Tienganh9 hk2

Period 55
UNIT 7: RECIPES AND EATING HABITS

Lesson 1: GETTING STARTED
I. OBJECTIVES:By the end of the lesson, students can:

- use the lexical items related to making a prawn salad
- listen and read Nick's mum and Mi's conversation for specific information about
how to make a spawn salad
- Learn some more famous dishes of some countries in the world
1. Knowledge:
a. Vocabulary: lexical items related to making a prawn salad
b. Grammar: Giving instruction
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for cooking for themselves and for their
family.
II. TEACHING AIDS
1. Materials: Textbooks, plan
2. Equipment: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
*Chatting.
T asks Ss some questions - What did you eat yesterday?
Ss answer the questions - What is your favourite food/ drink/ fruit?
- Can you tell me some food and drink you
know?
T introduces the lesson

2. Presentation
Aim: Ss can know how to read some vocabulary words and its meaning about the
ingredients of prawn salad and some verbs to prepare to cook the prawn salad.
1. Listen and read
T explains some vocabulary words about * The ingredients of prawn salad
the ingredients of prawn salad and some prawns, salt, pepper, lemon juice,
verbs to prepare to cook the prawn salad. mayonnaise, celery, spring onions
Ss copy and repeat * Preparing and cooking:
wash, boil, combine, add, mix, chop, drain,
T lets Ss listen to the tape peel
Ss listen to the tape.
T asks Ss to read the conversation in
pairs
Ss read the conversation in pairs
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a prawn
salad.
c. Answer the questions.
T asks Ss to answer the questions in pairs Key: 1. Nick’s mum.
without reading the dialogue again. 2. Because it’s simple and delicious.
Ss answer the questions in pairs 3. In the summertime.
T calls some pairs read the answers 4. They are versatile, and you can use lots
And corrects and remarks of different ingredients in a salad.
5. Nick’s mum boils and drains the prawns.
Nick washes the celery, peels the prawns,
and mixes the ingredients. Mi washes the
spring onions, chops the celery and spring
onions, and mixes the ingredients.
6. Because he is finding it difficult to wait
for one hour
2. Write the name of each dish in the box
under each picture.
- Have Ss look at the pictures. Tell Ss Key:
that in the box are some dishes from A. Cobb salad
different countries in the world. B. sushi
- Ask Ss to write these dishes under the C. steak pie
pictures, and then compare their answers D. fajitas
in pairs. Play the audio for Ss to check E. lasagne
and repeat the answers. F. mango sticky rice
G. beef noodle soup
H. curry
3 a. In pairs, discuss which country from
the box is associated with each dish in2.
- Have Ss work in pairs to discuss what Key:
country in the box is associated with A. The USA
each dish in 2. Check and confirm the B. Japan
correct answers. C. The UK
D. Mexico
E. Italy
F. Thailand
G. Viet Nam
H. India
b. Fill each blank with the name of a dish
in 2.
Key:
- Tell Ss to complete the sentences with 1. Lasagne
the names of the dishes in 2. The 2. curry
complete sentences will give Ss 3. steak pie
information about these dishes. Call on 4. Fajitas
two Ss to write their answers on the 5. sushi
board.
4. Further practice
Aim: Ss can present how to cook how to prawn salad
Eg:
T guides Ss to talk about cooking prawn Hi every one! I am going to talk about
salad. cooking prawn salad.
Ss talk how to cook how to prawn salad In order to cook prawn salad, we need the
T corrects and remarks ingredients: prawns, salt, pepper, lemon
juice, mayonnaise, celery, spring onions.
Now, I will teach you how to cook
- wash the selery and spring onions
- boil the prawn until they are pink
- drain and peel them
- chop the celery and spring onions
- combine the prawn and celery in the bowl
- Add two tablespoons of mayonnaise, half
a pepper and some lemon juice.
- Mix all the ingredients well.
- Add the spring onion on top.
- cover the bowl and leave it in the fidge for
an hour.
- serve them
3. Guides for homework
- Learn the vocabulary by heart
- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- Find Verbs for preparing and cooking foods
- Find: kind of meat, foods which you have to peel, foods which are made from
milk, fruits which are red, vegetables which are green.
Period 56
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES: By the end of the lesson, students can:

- learn some more words related cooking verbs
- remember the instructions on how to make a pizza
- Identify the tone in statements used as questions and say these sentences
correctly.
1. Knowledge:
a. Vocabulary: words related to cooking verbs and making a pizza
b. Grammar: Imperative
c. Pronunciation: Tones in statements used as questions.
family.
II. TEACHING AIDS
2. Equipments: computer, projector, loudspeaker
III. PROCEDURE
2. New lesson:
1. Warm up
Find:
+ Groupwork: - Kind of meat:
- Divide the class into 5 groups - Foods which you have to peel:
- Write kind of meat, foods which you - Foods which are made from milk:
have to peel, foods which are made from - Fruits which are red:
milk, fruits which are red, vegetables - Vegetables which are green:
which are green
- Time: 3 minutes
- The group which write more right
words is the winner.
2. Presentation
Aim: Ss can know how to read some food preparation verbs and know its meaning.
T uses images in computer to explain I. Vocabulary
some vocabulary words by writing verbs 1. Write a food preparation verb from
under the pictures (Ex1) the box under each picture.
Ss copy and repeat Key:
A. chop
B. slice
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
3. Practice
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to use 2. Complete the sentences with the
words in part 1 to complete the sentences correct form of the verbs in 1.
and then compare their answers with a Key:
classmate. 1. chop; Slice
2. grates; sprinkles
Ss work individually and then compare 3. Marinate
their answers with a classmate. 4. whisk
5. Dip
T has Ss explain the meaning of each 6. spread
verb in English or Vietnamese. Correct
Ss’explanations when needed.
3. Match each cooking verb in A with its

- Have Ss do this exercise individually definition in B.
and then compare their answers with a Key:
partner. Check and confirm the correct 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B
answers.
4 a. Look at the pictures and answer:

T: What can you see in the pictures?
T asks Ss to look at the pictures and S: tomato sauce, onion, cheese, apple,
answer some questions bacon, pizza base
Ss look at the pictures and answer. T: Do you know what dish these ingredients
are used for?
S: → pizza
T: Have you ever eaten or made a pizza?
S: Yes (no)
T: Can you describe the process of making
about pizza?
S: ….
b. Complete the instructions below with
the verbs in1 and3. One verb is used
T asks Ss to complete the instructions twice.
below with the verbs in part 1 and part 3 Key:
Ss complete the instructions 1. Chop
T corrects and remarks 2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake
II. Pronunciation
5. Listen to the conversations. Draw ↷ or
- Now have Ss read the information in ⤻ at the end of each line. Practise the
the REMEMBER! box. Answer any conversations with a partner.
questions from Ss, and ensure that Ss Key:
understand the information. 1. A: What do we need to make a pizza?
B: A pizza base, some cheese, some bacon,
- Ask Ss to read through the three an onion, and an apple ↷.
conversations. Play the recording for Ss A: An apple ⤻?
to draw appropriate arrows to indicate B: Yes, an apple ↷.
the intonation of each sentence. Have Ss 2. A: What’s for dinner ↷?
compare their answers in pairs. B: We’re eating out tonight ↷.
- Call on some pairs to read the A: We’re eating out ⤻?
conversations out loud. B: Right ↷.
- Correct any mistakes. 3. A: I can’t eat this dish ↷.
B: Why not ↷?
A: I’m allergic to prawns ↷.
B: Allergic to prawns ⤻?
A: Yes, my skin turns red when I eat
them ↷.
6. Work in pairs. Complete the mini-
dialogues with suitable statement
questions.
Suggested answer:
1. You don’t like pasta?/Don’t like pasta?
2. Add some salt?
4. Further practice
Aim: Ss can practise the mini-dialogues using the correct intonation
- Ask Ss to work in pairs to complete the Practise the mini-dialogues using the
mini-dialogues with suitable statement correct intonation.
questions. Call on some pairs to write
their answers on the board. Give
comments when needed.
- Have Ss practise the mini-dialogues
and act them out in front of the class
with the correct intonation.
- Ask other Ss to comment.

- Write their own mini-dialogues with statement questions.
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
Period 57

- know how to use quantifiers, modal verbs in conditional sentences type 1
1. Knowledge:
a. Vocabulary: Review
b. Grammar:
- Quantifiers
- Modal verbs in conditional sentences type 1
family.
II. TEACHING AIDS
1. Materials: Textbooks, plan.
2. Equipment: computer, projector
III. PROCEDURE
2. New lesson:
1. Warm up
- Ask Ss to work in pairs to write down *Quantifiers: review
all quantifiers they know in two
minutes. The winner is the pair which
has the most answers.
2. Presentation
Aim: Help Ss review the quantifiers and Help Ss use modal verbs in conditional
sentences type 1.
T asks Ss to retell the way to use I. Quantifiers: a, an, some, any
quantifiers
Ss retell the quantifiers and give
examples
- Ask Ss to retell the use and the form II. Modal verbs in conditional sentences
of conditional sentences type 1. type 1
Ss retell the use and the form of If + S + V (present simple), S +
conditional sentences type 1 and give can/must/may/might/should + V (in-
example finitive).
3. Practice
Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs in
conditional sentences type 1.
- Have Ss do this exercise individually 1. Fill each blank with a, an, some, or any
and then compare their answers in pairs. Key:
- Tell Ss that when talking about recipes 1. a
people usually use food quantifiers and 2. a
that the Look out! box contains the most 3. some
common ones. 4. some/any
- Have Ss read the information in the 5. a
Look out! box. Explain any unclear 6. some
points. 7. an
- Ask Ss to give examples with the 8. any
quantifiers. Ss may also add some more 9. some
food quantifiers they know to the list.
- Have Ss do the exercise individually
and then compare their answers with a
partner. Remind them that some quanti-
fiers can go with more than one noun.
- Check the answers as a class.
- Have Ss work in pairs to read the

instructions to make a chicken salad and 2. Match the food quantifiers with the
to fill each blank with a word/phrase nouns. Some quantifiers can go with
from the box. more than one noun.
- Check as a class. Key:
- Ask Ss to work in pairs, and think 1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e, f 8. b
about a simple salad they know. 3 a. Read the instructions to make a
Together Ss write the instructions to chicken salad. Fill each blank with a
make it. Call on some pairs to read word/phrase in the box.
aloud their instructions. Other Ss listen, Key:
make comments, and vote 1. 200 grams
for the best salad. 2. an
3. tablespoons
4. teaspoon
5. teaspoon
- Have Ss read the two given sentences 6. some
and answer the questions. Elicit their b. Write the instructions on how to make
answers and confirm the correct ones. it using the quantifiers and cooking verbs
you have learnt.
- Ask them to give the standard form of
conditional sentences type 1 with modal
verbs. T may call on one student to write 4. Read and underlined part and answer
the form on the board. Now have Ss the questions.
read the information and examples in Key:
the grammar box. Write the form of the 1. ability
examples on the board: 2. advice
- Have Ss do the exercise individually

and then compare their answers in pairs.
Ask some Ss to read out loud the 5. Match the first half of the sentence in
complete sentences. A with the second half in B.
Key: 1. c 2. e 3. a 4. b 5. f 6. d
- Have Ss work in pairs to read the
situations and write appropriate if-
sentences - Call on some Ss to write 6. What will you say in these situations?
their sentences on the board. Use suitable modal verbs with
- Give necessary correction. conditional sentences type 1.
Suggested answers:
1. If you want to have good health, you
must reduce the amount of salt in your
food.
2. If my brother is hungry, he can eat three
bowls of rice.
3. You can take a cooking class if it is at the
weekend.
4. If I eat this undercooked pork, I may
have a stomachache.
5. You should whisk the eggs for 10
minutes if you want a lighter cake.
4. Further practice
Aim: Ss can practise more about the quantifiers and conditional sentences type 1
T asks Ss to make sentences with
the quantifiers and conditional sentences
type 1
Ss make sentences with
the quantifiers and conditional sentences
type 1
T corrects
- Make sentences about the quantifiers and conditional sentences type 1.
- Prepare: Communication.
Period 58
Lesson 4: COMMUNICATION

- talk about the eating habits of Vietnamese people
- listen for detailed and specific information about teenagers' eating habits
1. Knowledge:
a. Vocabulary: words related to recipes and eating habits.
b. Grammar: quantifiers (review); modal verbs in conditional type 1.
family.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
- T asks some questions * Chatting.
Ss answer the questions - What do you often do at home?
- Do you help your mother cook for
family?
- What dishes do you know?
- Can you tell me some dishes you
know?
- ...
2. Presentation
Aim: Help Ss know some ingredients and preparation for pumpkin soup
T asks Ss to look at the picture and guess

the name of the dish in the picture.
Ss guess the name of the dish in the
picture. 1. Pumpkin soup
T asks Ss to discuss to give the
ingredients and preparations for the
pumpkin soup.
Ss discuss.
T lets them listen and check.
T asks Ss to listen and complete the
ingredients and preparation for the
pumpkin soup.
Ss listen and complete * Ingredients:
T corrects and remarks - a kilo of pumpkin.
- two shallots.
- two sticks of celery
- two tablespoons of butter
- two tablespoons of fresh of cream
- a pinch of salt
* Preparation
- peel the pumpkin
- chop it into cubes
- peel the shallots
- slice them
- Wash the celary and removes the leaves
T asks Ss to talk about the ingredients and
preparations for the pumpkin soup:
Pumpkin soup is my family’s favorite
soup.
The ingredients are:…….
Before cooking,…..
Ss talk
T corrects and remarks
2. Extra vocabulary
- cube (n)
T gives extra vocabulary - purée (v): make fruit or vegetables into a
Ss copy and read thick, smooth sauce, usually in a blender
- garnish (v): decorate a dish of food with
a small amount of another food
- tender (adj): soft or easy to chew
3. Practice
Aim: Help Ss listen to a talk about how to prepare the ingredients
3. The steps to make the soup:

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

T lets them listen again and gives the Key:
benefits of this dish. - a good source of fibre, minerals, and
Ss answer vitamins, especially vitamin A
- improve your eyesight and protect
yourself from certain cancers
4. Further Practice
Aim: Help Ss know how to prepare ingredients and the steps to cook a dish
4. How to cook a dish you like.
T guides Ss to talk about cooking a dish
they like in group Name of the dish: ……………..
Ss practise Ingredients: ……………
Preparation: …………….
Steps: ………..
T asks groups to stick their answers on the Benefits of the dish: …………..
walls around the class. Ask other Ss to
move around to each group and listen to
the group’s presentation about the dish.
Have Ss vote for the best dish and explain
the reasons.
T advices Ss cook for themselves and for family
- Learn new words/ workbook: C. Speaking
- Prepare next lesson: Skills 1.
Period 59
Lesson 5: SKILLS 1
I. OBJECTIVES: By the end of this Unit, students can:

• read for general and specific information about the eating habits of Japanese
people
• talk about the eating habits of Vietnamese people
1. Knowledge:
a. Vocabulary: favourite dishes and recipes for dishes.
b. Grammar: Conditional sentences type 1with modal verbs
family.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- Ask Ss some question *Chatting.
- How often do you cook meals?
- What kind of food do you often cook?
- Do you think your dishes are good for
health?
- Can you tell me some healthy food and
unhealthy food?
…
2. Presentation
Aim: Help Ss understand some words related to Japanese eating habits.
I. Reading
T asks some questions related to the
dishes in the pictures in the book. (Picture
A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled
cucumber).
Ss answer the questions 1. Vocabulary
arrange:
T gives some vocabulary words raw:
Ss copy and read component:
well-balanced:
longevity:
lortion:
horseradish:
avocado:
ginger:
2. Now read an article about Japanese
T asks Ss to read an article about eating habits. Match the headings (1-3)
Japanese eating habits with the paragraphs (A-C).
Ss read and match the headings (1-3)
with the paragraphs (A-C). Key: A. 3 B. 2 C. 1
3. Practice
Aim: Ss can read for general and specific information about the eating habits of
Japanese people and answer the questions.
3. Read the article again and answer the
- Have Ss read the article again to answer questions.
the questions. Ss can underline parts of Key:
the text that help them with the answers. 1. They like raw food and do not use
Ask Ss to compare their answers before sauces with a strong flavour.
giving the answers to T. Ask them to give 2. They cut fresh fish.
evidence when giving the answers. 3. Both can be served with soy sauce.
4. There are four (rice, miso soup, main
dish(es), pickles).
5. Rice is the staple food and is very
nutritious.
6. Because the dishes are presented in
different bowls and plates, and are
arranged carefully according to a
traditional pattern.
- Have Ss work in groups to discuss the II. Speaking

eating habits of Vietnamese people. Ss 4. Discuss the eating habits of
use the questions provided as cues. Move Vietnamese people.
around the class to provide help. Ask the Eg:
groups to organise their ideas to prepare 1. have big dinner with at least 3 dishes
for a short presentation. and use many kinds of special sauces for
each dish.
2. Rice is the typical components in a
Vietnamese meal.
3. Rice is the staple.
4. ⇒
5. Vegetable and soup are two dishes that
always appear in a typical Vietnamese
meal; after a meal, we usually eat fruit for
desserts.
6. Yes, because we eat a lot of vegetables
and fruits.
4. Further practice
Aim: Ss can talk about the eating habits of Vietnamese people.
* Present your group’s ideas about
Vietnamese eating habits.
- Have one group of Ss act as examiners Eg:
and other groups as competitors. The Vietnamese food is varied and distinctive.
groups take turns to present their ideas. If Traditional Vietnamese cooking usually
there is not much time left, allow about uses fresh ingredients, little dairy and oil,
two or three groups to present. Invite and various herbs and vegetables.
comments Different sauces such as : fish sauce,
from the examiners. Give additional shrimp paste, and soya sauce are quite
comments. popular in various regions. A meal
consists of various dishes: main dish
(meat, fish, egg or tofu), vegetable, soup
and rice. Rice is the staple in Viet Nam. In
many families, people eat around a tray of
food with a small bowl of ¬ fish sauce in
the middle. Around this bowl are the
dishes.
Usually there is a bowl of each dish, and
people use chopsticks and spoons to get
their share.
In general, Vietnamese food is considered
healthy and is popular in other countries.

- Ask Ss: If you have chance to Japan, what dishes would you like to taste?
T tells Ss to have good eating habits for the healthy
– Find out some famous dishes of VN and how to cook them.
- Prepare next lesson: Skills 2
Period 60
Lesson 6: SKILLS 2
I. OBJECTIVES: By the end of the lesson students can:

- Listen for detailed and specific information about teenagers’ eating habits.
- Write about the eating habits of a classmate.
1. Knowledge:
a. Vocabulary: Vocabulary related to eating habits.
b. Grammar: Review
family.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Teacher’ and students’ activities The main contents
1. Warm up
- T asks Ss to answer the question * Chatting.
Do you think how is unhealthy eating and
healthy eating?
- Ss discuss and give the answer
2. Presentation
Aim: Help Ss understand the contents of the listening
- Have Ss do this activity in pairs. They I. Listening
ask each other questions to find out the 1. Describe and find out the differences
differences between the two pictures. between your pictures.
Elicit the answers from Ss. Ask them to
describe the underlying meaning of the
pictures. Suggested answers:
- Picture A: A boy is eating chocolate. On
the table there are junk foods such as
crisps, a hamburger, soft drinks, and
sweets. The boy looks fat.
- Picture B: A girl is having rice. On the
table we can see soup, fish, vegetables,
and watermelon. The girl looks slim and
fit.
- Meaning: They show the contrast
between healthy eating and unhealthy
eating
3. Practice
Aim: Help Ss listen for detailed and specific information about teenagers’ eating
habitts and write about the eating habits of a classmate
2. Listen to what they say and decide if
- Tell Ss that they are going to listen to the statements are true (T) or false (F).
two students talking about their eating
habits.
- Play the recording for them to do the Key:
exercise. 2 1. T 2. F 3. T 4. F 5. T 6. F
- Call on one student to write the answers
on the board.
- Ask other Ss if they agree with them.
- Play the recording a second time for Ss
to check. Don’t confirm the correct
answers now.
- Without listening to the recording again,
Ss complete the table by filling each
blank with no more than three words.
Have Ss compare their answers with a
classmate before giving T the answers.
Ask two Ss to write their answers on the
board. 3. Listen again and complete the table.
- Play the recording one last time to con- Use no more than three words for each
firm the answers for both 2 and 3. blank.
1. biscuits
2. hamburger
3. crisps
4. fried beef
5. vegetables
6. cereal
7. a banana
8. slices of bread
9. boiled egg
10. steamed fish
II. Writing
- Ask Ss to work in pairs. They ask and 4. Ask and answer questions about each
answer questions about each other’s other’s eating habits. Take notes of
eating habits, and take notes of their your partner’s answers in the table.
partner’s answers in the table.
After that give Ss a few minutes to read
their notes again to answer the questions
provided.
T should move around to give comments
as there may not be enough time for
checking with the whole class. 5 a. Write about your partner’s eating
habits. Include information about
- Ask Ss to write about their partner’s his/her meals, your opinion about
eating habits. When they have finished, his/her eating habits and possible
Ss exchange their writing to spot any changes.
mistakes. Have Ss share the mistakes with b. Exchange your work and give
the whole class. T may collect some Ss’ comments.
work to mark Sample writing:
at home, or T may ask them to rewrite the My friend, Trang, does not have healthy
exercise as homework. In this case, eating habits. She sometimes skips
remember to ask for Ss’ revised work in breakfast. When she has it, she usually
the next lesson. buys a hamburger and a soft drink from a
café near our school. For lunch, her
favourite is fried rice and deep-fried
chicken. The good thing is that she prefers
to have dinner at home. However, she
likes eating a lot of rice and fatty pork for
dinner. She rarely eats vegetables, but
loves fruits. I think Trang should change
her diet. First, if she wants to have more
energy for the day, she should never skip
breakfast. Second, she must reduce the
amount of fast food she eats. Also, eating
more vegetables would be good for her.
She should also eat less rice for dinner.
These changes will definitely keep her fit.
4. Further practice
Aim: Help Ss talk about the eating habits of a classmate
T guides Ss to talk about the eating habits

of a classmate
Ss talk about the eating habits of a
classmate

- Revise the writing.
- Prepare next lesson: Looking back - Project.
Period 61
Lesson 7: LOOKING BACK - PROJECT
I. OBJECTIVES: By the end of the lesson students will be able to:

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

Identify any difficulties and weak areas
and provide further practice if necessary
4. Project
Aim: Help Ss practice making project.
- Have Ss work in groups of four or five. A survey on eating habits
- Guide them how to do and ask them to 1. Work in groups. Go to other classes and
do at home. ask different students about their eating
habits. Write the students’ answers in the
table.
2. Now work together again. Analyse the
answers you have got and organise
them in the form of an answer to each
question. This could be done using a
visual organiser such as a chart.
3. In general, do the students at your
school have healthy eating habits? Present
your group’s findings to the class.
- Complete the project.
- Prepare next lesson: Unit 8 – Getting started.
Period 62
UNIT 8: TOURISM

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

- Find words with travelling and tourism.
Period 63
UNIT 8: TOURISM

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

A compound noun is a noun that is made
of two or more words.
T gives examples of the compound nouns Compound nouns can be formed using the
and explains: blackboard, swimming pool, following combinations:
haircut, tablespoon… Noun + Noun toothpaste
Noun + Verb footprints
T asks Ss to give some more. Noun + particle Passer-by
Verb + particle Checkout
V-ing + Noun Driving
licence
Adjective + Noun Greenhouse
Particle + Noun underground
Particle + Verb outbreak
Ex: Complete the table

(jet lag, drawback, swimming pool, pile
–up, stopover, peak season, touchdown,
mix-up, check-in, full board)
T asks Ss to complete the table
Ss complete the table
T corrects Compond noun – Formation
Noun + Noun jet lag,

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

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

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

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

Period 64
UNIT 8: TOURISM

- Use a, an, the and zero article correctly and appropriately.
1. Knowledge:
b. Grammar: Use a, an, the and zero article
2. Competences: independent working, pairwork, linguistic competence,
cooperative learning and communicative competence.
which they travel.
II. TEACHING AIDS
2. Equipments: computer, projector
III. PROCEDURE
2. New lesson:
1. Warm up
Questions (Ex2)
T asks some questions related to the topic 1. Which one is an imperial palace?
of travelling and tourism. 2. Which river runs through London?
T gives some places on the screen and 3. Which one is the deepest lake in the
asks: world?
Thames Forbidden City 4. Which one is considered one of the
Lake Baikal Ha Long Bay New 7 Wonders of Nature?
Statue of Liberty Son Doong Cave 5. Which one is the largest cave in the
world?
Ss answer the questions 6. Which one is a tourist attraction in
New York?
Key:
1. the Forbidden City
2. the Thames
3. Lake Baikal
4. Ha Long Bay
5. Son Doong Cave
6. the Statue of Liberty
2. Presentation
Aim: Help Ss review Articles: a, an, the
T asks Ss to retell the Articles a/an, the 1. Articles a/an, the, or zero article (Φ)
Ss retell the Articles a/an, the * A/An: Indefinite article
T asks Ss to read part : “Remember” - used before countable singular nouns.
Ss read and remember. - used to mean: (any, every)
- Explain carefully the uses of a, an, the, - used to talk about something that the
and zero article in the REMEMBER! box. listener or the reader doesn’t know about
Give more examples if need be. yet.
- used to describe what something or
someone is.
- Whether we use “a”, “an” depends on
the sound, not the spelling.
* The : definite article
- When the listener or reader knows what
the speaker or writer is talking about
- When the speaker specifies what or
who they are talking about
- with things that are the only ones
around us or that are unique.
- when we refer to the word around us or
things that we all know about.
* Zero article
- with plural or uncountable nouns when
we are talking about things in general.
- with meals, months, days, and special
times of the year.
- with most names of people and places
(most countries, states, and cities)
- with geographical areas, lakes,
mountains and islands.
3. Practice
Aim: Help Ss use a, an, the and zero article correctly and appropriately
2. Exercises
T has Ss work individually to complete Ex1. Complete the text with a/an, the,
the task. Then have them compare their or zero article (Φ)
answers with a partner’s. Give the correct Key:
answers and explain the use of a certain 1. a 2. the 3. the
article in some cases. 4. the 5. The 6. Φ
7. The 8. Φ 9. Φ
10. The 11. Φ 12. Φ
13. the 14. an
T has Ss work individually to make Ex4. Make full sentences from the
sentences from the words/phrases, and words/phrases, adding articles as
write them down. Tell Ss to pay attention needed. Then mark them as true (T)
to the use of articles in their sentences. or false (F).
Then they work in pairs to check each Key:
other’s work, and 1. The original name of Ha Noi was Phu
discuss which of the sentences are true, Xuan. F
and which are false. 2. The most famous Egyptian pyramids
are found at Giza in Cairo. T
3. There is a city called Kiev in America.
F
4. My Son, a set of ruins from the
ancient Cham Empire, is a UNESCO
World Heritage Site. T
5. English is the first language in many
countries outside the United Kingdom. T
4. Futher practice
Aim: Ss can say about your hometown as a tourist attraction.
T asks Ss to say about your hometown as Eg:

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

- Make sentences with the uses of a, an, the, and zero article
- Review the uses of a, an, the, and zero article.
- Prepare: Communication
Period 65
UNIT 8: TOURISM

- Discussing a place/country you would like to visit on.
1. Knowledge:
a. Vocabulary: words related to tourism.
b. Grammar: review compound nouns; a/ an/ the/ zero articles
which they travel.
II. TEACHING AIDS
III. PROCEDURE
1. Checking: Make sentences with the uses of a, an, the, and zero article
2. New lesson:
1. Warm up
- Have Ss brainstorm the *Chatting.
landscapes/places of Viet Nam that Ex: Ha Long Bay/ World Heritage Site/
foreign tourists would like to visit most, UNESCO
and ask them why. Give them some cues
if needed.
2. Presentation
Aim: Help Ss know some vocabularies
- Write the words and phrase from the *Extra vocabulary.
Extra vocabulary on the board. Ask more - breathtaking (adj.): very surprising,
able Ss to explain them, or give the exciting and impressive
Vietnamese equivalent. Otherwise, - affordable (adj. from the verb afford):
explain them yourself. not expensive, cheap enough for you to
buy
- not break the bank: an idiom used to
say that sth won’t cost a lot of money, or
more than you can afford:
- Have Ss quickly read the information We can go to Thailand for a holiday if
about tourism in Viet Nam. Then tell them you want – that won’t break the bank!
to look at the pictures and read what these
foreign visitors say about their choice of
Viet Nam as a holiday destination.
3. Practice
Aim: Help Ss practice discussing a place/country you would like to visit on
- Put Ss in groups of five or six. Have 1 a. Read the following information
them discuss the visitors’ opinions in 1a. about tourism in Viet Nam.
Ss may or may not agree with these
opinions. Ask for the class’s agreement by
a show of hands for each tourist’s opinion.
If any b. Work in groups. Discuss the visitors’
Ss do not agree, ask them to explain why. opinions above. Do you agree?
Then let each of Ss add two more reasons Add two more reasons to the list.
to the list. T may give some cues: Cues: - cultural diversity
- Have Ss read the facts about the top-ten - beautiful beaches
most visited countries. Ss work in pairs - easy and various means of transport
and complete the table by writing one or - traditional festivals
two famous things that visitors can see or - natural beauty
do in each country (but the more the ...
better). 2. These are the top-ten most visited
- Have them write on a large sheet of countries according to the figures
paper. As Ss have already prepared for published by the United Nations World
this, it will not take much time, so give Tourism Organisation (UNWTO).
them a few minutes only. After each pair - Work in pairs. Complete the table by
finishes, they swap pairs. Continue until writing one or two famous things that
they have filled visitors can see or do in each country.
all the ten countries.
3. Work in groups. Discuss which
country/place you would like to visit
- Then let Ss work in groups of five or six for a holiday.
to talk about their choice of holiday. Tell Keys;
them to give the reasons why, and say 2. Visit the Statue of Liberty, visit the
what they can do there. Encourage them to Grand Canyon, shop in New York, go
talk as much as possible. Walk around to surfing in Hawaii
observe 3. Tour Madrid, visit the legendary land
and give help if needed. of Don Quixote, visit the Olympic Ring
in Barcelona
4. Climb the Great Wall, tour Beijing
National Stadium (Bird’s Nest), tour the
Forbidden City, visit the Stone Forest
5. Visit the Vatican City, visit famous
museums, tour Florence, tour Venice
6. Enjoy Turkish cuisine in Istanbul, go
sightseeing in the Bosphorus (the strait
separating two continents - Europe and
Asia), visit Buyuk Ada (Big Island in
Prince’s Islands)
7. Visit the ‘ Jewel of the Middle Ages’ -
Rothenburg ob der Tauber (= Rothenburg
above the Tauber), visit the famous ‘
Cinderella Castle’ , go up the Berlin
Tower, take the Berlin Segway Tour
8. Go sightseeing in London, visit
Stonehenge, visit Liverpool, home of The
Beatles.
9. Tour Moscow (the Kremlin, Red
Square, Moscow Metro …), visit St.
Petersburg: Hermitage Museum, cruise on
Neva River, experience the white nights
10. Visit the UNESCO World Heritage
Site of Antigua, have a boat tour on the
water in Rio Dulce, try the delicious local
speciality tapado (= seafood coconut
soup), climb some of the tallest Mayan
temples
4. Further practice
Aim: Ss can talk about a place you would like to visit for a holiday
T asks Ss to talk about a place you would Eg:

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

- Learn by heart the vocabularies
Period 66
UNIT 8: TOURISM
Lesson 5: SKILLS 1

- Read for general and specific information about a tourist attraction.
- Talk about their choices of holiday
1. Knowledge:
a. Vocabulary: related to tourism
b. Grammar: review
2. Competences: Independent working, pairwork, linguistic competence,
cooperative learning and communicative competence.
which they travel.
II. TEACHING AIDS
1. Materials: Textbooks, computer, projector, plan.
III. PROCEDURE
2. New lesson:
1. Warm up
*Chatting.
T asks Ss some questions. 1. Which is the deepest lake in the world?
Ss answer the question (Lake Baikal)
2. Which is the largest cave in the world?
(Son Doong Cave )
3. Which is the longest and biggest cave
in Viet Nam? (Son Doong Cave )
4. What do you know about it?
5. Where is Son Doong cave located?
6. When was it discovered?
7. How long is the cave?
....
2. Presentation
Aim: Help Ss read for general and specific information about a tourist attraction: Son
Doong cave
I. Reading
T asks Ss to name some famous caves in 1. Name some famous caves in Viet
Viet Nam and in the world (that they have Nam and in the world.
prepared already for homework). REFERENCE:
• Famous caves in Viet Nam:
- Phong Nha Cave
- En Cave (hang Én)
- Thien Duong Cave
- Sung Sot Cave (hang Sửng Sốt – Ha
Long Bay)
- Tam Coc – Bich Dong (Ninh Binh)
…
• Famous caves in the world:
- Deer Cave (Borneo, Malaysia)
- Onondaga Cave (Missouri, USA)
- Gouffire Berger Cave (France)
- Reed Flute Cave (Guilin, China)
- Fingal’s Cave (Scotland),
- Cave of Crystals (Mexico)
2. Read the passage again and answer

T asks Ss to read the passage and explains the questions, or choose the correct
and clarify anything difficult. answers.
Key:
T allows Ss time to read the passage 1. The American Broadcasting Company
individually – silently or aloud. Call on (ABC) aired a live programme (featuring
some individuals to read aloud to the the magnificence of Son Doong) on ‘
class. Check their pronunciation and Good Morning America’ .
intonation. 2. By river water eroding away the
Correct the answers as a class. limestone underneath the mountain
3. From February to August
4. C 5. D
3. Practice
Aim: Ss can talk about their choices of holiday
II. Speaking
- Let Ss talk about the experiences they 3. Which would you like to do most on
have had when travelling or going on holiday?
holiday Tick (√) one thing in the list.
- Have Ss study the list of holiday ideas.
T may ask Ss what they think about these
ways of spending one’s holiday and
whether they have done any of them.
Then let them choose one thing from the
list.
4. Work in groups. Talk about one of
- Put Ss in groups of five or six. Tell your choices, trying to persuade your
them to refer to the three things they have group to join you.
ticked in 3. Let them choose one and
prepare to talk about it. Eg:
I’d like to go on a wildlife safari to
- While Ss are talking, T goes around to Kienya as I’m very interested in the
give assistance if necessary. When Ss natural world and wildlife preservation.
have finished, T may have one or two of You can experience wild animals in their
them present to the class. The class can natural habitate – elephants, hippos,
give comments. Praise them for their cheetahs, and lions….
efforts.
4. Further practice
Aim: Ss can talk about a place which they have visited last summer
T asks Ss talk about a place which they Eg: Hello, I am going to talk about a place
have visited last summer which I visited last summer. It is ........
Ss talk about a place which they have
visited last summer

- Speak about other place which you would like to visit.
Period 67
UNIT 8: TOURISM
Lesson 6: SKILLS 2

- Listen for specific information about the benefits of tourism to an area/country.
- Write a paragraph about the negative effects of tourism on an area/country.
1. Knowledge:
a. Vocabulary: related to benefit of tourism
b. Grammar: review: present simple
which they travel.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Teacher’ and students’ activities The main contents
1. Warm up
- Let Ss work in pairs. Encourage them to *Chatting.
think about the importance of tourism to 1. Work in pairs. Is tourism important
Viet Nam. Elicit as many ideas from them to
as possible. Viet Nam? Give at least one reason.
2. Presentation
Aim: Help Ss listen for specific information about the benefits of tourism to an
area/country.
- Play the recording one or two times. I. Listening
Clarify anything which is unclear or 2. Listen to the lecture and tick (√)
difficult. Ask Ss to listen carefully true (T) or false (F).
and tick T/F as they hear answers in the Key:
lecture. For less able Ss, T may play the 1. T 2. T 3. F 4. T 5. T 6. F
recording again, or as many times as
needed.
3. Listen again and choose the correct
- Play the recording again. Tell Ss to pay answer
special attention to the last sentence of the Key: C
lecture. Then they choose the correct
answer as required.
- T corrects as a class.
3. Practice
Aim: Help Ss write a paragraph about the negative effects of tourism on an
area/country
II. Writing
Choose one negative e ect that you
- Have Ss work in groups and discuss the have discussed above and write a
negative effects of tourism on their locality paragraph about it. Make sure you use
(if possible), or on our country. Tell them the right connectors.
to study the prompts given, and give some Sample writing:
more if possible. One of the drawbacks of tourism is the
damage to the environment of a country
- Tell Ss to recall any of their previous or area. In the first place, tourists use a
work about the negative lot of local resources such as water, food,
effects/disadvantages of something. Let energy, etc., and this puts pressure on the
them choose one negative effect that they environment. Secondly, there is the
have discussed in 4 and write a paragraph problem of pollution. Many cities and
of about 100-120 towns become overcrowded with tourists,
words about it. When they have finished, with all their vehicles causing traffic
tell them to swap their writing and check jams as well as air and noise pollution.
each other’s work. Another bad effect of tourism is the
- T may collect some Ss’ writing papers destruction of the wildlife in some
and mark them, then give comments to the places. The habitat of wild plants and
class in the next lesson. animals is lost because of the building of
- If time doesn’t allow, have Ss make an tourist resorts, and by visitors’ activities.
outline in class, and then write the full In short, the development of tourism has
version as homework. bad effects on the environment.
T checks in the next lesson.
4. Further practice
Aim: Ss can talk about negative effects of tourism on a region or country
T asks Ss to talk about the negative effects Talk about the negative effects of
of tourism on an area/country. tourism on a region or country.
Ss talk about the negative effects of The following ideas may be helpful to
tourism on an area/country. you.
T corrects and remarks Eg:
Hi. I will talk about the negative effects
of tourism on a region or country.
3. Guides for homework.
Period 68
UNIT 8: TOURISM

1. Knowledge:
a. Vocabulary: related to tourism
b. Grammar: review: articles: other uses
which they travel.
II. TEACHING AIDS
1. Material: Textbooks, plan.
III. PROCEDURE
2. New lesson:

1.Vocabulary
Aim: Help Ss review some vocabularies related to topic tourism
- Let Ss read the words in the box first, 1. Fill each gap with a word from the
then read the passage and complete the box to complete the passage. There are
exercise individually. two extra words.
- Tell them to pay attention to the Key:
common collocations related to the topic 1. safaris/expeditions
of the unit. After that, let some Ss read the 2. expeditions/safaris
passage aloud - sentence by sentence. 3. Holidays
- Correct as a class. 4. touring
5. travellers
- Tell Ss to look at the 12 elements and 6. experience
try to form compound nouns from them.
Then have them read the sentences and - 2. Form compound nouns from the
fill the gaps with the compound nouns following words, then fill the gaps to
formed. Tell them to change the elements complete the sentences.
if they do not fit the gaps and do it again. Key:
Less advanced classes can complete this 1. jet lag
exercise in pairs. 2. checkout
- Check as a class. 3. stopover
4. sunglasses
- Ss do the task by themselves. T checks 5. holidaymaker
the compound nouns, then have Ss write 6. take-offs
sentences in their notebooks – at least one
sentence with a compound noun, and 3. Form compound nouns from these
share with a partner. words, then make sentences with them,
and share with a partner.
Key:
1. package tour, return ticket, software,
round trip
2. Grammar
Aim: Help Ss review the articles a, an, the and zero article Ss have learned
- Quickly review the articles a, an, the 4. Find and correct the mistakes in the
and zero article Ss have learned. Then sentences, using a/an, the or zero article.
have them do the task and write down Key: 1. → the sun, the UK
their answers in their notebooks. 2. → the brain works
- Correct their answers as a class. 3. → The bicycle
4. → an/the expedition, the interior
5. → a long trip
6. → in history, the history of
- This task helps Ss use the grammar and 5. Rewrite each sentence so that it has a
vocabulary they have learned in the unit similar meaning, using the word in
to rewrite sentences. CAPITALS.
- Have some Ss write sentences on the Key: 1. What a terrible journey (it was)!
board. Let other Ss give comments. Then 2. We stayed at a lovely hotel by the sea.
check as a class. 3. The programme I watched yesterday
was interesting.
4. My friend has just bought an old guitar.
5. She needs to go on a business trip to
Kyoto.
3. Communication
Aim: Help Ss practice making communication
- Have Ss read the things one can do on 6 a. What would you like to do most
holiday, and tick (√) the three things they on holiday? Tick (√) three things.
would most like to do, then share their Share your ideas with a partner.
ideas with a partner.
- Ss work in pairs. Tell them to read the b. Name three things you don’t like to
example and think of the three things they do on holiday, and say why.
do not like to do on holiday. T may give prompts:
- Do homework
- Wash clothes
- Do the washing-up
- Be online
- Play sports
- Ask Ss to complete the self-assessment. - Write postcards
Identify any difficulties and weak areas ……
and provide further practice if necessary.
4. Project
Aim: Help Ss practice making project
- Have Ss read the advertisement for a
holiday in Italy. Tell them to underline An advertisement or a tourist attraction
the features that may attract tourists and 1. Read the following advertisement for
make them want to visit the country. a
- Have Ss work independently, then holiday in Italy.
exchange their work with a partner. Elicit
Ss’ answers. Explain to Ss that in order to 2. What are good ways to write an
make a good impression on tourists, they advertisement? Put a tick ( ).
have to introduce the characteristics of a Key: 1 , 2, 4, 6
landmark/ place in a brief but positive and
enjoyable way.
- Tell Ss to think of a place in their
locality or neighbouring area to introduce
to tourists: it may be a museum, a craft 3. Write a short advertisement for a
village, a workshop, a temple, a church, tourist attraction in your area.
an ancient house, a wood/forest, a lake, or
simply a nice paddy field.
- Ask Ss to write their advertisement out
of class. Tell them to refer to the
advertisement in 1. They can also refer to
exercise 1 in LOOKING BACK for a
good way to write an advertisement. In
the next lesson, have them present what
they have written to the class. The class
gives comments and praise.
3. Guides for Homework.
- Complete the project.
- Prepare next lesson: Unit 9 – Getting started.
Period 69
UNIT 9: ENGLISH IN THE WORLD

- Use the lexical items related to languages and language use and learning.
- Interact a conversation about English language.
1. Knowledge:
a. Vocabulary: vocabulary related to languages and language use and learning.
b. Grammar: Conditional sentences type 2, Relative clauses.
3. Qualities: Ss will be more responsible for studying English.
II. TEACHING AIDS
1. Materials: Textbook, plan
III. PROCEDURE
2. New lesson:
1. Warm up
*Chatting.
T asks some questions - Do you like English?
Ss answer the questions - Is English easy or difficult?
- How many English words do you know?
- Can you tell me some English words that
can operate as a noun, a verb and an
adjectives?
- What is the longest word in English
which has only one vowel?
.....
2. Presentation
Aim: Help Ss use the lexical items related to languages, language use and learning
and interact a conversation about English language
1. Listen and read.
T asks some questions about picture * Questions:
Ss answer the questions Where are Duong and Vy?
T asks Ss to guess what the topic of the Who is standing at the board?
conversation is and where it takes place. What are they talking about?
- Ask Ss to tell about the English club
they have taken part in: Do you take part in an English club?
When is it? Where is it?
- Let Ss open their books. What is special about it?
- Play the recording and have Ss follow
along.
- Explain the words that Ss don’t
understand.
- Review Conditional sentences type 2.
* Conditional sentences type 2.
- Explain Relative clauses. - If there weren’t so many words, it would
be easier for us to master it!
* Relative clauses.
- Is English the language which is spoken
as a first language by most people in the
T asks Ss to read the convervation world?
again and do exercise c. Ex c. Read the conversation again and
Ss read do exercise individually. choose the correct answers.
Key:
1. B 2. C 3. A 4. C 5. B
- Tell Ss to refer to the conversation to -
find the nouns of the adjectives simple Ex a. Read the conversation again and -
and flexible. Ask them to pay attention find the nouns of the adjectives simple
to how to form the nouns from these and flexible.
adjectives. Key: simplicity – exibility
- Ask Ss to convert the adjectives given Ex b. Convert these adjectives into

into nouns. Remind them to use a nouns. You may use a dictionary.
dictionary to check. Key:
Adjective Noun
sad sadness
dark darkness
stupid stupidity
popular popularity
happy happiness
punctual punctuality
3. Practice
Aim: Help Ss practice some the words/phrases related to english in the world
2. Match the words/phrases in column A
- First, have Ss work independently. with the definitions in column B.
Then allow them to share answers Key:
before discussing as a class. 1. c 2. e 3. b 4. a 5. d
- Call on some Ss to give explanations
for their answers.
- Ss work independently, and then share 3. Match the beginning of each sentence
their answers with one or more partners. (1-6) to its ending (a-f).
- Ask for translation of the Key:
words/phrases in the table to check their 1. f 2. c 3. a 4. b 5. e 6. d
understanding.
- Have Ss work independently and then

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

- Find more information about the English language.
Period 70

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

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

they have learnt
Ss make sentences using words they have
learnt
Eg:
1. A: I need some oil.
B: But we’ve run out of oil
2. A: What do you need?
B: I need some oil

Review conditional sentence type 2 and relative clauses.
Period 71

- Use the lexical items related to languages.
- Use conditional sentences type 2 correctly and appropriately.
- Use relative clauses correctly and appropriately.
1. Knowledge:
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
Groupwork:
- Divide the class into two teams Eg:
- Ask each team to make sentences with If I were you, I would study harder
conditional sentences type 2
- Time: 3minutes
2. Presentation
Aim: Help Ss review conditional sentences type 2
I. Conditional sentences type 2
T retells the way to use and form
by analysing the example. Eg:
Ss listen and copy If there weren’t so many words, It would
be easier for us to master it
- Then ask some Ss to give some
examples to illustrate their understanding.
Ss give some examples
T asks Ss to do exercise b and ex 2

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

sentences. If there isn’t much time or Ss
are not so strong, allocate one or two 2. Rewrite the sentences using the
sentences per student. Then ask them to conditional sentences type 2.
share their answers with a partner. Key:
- Ask some Ss to write their sentences on 1. If my English were/was good, I would
the board and discuss as a class. feel con dent at interviews.
- Give comments and make any 2. If Minh had time, she would read many
corrections. English books.
3. If I were you, I would spend more time
improving my pronunciation.
4. If Mai didn’t have some friends who
were/are native speakers of English, she
wouldn’t be so good at the language.
5. If you could speak English, we would
offer you the job.
3. Practice
Aim: Help Ss know how to use relative clauses and do exercise
II. Relative clauses
We use relative clauses to give extra
information about something / someone or
to identify which particular thing/ person
T explains and draws Ss’ attention to the we are talking about.
use of relative clauses by analyzing the
examples in the grammar box in3b. Then * Rules of using relative clauses
ask the more able Ss to give some further - Which (for things and animals)
examples. - Who (for people)
- Whom (for people as the object of the
relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
That (for people, things, animals and
times)
Eg:
The book which I liked was the detective
story.
Ex 4. Circle the correct word.
T asks Ss to do exercise 4 Sometimes more than one answer is
Ss do exercise 4 individually possible.
Key:
1. who/that
2. where
3. whose
4. when/that
5. whom/who
6. Why
Ex 6. Rewrite these sentences as one
sentence using a relative clause.
- Have Ss work independently to do Key:2. Parts of the palace where/in which
exercise 6. the queen lives are open to the public.
3. English has borrowed many words
- Ask them to share their answers with a which/that come from other languages.
partner. Ask some Ss to say their answers 4. I moved to a new school where/in
aloud. which English is taught by native
- Give comments, and make any teachers.
corrections. 5. There are several reasons why I don’t
like English.
6. The new girl in our class, whose name
is Mi, is reasonably good at English.
4. Further practice
Aim: Ss can write sentences about yourself.
T asks Ss to write sentences about * Write true sentences about yourself.
yourself. Then share them with your partner.
Ss write sentences about yourself.
T corrects and remarks Eg: How many things do you have in
common?

- Review conditional sentence type 2 and relative clauses.
- Prepare: Comunication
Period 72

- Interviewing to build up an English learner profile.
1. Knowledge:
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- Before Ss open their books, ask them to *Chatting.
work in groups to discuss the question. - What do you think are the best ways to
master English?
- What are the things that you like and
don’t like about the English language?’
2. Presentation
Aim: Help Ss make notes about themselves
- Ask Ss to work independently, making 1. Make notes about yourself.
notes about themselves by answering the
questions in the table in1.
3. Practice
Aim: Help Ss Interview to build up an English learner profile
- Now ask Ss to work in pairs, taking turns 2 Work in pairs. Take turns to ask and
to ask and answer the questions in 1. answer the questions in 1. Make notes
Remind them to make notes on what their about your partner. How many things
partners say in the table in1. Then ask do you have in common?
each of them to identify how many things
they
have in common with their partners.
4. Further practice
- For a change, have Ss role-play in pairs. . Work in groups. Tell your group the
One student is a reporter, and the other is a things that you and your partner have
student. The reporter is gathering in common.
information about learners of English. Ask Ex:
for volunteer pairs to role-play in front ‘One thing we have in common is that we
of the class. In this case, Ss should focus both want to study English at an overseas
on only three of the questions from the university. I’m interested in going to
survey. Make sure Ss don’t simply read Australia and Mi is interested in the US.’
from their books – they should be in
character. Give them lots of
encouragement.
- Now put two pairs together to work in
groups of four, reporting on the things that
they and their partners have in common. T
moves around the class to listen to the
discussions and provide help only if
necessary.
- Call 1 or 2 Ss to present their findings in
front of the class. Whole-class discussion.

List of ways to improve your English.
Period 73
Lesson 5: SKILLS 1

- Read for general and specific information about English as a means of
international communication.
- Discuss experiences in learning and using English
1. Knowledge:
a. Vocabulary: related to languages and language use and learning.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Warm up
- Before Ss open their books, ask them to *Chatting.
work in groups to discuss either of these 1. Who owns English?
questions. Ss may look somewhat confused by this
The aim is to get Ss to realize that question. If so, give them more guidance:
English is global now and that there isn’t ‘Which countries speak English around
one “correct” form of English anymore, the world?’, ‘Does the English language
but many varieties of English. belong to England? If not, why not?’, ‘ Is
the English language changing? If so,
how?’
If necessary, explain that this is a blend of 2. Does ‘Vietglish’ exist?
Vietnamese and English. Give some guidance: ‘Can you think of
any words or phrases which blend the two
languages?’, ‘Is this increasing in Viet
Nam?
If so, why?’, ‘Can you invent some new
“Vietglish” words or expressions?’
2. Presentation
Aim: Help Ss Read for general and specific information about English as a means of
international communication.
- Now open the books and ask Ss to scan 1. Read the following text about English
the text to find the words: settlement, as a means of international
immersion, derivatives, establishment and communication. Look at the words in
dominant. T may help Ss work out the the box, then find them in the text and
meanings of these words out of the underline them. What do they mean?
context. - settlement (n) = the process of people
making their homes in a place
- immersion (n) = the language teaching
method in which people are put in
situations where they have to use the new
language for everything
- derivatives (n) = words that have been
developed from other words
- establishment (n) = the act of starting or
creating something that is meant to last
for a long time
- dominant (adj) = more important,
powerful or noticeable than other things
2 a. Read the text again and match the

headings (a-c) to the paragraphs (1-3).
Key: 1. b 2. c 3. a
- First, have Ss work independently,
reading through the text and choosing a
suitable heading for each paragraph. Then b. Read the text again and answer the
allow them to share their answers before questions.
checking with the whole class. Key: 1. It is the export of the English
language and the great growth of
- T may set a longer time limit for Ss to population in the United States that has
read the text again and answer the led to its dominance in the world today.
questions. Ask Ss to note where they 2. Mass immigration.
found the information that helped them to 3. They do all their school subjects and
answer the questions. Ss can compare everyday activities in English.
their 4. It is a blend of English and Hindi words
answers in pairs before discussing them and phrases.
as a class. 5. They are being invented every day all
over the world due to the free admissions
of words from other languages and the
easy creation of compounds and
derivatives.
3. Practice
Aim: Help Ss talk experiences in learning and using English
T asks Ss to list of ways to improve your * List of ways to improve your English.
English. - Taking tests
Ss list of ways to improve your English. - Listening to songs in English
- Reading English book
- Now in small groups, Ss compare their - Watching English film
lists and explain their order to group …..
members. Go around to provide help. Call
on some Ss to present their top three
methods and the reasons for it. Other
groups listen and give comments.
4. Further practice
T asks Ss to practise in pairs Eg:

Ss work in pairs A: I think we should try to imitate English
T observes and remarks pronunciation.
B: So then we should watch English
videos online.
A: Good idea. We can pause the video and
repeat.
B: We can even record ourselves and play
it back
- Learn the newwords by heart
- Talk 10 ways to improve your English
Period 74
Lesson 6: SKILLS 2

- Listen for general and specific information about some students’ experiences in
learning and using languages.
- Write a paragraph about the uses of English in everyday life.
1. Knowledge:
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
- Ask Ss to talk about the benefit when we *Chatting.
can use English fluently. Ex: - Work with foreigners
- …………….
2. Presentation
Aim: Help Ss listen for general and specific information about some students’
experiences in learning and using languages.
- Ask Ss to read the instruction carefully. 1. Listen to four different people talking
Have Ss read the summaries and about speaking and learning languages.
underline the key words in each. Match the summaries (A-E) to each
- Play the recording and ask Ss to match speaker. There is one extra summary.
the summaries to the speakers. Then ask Key:
two or three Ss to write their answers on Speaker 1: E Speaker 2: A
the board. Speaker 3: B Speaker 4: D
- Play the recording again for Ss to check
the answers.
2. Listen to the extracts again and
- First, ask Ss to work in pairs to answer answer the questions.
the questions from the information they Key:
have heard in 1. 1. He went to Rome.
- Then play the recording again and allow 2. She can have a conversation in Italian,
Ss to check if their answers are correct. but it’s a bit rusty.
3. He used to be quite bad at English.
4. He picked up enough words and
phrases to get by.
5. She thinks that she has learned a lot
since she started an English course at an
English centre.
3. Practice
Aim: Help Ss write a paragraph about the uses of English in everyday life.
3. Make notes of four uses of English in
- Ask Ss to work individually making your daily life and give an
notes of up to four uses of English in their explanation/example for each of them.
daily life and giving an Then compare your list with a partner.
explanation/example for each of them in
the given table. Remind them that they do
not have to write
full sentences and they can use
abbreviations and note-form.
- Ask Ss to share their notes with their
partners.
- T may ask some more able Ss to read 4. Use your notes in 3 to write about
out their notes to the whole class. what you use English for in your daily
life.
- Set up the writing activity. Brainstorm
the language necessary for their writing
with Ss: an introduction paragraph,
organising ideas using connectors –
Firstly, Secondly, Finally, providing Sample writing:
examples to illustrate the points. I use English for different purposes in my
- Ask Ss to write the draft first and then everyday life. Firstly, English helps me
swap their writing with a partner. Based communicate with people all over the
on the comments, have them write their - world. I have made friends with some
final version in class or at home. If they students from the UK and Australia. I use
write in class, they can also do it in pairs English to chat with them about many
or groups things. Secondly, English helps me get
on big pieces of paper. information and improve my knowledge.
- T may display all or some of the leaflets Because almost any information is
on the wall/notice board. Other Ss and available in English, it is easy for me to
T give comments. Ss edit and revise their get access to all sources of information
writing as homework. with my English. Finally, English is
useful when I want to go abroad to study.
A lot of schools and universities in
different countries which provide
scholarships and courses in English. I am
learning English hard to get an IELTS
score of 6.5 so that next year I can go to
Australia to study. In conclusion, English
is useful for me in various ways.
4. Further practice
Aim: Ss can talk about purposes of using English
T asks Ss to talk about purposes of using
English Eg:
Ss talk about purposes of using English Hello, I am going to tell you about using
English for different purposes in my
everyday life. Firstly, English helps me
communicate with people all over the
world. I have made friends with
…

Period 75
Lesson 7: LOOKING BACK and PROJECT

1. Knowledge:
II. TEACHING AIDS
2. Equipment:computer, projector.
III. PROCEDURE
2. New lesson:

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

Identify any difficulties and weak areas
and provide further practice if necessary.
- First, ask Ss to read the chart showing *Project. DIFFERENCES BETWEEN

the differences in vocabulary between VARIETIES OF ENGLISH
British English and American English and 1. Read the chart and fill the blanks
fill the blanks with the words from the with the words from the box.
box. Then allow them to share their Key:
answers before 1. sweets
checking with the whole class. 2. soccer
3. nappy
4. pavement
5. highway
6. underground
- Ask each group to choose two varieties 7. rubbish
of English, and design a chart showing 8. flashlight
the differences in vocabulary between 2. Choose two varieties of English.
them. If time allows, T may let Ss Write a similar chart showing the
complete the project in class. Otherwise, differences in vocabulary between
Ss can complete the project as homework. them.
- When Ss have finished their charts, ask
them to display them on the walls of the
classroom. Have the Ss move around to 3. Organise an exhibition of the charts
look at all the charts and discuss them. you have made among your group or
Finally, ask the whole class to vote for the class members. Vote for the best.
best one.
- Find more the differences in vocabulary.
- Prepare next lesson: Review 3.
Period 76: REVIEW 3

- Revise the language Ss have learnt in units 7, 8, 9.
- Practice making everyday English
1. Knowledge:
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
b. Grammar: conditional sentence type 1, type 2; relative clause.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Pronunciation
Aim: Help Ss review the use of falling, rising, and falling-rising tones in statement
questions, finding out questions, making sure questions, and sentences to show new
and known information
- Ask Ss to do this exercise individually 1 a. Mark the questions with falling,
and then share their answers with a rising, or falling rising arrows. Then
partner before giving T the answers. Play listen, check, and repeat.
the recordings for Ss to check and repeat.
Have some Ss read out the conversations b. Mark the sentences with falling
with or rising arrows. Then listen, check,
correct intonation. Give comments. and repeat.
2. Vocabulary
Aim: Help Ss review kind of word (e.g. noun, verb, adjective, etc.).
- Have Ss do this exercise in pairs. Check 2. Fill each blank with a word/phrase
the answers as a class. from the box.
Key:
1. marinate; tender
2. garnish
3. stew
4. jet lag
5. excursion
6. full board
7. bilingual
8. official language
- Ask Ss to work out what kind of word 3. Fill each blank with the correct form
each blank needs to complete the of the word given.
sentence (e.g. noun, verb, adjective, etc.). Key:
Then have Ss complete the sentences 1. guide
individually. T can ask some Ss to write 2. reasonable
their answers 3. rusty
on the board. Confirm the correct 4.fluent
answers. 5. season
6. grated
7. steam
8. passer
3. Grammar
Aim: Help Ss review conditional structures and relative pronoun
- Have Ss read the sentences. Then ask 4. There is one mistake in the
them to find the mistake in each sentence, underlined words in these sentences.
and write the corrected version of the Find and correct it.
sentence. Now have Ss compare their Key:
answers in pairs. 1. B the Lake Hudson → Lake Hudson
- Check their answers as a class. 2. C bunches → cloves
3. D will be → would be
4. B the breakfast → breakfast
5. C have → has
6. D the Vietnamese American → a
Vietnamese American/Vietnamese
American
5. What would you say in these
- Have Ss read the situations and write situations? Use conditional structures
suitable sentences. and the words given to write suitable
- Call on two Ss to write their sentences sentences.
on the board. Suggested answers:
- T and other Ss give comments. Correct 1. If you want to widen your English
any mistakes. vocabulary, you should read short stories
in English.
2. You can become a tour guide if you
learn more about history and culture.
3. If you want to improve your English,
you may go to either The Sun or The
Shine language centres.
4. If I saw a fly in my soup, I would tell
the manager.
5. If I were you, I would go to Song Nhi
Resort.
6. Combine each pair of sentences to
- Elicit from Ss the relative pronouns and make a complete sentence, using a
their uses (e.g. who, whom, which, that, suitable relative pronoun.
where). Key:
- Ask Ss to do this exercise individually 1. Last holiday we stayed in a resort
and compare their answers with a partner. which/that Mi recommended.
- Have some Ss read out their sentences. 2. I don’t like people who talk loudly in
- Correct any mistakes. public places.
3. The dishes which/that my mother has
cooked are so hot.
4. Last year I visited a small town
where/in which they filmed The Little
Girl.
5. Ms Mai was a teacher whom/who I will
never forget.
4. Everyday English. * Everyday English.
- Elicit the meanings of the sentences in 7. Complete each short dialogue with a
the box. Have Ss do this exercise in pairs. sentence in the box.
After checking their answers, ask one or Key:
two pairs to act out the short dialogues. 1. C 2. A 3. E 4. B 5. D

- Review all knowledge in unit 7, 8, 9.
- Prepare: Review 3 (Skills)
Period 77: REVIEW 3 (cont)

- Revise the skills they have practised in units 7, 8, 9.
- Practice making everyday English
1. Knowledge:
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
b. Grammar: conditional sentence type 1, type 2; relative clause.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:

1. Reading
Aim: Help Ss read the email and do exercise
- Have Ss read the email and decide if the 1. Read Mi’s email to Nick and do the
statements are true or false. Ask Ss to exercises that follow.
compare their answers with a partner a Decide if the statements are true (T)
before giving T the answers. Confirm the or false (F).
correct answers. Ask Ss to explain the Key:
false 1. T
statements. 2. F (Nam, their classmate, also joined the
camp)
3. F (they played the games before lunch)
4. T
5. F (they let all the fish go)
b. Answer the questions.
- Have Ss do these exercises individually, Key:
check their answers with a partner before 1. They drew lots.
giving the answers to T. Two Ss can write 2. She comes from a school in
their answers on the board if time allows. Tokyo/from Tokyo.
3. They won the first prize.
4. It’s for non-native English speaking
students.
5. It’s about his tips on how to learn
English.
2. Speaking
Aim: Help Ss give opinion to take part in an English speaking camp
- Ask Ss to work in groups to discuss the 2. Work in groups and discuss the
questions. Have Ss report their groups’ questions.
answers to the class. Give comments and
summarise Ss’ ideas.
3. Listening
Aim: Help Ss listen to a presentation on his tips for learning English well and do
exercise
- Have Ss read the notes carefully. 3. Listen to Hung giving a presentation
- Play the recording for the first time. Ss on his tips for learning English well.
listen and fill each blank with no more Complete the listener’s notes. Use no
than three words. Elicit the answers from more than THREE words for each
Ss and write them on the board. blank.
- Play the recording a second time for Ss Key:
to check their answers. Confirm the 1. stories and books
correct answers. 2. vocabulary
3. correctly
4. grammar books
5. international project
6. different cultures
7. self-confident
8. activities
4. Writing
Aim: help Ss write a paragraph about tips for learning English well
- Have Ss choose one of the two topics 4. Choose one of the topics and write a
and write a paragraph. The audio script in paragraph about it.
the Listening section can serve as a
writing model. It might be useful to study
its structure with Ss before they attempt
their own paragraphs.
- Ask Ss to write individually. Ask two Ss
to write their paragraph on the board.
Other Ss and T give comments. Collect
some paragraphs to correct at home.
Alternatively, have Ss revise and rewrite
their paragraph as homework.
- Review all knowledge in unit 7, 8, 9.
- Prepare: The forty-five minute test.
Period 80
UNIT 10: SPACE TO TRAVEL
I. OBJECTIVES: By the end of this lesson, students will be able to:

- Use some vocabularies and structures to talk about space travel
- Interact a conversation about English language.
1. Knowledge:
a. Vocabulary: vocabulary related to astronomy and space travel
b. Grammar: Past simple and past perfect(riview)
3. Qualities: Ss will be more responsible for and be more aware of discovering
and developing space to travel.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
Teacher’s and students’ activities Content
1. Warm up
Aim: To warm up the class and lead in new lesson
- T asks Ss to tell the planets in the solar - Mercury, Venus, Earth, Mars, Jupiter,
system. Saturn, Uranus, Neptune
- T asks: +Do you want to travel to one
of the planets?
+ Can you tell some popular films about
space?
(Martian, Apollo 13, Gravity…)
- T leads in the topic of the unit.
2. Presentation
Aim: Ss know some vocabulary related to astronomy and space travel
-Where are Phuc and Nick? May be, In

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

answer the questions. Give feedback as a Key:
class. Ask Ss to say where in the 1. Phuc was crazy about space.
conversation they found the answers to 2. He had learnt about the universe and
the questions. had collected lots of books about space.
3. To show that there are more things in
the list but that it’s not necessary to list
everything.
4. He wasn’t very impressed because he
thought the meteorite was like an
ordinary piece of rock.
5. By scuba diving in a flight suit and by
taking a parabolic flight to experience
microgravity.
6. He compares it to a ride on a
rollercoaster.
c/ Who is keener on space travel –
c/ Have Ss discuss the questions: ‘Who Phuc or Nick? Why?
is keener on space travel – Phuc or Nick? Key:
Why do you think so?’
Phuc seems keener on space travel than
Ask Ss to give as much information in Nick. He was crazy about space when he
the text to support their answers as was young. Phuc knows more about
possible. space and astronauts. He says he’d love
to experience microgravity, whereas
Nick thinks microgravity sounds scary.
Activity 2: Find the words in the box

Activity 2: to match the picture in each
Have Ss work individually for this description
exercise. Ask them to pay attention to the Key:
photos and the key words/ content words 1. satellite
in the sentences. Have Ss then compare 2. telescope
their answers with a partner. 3. universe
4. meteorite
5. rocket
6. spacecraft
4. Further practice
Aim: Ss can play game
-Write the eight Voc words on small
pieces of paper, shuffle the paper, and
keep them face down. Then one person Activity 3:
turns over the pieces of paper one by Game: SPACE BINGO
one, and call out either the actual words
or the definitions.
-Players find the words in their grid as
they are called, and mark them off.
When a player has marked three box
down , cross or diagonally ( counting
the “ free space), he or she calls out
“Bingo” and win the round.

- Prepare A CLOSER LOOK 1
Period 81

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

- Write new words then learn them by heart.
- Prepare A CLOSER LOOK 2
Period 82

- Use Past simple and past perfect correctly with confidence
- Use defining relative clauses correctly and appropriately
1. Knowledge:
b. Grammar: Past simple and past perfect (review)
II. TEACHING AIDS
2. Equipment: computer, projector.
III. PROCEDURE
2. New lesson:
1. Warm up
Aim: To warm up the class and lead in the new lesson
The Past perfect is used to describe an

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

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

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

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

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

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

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

- T: guide Ss how to do exercises in workbook and what to prepare for the new lesson
- Ss: write down in their notebook.
- Prepare SKILLS 1
Period 84
Lesson 5: SKILLS 1

- Read for specific information about two famous astronauts' space travel
talk about space travel history and life on a space station.
1. Knowledge:
b. Grammar: Past simple and past perfect(review)
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
T asks Ss talk about the item they need
when travelling the ISS
Ss talk about the item they need when
travelling the ISS
2. Presentation
Aim: Ss can read for specific information about two famous astronauts' space travel
and answer the questions
- Ss work in pairs to discuss about the I. READING
photos and try identifying the Vietnamese 1. Do you recognise the Vietnamese
astronaut (Pham Tuan) astronaut in these photos? Discuss
- Pairs can share what they already known with a partner what you know about
about Pham Tuan him. Then turn page around and
- Ss turn the page upside down and read read Quick Facts box.
the Quick Facts box.
- T explain to SS they are going to read a
text about 2 famous astronauts talking
about their space travel experience.
- Ss guess what they think 2 famous 2. Read the text and do exercise.
astronauts will talk about. T may refer a. Place these sentences in
back to the information about the ISS that appropriate paragraph
SS have learned in COMMUNICATION. Key:
1. C 2. A 3. B
a. Read the text and answer the
questions
While-reading Key: 1. Pham Tuan is Viet Nam’s
-Ss read the passage again to answer the first astronaut, and Christer Fuglesang
questions, underline parts of the text that is Sweden’s first astronaut
help them with the answers . 2. He found that the Earth didn’t look
-T asks Ss to compare their answers -> as he thought, and he thought we
give their answers, asks them to give should cooperate to take care of it.
evidence when giving the answers 3. It seemed it didn’t enjoyed it much
since it wasn’t fresh.
4. They talked to him when he was in
space and that him happy.
5. They think the change to fly into
space is equal for everyone.
6. He thinks teamwork, social skills
and language skills are important for
an astronauts.
3. Practice
Aim: talk about space travel history and life on a space station
II. SPEAKING
-Ss work in pairs for this task to discuss 1.Discuss with your partner the
the qualities and skills. qualities and skills that you think
-First , ask SS to look at the reading in 2 are necessary for an astronaut
again and try to extract the necessary today.
characteristics/ qualities/ skills for 2. Working harmoniously… You are
astronauts from the things that Pham Tuan in a spacecraft and suddenly these
and Christer Fuglesang said. problems happen. Work with your
-Then tell SS they can look at A CLOSE cues members to solve them.
LOOK 1, activity 2 , as well as Key (suggested):
COMMUNICATION, for more ideas. -One crew member feels extremely
-Pairs get together to exchange. Then as homesick: She/ He can make phone
class, SS build up a list of qualities and calls to family and friends on Earth.
skills needed to be an astronaut. She/ He can exercise, read a book,
-Have SS work in groups for this role play listen to music, or play some games.
and solve the problems. There are no Other crew members can talk to her/
wrong answers here. Encourage Ss to be him, or together they can do something
creative with their ideas. fun in their free time
-When looking at the monitoring
system you discover a strange object
approaching Earth: The crew can
contact the Mission Control Centre for
help. They can start watching the
object, record its movements, and
report back to Earth
4. Further practice
Aim: Ss can know more information about astronomy and space travel
T asks some questions *Question for the good students:
Ss answer the questions What are the three purposes of space
tourism?
*Question for the bad students:
How old is Pham Tuan now?

- Prepare SKILLS 2
Period 85
Lesson 6: SKILLS 2

 Listen for general and specific information about some space tourism services
 Write a short paragraph using advertising language
1. Knowledge:
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Discussion:
1. Do you live in a big family or a small
family?
2. Do you like living in your family or
do you want to have any thing changed?
2. Presentation
Aim: Ss can listen for general and specific information about some space tourism
services
-Ss do the task in pairs. I. Listening
-T elicits what they find interesting 1. Look at the pictures and discuss
about them (a person relaxing on a with your partner what is happening
planet in a spacesuit, people pulling in them. Can you guess what the
suitcases for holidays in the universe, recording is about? Now listen and
etc…) check.
Key: The recording is about space
-Have Ss read the questions first. tourism
Remind them that they can only write no
than more three words to answer the 2. Listen again then answer the
questions. Allow Ss to listen to the questions with NO MORE THAN
recording several times and give them THREE WORDS.
plenty of time to complete this task. Key:
1. Recreational, leisure, business
-Have Ss match the numbers to their 2. International Space Station
references with what they remember 3. “Spacewalk”
from the last listening. 4. “manned spaceflight”
-Ss listen to either check or complete the 5. Costly, dangerous, unsustainable
task. 3.Match the numbers to their
references, then listen and check your
answers.
Key:
1. D 2. C 3. A 4. E 5. B
3. Practice
Aim: Ss can write a short paragraph using advertising language
T explain that advertisements are written II. WRITING: Persuasive language
in a special way to persuade customers for advertisements
to buy or use a product or service. 4.Look at these advertising examples
-Have SS analyse the first advertisement from the websites of some space
and underline the words or phrases that tourism companies. Underline the
make it sound more persuasive. words/ phrases that you think make
-Ss work in pairs to analyse the last the advertisements sound more
advertisements(if time allows, T may persuasive.
bring in other print advertisements or Key:
TV commercials (in English or “Become a lunar explorer. Join the
Vietnamese) for the analysis. greatest private expedition of our time”
After Ss have completed the task, “An amazing, life – changing
introduce the Language skills box. For a experience”
more able class, ask SS to add more “Ready To Become An Astronaut?”
adjectives that they think may be used in
advertisements.
-Ask Ss to look out for hints in the
words used when doing this task. For 5.Can you guess what is being
example “shine” may go with advertised? Find the answer in the
“shampoo”, “bar” with “chocolate” box.
etc… Key: (suggested)
-Once Ss have finished, ask them to pay 1. A bakery slogan 4. A fuel –
attention to the way the advertisements efficient car
are written. 2. A shampoo product 5. A tourism
-SS use any of the advertising slogan
techniques they have learnt so far? 3. A coffee product 6. A
-T may ask Ss to discuss which chocolate product
advertisements they like the most, and
why.
4. Further practice
Aim: Ss can write a short paragraph using advertising language
6.Write a short ad (2-4 sentences) to

advertise these products. You can use
Work in groups of four, Ss discuss to strong adjectives, active verbs,
decide together what their imperatives, comparatives, questions,
advertisements will be like. Remind Ss etc…
to select advertising techniques They Key: (suggested)
have learnt (strong adjectives, active 1. Watch miracles happen as our
verbs, imperatives, comparatives, extra – mild detergent removes all
questions, etc.) for their text. your stubborn stains! An excellent
Have Ss work individually to write their way to protect your clothes.
advertisements. 2. Have you tried our new delicious
and healthy yoghurt? Its tasty
freshness will brighten your day!
3. The most stylish bicycle ever.
Designed with you in mind.

- Ss: write down in their notebook
- PreparingU10- Looking back
Period 86
Lesson 7: LOOKING BACK AND PROJECT

 Review the vocabularies and structures they have learnt to do the exercises.
1. Knowledge:
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1. Warm up
Aim: To warm up the class
T lets Ss sing an English song
Ss sing an English song
2. Vocabulary
Aim: Ss review the vocabularies they have learnt to do the exercises
-Have SS work individually to fill the gaps 1. Complete the sentences using the
and then compare their answers with a prompts provided.
partner. Challenge them to complete the task KEY
without using the prompts. 1.satellite
2. parabolic flight
3. habitable
4. attach Touring
5. spacecraft
6. meteorites
2. Which verbs go with which
-Ask SS work individually to do matching phrases.
exercise. If time allows, ask them to work in KEY
pairs to make the sentences using the phrases. 1. f: to launch a spacecraft
2. D: to orbit Earth
3. e: to experience microgravity
4. a: to live abroad the ISS
5. c: to train to become an astronaut
6. b: to do experiments
3. Grammar
Aim: Ss can review the structures they have learnt to do the exercises
3. Complete the following tasks,
using the past perfect.
-Ask Ss to work individually and write down a. These are the things that Jack
the actions in full sentences. had done before his birthday party
-Then ask Ss to work in pairs and talk about last week. Report them to your
these actions. partner.
KEY
He had cleaned the house.
He had bought candles
He had made a cake
He had selected a nice music playlist
He had hung up balloons
He had chosen a funny movie
b. Look at the following training
tasks that Mai had completed
-Ask Ss to work individually and write down before she became a professional
the actions in full sentences. astronaut. Report them to your
-Then ask Ss to work in pairs and talk about partner.
these actions. KEY
She had passed a swimming test
She had studied spacecraft systems
She had learnt about the ISS
She had experienced microgravity
She had taken parabolic flights
She had tried crew activities
4. Circle the best answer.
KEY
1. x
2. Who
3. Which
-Ask Ss to work individually to complete the 4.X
task and then compare their answers with a 5. Where
partner. A cross means no relative pronoun is 6. that
required
4. Communication
Aim: Ss can interact to each other
-Ask Ss to follow the instructions to play this 1.Game: THE LONGEST
game. If time allows, both alternatives can be SENTENCE IN THE WORLD.
done to provide Ss with further practice on 2.Role play. In groups of four, take
defining relative clauses. turn to be two interviewers for 4
-Work in groups, Ss play – role. While Ss teen radio station and two
role-play, T goes around and provides help. astronauts who have spend time on
Later call on some volunteer groups to role- the ISS. The interview should focus
play in front of the class. on daily life on the ISS.
5. Project
Aim: Ss can know how to do the project at home
A holiday out of this world! A holiday out of this world!
Encourage SS to design attractive posters by
using graphics and impressive advertising
language. Alternatively, SS can prepare a
short slide show presentation (3-4 slides) to
talk about their company’s tour
- Ss: write down in their notebook.
-Prepare GETTING STARTED - Unit 11
Period 87
UNIT 11: CHANGING ROLES IN SOCIETY

- Use the lexical items related to the changing roles in society.
- Interact a conversation about the vision of the future.
1. Knowledge:
a. Vocabulary: vocabulary related to the changing roles in society.
b. Grammar: Review
3. Qualities: Ss will be more responsible for and be more aware of protecting and
developing society
II. TEACHING AIDS
1. Teacher: Textbooks, plan.
2. Students: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: 15minutes
Code 1
I. Choose the best answer
1.The book ___________ Amelie is reading now is about the Big Bang theory.
A.which B.who C.where D. Why
2.In winter, many Swedes travel to a country ___________ there’s a lot of sunshine.
A.which B.where C.who D. what
3.This is the space tourism service ___________ is being advertised on our website.
A.that B.who C.when D. why
4.‘The cinnamon buns ___________ my mother makes are the best in the world!’ he said.
A.when B.that C.whose D. who
5.A spacewalk occurs ___________ an astronaut gets out of a vehicle while in space to
do science experiments, or conduct repairs.
A.who B.what C.when D. whose
6.The dance club ___________ Mai often goes to will be doing a performance this
Christmas.
A.when B.who C. who D. which
II. Combine the two sentences using defining relative clauses:
1.He read the poem to us. The poem has been translated into several languages.
→ The poem ………………………………………………..
2.What did you do with the money? Your grandparents gave it to you.
→ What did you do with the money ……………………………..?
Code 2
1. A spacewalk occurs ___________ an astronaut gets out of a vehicle while in space to
2. This is the space tourism service ___________ is being advertised on our website.
3. In winter, many Swedes travel to a country ___________ there’s a lot of sunshine.
4 The dance club ___________ Mai often goes to will be doing a performance this
Christmas.
5. The book ___________ Amelie is reading now is about the Big Bang theory.
II. Combine the two sentences using defining relative clauses
1. I used credit card to buy a computer game. The game is called ‘Mars Mystique
Mission’.
→ I used ………………………………………………..
2. I met the girl in the library. I’ve told you about this girl.
→ I met the girl …………………………………………………………
Code 3
1. This is the space tourism service ___________ is being advertised on our website.
2. A spacewalk occurs ___________ an astronaut gets out of a vehicle while in space to
3. In winter, many Swedes travel to a country ___________ there’s a lot of sunshine.
4 The book ___________ Amelie is reading now is about the Big Bang theory.
5. The dance club ___________ Mai often goes to will be doing a performance this
Christmas.
II. Combine the two sentences using defining relative clauses
1. They work for a company. The company offers space tourism.
→ The company ………………………………………………
2.The couple are from Ireland. The couple have just moved in next door.
→ The couple …………………………………………….
I. Choose the best answer (6pts)
Code 1
1. A 2. B 3. A 4. B 5. C 6. D
Code 2
1. C 2. A 3. B 4. D 5. A 6. B
Code 3
1.A 2. C 3. B 4. A 5. D 6. B
II. Combine the two sentences using defining relative clauses (4pts)
Code 1
1. The poem which he read to us has been translated into several languages
2. What did you do with the money which your grandparents gave you
Code 2
1. I used credit card to buy a computer game that is called ‘Mars Mystique Mission’
2. I met the girl whom I’ve told you about in the library.
Code 3
1. The company which they work for offers space tourism
2. The couple who have just moved in next door are from Ireland.
2. New lesson:

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

Key: 1. It’s for people to share their
- Ask Ss to read the questions and vision of the future.
underline the key words in each question 2. Some students from Oak Tree School
(e.g. purpose in 1, who in 2). in Happy Valley.
This helps Ss determine what 3. He says that learning will also take
information they need to answer those place outside school.
questions. Then Ss refer back to the 4. It will give them a sense of
conversation and look for the answers. participation and of being part of the
Correct the answers as a class. process.
5. No, he won’t. He may still go to work.
6. No, he doesn’t.
c. Work in groups. Discuss and find
the meaning of the phrases and
- Ask Ss to work in groups of four or - sentences.
five. Ask them to find the Suggested answers:
phrases/sentences in the conversation. 1. after the year 2030
- Ask them to look at the context around 2. Ideas about what life will be like in
where these phrases/sentences appear the future
and elicit their meanings. 3. Both housework and paid work are
- Correct the answers as a class. worthy of respect.
4. I love being with my father.
3. Practice
Aim: Help Ss use the lexical items related to the changing roles in society.
- Have Ss work independently to choose 2. These words/phrases are taken from
the correct option A or B for each the conversation. Tick (√) the correct
question. Have them share their answers explanation for each one.
in pairs. Key: 1. B 2. A 3. B
- Check as a class. 3. Work in groups. These pictures
represent some visions of the future.
- Have Ss work in groups of four or five. Discuss what they may mean.
Ask them to look at the pictures and Suggested answers:
guess what future visions the pictures 1. Cars will be running on solar energy.
represent. Encourage them to come up 2. People will live in houses in the sky.
with as many predictions as possible. 3. People will be able to talk with their
Then have them pets.
present their ideas to the class. 4. Robots will be doing the housework.
5. Trains will be running as fast as
300km/h.
6. Land will become barren.
4. Further practice
Aim: Ss can play game about the changing roles in society.
- Divide the class into two teams. One 4. GAME
team names a service and the other team Make two big groups. One group
says what they think the service will be names a service. The other group gives
like in the future. Try to give every their vision of that service in the
student ago, not just the most advanced future. Take turns to do this. The
ones in the class group with the most predictions wins.
For a less able class, allow both teams to
come up with the services first. Write
them on the board and allow Ss about -
five minutes to prepare. When the time is
over, the game starts. The group with the
most
predictions wins.
Retell the main contents of the lesson
- Learn by heart the new words.
Prepare: talk about the role of robots in the future
Find : verb, noun of words in part 1
Period 88

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

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

the vocabular words
Ss make sentences

Review: Future passive and Non - defining relative clauses
Period 89

- Use the future passive correctly.
- Recognise non-defining relative clauses and use them correctly.
1. Knowledge:
b. Grammar: Use the future passive, non-defining relative clauses.
developing society
II. TEACHING AIDS
III. PROCEDURE
2. New lesson:
1.Warm up:
- Ask Ss to talk about the role of robots
in the future.
2.Presentation
Aim: Help Ss review the future passive
1. Review. * Future passive.
- Write the two example sentences Example:
using the future active and passive on 1. They will build a new bridge here.
the board. Let Ss work out the 2. A new bridge will be built here.
difference between the two sentences.
This reminder should help Ss to
complete exercise 1.
2. Practice. 1. Choose the future active or passive
- Ask Ss to work individually. They tocomplete the sentences.
then share their answers with a partner.Key:
Check the answers as a class. 1. A 2. B 3. B 4. A 5. A 6. B
2. Rewrite the sentences without
- Have Ss work individually. Ask them changing their original meanings.
to exchange their answers for checking. Key: 1. Classes will also be held in places
Have Ss write their answers on the like restaurants or supermarkets.
board. T corrects if needed. 2. The school’s curriculum will constantly
Note: For Ss who are weak at this kind be tailored to meet changes in society.
of exercise, ask them to underline the 3. Students’ academic performance will
verb phrases in the original sentences not be evaluated through exams only.
which will have to be changed. Then 4. Not all the decisions in the family will
ask them to change the sentences into be made by men.
future passive first, before completing 5. Women will be freed from most
the rest of the sentences. housework by high technology.
6. More flyovers will be built to reduce
traffic in the city.
3. Practice
Aim: Help Ss know how to recognise non-defining relative clauses and use them
correctly
Work with Ss on the REMEMBER!
box. Write the examples in the box on REMEMBER!
the board as you explain the rules.
Ensure that Ss understand the rules
before beginning the exercises. T may
keep the examples on the
board while Ss are doing the exercises.
3. Put a comma/commas where
- Ask Ss to work individually. They necessary in the sentences.
can then exchange their answers with a Key:
partner. Elicit the answers from Ss and 1. Minh told me about his new job, which
correct them if necessary. Ask Ss to he’s enjoying very much.
explain their answers to check their 2. The Board of Directors are usually
understanding of the rule. those who get the most votes.
3. The US, which stands for the United
States, is sometimes confused with the
UN, which stands for
the United Nations.
4. Jack London, who is the author of The
Call of The Wild, is a famous American
writer.
5. Psychology, which is the study of the
mind, originates from a Greek word.
6. Jane refused a position which would be
a dream job for many of her peers.
- Before doing this exercise, remind Ss 4. Cross out the relative clause which
that only non-defining relative clauses can be omitted without causing
can be omitted. Have Ss do this confusion to the meaning of the
exercise individually. They may refer sentence.
to the rules on the board. Check the Key:
answers as a class. 1. Sarah works for a company that makes
bikes.
2. I’ve got a sister called Caroline.
3. This morning I met my ex-classmate
Janet.
4. The 6.30 bus was late today.
5. Only those who had booked in advance
were allowed in.
6. The stairs which lead to the basement
are rather slippery.
4. Further practice
Aim: Ss can make sentences with a non-defining relative clause
- Have Ss work individually. Let Ss Make the sentence in brackets to make
share their writing with their partner. a non-defining relative clause.
Check as a class, paying special Key:
attention to the commas and the relative 1. We are staying at the Grand Hotel,
pronouns. which will be demolished for a
department store.
2. The essays will be assessed by Hans de
Wit, who is the President of the EAIE.
3. The Second World War, which lasted
from 1939 to 1945, destroyed hundreds of
cities in Europe.
4. I have read several short stories by Jack
London, who is a famous American
writer.
5. The Eiffel Tower, which is on the River
Seine, was built over two hundred years
ago.
3.Guides for homework
- Review structures.
- Prepare: Communication.
Period 90

- Describing the changing roles of schools
1. Knowledge:
b. Grammar: Use the future passive, non-defining relative clauses.
developing society
II. TEACHING AIDS
III. PROCEDURE
1. Checking: 15-minute Test
The writing test (15’)
Combine each pair of sentence to make a complete sentence using a relative
pronoun.
Here is an example.
A spacecraft is a vehicle. It is used for travel into space.
→ A spacecraft is a vehicle which is used for travel into space.
1. The International Space Station is a large spacecraft. It was launched in 1988.
→ ____________________________________________________________
2. An astronomer is a scientist. An astronomer studies the sun, the moon and other
planets.
→ _____________________________________________________________
3. A telescope is a piece of equipment. Astronomers use it to observe stars.
→ _____________________________________________________________
4. The place has a microgravity environment. Astronauts live and conduct research here.
→ _____________________________________________________________
5. Space tourism is becoming more and more popular. It is space travel for recreational
purposes.
→ _____________________________________________________________
Key:
1. The International Space Station is a large spacecraft which was launched in 1988.
2. An astronomer is a scientist who studies the sun, the moon and other planets.
3. A telescope is a piece of equipment which astronomers use to observe stars.
4. The place where astronauts live and conduct research has a microgravity environment.
5. Space tourism which is space travel for recreational purposes is becoming more and
more popular.
2. New lesson:

1. Warm up:
- Start this session by writing ‘The roles *Chatting.
of schools in the future’ on board. Ask Ss
to read the introduction to the Just
imagine! forum. Lead Ss through a
discussion about how they think the roles
of school will
change in the future. Encourage Ss to be
imaginative and come up with ideas.
There are no wrong answers at this stage.
2. Presentation
Aim: Help Ss read the introduction about the changing roles of schools
- Have Ss read the posts individually as 1 a. Work in groups. Read the
quickly as possible. Then refer to their introduction to the Just imagine!
predictions in 1a and see if there are any forum. Discuss and take notes of your
similarities. own predictions.
- Ask Ss to work in groups of three or

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

- Write about the changing roles of schools.
Period 91
Lesson 5: SKILLS 1

- Read for specific information about the changing roles of women in society and
its effects.
- Talk about roles in the future
1. Knowledge:
b. Grammar: review
developing society
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1.Warm up:
- Ask Ss to talk about the changing *Chatting.
roles in society, they are positive or
negative.
2. Presentation
Aim: Read for specific information about the changing roles of women in society
and its effects.
1. Pre – Reading. 1 Discuss in groups.
- Have Ss discuss the questions in 1. What changes in society will we see in
groups or as a class. Encourage them to ten years’ time?
use their imagination, and consider 2. What will be the changes in the roles of
even the smallest changes and their men and women in society?
possible effects. T can write some of 3. How will the increasing involvement of
the most interesting answers on the women in public life affect society?
board, and leave them there while the 2 a. Read the passage and match the
class does 2. underlined words/phrases in the
2. While – reading. passage with their definitions.
- Ask Ss to read the passage Key: 1. d 2. e 3. b 4. f 5. a 6. c
individually, paying special attention to
the underlined words/phrases.
- Ask them to guess the meanings of
these words/phrases through the
context. Then let them do the matching b. Read the passage again and answer
exercise. Check and confirm the correct the questions.
answers. Key:
1. The ever increasing involvement of
- Have Ss read the passage again and women in education and employment.
answer the questions. Ask them to mark 2. The socio-economic picture of these
the word/words where the information countries.
for the answers comes from. Ss can 3. Their financial burden will be reduced.
share their answers with their partners. However, they will no longer be the
- Check Ss’ answers as a class. dominant figures and will learn to share
decision-making and housework.
4. They will learn to be more independent.
5. The service sector.
6. It will develop.
3. Practice
Aim: Help Ss Talk about roles in the future
Have Ss work individually. Ask them 3 a. Here are some predictions about
to read the predictions and tick the the changing roles of males and females
one(s) they agree with. There are no in the future. Tick (√) the one(s) you
wrong answers here, though Ss should agree with.
be preparing to back up their choices
with reasons and
examples. b. Work in groups. Share the
predictions
- Ask Ss to work in groups. Each you agree with in 3a in the group.
student shares his/her list. Other Ss in Discuss if you agree with your group
the group discuss the predictions and mates’ choices. Give reasons and
say whether they agree or disagree, examples to support your opinion.
backing their opinions up with reasons
and examples. T moves around the
class to facilitate the discussions. If
something interesting comes up, T may
wish to bring the whole class together
to discuss it.
4. Further practice
Aim: Ss can make a list that with more women having well-paid jobs, what changes
will we see in the service sector
- Start this activity by brainstorming the * With more women having well-paid
areas of the service sector which are jobs, what changes will we see in the
most likely to be affected by having service sector? Make a list, and present
more women go out to work. Write the it to the class.
list of ideas on the board. Allow Ss
some time to discuss in groups the
changes which may happen. Move
around the class to facilitate the
discussions. Then each group presents
their ideas to the class. Encourage
responses from the class as they listen
to the predictions.

Prepare: Answer the questions:
Do you know which countries in the world that have the changing in the roles of women
in society?
What are they?
Are they good for women?
Period 92
Lesson 6: SKILLS 2

- Listen for specific information about the changes that women in Kenya are going
through.
- Write about the roles of teenagers in the future.
1. Knowledge:
b. Grammar: review
developing society
II. TEACHING AIDS
III. PROCEDURE
2. New lesson

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

- Retell the main contents of the lesson
Period 93

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

assessment. Discuss as a class what
weaknesses remain, and what areas Ss
have mastered.

Guide Ss to do the project: Your vision of the future
- This project aims to encourage Ss to work out what they think the world in the
future will be like.
- Divide Ss into groups of four or five and instruct them on what they have to do. Since
this is a broad topic, it may be helpful if each group chooses an area which they can focus
on (technology, education, medicine, etc.). Encourage every member of the group to
actively participate in the project. Tell them
their project has to answer the questions:
• what your vision of the future is
• how the world will be different to today’s world
• what brings about the change, and
• how you feel about it
- Have Ss present their ideas in the next lesson. When all the groups have given their
presentations, the whole class can vote for the best.
- Prepare: Unit 12: Getting Started

Period 94
UNIT 12: MY FUTURE CAREER

- Use the lexical items related to jobs and careers.
- Interact a conversation about what subjects will choose.
1. Knowledge:
a. Vocabulary: vocabulary related to subjects, jobs and careers.
b. Grammar: review
3. Qualities: Ss will be more responsible for and be more aware of studying hard
to have a good job in the future
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1.Warm up:
*Game.
‘The roles of teachers and schools in the
- Ask Ss to play a game. First, divide future’
Ss into two equal teams. Write the phrase
‘The roles of teachers and schools in the
future’ on the board. Ask the two teams
to write down as many words/phrases
relating to the roles of teachers and
schools in the future as possible.
- Set a time limit of three minutes. The
team with more correct words/phrases
wins.
2. Presentation
Aim: Help Ss Interact a conversation about what subjects will choose
- Ask Ss what job or career they want to 1. Listen and read.
do in the future. Then ask them another Do you have to choose some specific
question. subjects to focus on if you want to do that
- Elicit answers from Ss. Now, tell them job in the future?
to look at the picture and the heading
‘What subjects will you choose? ’ and Who can you see in the picture?
ask them these questions. Where do you think they are?
- Have Ss answer as a class. What do you think they are talking about?
along.
- After that, Ss can compare their
answers with the information in the
conversation.
understand. a. Put a word/phrase from the box
- Ss work in pairs to label the pictures under each picture.
with the words/phrases given. Allow Key: 1. lodging manager
pairs to share their answers before asking 2. event planner
them to discuss as a class. Then ask some 3. customer service staff
Ss to read the words/phrases aloud and 4. housekeeper
correct 5. tour guide
their pronunciation if necessary. 6. biologist
- Have Ss work individually. Ss find the b. Find a word/phrase in the

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

- Think for your future job.
Period 95

- Identify in which situations to use high tones and say sentences with the correct
high tone.
1. Knowledge:
a. Vocabulary: related to jobs and careers.
b. Grammar: review
c. Pronunciation: High tones
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1.Warm up:
- Start by reviewing the previous *Game.
lesson. Begin by asking two pairs of Ss
to come to the front to play a quick
game. Ask them to write as many jobs
and collocations (or phrases) used to
describe those jobs as possible. Set a
time limit of three minutes. The pair
with the most correct words and
collocations wins.
2. Presentation
Aim: Help Ss Use the lexical items related to jobs and careers
- Now have Ss turn to the book and 1. Put one word/phrase under each
work in pairs to identify the pictures. picture. There is one extra word.
Ask them to briefly describe the Key:
pictures. Then let them do the matching 1. craftsman
exercise. Check the answers as a class. 2. physicist
Then ask Ss: 3. opera singer
Which of these jobs would you like to 4. fashion designer
do in the future? 5. pharmacist
Why would you like to do it? 6. architect
Ask some Ss to answer the questions. 7. businesswoman
8. mechanic
2. Fill each blank with a suitable job

- Have Ss work individually to fill the from 1, adapting them where necessary.
blanks. Remind Ss that the form of the Key:
word may need to be changed to fit the 1. physicist
sentence. Allow them to share their 2. mechanic
answers with a partner before checking 3. pharmacist
as a class. 4. fashion designer
5. opera singer
6. architects
7. businesswomen and businessmen
8. craftsmen and craftswomen
3 a. Match each word/phrase in the left
- Give Ss a couple of minutes to work column with its definition in the right
in pairs to do the matching. Then check one.
the answers as a class. Key: 1. D 2. B 3. A 4. C
b. Fill each gap with a word/phrase

- Have Ss work individually to in3a.
complete the sentences. Have them Key:
compare their answers in pairs. 1. career
Afterwards, check Ss’ answers as a 2. job
class. 3. profession
4. career path
3. Practice
Aim: Help Ss identify in which situations to use high tones and say sentences with
the correct high tone
Have Ss silently read the information High tones
and examples in the box. Ask some Ss - We use high tones for adjectives like
to summarise the rules and read out the excellent, gorgeous, brilliant, superb,
examples in the box or to give their absolutely amazing, etc., to show strong
own examples. Ensure that Ss have feelings. If we use weaker adjectives like
understood the ideas before proceeding. nice, quite pleasant, quite pretty, etc., our
Inform Ss that negative adjectives voice does not usually go high.
(awful, terrible) can be affected by tone Example:
in the same way as positive ones A: So, how was your trip?
(excellent, brilliant). B: Excellent!
A: Good food?
B: Quite pleasant.
- When people use excellent, gorgeous,
brilliant, superb, absolutely amazing, etc.,
with a flat voice, they mean the opposite.
Example:
A: The flight is delayed again.
B: Brilliant.
4. Listen to the conversations between
Jenny and Tom. Notice how Tom uses
the tones in his replies. Then practise
- Play the recording for Ss to listen. the conversation with a partner
Ask them to draw arrows to illustrate 1. Tom: Pretty? It’s amazing ↷!
Tom’s tones. Play the recording again 2. Tom: OK? It’s fantastic ↷!
for Ss to repeat the short dialogues 3. Tom: Good? It’s wonderful ↷!
paying attention to the tones. Call on 4. Tom: OK? They are absolutely ↷
some pairs to act out the short fantastic ↷!
dialogues. 5. Tom: Pleasant? It’s superb ↷!
6. Tom: Nice? It’s gorgeous ↷!
5. The responses to the pairs of
sentences are the same but the speakers
have opposite attitudes. Listen, draw
arrows to show the tones, then repeat.
- Have Ss work in pairs to draw arrows 1. 1a: • Brilliant. ↷ 1b: • Brilliant.➙
to show the tones before reading out. 2. 2a: • Well done. ➙ 2b: • Well
Then play the recording. done. ↷
- Ask the pairs to listen and check their
3. 3a: • Excellent. ↷ 3b: • Excellent. ➙
lines showing the tones. Confirm the 4.4a: • Amazing. ➙ 4b: • Amazing. ↷
correct answers. Ask some pairs to 5.5a: • How awful. ↷ 5b: • How
practise saying the pairs of dialogues. awful.➙
Correct them if necessary.
4.Further practice
Aim: Ss can find more words about job and make sentences
T asks Ss to find more words about job
and make sentences in groups
Ss find more words about job and make
sentences in groups
T corrects and comments
Period 96

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

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

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

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

suitable, why you think so.
Period 98
Lesson 5: SKILLS 1

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

- Think about your job in the future.
- Prepare next lesson: Unit 12: Skills 2
Period 99
Lesson 6: SKILLS 2

- Listen for general and specific information about choosing future jobs and
reasons for these choices.
- Write about the qualities one needs to be able to do a certain job.
1. Knowledge:
b. Grammar: review
II. TEACHING AIDS
2. Students: computer, projector, loudspeaker
III. PROCEDURE
2. New lesson

1.Warm up:
- Ask Ss to say what jobs their parents *Chatting.
do. Ask them if they are aware of any
difficulties which their parents face when
doing those jobs.
2. Presentation
Aim: Help Ss listen for general and specific information about choosing future jobs
and reasons for these choices
- Ask Ss to work in pairs to answer the 1. Work in pairs and answer the
questions. Ask a pair to share their ideas questions below.
with the class. 1. What job do you want to do in the
future?
2. What qualities do you think you need
to do that job?
2. Phong is talking to Mrs. Warner,
- Tell Ss that they are going to listen to a Nick’s mother, about future jobs he
conversation between Phong and Mrs. and his friends want to do. Listen to the
Warner, Nick’s mother, about jobs that conversation and fill in the blanks with
he and his friends want to do in the no more than THREE words.
future. Ask them to read the information Key:
in 2 carefully. 1. mountains of work
- Tell them to listen carefully to find out 2. work overtime
the words/phrases from the recording 3. Rewarding
needed to fill in the blanks. 4. sociable
- T can play the recording twice if 5. applied skills
necessary. Have two Ss write their 6. good with his
answers on the board. Confirm the
correct answers.
3. Listen again and decide if the
- Have Ss work individually to underline following statements are true (T) or
the key words in the statements and false (F).
predict the answers. Write their answers Key:
on the board without confirming the 1. T 2. T 3. T 4. F 5. F 6. T
correct answers. Play the recording again
for Ss to check. T may pause at the
sentences that include the information Ss
need for their answers. Confirm the
correct answers.
3. Practice
Aim: Help Ss write about the qualities one needs to be able to do a certain job
- First check that everybody understands
the meaning of the adjectives in the box. 4. Work in pairs. Choose a job that you
If not, T can spend some time explaining like. Discuss which three qualities
them. Set a time limit for pairs to would be necessary for people doing
brainstorm the ideas and do the that job. You can use some of the ideas
discussion. Ask them to refer back to2 below. Remember to give reasons.
and3 as examples for useful language
and ideas. Ask some pairs to present
their ideas to
the whole class. Remind Ss that they
should give examples and reasons to
support their main points.
5. Based on your discussion in 4, write a
- Have Ss work individually to get their paragraph about the three most
ideas down on paper and check the important qualities a person needs to
accuracy of what they have written. Give be able to do a job well. Remember to
them ten minutes to write and edit their give reasons and examples to support
work. Swap their writing with a partner your opinion.
for peer review, comments, and
corrections. Then ask Ss to write the
second draft as homework.
4. Further practice
Aim: Ss can talk about the three most important qualities a person needs to be able to
do a job well
T asks Ss to talk about the three most

important qualities a person needs to be
able to do a job well
Ss talk about the three most important
qualities a person needs to be able to do a
job well
T observes and corrects

Period 100

1. Knowledge:
b. Grammar: review
II. TEACHING AIDS
III. PROCEDURE
2. New lesson

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

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

assessment. Identify any difficulties
and weak areas and provide further
practice.

Do the project: My future career path
- The aim of this project is to encourage Ss to think about possible career paths they may
want to follow, and to do some more research about the factors they have to consider if
they are going to follow that
pathway. This is a topic that is of immediate importance to the Ss’ futures.
Divide Ss into groups of four or five and instruct them on what they have to do.
Encourage them to think of a real path they might want to follow. Tell them to:
• give reasons for the choice
•consider factors like qualifications, skills, hobbies, personalities, practical issues, and
even the employment market
• think about who can give them good advice, and why
- Ask Ss to draw a picture of their career path. Have them present their posters in the next
lesson. When all the groups have given their presentations, let the whole class vote for
the best one.
- Prepare: Review 4
Period 100: REVIEW 4

- Revise the language Ss have learnt in units 10, 11, 12.
- Practice making everyday English.
1. Knowledge:
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
b. Grammar: infinitive or -ing form; relative clause.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson

1. Warm up
T lets Ss sing an English song

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

- Review all knowledge you have learnt in English 9.
- Prepare: Review 4 (Skills)
Period 102: REVIEW 4 (cont)

- Revise the skills they have practised in units 10, 11, 12.
- Practice 4 skills.
1. Knowledge:
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
b. Grammar: infinitive or -ing form; relative clause.
II. TEACHING AIDS
III. PROCEDURE
2. New lesson
1. Warm up
T asks Ss some questions Chatting
Ss answer the questions
2. Reading
Aim: Help Ss read the passage and do exercise
- Have Ss work individually to skim-read 1 a. Read the text and match the
the text to match the headings with the headings with the correct paragraphs.
correct paragraphs. Key: 1. C 2. A 3. D 4. B
They can compare their answers with a
partner. Check answers as a class.
b. Read the text again and decide
- Ask Ss to read the text again carefully whether the statements are true (T) or
to decide whether the statements are true false (F).
(T) or false (F). Key: 1. T 2. F 3. F 4. F 5. T
- Tell them that they can underline the
sentences that have clues for their
answers. Have Ss compare their answers
with a partner. Check the answers as a
class. Ask Ss to explain the reasons why
an answer
is false.
3. Speaking
Aim: Help Ss choose a job and give the reasons for the choice
- This is an open speaking exercise. 2. Choose a dream job you would like to
Allow Ss time to get some ideas from do. Say why you dream of doing the job.
Unit 10 to 12, or to come up with some
ideas of their own. Ss can work in
groups. Have some Ss/groups come to
the front to present their own choice and
their reasons for the choice.
4. Listening
Aim: Help Ss listen to a conversation and do exercises
- Firstly, ask Ss to read the questions 3 a. Listen to the interview and answer
carefully. Then play the recording. Ss the questions.
listen and answer the questions. Key:
- Ask some Ss to give their answers. 1. a hotel receptionist
Write Ss’ answers on the board. 2. two weeks
- Have Ss read the sentences carefully b. Listen again and complete the
and try to complete them without sentences.
listening to the recording again. Key:
- Do not confirm any answers at this 1. sociable
stage. Tell Ss that they are going to listen 2. dealing with
a second time to check the answers for 3. telephone manner
the questions. Play the recording. Ask 4. experience
some Ss to give answers. Let Ss listen a 5. night shifts
third time if necessary to check their
answers. Confirm the correct answers as
a class.
5. Writing
Aim: Help Ss know how to express their opinion
- Have Ss work in pairs to discuss the 4 Over time, the popularity of different
question. Ask the pairs to brainstorm an jobs may change. In your opinion, what
outline of the main reasons why they job will be the most popular in the next
think their chosen job will be the most 10 years?
popular. Have pairs do the writing Write a paragraph of about 120 words
together. T may read aloud one piece of to express your opinion. Remember to
writing and ask other Ss to comment. T discuss why you think so.
may also collect some of the Ss’ Sample writing:
paragraphs to correct at home. I think one of the most popular jobs in the
future can be astronaut, the ‘ driver’ of
expensive spacecrafts. The first reason is
many people are dreaming of flying into
the space and are willing to pay for such ‘
trips’ if the costs are not as high as they
are now. In fact, this kind of space travel
has attracted many world’s travel agencies
to exploit, so hopefully it will be much
cheaper to follow such journeys. This also
means the demand for spacecraft drivers
will be increasing. Secondly, astronauts
will certainly be able to make a bundle and
the opportunities for this job will be much
higher. Moreover, those astronauts will
also have many chances to travel between
planets, and enjoy the spectacular views
from outside the Earth. In short, because of
the increasing demand for space travelling,
the opportunities to earn money, and the
interesting nature of the job, this job will
likely be a favourite job for many people
in very near future.
- Review all knowledge you have learnt in English 9.
- Prepare: The second term test.
Period 86: REVISION FOR THE SECOND-TERM TEST

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

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

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

- The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing.
- Prepare for the next lesson: Review for the second term test.
Period 103: REVIEW

I. OBJECTIVES: By the end of the lesson, Ss will be able to review the 4 skills related
to the topics that they have learnt among unit 10, 11.
1. Knowledge:
a. Vocabulary: review vocabulary ralated to topic: eating habits, tourism, english
in the world
b. Grammar: review: relative clause, article, conditional sentences type 1,2
2. Competences: independent working, pair work, linguistic competence,
cooperative learning and communicative competence
3. Qualities: Ss will be more aware of and be more responsiple for protecting the
environment and the future means of transport and movement
II. TEACHING AIDS
2. Equipment: computer accessed to the Internet, projector
III. PROCEDURE
2. New lesson
Teacher’s and students’ activities Contents
1. Warm up
Aim: To warm up the class.
T asks Ss to sing an English song

2. Vocabulary
Aim: Help students review some vocabularies ralated to topic: eating habits, tourism,
english in the world.
1-Vocabulary.
T asks Ss to do exercise 3,4 page 5in Topic: Unit 7: eating habits,
exercise’s book. T uses computer to (Ex 3,4/ page 5)
correct.
Ss do exercise individually.
Topic: Unit 8: tourism

T asks Ss to do exercise 2,3,4,5,8 part B in (Ex 2,3,4,5,8 part B in unit 8)
unit 8 in exercise’s book. T uses computer
to correct.
T asks Ss to do exercise 1,2,3, part B in Topic: English in the word

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

exercise’s book individually, check their
answers with a partner before giving the III. Conditional sentences
answers to * Type 1:
Ss go to the board and write their answers If it rains tonight, I won’t go out.
if time allows. * Type 2.
- If there weren’t so many words, it would
T asks Ss to retell the form of the be easier for us to master it!
conditional sentences type 1 and type 2
and give examples Exercise: Using the given information,
Ss retell the form of the conditional make conditional sentences with IF
sentences type 1 and type 2 and give 1. They are poor, so they can’t help us.
examples → If they ..............................
2. He doesn’t do his homework. He is
always punished.
T asks Ss to do exercise about conditional → If he .........................................
sentences 3. He doesn’t have enough time. He can’t
Ss do exercise help me.
T corrects on the computer → If he..............................
4. She doesn’t take any exercise, so she is
overweight.
→ If she ..................................
5. He doesn’t have a bicycle, so he always
goes to class late.
→ He wouldn’t ....................
6. I am bad at English, so I can’t do
homework.
→ I could ............................
7. He doesn’t practise speaking French, so
he doesn’t speak it fluently.
→ If he......................................
8. The meeting can be cancelled because it
snows heavily.
→ If it.................................................
9. We don’t go because it will rain.
→ If it .............................................
10. John is fat because he eats so many
chips.
→ If John..........................................
* Keys
1. If they weren’t poor, they could help us.
2. If he did his homework, he wouldn’t be
punished.
3. If he had enough time, he could help me.
4. If she took some exercise, she wouldn’t
be overweight.
5. He wouldn’t go to class late if he had a
bicycle.
6. I could do homework if I weren’t bad/
were good at English.
7. If he practised speaking French, he would
speak it fluently.
8. If it didn’t snow heavily, the meeting
couldn’t be cancelled.
9. If it didn’t rain, we would go.
10. If John didn’t eat so many chips, he
wouldn’t be fat.
- Review the articles, conditional sentence 1,2, relative clause.
Guide the way to do part reading and listening.
- Prepare for the second-term test
PERIOD 105: The second term test

(Thi theo đề thi chung của phòng giáo dục và đào tạo)

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Period 55

UNIT 7: RECIPES AND EATING HABITS

I. OBJECTIVES:By the end of the lesson, students can:

T introduces the lesson

I. OBJECTIVES: By the end of the lesson, students can:

3. Match each cooking verb in A with its

4 a. Look at the pictures and answer:

3. Guides for homework

I. OBJECTIVES: By the end of the lesson, students can:

- Have Ss work in pairs to read the

- Have Ss do the exercise individually

I. OBJECTIVES: By the end of the lesson, students can:

Teacher’s and students’ activities The main contents

T asks Ss to look at the picture and guess

3. The steps to make the soup:

* The health benefits of this dish

I. OBJECTIVES: By the end of this Unit, students can:

- Have Ss work in groups to discuss the II. Speaking

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students can:

T guides Ss to talk about the eating habits

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students will be able to:

- Ask Ss to complete the self-assessment.

I. OBJECTIVES: By the end of the lesson students will be able to:

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students will be able to:

1.2. Compound nouns

Ex: Complete the table

Noun + Noun jet lag,

Verb + particle Drawback,

Ex4. Complete the sentences using the

5. Listen and repeat the following mini-

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students will be able to:

T asks Ss to say about your hometown as Eg:

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students will be able to:

T asks Ss to talk about a place you would Eg:

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students will be able to:

T introduces the lesson

2. Read the passage again and answer

3. Guides for homework

I. OBJECTIVES: By the end of the lesson students will be able to:

I. OBJECTIVES: By the end of the lesson students will be able to:

Teacher’s and students’ activities The main contents

I. OBJECTIVES: By the end of the lesson students will be able to:

T introduces the lesson

- Ask Ss to convert the adjectives given Ex b. Convert these adjectives into

- Have Ss work independently and then

3. Guides for homework.

I. OBJECTIVES: By the end of the lesson students will be able to:

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

T asks Ss to make sentences using words

3. Guides for homework.

I. OBJECTIVES: By the end of the lesson students will be able to:

Teacher’s and students’ activities The main contents

T asks Ss to do exercise b and ex 2

- Have Ss work independently to write the

3. Guides for homework.

I. OBJECTIVES: By the end of the lesson students will be able to:

3. Guides for homework.