that it is
correct.
3. Work in pairs. 2. How + adj/adv : used to
- Ask Ss to role-play the example conversation show a strong reaction to sth
in pairs before creating their short role-plays. 3. Used to show you
More able Ss can try to extend the conversation. understand what someone
Encourage Ss to use How + as many adjectives said
as possible. 4. Used to show that you
think something is great
Look out!
Help Ss distinguish the two
words.
‘people’ is used as the plural
of ‘person’ to refer to men,
women, and children
‘peoples’: ethnic groups of
people who belong to a
particular country, race, or
area
4. Use the words and phrases in the box... (2 Key:

P27) 1. five-coloured stickey rice
- Ss work in pairs and label each picture. Then 2. terraced fields
let Ss read each word/phrase correctly. Check 3. festival
and correct their pronunciation. 4. folk dance
5. Open-air market
6. Musical instrument
7. costume
8. stilt house
5. Complete the sentences (3 P27) Key:
? Work individually to do the task then compare 1.ethnic
their answers with a partner. 2.heritage site
- Ss do the task by themselves. After that they
3.stilt houses
swap their answers with a partner. T corrects as
a class. Then let them repeat the words/phrases 4.festivals
5.member
47
in chorus. 6.terraced fields
IV. Production ( 6') Game: Quick quiz Key:

Ask ss to work in pairs. Ask and answer, using 1. Which ethnic group has
these cues. Ss work in pairs to ask and answer the smallest population?
the questions. T gives correction. T may call on 2. Do the Hmong have their
some pairs to talk before the class. own language?
3. Where do the Coho live?
4. What colour is the Nung’s
clothing?
5. Which group has a ;arger
population, the Tay or the
Thai?
6. Whose arts are displayed
at a museum in Da Nang?
V. Consolidation (2') - Answer individually

? repeat the content of the lesson?
- Take note
VI. Homework (2')
? Learn by heart all the new words.
? Do Ex (Workbook)

Week 6
Period 17
A CLOSER LOOK 1
48
A.Objectives:
- Pronounce words containing clustes /sk/,/sp/, and /st/ correctly in isolation and
context
- Use the lexical items related to cultural groups of Viet Nam
- Vocab: cultural groups of Viet Nam
C. Teaching aids:
D. Procedures:
I.Warm up (5'): Brainstorming

- Ss brainstorm the names of the ethnic
groups they know where they live, their - Take part in the game in 2 teams
costumes, their way of life, culture, folk
songs…Encourage them to guess and
call out as many words as possible- In 4
minutes the team with more right
I. The new leson -developed (a)
A. Vocabulary (20') - insignificant (a)
* Teaching vocabulary -complicated (a)
-major (a)
- Follow the seven steps of teaching -minor (a)
vocabulary -basic (a)
* Checking vocab: Slap the board - Repeat in chorus and individually
1. Match the adjs in A with their
opposites in B (P28)
- T may explain and give examples of
adjectives. Ask Ss to give some more - Ss work in pairs to match the
- Check understanding of these words. adjectives with their opposites. T
- Elicit ideas from the Ss. Say. for elicits the answers from the class.
example, Key: 1.d 2.c 3.g
- Go through all the words in this way to 4.a 5.f 6.e
make sure understands them. 7.b
49
- If there is time, advanced Ss can write

the words in sentences (or homework).
2. Use some words from 1 to complete
the sentences (p28) - Ss work individually to do the
- Get Ss to work individually. task. Some Ss may write the
- Ss compare their answers with a answers on the board.
partner and then discuss as a class. Key:
- There may be some variations in the 1.written 2.trasitional
answers. For a more able class, 3.important 4.simple, basic
encourage Ss to explain why they 5.rich
choose that word for the category.
- Check their answers.
3. Work in pairs. Discuss what the
word is for each picture......(p 28) - Ss work in pairs and discuss what
- Ask Ss work in pairs. When they have the words is for each picture
finished, let them exchange their
Key:
answers with a partner/ another pair.
1. ceremony 2. pagoda
- Check the answers with the class. For
3. temple (Ly Son)
more able Ss, ask them to give other
4. waterwheel (in the north)
words they know which are related to
5. shawl (of the Thai women)
the life of ethnic minority people.
6. basket (of the Sedang)
- Then T elicits the correct answer.
B. Pronunciation (15')
Clusters: /sk/, /sp/, and /st/
4. Listen and repeat the words( P28) - Listen and repeat
- Ask Ss to listen and repeat.
Audio script: skateboard
- Pause the recording to drill difficulty
stamp speech display
items.
first station
- Have Ss say the words individually
instead crisp school
basket space task
5. Listen again and put them in the - Do the task individually
right... Key :
( P28) /sk/ /sp/ /st/
- Play the recording again. Ss listen
carefully and put the words in the right skateboard Speech Stamp
columns. Note that ‘school’ may cause
some confusion because the sounds of School Display First
/sk/ are spelled with the letters ‘sch’.
Basket Crisp Station
Ask Ss to give other words which
contain these clusters. task Space Instead
50
6. Listen and read...... - Listen and repeat

- Play the recording two or three times
(or more if necessary). Help Ss Key:
recognize all the words with 1. The Hmong people I met in Sa
/sk/,/sp/,or /st/, then underline them as Pa speak English very well
assigned. 2. You should go out to play
instead of staying here.
3. This local speciality is not very
spicy.
4. Many ethnic minority students
are studying at boarding schools.
5. Most children in far-away
villages can get schooling.

-Ask ss to find some more words that - Answer teacher's questions.
have these clusters: /sk/, /sp/, and /st/ - Say out the words
IV. Homework (2')
- Learn by heart all the new words. - Take note
- Guide ss how to do Exs (workbook)
- Prepare: Unit 3: Closer Look 2

Tổ trưởng
Chu Thị Hạnh

Week 7
Period 18
51
A CLOSER LOOK 2
A. Objectives:
- Ask and answer different question types
- Use articles a, an, the
- Vocab: cultural groups of Viet Nam lexical items
- Grammar: question types, articles a, an, the
C. Teaching aids:
D. Procedures:
I. Warm up (5'):
Introduction
Ss have already learned Yes/No questions - Listen to the teacher and take
and Wh-questions. Tell Ss that this is a notes
review section. T may help Ss recall all
types of questions and question words
they have learned so far.
II. The new lesson
Grammar
Questions: review
1. Read the passage(5’)
- Give Ss about five minutes to read the
passage. T may call on some Ss to read
aloud to the class. Correct their
pronounciation, intonation and stress, and
give explanation if necessary. -Work individually
2. Now write questions for these Suggested answers:
answer(7’) 1. Who is living in the house?
- Have Ss work in groups or in pairs and 2. How many children do they
write questions for the answers given. To have?
check the work, have some Ss come up 3. Do the grandparents stay at
and write their questions on the board. home?
Accept all question variations that are 4. How often does Mrs Pha go
grammatically correct. T gives correction shopping?
as a class. 5. How far is Vang’s boarding
school?/How far is the town?
52
6. When does Vang go home

(every week) ?
7. How do they live?
8. Would they like to live( in a
modern flat) in the city?
3. Complete the questions....(5') - Ss work individually to
- Run through the questions complete the task. Then Ss
- Ask ss to work individually to do the compare their answers with a
exercise then share their answers with partner.
their partner. Key:
- T corrects 1.Who 2.Which 3.Which
4.Which 5.What
4. Work in pairs.....(13’) - Pair work
- Let Ss work in pairs. This should be a Questions:
speaking activity, so encourage Ss to talk 1. Who does the shopping in your
with fluency and accurary, and as family?
naturally as possible. While Ss do their 2. Who is the principal of our
task, T goes aroud to monitor the whole school?
class. 3. Which subject do you like
- T corrects better, English or maths?
4. What is the most important
festival in Viet Nam?
5. Which ethnic group has a
larger population, the Khmer or
the Cham?
Articles: a, an and the Answers:
- T asks Ss to read the grammar box, then 1-2-3: (Ss’s own answers)
explains these uses of the articles, going 4. The Lunar New Year
through the examples given in the box. To 5. The Khmer:1,260,600 (The
check Ss’ understanding of the usage, ask Cham: 161,700)
Ss to make other example sentences using
the articles in the same way.
Draw Ss’attention to the Look out! Box.
Read out the sentences to show that
sounds are what determines whether ‘an’
is used. See if Ss can come up with other
examples of words like these.
5. Underline......(5’)
- Ss work individually to do the task. Then - Work individually
Ss swap their books with a partner to Key:
check the answers. Finally check the 1.a 2.the 3.the
answers as a class. Discuss the reasons for 4.the 5.the 6.a
the article usage in each sentences.
53
6. Insert......(5’)
- First, have Ss read the passage without
paying attention to the blanks. Then as a
class, check any unfamiliar vocabulary so Key:
that wverybody understands the meaning 1.a 2.a/the 3.the
of the text. Now focus on the grammar 4.an/the 5.the 6.an
point. Ss work individually to do the task.
Ask some Ss to read the passage sentence
by sentence. T correct as a class. Discuss
the reasons for the article usage.

- Use of articles, questions and answers - Answer teacher's questions.
IV. Homework (2')
- Learn by heart all the new words and
structures - Take note
- Guide ss to do exs : (Work book)
- Prepare: Unit 3: Communication

Tổ trưởng
Chu Thị Hạnh

Week 7
Period 19
54
COMMUNICATION
A. Objectives:
- Talk about some of the ethnic groups of Viet Nam
- Vocab: ethnic groups of Viet Nam
C. Teaching aids:
D. Procedures:
I. Warm up (5'): Chatting
- T asks:
Can you tell me something about ethnic - Answer the questions
groups of Viet Nam?
II. The new lesson
- Introduce the new lesson: We are going
to explore some ethnic groups of Viet
Nam
1. Quiz: What do you know about the
ethnic groups of Viet Nam - Pair work
- Ss work in pairs to do the quiz. T Key: 1.B 2. A 3. C
checks and gives explanation.
4. B 5. C 6. A
2. Where do these ethnic groups
mainly live?...
- Group work
- Ss work in groups. Let them discuss
Key :
and then write down the ethnic groups in
- Northwest region: Viet, Hmong,
the correct boxes. Encourage them to add
Lao
other ethnic groups they know of to the
- Northeast region: Viet, Hmong,
list. T moves around the groups and
Tay, Nung
gives assistance where needed.
- Red River Delta: Viet
- The central Highland: Viet,
Bahnar, Brau, Ede, Giarai, Sedang
- Mekong River Delta: Viet,
Cham, Khmer
3. Choose one group and talk about
them
- Bring the class back together. Write on
the board subjects that Ss can talk about
55
in relation to these groups. Elicit these

subjects if possible:
- location -lifestyle -costumes
- foods - festivals/ceremonies
- marriage/weddings…
T may give some facts and/or show
pictures to facilitate the activity.
Give Ss time to prepare, and then let
them talk in groups.
Notes:
Geographical location of some ethnic
groups:
• The Viet: all over the country
• The Tay, the Nung: North and
Northeast provinces
• The Muong: Hoa Binh, Phu Tho,
Son La, Thanh Hoa
• The Hani: Lai Chau, Lao Cai
• The Hmong: Northern mountainous
regions, Nghe An
• The Pathen: Ha Giang, Tuyen
Quang
• The Thai: Son La, Lai Chau, Yen
Bai, Thanh Hoa, Nghe An…
• The Bahnar: Gia Lai, Kon Tum,
Binh Dinh, Phu Yen
• The Ede: Dak Lak, Gia Lai, Phu
Yen, Khanh Hoa
• The Giarai: Gia Lai, Kon Tum, Dak III. Consolidation (3')
Lak - Sum up the main content of the
• The Brau: Kon Tum lesson
• The Khmer: Mekong Delta IV. Homework (2')
provinces - Learn by heart all the new words
• The Cham: Ninh Thuan, Binh and structures
Thuan, Tay Ninh, An Giang… - Guide ss how to do exs (Work
• The Sedang: Kon tum, Quang book)
Ngai,Quang Nam - Prepare: Unit 3: Skills 1

Week 7
Period 20
56
SKILLS 1
A. Objectives:
- Read a passage about the life of ethnic group
- Talk about the life of ethnic groups
B. Language Content
- Vocab: life of ethnic group lexical items
C. Preparation:
D. Procedures:

- T shows Ss some picture of the Thai.
- T writes the word Thai on the board.
- Have Ss brainstorm what they know Thai
about this country and its people ( they can
express in Vietnamese some words that live in stilt house Thai cloth
they can’t express in English).
- Keep it to the end of the period.
- Introduce the new lesson.
- dig (v)
II. The new lesson - canal (n)
* Teaching vocabulary - burnt- out land
- Teacher use different techniques to teach
- poultry (n)
vocabulary (situation, realia)
- Follow the seven steps of teaching - unique (a)
vocabulary - scarve (n)
* Checking vocab: R&R - ornament (n)
- worship (v)
- ancestor (n)
gggggggggggggggggggggggggg
hhhhhhhhhhhhhhhhhhhhhhhhh
A. Reading Key:
? Pre-question - They live in big cities
How many times do nomad move a year? - No, they don’t
57
1. Work in pairs. Answer the questions. - Work in pairs

- Give Ss time to discuss the two questions - Do as required
in pairs and then as a class. Encourage Ss
to make guesses if they are not sure.
- Then call on Ss to read the questions from
exercise 3 aloud. As the Ss read the
questions aloud, T reminds the rest of the
Ss to think about what the answer will be,
without looking at the text.
- Ask Ss to read the text and underline any
words they don’t know. T may let Ss read
in chorus once. Then, call on some
individuals to read aloud to the class.
Check their pronunciation and intonation.
Explain the new words and clarify anything
difficult. - Individual work
2. Complete each sentences, using a - Key:
word from the text 1. farmers/ 2.bamboo/ 3.stilt/
- T ask Ss to read the passage again and do 4. songs/ 5.ceremonies
the task. T checks the answers as a class.
- Pair work
3. Answer the questions: Key:
- Ask sts to read the passage again and 1. Yes, they do
answer the questions 2. Their main food is rice.
- T checks the answers as a class 3. It is well-known for being
unique, colourful and strong.
4. Thai women do.
B. Speaking 5. They worship their ancestors.
4. Read some facts about the Bru- Van
Kieu people and Khmer people
- Divide the class into two groups, each
preparing to talk about one ethnic group. - Group work
Otherwise, Ss may work in pairs; each of
them talks about one ethnic group.
- T goes around to assist if necessary. Then
ask some volunteers to present to the rest
of the class.
5. Talk about YOUR own group - The leader from each group
- Let Ss talk about their own ethnic group. stand before class to talk about
T may ask them to focus on one or two their own ethnic group
aspects such as clothing, food, ways of
living, customs and traditions, festivals,
beliefs, etc. T can also encourage Ss to talk
about changes in the life if their people
58
over time.
? List things that you know about Thai - Answer teacher's questions.
after reading the passage . Check with the
prediction at the beginning of the period .
IV. Homework (2')
-Learn by heart all the new words and - Take note
structures

Tổ trưởng
Chu Thị Hạnh

Week 8
Period 21
SKILLS 2
59
A. ObjectiveS.
- Listen for specific information about a traditional dish
- Write the recipe for a traditional dish
B. Language Content .
- Vocabulary: Vocabulary about a traditional dish
- Grammar: Simple present, command
C. Teaching aids
- Teaching aids: Textbook, posters, tape and radio
D. Procedure
I. Warm up (5') ( Whisper)

- Teacher divides ss into 2 teams - Sentences :
- Call on 5 ss from each team to make 2 - The Thai have a population of
lines. Ss in each line number ss from 1 about one and a half million
to 5 and the distance from one to one is people living in the province of
1meter Lai Chau.
- T whispers one sentence to the number 1 - The Thai also grow other crops
of two teams. They must whisper to the on burnt- out land. They also
next . The fifth student from each team make bamboo items, and weave
write the sentence on the board. cloth.
- Take turn
- The team with more correct sentences is
the winner
II.The new lesson
A Listening (17') * Vocab:
- Set the scene - represent (v):
- Make sure that ss understand the - element (n):
meaning of some words - harmony (n):
1. Answer the questions - turmeric (n)
- Ss discuss the two questions in pairs. - shredded coconut (n)
Then tell Ss to look at the picture and say
what they know about that dish. - Work in pairs
- Get feedback
- Play the recording once to check
- T confirms the correct sentences
2. Listen and tick T/ F
- Play the recording once or twice. Ask Ss - Work individually
to listen carefully and tick True or False Key:
according to what they hear in the 1.T 2.F 3.T
60
passage. 4.F 5.F
3. Listen again and complete the

sentences - Work individually
- Play the recording again. Ss write down Key:
the words as they listen. Play the 1. mountainous 2. purple
recording again for them to check. T 3. natural 4. plants
correct as a class. 5. ceremonies
B. Writing (18')
4. Read the notes....
- Tell Ss to read the notes carefully
5. Change the notes into....
- Have Ss write full sentences to show - Pair work
the steps to cook the rice. Make sure that Sample cooking steps:
they use proper connectors first/firstly, This delicious dish is really easy
second/secondly…and pay attention to to make. First, you need to soak
spelling and punctuation. the rice in water for at least five
T may collect some Ss’ writing papers hours. Then rinse the rice and
and mark them, then give comments to drain it well. Next, add the
the class. turmeric extract and mix it well.
T may ask Ss to write a paragraph as Then wait for 10 minutes. After
homework( in the form of a letter to a pen that, add the coconut and salt.
friend, for example) if thiere isn’t enough Remember to mix it well. Finally,
time steam the rice for 30 minutes.
Check that it is fully cooked. You
can serve this dish with chicken
- Sum up the main content of the lesson. - Remember
IV. Homework (2')
- Learn by heart vocabulary and
structures.
- Complete the paragragh at home
- Ex in workbook Ngày ….. tháng …… năm 2017
- Prepare next lesson. Tổ trưởng
Unit 3. Lesson 7: Looking back
Chu Thị Hạnh

Week 8
Period 22
LOOKING BACK + PROJECT
61
A. Objectives.
- Recycle the language from the previous sections.
- Consolidate and apply what they have learnt in Unit 3 by doing various
activities and exercises.
- Lexical items related to life in ethnic groups
C. Teaching aids.
- Teaching aids: Textbook, posters
D. Procedure
A/ Warm up (5') - T- ss
Check up the old lesson
B/ New lesson:
I. Vocabulary (10')
1. Complete the sentences……
- Run through the words in the box.
- Let Ss repeat the words as a class to - Work individually
practice pronunciation? Put one of the Key: 1. Cultural groups
words from the box in each blank. Use 2. communal/ activities
the correct form of the verb. 3. costumes/ diverse
- Work individually then compare with 4. ethnic
your partner. 5. unique
- Teacher checks and confirms the
correct answers.
2. Use the correct form of the words….

- Work in pairs in to do the task - Pair work
- T corrects as a class Key:
- After that let some Ss read the 1.cutural 2.peacful
sentences aloud. 3.richness 4.diversity
5.traditional
II. Grammar (15')

3. Make questions for…….
- Let Ss read the passage aloud. Clarify - Work individually
any difficulties. Ss do the task in pairs Key:
or individually? Then compare the 1. What are these houses built
answers with your partner. on?
- Call on some students to give the 2. Where is the entrance?
62
answers. 3. Which house is the largest,

tallest and most elaborate
building in the village?
4. What is it used for?
5. Who can sleep in this house?
4. Each sentence has one error. Find

and correct it.
- Tell Ss to read the sentences carefully - Work in pairs
and try to find the error relating to Key: 1.a->the 2.a-> the
articles in each sentence. Ss work in 3.an-> the 4.the semi-nomadic
pairs - Give feedback life-> a semi-nomadic life
5.an-> the
5. Fill in each gap with a, an, the….. Key: 1.an 2.a 3.the
- Ss complete this task individually. T 4.the 5.the 6.the
gives correction
III. Communication . (10')

6. Game: cultural Knowledge
Challenge
- Ss work in pairs. Let them recall what - Pair work
they have learnt about the cultural
groups of Viet Nam. Ss take turns to ask - Work individually and identify
each other questions about the topic. your own any difficult and weak
The person asking can look at the book. areas
The first person to get five correct
answers is the winner.
If time allows, Ss switch partners and
play again.
Finished!
- Ask Ss to complete the self- - T- Ss
assessment. Discuss as a class what
difficulties remain and what areas the Ss
have mastered. Provide further practice
on the weak areas of the class.
Project (Let Ss do at home)

Ethnic Fashion Show!
1 Ss work in groups. Give Ss about five minutes to discuss the question.
2 Ss work independently. Encourage them to use imagination and make their
own costume designs ( at home, or in class if possible, and with the materials
available). Tell them to be creative.
63
3 In the next class,help Ss organize an exhibition of the designs they have made
among the group or class members. Let them talk about designs.
Notes:
54 ethnic groups of Viet Nam
1.Bahnar 15. Ede 29. Lao 43. Romam
2. Bo Y 16. Giarai 30. Lolo 44. Sanchay
3.Brau 17. Giay 31. Lu 45. Sandiu
4. Bru-Van Kieu 18.Gie-Trieng 32. Ma 46. Sila
5.Cham 19.Hani 33. Mang 47. Taoi
6. Choro 20. Hoa 34. Mnong 48. Tay
7. Choru 21. Hmong 35. Muong 49. Thai
8. Chut 22. Hre 36. Ngai 50. Tho
9. Co 23. Khang 37. Nung 51. Viet
10. Cong 24. Khmer 38. Odu 52. Shinhmun
11.Coho 25. Khmu 39. Pathen (Xinhmun)
12. Colao 26. Lachi 40.Phula 53. Sedang
13. Cotu 27. Laha 41. Pupeo (Xedang)
14.Yao 28. Lahu 42. Raglai 54. Stieng (Xtieng)

? Sum up the main content of the lesson.
V. Homework (2')
- Learn by heart vocabulary and structures.
- Complete the project of Unit 1
- Prepare next lesson: Review 1

Week 8
Period 23
REVIEW 1 ( UNIT 1-2-3)
64
LANGUAGE
A. Objectives:
By the end of the lesson, students will be able to recall and practice the
clusters : /sk/, /sp/, /st/, /br/,pr/,/bl / and /cl/
- Vocabulary in unit 1,2,3
- Liking verbs
- Comparative forms of adverbs of manner
- The article a,an, the
- Vocab in unit 1,2,3
- Grammar: Comparative forms of adverbs of manner, The article a,an, the
C. Teaching aids:
D. Procedure

- T writes on the board some clusters: - Take part in the game
sk/, /sp/, /st/, /br/,pr/,/bl / and /cl/
- Ask ss to work in two teams to write
the words contain these clusters .
- The team with more correct words is
the winner
II. The new lesson
A. Pronunciation(7')
1. Listen and repeat the following words
and phrases
- T plays the recording and Ss repeat.
- Play the recording as many times as - Listen and repeat
necessary.
- Pause and correct Ss’ pronunciation
2. Listen to the sentences and underline
the words with /sk/, /sp/, /st/, /br/,pr/,/bl /
and /cl/. Then read the sentences aloud
- Play the recording two or more times, if Key:
necessary. Help Ss recognise all the 1. I used to climb trees when I was
words with /sk/, /sp/, /st/,/br/,/pr/,bl/ small
and /cl/ then underline them as 2. How can we improve our
instructed. speaking skills?
65
- T may ask Ss to read the sentences as a 3. How annoying, the stadium has
class, or individually. closed!
- Check pronunciation and intonation. 4. I want to buy a blue skirt for my
mother.
5. ‘On a dark day, I saw a witch
riding a broom in the sky…
B. Vocabulary(15') Key:
3. Organise these words and phrases Peaceful – noisy
into pairs of opposites and write them in Hard – easy
the blanks Boring – exciting
- Make sure that ss understand what they Forget – remember
have to do Traditional – modern
- Have Ss do the task individually and Country life – city life
then share their answers with a partner. Love – hate
- Check Ss’ answers. Majority – minority
4. Put a verb in the correct form in each Key:

gap to complete the sentences 1.like/enjoy, listening, visiting
- Ask Ss to do this exercise individually. 2.forget
- T may ask some Ss to write their 3.flying/to fly
answers on the board. 4.mind,to do/doing
- T corrects as a class. 5.playing/to play
C. Grammar(15')
5. Complete the sentences with the Key:
correct comparative form of adverbs 1.later
from the adjectives in brackets 2.more
- Have Ss do this individually and 3.more fluently
compare their answers with a partner. 4.bette
- Call some Ss to go to write their 5.more simply
answers. Other Ss comment. 6.faster
- T corrects as a class. 7.more carefully
6. Fill each blank with an article to Key:
complete the passasage 1.a 2.an 3.the
- Have Ss do the task individually. 4.the 5.the 6.a
- T checks.
- Call some Ss to read the whole passage.
- Key:
7. Everyday English 1.b
Match the sentencesin A with those in 2.e
B. Then practice with a friends 3.a
-Have Ss do the task individually. Then 4.c
they practice in pairs. After checking
66
their answers, ask one or two pairs to act 5.d

out the dialogues.

-Summarize the lesson
IV. Homework (1')

- Prepare: Review - Skills

Tổ trưởng
Chu Thị Hạnh

Week 9
Period 24
67

SKILLS
A. Objectives:
By the end of the lesson, students will be able to improve reading ,
speaking, listening and writing skills
- Grammar: -Comparative forms of adverbs of manner, the article a,an, the
C. Teaching aids:
D. Procedure
I. Warm up (5'):
- What do you know about a Museum? - Answer the questions
? What may be there in a museum?
- Introduce the new lesson: Now, you
are going to read about a museum in
DN
I. The new lesson
A. Reading(10')
1.Read the following letter from Kim to
her pen pal, Jon.
- Listen and repeat
- Set the sence
* Vocabulary
* Vocabulary
a. Tick true or false
- Sculpture(n): n. thuật điêu khắc
- Have Ss read the letter once or twice
- Preserve (v): bảo tồn
then work on their own to tick true or
- Display (v): trưng bày
false sentence
-Ask ss to read their answer and the
- Work individually
explanation
Key:
-T corrects.
1.T 2.T 3.F 4.T 5.F
b. Write the questions for the underlined
phrases in the letter
- Do the exercises in pairs.
- Have Ss do the exercises in pairs.
- T corrects as a class.
Key:
, if necessary. Help Ss recognise all the
1.Which museum does Kim love
words with /sk/, /sp/, /st/,/br/,/pr/,bl/
to visit on Saturday afternoon?
and /cl/ then underline them as
2.How many (clay and store)
instructed.
objects are ondisplay at the
- T may ask Ss to read the sentences as a
museum?
class, or individually.
3.What can you learn in this
- Check pronunciation and intonation.
68
museum/Da Nang Museum?

B. Speaking (10')
2. Work in pairs. Talk about what your
family members like to do in their free
time.
- Work in pairs and talk about
- Get Ss to work in pairs and talk about
what their family members like to
what their family members like to do in
do in their free time.
their free time. Encourage them to talk as
much as possible, using the verbs of
liking they have learnt.
-After some time, T may let Ss swap
pairs and continue to talk. T goes round
and gives assistance if necessary.
C. Listening(5')
3. Listen to the passage and choose the
correct answer
- Ask ss to run through the sentences - Listen and choose the correct
- Play the recording once or twice for Ss answer
to listen and choose their answers.
- Play the recording again for Ss to check Key:
their answers. 1.B 2.A 3.A 4.C 5.B
D. Writing (10') Sample writing:In my opinion, life
4. Give your opinion in the countryside has many good
Write a paragragh giving your opinion points. Firstly, country folk are
about life in the countryside friendlier than city folk. Secondly,
- Before writing, have Ss brainstorm life is slower and simpler than in
ideas about life in the countryside: the city. The food is fresher and the
advantages, disavantages, what they like air is cleaner. Finally, there are
and dislike, etc… Then explain the lots of traditional activities that we
writing task. Also have them brainstorm can do in the countryside such as
words and phrases they may need for horse-riding, swimming in the river
writing. or kite-flying. For these reasons, I
- Give Ss time to do the writing task. like country life.
Then collect their papers to check out of
class. Ngày ….. tháng …… năm
III. Consolidation (2') 2017
- Summarize the lesson Tổ trưởng
IV. Homework (3')
- Prepare for the test No 1
Chu Thị Hạnh
Week 9
69
Period 25
WRITTEN TEST NO- 1
A. OBJECTIVES:
The Ss know how to apply their knowledge from unit 1 to unit 3 to do the test
well. From the test, teacher can master students and class’ knowledge and have
suitable method to teach
B. MATERIALS:
Text book, lesson plan. Teacher : papers of test
C. Content of the test
Photocopied paper.

Week 9
70
Period 26
UNIT 4: OUR CUSTOMS AND TRADITIONS
GETTING STARTED
A. Objectives:
By the end of the lesson, students will be able to
+ listen and read a conversation between the teacher , Nick and Phong
about customs and traditions
+ use the lexical items related to the topic customs and traditions.
- Vocab: customs and traditions
- Grammar: Present simple tense, should, shouldn’t, have to
C. teaching aids:
D. Procedures:

- Ss work in two big groups A and B. A student from - Take part in the game
group A calls out the name of an ethnic group in Viet
Nam, then points at one student from group B. This
student has to call out the name of another ethnic
group. The game stops when a group cannot give out
the name of any ethnic group or when time is up.
The group with more ethnic groups wins.
-Write this sentences on the board and ask Ss to
complete it.
-Yes, and they have their own ways of life, -‘custom’ and
and…..and… ‘traditions’
I. The new lesson - accept(v): công nhận
Vocabulary (6’) - generation(n): thế hệ
- Teacher use different - sharp(adj): chính xác
techniques to teach vocabulary
- table manner(n): cách ứng xử ở bàn ăn
(situation, realia)
- Follow the seven steps of - presentation(n):sự trình bày
teaching vocabulary - similarity(n): sự tương đồng
- compliment(n):lời khen ngợi
* Checking vocab: R&R - you’re kidding!( idiom): bạn nói đùa thôi
1. Listen and read (14’)
* Set the scenes:
- Look at the picture on page 38 - Answer the questions
Who can you see in the picture?
71
Pre- question:
What do you think the people in the
picture are talking about? - Answer by predicting
- T collects ss' ideas
- Ask ss listen, read and check their
prediction
- Play the recording twice. Key: They are talking about the
- Check the prediction customs and traditions
- Ask ss to practice the conversation in
pairs
a. Can you find a word/phrasethat means:
- Ask ss to work independently to find the words
with the given meanings in the dialogue. - Work independently to
-Allow them to share answers before discussing as find the words with the
a class. given meanings in the
- Quickly write the correct answers on the board. dialogue.
- Have Ss look at the Watch out! Box and quickly Key:
read the information. 1.accepted
- Ask if they know any expressions with the same 2.generations
meaning as ‘You’re kidding’. Some other 3.spot on
expressions are: You must be kidding!/ You’re 4.sharp
joking!/You must be joking! 5.social
b. Tick (V) true (T) or false(F) 6.table manners
- Run through the sentences
- Let as read the conversation again to do this Key:
exercise. Ask for Ss’ answers as well as the 1.T
explaination for their choices. 2.F( There are also
- Write the correct answers on the board. social ones.)
- Ask ss to run through the questions -Ask them 3.T
to work in pairs to ask and answer the question 4.F( There are a lot of
- Correct the answer as a class. customs for table
c. Answer the questions manners in the UK)
- Have Ss read the questions to make sure they Key:
understand them. 1. It’s eating dinner at 7
- Ask them firstly to answer the questions without p.m. sharp.
reading the dialogue. 2. He’s surprised.
- Ss exchange their answers with a classmate. Now 3. They both refer to
ask them to check their answers by reading the doing something that
dialogue again develops over time.
- Call some Ss to write their answers on the board. 4. A custom is
- Confirm the correct answers. something accepted. A
d. Find these sentences in the conversation and tradition is something
fill in the missing words special and is passed
- Let Ss do this in pairs. down through the
72
- Ask for Ss’ answers and their explainations. generations.

Summarise the answer 5. They should find
information about a
2.a Match the pictures with the customs and custom or tradition.
traditions in the box (5’) Key:
- Have Ss look at the pictures. Ask them what they 1. Have to: It’s an
see in each of them. obiligation – you have
- Now tell Ss that in the box are some customs and no choice
traditions of VietNamese people. 2. Should: It’s a
- Ss read these and identify any new words they do suggestion or advice – it
not know. would be best to follow
- Explain the new words so that Ss understand the it
customs and traditions. Ss do this activity in pairs. - Work in pairs
- Call some Ss to give their answers and write them Key:
on the board 1.g 2.c 3.f
- Confirm the correct answers. 4.h
b. Write C (custom) or T(traditions) under each 5.e 6.a 7.b
picture in a. In pair, compare your answers 8.d
- Ask ss to work individually to decide if the Suggested answers:
pictures show customs or traditions and compare 1.C 2. C or T 3. C
their answers in pairs. 4.T 5.C
- Their answers may differ. 6.C
- Have some Ss give the answers to the class and 7. T 8. C or T
explain their choice.
3. Game: customs and traditions experts
- Ask ss to work in groups of five or six. Set a time
limit of five minutes. IV. Homework (3')
- Ss write down as many local customs and traditions - Learn by heart
as possible. vocabulary and
- The group with the most customs and traditions is structures.
the winner. The winning group presents their - Prepare next lesson:
customs and traditions A closer Look 1
- Other groups add more if they can.
Tổ trưởng
Chu Thị Hạnh

Week 9
Period 27
73

A CLOSER LOOK 1
A. Objectives:
- Pronounce words containing the clusters /spr/ and /str/ correctly in isolation
and in context
- Talk about customs and traditions
B. language Content:
- Vocab: customs and traditions
- Grammar: Simple present , Should
C. teaching aids:
D. Procedures:
74

( adjectives to describe life in the countryside)
- Ask ss from 2 teams turn by turn go to board to write - Take part in the
some customs and traditions they remember from the game in 2 teams
previous lesson.
- In 3 minutes the team with more right words is the
winner.
- Tell them that in this lesson they are going to learn some
expressions with the words custom and ‘tradition’. These
will help them vary their language when talking about
customs and traditions
II. The new leson - Christian (n): Người
A.Vocabulary (20') theo đạo
* Teaching vocabulary cơ đốc
teach vocabulary (situation, realia) - sponge (n): Bánh xốp
- Follow the seven steps of teaching cake
vocabulary - break (v): Không
* Checking vocab: Slap the board with theo
- Draw Ss’ attention to the Watch out!
Box. Explain to them the words ‘custom’ - shake (v): Bắt tay
and tradition’ can be countable or hand
uncountable. - espresso (n): Cà phê
phin
- spray (v): Xịt
1. Match the first halves of the sentences (A) with the
second halves(B)
- Have Ss look at the table in the book. Make sure that - Complete the
they understand what to do. exercise
- Ss complete the exercise individually and then individually
compare their anwers with a partner. -Call some Ss to Key:
give the answers. 1.e 2.d
- Write them on the board. Confirm the correct answers. 3.a 4.g
- Have Ss read the sentences again to see if the word 5.b 6.c
‘custom’ or ‘tradition’ in each sentence is countable (C) 7.f
or uncountable (U).
75
- Ask for Ss’ answers.

2. Read full sentences in 1 again and complete the
expressions below. Key:
- Have Ss read the sentences in 1 again and complete the 1. custom
expressions. Then Ss compare their answers with a 2. tradition
partner. Call one or two Ss to write the complete 3. according
expressions on the board 4. tradition
5. with
3. Read the following customs and traditions.Make 6. of
sentences to say if you have these in your province or 7. doing
area, using any of the expressions in 2. Remember to
change the verb tense if necessary
- Ask Ss to work in groups to do this activity. - Work in groups
- T prepare some pieces of big-size paper for the groups to do this activity.
to write their answers on. When they finish, Ss stick their
paper on the board. Ss read and comment on each other’
sentences.
4. Now, complete the following sentenceswith your
own ideas
- Ask ss to individually complete the sentences with their
own ideas, then share their sentences with a partner.
- Have some ss write the sentences on the board.
- Other ss comment.
- T confirms the correct answers
B. Pronunciation (15'') /spr / and /
str/
5. Complete the words under the
pictures with spr and str. Then listen
- Work individually then compare
and repeat
with a partner.
- Ask ss to work individually then
compare with a partner. Ask for Ss’
answers and write them on the board.
- Listen and check
Don’t say if they are right or wrong.
Key:
- Play the recording for them to check
1.str 2.str 3.spr 4.spr
the answer and repeat the words. Play
5.str 6.str 7.spr 8.spr
the recording as many times as
necessary.
6. Listen and circle the words with
/spr/ and underline the words - Do the task individually
with/str/. Then say the sentences Key:
- Play the recording for ss to do this 1. strictly
exercise 2. strangers,spread
- Ask for ss ‘ answers 3. streets
76
- Play the recording again for ss to 4. filmstrip

repeat the sentences. 5. offspring
- Ask some ss to read out the sentences
- Ask ss to find some more words that - Answer teacher's questions.
have these two sounds/cl/ and /bl/
IV. Homework (2')
- Say out the words
- Guide ss how to do Ex part
A(w.book) - Take note

Tổ trưởng
Chu Thị Hạnh

Week 10
Period 28
A CLOSER LOOK 2
A. Objectives.
- Use the lexical items related to the topic ‘customs and traditions’.
- Use should and shouldn’t correctly and appropriately to give advice.
- Express obligation and necessity using the correct form of have to.
B. language Content.
- Lexical items related to ‘customs and traditions’.
- words containing the clusters /spr/ and /str/
C. teaching aids.
- Textbook, poster, tape and radio.
D. Procedure
77
Warm up - 7'
Activity 1 P41: Gap fill
? Look at the pictures and Key: 1. should 2. shouldn’t
quickly describe what you see. 3. should 4. shouldn’t
- Have them complete the 5. should
sentences and then compare the
answers with a friend. Elicit
students' answers.
- Confirm the correct ones.
I. Grammar- 15'
1. Should and shouldn't to
express advice.
a. Give a situation:
- Your brother is going out with a - Listen
friend. The weather forecast says
it’s a hot sunny day. Give him
some advice.
- Encourage Ss to express their
advice freely.
-> in this lesson we are going to
review should/shouldn’t to
express advice about customs
and traditions.
b. Activity 2 P 41: Matching
? Read the situations in A to
make sure you understand them. Key: 1.b 2.c
? Work in pairs. 3.e 4.d 5.a
- Ask for students' answers.
- Ss can give some other advice
for the situations.
2. Have to express obligation or
necessity
a. Give a situation - Tell Ss that
sometimes when they go to a E.g: We must clean the house before
place, it is obligatory that they Tet because we think it will bring luck.
follow its customs and traditions.
? Read the information about
have to. - T may want to add - One of the differences between have
that must is also used to express to and must is that must shows
obligation. internal obligation, i.e., you make a
? What are the differences decision about what you must do. Give
between have to and must? one example:
? Read the Remember! box.
78
b. Activity 3 P42
- Ss do this exercise individually, Key:
and then compare their answers 1. have to 2. have to
with a classmate. Check 3. has to 4. had to, don’t have
students' answers and confirm to
the correct ones. 5. does…have to 6. didn’t have to
II. Practice - 10'
1. Activity 4 P42
? Read the sentences given Key: 1.B 2.A
carefully 3.A 4.B
? Choose A or B to convey the
meaning of the first one
2. Activity 5P40 1. Shouldn’t give-> should give
? Quickly read the e-mail. (reason: There are lots of
? Do this exercise individually confusing customs and traditions
and then compare the answers in Japan, so Eri thinks she
with a classmate. should give Mi advance)
- Ask one or two Ss to write their
answers on the board. 2. Has to->have to (reason: the
- Have them explain their pronoun ‘you’ goes with ‘have
answers as well to’)
3. Shouldn’t wear->should wear
(reason: Eri says that Mi should
take off her shoes when going
inside, which means she should
wear slippers)
4. Didn’t have to-> don’t have to
(reason: this sentence is in the
present time)
5. Have use-> have to use(reason:
‘have to’ is the correct form)
6. Should worry->shouldn’t
worry(reason: Eri says she’ll be
there to help Mi, so Mi shouldn’t
worry)
III. Further practice - 5'

Activity 6 P42
? Work in pairs to do this task. E.g:
- Ask some pairs to write their
- You should take things from adults
79
advice and obligations on the with both hands.

board.
- Other Ss give comments and
vote for the best advice and
obligations. Then they can add
some more. This is an open
activity so encourage Ss to
express their ideas as long as the
advice and obligations are
appropriate.

? How do we use should (not) - Answer
and have to?
? What are the differences
between them?
V. Homework (2')
? Do Ex B4,5 P30 - Take note
? Prepare:
Unit 4: Communication

Week 10
Period 29
COMMUNICATION
A. Objectives.
- Use the lexical items related to the topic ‘customs and traditions’
- Listen and read about table manners in Britain and talk about table manners in
Viet Nam.
- Lexical items related to ‘customs and traditions’
- Table manners
80
C. Preparation
- Teaching aids: Textbook, poster, tape and radio
D. Procedure
Warm up - 5': Brainstorming
- Teacher elicits the topic from Table manners in Viet Nam
students Suggested answers:
? work in two teams to add more. - inviting the adults before eating
- Teacher monitors and gets - no talking while chewing
feedback. - having meals on a mat
-> In this lesson you will have the .........
opportunity to explore the table
manners in the UK and compare
them with those in Viet Nam.
I. Extra vocabulary - 7' Some suggested differences are:
Activity 1 P43: - In the first picture, people are
? Look at the pictures and in pairs sitting on the mat to have the meal.
Ss discuss the differences between In the second picture, they are
them. - Encourage them to use the sitting around the dinning table.
extra vocabulary. - In the first picture, people are
using rice bowls and chopsticks. In
the second picture, they are using
cutlery. ..
III. Listening - 15'
1. Activity 2 P43: T/F statements prediction - Read and
? Read the sentences about table manners in England. guess
? Work in pairs to decide if the statements are true or
false.
2. Activity 3 P43
? Listen to Nick Key:
giving a 1. F (You hold the folk in the left hand and the knife
presentation on in the right)
tables manners in 2. T
Britain and check 3. F (There is also a spoon and a fork for dessert.)
the answers. 4. T
- Ss listen to the 5. F ( You should never use your own cutlery to
recording twice. If take more food from the serving dish spoon)
there are any 6. F ( You should break off the bread with your
incorrect answers, hands )
have Ss explain 7. F ( Guests have to wait until the host or hostess
why the sentences starts eating.)
are false. 8. T
3. Activity 4 P43 Student' ideas.
81
- In pairs Ss discuss Follow Not follow

if they know the 1. We sit around a tray on a x
same table manners mat to have meals
in their family. 2. We use rice bowls and
They may add some chopsticks.
more. Remember to
3. When chewing food we
set a time limit for
shouldn't talk.
this activity. Some
Ss present their 4. The host/ hostess invites
ideas. T may everybody to start eating.
quickly write some 5. The host/ hostess offers to
of the Ss’ extra serve the food to the guess.
table manners on 6. When we have finished
the board. eating, we place our
chopsticks on top of our rice
bowls.
3. Role play: Activity 5 P43
? Work in pairs and role-play. Start the role like this:
? Continue the conversation in the Minh: Hey Jessica! My family
book or make up their own. would like to invite you to dinner.
- After some time, call some pairs
Jessica: Oh, that's nice but... I don't
to act out the c
know anything about Vietnamese
onversation in front of the class.
table manners.
Other Ss give comments. Give
praise and feedback on Ss’ .....................
conversations.
? Recall some table manners in
Britain and in Viet Nam.
V. Homework (2')
? Do Ex B6 P30
? Prepare: Unit 4: Skills 1
Week 10
Period 30
SKILLS 1
A. Objectives.
- Read for specific information about family customs and traditions
- Listen to get specific information about a traditional dance of an ethnic
82

- Table manners
C. Preparation
D. Procedure
Warm up - 5': Chatting
? Look at the pictures in 1 P44 Suggested answers:
and answer the questions in Picture 1: A family is celebrating a
pairs. birthday.
- Elicit answers from Ss Picture 2: People are making Chung
cake.
Picture 3: A family is at an
amusement park
I. Reading- 15'
1. Activity 1 P43:
* Set the scene:
- We are going to read Mi's Guessing
presentation on customs and
traditions.
? Is she writing about her family
or her society.
Elicit the guessing answers from
Ss. She’s writing about her family …
? Read the passage and check
your answer.
2. Activity 3 P44: Matching
? Read the sentences about table
manners in England.
? Work in pairs to decide if the - Read and guess
statements are true or false.
2. Activity 3 P43
? Read the statements and E.g. in statement 1, the key words are
underline the key words. ‘name’ and ‘Italian dish’
? Read through the passage
quickly and locate the key - Read and match
words. Key: 1.C 2. A 3. C
? Stop to read the part that 4. B 5. A 6. B
includes the key words more
carefully to make sure the
information matches.
- T may model with the first
statement.
83
? Work individually then

compare their answers with a
classmate before giving the
answers to T.
3. Activity 4 P44: answer the Key:
questions
? Run through the questions. 1. They are: having lunch together on
? Read the passage again to the second day of Tet, spending
answers. - Ss compare the Sunday together, and celebrating her
questions. Ss can underline parts grandparents’ wedding anniversary
of the text that help them with on the first Sunday of October.
the answers. 2. They usually go to the cinema or go
? Compare their answers before for a picnic together.
giving the answers to T. 3. They don’t remember.
- Ask them to give evidence when 4. They made five-coloured sticky reice
giving the answers. served with grilled chicken.
. 5. They live family customs and
traditions because they provide a sense
of belonging.
II. Speaking - 20'

1. Activity 5 P44: Ask and asnwer
- In pairs, Ss take turns to ask Example:
each other the three questions
A: What are the three customs and
about their own family customs
traditions you like most in your
and traditions.
family? Describe them in detail.
- T can move about the class,
facilitating where necessary and B (Hoa): The three customs and
assessing how Ss are doing. traditions I like most in my family are:
having dinner together on Sundays,
going on holiday together in summer
and visiting our relative together on
the first day of Tet.
A: How do you feel when you take
part in these . customs and traditions?
Hoa: I feel so happy and excited.
A: Why is it important to continue
family customs and traditions?
B: Because they provide our family
with a sense of belonging.
84
2. Activity 6 P44: Example:

Interview
- Now two pairs of
Ss join together.
One pair interviews
the other.
- One S interviews
and the other notes
down the answers Hoa having dinner happy provide
in the table. Then, together on Sundays, and our
the second pair going on holiday excited family
interviews the first together in summer with a
pair. and visiting our sense of
? Spend a few relative together on belonging
minutes preparing the first day of Tet. .
the findings to the
whole class. E.g: Hoa likes having dinner together on Sundays,
? Interview each going on holiday together in summer and visiting
other in pairs our relative together on the first day of Tet. She
feels happy. These customs and traditions provide
? Report the her family with a sense of belonging.
findings to the
whole class.
- Teacher monitors
and gets feedback.
? Sum up the main content of the - Answer
lesson.
V. Homework (2')
- Take note
? Do Ex C1.2, D1 P31-32

Tổ trưởng
Chu Thị Hạnh

Week 11
Period 31
TEST CORRECTION
85
A. objectives :
Help ss find out their mistakes and correct them . Students can improve
their knowledge of English
B. Materials :
Test papers
C. Procedure :
A. LISTENING
I. Listen then tick under the right answer. (1pt, 0.2 for each)
II. Listen and give short answers to these questions. (1pt, 0.2 for each)
B. GRAMMAR - VOCABULARY- LANGUAGE FUNCTION

Choose the best answer A, B, C or D to complete each sentence.
(2pts, 0.2 for each)
1. A 2. C 3. C 4. B 5. C
6. C 7. C 8. A 9. A 10. C
C. READING
I. Which notice (A – H) says this (1 - 5)? For questions 1 – 5, mark the
correct letter A – H on the answer sheet. (1.5pts, 0.3 for each)
1. D 2. B 3. A 4. H 5. F
II. Read the text and then choose. the best answer A, B, C or D.
(1.5pts , 0.3 for each)
1. C 2. B 3. C 4. A 5. C
D. WRITING
I. Finish each of the following sentence in such a way that it means exactly
the same as the sentence printed above it. (1pt, 0.2 for each)
1. A test will be done next week.
2. He used to play tennis better than he does.
3. Accidents are often caused by sleepy drivers.
4. Although the weather was bad, they had a wonderful holiday.
5. A cow usually runs slowlier than a horse.
II. Rearrange the words to make meaningful sentences.
(1pt, 0.2 for each)
1. Internet has changed the way we communicate.
2. I have emailed my pen pal in Australia.
3. Do you think spending too much time on the Internet is harmful?
4. What are the positive and negative sides of the Internet?
86
5. The Internet is useful, but it's also a dangerous place.

II. Imagine you are living in a place in the countryside. Write a paragraph
to describe this place and tell what you can do there. (1pt)
- correct form: 0.1 p - reasonable ideas: 0.3 p
- accurate grammar: 0.2 p - appropriate vocabulary: 0.2 p
- good linking of sentences: 0.2 p
* Model writing
Our place in the countryside has a nice small house. There is a beautiful
river. We can swim in the river in summer and we can cycle along the river.
There are vast open spaces. We can run and shout out loud without disturbing
other people. There is also a field of wild flowers. We can pick those wild
flowers.
(Đề chẵn )

Week 11
Period 32
SKILLS 2
A. Objectives.
87

- Listen to get specific information about a traditional dance of an ethnic
- Write a description of a traditional Japanese dance
- The xoe dance and the Obon dance
C. Preparation
D. Procedure
I. Warm up - 5': Activity 1 P45

? Look at the picture - Listen and answer
? What tradition do you think - Share information
this is?
with a partner.
- Elicit Ss’ answers and have The xoe dance.
them share as much information
as possible.
- Write the name of the
traditional dance on the board
II. Listening- 15'
1. Vocabulary - Listen and repeat
- Teacher use different - Copy all the words
techniques to teach vocabulary - express (v) : biểu lộ, bày tỏ
(situation, realia, examples...) - reflect (v) : phản ánh
- Follow the seven steps of - typical (adj) : tiêu niểu
teaching vocabulary - honour (v) : ca ngợi,
* Checking vocab: Matching thể hiện sự tôn
2. Activity 2 P45: kính
* Set the scene: - Obon festival(n) : lễ Vu Lan của
- We are going to listen to Mai’s Nhật Bản
presentation on the xoe dance. - reunite (v) : họp lại, xum họp
? Listen and complete the table. - conical hat (n) : cái nón
- Play the recording once. Ask
for Ss’ answers and write them
on the board.
- If all the answers are correct, Key:
move to the next activity. 1. happy and wealthy
- If Ss are not sure about their 2. private gatherings
answers, play the recording 3. 30
again for Ss to check. 4. the circle dance
88
5. social
6. fire
7. the music
8. culture and lifestyle
2. Activity 3 P45: True or false?
? Run through all the statements 1. T 2. F
in 3 3. F 4. T 5. T
- Without listening to the
recording again, Ss decide if the
sentences are true of false.
- If they meet any difficulty
doing this, play the recording
again. Have Ss compare the
answers for both 2 and 3.
III. Writing - 20'
1. Activity 5 P44: Make complete
sentences - Pair work
? Work in pairs and make
Example:
sentences using the given
information. - The Obon is the traditional Japanese
- T should move around to give dance.
comments as there may not be - The dance expresses people's
enough time for checking with honouring to their ancestors.
the whole class. - They peform the Obon dance in mid-
? Write the sentences on the August in many regions of Japan and
board and check them with the in mid-July in other regions.
whole class. - Then have Ss write - There are different Obon dance forms
the description at home and in different regions.
bring it back in the next lesson. - The most typical dance is circle dance.
- They make a circle round a yagura, a
high wooden stage, some dancer move
clockwise, and some counter-
clockwise.
- Because it is one of the most
important traditions. Lots of people
come back to reunite with their families
during the Obon festival.
2. Activity 5 P45: Write a
description of Obon dance
? Ss write the description Example:
individually based on the
There is a tradition in Japan that
sentences they have made,
people perform the Obon dance during
beginning with the given
the Obon festival. The dance expresses
89
sentence. people's honouring to their ancestors.

- Ss may also write this in groups The Obon dance are performed in
on big pieces of paper. mid-August in many regions of Japan
and in mid-July in other regions. There
are different Obon dance forms in
different regions but the most typical
dance is circle dance. In circle dance,
people make a circle round a yagura, a
high wooden stage, some dancer move
clockwise, and some counter-
clockwise. It's necessary for Japanese
to continue this tradition because it is
one of the most important traditions.
Lots of people come back to reunite
with their families during the Obon
festival.
2. Activity 6 P45
? Exchange your descriptions to - Exchange to spot any mistakes.
spot any mistakes.
? Share them with the whole
class.
- T may collect some Ss’ work to
mark at home or ask them to
review the descriptions as
homework.
- In this case, remember to ask
for Ss’ revised work in the next
lesson.

lesson.
V. Homework (2')
- Take note
? Do Ex D2,3, E1P33-35
? Prepare: Unit 4: Looking back

Week 11
90
Period 33
Looking back+project
A. Objectives.
- Recycle the language from the previous sections and links with the topics.
- Practice doing some exercises to consolidate and apply what they have learnt
in Unit 4.
- Vocabulary: customs and tradition lexical items.
- Grammar: should/ shouldn't, have to
C. Preparation
D. Procedure
I. Vocabulary - 10'
1. Activity 1 P46: Complete the
sentences Key:
? Do this activity individually 1. respect 2. worshipping
then compare your answers with 3. wrap 4. host
a partner. - Ask some Ss to 5. cutlery 6. generations.
write their sentences on the
board. T and other Ss give
comments
2. Activity 2 P46
? Write sentences about customs Examples:
or traditions you know using the 1. There is a tradition in Japan that
expressions in 2. people perform the Obon dance
? Do this activity individually, during the Obon festival.
then compare your sentences 2. According to tradition, Thai people
with a partner. perform xoe dance performed in both
- Ask some Ss to write their public and private gathering such as
sentences on the board. T and celebrations, festivals or family
other Ss give comments. reunions.
3. The Bru-Van Kieu people follow
the tradition of growing rice on
terraced fields.
4. Nowadays, a lot of young people
break with tradition by wearing
shorts when going to the pagoda.
5. Many ethnic minorities in the
91
northern mountainous regions have

the custom of making five-coloured
sticky rice at Tet, in festivals and
ceremonies, on special occasions, and
whenever the family has guests.
3. Activity 3 P46
- Draw four wordwebs on the Suggested answer:
board 1. Family customs and traditions:
? Work in two teams to write - Have dinner at 6p.m
down as many family and social - Ask adults for permission before
customs and traditions in the going out.
wordwebs as possible. - .....
- Have two Ss write their answers 2. Social customs and traditions:
on the board. - Go to the pagoda on Tet.
- T and other Ss comment on the - Don't wear colorful clothes at
answers. This is an open activity, funeral.
so accept all the answers .............
provided that they are right.
II. Grammar- 15'

1. Activity 4 P46: Complete the Key: 1. shouldn’t wait 2. shouldn’t
sentences using should or use
shouldn't. 3. shouldn’t break 4. should
? Work individually and then follow
share the answers with a 5. shouldn’t touch
classmate.
- Check their answers.
-
2. Activity 5 P46: find and correct
mistakes Key:
? Ss underline one mistake in 1. has to -> have to
each sentence and correct it. 2. should -> shouldn’t
- Teacher encourages them to 3. have to has -> have to have
explain their correction. 4. should to -> .should
- Elicit the answers from Ss. 5. have avoid -> have to avoid
III. Communication - 20'

1. Activity 6 P47: Game WHAT
SHOULD YOU DO
? Work in groups to play the
- Group work
game.
- One student is the group Example:
secretary. A: I've been invited to dinner at a
92
? Take turns to choose one of the British family.

scenario for each other. B: You should arrive on time.
- The secretary writes down the C: When you finish eating, you should
advice each member gives. place your knife and fork with the
? Votes for the person giving the prongs upwards on your plate.
best advice.
D: ....................
Finished!
? Complete the self-assessment. - Complete the self-assessment.
Identify any difficulties and weak
areas and provide further
practice.

lesson.
V. Homework (2')
? Do Ex E2 P35
? Prepare: Unit 5: Getting - Take note
started

Tổ trưởng
Chu Thị Hạnh
93

Week 12
Period 34
UNIT 5: FESTIVALS IN VIETAM
GETTING STARTED
A. Objectives:
By the end of the lesson, students will be able to listen and read for
specific information about ‘Festivals in Viet Nam’, practice listening and
speaking with the lexical items related to ‘Festivals in Viet Nam’.
- Vocab: ‘Festivals in Viet Nam’
- Grammar:
C. Preparation:
D. Procedure:
I. Warm up (5'): Introduction

Before Ss open their books, review the - T- Sts
previous unit by asking them to take part
in a small game. Teacher writes “Tet
festival” on the board and asks twp
groups pf five students to come to the
board. Group A writes what Vietnamese
people should do and group B writes
what Vietnamese people shouldn’t do
during the Tet festival. Set a time limit.
The game stops when the time is up.
Each custom of tradition written down is
rewarded with one mark. The group with
higher marks wins.
- Ask Ss to add any names of any other
festivals in Viet Nam that they know or
have been to. Ask them which of the
festivals they would recommend to
foreigners and why.
II. Presentation (10') - oriental (a)
1. Vocabulary - reunion (n)
- Teacher use different techniques to - regret (v)
94
teach vocabulary (situation, realia) - royal court music (n)

- Follow the seven steps of teaching - ceremony (n)
vocabulary - Repeat in chorus & individually
* Checking vocab: Recall
2. Listen and read
* Set the scenes: Ss answer questions as a class. T
Ask Ss to open their books and look at plays the recording and has Ss
the picture and the heading Which follow along. T may want to ask
festival should I see? Ask them some Ss to track the dialogue with their
questions: fingers as they listen to the
Where are Duong and Peter? recording. Then come back to the
What are they doing? earlier questions and have Ss
What might they be talking about? answer them again. Do not give
Ss answer the questions as a class. correction at this stage.
- Listen and read
1a. Tick T/ F
First, play the recording and have Ss - Work individually.
work independently. Play the recording - Share answers with your partner
once or twice more. Pause the recording
at the appropriate places if Ss need help
Key: 1.T 2.T 3.F
with comprehension. Then allow Ss to
4.F 5.T
share their answers with a classmate
before discussing as a class.
Key:
1. In April. They can see a grand
opening ceremony, ao dai fashion
show, Dem Phuong Dong or
1b. Read the conversation again and
oriental night show, royal court
music performances…and
- First, ask Ss not to look at the
sporting activities.
conversation to answer the questions,
2. Duong’s family prepares a five-
then have them open their books and
fruit tray and make jam and chung
check their answers.
cakes.
3. Because there are so many
interesting things to see and enjoy,
it would take too long to describe
them.
4. In Bac Ninh, on 12th of the first
lunar month.
5. Because it’s near Ha Noi. It
takes place roght after Tet holiday
95
and is full of traditional events.

Key:
1c. Can you find….. 1. Used as suggestion or to give
- Ask Ss to look at the dialogue again and advice
underline the phrases. Have Ss use the 2. (It/that) Sounds + Adj: used to
context to try to explain when they may give your first impression of what
use the phrases. Correct them if you hear
necessary. 3. To stress that it is worth
spending time or money doing
something
4. To show surprise and to check
that something is really Ok to do.
1d. Work in pairs. Make short….. - Pair work
- In pairs, have Ss role-play, practicing
the phrases in c . Call on a few pairs to
perform to the class
2. Use the words…

- Have Ss work in pairs, matching the
words with the pictures. Then check their Key: a. ceremony b. anniversary
answers. Afterwards, have Ss repeat the c. reunion d. procession
words chorally. Correct their e. carnival f. performance
pronunciation if necessary. Ask for
translation to check their understanding if
necessary.
IV. Production ( 6')

3. Match the words….. Key: 1. d 2. a 3. c
- Have Ss work independently, match the 4. b 5. e
names of the festivals with the
appropriate pictures, then cross-check
with a partner. Finally, check Ss’answers.
4. Match the festival…
Ask Ss to work in pairs, matching the Key: 1. c 2. b 3. e
descriptions of festivals with their names. 4. d 5. a
Check Ss’s answers.
V. Consolidation (2')
? repeat the content of the lesson? - Answer individually
VI. Homework (2')

? Do Ex (Workbook) - Take note
96

Week 12
Period 35
A CLOSER LOOK 1
A.Objectives:
- Stress correctly multi-syllable words with –ion and –ian endings
- Use lexical items related to the topic ‘Festivals in Viet Nam’
- Vocab: ‘Festivals in Viet Nam’
C. Preparation:
D. Procedure:

- Divide the class into 2 two teams - Take part in the game in 2 teams
Start with a game. Select two teams of
four Ss to come to the front of the class.
Set a time limit and ask Ss to write
nouns and verbs related to festivals on
the board. They can draw two columns
on the board, one for nouns and one for
verbs. Then check the answers with the
whole class. Decide the winner. Then
check if Ss know the meanings of the
words. Ask for translation to check their
understanding if necessary.
I. The new leson -commemorate (v)

A.Vocabulary (20') - incense (n)
* Teaching vocabulary - anniversary (n)
-ritual (v)
- Follow the seven steps of teaching -politician (n)
vocabulary -companion(n)
* Checking vocab: Slap the board - Repeat in chorus and individually
97

1.Match the words to their meanings
- Have Ss open their books and work
independently on 1 and 2. then, ask
them to share their answers with one or - Ss work in pairs to match with
more partners. If necessary, ask for their meaning. T elicits the answers
translation of some words or phrases in from the class.
the box to check their understanding.
Then check Ss’s answers. Key: 1. c 2. e 3. a4. b 5.d
- Check understanding of these words.
-Elicit ideas from the Ss. Say. for
example,
- Go through all the words in this way to
make sure understands them.
- If there is time, advanced Ss can write
the words in sentences (or homework).
2. Complete the sentences…
- Get Ss to work individually. - Ss work individually to do the
- Ss compare their answers with a task. Some Ss may write the
partner and then discuss as a class. answers on the board.
- There may be some variations in the Key: 1. commemorate 2. worship
answers. 3. preserve 4. ritual
- Check their answers. 5. performance
3. Match the nouns with each verbs
- Have Ss work in pairs to match verbs
with nouns on a piece of paper then
swap the answers with another pair to - Ss work in pairs
check. Afterwards, check Ss’ answers. Key: 1. WATCH…a ceremony,
- Then T elicits the correct answer. a show
2. HAVE…(all can fit)
3. WORSHIP…a god, a hero
4. PERFORM…a ritual,
a ceremony, a show
Stress of words ending –ion, -ian
4a.Look at the table……. Key:
- Ask Ss to look at the word list. T asks They are all words with more than
‘What do you notice about the endings? two syllables They end with the
How many syllables does each word suffix –ion or –ian
have?. Have Ss answer and sum up:
- Model stress in different words with
the ending –ion, and –ian. Ask Ss to
look at the rules in the Remember! box.
98
Discuss this rule with the class and elicit

some pronunciations from Ss.
4b. Listen and repeat the words - Do the task individually
- Play the recording and ask Ss to listen - Listen and repeat to the tape
and repeat the words, paying attention to
the stress on the syllable immediately
before the ending –ion or –ian. Play the
recording as many times as necessary.
5. Listen and stress….

- Play the recording and ask Ss - Work individually, then compare
individually to mark the stress patterns. their answers with their partners
Then ask Ss to work in small groups to
read out the sentences. Go around to
help Ss. Call some Ss to practice in front
of the class. Correct their pronunciation
if necessary. Ask Ss to listen and repeat
the sentences while listening to the
recording.
6. Reading the following….
- Play the recording and ask Ss
individually to mark the stress patterns. - Note: stress of the word falls on
Then ask Ss to work in small groups to the syllable before –ion, and -ian
read out the sentences. Go around to
help Ss. Call some Ss to practice in front
of the class. Correct their pronunciation
if necessary. Ask Ss to listen and repeat
the sentences while listening to the
recording.

-Ask ss to find some more words that - Answer teacher's questions.
have stress of words ending –ion, -ian - Say out the words
IV. Homework (2')
- Learn by heart all the new words. - Take note
- Guide ss how to do Exs (workbook)
99

Week 12
Period 36
A CLOSER LOOK 2
A. Objectives.
- Write compound sentences using conjunctions and, but, or, yet, so and
conjunctive adverbs however, nevertheless, moreover, therefore, otherwise
- Write complex sentences using subordinators because, if, when, while,
although, even though
- Lexical items related to the topic ‘Festivals in Viet Nam’
C. Preparation
- Teaching aids: Textbook, poster
D. Procedure
I. Warm up 5’
II. Revision A simple sentence is one independent
? Simple sentences and clause. Notice that a sentence that has
compound sentences review two verbs as in the sentence/enjoy
playing and look forward to. It every
weekend or two nouns as in. My
mother and I go shopping every
weekend is still a simple sentence
because it has only one clause.
A compound sentence is two or more
independent clauses joined together.
Each clause is of equal importance
and could stand alone. They can be
joined with conjunctions and , but, on,
so, yet, or conjunctive adverbs
however, nevertheless, moreover,
III. New lesson therefore, otherwise.
1. Write S for simple sentences
and C for compound sentences 5’ Key: 1. S 2. C
- Ask Ss to work in pairs. Then 3. C 4. S 5. S
100
have Ss answer before checking

with the whole class.
2. Connect each pair…..5’
- Have Ss work individually and
check with another S. Finally, T Key:
check Ss’s answers with the 1. At the Mid-Autumn Festival we
whole class carry beautiful lanterns, so it’s a
memorable childhood experience.
2. During Tet, Vietnamese people buy
all kinds of sweets, and they make
Chung cakes as well.
3. The Hung King’s sons offered him
many special foods, but Lang Lieu just
brought him a Chung cake and a day
cake.
4. To welcome Tet we decorate our
house with peach blossoms, or we can
buy a mandarin tree for a longer
lasting display.
5. The Huong Pagoda festival is always
crowded, yet we like to go there to
pray for good fortune and happiness.
3. Connect each pair…..5’ Key:
- Ask Ss to look at the rules in 1. Chu Dong Tu and Giong are both
the Look out! box. Tell them the legendary saints; however/nevertheless,
use of punctuation in formal they are worshipped for different
language when we write a things.
compound sentence using 2. Tet is the most important festival in
conjunctive adverbs. Viet Nam; therefore , most
Vietnamese return home for Tet.
3. Tet is a time for us to worship our
ancestors; moreover, it is also a time
for family reunion.
4. The Khmer believe they have to
float lanters; otherwise, they may not
get good luck.
5. The Hung King Temple Festival;
nevertheless/ however, it has become a
Complex sentences public holiday in Viet Nam since 2007.
4. Match the dependent….5’ - Individual work
- Tell Ss to read the grammar Key: 1.b 2.d 3.e 4.f 5.a 6.c
box Complex sentences carefully.
Go through the grammar point
with the class to make sure
101
everybody understands. Explain

the meaning of the
subordinators, translating if
necessary. If time allows, ask Ss
to give examples using the
grammar point. Then ask Ss to
work individually to match the
clause and check with one or
more partners. Finally, T
corrects as a class.
5. Fill each blank….5’
- Have sts work individually to - Individual work
add the subordinators. Then Key: 1. Because 2. If
check as a class. Discuss the 3. When 4. While
reason for using each 5. When 6. Although/ Even
subordinator. though
6. Use your own….. 5’
- Have Ss work in pairs to Suggested answers:
complete the sentences. Ask Ss to 1. , I have never been there.
swap their sentences with other 2. , we shouldn’t miss it.
pairs and cross- check. Have 3. , you should visit Giong
some Ss read out their answers. Temple.
If the classroom has a projector, 4. , they take a lot of photos.
show some answers and check 5. , they can enjoy the
them with the whole class. beautiful scenery of the area.
IV. Consolidation 8’
? What are the differences
between simple sentences, - Answer
compound sentences and
complex sentences?
V. Homework (2')
? Do Ex in work book
? Prepare: Unit 5: - Take note
Communication

Tổ trưởng
102
Chu Thị Hạnh

Week 13
Period 37
COMMUNICATION
A. Objectives.
- Use the lexical items related to the topic “Festivals in Viet Nam.”
- Listen to an interview with a Khmer Festival.
- Lexical items related to ‘Festivals in Viet Nam’
C. Preparation
D. Procedure

- Teacher elicits the topic from
students: go to the board and
write the name of the things Group work
related to Khmer festival they .........
know
? work in two teams to add
more.
- Teacher monitors and gets
feedback.
-> Before Ss open their books,
ask them if they have been to /
seen a festival by the Khmer. T
can say Today, we are going to
listen to an interview with a
Khmer Festival. What questions
might the interviewer ask?
103
I. Extra vocabulary - 7' Ask Ss to look at the pictures and

Activity 1: answer the questions.
? Look at the pictures and in Key:
pairs Ss discuss the questions a 1. bamboo archway
with a partner… 2. green rice flakes
II. Listening - 10' 3. potatoes
Activity 2: Play the recording 4. coconuts
and let Ss check their guesses. 5. pia cake
6. clasped hands
7. lanters
8. dragon boat race
b Ooc bom boc festival
Activity 3: Ask Ss to work in

pairs, making full questions
based on the given question
words and giving as many
answers as possible based on
what they can remember from - Pair work
the previous listening. Play the
recording again for Ss to answer.
If Ss haven’t been able to answer
all the questions, play the
recording another time. Check Key: 1. Soc Trang
the answers with the whole class. 2. 14th, 15th evenings of the 10th
Suggested questions: lunar month
1. Where is the festival held? 3. Moon God
2. When is the festival held? 4. have a worshipping ceremony
3. Who do the people worship at 5. float paper lanterns
the festival? 6. hold dragon boat races.
4. What activities do people do
at the festival?
III. Practice - 7'
Activity 4: Before the role-play
begins, give Ss a little time to - Do as requested
decide which festival to talk
about and assign roles. Note that
Ss could also invent a festival.
Use the example in 4 and the
listening in 3 as models. When
everyone has finished, ask some
groups to role-play in front of
the whole class.
104
IV. Consolidation 15’ - Take note

Test 15’(next page)
V. Homework (1')

Week 13
Period 38
SKIILS 1
A. Objectives.
- Read for specific information about festivals
- Talk about a festival
- Lexical items related to the topic ‘Festivals in Viet Nam’
C. Preparation
D. Procedure

Free talk T- sts
I. Reading- 15'
Activity 1: In small groups, have
Ss look at the pictures and answer - Answering by guessing
the questions, but don’t check the
answers with the class.
Activity 2: Give Ss two minutes to
skim the passages and check their
answers in 1. Explain that to skim,
they must move their eyes very - Skim the text to check their
quickly over the text to get a answers
general idea of the subject.
Activity 3: Now give Ss one
minute to scan the passages to find Key: 1. emperors 2. features
the words. Explain that to scan 3. joyful 4. from overseas
105
they must move their eyes quickly 5. hiking 6. scenery

over the text to look for specific
information, rather than reading
every word. Ask Ss underline or
circle the words they find with a
pencil. T may help Ss work out the
meanings of these words from the
context. Then check with the whole
class.
Activity 4: Set a longer time limit
for Ss to read the text again and Key:
answer the questions. Ask Ss to 1. The Hung King Temple festival
note where they found the takes place from the 8th to 11th day
information that helped them to of the third lunar month.
answer the questions. Ss can 2. Incense, specialities such as
compare with a partner before Chung cakes, day cakes and five-
discussing them as a class. fruit trays.
3. Because there are many jouful
activities including bamboo swings,
lion dances, wrestling and xoan
singing performances.
4. People join in a procession and
make offerings of incense, flowers,
fruit and candles.
5. Ss’s own answers.
II. Speaking - 20'

5a First, ask Ss to work in pairs,
choosing one of the two places:
Huong Pagoda or Hung King
- Pairwork
Temple to go to. Remind Ss to give
a reason for their choice like in
Example 1.
Now, ask Ss to think about what to
take with them. Ask them to use
the suggestions in the pictures.
Encourage them to add any other
items they think necessary and give
reasons. Go around to help Ss.
- Individual work
b Ask Ss to report their decisions
to the class and decide which
location is more popular.
Remember to ask Ss to say why the
106
chosen location is more popular.

lesson.
V. Homework (2')
? Do Ex inwork book - Take note

Week 13
Period 39
SKIILS 2
A. Objectives:
- listen for specific information about a festival
- write a festival they like or have been to
B. language Content
- Skills: Listening and writing
C. Preparation:
- Materials: Ss’ books, text books, posters, cassette
D. Procedure
I. Warm up - 5'
Brain storming
- T writes the word HERO on the board
as the centre of a word web. Ask ss to
add words or phrases to the word-web HERO
connected with the topic.
- Tell ss that they are going to listen to a
passage about a Vietnamese hero.
II.The new lesson
A. Listeninng - 15'
1. Pre-listening
Ask Ss to look at the poster. Ask - Answer the questions
questions to get as much information * Vocab:
from the poster as possible. - mytherical(adj):thần thoại
107
 Who is he? - giant(adj): khổng lồ

 What did he do for the country? - defend(v): bảo vệ
- Introduce the new lesson - religious(adj): có tính chất
* Vocabulary: tôn giáo
- Check vocab: R&R - motherland(n):quê hương
E2/ page 55. Listen to a tour guide
giving information about the Giong
Festival and circle the correct answer
A,B,C
- Ask ss to read the questions and answer -Read the questions and answer
them by prediction them by prediction
- Collect ss’ answers
2. While listening
- Ss listen to the recording and check Key :
their answers/ guesses. 1-B
- Play the recording twice and ask ss to 2-A
check their answers 3-C
-Ask ss to share compare
- Get feedback
- T check the answers with the whole Key:
class 1. He is a mythical hero, who grew
E3/ page 55. Listen and answer the from a three year old child into a
questions giant overnight
- Ask ss to read the questions first to see 2. The preparations begin one
what information they need to answer the month before festival
question 3. A religious ceremony
-. Play the recording as many times as 4. There is cheo performance
necessary. Ss listen and answer the 5. This festival shows the love for
question. They then compare their notes our motherland and the
with a partner. preservation of our cultural
- T checks heritage
B. Writing - 20'
E4/ Page 55. Work in pairs. Discuss
with your partner the festival in Vietnam
that you like best. Use the web below to - Work in pairs. Discuss with
take notes your partner the festival in
- Run through the web. Vietnam that you like best.
- Ask them to discuss in pairs
E5. Use the notes to write an article
about this festival for the school website.
Remember to add any necessary
connector below to make compound and
complex sentences
- Ask ss to refer back to the reading in - Work individually
108
skills 1 for useful language and ideas.

- Ask ss to work individually to write a
first draft. Display all or some of the
article on the wall
- Other ss and T give comments
- Let ss edit and revise the articles as Ngày ….. tháng …… năm 2018
homework Tổ trưởng
- Sum up the main content of the lesson
V. Homework (2') Chu Thị Hạnh
- Do E1,2
- Prepare project
Week 14
Period 40
unit 5: FESIVALS IN VIET NAM
Looking back+project
A. Objectives:
- Use lexical items related to the topic “ Festivals in Viet Nam”
- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 5
- Vocab: Words related to the topic “ Festivals in Viet Nam”
- Grammar: Simple and compound sentences , review complex sentences
C. Preparation:
- Materials: Ss’ books, text books, posters
D. Procedure:
*. Warm up - 5' Key :

- E 1/ Page 56 1. incense
- Divide the class into two teams. Ask 2. offering
ss in 4 minutes to come and write the 3. pray
correct words from the letters on the 4. lantern
board. 5. crowds
- The team with more correct words is 6. cheering
the winner
109
I. The new lesson

A.Vocabulary - 10' - Work individually
E2. Complete the text about kate Key:
Festival with the words in the box 1. ethnic
- Run through the words in the box 2. commemorates
-Ask Ss to work individually, then 3. respect 4. ritual
check answers with a partner. 5. ancient 6. procession
-Check Ss’ answers. Ask some Ss to 7. perform 8. performances
write answers on the board
B. Grammar - 15' - Work individually first. Then Ss

E3/ Page 56. Choose the correct check their answers with a partner
answer Key:
-Ask Ss to do them individually first. 1. if
Then Ss check their answers with a 2. Even though
partner before discussing the answers as 3. Because
a class. However, tell Ss to keep a 4. While
record of their original answers so that 5. When
they can use that information in their
self-assessment
E4/page 56. Use your own words/ ideas Suggested answers:
to complete the sentences 1. When the Lim festival begins,
people come to see the quan ho
- Ask ss to complete the exercise singing performance.
independently and then compare their 2. Because we have many festivals
answers with a partner in January, we call it the month of
- T corrects fun and joy.
3. If you go to the Hue festival, you
can enjoy an ao dai show.
4. Even though/ Although sticky
rice is very tasty, it’s hard to eat it
everyday.
5. While/ When we are boiling
chung cakes, we ofen listen to our
grandparents’ stories.
1. more 2. more
3. more 4. less
5. fewer
C. Communication - 10' Key:
E5/ Page 56.Put the following things New Year Mid-Autumn
and activities in the correct columns festival festival
First, ask Ss to do the task individually
110
to sort the words and phrases for the two Family reunion Mooncakes
festivals. Then check their answers as a
class. Visiting Lion dance
E6/ Page 57. Work in pairs, find out relatives
which festival your partner prefers. Firework Floating
Which three things or activities does displays lanterns
your partner like best in the festival Kumquat Welcome-the-
he/she chooses ? why? moon party
-Ask Ss to interview each other about The first-footer Hang Nga and
the 3 activities that they like best and Cuoi stories
give reasons. Encourage them to give as
many reasons as possible.
Finished! - Answer individually
Finally, ask Ss to complete the self-
assessment. Identify any difficulties and
weak areas and provide further practice
Project: Talent show
1 First, ask Ss to work in groups. Ask
and answer the questions - Answer the questions
2 Ask Ss to work in bigger groups to
do the project. Based on the result of Ss’
answers to question 3, rearrange the
groups so that Ss who know how to sing
these songs are distributed evenly - Take note
among the groups. Ss read the
instructions in the book. Answer Ss’
question if there are any. Ss will
probably need to do some research
outside of class before making
presentations and performances. Start
the next lesson with the talent show.
Have Ss perform, then ask the whole
class to vote for the best performance
V. Homework (2')
Do project
111

Week 14
Period 41
WRITTEN TEST NO- 2
A. OBJECTIVES:
The Ss know how to apply their knowledge from unit 4 to unit 5 to
do the test well. From the test, teacher can master students and class’
knowledge and have suitable method to teach
B. MATERIALS:
Text book, lesson plan. Teacher : papers of test , stereo
C. CONTENT OF THE TEST.
Photocopied paper.
112

Week 14
Period 42
UNIT 6: FOLK TALES
Lesson 1: Getting started
A. Objectives:
+ use the lexical items related to the topic ‘ Folk Tales’
+ Listen and read the conversation about folk tales for details.
B. Content:
- Vocab: items related to the topic ‘ Folk Tales’
- Grammar: Past simple tense
C. Preparation:
- Materials: Ss’ books, text books, posters, tape and radio
D. Procedures:
Warmer - 5'
? Ss work in two big groups Axample:
A and B.
- Each student calls out the S1: Chu Dong Tu - Tien Dung
S2: Lim Festival
name of a Vietnamese
........................
festival, then points at one
student from group B. This
student has to call out the
name of another Vietnamese
festival.
113
- The group with more names - Folk Tales

of Vietnamese festival
wins. ? Write the Unit title on
the board ‘Folk Tales’
- Talk individually
? Say out any information
you know about folk tales.
I. Vocabulary- 8'
- Teacher use different - reply (v) : trả lời
techniques to teach - legend (n) : truyền thuyết
vocabulary (situation, realia) - fable (n) : tuyện ngụ ngôn
- Follow the seven steps of - genre (n) : loại. thể loại
teaching vocabulary - plot (n) : cốt truyện
- origin (n) : nguồn gốc
- produce : sinh đẻ (con cái), sản xuất
* Checking vocab: Matching (v)
1b P59 Key: 1. c 2.d 3.a 4.b
II. Listen and read - 15'
* Introduction:
? Answer the questions
- Have you ever read or been - Answer individually
told a famous Vietnamese - Student's answer
legend?
- What is its title?
- What is it about?
- What are the main
characters in it?
* Set the scene: You are going
to listen and read the
conversation between Duong Key: He suggested the legend of Lac Long
and Nick. Quan and Au Co.
? What Vietnamese legend
would Duong suggest for
Nick’s project?
? Listen and read and check Key: 1. B 2. C
your guessing. 3. A 4. C 5. A
1. a Read and choose the
correct answer
? Work independently. Then
ask them to share answers
1. c. Complete the table
- Again, ask Ss not to look at Title Lac Long Quan, Au Co
114
the book and try to Genre Legend

remember the information Main Lac Long Quan, Au Co, and
about the legend of Lac Long characters their sons
Quan and Au Co, and The plot - Lac Long Quan married Au
complete the table. Co.
- Then ask Ss to open their - Au Co gave birth to one
books and check their hundred baby boys.
answers. - Lac Long Quan missed the
sea.
- Lac Long Quan took fifty
of their sons to the sea.
- Au Co took the others to
the mountains.
III. Practice - 12'
1.d. Exclamatory sentences REMEMBER!
? Discuss the question in - Exclamatory sentences are used to
pairs. express surprise or strong feelings.
? What does an exclamatory
What + a/an + Adj + N(singular
sentence express?
countable) + S +V!
? Write the form.
E.g: What naughty boys they are!
- We don't always use an adjective and a
verb or a subject in exclamatory
sentences.
? Complete these sentences. E.g: What a day!
1. handsome/man = Key:
2. interesting/game= 1. What a handsome man( he is )!
3. good/news= 2. What an interesting game ( it is )!
4. lovely/dogs= 3. What good news ( it is )!
5. brave/women= 4. What lovely dogs ( they are) !
5. What brave women ( they are )!
2. Listen and match
- Have Ss quickly match the types of stories with Key: 1. C 2. D
their definitions. 3. B 4. A
? Listen and check.
- Check them with the class.
3. Game: Guess the story
a Have Ss work independently, Title
filling in the table with the Genre
information of the legend, folk tale, Main
fable or fairy tale they know. characters
b First, model this activity with a The plot
more able student. Then ask Ss to Example:
work in pairs. T may go around to
115
help Ss. Call some pairs to practice in A: What kind of story is it?
front of the class. B: It's a fairy tale. ..........
? How to use exclamatory sentences? - Answer individually
V. Homework (2')
? Learn by heart all the structures
? Ex A1,2 P44
? Prepare: Unit 6: A closer look 1 - Take notes

Tổ trưởng
Chu Thị Hạnh

Week 14
Period 43
UNIT 6: FOLK TALES
Lesson 2: A closer look 1
A. Objectives:
+ use the lexical items related to the topic ‘ Folk Tales’
+ use an exclamatory sentence with the correct intonation
B. Content:
- Grammar: Exclamatory sentences
C. Preparation:
D. Procedures:
Warmer- Brainstorming-5'
? Ss work in two big groups A and B. - Work in two groups.
? Write as many names of popular
characters in folk tales as possible.
? Look at vocabulary P60 and check.
I. Vocabulary- 20'
1. New words - woodcutter : tiều phu
use different techniques to (n)
116
teach vocabulary (situation, - knight (n) : hiệp sĩ, kị sĩ

realia) - ogre (n) : quỷ ăn thịt người
- Follow the seven steps of - hare (n) : thỏ rừng
teaching vocabulary - cunning (adj) : xảo quyệt, gian giảo
- fierce (adj) : hung dữ, dữ tợn
* Checking vocab: - wicked (adj) : xấu xa, độc ác
Matching 1b P60 độc ác
- cruel
2. Matching - 1P60 Key: 1. G 2. C
? Work independently. 3. E 4. B
- Then, ask them to share their answers with 5. H 6. A
one or more partners. 7. D 8. F
? Call out some folk tales that include one of
these characters. If there is enough time, T
can ask them Ss to write their answers on the
board.
3. Match the creatures with Key: 1. G 2. C
the pictures - 2P60 3. E 4. B
- Have Ss work 5. H 6. A
independently. ? Share 7. D 8. F
their answers with one or
more partners.
- Then ask Ss to categorise
the creatures into typically
‘good’ and ‘bad’.
4. Put the adjectives in the
correct column.
3a. P 60 Positive Nagative
? Work in pairs to cheerful greedy
complete the table generous mean
kind evil
brave cunning
wicked
fierce
3b. P60 cruel
Describe some characters E.g: There's a golf in Little Red Riding
using these adjectives Hood. He's cunning and wicked.
II. Pronunciation - 10'
1. Listen and repeat - 4 P60
? Listen and repeat the - Listen and repeat
sentences, paying attention
to the intonation of each
sentence. - T may play the
recording as many times as
117
necessary. Remind Ss that

they use falling intonation
for exclamatory sentences.
2. Listen and repeat 5 P60
? Listen and repeat the - Listen and repeat
sentences, paying attention
to the intonation of each
sentence. - T may play the
recording as many times as
necessary
? Sum up the main content of the lesson. - Answer individually
V. Homework (2')
- Take notes
? Ex B1,2,3 P45
? Prepare: Unit 6: A closer look 2
Week 15
Period 44
UNIT 6: FOLK TALES
A. Objectives:
•use the past continuous tense correctly
•distinguish between the past continuous tense and the simple past tense
B. Content:
- Grammar: the past continuous tense
C. Preparation:
D. Procedures:
Warmer - review - 5'

1a Ask Ss to read part of the conversation
from GETTING STARTED, paying Read and answer teacher'
attention to the underlined part. Either questions
explain or elicit from Ss the form and use
of the past continuous tense.
118
I. Grammar- 15'
1. Vocabulary
Teacher uses different - appear (v)
techniques to teach - gown (n) : áo dài, đầm (mặc vào dịp
vocabulary (situation, đặc biệt)
realia) - magician (n) : nhà ảo thuật
- Follow the seven steps - spin (n) : quay tròn, đan, dệt
of teaching vocabulary - woods (n) : rừng
* Checking vocab: Slap - heaven (n) : thiên đàng
the board - roar (v) : gầm, rú
- anger (n) : cơn giận, sự giận
2. Model sentences The past continuous tense
- Teacher elicits any - We use the past continuous tense to describe
rules from students. an action that was in progress at a stated time
? When do we use the in the past.
past continuous tense? E.g: At 3:30 the tortoise was running ahead of
? Then read the the hare.
Grammar box. Draw Ss’ - We use the past continuous tense to describe
attention to the use of an action that was in progress when another
the past continuous tense shorter action happened (this shorter action is
by analyzing the expressed by the simple past)
examples in the E.g: She was crying when a fairy appeared.
Grammar box. A fairy appeared while she was crying.
? Give some examples. *Form: S + was/ were + V-ing.
II. Practice- 20'

2 P61
? Do the grammar exercise Key:
individually. 1. was wearing 2. were you
- Remind students to look back at the doing
Grammar box and use a dictionary if 3. was doing 4. ran
necessary. 5. was not/wasn’t waiting
- Then have Ss compare answers in
pairs before checking with the whole
class.
3a P61
? Use the suggested Key:
words to write sentences 1. The servant was spinning in the woods.
to describe what was 2. The girl was picking flowers by the side of
happening in each the road.
picture. 3. The knights were riding (their ) horses to
- Then have Ss compare the castle.
answers in pairs before 4. Cinderella was dancing with the prince.
119
checking with the whole 5. Saint Giong was flying to heaven.

class. The ogre was roaring with anger.
3b P61 Key:
- First, model this 2. What was the girl doing?
activity with a more able She was picking flowers by the side of the
student. road.
? Work in pairs. 3. What were the knights doing?
- T may go around to They were riding ( their ) horses to the
provide help. Call some castle.
pairs to practice in front 4. What was the ogre doing?
of the class. It was roaring with anger.
5. What was Saint Giong doing?
He was flying to heaven.
Look out!
? Read the Look out! box. Draw Ss’s attention - Read the Look out!
to this use of the past simple tense by analyzing
the instruction and examples in the Grammar
box.
? Give a comparison between the simple past - Compare the two tenses
tense and the past continuous tense.
? Give some examples.
4 P62 Key:
? Do the grammar 1. was walking, stopped, had
exercise individually. 2. was lying, heard, needed
- Remind Ss to look back 3. heard, was following, started
at the Grammar box and 4. dropped, ate
the Look out! box. Then 5. were dancing, left
have Ss compare was missing/missed, decided
answers in pairs before
checking with the whole
class.
5a P62 Key:
- T may do the first sentence as an example 1. was shining
for Ss. 2. was sleeping
? Do the exercise individually. ? Then 3. went
compare answers in pairs before checking 4. were fying
with the whole class. 5. opened
5b P62 6. fell
? Discuss the question in pairs. - Then ask Ss Suggested answer: Be
some pairs to give their answers to the whole happy/content with what
class. T may give comments or invite you have.
comments from other Ss.
6a P62
120
? Do the grammar exercises individually, E.g: I think Minh was

guessing what their partner was doing at the having breakfast at 7a.m
times on the clocks. last sunday.
- Remind them to make a note of their
guesses.
6b P62
A: Were you having
- Now model this activity with a more able
breakfast at 7a.m last
student.
sunday?
? Then work in pairs.
- T may go around to provide help. Call some B: Yes, I was./ No, I
pairs to demonstrate in front of the class. wasn't.

? How to use the past continuous tense? - Answer individually
V. Homework (2')
- Take notes
? Ex B4,5,6 P46-47
? Prepare: Unit 6: Communication

Week 15
Period 45
UNIT 6: FOLK TALES
Lesson 4: Communication
A. Objectives:
•use the lexical items related to the topic ‘ Folk Tales’
•read and retell a fairy tale (Little red Riding Hood)
B. Content:
- Grammar: the past continuous and past simple tense
C. Preparation:
D. Procedures:
121

- Teacher elicits the topic from students: go
to the board and write the name of the folk
tale they know Group work
? Work in two teams to add more. .........
- Teacher monitors and gets feedback.
- Before Ss open their books, ask them what
fairy tales they liked to read when they were
little. Now get Ss to think about how fairy
tales are structured. t can say: Today, we are
going to do some activities with a fairy tale.
Please think of what information is normally
at the beginning, in the middle and at the end
if a fairy tale.
I. Extra vocabulary - 10'
Activity 1:
a. First help Ss understanding the meanings - granny (n): bà
of the words in Extra vocabulary by using - scream (v): hét lên
pictures or examples. Then have Ss work - swallow (v): nuốt
independently, looking at the pictures and
putting parts of the fairy tale in order. Tell
Ss that the pictures are in the correct order - Pair work
but the text (a-h) is jumbled. Give Ss a time Ss look at the pictures and
limit to keep a lively pace to the lesson. put the part of the tale in
b. Allow Ss to work in pairs, comparing their order
answers and discuss any differences. Then Key: 1. h 2. a
discuss as a class. 3. e 4. f
5.d 6.c
II. Practice- 13’ 7.b 8.g
Activity 2: Work in groups. In turn, retell the
fairy tale to your group members in your own
words. Choose the best storyteller in your
group
- Ask Ss to work in groups of six, in turn - Group work
retelling the fairy tale to their group
members in their own words. Set a three-
minute time limit per story and have one
group member keep time. Then Ss can
choose the best storyteller in their group.
III. Further practice- 13’
122
Activity 3: Ask Ss to work in the same - Do as requested

groups again, discussing and writing their
won ending for the fairy tale. Encourage
them to have fun and be creative. Choose a
student from each group to read the ending
to the whole class. After each student has
finished, invite some comment from Ss in
other groups. Then t makes comments and
corrects Ss’s mistakes if there are any.
Finally, T may have Ss vote for the best fairy
tale ending.
- Answer
? Recall the content of the lesson.
V. Homework (2') - Take note

Tổ trưởng
Chu Thị Hạnh

Week 15
Period 46
UNIT 6: FOLK TALES
Lesson 5: Skills 1
A. Objectives:
• read for specific information in a fairy tale
• talk about a legend/folk tale/fairy tale/fable) its plot, main characters,etc)
B. Content:
- Grammar: the past continuous and past simple tense
C. Preparation:
123
D. Procedures:

Free talk T- ss
I. Reading - 15'
Activity 1:- Ask Ss to scan the passage Key:
to find where the words fortune, fortune – a large amount of
srarfruit tree, ripe, filled, load and money
repay are in the story. T helps Ss starfruit tree – tree with green
work out the meanings of these words fruit shapped like a star
from the context ripe – ready to be eaten
* Vocab: elicit fron Ss filled – put gold into the bag until
- fortune (n): gia sản there is no more space
- starfruit tree (n): cay khe repay – pay back
- repay (v): tra lai load – something that is being
- ripe (a): chin carried
- tortoise (n): con rua - Listen, repeat, copy
- hare (n): con tho
- boast (n): khoe khoang - Individual work, then compare
- represent (v): tuong trung with their partners
Activity 2:- T may set a longer time
limit for Ss to read the story again Key:
and answer the questions. Ask Ss to 1. He gave his younger only a
note where they found the starfruit tree.
information that helped them to 2. The eagle promised to repay
answer the questions. Ss can compare him in gold.
answers before discussing them as a 3. He offered to swap his
class. fortune for his brother’s
starfruit tree.
4. He filled a very large bag
and all his pockets with
Activity 3: First, have Ss work gold.
independently, completing the details 5. He was dropped (by the
of the fable The Starfruit Tree. Then eagle )
allow them to share answers before into the sea.
discussing as a class. Key: 1. greedy 2. time
II. Speaking- 20’ 3. fortune 4. gold
Activity 4: First, ask Ss to work 5. swapped 6. dropped
individually to read every story
summary. T may help with any new
124
vocabulary. - Individual work

Activity 5: Now ask Ss to work in
pairs, asking and answering about the
stories in 4. T goes around to provide
help if necessary. After finishing, T - Pair work
may call some pairs to practice in
front of the class.
Activity 6 Game: Who am I?
First, remind Ss of the words to
describe characters or creatures in
fairy tales/legends/fables. Ss may
refer to the words and phrases in A - Group work
Closer Look 1. Then, ask Ss to play
this game in groups of about five.
Each member chooses a character in
any of the stories in 4. The others ask
Yes/No questions to discover who that
person is. For example, ‘Are you
evil?’ Do you live in a castle?’ Do you
have long hair?’ T may go around to
provide support if necessary.
IV. Consolidation (3') Ngày ….. tháng …… năm 2018
? Recall the content of the lesson. Tổ trưởng
V. Homework (2')
? Prepare: Unit 6: Skills 2 Chu Thị Hạnh

Week 16
Period 47
unit 6: FOLK TAKES
Lesson 6: Skills 2
A. Objectives:
 listen for specific information in a fairy tale
 write a narrative of a legend/ folk/ fairy/tale/ fable
B. Content
- Skills: Listening and writing
C. Preparation:
- Materials: Ss’ books, text books, posters, cassette
125

D. Procedures:
I. Warm up - 5'(Chatting)
- Ask Ss to look at the pictures and make - Answer the questions
some guess about the fairy tale The
Princess and The Dragon.
Ask them: What/Who do you think may be
the main characters in the fairy tale? What
may happen in the fairy tale ?
II.The new lesson

A. Listeninng - 15'
* Vocabulary: * Vocab:
- Check vocab: R&R -ogre(n): yêu tinh
-capture(v): bắt giữ
-rescure(v): giải thoát
-dragon(n):con rồng
-anger(n): sự tức giận
-castle(n): lâu đài
- breath(n) :hơi thở
1. Pre-listening
E1/ page 65. Listen to the fairy tale The
princess and the Dragon and correct the
following statements.
- Have Ss cover the right side of the page - Read the statements carefully
where the story is written out in the green and guess the incorrect
box. information
- Ask Ss to read the statements carefully - Read the questions and answer
and guess the incorrect information them by prediction
- Collect the ss’ ideas
2. While listening
- Ss listen to the recording and check their - Listen and correct statements
answers/ guesses. Key :
- Play the recording twice and ask ss to 1. Once upon a time, there was a
check their answers king, a queen and a princess.
- Ask ss to share compare 2. Once night an orge captured
- Get feedback the princess and put her in his
126
- T calls on 2 ss to write the answers on tower,

the board the confirms the correct answers 3. One day a dragon heard the
E2/ page 65. Listen again and fill in the princess cry for help.
missing words 4. At the end of the story, the
dragon marriedmarried the princess.
- Ask Ss to read the story carefully and ask - Listen again and fill in the
ss to work in pairs to discuss what may be missing words
missing by using the information they Key:
heard in 1. 1. castle
- Play the recording again and have ss find 2. give gold
the missing words as they listen. 3. with anger
- Ask ss to share their answers with their 4. breath
partners. 5. strong back
- Play the recording more times until Ss
have chosen all their answers.
B. Writing - 20'
E3/ Page 65. Make notes about one of
your favourite fairy tales. You can invent
your own story
- Ask Ss to make notes about one of their - Work in pairs. Discuss with
favourite fairy tales or invent their own your partner the festival in
fairy tale. Vietnam that you like best.
- Remind them that they do not have to
write full sentences and ask them to read:
Remember
E4/ Page 65.
Use your notes in 3 to write the fairy tale.
Use The Princess and the Dragon as a
model
- Work individually
- Ask them to read : Remember
- Ask Ss to refer back to the reading
passage in Slills 1 for useful language and
ideas, and note some necessary expressions
and language on the board.
- Ask Ss to work individually to write the
first draft. T can display asome of the
stories on the board.
- Other Ss and T give comments. Ss edit
and revise their stories as homework.

127
- Sum up the main content of the lesson
V. Homework (2') - Take note

Do E1,2

Week 16
Period 48
TEST CORRECTION
A. objectives :
B. Materials : Test papers
C. Procedure :
A. Listening.
Question 1: Listen and write (1pt).
1 2 3 4 5
A C C A B
Question 2: Listen and write the short answer for the questions (1p).
1 2 3 4 5
10/ ten 17 Randall 810334 4/ four afternoon
128
B. Grammar – Vocabulary – Language functions.

Choose A, B, C for the following sentences. (2pt)
1 2 3 4 5 6 7 8 9 10
B C A A B A C B A C
D. Reading.
I. Which notice (A-H) says this (1-5)? (1.5 pts)
1 2 3 4 5
H E G B A
II. Read the passage then choose the options which best completes the sentences (1.5
pts)
1 2 3 4 5
A C A A B
E. Writing.
I. Complete the following sentences using the suggested words. (1,5pts)
1. We do not have many carnivals in Viet Nam. However, we have a lot
of traditional festivals.
2. Though he is not a Buddhist, he decides to eat as a vegetarian.
3. There is a custom of giving presents at Christmas.
4. According to tradition, we have to take off our shoes before going into
Japanese house.
5. You mustn’t be late for school.
II. Write a short paragraph about the festival you like best. (1.5pts)
- Name of the festival: 0.25
- Where and when it is held: 0.25
- Who they hold the festival to commemorate/worship: 0.25
- What activities: 0.5
- Feelings: 0.25
Week 16
Period 49
unit 6: FOLK TAKES
Lesson 7: Looking back & project
A. Objectives:
- By the end of the lesson, students can use vocabulary relevant to talk
about favourite legends, folk tales, fairy tales or fables.
B. Content
- Past continuous
- Past simple
C. Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
129
D. Procedures:
I. Warm up - 5':
Ex1. Think of an example for each Students think of as many example
type of story in the box. of different types of stories as they
- Ask Ss to work in pairs and give feed can. Some students will tell in front
back. of the class.
- Give any comments if necessary. Ex: The Adventure of Robin Hood
is a legend.
The Hare and the Tortoise is a fable.
II. New lesson (15’)
Ex2. Write the correct words under
the pictures. Work individually and then share
- Ask Ss to work individually. the answers with a partner.
- Give any necessary corrections. 1. witch 2. hare 3. knight
4. orge 5. fairy 6. tortoise
7. giant 8. dragon
Ex3. Put the words in the box into Characters Personality
the correct columns. woodcutter cruel
- Run through the words. witch kind
- Ask them to do the task; dragon generous
- Check their answers. fairy mean
giant wicked
hare cheerful
emperor fierce
tortoise evil
knight cunning
eagle brave
Buddha greedy
Ex4. Describing the pictures.
- Model this activity; - Work in pairs
- Ask Ss to work in pairs. - Play the role in front of the class;
- Ask some pairs to play the role in Key:
front of the class.
- Give comments if necessary.
2. A: Was Mrs Lan doing the 5. A: Was Duong listening to

gardening? music?
130
B: No, she wasn’t. B: No, he wasn’t.

She was cooking. He was watching TV.
3. A: Was Mr Hung writing a letter? 6. A: Was Mai doing her
B: No, he wasn’t. He was reading a homework?
newspaper B: No, she wasn’t.
4. A: Were Hoa and Hai palying table She was sweeping the floor.
tennis?
B: Yes, they were.
Ex5. What were you doing at the

following times?
- Model the example. - Work in pairs
- Run through all the times. - Some pairs play the role in front of
- Ask Ss to do the task in pairs. the class
A: What were you doing at 10 p.m
yesterday evening?
B: I was watching TV.
Ex6. Exclamatory sentences.

- Ask Ss to give the structure of the What + (a/an) + adj + N + S + V!
exclamatory. Work in pairs to make as many
sentences as possible.
Ex7. Number the lines of the
dialogue in the correct order. - Do the task individually and then
- Ask Ss to do the task. share the answers with a partner.
- Get feed back - Give feed back:
1. D 2. I 3. A 4. C 5. F
6. H 7. J 8. B 9. G 10. E
Finish! Ss assess themselves.
Project:
- Ask Ss to read the fairy tale Sleeping - Read the fairy tale;
Beauty. - Imagine being one of the
- Ss may make notes about the main characters and write one entry in the
characters and the plot of the fairy tale. diary from the point of view of this
- Call some Ss to report in front of the character.
class. - Exhibition
- Give any necessary corrections.
131

- Structure of the past continuous? S + be (was/were) + V-ing
V. Homework (2')
- Do E3, 4 - Listen and take notes the
- Revison Unit 4 assignments.

Tổ trưởng
Chu Thị Hạnh

Week 17
Period 50
LANGUAGE-VOCABULARY-GRAMMAR
A. Objectives:
By the end of the lesson, students will be able to recall and practice the
clusters : /spr/ , /str/ and stress pattern
- Vocabulary in unit 4,5,6
- Should and shouldn’t
- Complex sentences
- Past continuous tense
B. Content:
- Grammar: in unit 4,5,6
132

- T writes on the board 2 clusters: /spr/ ,
/str/ - Take part in the game
- Ask ss to work in two teams to write
the words contain these clusters .
- The team with more correct words is
the winner
II. The new lesson
A. Pronunciation(7')
1a Underline the words with /spr/ and - Do this exercise individually,
circle the words with /str/ and then to share their answers
-Ask Ss to do this exercise individually, with a partner
and then to share their answers with a Key:
partner before giving T the answers. 1. What fresh strawberries they
- T writes the correct answers on the are!
board 2. What lovely spring flowers
- Ask ss to practice saying the sentences they are!
3. What a cunning sprite it is!
b. Circle the words with a different 4. What a brave instructor he is!
stress pattern from the others 5. What a noisy street it is!
- Let ss do it in groups and encourage Key:
them to read the words out loud among 1.A. bam’boo
themselves. 2.B. ‘cultural
- T plays the audio and checks them as a 3. A. compe’tition
class, encouraging Ss to repeat the words. 4. C. presen’tation
5. D. ‘heritage
B. Vocabulary(15') Key:
3. Choose the best answer A,B,C,D to - Do this exercise individually and
complete the sentences then share their answers with a
-Ask Ss to do this exercise individually partner.
and then share their answers with a
partner. Key: 1. A 2. B 3. C
- T may ask a student to write his/her 4. D 5. B 6.B
answers on the board. Then T checks the
answers with the whole class
4. Use the words in the box to complete
the sentences
Key:
- Run through the words in the box
1. legend 2. cunning
133
After Ss do this exercise individually, T 3. ever 4. generous

quickly checks Ss’answers. 5. kind
C. Grammar(15')
5. Read and match the notice (A-E) to
the sentences (1-5)
- Elicit the form and use of have to, and Key:
should. 1. B 2. A 3. E
- Ask Ss to tell the differences between 4. D 5. C
the uses of don’t have to and mustn’t.
- Call a student to do the exercise on the
board while other Ss also do these.
- Check Ss’ answers. Ask them for
explanations if necessary
6. Complete each sentences , using
although, while, however, moreover and
otherwise Key:
- Have Ss do the task individually. 1. Although 2. otherwise
- T checks. 3. While 4. Moreover
- Call some Ss to read the whole passage. 5. however
7. Read the conversation and put the
verbs in brackets into the past simple or
the past continuous
- Elicit the form and use of the past - Key:
continuous tense. 1.b
- Ask Ss to tell the differences between 2.e
the use of simple past tense and the past 3.a
continuous tense. 4.c
- Call a student to do the exercise on the 5.d
board while other Ss also do this. Key:
- Check Ss’ answers. Ask them for 1. were you doing
explanation necessary 2. was watching
3. was telling
4. happened
5. were setting off
D. Everyday English
8.Choose the most appropriate response Key:
to complete the conversation. Then act it 1. C 2. A
out with your partner 3. B 4. D
- Ask Ss to do this exercise in pairs. 5. E
- After checking their answers, ask some
pairs to act out the conversations.
134

- Summarize the lesson
IV. Homework (1')

- Prepare: Review - Skills

Week 17
Period 51
SKILLS
A. Objectives:
By the end of the lesson, students will be able to improve reading ,
speaking, listening and writing skills
B. Content:
- Grammar:
C. Preparation:
- Anticipated problems:
I. War m up (5'): Chatting

? What do you know about Vu Lan festival in
Viet Nam? - Answer the questions
135

I. The new lesson - Listen and repeat
* Vocabulary
A. Reading(10') - appreciation (n) : giá trị
- Set the sence - annual(adj): hàng năm
* Vocabulary - goodwill(n): thiện chí
- release(v): thả, phóng thích
- gratitude(n): lòng biết ơn
- pass away (v): qua đời
- alive(adj): còn sống
- dress code(n): quy tắc ăn mặc
1. Read about the Vu Lan - offence(n): sự phạm tội
festival in Viet Nam and decide - issue(n): vấn đề đang gây tranh cãi
whether the statements are true - tip(n) : lời khuyên
or false.
-Ask Ss to do them individually - Work individually
and check their answers with a Key:
partner before giving their 1. T 2. F
answers 3. F 4. T
- Confirm the correct answer 5. T
B. Speaking (10')
2a. Imagine a foreign tourist is coming to your
country. Make notes of six tips about the social
customs in your country. Use the following ideas
of your own
- Ask Ss to do this activity individually, making - Do this activity
notes of six tips about the social customs in his/her individually.
country.
- Remind Ss that they may use the given ideas as
well as their own ones.
b. Work in pairs. Take turns to t ell each other
your tips. Do you agree with your partner’s tips?
- Ask Ss to work in pairs, taking turns to tell each
other their tips. - Work in pairs, taking
- Let them discuss to choose the most appropriate turns to tell each other
tips. their tips.
C. Listening(5')
3. Listen to a man talking about social customs - Listen and choose the
in France and Britain. Choose the most correct answer
appreciate answer A, B, C or D to each question
- Set the sence 1. A 2. B
- Run through the question 3. A 4. C
- Play the recording twice or more for Ss to listen
136
and choose their answers.

- Check their answers and confirm the correct
answers
D. Writing (10')
4. Peter, your Britist penfriend, is coming to stay
with your family for two weeks next month. He
has never been to Viet Nam before. Write a letter
to tell him about the social customs in Viet Nam.
You may use the ideas in the speaking section
- Brainstorm the language necessary for writing
and note some necessary expressions and language
on the board.
- Give Ss time to do the writing task. Then collect
their papers to check out of class
-Summarize the lesson
IV. Homework (3')
- Do Test yourself in the workbook

Week 18
Period 52 REVISION
A. Objectives:
By the end of the lesson, students will be able to know how to use V(ing) or
to (inf) after another verb.
B. Content:
137
Bµi tËp vÒ h×nh thøc cña §éng tõ khi theo sau mét ®éng tõ kh¸c
1) I can't imagine Peter (go) by bike.
2) He agreed (buy) a new car.
3) The question is easy (answer).
4) The man asked me how (get) to the airport.
5) I look forward to (see) you at the weekend.
6) Are you thinking of (visit) London?
7) We decided (run) through the forest.
8) The teacher expected Sarah (study) hard.
138
9) She doesn't mind (work) the night shift.

10) I learned (ride) the bike at the age of 5.
11) We decided (buy) a new car.
12) They've got some work (do).
13) Peter gave up (smoke) .
14) He'd like (fly) an aeroplane.
15) I enjoy (write) picture postcards.
16) Do you know what (do) if there's a fire in the shop?
17) Avoid (make) silly mistakes.
18) My parents wanted me (be) home at 11 o'clock.
19) I dream about (build) a big house.
20) I'm hoping (see) Lisa.
21. Dan enjoys (read) science fiction.
22. Cheryl suggested (see) a movie after work.
23. I miss (work) in the travel industry. Maybe I can get my old job back.
24. Where did you learn (speak) Spanish? Was it in Spain or in Latin America?
25. Do you mind (help) me translate this letter?
26. He asked (talk) to the store manager.
27. You've never mentioned (live) in Japan before. How long did you live there?
28. If he keeps (come) to work late, he's going to get fired!
29. Debbie plans (study) abroad next year.
30. I agreed (help) Jack wash his car.
31. I hope (graduate) from college next June.
32. The models practiced (walk) with a book balanced on their heads.
33. Mandy has promised (take) care of our dog while we are on vacation.
34. Mr. Edwards chose (accept) the management position in Chicago rather than
the position in Miami.
35. I don't know what she wants (do) tonight. Why don't you ask her?
36. Frank offered (help) us paint the house.
37. Sandra decided (study) economics in London.
38. Witnesses reported (see) the bank robber as he was climbing out of the
second-story window.
39. Stephanie dislikes (work) in front of a computer all day.
40. Mrs. Naidoo appears (be) the most qualified person for the job.

Week 19
Period 54
CORRECTION THE TEST OF 1ST SEMESTER
A. OBJECTIVES:
- By the end of the lesson. Ss will be able to relize their mistakes and correct
them.
139
B. PROCEDURES
T's activities Ss' activities
I. Warm up
- Teacher give back the test sheet to - Whole class
students and ask some question:
? Which mark do you get
? Are you happy with your mark
? How many mistakes do you have
II. Discussion
- Students change their test sheet to - Group work
each other and then find the mistakes
and correct them.
- Students return their test sheet and
work in small group to discuss if the
mistakes are corrected in the right way
or not.
- Students look at the board then do the - Individually
test again.
- Students look at the answers given by - Whole class
teacher and compare with their tests to
check their gotten marks.

Tổ trưởng
Chu Thị Hạnh

Week 20
Period 55
UNIT 7: POLLUTION
A. Objectives:
140

+ use the lexical items related to the topic ‘ Pollution’
+ Listen and read the conversation about pollution
B. Content:
- Vocab: items related to the topic ‘ Pollution’
- Grammar: Conditional sentences type 1, type 2
C. Preparation:
- Anticipated problems:
D. Procedures:
I. Warm up (3'):
-Write the unit title on the boar” - Call out things which cause
Pollution” then ask ss to call out polllutione eg: cars, factories
things which cause polllutione eg:
cars, factories…...
- Introduce the lesson Cause(v) Gây ra
Come up with (v) Nghĩ ra
II.The new lesson Dump(v) Bơm
Illustrate(v) Minh họa
Vocabulary(8’) Pollute(v) Ô nhiễm
- Teacher use different techniques to Pollution(n) Sự ô nhiễm
teach vocabulary (situation, realia) Chất độc
Poison(n)
Radioactive(adj) TV phóng xạ
vocabulary
Radiation(n) Phóng xạ
Thermal(adj) TV nhiệt
* Checking vocab: R&R Visual(adj) TV thị giác
Aquatic(adj) Dưới nước
1. Listen and read(3’)
* Set the scene: You are going to - Listen and answer the questions
listen and read the conversation
between Nick and Mi
- Ask ss to look at the picture and
- Who can you see in the picture?
-Where do you think they are?
What do you think the people in the
picture are talking about?
141
- Ask ss to listen and read the - Listen and read the conversation
conversation
1( 13’)
a. Find the word/ phrase that -Work individually to read the
means: conversation again then find the
-Run through 6 meaning word/ phrase with the given
-Ask ss to work individually to read meaning in the conversation
the conversation again then find the Key :
word/ phrase with the given 1. dead 2. aquatic 3. dump
meaning in the conversation 4. poison 5. polluted
- Ask them to share before discussing
6. to come up with
as class
Watch out :
- Have ss look at the watch out box
and read the information. Key:
b. Answer the questions 1. They are in Mi’s home village
Have Ss read the questions to make 2. It’s almost black
sure they understand them. 3. She is surprised because she sees
- Ask ss to read the dialogue again to the fish are dead
answer the questions then exchange 4. It is dumping poison into the lake
their answers with a classmate 5. He is sneezing so much because
-Call some Ss to write their answers the air is not clean
on the board.
- Confirm the correct answers.
c. Tick (V) true (T) or false(F)

- Let as read the conversation again to
do this exercise. Ask for Ss’ answers Key:
as well as the explaination for their 1 F( It’s polluted by the factory)
choices. 2T
- Write the correct answers on the 3NI
board. 4T
- Correct the answer as a class. 5T
2. There are different types of
pollution. Write each type under a Key:
picture( 7’) A. radioactive pollution
- Have Ss look at the pictures. Ask B. noise pollution
them what they see in each picture. C. visual pollution
- Now tell Ss that in the box are some D. thermal pollution
types of pollution then run through E. water pollution
the types of pollution F. land/ soil pollution
- Explain the new words so that Ss G. light pollution
understand the pollution types H. air pollution
142
- Ask ss to work in pairs

- Call some Ss to give their answers
and write them on the board
3. Complete the sentences with the Key:

types of pollution(5’) 1. thermal pollution
- Have ss read through the sentences 2. air pollution
to get a general understanding. 3. radioactive
- Ask ss to work individually then 4. light pollution
compare their answers with a 5. water poluution
classmate 6.land/soil pollution
- Call on some ss to give their 7. noise pollution
answers 8. visual pollution
-Confirm the correct answers

4. Work in groups. Which types of
pollution in 3 does your
neighbourhood face? Rank them in
order of seriousness. Give reasons
for your groups’s order
- Ask ss to work in groups of 6 ss to - Work in groups
write down the pollution types their
neighbourhood faces and rank them
in order of seriousness
- Have the class vote for the group
with the best resson
IV. Homework (2')
- Learn by heart all the new words -Take note
.- Guide ss how to do Exs B 1,2,3
(Workbook)/page 4

Week 20
Period 56
UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
A. Objectives:
143
- Pronounce words ending in- ic and-al correctly in isolation and in context

- Talk about customs and traditions
B. Content:
- Vocab: pollution
- Use the words and phrases showing causes and effects relationships to
describe the causes and effects of pollution
C. Preparation:
D. Procedures:

( adjectives to describe life in the
countryside)
- Divide the class into 2 two teams Kinds of pollution
-Ask ss from 2 teams turn by turn go to
board to write kinds of pollution they
remember from the previous lesson.
- In 2 minutes the team with more right - Take part in the game in 2 teams
-Tell them that in this lesson they are
going to learn different forms of some
words as well as phrases to talk a bout
the causes and effects of pollution
I. The new leson damage (n/v): Phá hủy
A.Vocabulary (20') cause (n): Ng. nhân
* Teaching vocabulary effect (v): Kết quả
litter (n): rác
spill oil (n): Sự tràn dầu
- Follow the seven steps of teaching defect (n): Kh. khuyết
vocabulary expose (v) Phơi
* Checking vocab: Slap the board fume (n) Khói thải
Contaminate (v) Làm bẩn
- Repeat in chorus and
individually
1. Complete the table with appropriate
verbs, nouns, and adjectives
144
- Have Ss look at the table in the book. - Complete the exercise

Make sure that they understand what to individually
do. Key:
- Ss complete the exercise individually 1. poison 2. contaminate
and then compare their anwers with a 3. pollutant 4. polluted
partner. 5. death 6. damage
- Call some Ss to give the answers.
- Write them on the board. Confirm the
correct answers.
2. Completet the sentences with the

words from the table 1. You do not
need to use all the words. The first
letter of each word has been proided.
- Have Ss read the sentences in 1 again - Do the exercise individually
to have a general understanding and first then compare with their
decide which word form should be put in partners
each blank
- Point out that the provided letter is a Key:
clue to help them find the word. 1. poisonous 2. pollutants
- Ask ss to do the exercise individually 3. dead 4. contaminated
first then compare with their partners 5. damage 6. pollute
- Call on some ss to give their answers
then confirms the correct answers.
- Have ss look at the language box and
explain it.
3a. Decide which sentence in each pair
of sentences is a cause and which is an
effect. Write C ( for cause ) and E ( for
effect) next to each sentence. Note that
the words in brackets relate to activity
- Ask ss to read each pair of sentences
and decide which sentence is a cause
and which is an effect.
- Ask ss to work in pairs. Call some ss
to give their answers then confirms the - Work in pairs
correct answers Key :
1. C- E
b. Combine the sentences in each pair 2. C- E
into a new sentence that shows a cause / 3. C- E
effect relationship. Use the cause or 4. E-C
effect signal word or phrase given in 5. E-C
brackets. You will have to add, delete or
change words in most sentences
145
- Ask ss to read the example then ask

them what changes they see in the
sentence
- Ask them to look at the language box
again - Do the exercise individually
- Have ss do the exercise individually Key:
- Call on some ss to write the sentences
2. Oil spill from ships in the
on the board oceans and rivers lead to the death
- T confirms the correct answers of many aquatic animals and
plants
3. Households dump waste into
the river so it is polluted
4. Since the parents were exposed
to radiation, their children have
4. Work in groups. Look at the pairs birth defects
of pictures. Give as many sentences as 5. We cann’t see the stars at night
possible to show cause / effect due to the light pollution
relationships
-Ask ss to have a look at the pictures
in1. Ask ss which picture shows the Key:
cause and which shows the effect 2. The soil is polluted, so plants
- Ask ss to work in groups of 4 ss to can not grow
write sentences showing cause/ effect 3. We won’t have fresh water to
relationships drink because of water pollution
- Ask ss to wite on the board and T 4. We plant trees , so we can
confirms the correct answers have fresh air
Stress in words ending in -ic and -al
- Ask ss to look at the rules in the box - Listen and check
and the examples. Go through the rules Key:
with them. 1. ar’tistic 2. ath’letic
3. his’toric 4.his’torical
5. ‘logical 6. ‘physical
5. Listen and mark the stress in each 7. he’roic 8. po’etic
word, then repeat it 9. bo’tanic 10. bo’tanical
- Play the recording for ss to stress the
words. Ask some ss to say where the
stress in each word is.
- Confirms the correct answers
6. Underline the words ending in ic

146
and circle the words ending in –al in

the following sentences. Mark the stress
in each word. Listen and check your
answers, then repeat the sentences
- Have ss do the activity individually. - Do the task individually
Play the recording for ss to check their
answers. Then elicit the correct stress
patterns from ss. Play the recording Key:
again for ss te re[eat the sentences . Ask 1. scien’tific 2. ‘national
some ss to read out the sentences 3. ‘medical 4. ‘chemical
5. dra’matic

- Sum up the lesson - Answer teacher's questions.
- Say out the words
IV. Homework (2')
- Take note
- Guide ss how to do Ex part A 1,2
(workbook)/ Page 3

Week 20
Period 57
UNIT 7: POLLUTION
Lesson 3: A Closer Look 2
A. Objectives.
- Use the lexical items related to the topic ‘Pollution ’
147
- Use conditional sentence type 1 and type 2 correctly and appropriately to

describe pollution
B. Content.
- Lexical items related to ‘Pollution ’
- Conditional sentence type 1 and type 2
C. Preparation
D. Procedure
A. Warm – up( 5’):

B. Grammar(35’)
Conditional sentences type 1: review Conditional sentences type 1
Elicit the form and use of the If + subject + V (present simple),
conditional sentence type 1 from Ss. subject + will/ can/ may.. + V
Ask Ss to give some example sentences. (bare infinitive)
1. Put the verbs in brackets into the Ex: If I have a lot of money, I will
correct from. buy a bog house.
+ Lead in + Whole class, team work.
Ss do this exercise individually then - Individual
compare their answers with a partner.
Have Ss read out their answers. Confirm
the correct ones.
Key:
1. recycle; will help 2. won’t dump;
fines 3. travel; will be 4. will save;
don’t waste 5. use; will have
2. Combine each pair of sentences to - Whole class
make a conditionalsentence type 1
Have Ss read the pair of sentences. Ask - Pair work
two Ss ro write the new conditional
sentences type 1 on the board while
other Ss write their own sentences. Ask
Ss to comment on the sentences on the
board. Give feedback on these sentences
and other Ss to correct them if
necessary.
Teacher can make this activity a game.
Ss work in groups and write the
sentences on a big piece of paper. Go
148
through the groups’ sentences and give

marks to the groups with all correct
sentences.
Conditional sentences type 2 Conditional sentences type 2
Write this incomplete sentence on the The conditional sentence type 2
board: If I were a billionaire, I would describes a thing which is not
. Ask some Ss to complete the sentence true or is unlikely to happen in
orally. Write the most original answer the present or future.
on the board. Tell Ss that this sentence If + subject + V (past simple),
is an example of the conditional subject + would/ could/ might + V
sentence type 2. (bare infinitive)
Have Ss look at the structure of the Example: If it wasn’t noisy in here,
conditional sentence type 2 in the I could hear you clearly. (But it’s
language box. Draw Ss’ attention to the very noisy in here)
example sentence on the board. The conditional sentence type 2
Underline the subject, verb, etc. in this can be used to give advice.
example and explain the structure of the Example:If I were you, I would see
sentence at the same time. the doctor immediately.
Ss read the second example in the Note: We can use both was and
language box. Tell them that this were with I/ he/ she/ it in the if-
sentence is a piece of advice. clause.
Ask Ss give one or two example.
3.Match an if - clause in A with a
suitable main clause in B
Ss do this exercise individually, and - Individual
then compare their answers with a
classmate. Check Ss’ answers.
4. Put the verbs in brackets into the
correct from.
Ss do this exercise individually. Invite - Individual
two Ss to the board to write their
answers. Go through the answers with
the class. Have other Ss correct the
answers if necessary.
5. Write a conditional sentence type 2
for each situation, as in the example.
Have Ss quickly read the example. Ask - Individual
Ss to comment on the example. They - Pair work
may see that the meaning of the original
sentences was made opposite in the new
conditional sentence (i.e. positive into
negative form for the first sentence and
negative into positive for the second
sentence). Have Ss do this exercise
149
individually and then compare the

answers with a classmate. Ask one or
two Ss to write their sentences on the
board.
Key:
2. If there weren’t so many billboards in - Individual
our city, people could enjoy the view. - Pair work
3. If there wasn’t/ weren’t so much light
in the city at night, we could see the
stars clearly.
4. If we didn’t turn on the heater all the
time, we wouldn’t have to pay three
million dong for electricity a month.
5. If the karaoke bar didn’t make so
much noise almost every night, the
residents wouldn’t complain to its
owner.
6. She wouldn’t have a headache after
work every day if she didn’t work in a
noisy office.
6. CHAIN GAME
Work in groups. Student A begins - Group work
with a conditional sentence type 1 or
type 2. Student B uses the end of
student A’s sentence to begin his/ her
own sentence. Student C does the
same. Continue the game until the
teacher tells you to stop.
Which grouphas the most sentences?
Put Ss in groups of five or six to play - Group work
this chain game. Explain that the aim of permanent: give the definition
the game is to keep the chain going for (lasting forever; never changing) or
as long as possible using type 1 or 2 give the antonym (this is the
conditional sentences. If a group opposite of temporary).
hesitates for more than 10 seconds they - earplug: draw a pair of earplugs
are out. Walk around the class listening on the board and explain. We put
to groups and monitoring the game. these into our ears to keep out noise
Groups that are still going when the five or water.
minutes is up are the winners. Note that - affect: tell Ss that this is the verb
the aim is to practice the language in a form of the noun effect.
fun, verbal way so be sure to keep the
atmosphere light.
Tell that in this lesson they will have the
opportunity to explore noise pollution, a - Group work
150
common pollution type that not many

people recognize as a pollution.
Go through the extra vocabulary with
Ss. If Ss do not know any word in the
box, quickly teach it.
T can teach the words using different
ways.
- permanent: give the definition (lasting
forever; never changing) or give the
antonym (this is the opposite of
temporary).
- earplug: draw a pair of earplugs on the
board and explain. We put these into our
ears to keep out noise or water.
- affect: tell Ss that this is the verb form
of the noun effect.
C. Home assignment (3’)
Ex 3, 4, 5 - Workbook + Whole class.

Tổ trưởng
Chu Thị Hạnh

Week 21
Period 59
UNIT 7: POLLUTION
A. Objective.
- Use the lexical items related to the topic ‘pollution’ to talk about noise
pollution and discuss the ways to prevent noise pollution
151
- Listen to a short presentation about noise pollution

B. Content.
- Lexical items related to ‘ noise pollution’
C. Preparation
D. Procedure
I.Warm up - 5': Brainstorming

- Teacher elicits the topic from students
? Can you name some kinds of pollution - Answer the questions
that you know?
? What do you know about noise
pollution?
II. The new lesson
* Teaching vocabulary - permanent(adj): vĩnh viễn
- Teacher use different techniques to teach - earplug(n): cái nút tai
vocabulary (situation, realia) - affect(v):làm ảnh hưởng
- Follow the seven steps of teaching - hearing loss(n):mất thính giác
vocabulary - blood pressure(n) : huyết áp
* Checking vocab: Slap the board - constant(adj): không dứt
1.Noise pollution is more common and

more damaging than many people relies.
The Green organization is doing a
survey on how much teenagersknow
about this type of pollution. Help them - Answer the questions
answer the questions individually
- Have ss read the question in the
questionnaire to make sure they
understand everything.
- Ask ss to answer the questions
individually, remind them to circle their
answers
2. Compare your answers with those of a
classmate. How many different answers
have you got?
- Ask ss to work in pair to compare their - Work in pair to compare their
answers and see if they have any different answers
152
answer
- Ask some pairs to report on their
difference
3. Now listen to a short presentation

about noise pollution. How many correct - Listen to the tape and check
answers have you got? the answers
- Play the recording for ss to check their Key :
answers. 1B 2C 3A 4B
- Play the tape twice 5C 6A 7a 8C
- If there are any incorrect answers, ss
correct them
4. Work in groups. Discuss other ways to

prevent noise pollution
-Ask ss which of the eight questions in
the questionnaire proposes ways to
- Work in groups of 4 ss in five
prevent noise pollution. Have ss work in
minutes to discuss more ways to
groups of 4 ss in five minutes to discuss
reduce noise pollution
more ways to reduce noise pollution.
- Ask ss to write their answers on a big
piece of paper and then present their
answers
- Have ss vote for the best ways

- Summary the lesson - Answer
V. Homework (2')
? Do Ex B5,6 P 5 - Take note

Week 21
Period 60
UNIT 7: POLLUTION
Lesson 5: Skills 1
A. Objective.
- Read for general and specific information about water pollution.
153
- Talk about causes and effects of water pollution as well as the solution
to water pollution.
B. Content.
- Vocabulary: extra words related to the topic: water pollution.
- Grammatical structures:
C. Preparation
D. Procedure

A. Warm up.(2’)
- Ask Ss to tell kinds of pollution. - Whole class.
B. Reading(20’)
* Pre – task:
1. Have Ss do this activity in pairs. 1. Vocabulary:
One student looks at the picture A on - Pair work.
page 12 while the other looks at + groundwater: the water beneath the
picture B on page 15. They ask each earth’s surface.
other Yes/ No questions to find out + Pesticide(n):
the differences between the two + Herbicide(n)
pictures. T may model asking and + “point sourse” pollution:
answering questions with a strong + “ non- point sourse” pollution:
student. For example: - Individual
T (picture A): Are there five ducks in
your picture?
S (picture B): Yes, there are. Are the
ducks black in your picture?
T: No, they aren’t. They’re white. - Whole class
…
Call on one student to report on the
differences. Other Ss can add
some more.
Ask Ss what the pictures tell them
(water pollution). Lead to the second
activity.
Picture A
- The ducks are white.
- They’re going to the lake.
- There aren’t any factories near the
lake.
- The lake water is clean. Words to describe water pollution.
Picture B
- The ducks are black. - Individual
154
- They’re going from the lake. - Pair work

- There are some factories near the
lake.
- The lake water is dirty/ black.
2. Mi and Nick have decided to give
a presentation on water pollution
to the class. Read what they’ve
prepared and answer the
questions.
Ask Ss to read the passage quickly + Whole class, team work.
and answer the questions. Tell Ss that
the first two questions ask for general
information while the rest focus on
details. Ss can underline past of the
text that help them with the answers. - Individual
Ss compare their answers before
giving the answers to T.
Key:
1. The second paragraph tells about
the causes of water pollution.
2. The third paragraph tells about the
effects of water pollution.
3. It’s the water beneath the Earth’s
surface..
4. They are industrial waste, sewage,
pesticides, and herbicides.
5. They are pollutants from storm - Pair work
water and the atmosphere.
6. They use herbicides to kill weeds.
C. Speaking(15’) 1. cholera
3. Read the text again and 2. die
complete the notes about the effects 3. polluted water
of water pollution. Fill each blank 4. dead
with no more than tree words. 5. aquatic pants
Remind Ss quickly of the way to do
this type of exercise. Ss read the
sentences quickly to underline the
key words. For example, in sentence
1, the key words are drinking water,
untreated and outbreak. Then they
locate the key words in the passage
and pick the suitable words to fill
each blank. For instance, for the
blank in sentence 1, a noun should be
155
filled in. Have some Ss read aloud

their answers. Confirm the correct
ones.
Key: 1. cholera 2. die 3.
polluted water 4. dead 5.
aquatic pants
D. Performing.(6’
4. Work in group and discuss the - Whole class
solutions to water pollution. Make
notes of your answers.
Ss work in groups to discuss the
solutions to water pollution. To help
them focus their ideas, T can suggest
they make two sub-headings.
Point source pollution.
Non-point source pollution.
They can then give through each
cause in the presentation and think of
the solutions. For example:
Factories dump industrial waste.
Solution 1: Give heavy fines to
companies that are found doing this.
Solution 2: Educate companies
about the environment.
Solution 3: Give tax breaks to
companies that find “clean” ways to
dispose of their waste.
They make notes of the answers on a
piece of paper. Invite one group to Water pollution:
quickly present their solutions. Other + Definition:
groups add any ideas if necessary. As Causes:
it is an open activity, accept all the + Point source pollutants:
answers as long as they make sense. + Non- point sourse polltutants:
Effects:
+ Human:
+ Animals:
+ Plants:
Sollutions:
+
+
+
- Group work
E. Homework(2’)
5. Now complete the diagram of - Whole class
156
water pollution. Use the

information from the text for the
causes and effects and your
groups’ idias for the solutution.
Ss work in groups to give a
presentation about water pollution.
Other groups listen anf give
comments. The class may vote for
the best presentation and T can give
them marks. If the class size is small
and time allows, all the groups can
presents.
6. Make a presentation about the
water pollution based on the
diagram.
Ask some groups to give a
presentation about water pollution.
Other groups listen and give
comments. The class may vote for
the best presentation and T can give
them marks. If the class size is small
and time allows all the groups can
present.
- Ask students to complete all the
exercises

Week 21
Period 61
UNIT 7: POLLUTION
Lesson 6: Skills 2
A. Objective.
- Listen to get specific information about the topic: Thermal pollution.
157
- Write a paragraph about the causes and effects of one type of pollution
in your area.
B. Content.
- Vocabulary: extra words related to the topic: pollution.
- Grammatical structures:
C. Preparation
D. Procedure
A. Warm up(3’)
T asks: What do you know about the thermal - Works related to thermal
pollution? pollution.
B. Listening(15’)
1. Describe what you see in the picture and + algal bloom
talk about the relationship between them. + cooling
Ss work in pairs describing the pictures and the tower
relationship between them. Call on one or two Ss + power
to give their answers. Play the recording for Ss to station
check their answers. - Pair work
Ask Ss what they know about thermal pollution.
Key: The first picture shows an algal bloom in
coastal seawater.
The second picture shows the cooling
towers from a power station.
They are both related to thermal pollution.
2. Have Ss quickly read the diagram and identify - Individual
the from of the word/ phrase to befilled in each
blank. For example, the words for blanks 1 and 2
are adjectives. Play the recording once. Ask for
Ss’ answers and write them on the board. If all 1. hotter
the answers are correct, more to the next activity. 2. cooler
If Ss are not sure about their answers, play the 3. cool
recording again for Ss to check. 4.warm rivers
Make changes to the answers on the board. 5. warmer water
Audio script: 6. fish population
Reporter: Does thermal pollution mean that 7. Harmful
bodies of water get hotter, Mr Nam? 8. colour
Mr Nam: Not always. Sometimes the water 9. Poison
becomes colder, and that’s thermal pollution. 10. Cool down
In general, thermal pollution means - Pair work
158
a change in the water temperature.

Reporter: That’s interesting! What causes it?
Mr Nam: Power stations are factor. They use
water in the nearby lakes or rivers to
cool their equipment, which heats
up the water. Then they dump the
hot water back
into its source.
Reporter: Are there any other causes?
Mr Nam: Yes. Thermal pollution may also
happen due to the discharge of cold
water from reservoirs into warm
rivers. + discharge
Reporter: Thermal pollution can have + reservoir
dramatic effects. Right?
Mr Nam: Certainly. Most aquatic creatures
need a certain temperature to
survive. Warmer water has less
oxygen in it, and this can harm fish
populations. Beside, warmer water
can cause harmful algal blooms.
This can change the colour of the
water like in the first picture and
more seriously, the algae poisons
the fish.
Reporter: What can we do, Mr Nam?
Mr Nam: In many places, they build cooling
towers like in the second picture to
cool down the water from power
stations.
Reporter: Anything else we can do? …
C.Writing(15’)
Writing
In this writing part, Ss are asked to write about
the causes and effects of one pollution type in
their area. Recap on the types of pollution by
turning quickly back to the beginning of the unit
in the GETTING STARTED section.
3. Ss work in pairs and decide which pollution
type their area they are going to discuss. Have Ss
take notes of the causes and effects. Move
around to offer help as pairs discuss their ideas.
4. Ss stay with their partner. One writes about the
159
causes and the other writes about the effects

based on their notes from 3. Remind Ss to use
markets like firstly, secondly finally to navigate
through their points. Move around to offer help
and take notes of any structures or language that
Ss are struggling with. Bring the whole group
together if there is a point T wants to clarify, then
they can continue with the writing.
5. Now have Ss share their work with each other
and combine it to make a complete article. Tell
them that they should add one or two sentences
at the beginning to introduce the topic and other
ones at the end to conclude their article. Note, if
Ss need more support, post the sample article
(see next page) on the board as a reference when
Ss get to this stage of the lesson. This will help
them structure their work. Next, have pairs swap - Pair work
and read each other’s articles. Finally, ask for
volunteer pairs to read their articles out to the
class and have Ss comment on them. Then
collect all the articles for marking. - Pair work
D. Performing(10’
Sample article:
Water pollution
There are several types of pollution. However,
water pollution is the most serious in our area.
It is caused by several factors. Firstly, families
dump sewage into the river. In the past it was a
very beautiful river, but now the water is almost
black. Secondly, there are two new factories in
our area, and they are dumping chemical waste
into the lake and river. Thirdly, pesticides are - Individual
another source of pollution. Farmers in our area
usually use these to kill insects.
Water pollution badly affects our area. We do not
have enough fresh waster to water the plants and
crops. People cannot raise fish in the river and
the lake because the water there is so polluted. In
addition, there are no more wild ducks near the
river today since they cannot find fish for food.
Another negative effect is that sometimes in the
afternoon there is a bad smell from the polluted
river, so people do not like walking along it
anymore.
160
People in our area al aware of this problem, and

we are thinking of ways to solve it.
E. Homework.(2’
- Ss do exercises in workbook - Whole class

Tổ trưởng
Chu Thị Hạnh

Week 22
Period 62
UNIT 7: POLLUTION
Lesson 7: Looking back
A. Objective.
- Recycle the language from the previous sections and links with the
topics.
161
- Practice doing some exercises to consolidate and apply what they have
learnt in Unit 7.
B. Content.
- Vocabulary: pollution lexical items.
- Grammar: Conditional sentence type 1 and 2
C. Preparation
D. Procedure
I. Warm up
Types of
Exercise 2 P14: Write types of . pollution
pollution in the words in bracket
- Organize the game for 2 teams. Key :
- Ask ss in each team write the types 1. radioactive pollution
of pollution in 2 minutes 2. noise pollution
- The team with more and correct 3. light pollution
words is the winner 4. soil pollution
5. visual pollution
- Introduce the new lesson 6. air pollution
7. water pollution
8. thermal pollution
II. The new lesson
Vocabulary - 10'
Exercise 1. page 14. Complete the
sentences with the correct form of the
words in brackets Key :
- Ask ss to do this exercise 1. pollution 2. contaminated
individually then c ompare their answers 3. death
with a partner 4. poisonous 5. pollutants
- Call on some ss to write the answers
on the board
- Confirm the correct answers
Exercise 3 P 14. Rewrite the sentences,

using the words in brackets. - Work individually then compare
- Ask ss to work individually then with their partner
compare with their partner Key :
- Ask ss to write the sentences on the 1. The residents of the street
board cannot sleep because of the
- T confirms the correct answers loud noise from the music
162
club
2. Vy had a stomachache since
she ate a big dinner
3. The road in front of my
house was flood due to the
heavy rain
4. His mother is unhappy
because his room is un tidy
5. Too much carbon dioxide in
the atmosphere causes
global warming
II. Grammar- 15'

Exercise 4 P14: Pu the verbs in Key:
brackets into the correct form . 1. won’t be. Don’t take
-Ask ss to work individually and then 2. continue, will be
share the answers with a classmate. 3. were, would wear
- Check their answers. 4. do, will see
5. would .. travel, didn’t have
6. wouldn’t be, didn’t take care
Exercise 5. Complete the sentences,

using your own ideas
- Remind ss to edentify whether the
sentence is a conditional type 1 or 2
- Ask ss to work in pairs to complete the
exercise - Work in pairs to complete the
- Ask some ss to write the sentences on sentences
the board then confirms the correct
answers
III. Communication - 20'

Exercise 6. Work in groups. Discuss
what you would do ỏ say in each
situation
- Group work
- Ask ss to work in groups of 4 ss to
discuss what they would do or say in
each situation.
- Ask ss to move around the class to
listen to their ideas

163
Finished!
- Complete the self-assessment. Identify - Answer
any difficulties and weak areas and
provide further practice
Project
- Guide ss how to do the project
V. Homework (2')
- Do Ex E1, 2 P 10 - Take note

Week 22
Period 63
UNIT 8: ENGLISH SPEAKING COUNTRIES
A.Objectives:
- listen and read the dialogue about Phong's summer camp in Singapore for
details and then do some related exercises.
164
- use lexical items related to English speaking countries.

B. Content:
- lexical items related to English speaking countries.
C. Preparation:
- Materials: Ss’ books, workbook, tape and radio
D. Procedures:
Warmer (5'):
- Write the title ‘English speaking ‘English speaking countries’
countries’ on the board. E.g: Singapore - Singapore City
? Call out names of English
speaking countries and their main
cities.
? Share any interesting facts you
know about these places.
- Now start the lesson.
I. Presentation (10') - absolutely (adv) tuyệt đối
1. Vocabulary :
- Teacher use different techniques - official (adj): chính thống
to teach vocabulary (situation, - accent (n): giọng điệu
realia)
- native (n): người bản xứ
vocabulary speaker
* Checking vocab: What and where - Repeat in chorus and individually
2. Listen and read
* Set the scenes:
? Look at the title of the - Answer the questions individually.
conversation and the picture.
* Suggested answers
- Ask them some questions:
- They are at the summer camp.
 Where are the children?
 What do you think they are - Students' answer
doing?
- Ss answer the questions as a class.
- Play the recording and have Ss
follow along.
II. Practice (20'')
1. Find a word / an expression (1a
P17) Key:
165
? Find a word or an expression 1. awesome

from the conversation which you 2. absolutely
use when you: 3. It's hard to say
1. think something is wonderful 4. perhaps
2. .....
? Share answers with your partner. Key:
- Teacher gets feedback 1. He’s at an international summer camp
? Add any other expressions which (in Singapore).
have the same meaning. 2. They come from different
2. Answer the questions (1b. P17) countries/from all over the world.
? Run through the questions. 3. He has made new friends, visited
? Ss read the conversation again to places, (and taken part in different
answer the questions. activities.)
- Ss exchange their answers with a 4. Because he uses English ever day
classmate. with people from fidderent activities.)
- Call on some Ss to write their 5. Two boys from Australia and a girl
answers on the board. Check their from the USA.
answers. 6. After July 15th.
3. Complete the sentences (2 P17)

? Underline these words/ phrases in Key:
the conversation. 1. summer camp
- Make sure they understand their 2. native English speaking countries
meanings. 3. native speakers
? Work independently to complete 4. the USA
the sentences. 5. accents
? Share your answers in pairs. 6. official language
Note:
Your first language is often known
as your mother tongue, and your
second language may refer to a
language used as an official
language in your country, like
English in Malaysia, Singapore,
India, or it could simply mean the
foreign language you learnt at
school as part of the curriculum.
4. Write the name of the countries
(3 P17) Key:
- Have Ss work in pairs/ groups to 1. the USA 2. The United Kingdom
match the flags with the countries. 3. Singapore 4. Australia
T checks. 5. Canada 6. New Zeland
Note:
166
The UK, or the United Kingdom =

Great Britain + Northern Ireland
Great Britain/ Britain = England +
Scotland + Wales
The USA = the United States of
America. It is also known as the US, or
the United States, or even just the
States.
In Canada, there are two official
languages: English and French.
III. Production ( 6') Game: where
are they?
? Form groups of five or six. Work in groups
- The first group to find all the
countries wins.
- If possible, prepare a black and
white world map on A3 paper or
quickly draw a world map on the
board.
- Ask one student from the winning
group to go to the board and mark
the six countries so that other
groups can see and check.

? Sum up the main content of the - Answer individually
lesson.
V. Homework (2')
? Do Ex B3, 4 P13 (Workbook) - Take note

Week 22
Period 64
A.Objectives:
- learn more words about English speaking countries.
- remember the rules of stress in words ending in -ese and -ee
167
B. Content:
- lexical items related to English speaking countries.
C. Preparation:
D. Procedures:
I. Warmer (5'):
? Work individually to write the Key:
names for the people. 1. the Americans 2. the English
? Share with a partner. 3. the Scottish/ the Scots 4. the Welsh
- Play the recording for Ss to check 5. the Irish 6. the Canadians
their answers. Ss listen and repeat. 7. the Australians 8. the New Zealanders
- Point out the change of stress - Point out the change of stress from
from ‘Canada to Ca’nadian ‘Canada to Ca’nadian
II. Vocabulary (10') - iconic (adj): (thuộc) tượng

1. Vocabulary - spectacle (n): quang cảnh
- Teacher use different techniques - koala (n): gấu túi
to teach vocabulary (situation,
- loch (n): (Ê cốt) hồ
realia)
- adoptee (n): con nuôi
vocabulary - refugee (n): người tị nạn
* Checking vocab: Slap the board - addressee (n): người nhận thư
- unique (adj): độc đáo
2. Word formation (2 P18)

? Work in pairs to change the words
into a noun (N), an adjective (A) or 1. N = history
a verb (V).
2. V = symbolise/ symbolize
- Check the answers as a class.
- If time allows, have two Ss write 3. A = legendary
their answers on the board and then 4. N = icon
confirm the correct answers. 5. A = spectacular
? Read all the words aloud. 6. N = festival
7. A = scenic
8. V = attract
168
3. Complete the sentences (3P18) Key:

? Read each sentence and decide 1. icon
what the part of speech is for each 2. symbolsies
word to be filled in the blank. 3. scenic
- For example, the word for the 4. unique
blank in sentence 1 is a noun. They 5. attracts
then complete the sentences.
- Confirm the correct answers as a
class.
4. Matching (4P18)
? Look at the pictures. Key:
? What can you see in each of 1. castle
them? 2. Icoch
? Work individually to match the 3. parade
words/ phrases to the pictures. 4. monument
- Check the answers as a class by 5. state
asking Ss in which countries, from 6. cattle station
the list in 1, they might see these
things.
? Give an example of these things.
Stress in words ending in –ese
and –ee
1. Listen and repeat (5 P18) -ese -ee
? Mark the stress in the words Cato’nese employ’ee
firstly and say the words aloud
Taiwa’nese adop’tee
before they listen to the recording.
Japa’nese addre’ssee
? Ss listen and repeat.
Portu’guese interview’ee
- Then have Ss say the words
individually.
* Remember: For words ending in
-ese and or -ee the stress is often
placed on the final syllable.
2. Mark the stress in the Key:
underlined words 1. Chi’nese
- Put the underlined words on the 2. refu’gee
board. 3. trai’nee
? Mark the stress in the words first. 4. Japa’nese
- Ask for a show of hands from the 5. guaran’tee
class of they think the stress is
correct or not.
? Listen, check and say the
sentences.
169

? Recall the rule of stress in words - Answer individually
ending in -ese and -ee
V. Homework (2')
? Do Ex A1,2 P 11; B1, 2 P13

Tổ trưởng
Chu Thị Hạnh

Week 23
Period 65
A.Objectives:
- Review present tenses: present simple, present continuous and present
perfect
170
- Learn about the present simple for the future.

B. Content:
- Present tenses
C. Preparation:
- Materials: Ss’ books, workbook
D. Procedures:
I. Warmer (5'): Recall

- Remind Ss about the use of the Key:
present simple, present continuous 1. Present simple
and present perfect.
S + V(inf, s, es).............
? Work in three groups. Find out
their distinct time signals. * Adverbs of time: every day/week/ year/
morning/ Sunday, on Mondays....
* Adverbs of frequency: once/ twice/
three times a week. always, usually,
sometime, often, never.....
2. Present continuous
S + ia/am/are + V-ing...............
* Adverbs of time: now, right now, at
present, at the moment, today......
* Verbs after: It is + time.....
Look!, Listen!
3. Present perfect
S + have/ has + PP.................
* Adverbs of time: since, for, never,
ever, recently, lately, so far, yet, already,
just.....
* Verbs after: It's the first/ second....
time....
It's the only + N.....
Superlative
II. Vocabulary (7') - parade (n): cuộc diễu hành
1. - Teacher use different - pose (v): đứng/ ngồi (để làm
techniques to teach vocabulary mẫu nghệ thuật)
(situation, realia) - serve (v): phục vụ
- schedule (n): lộ trình, thời khóa
171
vocabulary biểu
* Checking vocab: R.O.R - promote (v): thăng cấp, làm tăng
tiến
- increase (v): tăng lên
III. Review: Present tenses (12')
1. Complete the sentences (1 P19)
? Work individually to complete the Key:
sentences with the correct forms of 1. has served 2. is increasing
the verbs. 3. symbolises 4. form
- Allow Ss to share ideas in pairs 5. has celebrated 6. Is
or small groups. Encourage Ss to
explain how they decided on the
tense in each sentence. Correct as a
class.
2. Correct mistakes (2 P19) Key:
? Work individually first. In the passage Correct
- Then let them share and discuss in 2 visit have visited
pairs or small groups. Check, and 3. increase is increasing
have Ss explain why a certain tense 5. has celebrated celebrates
is used. 7. are dancing dance
III. Present simple for the future

(15'')
1. Use
? Study the REMEMBER.
- We use the present simple with a future
? What do we use the present
meaning when we talk about schedules,
simple for?
programs. e.t.c (for example: puplic
? Read the examples in the
transport, cinema, television, schools...)
REMEMBER.
2. Activity 3a P19
? Read the monthly schedule for the
extra activities at Vancouver 1 The Debating Competition takes
Christian School. place in the Main Hall on April 3rd
- Then have them underline the 2 The bus for the excursion to the
verbs in the sentences. chocolate factory leaves at 8.00 a.m in
3. Activity 3b P19 April 14th.
- Allow Ss time to discuss and find
the answers to the questions. If Ss
are having difficulty answering
question
? Is a schedule usually for present
1.The future
172
or future activities? 2. The present simple
4. Activity 4 P19
Have Ss do this exercise 1. starts – finishes 2. takes place
independently. T checks the 3. holds 4. hosts 5. lasts
answers as a class.
5. Activity 5 P19
? Work in groups to make notes of
some activities our school has
organised for next week. E.g:
- Encourage them to be - The English speaking contest is held on
imaginative. ? Then write down the next Monday morning.
sentences. - All the students take part in "Trong
- Remind Ss that in this case, the Com" performance on Tuesday and
present simple is used to talk about Sartuday.
practical information: place, time,
day, date, so this should be the
focus of their sentences.

? Recall the uses of the four tenses. - Answer individually
V. Homework ( 2')
? Learn by heart all the new words - Take note
and structures.
? Do Ex B5, 6 P13 - 14
(Workbook)
? Prepare: Communication

Week 23
Period 66
A. Objective.
- Use the lexical items related to the topic ‘English speaking countries’ to
introduce about some English speaking countries
B. Content.
173
- Lexical items related to ‘ English speaking countries’

C. Preparation
D. Procedure
I. Warm up - 5': Brainstorming

- Teacher elicits the topic from students
? Can you name some English speaking - Answer the questions
countries that you know?
? What do you know about them?
II. The new lesson
* Teaching vocabulary - territory (n):lãnh thổ
- Teacher use different techniques to teach - North Pole: Bắc cực
vocabulary (situation, realia) - Arctic Circle: Vòng bắc cực
- Follow the seven steps of teaching - Garment(n):quần áo
vocabulary - Koala(n):gấu túi
* Checking vocab: Slap the board - Emu(n):đà điểu sa mạc
1.Do the quiz and choose the correct
answers
- Have ss do the quiz individually as
quick as possible - Answer the questions
- Set a limit time is 5 minutes individually first then share
- Ask ss to share their answers with their compare
partners Key :
- Check the class by asking for a show of 1C 2A 3C 4B 5B
hands for each question. 6B 7C 8A 9B 10 A
2.Write the names of the countries next - Work in pair
to their facts Key:
- Have ss to work in pairs 1. The USA
- T calls on some ss to read aloud their 2. New Zealand
answers then confirms the correct 3. The UK
answers 4. Canada
5. Australia
3. Game. How much you kow about a
country?
a.
- Put ss into groups of 4 ss then explain - Work in groups of 4 ss
that they have a chance to put together
what they know about a country,
174
including all the information they have

got so far from the lesson
- Ask ss to write the information in short -Write the information in short
notes first without mentioning the name of notes first without mentioning the
the country name of the country
b.
-Ask each group to stand up in front of -Give the facts about the country
the class. Each member of the group will
give one fact about the country. When -Guess what country it is
they have finished, the rest of the class
can guess what country it is. When every -Vote for the most informative
group has done their presentation, the and interesting one
class can vote for the most informative
and interesting one

- Summary the lesson - Answer
V. Homework (2')
- Take note
? Do Ex B5,6 P 13

Week 23
Period 67
Lesson 5: Skills 1
A. Objective.
- Read for specific information about family customs and traditions
- Talk about interesting facts of a country
B. Content.
- Lexical items related to the facts of ‘ English speaking countries’
C. Preparation
175

D. Procedure

- Ask ss to close the book and answer the - Answer the question
question
? What do you know about Scotland
* Teaching vocabulary
- Teacher use different techniques to teach -piping(n): sự thổi sáo
vocabulary (situation, realia) -haunt(v): ám ảnh
- Follow the seven steps of teaching -unique(adj): độc đáo
vocabulary -scenic(adj): thuộc cảnh vật
* Checking vocab: Slap the board -fire brigade(n): đội cứu hỏa
I. Reading- 15'
* Set the scene:
- We are going to read a passage about Guessing
Scotland
1. Discuss the questions. Then read the
passage
- Allow ss 3 minutes to discuss the -Discuss the questions without
questions without looking at the passage looking at the passage
- Collect some ss’ ideas
- Ask ss to read the passage then check -Read the passage then check
their answers their answers
- T calls 2 ss to write the answers on the Key :
board then confirms the correct answers 1. It is in the north of Great
- T uses a map to show where is Scotland Britain
2. Any or all the following: It is
famous for its rich and unique
culture as well as its amazing
natural beaty. Its historic castles,
its traditional festivals and its
whisky. It is also famous for
various inventions
2. Matching
- Ask ss to read the passage again then - Work individually
ask them scan the places first. Read Key:
carefully the information about each 1-d,f
place and choose the two features related
2-a,c
to it
3-b,h
176
4e,g
3. Read the passage again then answer
the questions Key:
- Work individually then compare their 1. Yes, it is
answers with a classmate before giving 2. a ghost
the answers to T. 3. piping, drumming, dancing
4. the telephone, television,
penicillin, the rain coat
5. In 1824
II. Speaking - 20'
4. Work in pairs talk about the things Eg:
you like most about Scotland. Give S1: What do you like about
reasons Scotland?
- Ask ss to work in pairs to ask and
S2: I like the castles
answer about their choice.
- Ask some pairs to represent S1: Why?
5. Work in groups. Read and discuss S2: Because I want to see a
these interesting facts about Australia . ghost
Prepare a short introduce of Australia
then represent
- Have ss work in groups of 4 ss and - Work in groups of 4 ss
discuss if there is any pieces of
information they are not clear about.
- Check as a class to make sure that the
information is understood correctly Ngày ….. tháng 01 năm 2018
- Ask some groups to represent Tổ trưởng
- Sum up the main content of the lesson.
- Do Ex C1.2, D1 P 14, 15
Week 24
Period 68
Lesson 6: Skills 2
A. Objective.
 Listen for specific information about a day trip to an amazing town
 Write a description of a schedule for a visit or a tour
B. Content.
177
- Lexical items related to the topic of people and places in English

speaking countries
C. Preparation
D. Procedure

I. Warm up - 5':
- Ask Ss to look at the pictures and read the - Look at the pictures and
introduction to the listening. Ask them what answer teacher’s questions
features from the pictures they are interested
in, and what they think Wanaka is like.
II. Listening- 15'
1. Activity 1:
- Ask Ss to read the questions. T then plays
the recording and Ss write the answers. T
can play the recording at least twice. Elicit Key:
the answers from Ss and write the correct 1/ 9.30 2/ 12.30
answers on the board. 3/ 4.00 4/ 4.15
2. Activity 2:
- Give Ss some time to read the questions.
Check if they know the meaning of the Key:
words ‘illusion’ (something that appears to 1. B 2. C 3. C
be there but is not) and ‘3-D hologram’ 4. B 5. A
(three-dimensional image). Ss then listen to
the recording again, as many times as
needed if time allows, and choose the
correct answers. T checks the answers as a
class.
III. Writing - 20'

1. Activity 3a:
- Ask Ss to work in groups of three or four.
Read the activities and decide on the four
- Group work
activities they would like to do together in
their two-day visit to Washington D.C.
b. Once they have made their decision,
allow them time to schedule their visit and
fill in the schedule table.
2. Activity 4: Write a passage…. - Group work

- Have each group write a description of Example:
their visit. The description should include:
178
the name of the activity, the time they do it, This is the schedule for our
and what it involves. If possible, give each group’s two-day visit to
group a big piece of paper to write their Washington D.C. On the first
answers. Ask the two quickest groups to day we plan to go to the White
present their answers. Other groups and T House early at 8 o’clock. This
give comments. Give marks to the groups. way, we avoid the crowds.
Other groups complete their writing as Then we get on a Hop-on Hop-
homework and bring it back in the next off trolley, which rides around
lesson. the city. We do some shopping
and go for a nice lunch. Then
we see some of the sights of the
city. On the second day, we
take the 8.30 shuttle bus to the
canoe club to join a canoe trip
along the C&O canal. This
canal is famous for its beautiful
scenery, especially in Autumn.
The trip takes about three
hours. In the afternoon, we visit
the National Children’s
Museum. The brochure says
that this museum offers a lot of
fun activities where they can
learn through playing.

? Sum up the main content of the lesson. Answer
V. Homework (2')
? Do Ex in exercise book
? Prepare: Unit 8: Looking back - Take note

Week 24
Period 69
Lesson 7: Looking back+project
A. Objective.
topics.
179
learnt in Unit 8.
B. Content.
- Vocabulary: English speaking countries lexical items.
- Grammar: Present simple with future meaning
C. Preparation
D. Procedure
I. Warm up
- free talk - Teacher- Ss
II. The new lesson

Vocabulary
Exercise 1. Match the words with the
definitions Key:
- Ask ss to do this exercise
individually then compare their answers 1. c 2. e 3. f
with a partner 4. b 5. d 6. a
- Call on some ss to write the answers
on the board
- Confirm the correct answers
Exercise 2. Choose the best answer….

- Ask ss to work individually then Key:
compare with their partner 1. C 2. A 3. C
- Ask ss to write the sentences on the 4. B 5. B 6. A
board
- T confirms the correct answers
II. Grammar
Exercise 3: Decide if the sentences….
- Ask ss to work individually and then
share the answers with a classmate. Key:
- Check their answers. 1. F 2. F 3. P
4. P 5. F
Exercise 4. Complete the sentences, …

- Ask Ss to read the sentences carefully
and look for clues that help them decide
180
which tense should be used for each Key:

blank. Have Ss complete the exercise 1. faces 2. doesn’t set
independently and then exchange their 3. has won 4. has done
answers. Ask two Ss to write their 5. is 6. are trying
answers on the board. Confirm the
correct answers.
III. Communication
Exercise 6. Work in groups. Discuss
what you would do ỏ say in each
situation
- Group work
- Ask ss to work in groups of 4 ss to
discuss what they would do or say in
each situation.
- Ask ss to move around the class to
listen to their ideas
IV. Consolidation Key:

Check your knowledge! 1. Scottish men wear kilts.
Ss work in groups. They discuss the 2. The USA has the biggest
statements and decide if they are true. If population.
they are not, find the true answer. Check 3. California is a state in the
as a class. USA.
Finished! 4. They live in Australia.
Ask Ss to complete the self-assessment. 5. England and French.
Discuss as a class what difficulties
remain and what areas Ss have mastered.
Project
Divide Ss into groups of four or five and
instruct them on what they have to do.
Encourage them to think creatively and
daringly. Tell them to keep in mind who
this poster is for. These can help decide:
- which attractions you would
- Ss do at home
include in your poster.
- what information about the
attraction you would introduce.
- which picture you would use for
your poster.
- the design for your poster.
Have Ss present their poster in the next
lesson. When all the groups have given
181
their presentations, the whole class can

vote for the best.
V. Homework
- Take note
- Do Ex in exercise book

Week 24
Period 70
UNIT 9: NATURAL DISASTERS
A.Objectives:
- listen and read the dialogue about the typhoon in Nam Dinh province for
182
- use lexical items related to natural disasters

- respond to good and
B. Content:
- lexical items related to natural disasters
C. Preparation:
D. Procedures:
Warmer (5'): Matching

* Activity 2aP27 Key:
a First, have Ss work Responding to Responding to
independently. Then allow them to good news bad news
share answers before playing the Wow! Oh dear!
recording for them to check. Play That’s great! That’s awful!
the recording for Ss to repeat the That’s a relief! How terrible!
phrases. Remind Ss to pay attention How wonderful! Oh no!
to their intonation as they practice. That’s awesome! That’s shocking!
I. Presentation (10') - typhoon (n): bão nhiệt đới

1. Vocabulary - tsunami (n): sóng thần
- Teacher use different techniques - volcanic (n): núi lửa
- tornado (n): lốc xoáy
realia)
- Follow the seven steps of teaching - mudslide (n): lũ bùn
vocabulary - drought (n): hạn hán
- flood (n): lũ lụt
- severe (adj) khốc liệt
- property (n): tài sản
- debris (n): gạch đổ nát
* Checking vocab: Matching
(Activity 3 P27)
? Work in pairs to match the
words/phrases to the pictures.
? Then share answers with another.
? Listen and check. Then repeat the 1. C 2. D 3. F 4. B
words/phrases. 5. G 6. A 7. H 8. E
2. Listen and read
* Introduction: Write the unit title ‘Natural Disasters’
183
on the board ‘Natural Disasters’.

? Answer the questions about
natural disasters that have happened
where you live or anywhere else in
the world that you know of.
? What was the natural disaster? - Answer the questions individually.
? When did it happen?
?Was there any damage to people
or property?
* Set the scenes:
? Look at the picture.
- Ask Ss questions about the picute:
E.g.
- They are at school.
? Where are Duong and Nick?
? What are they talking about? - They are talking about Natural
? Which natural disasters can we Disasters.
see in the speech bubbles? - They are tornado, flood and
earthquake.
II. Practice (20'')
1. Gap fill (1a P27)
? Read each sentence and locate the Key:
information in the conversation, 1. tropical 2. injured
then choose suitable words/phrases 3. damage 4. trapped
to fill each blank. 5. medical supplies
? Work independently. 6. temporary accommodation
- Then allow them to share answers
2. Responding to the news (1b
P27)
T: My cat died.
- T models
- Focus on intonation, stressing the S: That’s terrible!
first syllable of ‘terrible’.
? Do the same with other Ss around
the class.
? Refer back to the conversation to Key: 1. Oh no!
find the other phrases. 2. That’s relief
? Practice saying the phrases with 3. That’s awful!
correct intonation. ( Play the
recording again as a model if
necessary).
3. Matching 2b P27)
? Work independently then share Key:
184
the answers before T gives 1.b 2.d 3. f

comments. 4. c 5. a 6. E
- Point out that some of the
response could fit more than one
statement.

Ask Ss which of these natural E.g:
disasters can happen in Viet Nam. A: Which are the most common natural
Then model this activity with a disasters in Thanh Hoa?
more able student. Next ask Ss to
B: Typhoons and floods.
work in pairs. Go around to provide
help. Call on some pairs to practice A: How often do they happen there?
in front of the class. B: typhoons happen there about three or
four times a year, and floods about
twice a year.

lesson.
V. Homework (2')
? Do Ex B2,3 P20 (Workbook) - Take note
? Prepare: Closer Look 1 Ngày ….. tháng …… năm 2018
Tổ trưởng
Chu Thị Hạnh

Week 25
Period 71
A.Objectives:
- learn more words about natural disasters
- remember the rules of stress in words ending in -logy and -graphy
B. Content:
185
- lexical items related to natural disasters, word stress with -logy and -
graphy
C. Preparation:
D. Procedures:
I. Warmer (5'): Matching

- Give out the posters A B
? Match a word with its meaning 1. ecology a. lời xin lỗi
- Teacher monitors and gets
2. biology b. khí hậu học
feedback.
3. photography c. sinh thái học
4. apology d. tâm lí học
5. biography e. động vật học
6. psychology f. thiên văn học
7. sociology g. sinh vật học
8. zoology h. thuật chụp ảnh
9. bibliography i. nhân khẩu học
10. demography j. thư mục
11. astrology k. khí hậu học
12. climatology l. tiểu sử
II. Vocabulary (10') - erupt (v): phun
1. Vocabulary - rage (v): diễn ra ác liệt
- Teacher use different techniques - bury (v): chôn vùi, chôn
- shake (v): rung
realia)
(v):
- Follow the seven steps of teaching - collapse sụp, sụp đổ
vocabulary - strike (v): đánh, đập
* Checking vocab: Ordering - evacuate (v): sơ tán
2. Gap fill (Activity 1 P28)
- Write the first verb erupt on the
board and elicits the past tense from - erupt - erupted
Ss, writing erupted on the board.
Key: 1. struck 2. erupted
? Do the same with all the verbs.
? Work independently to do the 3. shook 4. buried
activity. 5. raged 6. collapsed
- Play the recording for Ss to repeat
the sentences.
186
3. Matching (2 P28)
? Match the verbs in A to the nouns
in B. 1. e 2. b 3. a 4. d 5. c
? Listen and check then repeat.
4. Complete the sentences (3P28) Key:
? Use the phrases in 2 in the correct 1. provide shelter
form to complete the sentences 2. put out the forest fire
3. evacuated the village
4. scattered debris
5. take aid
III. Pronunciation (20'')
Stress in words ending in -logy
and –graphy
* Remember: For words ending in -logy -graphy
-logy and -grapgy, place the stress ecology photography
on the third syllable from end.
biology biography
1. Listen and repeat (4 P28)
apology geography
? Ss listen and repeat. Pay attention
psychology
to the stress syllables
technology
- Then have Ss say the words
individually.
-
2. Mark the stress (Activity 5 P28) Key:
? Mark the stress in the words first. 1. so'ciology
? Listen, check and read aloud. 2. zo'ology
3. bibli'ography
4. climat'ology
5. as'trology
6. de'mography
3. Mark the stressed syllables in
the underlined words (Activity 6
P28)
? Read the sentences first.
? Mark the stressed syllables in the
underlined words.
? Listen and repeat the sentences

ending in -logy and –graphy
V. Homework (2')
187

? Do Ex A1,2 P 19; B1 P19

Week 25
Period 72
A. Objectives:
- Review the use of the passive voice
- Learn about the past perfect and practice doing some exercises using these
two structures
B. Content:
188
- Passive voice, past perfect tense

C. Preparation:
D. Procedures:
I. Warmer (5'): Review passive

voice
? Study REMEMBER! - We form the passive voice with the
? How do we form the passive verb to be in the appropriate tense and
voice? form and the past participle of the main
verb.
- Only verbs which can take an object
? Which kind of verb can be used in
can be used in the passive.
the passive?
? Work in three groups to write the 1. Past simple: S + was/were + PP....
forms of the passive voice in past 2. Present simple: S + is/am/are + PP....
simple, present simple and future 3. Future: S + will be + PP....
tense. S + is/am/are + going to be + PP...
II. The passive voice (7')
? Read the conversation in Was anyone injured?
GETTING STARTED. Only a few minor injuries were
? Underline any sentences in the reported.
passive voice that you can find. It seems many houses and public
buildings were destroyed or flooded,
and thousands of people were left
homeless.
They’ve sent rescue workers to free
people who were trapped in flooded
homes.
Medical supplies, food and rescue
equipment have also been sent.
They’ve been taken to a safe where
temporary accommodation will be
provided for them.
2. Activities 2 P29
? Work independently. Key:
- Then, ask them to share their 1. Was scattered
answers with one or more partners.
? Say the answers aloud. 2. Are built
189
3. Were taken
4. will be predicted
5. Will be delivered/are going to be
delivered
- Invite two Ss to write the 1. Food and blankets have been given
sentences on the board while other out to homeless people (by volunteers).
Ss write the sentences in their 2. Ten people trapped in collapsed
notebooks. buildings have been freed (by the rescue
? Model the first sentence for Ss. workers) so far.
- Have Ss write the next two 3. Was the whole village destroyed (by
sentences and correct them the storm)?
carefully. The rest can be done as 4. If the area is hit by the storm, a lot of
homework. damage will be caused.
5. A garden party is going to be
organized for raise money for the
victims of the flood.
III. The past perfect (15'')

1. Activity 4 P29
? Read part of the conversation
from GETTING STARTED.
? Paying attention to the underlined
part. ? Refer to the yellow box,
explaining the form of the past
perfect tense and going through the
examples. - We use the past perfect to describe:
? When do we use the past perfect? + an action before a stated time in the
? Can you think of any rules? past
? Read the example in 4b P29 + an action that happened before
another action in the past
(+) Positive
Subject + had + past participle
Example: I had left when they came.
(-) Negative
Subject + had not/hadn’t + past parti
Example: I hadn’t left when they came.
(?) Questions:
had + subject + past participle
had + subject + not + past participle
hadn’t + subject + past participle
Example:
Had you left when they came?
190
Had you not left when they came?

Hadn’t you left when they came?
- Short answers to Yes/No
questions:
(+) Yes, subject + had.
(-) No, subject + hadn’t
Example:
Had you left when they came?
Yes, I had. / No, I hadn’t.
2. Activity 5 P30
? Work independently.
- Then, ask them to share their Key:
answers with one or more partners. 1. had left, erupted
Ask some Ss to say their answers 2. arrived, had stopped
aloud. T gives comments, and 3. had spent, arrived
makes any correction if avaible. 4. got, hadn’t taken
5. found, had bought
3. Activity 6 P30
? Work in pairs. Ask and answer E.g:
the following questions about you. A: What had you learned to do by the
- T may go around to provide help. time you started primary school?
Call some pairs to practice in front
B: By the time you started primary
of the class.
school, I had learned how to ride a
bike.
4. Activity 7 P30
- Model the game with the whole E.g: On my birthday, I was very pleased
class first. Divide the whole class because I had received a nice present.
into two team ( e.g. left side and
right side ).
? Take turns in giving reasons why
they were pleased/
upset/happy/angry, etc. Count the
correct sentences to find the
winning team.

? Recall the uses of the past perfect - Answer individually
191
tense
V. Homework ( 2')
? Learn by heart all the new words - Take note
and structures.
? Do Ex B3,4,5 P20 (Workbook)
? Prepare: Communication

Week 25
Period 73
UNIT 9: NATURAL DISATERS
A. Objective.
- Use the lexical items related to the topic ‘Natural disasters ’ to express
their own ideas about natural disasters by answering 2 questions then
compare with their partners.
B. Content.
192
- Lexical items related to ‘ natural disasters ’

C. Preparation
D. Procedure
I. Warm up - 5': Chatting

- T gives the question:
Can we prevent natural disaters with - Answer the questions
the help of modern technology?
- Ask ss to discuss the questions in
groups of 6 ss
- Call on some representatives from
some groups to reprent their ideas
II. The new lesson
* Teaching vocabulary (5’) -deal(v): đối phó
- Teacher use different techniques to teach -view(n): quan điểm
vocabulary (situation, realia) -tsunami(n): sóng thần
- Follow the seven steps of teaching -strike(v): tấn công
vocabulary -victim(n): nạn nhân
* Checking vocab: Slap the board -charge(n) : nhiệm vụ , bổn phận
1. Listen to a radio programme on 4teen

news. Then fill in the gaps with the
words you hear. (12’)
- Use the pictures to set the scene
- Have ss read the interview and guess
what the missing word for each gap in the
interview
- Collect ss’ ideas -Listen to the recording and fill in
-Ask ss to listen to the recording and fill the missing words first then
in the missing words share compare
- Play the recording twice Key :
- Ask ss to compare with their partners 1. flooeded
- Get feedback 2. warming
- Play once to check the answers 3.used
4. unprepared
5.reminding
2. Read the listeners’ views on natural

disaters again and decide who you agree
193
with and who you disagree with (5’)

- Ask ss to decide whose opinions they - Read the listeners’ view and
agree and who they disagree with. decide whose opinions you agree
- Ask ss to make notes of the reasons for and who you disagree with
their decision
3. Answer the two questions . Express

your own views and write them down
below(8’)
- Have ss make notes of their answers to - Work individually to make
the two questions in the interview notes of their answers to the two
- Remind ss that it doesn’t matter what questions in the interview
their answers are and that is more
important that they justify their answers
4. Work in pairs. Now compare your view

with a partner. Do you share the same
views ?(5’)
- Ask ss to work in pair to share their - Work in pairs
answers with a partner
- Encourage each pair to negotiate for the
same views. - Report on their answers
- Have some ss report on their answers
IV. Consolidation (3') Tổ trưởng
- Summary the lesson

- Guide ss how to Ex B4,5 P 20
Week 26
Period 74
Lesson 5: Skills 1
A. Objective.
- Read for specific information about natural disasters in a news report
- Talk about natural disater and what to do when it happens
B. Content.
- Lexical items related to the facts of ‘ Natural disaters’
C. Preparation
194

D. Procedure

- Ask ss to close the book and answer the - Answer the question
question
? What can we do to prepare for a
natural disaster?
I. Reading- 15'
1. Read an article about how to prepare -essential(adj): cần thiết
for a natural disaster. Look at the words - wreak havoc(v):hủy hoại
in the box then find them in the text and - destructive(adj): có tính tàn phá
underline them. What do they mean? - guideline(n): đường hướng
- emergency(n): t.trạng khẩn cấp
- kit(n): đồ đạc
- T asks ss to scan the passage and find - evacuation(n): sự sơ tán
out where the words : wreak havoc, - ash(n): tro
essential, destructive, guideline, - lava(n): dung nham
emergency are in the passage then asks if
ss know the meaning of these words. If
they don’t, T may help ss work out the
meaning of these words from the context
2. Read the article again then answer

the questions
- Work individually then compare their - Work individually then compare
answers with a classmate before giving with partner
the answers Key:
- Ask some ss to write the answers on the 1.Because they can wreak havoc
board then confirm the correct answers across large areas and cause loss
of life or damage to property
2.Learn about the risks in your
area and read the information
about natural disaters on local
government sites
3.Enter all the emergency contact
numbers in your mobile phone
195
so you can call rescue and

emergency workers if necessary
4.Your emergency supply kit
should include food, water,
medications, personal hygiene
items, coppies of personal
documents and some money
5.We need to know the
evacuation routes and shelters
II. Speaking - 20'

3a. Read the news reports then match Key :
each one to the correct pictures 1C 2B 3A
- Have ss read the news report then match
the news report to the correct pictures
- Ask some ss to read out their answers
before checking with the whole class
3b. Work in pairs. Each pair can choose
one of the reports in 3. Role- play telling
each other about the news. Use the
example below.
First, remind ss of the responses they - Work in groups of 4 ss and role
practised in Getting started, refer them play telling each other about one
back to this section if necessary . of the news in 3.
- Ask ss to work in groups of 4 ss and
role play telling each other about one of
the news in 3.
- Ask some groups to do role-play in
front of the class
4. Make a list of things to do before ,
during and after each of disasters in
your areas. You can read the passage in
1 again for ideas
- Ask ss what disasters often happen in
their areas
- Elicit the answers from ss and choose
two disasters that happen most . -Work in groups to discuss and
- Divide the class into 2 groups to discuss write down what do do before,
and write down what do do before, during during and after this diasters
and after this diasters
b. Discuss what you should do in the

event of a natural disasters in your area.
196
Use the information from the table above - Ask and answer questions about
- Have ss work in pairs: one student from the things they should do in the
each group above. Have ss ask and answer event of each disaster they had
questions about the things they should do discussed in a
in the event of each disaster they had
discussed in a
- Invite some pairs to demonstrate their
conversations in front of the class

- Sum up the main content of the lesson. - Answer
V. Homework (2')
- Take note
- Do Ex C1.2, D1,2 P 22,23

Week 26
Period 75
Lesson 5: Skills 2
A. Objective.
- listen for specific information about a natural disaster in a news report
- write a news reports on a natural disaster
B. Content.
- Lexical items related to the topic of natural disasters
C. Preparation
197

D. Procedure
I. Warm up - 5':
- Brainstorming: effects of a typhoon - Work in teams: write as many
words as possible
II. Listening- 15' Key:
1. Activity 1: 1. A typhoon hit Nghe An
- Remind Ss about listening for key words Province last night.
in statements. Play the recording and ask 2. Dozens of people were
Ss to correct the statements. Then ask two seriously injured in the storm.
or three Ss to write their answers on the 3. There was extensive damage to
board. Play the recording again for Ss to property in Cua Lo, a coastal
check the answers. town in Nghe An
4. The storm had already
weakened when rescue workers
arrived in the area.
5. According to the weather
bureau, heavy rain will continue
over the next few days.
2. Activity 2: Key:
- First, ask Ss to work in pairs to discuss 1. which 2. homeless
the missing word for each gap from the 3. Damage 4. flood
information they have heard in 1. Then 5. debris 6. Accommodation
play the recording again and allow Ss to
fill in the gaps as they listen. Ask Ss to
share their answers in pairs before playing
the recording a final time to allow pairs to
check their answers. If time is limited, T
may play only the sentences that include
the information Ss need for their answers.
III. Writing - 20'
1. Activity 1:
- Ask Ss to make notes about a natural - Pair work
disaster they or one of their family
members have experienced in the given
table. Remind them that they do not have
to write full sentences and they can use
abbreviations. Then, ask Ss to share their
notes with their partners. T may ask some
198
more able Ss to read out their notes to the

whole class.
2. Activity 4:
- Set up the writing activity. Remind Ss
that the first and most important thing is
always to think about what they are going
to write. In this case, Ss can use the chart
in 3 as a model for their report. T may still
need to provide some help with the - Group work
language necessary for writing.
Ask Ss to write a draft report first. Then
have them write their final version in class
or at home, depending on time allowed. If
they write in class, they can also do it in
pairs or groups. T may display all or some
of the reports on the wall/board and invite
other Ss to give comments. Ss to give
comments. Ss edit and revise their reports
as homework.

? Sum up the main content of the lesson. Answer
V. Homework (2')
- Take note

Week 26
Period 76
Lesson 7: Looking back+project
A. Objective.
topics.
learnt in Unit 9.
B. Content.
- Vocabulary: Natural disasters.
- Grammar: past tenses
199
C. Preparation
D. Procedure
I. Warm up: - free talk - Teacher- Ss
For 1,2,3 and 4, first Key:
have Ss work 1 1. C 2. F 3. D 4. B 5. A 6. E
independently. Then 2 1. evacuated 2. put out 3. take
they can check their 4. provided 5. scattered
answers with a 3
partner before 1. The tickets will be collected ( by Mr Smith )
discussing the
answers as a class. 2. A play was put on ( by the students ) at the end of
However, tell Ss to term.
keep a record of their 3. The sentence cannot be written in the passive
original answers so because its main verb is is not a transitive verb.
they can use that
information in their 4. The message was taken ( by Julie )
self-assessment.
5. The picture was painted by a local artist.
6. The sentence cannot be written in the passive
because its main verb arrive is not a transitive verb.
4 1. d 2. f 3. a 4. b 5. c 6. e
II. Grammar
Exercise 5a: First, ask Ss to work individually writing - Group work
down, or inventing five bad things that happened to them
yesterday. Then allow them to share the sentences with a
partner.
Exercise 5 b Ask Ss to work in groups. Remind them to
add time clauses and use the past perfect with their
sentences. Then ask each student to take turns to say out
their sentences to the members of their group. T may go
around to provide help.
III. Communication
Exercise 6. First, model this activity with a more able - Pair work
student. Then ask Ss to work in pairs, using the
expressions from the box in GETTING STARTED to
respond to the news headlines. T may go around to provide
help. Call on some pairs to practice in front of the class.
IV. Consolidation
Finished!
Finally ask Ss to complete the self-assessment. Identify
200
any difficulties and weak areas and provide further

practice.
Project
1 Ask Ss to look at the pictures and use the phrases they
have learnt in Unit 9 to describe each picture. Then allow
them to share answers before checking with the whole
class.
Suggested keys:
1.Providing ( food/medical…) supplies
2.Clearing up debris
3.Freeing trapped people - Ss do at home
4.Setting up temporary accommodation ( for the victims of
a disaster)
5.Repairing houses/buildings
6.Evacuating the village/town…to a safe place/area
2 Ask Ss to work in groups discussing how to work out a
plan to help the victims of a natural disaster for their
teams. Remind the project in class. Otherwise, Ss can
complete the project as homework if they need let Ss
compare the project in class. Otherwise, Ss can complete
the project as homework if they need more time.
3 When Ss have finished their plans, T asks them to
display their plans on the wall/boards. Have the groups
move around and read the plans and then vote for the best
plan.
V. Homework
- Take note
Week 27
Period 77
REVIEW 3 (UNITS 7 - 8- 9)
Lesson 1: Language
A. Objectives:
+ Revise the language Ss they have practised in Units 7 - 8. - 9
+ Practice doing some exercises in Pronunciation and Grammar.
B. Content
- Vocab: Pronunciation in Units 7 - 8. - 9
- Grammar: Grammar in Units 7 - 8. - 9
C. Preparation:
201

D. Procedures:
Introduction - 5'
The aim of this review the language Ss have learnt and
the skills they have practiced in Units 7, 8 and 9.
T may ask Ss what they have learnt so far in terms of
language and skills. Summarise their answers and add
some more information if necessary. Encourage Ss to
recall and speak out as much as possible.
I. Pronunciation - 15' Key:
1. Activity 1 P36 Nepa’lese ath’letic eco’nomic
Review the rules of stress in words ge’ography ‘musical tech’nology
ending in –ic, -al, -ee, -ese, and – bi’ology ‘physical pho’tography
graphy with Ss as a class. Have Ss refe’ree Japa’nese exami’nee
then mark the stress independently.
Play the recording. Ss listen and
corrdect their answers. Confirm
their answers. Ss listen again and
repeat, in chorus and individually.
Vocabulary - 15'
2 . Activity 2 P36 Key: 1. predict 2. iconic
- Ask Ss to read the sentences and 3. natural 4. culture
decide what kind of word is 5. flooded 6. Polluted
needed for each sentence ( a noun?
a verb? an adjective? …). Elicit
their answers. Let Ss do the
exercise independently. Ss can
then share their answers with a
partner. Check and write the
answers on the board.
3. Activity 3 P36
Ask Ss to do this exercise Key:
individually. Check Ss’ answers 1. c 2. a 3. f
and write the correct ones on the
board. 4. a 5. c 6. e
II Grammar- 15’
This exercise revises the use of 1. A 2. B 3. C
present tenses, conditionals, and
passive voice. Have a brief 4. A 5. C 6. B
revision if necessary. Then have Ss
202
do it individually. Ss change their Key:

answers and discuss if there is any 1. get; will grow
difference in their answers. Check
and explain each answer. 2. was/were; would not have to work
6. Activity 5 P36
3. could choose; would go
Have Ss read and decide which
type of conditional is used in each 4. don’t act; will lose
sentence. Elicit their answers.
Then let Ss do this exercise 5. was/were; would be
independently. Check and write
the correct answers on the board. 6. used; would be
7. Activity 6 P36
Ask Ss to look at the subjects and Key:
the verbs to decide if an active or a 1. have been sent 2. organized
passive is needed. Have them do 3. is made up 4. is caused
the exercise in pairs. Check and
write the correct on the board. 5. was chosen 6. have replaced
III. Everyday English
7. Activity 7 P36 Key: 1.b 2.e
Ss do the task individually. Then they practice in pairs. 3.a 4.c
After checking their answers, ask one or two pairs to act 5.d
out the dialogues.
? Sum up the main content of the lesson. - Answer
V. Homework (2')
? Do Test yourself 3 (1,2,3,4) P25- 26
- Take note
? Prepare: Review 3: Leson 2: Skills
Week 27
Period 78
REVIEW 3 (UNITS 7 - 8- 9)
Lesson 2: Skills
A.Objectives:
+ Revise the language Ss they have practised in Units 7 - 8. - 9
+ Practice doing some exercises in Skills
B. Content:
- Vocab: Pronunciation in Units 7 - 8. - 9
- Grammar: Grammar in Units 7 - 8. - 9
C. Preparation:
203

D. Procedures:
Warmer- 5': Chatting
? Talk about one of the natural disaster - work individually
you know.
I. Reading - 10'
Activity 1 P37
Ss read the text the questions
independently. Ss compare their Key:
answers with a partner before giving 1. B 2. D 3. A
them to T. Have Ss explain where they 4. B 5. C
got the answers from in the passage.
II. Speaking- 10'
Activity 2 P37
The focus of this speaking exercise is on Example:
fluency. Let Ss work in pairs to choose - My dad likes to play chess with
their topic and think about their his neighbours.
questions and answers. Remind them to - My mum likes making special
use expressions they have learnt from food and cakes for us. She hates
the conversations in GETTING sitting around.
STARTED to respond in a natural way
to what they hear. They then practice
between themselves. Ss in pairs act out
their conversations in front of the class.
III. Listening - 10'

Activity 3 P37
Ask Ss to read the questions carefully
first. T then plays the recording . Ss Key:
listen and decide if the statements are 1. T 2. T 3. F
true or false. Write Ss’ answers on the 4. F 5. F 6. T
board. Don’t confirm their answers at
this stage. Have Ss listen again and
check their own answers. Correct their
answers.
IV. Writing - 7'
Activity 4P37
- First, have Ss read the schedule of the
Fight Pollution Day to understand the
context. They then choose the activity
they would like their friend to
204
participate in and write to him/her to

introduce it. Remind Ss that they can
use the present simple to talk about Sample writing:
practical aspects of an event in the - The event takes place on
future. For example: Saturday, 4 April.
- The event starts at 8:30 and
finishes at 12:00.
- We pick up trash and sort it for
recycling.
- T can call on a student to write his/her

letter on the board. Other Ss and T
comment on it. Ss then refer back to
their own work and see if they want to
make any changes. Collect some work
to correct at home.
Consolidation (2')
V. Homework (1')
? Do Test yourself 3 (5->8 P26-27)
? Review for the test - Take note

Week 27
Period 79
WRITTEN TEST NO- 3
A. OBJECTIVES:
The ss know how to apply their knowledge from unit 7 to unit 9 to
do the test well. From the test, teacher can master students and classes’
B. MATERIALS:
Text book, lesson plan, radio.Teacher : papers of test
205
C. CONTENT OF THE TEST.

Photocopied paper.

Tổ trưởng
Chu Thị Hạnh

Week 28
Period 80
UNIT 10: COMMUNICATION
A.Objectives:
- listen and read the conversation between Phuc and Nick for details and
then do some related exercises.
- use lexical items related to communication
B. Content:
- lexical items relatead to communication
C. Preparation:
206

D. Procedures:
Warmer (5'): Brainstorming * Suggested answers:

- Bring a mobile phone into the Mobile phone’s function
class. Elicit the phone’s function - a means of voice communication or
from Ss and write them on the letter message transmission.
board.
- watching a picture displayed
- Then discuss with Ss which
functions are helpful for - taking photographs
communicating, and which - texting
functions are not. Ask Ss to explain - getting acess to the Internet
their choice.
I. Presentation (10') - battery (n): bộ pin, ắc quy
1. Vocabulary - show up (v): xuất hiện
- Teacher use different techniques - oversleep (v): ngủ quên
- conference (n): hội nghị
realia)
- Follow the seven steps of teaching - snail mail (n): thư gửi bằng
vocabulary đường bưu điện
- telepathy (n): ngoại cảm, thần
giao cách cảm
- instantly (adv) ngay lập tức
- flat (adj): bằng phẳng, xẹp
* Checking vocab: R.O.R - Repeat in chorus and individually
2. Listen and read
* Introduction: - Answer the questions
? Look at the pictures but cover the text. individually.
- Brainstorm questions with Ss and write * Suggested answers:
them on the board.
- What do you think Phuc and Nick are
talking about on the phone? - They are talking about going
- Where are Mai and Phuc in the first to the cinema.
picture?
- What are they doing there? - They are at Galaxy Nguyen
- Where is Nick in the second picture? What Trai.
is he doing there?
- What is it in the third picture? what does it - They are waiting for someone.
mean? - He's at Galaxy Nguyen Du.
- What is a possible connection between
207
pictures 1, 2 and 3? - It's the simple of the battery

- Accept all possible answers from Ss. of a mobile phone. It's flat.
Remember not to give correction at this
stage.
? Listen and read the conversation then
- Students' answer.
check your answers.
II. Practice (20'')
1a. Find words or phrases (1a P39) Key:
? Work individually then in pairs to find the 1. Wait for ages
words/phrases. 2. Show up
If time allows, encourage Ss to explain the 3. Get through
words/phrases in the context of the story. 4. “My battery was flat.”
For example, Ss may say “Phuc is saying 5. “Are you kidding?”
‘We were waiting for ages’ and this means 6. “We can try again”
he and Mai had to wait for Nick for a very
long time.”
1. b. True or false Key:
Have Ss work individually then in pairs to 1. T 2. T
compare answers with each other. Correct 3. F ( Nick was waiting
the task as a class and encourage Ss to outside the wrong cinema.)
explain for both T and F options.
4. T 5. T 6. T
1. c. Questions
Ask Ss to work in group of three or four and Key:
discuss the questions. For a more able class, They couldn’t see the film
ask the groups to play the roles of Phuc, together because Nick went to
Mai, and Nick. What would they do if they the wrong cinema. They didn’t
were them? communicate clearly the name
2. Matching and address of the cinema
Ss work in pairs to complete this task. beforehand. Then they were not
After they have finished, go through each able to contact each other
items as a whole class. Ask Ss to further because the battery of Nick’s
explain the meaning of the words/phrases in mobile was flat.
the box, and/or how they work. Allow Ss to Key:
use Vietnamese if necessary. 1. having a video conference
If there is time, ask Ss to work in pairs to
tell each other if they have ever used these 2. emailing
ways of communication. 3. video chatting
4. Meeting face-to-face
5. using social media

6. using telepathy
208
3. Gap fill
Draw Ss’s attention to the words/phrases
from the word box in 2 again. Tell them to
7. sending letters ( snail mail)
do this task by first underlining the cues in
each item. Also remind Ss to consider the
part of speech of the missing words ( where Key:
applicable ). Explain the Look out! box. 1. using social media
2. meet face-to-face
3. emailing; sending letters/
snail mail
4. using telepathy
5. video chatting
6. Have a video conference
III. Production ( 6') Game

? Work in groups. E.g:
- Set a time limit and ask Ss to write down - phone
as many different ways they have
- send massage
communicated so far today as they can. The
person with the most ideas is the winner. - chat
Alternatively, this can be a competition - meet face to face
between groups where they collect ..........
information from each member and collate
it to find the winning group with the most
communication ways.

? Sum up the main content of the lesson. - Answer individually
V. Homework (2')
? Do Ex B1, 2,3 P30 (Workbook) - Take note

Week 28
Period 81
A.Objectives:
209

- learn more words about communication
- remember the rules of stress in words ending in -ity and -itive
B. Content:
- lexical items related to communication, word stress with -ity and -itive
ending
C. Preparation:
D. Procedures:
I. Warmer (5'):
Matching (activity 1 P40) Key:
Ss work individually first then in 1. using music 2. Using signs
pairs. Encourage them to describe 3. Leaving a note 4. painting a picture
how the communication happens in 5. Communicating non-verbally with
each picture. animals
For a more able class, ask Ss to 6. using codes 7. Sending flowers
describe how each way of 8. Using body language
communication is different from
the others.
II. Vocabulary (10') - non-verbal (n) ngôn ngữ không
1. Vocabulary dùng lời nói
- Teacher use different techniques - code (n) mật mã
- multimedia (n) đa phương tiện
realia)
- Follow the seven steps of teaching - landline (n) điện thoại bàn
vocabulary phone
* Checking vocab: What and where - message (n) diễn đàn
board trên mạng
2. Match the words with the
definitions (Activity 2 P40)
- Show Ss an example of how these Key:
communication channels work 1. d 2. e 3. b
especially a chat room and a 4. c 5. a
message board.
? Work individually or in pairs to
complete the exercise. Similar to
exercise 1 . after giving corrections,
210
T can share with Ss some of their

own experiences of susing these
technologies.
3. Complete the diagram (3 P40)
Forms of comunication:
? Wor in groups where Ss discuss
and write down their ideas. 1. Verbal:
- Encourage Ss to think of all - meetin F2F
communication forms they have ......
learnt, or the ones they know, and 2. Non-verbal:
put them in the correct categories. - using signs
........
3. Multimedia: - texting
.......
4. Debate (4 P40)
? work in two teams to compete - Group work
with each other.
- Each team is assigned one form of
communication. The rest of the
class will be the audience.
? Try every way possible to
convince the audience their
communication form is better. Then
the audience will decide which
team is the winner.
Stress in words ending in -ity and
–itive
? Cover pronunciation box.
- Write the words ‘opportunity’ and
Example:
‘positive’ on the board.
Oppor’tunity
? Read them aloud and try to
She got the opportunity to see Frozen.
identify which syllable is stressed.
‘positive
- Find two more words ending with
His answer is positive!Great!
the suffixes –ity and –itive. Ask Ss
to say them aloud.
- Then elicit the pronunciation rule
with the class.
* Remember: For words ending –
ity and –itive, place the stress on
the syllable before the suffix.
1. Mark the stress (5 P41)
Ss work individually then in pairs Key:
to compare their answers. Tell Ss to 1. com’petitive 2. in’finitive
211
mark the word stress. 3. re’petitive 4. ‘positive

- Then have Ss say the words 5. a’bility 6. possi’bility
individually. 7. curi’osity 8. natio’nality
2. Gap fill (Activity 6 P41)

Ss work individually then compare Key:
the answers with the partners. Play 1. nationality 2. repetitive
the recording for Ss to check. 3. competitive 4. possibility
Allow them plenty of time to 5. ability
practice these sentences with
correct stress.

ending in -ity and –itive
V. Homework (2')
? Do Ex A1,2,3 P 29

Week 28
Period 82
A.Objectives:
212
- Review the future continuous tense

- Learn about Verb+ to-infinitive
B. Content:
- Future continuous tense and Verb+ to-infinitive
C. Preparation:
D. Procedures:
Teacher’s activities
Students’ activities
- Two teams write the ways of
Ways of
communication in 3 minutes
communication
- The team with more correct
words is the winner
II. The new lesson

A.The future continuous tense.
1. Exercise 1 / 41
- Remind Ss of the story in
- Remind Ss of the story in GETTING
GETTING STARTED: how Phuc,
STARTED:
Mai and Nick planed to see a film
together but Nick went to the
wrong cinema and they were not
Key:
able to contact each other. Ask Ss
1. He will be having his Vietnamese
what Phuc and Nick decided on the
class.
phone about how they would try it
2. They will be watching a film at the
again this Sunday afternoon.
cinema.
- Play the recording and ask Ss to
answer the two questions.
- Draw Ss’s attention to the Review
box
2. Exercise 2/ 41 - Work independently.
- Draw Ss’ attention to the Look 1. Will he still be sleeping; will be
out! box studying
- Ask ss to work independently. 2. will be having
- Then, ask them to share their 3. will be eating
answers with one or more partners. 4. Will she be staying; will be writing
- Say the answers aloud. 5. will be playing
- Confirm the correct answers. 6. will be learning
3. Exercise 3/41
213
- Have Ss work in groups to decide which year to put - Work in groups

in the gaps. Then go through each sentence with Ss,
asking each group to call out their choice.
B. Verb+ to-infinitive (17'') Some common verbs followed by to-
4.Exercise 4/42 infinitive
- Read part of the conversation  Verb of thinking: choose, decide, plan
from GETTING STARTED and
write down all the verbs that are  Verbs of feeling: love, hate, prefer
followed by to-infinitive  Other verbs: try, want, need
Tell Ss to look at the Watch out!
box.
5.Exercise 5 Page 42
- Ss work individually them in pairs to compare their
answers Key:
- Ask some Ss to say their answers aloud. 1. c 2. b
- T gives comments, and makes any correction if 3. a 4. c 5.a
avaible.
6. Exercise 6 Page 30
- Draw their attention to the time expression ( year - Work in pairs
2050) and ask them which verb tense should be
used.
- Ask Ss work in pairs and share their ideas with
other pairs to make a “Dream List”.
- Remind them to use full sentences.
? Recall the uses of the past perfect tense - Answer individually
IV. Homework ( 2')
- Learn by heart all the new words and structures. - Take note
- Do Ex B1-6 page 30/31(Workbook)
Tổ trưởng
Chu Thị Hạnh

Week 29
Period 83
A. Objective.
214
- Use the lexical items related to the topic ‘Communication ’ and some
abbreviations for online chatting.
B. Content.
- Lexical items related to ‘ Communication ’
C. Preparation
D. Procedure
I. Warm up - 5': Chatting

- Have you ever failed to - Answer the questions
communicate?
- If yes, tell us some reasons?
II. The new lesson
* Teaching vocabulary(6’) - language barrier(n):
- Teacher use different techniques to rào cản ngôn ngữ
teach vocabulary (situation, realia) - cultural difference(n):
- Follow the seven steps of teaching sự khác biệt văn hóa
vocabulary - shrug(v): nhún vai
* Checking vocab: Slap the board - glance(v): liếc nhìn
COMMUNICATION BREAKDOWN - breakdown(n): sự hỏng
Exercise 1/ Page 43.(7’) - shorthand(n): sự tốc ký
- Make sure ss to understand the - fist(n): nắm tay
requirement then run through the
sentences.
- T does the first item with Ss. Then Ss
work in pair to complete this task. - Work in pairs
- Once they have finished, encourage Key:
them to add in some more reasons and 1. A 2. B 3. C
examples. 4. C 5. A 6. B
Exercise 2/ Page 43 (8’)

- Elicit from Ss what body language is.
Explain that understand body language - Work in pairs to work out the
can help people avoid communication messages from the pictures. Then
breakdown. T may give an example and Ss can uncover the text and do the
ask Ss to guess what T is trying to say. matching.
- Ask Ss to cover the text and just to
look at the pictures. In pairs Ss work out
the messages from the pictures. Then Ss
215
can uncover the text and do the

matching. Key: 1. c 2. a 3. e
- Confirm the correct answers. 4. b 5. d
- Ask ss to add more examples and
demonstrate these for the class to guess
their meaning.
Exercise 3 / Page 43 (8’)
- Remind ss some of the language for - Work individually to to complete
online communication learnt in Unit 1 this task.
- Explain that using abbreviations for Key:
online chatting and texting is not always 1. Where are you? We are at Lotte
easy to understand. Ss then work on the second floor.
individually to complete this task.
- Ask ss to share compare 2. I’ll be 5 minutes late. See you
- Ask some ss to write the full soon.
sentences on the board 3. Do you want to see a movie this
- Confirm the correct answers weekend?
- Have ss make notes of their answers to
the two questions in the interview 4. Please call me right back.
- Remind ss that it doesn’t matter what Thanks.
their answers are and that is more
5. Hi! What are you doing tonight?
important that they justify their answers
Exercise 4/ Page 43(8’) 6. Did you see it? Laugh out loud!
- Ask ss to work in groups to make
their group’s Ideas by discussing a - Work in groups
technology solution that will help people
avoid the communication breakdown
mentioned in 1. -The groups then make
a short presentation of their ideas to
share with the class to make a big Ideas
Bank.
V. Homework (2')
- Guide ss how to Ex C1,2,3,/ 31/32 - Take note
Week 29
Period 84
Lesson 5: Skills 1
A. Objective.
- Read for general and specific information about communication in the future
216
- Talk about communication now and in the future

B. Content.
- Lexical items related to the facts of ‘ Communication’
C. Preparation
D. Procedure

Warm up - 5': Brain storming . - Answer the question
- Ask ss to answer the questions
What will we use
- Introduce the new lesson to communicate
in the future?
* Teaching vocabulary(6’)
- Teacher use different techniques to -stick(v): dính
teach vocabulary (situation, realia) -decade(n): thập niên
- Follow the seven steps of teaching -holography(n):
vocabulary chụp ảnh giao thoa
* Checking vocab: Slap the board -tiny(adj): bé nhỏ
-three- dimensional images(n):
I. Reading- 15' hình ảnh không gian 3 chiều
1. Look at the letters the children -interact(v): tương tác
from Viet Nam and Sweden sent to -cyber world(n): thế giới ảo
each other in a penfriend project.Why
do you think they chose this way to
communicate with each other ?
- Ask Ss to look at the photos. Explain - Answer the questions
that these are the letters Ss from two
schools in Viet Nam and Sweden sent to
each other in a penfriend project.
- Ask Ss to brainstorm the reasons why
they think these Ss chose this way to
communicate with each other.
- Then ask Ss what they think is
happening in the two other photos in the
text.
2. Read the text
Look at the highlight words and - Work individually
match them with their meanings.
Ss read the text quickly for the first 1. in real time 2. interact
time. Ask them to pay attention to the
3. three-dimensional images
highlighted words and do the matching
task. 4. cyber world 5. network
217
- Work individually then compare their

answers with a classmate before giving
the answers
- Ask some ss to write the answers on
the board then confirm the correct
answers
3. Answer the following questions - Work individually then in pairs
- Ask ss to answers individually first Key:
then compare the answers in pairs. Once 1. They have to write and read real
they have agreed on the answers they letters. One student likes to send
can practice asking and answering the sweets with the letters as well.
questions with each other
- Call some pairs to ask and anwer 2. They are telepathy and
aloud holography. Telepathy uses a
device in our head to communicate
by thought over the network.
Holography gives three-
dimensional images and we will be
able to interact with each other in
real time.
3. She prefers to use real, face-to-

face communication because she
thinks this makes life more
interesting.
II. Speaking - 15'

Exercise 4. In small groups, decide
whether you agree with the author of - Work in groups of 4 ss
this text. Why/ Why not? Share your
ideas with the class
First ask Ss where in the text the
author’s opinion is expressed. Then they
work in groups of 4 ss to tell each other
if they agree with the author’s opinion
or not, and explain why. - Take a survey
- Then call on some pairs/ groups to - Work in groups of 6 ss
share what they have discussed.
5. Class survey. What ways of
communication do you use for the
following purposes now and what will
they be in the year 2030?
- Work in groups of 6 ss
218
- The group leader will then report to the

class either the ways of communication
that are most mentioned or the ways of
communication that the group likes best.

V. Homework (2')
- Take note
- Do Ex C1. D1,2 P 31-33

Week 29
Period 85
Lesson 6: Skills 2
A. Objective.
219
 listen for general and specific information about netiquette

 write an email using netiquette
B. Content.
- Lexical items related to the topic of communication
C. Preparation
D. Procedure

I. Warm up - 5':
- Free talk Teacher- Ss
II. Listening- 15'
1. Activity 1:
Ask Ss to look at the message board.
Ask them who posted the message and - Do as requesed
who they think the message is for. Ask
them to try to identify what problems in
terms of communication politeness they
think the message has.
2. Activity 2: Key:
- Write on the board ‘netiquette’ and ask 1.The word is a combination of
what they think it means. Explain they ‘net’ and ‘etiquette’. It’s a set
are going to listen to a researcher talking of rules for behaving property
about the way we communication online.
online.
Explain CAPS LOCK in the box if
necessary. 2.Don’t say and do unpleasant
- Have Ss look at the questions first. things, just like in real life.
Encourage them to give some answers.
Then play the recording. Ss work 3.It’s how we communicate with
individually then in pairs to compare each other online.
their answers.
3. Activity 3: Key:
Before playing the recording
again, first ask Ss to look at the
grid and try to complete it with as
much information from the
recording as they can remember.
Elicit the answers from Ss. If their
answers are correct, move to the
next activity. Otherwise, play the
recording again.
220
4. Activity 4: Ss work in pairs to

complete this task. You may call
two or three pairs to write their
versions of the message on the
board and the class votes for the
best one.
III. Writing - 20'

1. Activity 5:
- Draw Ss’s attention to the Key: 1. c 2. f 3. e
REMEMBER! box. If possible, illustrate 4. b 5. a 6. d
each of the bullet points mentioned by an
example you find from the Internet.
2. Activity 6:
- First Ss work in groups to discuss what - Group work
information they would include in the
email. They may look at the email in 5
for ideas. Then Ss work individually on
this task. Ask them to pay attention to the
netiquette they have learnt. When Ss
have finished, they swap the writing their
partner to check before handing it in to T.
For a more able class, T may ask Ss to
try the following tasks as homework ( Ss
may look at 4 for more ideas ): - Write the email
- Write a short post on your class
message board to ask how many words
the final essay should be.
IV. Consolidation (3') Ngày ….. tháng …… năm 2018
? Sum up the main content of the lesson. Tổ trưởng
V. Homework (2')
? Do Ex in exercise book Chu Thị Hạnh
Week 30
221
Period 86
TEST CORRECTION
A. Objective.
B. Materials :
Test papers
C. Procedures :
I. Warm up
- Teacher give back the test sheets to students and ask questions:
II. Discussion
- Students change their test sheet to each other and then find the mistakes and
correct them.
- Students return their test sheet and work in small group to discuss if the
mistakes are corrected in the right way or not.
- Students look at the extra board then do the test again
- Students look at the answers given by teacher and compare with their tests to
check their marks
III. Commendation
- Teacher gives comment about students’ test about:
+ Grammar.
+ Vocabulary.
+ Knowledge of the learned lessons.
IV. Home work
- Check the test again, may do once more.
- Review the grammar and contents of units 6,7.
- Prepare the next lesson.
Week 30 UNIT 10: COMMUNICATION
222
Period 87 Lesson 7: Looking back+project

A. Objective.
- Encourage Ss not to refer back to the unit. Ask them to keep a record of
their answers to each exercise so that they can use that information to complete
the self-assessment box at the end of the unit.
topics.
learnt in Unit 10.
B. Content.
- Vocabulary: communication.
- Grammar: future continuous
C. Preparation
D. Procedure
I. Warm up
- free talk - Teacher- Ss
II. Vocabulary Key:
1. Ask Ss to complete the sentences by 1. body language 2. Multimedia
using the support from the pictures, the 3. face-to-face 4. cultural different
letter cues, and the meaning of the 5. telepathy 6. Netiquette
sentences. They work individually first
and then compare with a partner.
2 Challenge Ss to try this task without Key:
looking back at COMMUNICATION. 1. thx 4 ur gift
Have two or three Ss write their 2. BTW, wot r u doin this wkd?
answers on the board. 3. cultural differences
3. Ss work in pairs for this task. 4. LOL!
Remind Ss that these are non-verbal 5. C U 2nite.
ways of communication. Then call on
some pairs to report their talk.
II. Grammar
4 Ss work Key:
individually then in 1. will not be sleeping 2. will be playing
pairs to compare 3. will he be doing 4. will be waiting
their answers. 5. will not be using; will be using 6. will be raining
- Pair work
5 Ss work individually then in pairs to
compare their answers. If time allows Key:
encourage Ss to think of other verbs 1. talking 2. to use
223
that are followed by gerunds and by to- 3. to show 4. communicating

infinitives and make sentences using 5. chatting 6. to have
them.
III. Communication
6 Ss discuss this task in pairs. Remind them that they can - Pair work
choose to talk about forms of communication people will be
using or will not be using in the year 2100 and they should give
the reasons why they think so.
For a more able class, this can be done as a debate if some
particular forms of communication are selected beforehand for
Ss to discuss.
Ask Ss to complete the self-assessment box. identify any
difficulties or weak areas and provide further practice.
IV. Consolidation………………………………………………
Finished!
Finally ask Ss to complete the self-assessment. Identify any
difficulties and weak areas and provide further practice.
Project - Ss do at
“Action. Take one! Action. Take two!”…………………….. home
Remind Ss of:…………………………………………………..
The reasons for communication breakdown in
COMMUNICATION
Different ways of communicating in GETTING STARTED
and A CLOSER LOOK 1……………………………………..
Put them into groups and ask them to think of a sketch or a
role-play of a communication breakdown. Give them time to
brainstorm some ideas. Move around the class, giving help
where necessary……………………………………………….
Alternatively, T can prepare the following scenarios if Ss are
short of ideas or time. Print each sketch on a piece of paper and
fold it up. Each group will pick one piece of paper and prepare
their performance. More than one group can have the same
sketch, because they will interpret it differently. Ss may prepare
the sketch out of class if more time is needed. On the
performance day, more than one group may act out a similar
play, but look for their different interpretation of the
communication breakdown as well as their solution. Make sure
everyone gives each group lots of encouragement and praise for
their acting attempts……………………………………………..
V. Homework………………………………………………….. - Take note
224

Week 30
Period 88
UNIT 11: SCIENCE AND TECHNOLOGY
A.Objectives:
- listen and read the conversation about science and technology for details
and then do some related exercises.
- form the opposite words by adding prefix un- or im-
- use the lexical items related to science and technology
B. Content:
- prefix un- or im-
C. Preparation:
D. Procedures:
Warmer (5'): Chatting

Put the heading ‘Science and ‘Science and Technology’
Technology’ on the board.
? Suggest any words or phrases
related to this topic.
- Accept all ideas, organize them in
a word web if possible
I. Presentation (10') - science (n): khoa học
1. Vocabulary - technology (v): công nghệ
- Teacher use different techniques - development (v): sự phát triển
- spaceship (n): tàu vũ trụ
realia)
- Follow the seven steps of teaching - trafic jam (n): sự tắc nghẽn giao
vocabulary thông
- benefit (n/v) lợi ích, hưởng lợi
- enomous (adv) to lớn
* Checking vocab: Ordering - Copy all the words
2. Listen and read
* Introduction: - Answer the questions individually.
? Look at the pictures but cover the * Suggested answers:
text.
- Brainstorm questions with Ss and
- Some robbots working.
225
write them on the board. - Yes, they are Duong, Nick, Chau and
What can you see in the Dr. Nelson.
pictures? - They may be at school.
Do you know these characters? - They may talk about Science and
Where are they now? Technology.
What are they talking about?...
- Accept all possible answers from
Ss. Remember not to give
correction at this stage.
* Open prediction: You are going
to listen and read the conversati on
about the developments in science * They can worsk in factories and clean
and technology. our home.
? Before listening, guess what can
robbots do in the future?
? Listen and read the conversation
then check your answers.
II. Practice (20'')

1a. Find words (1aP49)
? Read the conversation again and
do the exercise in pairs. Key: 1. c 2. b 3. d
- Elicit the correct answers and 4. e 5. a 6. f
write them on the board.
- Have Ss substitute the B words
into the conversation to check that
they match. Finally, explain the
meaning of any complex words in
Vietnamese if necessary.
1. b. Answer the quetions
Ss work individually to answer the 1. They are at the Science Club
questions. Ss compare answers with 2. It is the roles of science and
a partner and then discuss as a technology in the 21st century
class. Have Ss say where they 3. Science and technology are changing
found the answers in the everything.
converdation. 4. He told Nick that only robots would
work in factories and clean our homes in
the future.
5. He/She said that there would be no
more schools: they’d just stay at home
and clean on the Internet.
1. c. Discussion
226
? What fields are mentioned in the Key:

conversation which are affected by 1. The economy (economy development)
science and technology? 2. The workplace (robot in factories)
3. The home (robots cleaning our homes)
4. Travel (traffic jams)
5. Education (school via the Internet)
1.d. Gap fill Key:

Have Ss do this exercise in pairs. 1. field 2. space 3. the key
Ask some Ss to present their 4. economic development
answers. Confirm the correct 5. flying cars
answers. Look out!
Help ss distinguish the two words. - Science: knowledge about the world,
especially based on examining, testing,
and providing facts
- Technology: things and ways of doing
things that are based on knowledge about
science and computers.
2. Complete the sentence

? Run through all the words in the
box. - in the box are some more words and
? What are the words about? phrases related to science and technology
? Complete the sentences using the Key:
words in the box. 1. science subjects 2. technology
- Check their work by calling on 3. researchers 4. machines
some Ss to read out their sentences. 5. Scientific progress
Allow Ss to write the translations
next to the words.
3. The prefix un- and im- - necessary -> unnecessary

? Look at the example. - happy -> unhappy
? How can we form the opposite of - polite -> impolite
the words?
- add prefix un- or im-
- Then let them do the task by
themselves. After that, they swap Key:
their answers with a partner. 1. unknown 2. unrealistic
Correct Ss’ answers as a class. 3. impossible 4. unimportant
Then let them repeat the words in 5. unpolluted
chorus.
III. Production ( 6') Find
227
someone who 1. likes 2. wants to 3. wants to

? Work in groups. science travel into become a
? Ask your groupmates Yes/No subjects at space in the sciencetist
questions, using do or will school future
4. knows a 5. will go 6. aadmires a
Vietnamese into sciences scientist or
scientist when
finishing
school

lesson. Reference an inventor: Some scientists
? List some scientists of Viet Nam of Viet Nam:
Võ Hồng Anh Lê Văn Thiêm
Trần Đại Nghĩa Hà Đình Đức
Hoàng Tụy Phan Lương Cầm
V. Homework (2')
? Do Ex B1, 2,3 P30 (Workbook) - Take note

Tổ trưởng
Chu Thị Hạnh

228

Week 31
Period 89
A.Objectives:
- Pronounce words with the prefix un- and im- correctly in isolation and in
context
- Learn some more words related to science and technology
B. Content:
- words with the prefix un- and im-
C. Preparation:
D. Procedures:
I. Warmer (5'): Introduction

Explain to Ss that there are three to learnt -> learner
common ways of forming nouns to invent -> inventor
indicating people, but don’t say science -> scientist
what they are. Write the following
on the board:
? Elicit from Ss how these words
are changed to mean a person who
does these things.
? Give some more examples. * We add -er, -or or -ist to a verb or a
? Read the Look out! box. And say noun to form a noun indicating people.
out the rule.
II. Vocabulary (10') unforeseen (adj): không biết trước

1. Vocabulary - immature (adj): non nớt
- Teacher use different techniques - impure (adj): không trong sáng
- unwise (adj): kh. khôn ngoan
realia)
vocabulary - Repeat in chorus and individually
* Checking vocab: R.O.R - Copy all the words
2. Activity 1 P50
229
? Complete the following sentences

with nouns indicating people Key:
Do this activity the first time 1. adviser/advisor
around as a quiz. Divide the class 2. chemist
into two teams. 3. designer
? Read out item one and ask Team 4. programmer
A to answer. 5. Biologist
- If they get it wrong, the option
goes to Team B to answer. Keep a
score on the board to increase the
fun element. Now have Ss work
individually to do the task in their
books.
? Write the answers on the board.
Correct their answers as a class. Key:
3. Activity 3 P50 1. chemist 2. software developer
? Work in pairs and discuss what 3. engineer 4. physicist
the word in for each picture. 5. doctor 6. conservationist
- T checks as a class. For more able 7. explorer 8. Archeologist
Ss, have pairs write the descriptions
of these people in the same style as
activity 1. Then put pairs together
to read out their descriptions and
challenge each other to guess the
person, like in the quiz 1.
4. Activity 3 P50
? Read the sentences and guess the Key:
part of speech of the word to be 1. developments 2. scientists
filled in each blank. 3. exploration 4. medical
- Have Ss call out their guesses. 5. economic
Ss work individually. Ask some Ss
to write their answers on the board.
Check their answers as a class.
III. Pronunciation (20'') When we add the prefix un- or im-
1. Stress in words starting with un- meaning ‘not’ ) to a root word, the stress
and im- of the word does not normally change.
. Explain to Ss that the prefixes un- Example: ‘friendly -> un’friendly
and im- are used to make adjectives ‘probable -> im’probable
(and adverbs) negative. Explain to Note: When we add the prefix un- or im-
them that when these prefixes are to a one-syllable word, the stress falls on
added, the stress of the new word the root word.
does not normally change. Give Example: fair -> un’fair
some examples. Pure -> im’pure
2. Activity 4 P51
230
- Play the recording for

Ss to repeat the words.
Play the recording as
many times as
necessary. Correct Ss’s
pronunciation, Key:
especially the stress. 0O oOo ooO oOoc
Then have Ss mark the un’wise un’lucky unfore’seen un’limited
stress on the words by im’pure un’healthy imma’ture im’possible
drawing circle above un’hurt im’patient impo’lite un’natural
the stressed syllable.
3. Activity 5 P51
Have Ss read out the Key:
word first. Then they 1. impure 2. unhealthy 3. impossible
work in groups to put 4. unlimited 5. impatient
the words in the right
columns. Call on some
Ss to write the answers
on the board. Confirm
the correct answers.
4. Activity 6 P51
Have Ss work
individually to write
down the words. Play
the recording two or
three times for Ss to
check.

starting with un- and im-
V. Homework (2')
? Do Ex B2, 3 P37
? Prepare: A closer look 2

231

Week 31
Period 90
A.Objectives:
 Use the future simple and future continuous to talk about science and
technology in the future
 Use the direct speech and indirect speech to report what people say or tell
B. Content:
- Future continuous and future tense + reported speech
C. Preparation:
D. Procedures:

- Free talk Teacher- Ss
Introduction
Ss have already learned the
future simple will do and the future
continuous will be doing. Tell Ss
that this is a review section. T may
help Ss recall the form and uses of
these two tenses. Also remind them
of the uses of present simple and
going to to express future actions.
II. The new lesson

Future tense: review Key:
1. Have Ss work individually. 1. will have 2. will be doing
Check their answers as a class. T 3. will she be 4. won’t pass
may ask why a certain tense is used 5. decide; will support
to check that Ss understand the
rules.
2. Tell Ss to study the example
232
first. Then they work in pairs to do

the activity. Encourage them to talk
as much as possible. Remember
that there is no ‘right’ or ‘wrong’ as
long as their sentences are
grammatically correct. Move
around the class and listen to Ss. If - Pair work
there is a point which everyone is
confused about, bring the class
back together and do a quick
review of it.
Reported speech
In direct speech, we give the exact
words somebody said, and we use - Listen to the teacher and take notes
quotation marks.
In reported speech, we give the
meaning of what someone said, but
with some changes and without
quotation marks.
Example:
Nam: “ I want to become a robot
designer.”
 Nam said the he wanted to
become a robot designer.
When the reporting verb ( e.g. say

or tell ) is in the past, the verb in
reported speech changes as
follows:
Direct speech Reported speech

Present simple  Past simple
“I like sciences” He said (that) he liked sciences.
Present conditionous  Past continuous
“I am staying for a few days” She said (that) she was staying for a few
days.
Present perfect  Past perfect
“Nick has left” She said (that) Nick had left.
Past simple  Past simple/Past perfect
“Nick left this morning” She told me (that) Nick had left that
morning.
will  Would
“Man will travel to Mars” He said (that) man would travel to Mars.
can  Could
233
“We can swim” They told us (that) they could swim.

may  Might
“We may live on the moon” He said (that) we might live on the moon.
Pronouns, and time and place expressions may change in reported speech:
I ->he/she
We -> they
You -> I/he/she
Now -> then
Today -> that day
Here -> there
This week -> that week
Tomorrow -> the following day/the next day
Yesterday -> the day before/the previous day
Last month -> the month before/the previous month
Example:
“ I don’t have football today.”
 He said (that) he didn’t have football that day
- Explain to Ss the differences between direct speech and reported speech. Go

through the table carefully, using the examples to clarify the rules.
3.Tell Ss to refer back to the

conversation in GETTING - Answer individually
STARTED and find the examples
of reported speech. Focus them on
the use of the verbs.
- Pair work
4. Ss work in pairs. Ask them to
Key:
write down the sentences in their
1.Nick said that he came from a small
notebooks. Call on some Ss to read
town in England.
out what they have done. For a
class which needs more support, 2.My friend said that Brazil would win
have two Ss to write their answers the World Cup.
on the board. Correct their
mistakes. 3.Olive told Chau that she was leaving
Viet Nam the next day/the following
day.
4.David told Catherine that he was
unable to read her writing.
5. Ss do this task individually.
While they are working, some Ss 5.Minh said that he had overslept that
may write their sentences on the morning.
board. Correct their sentences as a
class.
Key:
234
1. He said ( that ) he hadn’t said

anything at the meeting the week
before/the previous week.
2. She told me that letter had been

opened.
3. Tom said that in 50 year’s time we

would probably be living on Mars.
4. Mi said she hoped they would build a

city out at sea.
6. This speaking activity could be
daunting for some Ss, so allow the 5. Son told us that his wish was to
pairs to plan what they are going to become a young inventor.
say before they come to the front of
the class. This should help Ss to
speak with fluency and accuracy, - Pair work
and as naturally as possible.
Encourage them to give true
sentences about themselves.
Ideally, all ss should have a chance
to talk before the class.

? Recall the uses of the past perfect
tense
- Take note
IV. Homework ( 2')
- Learn by heart all the new words
and structures. - Do at home
- Do Ex in Workbook

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Week 32
Period 90
A. Objective.
- Use the lexical items related to the topic science and technology and
practice reported speech.
B. Content.
- Lexical items related to science and technology
C. Preparation
D. Procedure
I. Warm up : Brainstorming
- Have ss divide into two group, ask them
to go to the board and write the name of Who invented what
inventions they know as many as possible
and who invented them
II. The new lesson
Quickly review the grammar points
that are used in this section: the past
simple and reported speech.
1 This activity can be done as a class - Work individually
competition. Ss work individually. Give Key:
them one minute to match by drawing - Thomas Edison invented the
lines from the inventors to the inventions. light bulb.
For increased fun, count down the final 10 - Sir Alexander Fleming
seconds and then tell everyone to stop. discovered penicillin.
Now have Ss swap books and mark each - Alexander Graham Bell
other’s answers. Elicit the answers from invented the telephone.
Ss in full sentences, Thomas Edison - The Wright brothers invented
invented the light bulb. Ask for a show of the airplane.
hands for those who got all eight right, - James Watt invented the steam
then seven, and so on. engine.
If time allows, T may ask questions about - Mark Zuckerberg invented
236
these inventors to find out what Ss know Facebook.

about them: - Tim Berners-Lee invented the
- Are they still alive/dead? Internet.
- What are they famous for?
- Do you know anything interesting
about them?
- Do you know any interesting about
them?
Edison: “Genius is one percent
inspriration and ninety-nine percent
perpiration.”...)
2 Form groups of three or four Ss to - Group work
discuss the inventions. Encourage Ss to
talk as much as possible; this is a fluency - Do as requested
stage, so don’t worry about accuracy at Suggested answers:
this point. Move around the groups and - Alexander Bell said/told me
give assistance where needed. Invite some (that) he was born in 1847 in
groups to present their ideas. Other groups Scotland.
can add some ideas if possible. - He said/told me (that) he had
3 Call on two confident Ss to come the
always liked...
front and act out the dialogue between Ha
and Alexander Graham Bell. Then put Ss - He said/told me (that) he had
into pairs to report on the conversation. taught...
- He said/told me (that) he had
invented...
4 Let Ss work in pairs to role-play, using - Pair work

the information given. Walk around to
observe and give help if needed. If time
allows, ask some pairs to role-play in front
of the class. The class then votes for the
best performance.
IV. Consolidation
- Summary the lesson - Take note
V. Homework - Ss do individually
-Guide ss how to Ex in workbook

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Week 32
Period 91
Lesson 5: Skills 1
A. Objective.
- Read for specific information about the role of science and technology in
the future
- Talk about the roles of science and technology
B. Content.
C. Preparation
D. Procedure
Warm up - 5': Brain storming .

- Write these headings on the board: - Group work (3 groups)
Health/ Travel/ Homes
- Brainstorm with the class some
predictions for future developments in
these fields. Encourage Ss to use their
imagination. Now open the book and do
the reading tasks.
- Teacher use different techniques to teach - incurable(a):
vocabulary (situation, realia) - advanced(a):
- Follow the seven steps of teaching - gene (n):
vocabulary - tiny(adj):bé nhỏ
* Checking vocab: Slap the board - expolre(v):
- nutrition pill(n):
I. Reading- 15' - unemployment(n):
1 Ask Ss to read the passages quickly for
key words and then match with the Key:
headings. 1. B 2. A 3. C
2 Have Ss do the task individually. Then
Ss can check their answers in pairs. Elicit
the answers from Ss.
3 Ask Ss to read the passages again and Key:
238
answer the questions. Ss can ask and 1. D 3. A 3. E

answer in pairs. T corrects the answers as a 4. B 5. F 6. C
class. If time allows, have Ss show where
they found the answers. Key:
1. To explore Mars/To find out
if there is, or ever has been,
life there/To explore the
possibility of being able to
live there.
2. They help people live longer.
3. 70 or 75 years.
4. Solar panels and solar
windows.
5. They can do chores such as
cleaning, cooking, washing,
and organising things.
II. Speaking - 15'
Set up the SPEAKING stage by getting
Ss to think about the pros and cons of - Work in groups of 4 ss
advancements in science and technology.
Explain that nothing is ‘black and white’;
there are always advantages and
disavantages. For example, say:
More and more robots will be invented and
used in the fututre. One of the advantages
of this is that robots will be able to do dirty
or dangerous jobs that humans don’t want - Take a survey
to do. At the same time, there are - Work in groups of 6 ss
disavantages – robots will replace people
in some areas so there will be
unemployment.
4 Ss work in pairs to think about these - Pair work
pros and cons. Encourage Ss to think of as
many ideas as possible. Move around to
give cues and observe.
Nuclear energy:
- convenient, clean, available...
- expensive, unsafe, environmentally,
unfriendly...
Nutrition pills:
- people can live longer, convenient,...
239
- expensive, create an ageing

population, create overpopulation...
Smart phones:
- convenient, quickly, entertaining...
- Environmentally unfriendly,
discourage face-to-face
communication, people can be
tracked at all times...
Space travel:
- Exciting, adventurous...
- Expensive, dangerous...
- Group work
5 Divide the class into groups of five or
six. Each group talks about one of the
fields in 4. Tell Ss to read the example
before they start. Encourage them to use
the phrase given in the Look out! box.
While Ss are talking, T goes around to give
assistance if necessary.
If time allows, have Ss summarise their
group’s ideas and present to the class.

V. Homework (2')
- Take note
- Do Ex in work book

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Week 32
Period 92
Lesson 6: Skills 2
A. Objective.
 listen for general and specific information about how science and
technology solve some problems in the future
 write to express agreement and disagreement about the roles of science

and technology
B. Content.
- Lexical items related to the topic of science and technology
C. Preparation
D. Procedure
I. Warm up - 5':
- Chatting Teacher- Ss
? Your idea about homes, education
and travel in the future
- Introduce the new leson
II. The new lesson
* Vocabulary( 4’)  Vocab:
A. Listening ( 15’) - drawback (n) :hạn chế
- Set the scene: Nick. Duong and Chau - yield(n) : sản lượng
are talking about science and - advance(n): tiến bộ
technology - negative(adj): có tính tiêu cực
- Work individually
E1/ Page 55. Listen to the Key:
conversation and choose the best b. The benefits and drawbacks that
summary advances in science and technology
- Have Ss read the three options. Then may bring to people’s lives.
play the recording and elicit the answer
from Ss.
E2/ Page 55. Listen to the conversation
241
and circle the words and phrases as Key:

you hear 1. problems
- Run through the words/ phrases 2. high yields
- Play the recording again, once or 4. overcrowding
twice. Ask Ss to listen carefully and tick 6. bring unemployment
the words/phrases according to what Key:
they hear in the passage. 1. High yields in farming will (help
E3/ Page 55. Listen again and answer feed the growing population on
the questions earth).
- Run through the questions
- Play the recording again. Tell Ss to 2. (We may be able to live) on
take notes/ write down the key words as other planets.
they listen. Then they answer the 3. He says he likes the idea of
questions in writing or verbally. having lessons at homewith a robot,
- Correct their answers as a class. and on the Internet.
4. Yes, she does.
5. He thinks there will be many
new problems
B. Writing (16’)
- Introduce the note about how to
write to express agreement or - Answer the questions
disagreement
? How many parts are there? What are
they? What do we write in each part?
E4/ Page 55. Look at the sample
- Read the paragraph
paragraph and fill in the outline.
- Work in pair to fill in the outline
- Have Ss read the sampleparagraph.
Idea 1: Expensive
Explain that the first sentence in the
Idea2: Make worker jobless
sample is the topic sentence which tells
the reader whether the author agress or Idea 3: Make people lazy and
disagrees with the statement. The inactive
following sentences epress the reasons.
The last sentence is the concluding
sentence, which summarise the main
points in the paragraph.
- Ask ss to work in pairs to fill in the
outline.
- Check as a class.
E5. Make notes. Write a paragragh - Write a paragraph
on the topic
-Have Ss read the argument put forward.
Then work in pairs to make notes the
242
model in 4. They must decide if they

agree or disagree, give three supporting
point.
- Ask ss to write a paragraph
- Make sure that they use proper
connectors first/firstly,
second/secondly,... and pay attention to
spelling and punctuation.
-T may ask some ss to represent their
writing and ask the others to give
comment

V. Homework (2')
- Take note

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Week 33
Period 93

Lesson 7: Looking back + project
A. Objective.
topics.
learnt in Unit 11
B. Content.
- Vocabulary: science and technology
- Grammar: Future tense
Reported speech
C. Preparation
D. Procedure
I. Warm up ( Games : Calling names )

? What are the benefits that science and - Take part in the game in two
technology bring to our lives ? teams
II. The new lesson

A.Vocabulary - Work individually
E1. Page 56. Write the correct form of
the words in brackets Key:
- Ask ss to work individually then ask 1. scientific
some ss to write on the board 2. environment
- T confirms the correct words 3. developments
4. discoveries
5. unnatural
E2/ page 56. Complete the word web
- Organize the game for two
teams. In 4 minutes, ss in each - Work in teams
team must go to the board to
244
write word to complete the word Key:

web. The team with more correct - Farming
words is the winner - Home life
- Entertament
- Medicine
- Space exloration
- Communication
E3. Fill each gap with a word from the
box to complete the passage Key:
-Let ss read the passage and complete 1. inventions
this exercise individually 2. laboratory
- Call on some ss to write on the board 3. science
- T confirms the correct words 4. inventing
5. bềnits
6. productive
B. Grammar
- Recall ss about the rules to change a Key:
direct sentence into an indirect sentences 1. He said that they were doing an
E4/ Page 56. Change the sentences experiment
into reported speech 2. She told me that I had to sign
-Have ss work individually then cross the paper again
check 3. Tam said that they had watched
- Ask some ss to read aloud their a television documentary on the
sentences future of nuclear power
- Correct their answers 4. Scientists said that in 50 year’s
time we might be living on the
moon
E5/ Page 56. Rewrite these sentences in

indirect speech
- Have ss do the task in their notebook. Key :
- Ask some ss to read aloud their 1. Kien said “ I missed / have
sentences missed the train”
- Correct their answers 2. Duong said “ I can run very
fast”
3. “ I will hand in the report
tomorrow” Mia told me
4. She said “ I am reading a
science fiction book about life on
Venus”
5., “ I will be a layer when I grow
up” he told me
C. Communication
245
E6 / Page 57. Write prediction for

each of the following fileds
-Have them work individually. Tell - Work individually
them to be imaginative. Make sure they
write a prediction for at least three of the
fields
- Have ss read out one of their
predictions to the class. Others can ask
them questions about their predictions
III. Consolidation
Finished!
- Ask ss to complete the self-
assessment.
Project
- Work in groups . Give ss enough time - Take note
to read the passage then develope their
ideas
- Call some ss to represent. The class
vote for the best useful inventions
IV. Homework:
- Prepare for test no- 4

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Week 33
Period 94
WRITTEN TEST NO- 4
I. OBJECTIVES:
- The ss know how to apply their knowledge from unit 10 to unit 11
to do the test well. From the test, teacher can master students and classes’
II. MATERIALS:
- Text book, lesson plan, radio.Teacher : papers of test
III. Procedure:
- Photocopied paper

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Week 33
Period 95
Unit 12: LIFE ON OTHER PLANETS
A.Objectives:
- listen and read the conversation about the series "Star Into Darkness" for
- use the lexical items related to life on other planets.
B. Content:
- lexical items related to life on other planets
- reported speech
C. Preparation:
D. Procedures:
Warmer (5'): Brainstorming

- On the board, write the words * Suggested answers:
transportation, communication, 1. Transportation: flying car, spaceship....
housing and energy.
2. Communication: telepathy, video
? Work in groups of four Ss to list
chatting, codes....
the future technologies they
expected to see in these fields. 3. Housing: wireless TV, robbots....
- Set a time limit and the game 4. Energy: solar energy, nuclear
stops when the time is up. The team energy.....
with more items wins.
? Where and how fast think we can
travel with new technology.
- Ask them if we could travel to
other planets with those means of
transport that they have listed.
I. Presentation (10') - trek (n/v): hành trình, du
1. Vocabulary hành
- Teacher use different techniques - series (n): chuỗi, phim
to teach vocabulary (situation, nhiều tập
realia) - crew (n): thủy thủ đoàn
- terrorist (n): kẻ khủng bố
vocabulary
- aliens (n): người ngoài
hành tinh
- galaxy (n): dải ngân hà
248
* Checking vocab: What and - space buggy (n) xe vũ trụ

where - weightless (adj) không trọng
lượng
2. Listen and read
* Introduction:
? Look at the pictures and the - Answer the questions individually.
heading What could happen to
* Suggested answers:
Earth? but cover the text.
- Brainstorm questions with Ss and
write them on the board.
Where are Duong and Nhi? - They are outside.
What are they doing? - They are going to school.
What might they be talking - They may talk about the Earth in the
about? future.
? Listen to the conversation without
reading the text to see if their
predictions were correct.
- Follow up with the same
questions.- Accept all possible
answers from Ss. Remember not to
give correction at this stage.
II. Practice (20'')

1a. True or false (1aP59) Key:
? Run through all the statements. 1. F 2. T 3. F
? Listen to the conversation then 4. T 5. F
tick T or F. Key:
1. James Kirk is the caption of the
1. b. Answer the quetions spaceship.
Ss work individually to answer the
questions. Ss compare answers with 2. They went to Nibiru planet.
a partner and then discuss as a
class. Have Ss say where they 3. It happens in 2259.
found the answers in the
4. It’s the name of the spaceship that
converdation.
the crew travels on.
5. He wants to destroy Earth.
1. c. Find the sentences Key:

Ask Ss to look at the conversation 1. That’s funny, Trang also asked me
again and underline the sentences in what I thought would happen to Earth in
249
reported speech. Have Ss read the future.

aloud the sentences.
2. I said I didn’t know but that Earth
might be run by aliens!
2. Lable the picture

? Run through all the words in the
box. Key:
? work in pairs to match the words 1. aliens 2. space buggy
with the pictures. 3. UFO 4. weightless
-Then check their answers. Explain 5. galaxy 6. spaceship
that UFO is an acronym, which 7. solar system 8. planet
stands for unidentified flying object.
Afterwards, have Ss repeat the
words chorally. Correct their
pronounciation if necessary. Check
their understanding if necessary.
3. Gap fill Key:

Have Ss work independently to fill 1. aliens 2. UFO
the words/phrases in the blanks, 3. space buggy 4. planet; planet
then check with a partner. Elicit 5. weightless 6. solar system
Ss’answers. 7. galaxy 8. spaceship
III. Production ( 6') Summary the
conversation
? Work in groups.
? Summary the conversation
lesson.
V. Homework (2')
? Do Ex B1,2 P44 - 45 (Workbook) - Take note

Week 33
250
Period 96
A.Objectives:
- Read the text about some planets in the solar system for details.
- Learn some more words related to life on other planets.
- Stress in words ending in -ful and -less.
B. Content:
- Stress in words ending in -ful and -less
C. Preparation:
D. Procedures:
I. Warmer (5'): Brainstorming

? Work in two teams to brainstorm Planets of the solar system
as many names of the planets in the - Neptune
solar system. - Saturn
? Read all the words individually - Mars
and chorally. - Jupiter
? Copy all the words - Venus
- Mercury
- Earth
- Moon
II. Vocabulary (10') - messenger (n): người đưa tin

1. Vocabulary - agriculture (n): nông nghiệp
- Teacher use different techniques - plentiful (adj): phong phú
realia)
- Follow the seven steps of teaching - Copy all the words
vocabulary
* Checking vocab: R.O.R
2. Reading
2.1. Activity 2 P60
* Set the scence: You are going to Key:
read a text about planets in solar
251
system. - God of sea

? Close your book and predict the - God of agriculture
names of roman Gods mentioned in - God of war
the text.
- God of thunder and lighting
? Read and check
2.2. Activity 3 P60 - God of love and beauty
? Work individually to fill in the
blanks without reading the passage
again.
? Compare the answers in pairs. Key:
? Read the passage again to confirm 1. Neptune 2. Saturn 3. Mars
their answers. 4. Jupiter 5. Venus
4. Activity 3 P60
a. Add suffixes -ful or -less to the Suggested answers:
words. weightless waterless resourceful/
- T can explain that to form resourceless airless beautiful
adjectives, we can add suffixes –ful wonderful
or –less to a noun or a verb
? Ss work individually. Ask some
Ss to write their answers on the
board.
- Check their answers as a class.
b. Make sentences for the new
words
? Work in pairs to write a sentence Examples:
about the topic of space for each - Earth looks more beautiful from space.
word. - Venus is a dry and waterles planet.
? Swap your sentences with another
pair’s to peer check.
- Afterwards, have some Ss read
out loud their sentences and correct
Ss’ work if necessary.
1. Stress in words starting with -ful - When we add –ful or –less to nouns or
and -less verbs to form adjectives, the stress of
? What happen when we add –ful the words remain unchanged.
or –less to nouns or verbs to form Example:
adjective. ‘water -> ‘waterless
‘hope -> hopeless/ ‘hopeful
For’get -> for’getful
2. Activity 5 P60 ‘thoughtless ‘meaningful ‘helpless
Explain to Ss that when we add ‘meaningless ‘helpful ‘thoughtful
suffixes –ful or –less to a word, the ‘useless ‘plentiful ‘useful
252
stress of the word remains

unchanged. Play the recording and
ask Ss to listen and stress the
words. Check Ss’ answers as a
class.
1. Her speech on the environment
3. Activity 6 P60
was ‘meaningful.
First, have Ss work individually to
mark the stress in each word. Then 2. My teacher is so ‘helpful when
ask Ss to compare their answers we don’t understand something.
with a partner. Have them practice
reading the sentences. Play the 3. I was ‘helpless to stop the dog
recording and ask Ss to listen, biting me.
check their answers and repeat the
sentences. If time allows, call on 4. This dictionary is so ‘useful.
some Ss to read out the sentences,
paying attention to the stress in 5. There is ‘plentiful water for life
each italicized word. on earth.
IV. Consolidation (2') Answer individually

? Recall the rule of stress in words
starting with un- and im-
V. Homework (2')
Do ExA1, 2, 3 P43
? Prepare: A closer look 2

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Week 34
253
Period 97
A.Objectives:
- Use may and might correctly
- Report questions
B. Content:
- Reported questions, may and might
C. Preparation:
D. Procedures:
I. Warm up (5'):
Grid
Prediction
Permission
(Ask for)
- Give out the poster.
? Read the sentences and decide if
they are predition or ask for or give
permission.
- Monitor and get feedback.
1. He may be in the
office.
2. Tom may lend you
the money.
3. May I use your
phone?
4. Lectures may use
projectors if they
wish.
5. There might be
water on Mars.
II. Grammar
1. May and might: review
- Draw Ss’ attention to the
REMEMBER!box. - We use may and might to say that say
? How do we use may and might that something is possible at present or
Tell Ss to study the example first. in the future.
Then they work in pairs to do the E.g: He may/might be in the office.
254
activity. Encourage them to talk as - Normaly, either can be used. Although,

much as possible. Remember that using may slightlynincreases the chance
there is no ‘right’ or ‘wrong’ as that smth will happen.
long as their sentences are E.g:
grammatically correct. Move Tom may lend you the money. (This is
around the class and listen to Ss. If unlikely)
there is a point which everyone is Tom might lend you the money. (I think
confused about, bring the class back this is very unlikely)
together and do a quick review of it. - May is sometimes used in formal
Activity 1 P60 English.
? Work individually to fill in the
gaps. Key:
- Have them compare the answers 1. may/might 2.may/might
with a partner and explain their 3. may/might 4. may
answers. Check the answers as a 5. may/might 6. may
class and ask for Ss’ explanations 7. may/might 8. May
2. Reported speech: Questions
- We use the verb ask when 1. To report a Wh-question, we use
reporting questions. In reported Subject + asked (somebody) + question
questions we use the statement word + clause.
word order and the question mark is Example:
omitted. “What were you doing at the time?”
- Remember that pronouns, She asked (me) what I was doing/ I had
possessive adjectives, verb tenses, been doing at the time.
and time expressions change in 2. To reported a Yes/No question, we
reported questions just an in use Subject + asked (somebody) +
reported statements. Look back at if/whether + clause.
Unit 11 for a review of how they Example:
change. “Did the alien talk to you?”
She asked me if/whether the alien
talked/had talked to me.
III. Practice
1. Activity 2 Key:
Have Ss work in pairs and do the 1. what 2. had seen; had landed
exercise. Ask some Ss to read out 3. what 4. had been going
their answer, and correct the 5. had looked 6. had been;
answers as a class. had looked like
7. had seen 8. had hidden
2. Activity 3 Let Ss work Key:

individually and check their 1. ask 2. if
answers with a classmate. Then 3. before 4. different
check the answers as a class.
255
3. Activity 4 Key:
? Work individually to write 1.The interviewer asked if he went for a
questions in reported speech. walk everyday.
- Have one student write the
answers on the board and get 2.He asked how Nick had left when he
feedback from other Ss. Afterwards, had seen the alien.
check the answers as a class.
- Have Ss explain the changes they 3.He asked what the alien had looked
have made. Have them do the rest like.
for homework.
4.He asked why Nick hadn’t taken a
photo of the alien.
5.The interviewer asked how long the

UFO had stayed there.
6.The interviewer asked if Nick had seen

4. Activity 5 any UFOs since then.
? Work in groups of three for 5 to
10 minutes.
? Play Nick’s role to report orally
the questions he was asked.
- Get another student in the group to
report what Nick answered.
- Ask the whole class to listen
carefully and give feedback. Correct
this group’s work if necessary. Ask
other groups to do the same if there
is enough time.
? Sum up the main content of the
lesson.
IV. Homework ( 2')
- Learn by heart all the new words
and structures.
- Do Ex B4-7 P45-46 (Workbook)
? Prepare: Unit 12Communication

Week 34
Period 98
256

A. Objective.
- Use the lexical items related to the topic life on other planets to give the
opinion
B. Content.
- Lexical items related to life on other planets
C. Preparation
D. Procedure
I.Warm up - 5': Chatting

- Which planet would you like to go to - Answer
if you have a chance ? Why?
- Introduce the new lesson : You are
going to join a teenagers’ blog to read
some discussions on whether they believe
in the existence of other life forms in the
galaxy
II. The new lesson

 Vocabulary - appropriate (adj) : phù hợp
E1/ Page 63 - NASA( National Aeronautics
- Use the pictures to elicit the content of and space administration) : cơ
the discussion quan hàng không và không gian
-Have ss read the comments. Ask them Hoa Kỳ
to do the reading as fast as possible and - Work individually
remember the ideas.
E2/ page 63.
- Ask ss to work in groups to discuss -Work in groups to discuss the
the five ideas five ideas
- Tell ss that they can look back at the and add any details from their
blog and use the example to discuss imagination about the planet or
- If ss agree, ask them to add any details justify their choice
from their imagination about the planet. Suggestion :
Elicit the reasons why there may be I disagree with Nhi because the
257
inhabitants there, what those inhabitants inhabitants there may be able to

look like, how they can communicate, live in high temperatures.They
how they can travel may have bodies which can resist
- Is ss don’t agree, ask them to justify heat
their choice …………………
3a. / Page 63
- Put ss in pairs. Make sure that ss work - Work in pairs
with a new partner for a change
- Ask ss to use the suggestion in the
pictures and the example and give reason
for each choice
3b/ Page 63
-Ask ss to report their decision to another - Group work
pair
- Get feedback
V. Homework (2')
-Guide ss how to Ex in workbook C/ page -Take note
47

Tổ trưởng
Chu Thị Hạnh

Week 34
Period 99
258

Lesson 5: Skills 1
A. Objective.
 Read for specific information about the role of science and technology in
the future
 Talk about the roles of science and technology
B. Content.
C. Preparation
D. Procedure
Warm up - 5': Brain storming .

- Write these headings on the board: - Group work (3 groups)
Health/ Travel/ Homes
- Brainstorm with the class some
predictions for future developments in
these fields. Encourage Ss to use their
imagination. Now open the book and do
the reading tasks.
- Teacher use different techniques to teach - incurable(a):
vocabulary (situation, realia) - advanced(a):
- Follow the seven steps of teaching - gene (n):
vocabulary - tiny(adj):bé nhỏ
* Checking vocab: Slap the board - expolre(v):
I. Reading- 15' - nutrition pill(n):
1 Ask Ss to read the passages quickly for - unemployment(n):
key words and then match with the Key:
headings. 1. B 2. A 3. C
2 Have Ss do the task individually. Then Key:
Ss can check their answers in pairs. Elicit 1. D 3. A 3. E
the answers from Ss. 4. B 5. F 6. C
3 Ask Ss to read the passages again and Key:
answer the questions. Ss can ask and 1. To explore Mars/To find out
answer in pairs. T corrects the answers as a if there is, or ever has been, life
class. If time allows, have Ss show where there/To explore the possibility
they found the answers.
259
of being able to live there.

2. They help people live longer.
3. 70 or 75 years.
4. Solar panels and solar
windows.
5. They can do chores such as
cleaning, cooking, washing, and
organising things.
II. Speaking - 15'
Set up the SPEAKING stage by getting - Work in groups of 4 ss
Ss to think about the pros and cons of
advancements in science and technology.
Explain that nothing is ‘black and white’;
there are always advantages and
disavantages. For example, say:
More and more robots will be invented and - Take a survey
used in the fututre. One of the advantages - Work in groups of 6 ss
of this is that robots will be able to do dirty
or dangerous jobs that humans don’t want
to do. At the same time, there are
disavantages – robots will replace people
in some areas so there will be
unemployment.
4 Ss work in pairs to think about these - Pair work
pros and cons. Encourage Ss to think of as
many ideas as possible. Move around to
give cues and observe.
Nuclear energy:
- convenient, clean, available...
- expensive, unsafe, environmentally,
unfriendly...
Nutrition pills:
- people can live longer, convenient,...
- expensive, create an ageing
population, create overpopulation...
Smart phones:
- convenient, quickly, entertaining...
- Environmentally unfriendly,
discourage face-to-face
communication, people can be
tracked at all times...
260
Space travel:
- Exciting, adventurous...
- Expensive, dangerous...
5 Divide the class into groups of five or
- Group work
six. Each group talks about one of the
fields in 4. Tell Ss to read the example
before they start. Encourage them to use
the phrase given in the Look out! box.
While Ss are talking, T goes around to give
assistance if necessary.
If time allows, have Ss summarise their
group’s ideas and present to the class.

V. Homework (2')
- Take note
- Do Ex in work book

Tổ trưởng
Chu Thị Hạnh

Week 35
Period 100
261

Lesson 6: Skills 2
A. Objective.
 listen for general and specific information about how science and
technology solve some problems in the future
 write to express agreement and disagreement about the roles of science

and technology
B. Content.
- Lexical items related to the topic of science and technology
C. Preparation
D. Procedure
I. Warm up - 5':
- Chatting Teacher- Ss
? Your idea about homes, education and
travel in the future
- Introduce the new leson
II. The new lesson
* Vocabulary( 4’)  Vocab:
A. Listening ( 15’) - drawback (n) :hạn chế
- Set the scene: Nick. Duong and Chau - yield(n) : sản lượng
are talking about science and technology - advance(n): tiến bộ
- negative(adj): có tính tiêu cực
E1/ Page 55. Listen to the conversation - Work individually

and choose the best summary Key:
- Have Ss read the three options. Then b. The benefits and drawbacks that
play the recording and elicit the answer advances in science and
from Ss. technology may bring to people’s
lives.
E2/ Page 55. Listen to the conversation

and circle the words and phrases as you Key:
hear 1. problems
- Run through the words/ phrases 2. high yields
262
- Play the recording again, once or twice. 3. overcrowding

Ask Ss to listen carefully and tick the 4. bring unemployment
words/phrases according to what they hear Key:
in the passage. 5.High yields in farming will (help
E3/ Page 55. Listen again and answer feed the growing population on
the questions earth).
- Run through the questions
- Play the recording again. Tell Ss to take 6.( We may be able to live) on
notes/ write down the key words as they other planets.
listen. Then they answer the questions in 7.He says he likes the idea of
writing or verbally. having lessons at homewith a
- Correct their answers as a class. robot, and on the Internet.
8.Yes, she does.
9. He thinks there will be many
new problems
B. Writing (16’)
- Introduce the note about how to write
to express agreement or disagreement - Answer the questions
? How many parts are there? What are
they? What do we write in each part?
E4/ Page 55. Look at the sample
paragraph and fill in the outline.
- Have Ss read the sampleparagraph.
- Read the paragraph
Explain that the first sentence in the
- Work in pair to fill in the outline
sample is the topic sentence which tells
Idea 1: Expensive
the reader whether the author agress or
Idea2: Make worker jobless
disagrees with the statement. The
following sentences epress the reasons. Idea 3: Make people lazy and
The last sentence is the concluding inactive
sentence, which summarise the main
points in the paragraph.
- Ask ss to work in pairs to fill in the
outline.
- Check as a class.
E5. Make notes. Write a paragragh on
the topic - Write a paragraph
- Have Ss read the argument put forward.
Then work in pairs to make notes the
model in 4. They must decide if they agree
or disagree, give three supporting point.
- Ask ss to write a paragraph
. Make sure that they use proper
263
connectors first/firstly, second/secondly,...

and pay attention to spelling and
punctuation.
- T may ask some ss to represent their
writing and ask the others to give
comment

V. Homework (2')
- Take note

Week 35
Period 101
264
TEST CORRECTION
A. Objective.
B. Materials :
Test papers
C. Procedures :
I. Warm up
II. Discussion
correct them.
check their marks
III. Commendation
+ Grammar.
+ Vocabulary.
IV. Home work
- Review the grammar and contents of units 11,12
Week 35
Period 102
265

Lesson 7: Looking back + project
A. Objective.
topics.
learnt in Unit 11
B. Content.
- Vocabulary: science and technology
- Grammar: Future tense
Reported speech
C. Preparation
D. Procedure
I. Warm up ( Games : Calling names )

? What are the benefits that science and - Take part in the game in two
technology bring to our lives ? teams
II. The new lesson

A.Vocabulary - Work individually
E1. Page 56. Write the correct form of
the words in brackets Key:
- Ask ss to work individually then ask 1. scientific
some ss to write on the board 2. environment
- T confirms the correct words 3. developments
4. discoveries
5. unnatural
E2/ page 56. Complete the word web
- Organize the game for two teams. In - Work in teams
4 minutes, ss in each team must go to
the board to write word to complete
the word web. The team with more Key:
correct words is the winner - Farming
- Home life
- Entertament
266
- Medicine
- Space exloration
E3. Fill each gap with a word from the - Communication
box to complete the passage
- Let ss read the passage and complete Key:
this exercise individually 1. inventions
- Call on some ss to write on the board 2. laboratory
- T confirms the correct words 3. science
4. inventing
5. benefits
6. productive
B. Grammar
- Recall ss about the rules to change a Key:
direct sentence into an indirect sentences 1. He said that they were doing an
E4/ Page 56. Change the sentences experiment
into reported speech 2. She told me that I had to sign
-Have ss work individually then cross the paper again
check 3. Tam said that they had watched
- Ask some ss to read aloud their a television documentary on the
sentences future of nuclear power
- Correct their answers 4. Scientists said that in 50 year’s
time we might be living on the
moon.
E5/ Page 56. Rewrite these sentences in

indirect speech Key :
- Have ss do the task in their notebook. 1. Kien said “ I missed / have
- Ask some ss to read aloud their missed the train”
sentences 2. Duong said “ I can run very
- Correct their answers fast”
3. “ I will hand in the report
tomorrow” Mia told me
4. She said “ I am reading a
science fiction book about life on
Venus”
5. “ I will be a layer when I grow
up” he told me
C. Communication
E6 / Page 57. Write prediction for
each of the following fileds
- Have them work individually. Tell
267
them to be imaginative. Make sure they - Work individually

write a prediction for at least three of the
fields
- Have ss read out one of their
predictions to the class. Others can ask
them questions about their predictions
III. Consolidation
Finished!
- Ask ss to complete the self-
assessment.
Project
- Work in groups . Give ss enough time
to read the passage then develope their
ideas
- Call some ss to represent. The class
vote for the best useful inventions
IV. Homework: - Take note
- Prepare for Final test

Tổ trưởng
Chu Thị Hạnh

Week 35
Period 102
268
REVIEW 4 – LANGUAGE
A. Objectives:
1. Knowledge:
Students will revise what they have learnt in units 10, 11, 12. Students will
further practise with areas that Ss find difficult.
2. Skills: Develop students’ listening, speaking, reading and writing skills.
3. Attitude: Educate students to be active in learning.
4. Competences: Develop the competences of communication, cooperation,
using languages, and problem solving.
B. Preparation:
C. Procedures:

I. Warm up
What are the titles of units 10, 11,
and 12?
II. New lesson
Pronunciation:
Ex1. Review the rules of stress in Do the task individually and then share
words starting or ending in un-, the answers with a partner.
im-, -ful, -less, -ity, and -ive with Listen and check.
Ss as a class. uni'dentified a’bility
’meaningful un’suitable
‘paperless im’mobile
‘wireless po’ssessive
suc’cessful in’formative
inte’ractive im’possible
capa’bility un’popular
‘powerless ‘colourless
Ex2. Complete the words. Work individually and share the answers
with a partner.
1 colourless 4 capability
2 unidentified 5 meaningful
3 interactive 6 impossible
Ex3. Match Work individually and share the answers
with a partner.
1 meet face to face
2 make inventions
3 exchange information
4 fly into space
5 move round the sun
6 benefit from science and technology
269
Ex4. Write the correct form of Work individually and share the answers
the words. with a partner.
1 scientist 4 ambitious
2 chemistry 5 unhappy
3 inventor 6 invention
Ex5. Grammar Work individually and share the answers
Use the correct form of the verbs with a partner.
in brackets. 1 will…be? 5 will be
2 to buy 6 will appear
3 to read 7 to read
4 look 8 will appear
Ex6. Reported speech Work individually and some write the
answers on the board.
1 Lena said (that) she enjoyed chatting
on the phone with her friends.
2 The teacher said (that) a
communication breakdown might
happen due to cultural differences.
3 Duong asked (me/us) what the
inhabitants of Jupiter might look like.
4 Chau asked (me/us) if/whether we
would still have traffic jams in 30 years’
time.
5 Phuc told me (that) he had read a book
about life on other planets.
Ex7. Everyday English Work individually and share the answers

Match the questions – the with a partner.
answers 1–D 2–F 3–E 4–G
5–A 6–C 7–H 8–B
IV. Consolidation
Sum up the lessons Listen
V. Homework
Look over the exercises and - Listen and take notes the assignments.
foresee part 2 Skills.

Week 36
Period 105
REVIEW 4 – SKILLS
A. Objectives:
270
1. Knowledge:
- Students will practise listening, reading, speaking and writing skills.
2. Skills: Develop students’ listening, speaking, reading and writing skills.
3. Attitude: Educate students to be active in learning. Get ready to take the end-
term test.
4. Competences: Develop the competences of communication, cooperation, using
languages, and problem solving.
B. Preparation:
C. Procedures:
I. Warm up
Change these sentences into 1 “I bought a new computer yesterday.”
reported speech. He said.
2 “I was at my cousin’s birthday party last
night.” She said.
3 “I have never been to Australia before.”
She said
4 “I have seen this film twice.” She said.
II. New lesson
Reading Do the passage individually and then
Ex1. Read the passage and mark share the answers with a partner.
the sentences as true/false Key:
1. T 2. F 3. F 4. F 5. T 6. T
Speaking Work individually first and then in
Ex2. Choose one of the questions groups
that interests you the most. Work in 5 groups. Each group talks
about one of the questions.
Some students will present in front of
the class.
Listening Read the questions first.
Ex3. Listen to the conversation Answer the teacher’s questions about the
and choose the correct answer to meanings of the phrases.
each question. He was out/ S + be + out
He was away/ S + be + away
Some students will give the answers in
front of the class:
1. C 2. B 3. A 4. A 5. C
Writing Brainstorm ideas about the use of
Ex4. Write an online message to modern equipment in our lives:
271
a friend and tell him/ her about advantages and disadvantages.

the problems you have had Students write individually and share the
recently with your iPad. writing with a partner.
- time consuming
- flat battery
- weak signal
- no connection
Further practice
Rewrite these sentences in other ways:
1. He falls off his bike because he rides too fast. → If he didn’t_________.
2. She doesn’t water the trees so they die.→ If she_____________.
3. The crops are not good because there is a storm.→ If there weren’t____.
4. Nick sneezes a lot because the air is dirty.→ If the air weren’t________.
5. “I have never been to France before.”→ She said that_____________.
6. “I have seen this film twice.”→ She said that_____________.
7. “I draw this picture.”→ She said that_____________.
8. “I will be a teacher in the future.” → She said_____________
9. “It might be an alien.” → He said_____________.
10.She said she was from Singapore.→ She said: “_____________.”
11.He said he could play the guitar.
12.She said she had taught English in that school for 20 years.
13.He said he would visit France the next month.
14.She asked me if I came from England.
15.
III. Consolidation
Sum up the lessons Listen
IV. Homework
Look over the exercises and - Listen and take notes the assignments.
prepare writing: Do you agree or
disagree with the idea? Playing
computer games too much causes a
lot of problems for children.

Week 36
Period 107
FINAL TEST
A. OBJECTIVE
272
- Through the test, students can check their knowledge that they’ve learnt how
well through all the school year.
B. CONTENT
(Photocopied paper)

Week 36
Period 106 Revision
Conditional sentence
I. Objectives:
273
- Ss will be able to have further practice with exercises relating to conditions.

II. Language content
Câu điều kiện dùng để nêu lên một giả thiết về một sự việc, mà sự việc đó chỉ có thể
xảy ra khi điều kiện được nói đến xảy ra. Câu điều kiện gồm có hai mệnh đề:
Mệnh đề điều kiện (còn gọi là mệnh đề IF) là mệnh đề phụ.
Mệnh đề nêu lên kết quả là mệnh đề chính.
1. Câu điều kiện loại I.
Câu điều kiện loại I còn được gọi là câu điều kiện có thực ở hiện tại.
Điều kiện có thể xảy ra ở hiện tại hoặc tương lai.
If + S + V (hiện tại), S + will + V (nguyên mẫu)
2. Câu điều kiện loại II.
Câu điều kiện loại II còn được gọi là câu điều kiện không có thực ở hiện tại.
Điều kiện không thể xảy ra ở hiện tại hoặc tương lai, chỉ là một giả thiết, một ước muốn trái
ngược với thực trạng hiện tại.
If + S + V (quá khứ), S + would + V (nguyên mẫu)
3. Câu điều kiện loại III.
Câu điều kiện loại III là câu điều kiện không có thực trong quá khứ.
Điều kiện không thể xảy ra trong quá khứ, chỉ mang tính ước muốn trong quá khứ, một giả
thiết trái ngược với thực trạng ở quá khứ.
If + S + had + P.P (quá khứ phân từ), S + would + have + P.P
III. Exercises.
I. Use the correct tense: (Conditions: Type 1,2)
1. The teacher will be very angry if you …………………… (not do) your homework.
2. If he ……………………………….. (tell) me, I could help him.
3. If you don’t water the flowers, they ………………………………………… (die).
4. If you didn’t water the flowers, they …………………………………………(die).
5. I ……………………………………….. (come) if I had time.
6. If you don’t hurry, you ……………………………………….. (miss) the bus.
7. If I …………………………… (be) you, I wouldn’t buy that car.
8. He will play tennis if the weather …………………………………. (be) good.
9. I would be very happy if she …………………………………. (be) my sister.
10. She could win the race if she …………………………………. (try).
11. If he ……………………….. (go) to bed early, he will get up early.
12. If he touches this wire, he ……………………………….. (get) a shock.
13. You will get wet if it …………………………… (rain).
14. If I knew, I ………………………………… (come) earlier.
15. I wouldn’t say it if I ……………………….. (be) you.
16. What will you do if you ………………………………… (get) a bad mark?
17. If she ………………………….. (wear) a necklace, her dress will look better.
18. If you go near the dog, it ………………………………. (bite) you.
19. Bodrum ……………………… (be) ideal for a holiday if it weren’t so crowded.
20. He will be ill if he ……………………….. (eat) so much.
21. If she ……………………………. (read) the book carefully, she will understand it.
22. The children can stay up late if they ……………………….. (be) good.
23. If the dinner isn’t ready, I ……………………………….. (go) out.
24. We would die if the plane ……………………………….. (crash).
25. If he (study) ………………… harder, he can pass an exam.
26. She may be late if she (not hurry) ……………………...
27. He (come) ………………….if you waited.
28. If you (ring) …………………… the bell, the servant would come.
29. He …………………………… (not / live) in İstanbul if he ……………… (hate) it.
274
30. If you …………………… (write) the letters, I ……………………… (post) them.

31. If you ………… (not / leave) immediately, I …………………. (call) the police.
32. If he ………… (not / arrive) soon, we ………. (have to) have dinner without him.
33. I ……..(not/have to) borrow any money from you if I ……… (get) my salary tomorrow.
34. If you ………………… (invite) her to the dance, she ……………(be) very pleased.
35. If you ………………… (retire) soon, you …………………….. (make) yourself ill.
36. If you …………………. (write) him a letter, he ………………….. (know) our address.
37. If the policeman had seen the thief, he …………………………………….. (arrest) him.
38. The buildings wouldn’t have burned to ashes if the firemen …………… (come) in time.
39. People wouldn’t cross the Bosphorus, if they ……………… (not / build) those bridges.
40. If the family had saved enough money, they…………………………… (buy) a new flat.
41. If I had known that he was sleeping, I ………………………………. (not / disturb) him.
42. If I had lost all my money, I ………………………………………... (be) very unhappy.
43. If you had phoned me before you came, you ………………………. (find) me at home.
II. Find correct items and complete the following sentences: Use a type 1 conditional.
1. If we ….. go …….. to London, …… we’ll ………. visit our cousin.
2. If they ………………. their homework tonight, their teacher …………………. happy.
3. If the weather ………………… good, George ………………… swimming this weekend.
4. If he …………………. swimming this weekend,…………………. …...a wonderful time.
5. If you don’t eat your dinner tonight, ……………………………………………... hungry.
6. If .…………………………..tired, they’ll go to sleep early tonight.
7. If it ……………………………….. , she’ll wear her new raincoat.
8. If you ………… too many cookies after dinner tonight, ………………get a stomachache.
9. If I ………………………… too much coffee, …………………………... get a headache.
III: Comment on these situations. Use a type 2 conditional.
1) Alan always overeats at lunch because he never eats breakfast.
2) I don't know enough about the machine, so I can't mend it myself.
3) I don't ride the bus to work every morning because it's always so crowded.
4) Not enough money is spent on cancer research, so a prevention has not been found.
5) The wind is blowing hard, so I won't take the boat out for a ride.
6) Nick can't find the way because he hasn't got a map.
7) Schroeder ignores Lucy, so she gets angry at him.
8) I can't look the word up because I haven't got a dictionary.
9) Linus is smart, so he finds clever solutions to life's problems.
10) We don't visit our parents very often because they live so far away.
11) She is very busy, so she doesn’t enjoy parties
12) I don’t have right change so we can’t get tickets from the machine
13) I don’t know her number, so a can’t phone her
14) She doesn’t take any exercise; that’s why she is so healthy
15) He doesn’t work overtime, so he doesn’t earn as much as money as I do
16) People don’t understand him because he doesn’t speak clearly
17) Today is not Sunday so I can’t go out with my friends
275

Week 35
Period 104
FINAL TEST CORRECTION
A. Objective.
276
B. Materials :
Test papers
C. Procedures :
I. Warm up
II. Discussion
correct them.
check their marks
III. Commendation
+ Grammar.
+ Vocabulary.
IV. Home work
- Review the grammar and contents of units 6,7.
277
278

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Giáo án Tiếng Anh 8 (Đề án) - Năm học

+ Further practice of the language and skills taught in class

I. Warm up (5'): Describe pictures

? Why do you think Mai, Phuc and

it is the type of thing that you are

4. Find the words/ phrases (2 P7)

5. Complete the sentences (3 P7) Key:

IV. Production ( 6') Game:

V. Consolidation (2') - Answer individually

VI. Homework (2')

Teacher’s activities Students’ activities

I. Warm up (5'): Kim's game - Look at the pie chart only

board - Repeat in chorus and individually

from a verb and used as a Socializing Socialize

right hand. - Write the poem and read aloud.

IV. Consolidation (2')

Ngày ….. tháng …… năm 2018

Chu Thị Hạnh

Teacher’s activities Students’ activities

4. Write sentences (4P10)

themselves with the e-mail by asking: ? enjoy do-> enjoy doing

III. Production ( 6')

IV. Consolidation (2')

Teacher’s activities Students’activities

about some activities teenagers do in

-dancing, doing drama

III. Production ( 6')

IV. Consolidation (2')

Date of writing: 04.9.2018

Teacher’s activities Students’ activities

I. Warmer (5'): Listing

? What are the harmful things

III. Speaking (15'')

2. Role play (task 5 P12)

IV. Consolidation (2') V. Homework (2')

Date of writing: 04.9.2018

Teacher’s activities Students’ activities

I. Warmer (5'): Sharing

compare answers with their partner. 5. physical health 6. people

IV. Consolidation (3')

Date of writing: 04.9.2018

Have Ss complete the sentences Work individually to give the correct

III. Communication (10') Read and match

IV. Consolidation (3')

Date of writing: 11.9.2018

UNIT 2: LIFE IN THE COUNTRYSIDE

Teacher’s activities Students’ activities

I. Warm up (5'): Brainstorming Fly a kite

I.The new lesson - harvest time (n) mùa gặt

1. Listen and read(14’)

? What is the conversation about ? - Answer the questions

a. Are these sentences true or false

2. Match the activities with the

3. Can you think of somesss more things

III. Consolidation (2')

IV. Homework (3')

Ngày ….. tháng …… năm 2017

Chu Thị Hạnh

Date of writing: 11.9.2018

UNIT 2: LIFE IN THE COUNTRYSIDE

I. Warm up(5'): Brainstorming

- Check understanding of these words.

6. Listen and circle the word you hear