LESSON PLAN

HANH

SCHOOL: NGUYEN TRAI

CLASS: 10
SUBJECT: ENGLISH
TEACHERS: NGO CONG MINH LE THI HONG
SCHOOL YEAR: 2009 - 2010

UNIT 1:

A DAY IN THE LIFE OF

LESSON : READING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to read a passage and have and
adequate understanding about the daily routine in the life of a farmer
II.
LANGUAGE FOCUS :
+ Grammar : simple present, progressive present
+ New words : relating to the farmers daily activities
III.
TEACHING AIDS : pictures, handout worksheet, projector
IV.
PROCEDURE
Stage
Teachers activities
Students activities
Time needed
I. Warm-up (5)

II. Pre- reading (7)

III. While reading

(20)

IV. Post reading

(10)

- Shows pictures of some people who are working( doctor, typist, football player, engineer, farmer)
- asks:
+ what does he/ she do ?
+ what does a farmer do ?
- says : to understand more about the life of a farmer ,
lets come to Unit 1- lesson reading
- Has Ss ask and answer questions about their daily
activities
- Comments
- Uses pictures relating to the farmers daily activities to
teach the word meaning
New words :
+ lead the buffalo to the field
+ plough (v, n)
+ harrow (v, n)
+ pump (v)
+ transplant (v)
+ fellow (n) } ( synonym ) friend
+ peasant (n) }
farmer
* Task 1
- Has Ss open their book to read the text silently and do
the task that follow
- Guides Ss to scan to get the information
- Comments
* Task 2
- Has Ss read the text again then answer the questions
- calls some pairs to answer the questions (closed pairs,
opened pairs)
- comments
- has Ss close the book taken ask and answer about Mr
Vy and Mrs Tuyet according to the passage.
* Task 3
- has Ss do task 3 after explaining the requirement
- has Ss scan the text to get information to fill in the
table
- divides the class into 3 groups to make a brief note
about Mr Vy and Mrs Tuyets daily routine in the
morning; in the afternoon; after dinner
- calls some Ss to present their answer on the projector
- comments

Work individually
and give answers

- has Ss talk about their father and mother s daily

activities

Work in group

Work in pairs
Give feed back

-Work individual
- Do the exercise and
give feed back.
Work in pairs

Work in pairs

Work in group
Listen and comment

V. Home work (3)

- calls some representative to present their passage in

front of the class
- comments
- has Ss learn the new words by heart
- has Ss read the text carefully to remember Mr Vy and
Mrss Tuyet daily routine
- has Ss write a passage about 80 words talking about
your father or mothers daily routine.

UNIT 1 :
A DAY IN A LIFE OF
LESSON : SPEAKING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to use the present simple to:
+ ask & answer some information about their daily routines
+ talk about their daily activities and their classmate
II.
LANGUAGE FOCUS :
- Grammar
- New words
III.
TEACHING AIDS : pictures, handout work sheets
IV.
PROCEDURE :
Stage
Time needed
I. Warm-up (5)

II. Pre- speaking

(10)

III. While speaking (15)

Teachers activities

Students activities

* Match the words with the pictures

- divides the class into 2 sides (A and B). Each side has
one representative in front of the desks
- Fixes the pictures of subjects on the board Hands out
the words on subjects for two sides
- Announces the winner who has more correct words
under the pictures
* Task 1 :
- asks Ss to open their books at the page 15 and look at
Quans activities in the time table
- asks : + what time dose Quan have civic education
lesson on Monday ?
Ss : he has civic education lesson at 7.15am
+ what lesson does Quan have at 7.15 on Monday ?
Ss : at 7.15 on Monday he has civic education lesson
-asks Ss to do Task 1 as the model
- walks around the class and helps Ss if necessary
-invites some pairs to practice their dialogues

- Work in groups

* Task 2 :
- Describes Quans activities, using the picture below
- asks Ss to look at picture (a) and answer the question
+ what does Quan do at 14:00 ?
Ss : he gets up ( after talking a short nap) at 14:00
- Asks Ss to do Task 2 as the model
- walks around and helps Ss if necessary
- calls some groups to present their results
- calls some Ss to present the whole Quans daily

- match the words

with the pictures

- answer individually

- work in pairs
- comment
- answer individually

- work in groups

activities
IV. Post- speaking
(13)

V. Homework (2)

* Task 3 :
- asks Ss to talk about their daily routine in pairs
- walks around and helps Ss if necessary
- invites some Ss to talk about their daily routine in front
of the class
- comments
- has Ss write a passage from 80- 100 words about your
daily routine

LESSON PLAN
UNIT 1:
A DAY IN THE LIFE OF
LESSON: LISTENING
I.
OBJECTIVES : By the end of the lesson, Students will be able to :
+ Listen about ones daily activities
+ Listen to number the pictures in their correct order
+ Listen to choose the True/ False statements
II.
LANGUAGE FOCUS :
+ Grammar
+ New words
III.
TEACHING AIDS : The cassette player
IV.
PROCEDURE :
Stages
Teachers activities
Times needed
I. Warm-up (3)

II. Pre- listening (8)

- Has Ss arrange words into the meaningful words

+ jumbled words :
APNLE
RITNA
CLCOY
YBCLCEI
- Checks the result and give the situation:
- Says : my father is a pilot. He often travels around the
world by his plane.
- Shows a picture and asks...
+ Who is he ?
He is a cycle driver
- Says : to understand about a cycles daily activities.
Today youll listen to the tape
- Asks Ss to answer the question:
1. Have you ever traveled by cycle ?
2. 2. When was it ?
3. Is it interesting to travel by cycle ?
4. Which do you prefer, going by bicycle or by
cycle ? Give reason ?
- Comments
- Has Ss listen and repeat some words which related to
the passage in the tape.
+ district
+ office
+ purchases
+ drop
+ ride
+ food stall
+ routine
+ pedal

- comment
- Work in pairs

- present individual
Write the homework

Students activities

work in group of 4

works individually

work in pairs

read in chorus

III. While-listening
* TASK 1 (12)

* TASK 2 (8)
IV. Post- listening
(12)

V. Homework (2)

+ passengers
+ park
- Explains some difficult words :
+ district (n)
(example)
+ pedal (n)
(picture)
+ purchases (n) (translate)
+ food stall (n) (picture)
- Has Ss look at the pictures (on page 16) and guess the
order of the pictures describing
- Mr Lams morning activities
-Says : youll hear Mr Lam, a cycle driver in HCM city,
talk about his morning activities. Listen the tape and
number the pictures in their correct order
- Has Ss listen to the tape 1st time
- Checks Ss answers
- Has Ss listen again & checks
- Has Ss listen to the tape the last time & checks
- Has Ss listen to the tape to decide whether the
statements are true/ false
- Has Ss listen to the tape three times and checks after
times listen (explains the answer if necessary )
- Has Ss take turns to ask and answer questions about Mr
Lams activities, using the cues below
+ name
+ occupation
+ star work
+ passengers
+ lunch
+ rest
- Then retell his story to the class
-Has Ss write a passage ( about 50-60 words) talking
about Lams morning activities
- Prepare new lesson : writing
+ Find the word meaning :
1. stared death in the face
2. fasten our seat belt
3. dip
4. overjoyed

work individually

work individually &

compare the answers
with the partners
listen and number
the pictures in their
correct order
work individually

work inpairs

UNIT 1:
THE DAY IN THE LIFE OF
LESSON : WRITING
I.
OBJECTIVES: By the end of the lesson, students will be able to :
+ understand the context, language and the structure of a narrative
+ write a narrative about a hotel fire and use the giver instruchons / prompts
II.
LANGUAGE FOCUS
- Grammar
- New words : stared death in the face, fasten our seat belts, dip, we had only minutes to live
III.
TEACHING AIDS : The extra board,
IV.
PROCEDURE
Stage
Teachers activities
Time needed

I. Warm- up (3)

II. Pre- writing (10)

III. While-writing
(20)

IV. Post-writing
(10)

V. Homework (2)

- Asks
+ Have you ever heard an interesting story /a frightening
story ?
+ where / when did it happen ?
+How did you feel about that ?
- After having Ss answers T says : today you will read a
model narrative to know how to write it.
Task 1:
-Has Ss look at the text book (page 17&12) . Read the
model narrative in silence
- Explains some difficult words and phrases
* New words :
+ stared death in the face (translation)
+ fasten our seat belts( picture)
+ dip( synonym)
+we had only minutes to live ( explain)
- Has Ss read and find all the verbs that are used in the
past simple and the connectors (times expressions) in the
story
* Task 2 :
- Has Ss identify the events, the climax, and the
conclusion of the story. Then report their results in front
of the class
- Walks around the class and helps Ss if necessary
* Tasks 3:
- Has Ss use the prompts below to build up a narrative
about a hotel fire
- Then provides 2 or 4 extra boards for 2 or 4 groups to
write their narrative on
- Goes around the class to check Ss practice and helps
them if necessary

Work individually

-T asks 2 or 4 Ss to hang their extra boards on the board

and guides the others to find out the common mistakes
-T directs Ss to correct the mistakes
-T gives feed back
-T gives the key
- Has Ss rewrite the narrative correctly
+ prepare new lesson : language focus
pronunciation : / I / - / I :/
grammar and vocabulary
1. the present simple
2. adverbs of frequency
3. the past simple

- Ss look for the

mistake
- Ss correct the
mistake

Read in silence

Work individually
Work in groups

Work in groups

UNIT 1 :
A DAY IN THE LIFE OF
LESSON 5 ( LANGUAGE FOCUS )
I.
OBJECTIVES : By the end of the lesson, Ss will be able to :
+ pronounce exactly and fluently the sounds / i / & / i: / in words and in sentences
+ use the simple present, the simple past and advs of frequency in speaking and writing
II.
TEACHING AIDS : a cassette, pictures, handouts
III.
PROCEDURE :

Stage
Time needed
I. Warm-up (5)

II. Pronunciation
Activity 1 (5)

Activity 2 (5)

III. Grammar and

vocabulary (28)

Activity

Activity

IV. Homework (2)

Teachers activities

Students activities

- Sticks four pictures (of a bee, a ship, a sheep and money)

on the board.
- gives four pieces of paper with above words
- has Ss stick them to the correct pictures
- gives corrections
- asks Ss to pronunciation those words
leads in the new lesson
* listen and repeat
-writes two sounds / i / & / i: / on the board
- plays the cassette twice
-plays each sound
- plays the words in the text book
-plays each word
gives corrections
* practice these sentences
- plays the cassette once
- plays and pauses sent. by sent.
- asks Ss to pick out the sound / i/ or / i:/
gives corrections
more exercises :
- plays a tape
- has Ss pick out the words containing the sounds /
i/ & / i:/
- asks :
+ what do you do in your free times ?
+ what kinds of spots do you like ?
which tense is used in these sentences
introduces the exercise
* Exercise 1 :
- has Ss do ex 1
- checks the result
- asks : how often do you play tennis ?
how often do you go to the cinema ?
notes : positions of adverbs of frequency
- has Ss do ex.2
- checks the result
* Exercise 3
- asks :
+ what did you do yesterday afternoon ?
+ did you go fishing yesterday ?
which tense is used in the sentences
notes : the formations and usage of the simple past
( passive voice)
- has Ss do ex.3
- walks around the class and helps Ss if necessary
- gives corrections
* Do the exercises of language focus in work books (page
6)

-Work in groups
- stick words to
pictures

LESSON PLAN

-repeat
-look at the book and
listen
-listen and repeat in
chorus
-listen
-repeat in chorus
-repeat the sounds
-work individually

-Work individual

- work individually
- work individually

-group of 4
-answer individually

- group of 4

- write

UNIT 2 :
SCHOOL TALKS
LESSON : READING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to :
+ read a passage for specific information
+ learn how to introduce oneself and express likes and dislikes
II.
LANGUAGE FOCUS :
- Grammar
- New words : words related to school
III.
TEACHING AIDS
IV.
PROCEDURE
Stage
Time needed
I. Warm-up (5)

II. Pre- reading (7)

III. While- reading

(15)

Teachers activities

Students activities

* Play a game
- T uses an extra board written the list of & topic on
- T asks Ss to look at and try to remember the list in 2
minutes :
+ sports and games
+ entertainment
+ health problems
+ hobbies
+ holidays
+ film
+ weather
+ work and study
- T takes the extra board away & asks Ss to retell the
topics in the list
- T checks & find out the winner
- T asks : when you meet your friends, which topics do
you often talk about ?
- T leads into the new lesson
- T asks Ss to list words related to
+ subjects : maths, history..
+ kinds of school : high school
- T asks Ss to sit in groups of four to do the exercise in
their textbooks ( task 1)
- T corrects their mistakes
- T asks Ss to scan the passage and then to do Tasks 2
- T asks 2 pairs to present their results before the class
- T asks Ss to reread the passage and then do Task 3
- T corrects their mistakes.

- Ss Work individually

- Ss answer
individually
Ss answer individually

- Ss work in group
- Ss work in pairs

- Ss work in pairs
IV. Post- reading
(15)

V. Homework (3)

UNIT 2 :

- T asks Ss to sit in groups of 4 and talk about :

+ what subjects they like learning best and why
+ what they like or dislike doing at school
+ what they worry about at school
- T asks some groups to present their talks before class

- Work in groups

- Some Ss present their

talks before the class
while the others list and
remark
- T asks Ss to write a short paragrap about them selves. - Ss do homework at
home
SCHOOL TALKS

LESSON : SPEAKING
I.
OBJECTIVES : By the end of the lesson , students will be able to make questions and give
responses in small talk
II.
LANGUAGE FOCUS :
- Grammar
- New words
III.
TEACHING AIDS
IV.
PROCEDURE
Stage
Teachers activities
Students activities
Time needed
I. Warm-up (5)

II. Pre- reading (8)

III. While- reading

(15)

IV. Post- reading

(15)

- T asks Ss to complete the open conversation in 1

minute
A : ____(1)____________
B : Hi, Nam. How are you ?
A: Im fine. Thanks, and you ?
B: Very well. Thanks, I havent seen you for a long
time. Lets go somewhere for a drink
A: Sorry,______(2)________
- T explains something about these sentences
- T leads into the new lesson
*Task 1 :
- T gives Ss some expressions which are commonly
used when people start or close a conversation
ex : + Its nice to meet you
+ Bye
+ How is everything ?
+ see you again

- T asks Ss to do task 1
- T asks some pairs to present their practice before the
class
- T asks Ss to read these expressions
* Task 2 :
- T asks Ss to scan task 2 & do it
- T asks Ss to practice the dialogue in pairs
-T corrects their mistakes if necessary
* Task 3 :
- T asks Ss to scan task 3 & find out difficult words
- T explains their meaning if necessary
- T asks Ss to practice the dialogue in pairs
- T walks around the class & helps Ss if necessary
- T asks some pairs to present their practice before the
class
* Task 4 :
- T divides the class into groups (T asks Ss to sit in
groups of 4 )
- T asks Ss to do task 4
- T walks around the class & helps Ss if necessary
- T asks some groups to their practice before the class

- Ss Work individually

- Ss listen & remark

- Ss work in pairs
- Some Ss present their
results before the class
while the others listen
& remark.
- Ss work individually
- Ss work in pairs
- Ss work individually
- Ss work in pairs
- Some Ss present their
practice before the class
while the others listen
& remark

- Ss work in groups
- some groups present
their result before the
class while the others
listen & remark

V. Homework (2)

- T asks Ss to write about conversation done in groups

- Ss do homework at
home

UNIT 2 :
SCHOOL TALKS
LESSON : LISTENING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and then
match them with suitable pictures
II.
LANGUAGE FOCUS :
+ Grammar
+ New words
III.
TEACHING AIDS : cassette player
IV.
PROCEDURE
Stage

Teachers activities

Time needed
I. Warm-up (5)

- Shows a picture of Ha Long Bay

- asks Ss some questions :
+ have you been to Ha Long Bay ?
+ do you enjoy spending your holiday in HLB ?
+ How do you like the weather in HLB ?
- Encourages Ss to make questions about this picture
- repeats good statements to lead in the new lesson
II. Pre-listening (3) - Suggests Ss to arrange a question in A with a
response in B
- Goes around and helps Ss if necessary
- comments and correct
III. While- listening * Task 1 :
(15) &( 30)
- Divides class into groups of four
- asks class to try describing the picture in the text
book
- plays the tape and asks Ss to listen to (2 or 3 times)
* Task 2 :
- plays the tape again and asks Ss to listen and get
information
- asks Ss to ask and answer question
* Task 3 :
- plays the tape and asks Ss to fill the missing words
into the blanks
- goes around and check some
- plays the tape and correct
IV. Post- listening
- asks Ss to talk about the problem, they have
(5)
experienced at school
V. Homework (2)
- asks Ss
write 5 questions about personal hobbies .
describe a picture that the teacher gives

UNIT 2 :

SCHOOL TALKS

Students activities

- answer individually

- work in pairs
- work in pairs
- present in front of the
class

- listen and match the

conversation with the
pictures
- work in pairs
- work in pairs
Work in groups

LESSON : WRITING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a form
II.
LANGUAGE FOCUS :
- Grammar
- New words : new words related to forms
III.
TEACHING AIDS : forms, an extra boards
IV.
PROCEDURE
Stage
Teachers activities
Student activities
Time needed
I. Warm- up (5)

II. Pre- writing

Task 1 (5)

Task 2 (10)

III. While-writing
Task 3 (5)
Task 4 (8)

- gives a game
F
J O B
B I R T H
P E R M I S S I O N
- Asks the questions
1. what do you look for after graduating from high
school ?
2. Phu Yen is my place of ________
3. What is the noun of the verb permit ?
4. key
FORM
- Leads in the new lesson
- Give some forms and hang an extra board with
some questions :
1. Do you know what they are ?
2. what do you forms for ?
3. What sort of information do you often have to
provide when you will in a form ?
- summarize information of each answer on the board
- Asks Ss to match a line in A with a question in B
after presenting some new words :
+ marital status
+ occupation
+ block capital
+applicable
- Asks Ss to work in pair
- corrects
- Asks Ss to fill in the form
- Helps Ss and checks when Ss do
- Corrects
- Asks Ss to fill in the form

Ss choose the number

and answer the
questions

Ss guess the key

Ask and answer in pairs

Work in pairs
Work individually
Exchange and con
Work individually( 2- 3
Ss work on the boards)

- asks Ss to hang the extra boards while others correct

their friend form each other
- correct the common mistakes on the extra boards
- give the feed back
IV. Post-writing
(10)

- divides class into 10 groups and asks them to use

learnt information to write a form about one of topics
below
+ apply for a job
+ apply for a scholarship
+send money in a bank
+ attend to a club

Work in groups

V. Homework (2)

+ make a library card

- choose two of them to correct
- Write two of above topics
+ prepare new lesson

UNIT 2 :
SCHOOL TALKS
LESSON : LANGUAGE FOCUS
I.
OBJECTIVES :By the end of the lesson, Ss will be able to
- pronounce exactly and fluently / A/ and / a:/ in words and in sentences
- use Wh- questions in writing and communicating
- use ing and to infinitive form of verbs in speaking and writing
II.
TEACHING AIDS : a cassette / an extra board
III.
PROCEDURE
Stage
Teachers activities
Students activities
Time needed
I. Warm-up (5)

II. Pronunciation
Activity 1 (5)

Activity 2 (7)

III. Grammar &

vocabulary (25)

- Writes sentences on the board. I like studying

English but my cousin doesnt. My father has got a car
- Underlines the sounds and leads into the lesson
* listen and repeat
-writes two sounds / A / & / a: / on the board
- reads the sounds
- reads the words in the text book
- asks Ss to close the books and numbers two sounds
from 1 or 2
- read the words in the text book

* practice these sentences

- read the sentences
- asks Ss to pay attention to the sentence stress
- asks Ss to pick out the words containing the sounds /
A/, / a:/
- corrects
more exercises
- asks Ss to rearrange words in correct sounds / A/ or /
a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon,
mud, shark
- corrects
- asks Ss these questions
+ do you like learning English ?
+ why do you want to learn it ?
+ how long have you learn it ?
- underlines learning & to learn
- asks Ss to repeat the usage of gerund and infinitive

Close the books . One

Ss reads and says what
sounds are repeated .
The sounds / A/, / a:/
Open their books
Repeat in chorus
Repeat in chorus then
in individually
Say loudly the number
of the sound heard
Open the books
Read the words in pairs
Listen and repeat
Read individually as
directed
Work in pairs
Read the result
Work in groups

- answer
+ yes, I do / No, I dont
+ because I want to be
teacher
+ for 4 years

Practice

IV. Homework (3)

Exercise 1 :
- asks Ss to make question for the following responses
- calls some Ss to write on the board
- checks and corrects
Exercise 2 :
- asks Ss to fill in the blanks with an- ing or to
infinitive form of verbs
- correct
- asks Ss to do exercises of language focus in work
books

work in individually

work in groups of four

UNIT 3 :
PEOPLE S BACKGROUND
LESSON 5 : READING
I.
OBJECTIVES : By the end of the lesson, students will be able to read the passage about a
famous person
II.
LANGUAGE FOCUS :
- Grammar :+ past simple, past perfect
+ the structure the first woman to receive a Phid from the sort
- New words : some words relating to the field of science
III.
TEACHING AIDS :
- Pictures of some famous people
- Hand out (worksheet)
- Flash card
IV.
PROCEDURE
Stage
Time needed
I. Warm-up (4)

II. Pre- reading (7)

III. While reading

(23)

Teachers activities

Students activities

- Asks Ss to close the books show some pictures

- asks Ss to give the names and the jobs of these people
- asks a question to lead in .Have you ever heard about
Marie Curie ? and what do you know her ?
- T asks note on the board
- Presents some words and structures
+ tutor (n)
+ interrupt (v)
+ tragic (a)
+ realize (v)
+ Marie Curie because the first woman to receive a Ph.D
from the sorbone = who received a Ph.D from the
sorbone
* Task 1 (5)
- Guides Ss what to do
- Have Ss read silently the passage phrases in task1
- checks Ss understanding and corrects the mistakes
* Task 2 :(8)
Guides Ss to do the task
- Asks Ss to read the passage again and do the task
- calls some Ss to give their answers
- Have Ss listen to their partners and correct if necessary

Ss :
- looks at the picture
and tell the names and
the jobs
- answers the questions
Listens, takes note and
reprate after teacher

-Work in pairs to match

the words or phrases
and their meanings
- Do the task
individually
- gives the answer,
listen and correct

* Task 3 : (10)
- Asks Ss to read silently once more and get the
information to answer the questions . Checks the answer
and asks Ss to supply some more information if
necessary

IV. Post- reading

(10)

V. Homework (3)

- Elicits Ss meanings of the words provides. Gives

meanings of words if necessary
- asks Ss to discuss to find some evidences
- have some representatives tell their ideas and the
others some useful information
- gives some cues and asks Ss to summarize the text
- call some group leaders to present the summary

- learns words by heart and use the words in after you

read to make sentences
- prepare and tell your partners a life of a Vietnamese
famous person

- work in pairs to ask

and answer
- presents their task in
front of the class.
Listen to their partners
and give some more
information
- gives the meanings of
words
- work in groups to find
some evidence
- presents the
evidences, listen and
add some more
information
- work in groups of 4 to
summarize
- listen and give
comments
Task note

UNIT 3 :
PEOPLE S BACKGROUND
LESSON : SPEAKING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to ask and answer about peoples
background
II.
LANGUAGE FOCUS :
- Grammar : the past perfect and the simple past
- New words : words related to ones curriculum vitae
- Pronunciation : / e/ or /ae/
III.
TEACHING AIDS : pictures, extra pieces of paper
IV.
PROCEDURE
Stage
Teachers activities
Students activities
Time needed
I. Warm-up (5)

* Match the information with the two famous people :

Marie Curie Uncle Ho

Ngh
e An

Pris
on
diar

Work in groups

radiu
m
Pierr
e
curi
e

warr
aw
brillia
nt

Marie
curie
portrai
t

190
3

Uncle
Hos
portrait
19
11
Ba
Dinh
squ
arEe
II. Pre- reading (5)

III. While- reading

(15)

IV. Post- reading

(17)

V. Homework (2)

Nobel
prize
79 years
old

*Task 1 : ( in book)
- family
- dislike
- education
- appearance
- hobby
- experience
* Task 2 : ( in book)
- greeting
- date of birth
- place of birth
- home
- parents
- brother( s)
- sister(s)
- primary school
- secondary school
- school work
- favourite subject
- experience
- thanking
* Imagine you are a manager. You are an interviewer
and 3 & of year friends are interviewees
* Task 3:
- the manager informs the two winners and the reasons
why
- talk about the person you admire most and the reason
why( Uncle Ho may be of your choices)
- practice talking about peoples background
- prepare for the next period :
+ more information about Olympic champions

LESSON PLAN
PEOPLE S BACKGROUND

Pair- work
Work in groups of 4

Individually work

Group work

UNIT 3 :
LESSON : LISTENING
I.
OBJECTIVES : By the end of the lesson , Ss will be able to know Sallys origin and then they
can try to be a certain Olympic champion if they really love sports
II.
LANGUAGE FOCUS :
- New words : words related to sports activities

III.
III.
Stage

- Skills : listening and speaking

TEACHING AIDS : picture on medals and Champion
PROCEDURES
Teachers activities

Time needed
I. Warm-up (3)

- Shows a picture and give Ss the quick questions

+ what is it / that/ this ?
+ do you want one ?
+ if you want you can get it, but you have to be the best/
champion a sport competition. And the person who can
help you be the champion today is a girl. Who is she ?
How is her origin ? Listen to the conversation between
bob, the journalist and her

II. Pre-listening (7) - write the important vocabulary items on the board
+ general education (n) : any of a exams taken by pupils
in British secondary school
+ basket ball (n)
+ romantic book (n) : love story
+ diploma (n) : a certificate awarded for passing an
exam completing a course of study
+ Olympic (adj.)
(n) : international athletic competition held
in modern times every four years in a different country.
+ divide the conversation into 2 sections
a/ congratulations two brothers
b/ what do you like to do tell me
III. While- listening
- Take the parts of bob and sally
(20)
- Give Ss time to think of it
Task 1
- Let Ss listen to the tape
- Get Ss to decide whether the statements are T or
F
At first I have Ss listen to me and try to fill in the blanks
and then I tell them to check it up by looking at their
books
IV. Post- listening
- I give Ss some more question about the conversation (4
(12)
or 5 would be a maximum number)
- I get Ss to ask and answer questions about sally in
front of the class
V. Homework (3)
Prepare writing lesson

Students activities

- Ss answer
+ medal
+ yes/ no

Ss clouted to say the

wearing of the words
before their teachers
explanation

- books closed
- Ss will be asked how
much they can hear

Work in pairs

UNIT 3:
PEOPLE S BACKGROUND
LESSON :WRITING
I.
OBJECTIES : By the end of the lesson, Ss will be able to know how to write about peoples
background
II.
LANGUAGE FOCUS
- Grammar : the part simple
- New words : words related to peoples background

III.
IV.
Stage

TEACHING AIDS : hand cut

PROCEDURE
Teachers activities

Student activities

Time needed
I. Warm- up (3)

- T gives a Vietnamese CV and asks Ss some questions

+ what is it ?
+ what do you know when you see ones CV ?
+ what is used for ?
+ do you know how to write a CV in English ?

II. Pre- writing

(10)

* Task 1 :
- T asks Ss to read Mr. Browns CV and to remark the
ways to write this CV.
- T gets Ss remarks
- T asks Ss these questions . Can we write it in the full
form ? How ?
- T guides Ps how to do the task
+ T asks one student to read these cues aloud and to
give their Vietnamese meaning quickly
+ T asks Ss to answer what tense we use to write
+ T gives Ss time to do the task
+ T asks two representatives of two groups to write
their letters on the board
+ T remarks
* Task 2 :
- T asks some quick questions
+ do you know where and when your partners parents
were born ?
+ do you know their jobs, their interests
+ what question do you often use to ask for the
information ?
- T gives Ss hand- out to do the Task
- T gets the answers by asking one pair to do the task
likes that on the board
- T gets some more answers and remarks quickly their
mistakes.
* Task 3 :
T asks Ss to read the information carefully and gives 4
extra boards for 4 Ss to write their letters on
- T goes around the class to check Ss practice and
helps them if necessary

( 10)

III. While-writing
(10)

IV. Post-writing
(10)
V. Homework (2)

-T asks 4 Ss to bang their boards on the board and the

guides the others to find out mistakes
- T directs Ss to correct the mistakes
- T gives feedback
- T asks Ss to do the exercise in the exercise book
(page 22)
prepare Language focus
+ pay attention to the difference of pronunciation

Ss work individually

-Ss work in groups

Ss work individually

Ss work in groups
Ss follow and remarks
answer the questions

- Ss work in pairs
- Ss follow and remark

Ss work individually
Ss look for the mistakes
and correct them

between / e/ - / ae/
+ review the past perfect vs the past simple

UNIT 4 :
SPECIAL EDUCATION
LESSON : READING
I.
OBJECTIVES : By the end of the lesson, students will be able to read the passage and have an
edaquate understanding about the class for the disabled children
II.
LANGUAGE FOCUS :
1. Pronunciation : identifying the sounds :/ o/ & / o:/ by underline the words containing those sounds in
the text
2. grammar and vocabulary
- the + adj.
- used to + infinitive
- which as a connector
III.
TEACHING AIDS : extra- board, pictures
IV.
PROCEDURE
Stage
Time needed
I. Warm-up (4)

II. Pre- reading (7)

III. While reading

(23)

Teachers activities

Students activities

T : asks some questions

1. what do you often do everyday ?
2. do you often listen to music or watch T.V?
3. which of these activities would be difficult for blind
and deaf people ?
T : introduce the Braille Alphabet & explain what the
Braille Alphabet is
T : present vocabulary & structures
- prevent Ss from doing something (exp.)
- opposition
- oppose (v) be opposed to something
- be proud of something/ somebody
- make efforts to do something

Students answers may

vary

- T : + asks Ss to work in pairs

+ have Ss guess some new words in the task 1
- T : + asks Ss to scan the reading to get the specific
information to do task 2
+ explain the word : infer in it can be inferred
+ asks Ss to work in groups
+ check & correct these answers

- students guess what

the picture in the book
is (Braille Alphabet )
- Ss can translate into
Vietnamese and give
the synonyms
- Ss can make a
sentences from these
expression
- Ss work in pair
- Ss can translate into
Vietnamese some
words
- work in groups
- explain their choice

IV. Post- reading

(10)
V. Homework (3)

- divide the class into groups of for to do exercise in the

book ( fill in gap)
- asks Ss to learn new words by heart
- asks Ss to write the passage (about 100- 120 words) to
show their feelings about disabled children
- ask Ss to prepare part B

Work in groups

UNIT 4 :
SPECIAL EDUCATION
LESSON : SPEAKING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to use the simple past tense to talk
about their subjects and their school life
II.
LANGUAGE FOCUS :
- Grammar
- New words
III.
TEACHING AIDS : extra- board
IV.
PROCEDURE
Stage
Teachers activities
Students activities
Time needed
I. Warm-up (5)

II. Pre- speaking

(10)

III. While- reading

(13)

IV. Post- reading

(17)

V. Homework (2)

Play a game
- T divides class into a groups and asks Ss to try to
remember the subjects learned
- T calls the representative of each group to write down
them on the board
- T checks and finds out the winner
- T leads into the new lesson
*Task 1 :
- T guides Ss how to do task 1 clearly
- T asks Ss to work in groups of four discussing
- T & Ss check & remark
- T asks Ss to practice the dialogue in pairs
- T asks some pairs to present their practice before the
class
* Task 2
- T explain the suggestion in the book & asks Ss to work
in pairs
- T calls some pairs to practice
- T & Ss remark
* Task 3:
- T asks Ss to tell the whole class what they know about
their partner
- T calls some Ss to present in front of the class
- T corrects if necessary
- T divides the class into 5 groups to tell what they like
and dislike in school
- T calls the representable of each group to present in
front of the class
- T remarks and give
T asks Ss :
+ to make the passage (100-120 words ) talking about
which subject they like best & why

UNIT 4 :
LESSON : LISTENING

SPECIAL EDUCATION

Work in groups

Correct their mistakes

by themselves

Work in groups
Work in pairs
Work in pairs

Listen and remark

Group work

I.
OBJECTIVES : By the end of the lesson, Ss will be able to :
listen to find out information
listen & retell the story in speaking or writing
II.
LANGUAGE FOCUS :
- Grammar
- New words
III.
TEACHING AIDS : tape, cassette player
IV.
PROCEDURE
Stage
Teachers activities

Students activities

Time needed
I. Warm-up (3)

- Ss work in group

II. Pre-listening
(10)

IV. Post- listening

(8)

V. Homework (2)

- T divides class into 4 groups to write down some

words derived from the word photo
- T calls Ss to write on the board
- T remarks
- T explains the meaning and the parts of speech of these
words
- T asks Ss to fill the blanks
- T corrects
- T asks Ss to listen and repeat the words :
+ surroundings
+ sorrow
+ passion
+ labourer
+ deaf
+ mute
+ exhibition
+ stimulate
* Task 2 :
- T asks Ss to listen again and decide whether the
following statements are true (T) or false (F)
- T checks the answers
* Task 3 : T asks Ss to listen again and tick (v) the
sentences you hear
T asks Ss to say how a forest fire may start and what
every camper ought to remember
* Free practice :
what should we do to protect our forests ?
Teaching asks students to write some sentences about
the causes of forest fires

UNIT 4 :
LESSON :WRITING

- Ss write on the board

Ss work in pairs

Ss listen & repeat

Group work
Pair work
Pair work(some leaders
will present their
reports )

Discussion ( group
work)

SPECIAL EDUCATION

I.
OBJECTIVES
By the end of the lesson, Ss will be able to read and understand a simple letter of
complaint and write a complaint letter about the poor quality the service at an English
Centre.
II.
TEACHING METHOD
Communication method
III. TEACHING AIDS:
Blackboard, Pictures of some advertisements for English learning, Textbook.
IV. NEW LESSON: UNIT 4/ LESSON 4/ WRITING

Stages
Warm- Up

TASK 1

Teachers activities
- Asks Ss to work in groups ( Gives Ss ten or more
adjectives and asks Ss to put them under two
headings): compliments and complaints
Adjectives
Bad; helpful; expensive; lazy; hard-working;
good; careful; poor; unhappy; beautiful.
Suggested answers
Compliments Complaints
Helpful
Bad
Hardexpensive
working
Good
lazy
Careful
poor
Beautiful
unhappy
- Gives Ss definition and format of a letter of
complaint: Complaint is a kind of formal letter
used when you are not happy with a service, a
contract, a course A letter of complaint usually
includes three main parts
- Puts the question: Whats a complaint letter?
- Gives the structure of the letter.
Structure of a complaint letter
Writers address
Receivers address
Greeting: Dear
Introduction: why you write the letter.
Body: what you want to complain
Conclusion: what you want them to do
Ending: yours faithfully
Signature
- Asks Ss to work in pairs to read the advertisement &
the instruction
- Explains some difficult words and expressions.
* NEW WORDS
- native teacher (n)
- English- speaking countries (n)
- Air- conditioned(a)
- Air-conditioner.
- Says: After studying for two weeks at English for
Today centre, you notice that everything is worse
than what the advertisement says. A friend of yours
wants to know about the centre and you tell
him/her the facts. Now you work in pairs and
complete the dialogue with your own ideas.
- Goes around the class and offer help.
- Calls on some Ss to read their own answers aloud

Students activities
- Work in groups

- Listen to the teacher

and take notes

- Answer the question

- Take notes

- Work in pairs

- Pick up the new

words and take note,
work individually.
- Listen to the
teacher

- Work in pairs

to class.
- Has Ss read the letter of complaint in the book and
complete it basing on the dialogue in task1.
- Asks Ss to use appropriate connectors to make the
writing smoother.
- Tells Ss to exchange their writing with a friend.
- Goes around the class, tests Ss
And picks up some writings to check the mistakes as
the whole class.

- Some Ss read.
Others listen to
- Complete task1
- Individual work

UNIT 4 :
LESSON : LANGUAGE FOCUS
I.
OBJECTIVES : By the end of the lesson, Ss will be able to :
- pronoun exactly & fluently the sound : / d/- / d:/ in words and in sentences
- use the structure : used to + infinitive and which as a connector in writing and speaking
II.
TEACHING AIDS : a cassette
III.
PROCUDURE
Stage
Time needed
I. Warm-up (5)

II. Pronunciation
Activity 1 (5)

Activity 2 (7)

Teachers activities

Students activities

- T writes the sentence on the board, put the socks on - Ss close the books . top of the box
One Ss reads and says
- T underlines the sounds & leads into the lesson
what sounds are
repeated .
* listen and repeat
- Ss open their books
-T writes two sounds / A / & / a: / on the board
- T reads the sounds
-Repeat in chorus
- T reads the words in the text book
- Repeat in chorus then in
- T asks Ss to close the books and numbers two
individually
sounds from 1 to 2
-T read the words in the text book
- Say loudly the number
of the sound heard
- Open the books
- Read the words in pairs
* practice these sentences
-T reads the sentences
- asks Ss to pay attention to the sentence stress
- asks Ss to pick out the words containing the sounds
/ i/, / i:/
- T checks the result
more exercises : T plays the tape
- T asks Ss to pick and the words containing / o/ they
recognize in the sentences they hear : story, rob,
tomorrow, hospital, stone, shop, airport
- asks Ss to rearrange words in correct sounds / A/ or
/ a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon,
mud, shark
- corrects

- Listen and repeat

- Read individually as
directed
- Work in pairs
- Read the result
- check the result

III. Grammar &

vocabulary (25)

Activity 1
Activity 2

T shows the picture about disable children and asks

- What do they like ?
- T gives the answer: they are disable children
- T asks Ss to rewrite the sentence using the + Adj.
- T leads to exercise 1
- T directs Ss to do exercise using the Adj.
- T checks the result
Exercise 2
- T writes the sentence on the board and asks Ss to
rewrite the sentence using Used to + ing
ex : I often went fishing with my uncle when I was
young
+ I used to go fishing
- T has Ss do exercise 2
- T checks the result
- T guides the suggestion exercise 3 and asks Ss to
work in pairs
- T calls some pairs to read their answers
- T corrects

- answer

- Ss write on the board

- Ss work individually
then exchange the result
in pairs
- Ss write on the board
- Ss work in groups
- Ss work in pairs
- Ss read their answer

Activity 3

IV. Homework (3)

UNIT 5 :

Do the exercise of language focus in workbooks of

unit 4

TECHNOLOGY AND YOU

LESSON : READING
I.
OBJECTIVES : By the end of the lesson, students will be able to read the passage specific
information and learn about how present and future devices and equipment may change our
lifestyle
II.
LANGUAGE FOCUS :
- Grammar
- New words: words related to modern devices and equipment
III.
TEACHING AIDS : pictures
IV.
PROCEDURE
Stage
Time needed
I. Warm-up (4)

II. Pre- reading (8)

Teachers activities

Students activities

T show a picture of a modern devices and asks

question
1. what is this ?
2. Can you know to use it ?
Task 1 : Answer the following questions
- T writes the question on the board and asks to answer
1. What do people use computer for ?
2. What can be other purser of computers in the
future ?

Suggested answers
- It is a computer
- yes, I can
- Ss work in groups
- to get information/ to
send and receive mail
- to do the shopping/ to
design hour/ to give

III. While reading

(23)

- T checks and write the answers on the board

Task 2 : match objects with their names
- T has Ss work in pair and modern the objects painted
in the textbook with their names
- T conducts the connection and discusser the uses of
some of these devices
* Task 1 : match the words and phrase in column A
with its the definition in column B
- T asks Ss to guess the meaning of column A and
continue with the meaning of column B
- T checks and helps Ss if necessary
* Task 2 : decide which of the three options below is
the best little for the passages
- T asks Ss to check the information of the passage,
then choose the best option
- T : whats the best title A, B or C ?
* Task 3 : answer the questions, using the cues given
in the textbook:
- T explains some words and asks Ss to answer the
question
+ miraculous :
+ capable of :
+ magical :
1. what can the computer do to help us in our daily
lives ?
2. why is the computer a miraculous device?
- T checks and corrects the mistakes if necessary

IV. Post- reading

(10)
V. Homework (3)

- T gives a tape and asks Ss to discuss about it : Talk

about the advantages of using a computer
- T gives suggestions and comments then checks and
corrects
- T suggests Sss homework :
+ find out some problem that people encounter when
using computer
- T guides Ss to prepare the next lesson

UNIT 5 :
TECHNOLOGY AND YOU
LESSON : SPEAKING
I.
OBJECTIVIES : By the end of the lesson, Ss will be able to :
- ask and answer some information about the uses of modern inventions
- talk about the uses of modern technology
II.
LANGUAGE FOCUS :
- Grammar
- New words : words related to modern devices and equipments
III.
TEACHING AIDS : handouts
IV.
PROCEDURE

advice
- Ss do the task keys : 1d,
2e, 3g, 4c, 5a, 6f, 7b, 8h
- Ss work in groups
keys : 1c, 2e, 3a, 4b, 5d

- Some groups present

their result before the
class
- Ss work in groups
- discuss to find the best
title
- Ss: what can the
computer do ?
- Ss work in pair
- find the information to
answer the questions
1. computer can help us
send and receive mails in
very short time
2. because its not only
capable of providing
information but also in
used as a calaulating
machines
Work in groups
Discuss
Ss do homework at home

Stage
Time needed
I. Warm-up (5)

Teachers activities

Students activities

T give Ss some handouts

T has Ss work in groups and match the objects with
their names
* Handout
Objects
Names of electric
devices
- picture 1(may dai)
a. fax-machine
- picture 2 (ti vi)
b. television
- picture 3 (may giat)
c. radio
- picture 4(may ieu hoa) d. electric cooker
- picture 5(noi cm ien) e. washing-machine , f.
air- condition
- picture 6(may fax )
T conducts the correction and asks Ss :
- can / could you tell me what a TV in used for ?
T leads into the new lesson

Ss do the task in groups

II. Pre- speaking

(8)

*Task 1 : (in book)

- T work in pairs. Asks and answer question about the
uses of modern inventions
- T has some pairs present their practice before the
class
III. While- speaking * Task 2 ( in book)
(10)
- T work in pairs complete the sentences use the words
in the box ( you will have to use some verbs more than
once)
- T walks around the class and offer helps Ss if
necessary
- T asks some pairs to present their results

IV. Post- speaking

(10)

V. Homework (2)

Keys
1. c. radio
2.b. television
3.e. washing- machine
4.f. air condition
5.d. electric cooker
6. a. fax- machine
Ss answers may ary
suggested answers
- Its used to watch films
- Its used to learn
English
* Class organization :
Ss sit in pairs
Ss practice in pairs
Some Ss present their
practice
Work in pairs to choose
the appropriate verbs to
fill in the gaps
- some Ss present their
result before the class
keys :
1. store 2. transmit
3. process 4. send
5. hold
6. make
7. send 8. receive
9. design
- Ss answers may vary
suggested answers:
- I think
- Because
Ss do the task 3 in groups
some Ss present their
reasons before the class
while the other listen and
remark

* Task 3: (in book)

T asks Ss some questions to lead into the tasks 3
Questions :
- In what way is information technology the most
useful to our lives ?
- Why do you think Ss ?
T has Ss do the task 3
T walks around the class and offers ideas and
comments when students need help then T selects
some groups to present their results
T asks Ss :
Ss work at home
+ find 3 modern inventions then work with a partner to
talk about the uses of them

UNIT 5 :
LESSON : LISTENING

TECHNOLOGY AND YOU

I.

OBJECTIVES : By the end of the lesson, students will be able to listen to a monologue of 120150 words for general or specific information.
II.
LANGUAGE FOCUS :
- Grammar
- New words: words related to modern devices and equipments
III.
TEACHING AIDS
IV.
PROCEDURE
Stage
Teachers activities
Students activities
Time needed
I. Warm-up (3)

II. Pre-listening
(10)

III. While- listening

T shows a picture of some modern devices and asks

questions
1. Name some modern devices you know ?
2. Can you tell me what a fridge is used for and a
telephone ?
- T has Ss close their books and asks them
1. How many modern devices are there ?
2. What are they ?
3. How often do you use each of the them ?
T uses pictures, objectives to give the meaning of
new words
T plays the recording twice
Task 1 :
T has Ss read the statements in their books carefully
T plays the recording twice
T walks around the class and offer help Ss if
necessary
T plays the recording to conduct the correction
Task 2 :
T has Ss read the story
T plays the recording twice
T plays the recording once more
T plays the recording to correct Ss results

IV. Post- listening

T has Ss listen to the mans talk again

T listen to check their work

V. Homework

T assigns homework

- Ss answer may vary

* suggested answers
1. I have a fridge, a
telephone vacuum cleaner
2. A fridge is used to keep
food and vegetables fresh
Ss close their books and
look at the table in their
books
Ss work in pair, asking and
answering the question 3,
then tick (v) in the task
Ss listen and repeat
- Ss read the statements in
silence
- Ss listen, then discuss in
pairs to decide whether the
statements are T or F
Some students present their
results
- Ss read the story with the
gaps in silence
- Ss work in pairs, doing
the task Ss checks their
work
Ss listen then retell the
story in pairs
Two students retell the
story in of the class
Ss write the main ideas of
the story in their notebooks

UNIT 5:
TECHNOLOGY AND YOU
LESSON :WRITING
I.
OBJECTIES : By the end of the lesson, Ss will be able to write a set of instructions of 100- 120
words following a suggested model and word cues
II.
LANGUAGE FOCUS
- Grammar :
- New words : words related to modern devices and equipments
III.
TEACHING AIDS : pictures a phone card
IV.
PROCEDURE

Stage

Teachers activities

Student activities

- T shows a picture of a public telephone and asks

questions
1. what is this ?
2. have you ever used a public telephone ?
3. Is this easy or difficult to use it ?
- T has Ss open their books and introduces the set
of instructions on how to use a public telephone
* Task 1 : read the following set of instructions on
how to uses a public telephone
- T uses pictures, real objects to give the meaning
of new words
- T shows a phone card and asks questions
+ Whats it ?
+ Whats it used for ?
+ What are the steps in using a public telephone ?
+ What should you do if you want to get help ?
+ What should you do if you want to call five
services/ the police/ an ambulance ?

Ss answer may vary

Time needed
I. Warm- up (5m)

II. Pre- writing

(5m)

( 2m)

* Task 2 : Find out the connectors and the

imperative from of the verbs from the instructions
T has Ss read the instructions is silence and find out
the connectors from the instructions
T walks around the class and offer helps Ss if
necessary
T asks some pairs to present their results
* Task 3 : (in book)
T has Ss look at the T.V and remote control and
answer the questions

(8m)
T conduct the correction

May be Ss cant answer

the question 4
* Class organization : Ss
sit in pairs
Ss read the set of
instructions in silence
and guess the meaning of
new words
Ss listen to questions and
answer
* Suggested answers :
- It is a phone card
- It is used to make a call
- They are first, left, next,
insert
- To obtain help, dial 116
+ To call fire service, dial
114
+ To call the police, dial
113
+ To call an ambulance,
dial 115
Ss work in pairs

Some Ss present their

results before the class
Ss work in groups,
looking at the T.V and
having discussions. Then
they answer the questions
Representatives of each
groups present their ideas
in front of the class
* Suggested answers
1. If we want to operate a
T.V with a record control,
we have to make sure
that the cord in plugged
and the main is turned on

3.Press the power button

4. Press number 1,2 ,
3,4
5. Press the volume
button up and down
6. Press the mute button
III. While- writing
(7)

Task 4: ( in book)
T answers task : each student write a set of
instructions on how to operate a T. V with a remote
control, using the picture and the question in their
book as suggestions

Ss work individually
Ss writing may be
different

IV. Post-writing
(10)

Task 5: teacher gives suggestions and corrections

V. Homework (2)

T assigns homework

Ss read one anothers

writings. Then some Ss
read their writing in front
of the class
Ss write a set of
instructions how to use
an object they know

UNIT 5 :
LESSON : LANGUAGE FOCUS
I.
OBJECTIVES : By the end of the lesson, Ss will be able to :
- pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences
- use the present perfect, the present perfect passive and who, which, that structure in writing and
speaking
II.
TEACHING AIDS :
III.
PROCUDURE
Stage
Time needed
I. Warm-up (5)

II. Pronunciation
Activity 1 (5)

Teachers activities

Students activities

- T writes the sentence on the board . After Lan had

put the fruit on the table, she cooked a meal
yesterday
T underlines the sound and leads into the lesson.
* Task 1: listen and repeat
-T writes two sounds / u / & / u: / on the board
- T reads the sounds
- T reads the words in the text book
- T asks Ss to close their books and numbers two
sounds from 1 to 2
-T read the words in the text book

- One Ss reads and say

what sounds are repeated
- The sounds /u/ - /u:/

* Task 2: practice these sentences

- Ss open their books

-Repeat in chorus
- Repeat in chorus then in
individually
- Say loudly the number
of the sound heard
- Open the books
- Read the words in pairs
- Listen and repeat
- Read individually as

Activity 2 (7)

III. Grammar &

vocabulary (25)

IV. Homework (3)

-T reads the sentences

- asks Ss to pay attention to the sentence stress
- asks Ss to pick out the words containing the sounds
/ u/, / u:/
- T checks the result
More exercises : T plays the tape
- T asks Ss to tick and the words they recognize in
the sentence they hear
T gives a remark

directed
- Work in pairs

* T ask 1: The present perfect

T asks Ss to answer the questions
- How long have you learnt English ?
- Which tense is used in these sentence ?
- Have you ever been to Lon Don ?
T introduces the exercise
Exercise 1 using the present perfect tense
T checks the result
* Task 2 : the present perfect passive
T asks Ss to use these words to complete sentences :
Titanic/ show/ country/ since May
T asks Ss to give the form of the present perfect
passive and then do exercise 2
T goes around to helps Ss if necessary
T checks the result
* Task 3 :
T reviews relative pronouns
T has Ss do the exercise 3
T check the result

- Ss answer the questions

+ I have never been to
Lon Don
+ The present perfect
tense
Ss work individually then
exchange the result in
pairs

- Read the result

- check the result

Titanic has been

showed in the city since
May
- Work in pair

- Ss work individually
and compare the result
with a partner

Do the exercise of language focus in workbook page

61

LESSON PLAN
UNIT 6 :
AN EXCURSION
LESSON : READING
I.
OBJECTIVES : By the end of the lesson, students will be able to know about arrangements for
an excursion through reading a letter
II.
LANGUAGE FOCUS :
- Grammar : present progressive (future meaning) : be going to
- New words: words related to excursion
III.
TEACHING AIDS : pictures
IV.
PROCEDURE
Stage

Teachers activities
Time needed

Students activities

I. Warm-up (3)

II. Pre- reading (7)

III. While reading

(20)

IV. Post- reading

(12)

V. Homework (3)

T asks: Is Viet Nam a beautiful country ?

T instructs a game among groups of 6, list as many
landscapes in VN as possible
T collects Ss papers, choose the paper with the most
olaces, wads then aloud, announces the winter
T ask : Have you ever visited them or just seen their
pictures or just heard about them ?
T asks Ss to look at the 4 pictures in the book, work
in pairs to decide what they are , match them with
correct information, tell each other which place
theyd like to visit and the reason
T explain some new words if necessary
T checks corrects and call some Ss say their choice
pairs to ask and answer about their opinion
T asks Ss to look at the 5th picture gives some
guiding questions
+ whats this landscape ?
+ whos going to visit it ?
+ how is that trip going to talk place ?
T leads into the text
T explains some new words
+ excursion : (translate)
+ cave : (picture)
+ permission (n) = to permit = to allow
+ persuade (v) : try to make someone agree with you
+ campfire (n) = camp- fire
T teaches Ss pronunciation

T asks Ss to read the text and answer the 3 guiding

questions
T asks Ss to answer the 1st two questions key :
1. It is the way to Huong Pagoda
2. Lan and her classmates are
T ask Ss to read the text again to do task 1
T explains some words (complain, relax,
destination )
T check
T asks Ss to read the question in task 2 reread the
text and answer
T checks by calling some pairs to ask and answer
T asks Ss to complete the summary by filling the
gaps
T checks Ss choice
T asks Ss to summarize the letter using their own
words
T asks Ss to work in groups make some
arrangements for an excursion to somewhere in Tuy
Hoa
T calls representative to present their plans
- learn vocal
- complete the exercise above

Ss answer
Ss work in their groups

Ss answer
Ss answer in pairs

Ss say their choice

Ss take notes

Ss read the words

Ss read the text silently
Ss say their answers

Ss do the task
individually
Ss read the whole
sentence
Ss work in pairs
Work in groups of 3 or 4
Ss volunteer to do the
task
Ss work in groups
Ss listen
Ss do homework at home

UNIT 6:

AN EXCURSION

LESSON : SPEAKING
I. OBJECTIVES : By the end of the lesson, Ss will be able to :
- Give opinions about arranging the seats on a boat
- talk about their most suitable seat and give the reasons
I.
LANGUAGE FOCUS
- Grammar
- New words :
II.
TEACHING AIDS :
III.
PROCEDURE
Stage
Time needed
I. Warm-up (5)

II. Pre- speaking

(15)

Teachers activities

Students activities

Play a game
- ask Ss to guess the word about a transport that I thinks
about
- divide class into 4 group. The group finding it correctly Group wok
and quickly is the winner
- If Ss cant guess, T gives more information It has 4
letters
BOAT
* T asks Ss some questions
- have you traveled by boat ?
- what are advantages and disadvantages of traveling by
boat ? (about health- seasick, fresh air / skin- sunburnt/
sight seeing- a good view, etc)
T writes new words on board
Task 1 : ask Ss to read task 1 in book
T read the requirement aloud, then asks Ss
- What is it ?
- where is Chicago ?
Its the third big city in America, belongs to Illinois
state. Lake Michigan is one of five beautiful lakes in
America
* T explain some hard words:
-sundeck (n)
- suffer from(v)
- air conditioning (n)
* T asks Ss some question to check Ss comprehension
- what do you know about Mary ?
- where is the best seat for Mary ?
* T asks Ss to look at the seat plan in
Task 2 ( in book)
- T explains the seat plan
+ occupied
+ refreshments
- T repeat the question. Where is the best seat for Mary ?
- T asks 2 Ss to read the conversation in book
- T explains some structures to ask and give opinions

Ss answer

Ss look at task 1 in the

book answer
Its in Chicago

Ss read task 1

Ss answer

Ss look at the book

+ I think he/ she should..

+ thats a good idea
+ I dont think so
+ to be suitable for
+ had better
+ what do you think ?/ whats your idea ?
III. While- speaking Ask Ss to discuss in group
(12)
T goes around to check Ss practice
Ask representatives of some groups present their
decision, then ask the other groups opinion
IV. Post- speaking
* Task 3:
(10)
T : If our class is going to on a boat trip on Ba river.
Which seat do you think is the most suitable for you ?
why?
- T asks some pairs to play role
V. Homework (3)

UNIT 6:

Ss read aloud

Group work

Pair work

Role play

- ask Ss to write a paragraph, giving your opinion about

the seat on a trip & your reason
- write 5 sentence about what you like to do when going
for a picnic

AN EXCURSION

LESSON : LISTENING
I.
ECTIVES : By the end of the lesson, students will be able to listen and understand some
information about a picnic
II.
LANGUAGE FOCUS :
- Grammar
- New words: words related to action of a picnic
III.
TEACHING AIDS : cassette player, pictures, worksheets
IV.
PROCEDURE
Stage
Time needed
I. Warm-up (3)

Teachers activities

Students activities

* Get Ss to play a game : worksheets

Work in groups of 4
Match a verb in column A with a suitable word or phrase
in column B
A
B
1. take
a. soundly
2. get up
b. yourself
3. prepare
c. photos/ photographs
4. set up
d. excited
5. play
e. a tent
6. enjoy
f. early
7. feel
g. food and drinks
8. sleep
h. at the stadium
9. return
i. games

II. Pre-listening
(10)

III. While- listening

(20)

IV. Post- listening

(10)
V. Homework (2)

UNIT 6 :

10. meet
j. home
* The rule : which group finish first and has the most
right answers will be the winner
* Collect the worksheets and give the key
* Ask when do you often do these actions ? Do you
often go for a picnic ?where ? when?
* Lead Ss to the new lesson :
- Ask Ss to do the exercise in the book
- check 2 pairs
- say : you are going to listen to a passage of a picnic.
First practice reading the following words. Youll hear
them in the passage
- get Ss to practice reading the words in the book
- explain new words : glorious, spacing, left over,
tannical garden
- Explain the requirement in task 1
- ask Ss to look at the pictures in the book and order
them in groups
- check but not comment
- asks Ss to listen to the cassette player/ the teacher and
do the exercise in the book
- go round and see if Ss can do the exercise to get Ss to
listen more
- check and get Ss to compare the key with their
prediction
- ask Ss to do task 2 : the same procedures as task 1
- ask Ss to read the question in task 3 in silence and then
listen and answer them
- get Ss to discuss in groups
- check and correct
- get Ss to do the exercise in the book (after you
read )
- check and correct
Ask Ss to rewrite the answer if to the questions in task 3
Prepare the new lesson

Answer individually
Ss close their books and
look at the table in their
books
Ss work in pair,

Only listen
Listen and repeat
- work in groups of 4

listen and do the exercise

in groups of 4

- discuss in groups of 4

Groups of 4
Work at home

AN EXCURSION

LESSON :WRITING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to write a confirmation letter
II.
LANGUAGE FOCUS : Some expressions are after used in confirmation letter
- I will.
- Im glad to
III.
TEACHING AIDS : an extra board
IV.
PROCEDURE
Stage

Teachers activities
Time needed

Student activities

I. Warm- up (5m)

- T asks Ss to find some words which can be used with

the word LETTER such as invitation letter
- T calls some Ss to give the answer
+ regret
+ business
letter
+ friendly
+apology
+ thank you
+ complaint
+ love
+ confirmation
- T ask Ss some question to read into the new lesson
+ have you ever received a request letter ?
+ If you accept the request, how do you mute a
confirmation letter ?

II. Pre- writing

(5m)

- T asks Ss to do task 1
- T explains the usages of I will and some new
words
+ to pick someone up (translation)
+ convenient (a) = confact
- T checks the result by calling 2 Ss and the complete
the chart on the board
Mais request
Hoas conformation
+ can you go shopping + certainy I will help
with me to buy the
you to prepare
tying we need for the every thing you
trip ?
need for the trip?

III. While- writing

(7)

Before Ss do task2 , T asks them to read the situations

carefully and reminds them of some difficult words
+ bunch (n)
+ wildlife (n)
- T divides the class in+ groups 4 groups write letter 1
and 4 groups write 1 letter 2 and write their letter on
- T goes around the class to check Ss practice and helps
them if necessary.

Ss work in pairs

Ss answer the question

Ss do task 1 as directed

Ss make remark
Ss practice writing as
directed

Ss work in group

IV. Post-writing (15)

V. Homework (2)

- T asks 2 Ss to hang their boards on the blackboard

(letter 1 and letter2)
- T also guides the other groups to find out the common
mistakes
- T directs Ss to correct the mistakes
- T gives feed back
- T gives the key
- each Ss rewrite the confirmation letter
- prepare: language focus
+ pronunciation /a/ and /z/
+ review the present

Ss look for the mistakes

Ss correct the mistakes

UNIT 6 :

AN EXCURSION

LESSON : LANGUAGE FOCUS

IV.
OBJECTIVES : By the end of the lesson, Ss will be able to :
- pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences
- use the present progressive and be going to to express a future plan and a prediction
II.
TEACHING AIDS : a cassette
III.
PROCUDURE
Stage
Time needed
I. Warm-up (3)

II. Pronunciation
(12)

III. Grammar &

vocabulary
Presentation (10)

Teachers activities

Students activities

T has the whole class sing happy birthday with only

vowels /a/
T says in this new song, we have various /a/ (short
,long, high, low). In English, we have two vowels / a/,
/z/ . They are only different in length
T introduces the lesson
Listen and repeat :
T writes two vowels / a/ (column 1), /z/ (column 2) on
the board
T read the words in book are by one and has Ss listen
and decide whether they are one or two
T writes the words on the board according to Ss
opinions
T asks Ss to look at the book and to check (correct it if
necessary)
T read the words in the textbook
Practice these sentences :
T reads the sentences
T asks Ss to pay attention to the sentence stress
T asks Ss to pick out the words containing the sounds /a/
& /z/
T checks the result

Ss sing

The present progressive ( with a future meaning) and

be going to
T asks what are you going to do this weekend?
T writes an answer an on the board she is visiting this
weekend
T says and writes a sentence about herself Im going to
visit too but I havent decided the time
T asks Ss to remark the different use between be going
to and present progressive
T confirms
+ present progressive : an intention with a specific plan
(specific time)
+ be going to an intentions with or without a specific
time
T analyses 2 examples in the book for more
understanding
Note : be going to present a prediction

Ss close their books,

listen
Ss listen and choose 1 or
2

Ss open book and check

Ss repeat in chorus, in
individually
Ss listen and repeat
Ss reads individually as
directed
Ss read the result
- Ss answer

Ss discuss

Practice
Activity 1 (5)

Activity (5)

Ex: she looks tired . She is going to take a rest

T introduce the exercise
Exercise 1 :
T asks Ss to choose the correct opinion in brackets
T checks the result
Exercise 2 :
T asks Ss to do ex 2
T check the result
Exercise 3 :
T asks Ss to complete the exchange, using the present
progressive on the
T checks the result

Activity 3 (8)
Consolidation

IV. Homework (2)

Ss work individually then

exchange the result in
pairs
Ss work in groups
Ss work in pairs

Make 2 sentences, using present progressive (future

meaning)
Make 2 sentences using be going to

LESSON PLAN
UNIT 7 :
THE MASS MEDIA
Lesson: Reading
I . OBJECTIVES :
1. Knowledge : By the end of the lesson, Ss will be able to understand about different types of the
mass media , knowing about some popular T.V programmes
2. Skill : Reading comprehension
II . LANGUAGE FOCUS
1.Pronunciation : the sounds /ei/, / ai /, / oi /
2. Grammar ; Review Wh- & How questions
3. New words : Words related to the media, kinds of the mass media, advantages or disadvantages of
the mass media, programs of radio T.V
III . TEACHING AIDS :
Projector, some pictures of M. C , pictures of the mass media
IV. PROCEDURE
Teachers activities
Students activities
* Warm-up (3mn)
T asks ;
- Do you like listening to the radio?
Ss answering.
- Do you often watch T.V?
- Which programs do you often watch ?
T asks Ss look at the photos of M.C & guess the programs
* Pre-reading (10mn)
Asking Ss to work with their partners
1. When do you often watch T.V ?
2. How many chanels are there on our national T.V ?
Ss work in pairs
3. How many hours per week do you watch T.V ?
Ss asking & answering
T checks and corrects , asks some pair to work
* New words ;
T explains the newwords cartoon, drama, comedy, portrait, Folk
songs (pictures)
* While reading (20mn)
-T asks Ss to read the text to do the

task 1
T checks and corrects
- T has the class read the text again , this time more slowly, to scan
the details and do the task2
T walks round the class, listens to Ss discussion & offers
suggestions when necessary
T checks & corrects
T asks Ss to do the task 3
T checks & corrects
* Post reading
T has Ss work in groups talk about programe on our national T.V
T gives suggestion & comments
* Homework: (2mn)
T suggests Ss homework

Ss work in pairs
Ss match the words with
their definitions
Dividing Ss into group of
Four
Ss have discussions then
representatives of each pair
present their ideas in front of
the class (T or F)

Ss work in pairs to answer

the questions
Ss group works discussions
& then representatives of
each group present their
ideas
Talk about uses of media

UNIT 7:
THE MASS MEDIA
Lesson : SPEAKING
I. OBJECTIVES : By the end of the lesson, Ss will be able to :
- Ask & answer questions about uses of media
- Talking about different types of media
II.
LANGUAGE FOCUS
- Grammar
- New words : relating to mass media ( TV, interest)
III.
TEACHING AIDS : real object, picture, an extra board
IV.
PROCEDURE
Stage / Time needed
I. Warm-up (3)

II. Pre- speaking

(10)

Teachers activities
T uses many real objects & pictures of mass media
(TV, newspaper, books, radio telephone)
T asks Ss to tell which types of them are mass
media
T asks Ss to explain why they called mass media T
checks
T leads into the new lesson
Task 1:
T asks Ss to work in groups (4,6 persons) to read
the words below and put a tick next to the words of
the mass media

Students activities
Ss discuss and answer

Work in groups

III. While- speaking

(17)

IV. Post- speaking

(10)

V. Homework (3)

T walks round to helps Ss or listen to their

discussion
T asks Ss to answer & explain
T asks Ss to give their knowledge about mass
media.
Task 2:
T asks Ss to read the information in book and
understand some words orally, aurally, visually.
T devices Ss into pairs or groups & asks them to
discuss about the feature of each type of the mass
media has in common
T asks Ss to make a chart or write their sentences
on board
T can use pictures or real object in warm-up
T checks
* Task 3:
T asks Ss to work in groups to talk about different
types or the mass media & answer the questions in
book
1. What are different types of the mass media?
2. what feature do they have in common?
3. what are their dist native features ?
- T asks Ss to present their results
- T calls other Ss to discuss about the results of
their
- T checks & corrects
- ask Ss to write a paragraph about the mass media
prepare listening seat on a trip & your reason
- write 5 sentence about what you like to do when
going for a picnic

Answer and explain

Read in silent

Ss discuss
Present their sentences
Divide Ss into group of
four
Ss have discussion then
represent

Ss do at home

UNIT 7:
THE MASS MEDIA
Lesson : LISTENING
I.
OBJECTIVES : By the end of the lesson, students will be able hear and understand a news item
II.
TEACHING AIDS : cassette player, pictures, worksheets
III.
PROCEDURE
Stage / Time needed
II. Pre-listening (5)

III. While- listening

Task 1(7)
Task 2(10)
Task 3(10)

Teachers activities
-

Students activities

Have Ss work in pairs ask and answer the

question provided
- T asks
do listen to the news on TV or radio?
Why or why not?

Ss ask and answer

- have Ss listen to the tape one and ask them to

tick the adjectives suitable to each news
- have Ss listen to the tape again and fill in the
missing words
- have Ss listen to the news stories again and
practice asking and answering in pairs together

- Ss listen and tick the

adjectives for each news, then
change and comment their task
- Ss listen and complete the
news stories
- Ss practice asking &

Ss answer and show their ideas

answering the questions

provided in pairs

IV. Post- listening

(10)
V. Homework (3)

Divide class into groups of 4 to 5 students and

have them retell their classmates about one of two
the news
Introduce Ss some main points of the next part of
the lesson and ask them to prepare it carefully

Ss stand in front of the class

and retell the news stories after
discussing
Work at home

UNIT 7:
THE MASS MEDIA
LESSON :WRITING
I.
OBJECTIVES : By the end of the lesson, Ss will be able to
- write about advantages & disadvantages of the mass media of 100-200 words using a suggested
model & word cues
II.
LANGUAGE FOCUS : review words related to the mass media
Ex: help/ encourage s.o to do s.t
Make s.o / s.t + adj
III.
TEACHING AIDS : an extra board, pictures
IV.
PROCEDURE
Stage / Time needed

Teachers activities

Student activities

I. Warm- up (5m)

Giving the pictures of TV , radio, magazine,

telephone & asking
+ whats this?
+ what are advantages of telephone/
radio/magazine?
+ what are disadvantages of them?

Ss answering

II. Pre- writing

(5m)

task 1
* Requiring Ss to hamming
* Explaining the new words structures
- help/ encourage s.o to do s.t
+ help us to learn
+ encourage us to busy
- make s.o/ s.t + adj
+ make things memorable
+ make us a ware of
+ make us passive
+ make people violent
Asking Ss to repeat about the advantages &
disadvantages of T.V

Ss skim task 1 as directed

Ss work in pair

III. While- writing

(7)

IV. Post-writing
(10)

V. Homework (2)

Task 2:
Work in pairs. Discuss the advantages of the mass
media, and write them down in the columns
column below
Ex: it makes people happy
It provides quick access to information and
entertainment
It hams peoples eyes
Asking Ss to write the information into notebook
Task 3:
Write a paragraph about the advantages and
disadvantages of one of the mass media discussed
in task 2

Individual or Ss work pairs

Task 4: Ss to hang their boards on the black board

& guides the others to find out the common
mistakes
T directs Ss to correct the mistakes
T gives the key
Write a paragraph about the advantages and
disadvantages or one of the mass media

Ss look for the mistake

Ss correct the mistake

Ss work individual or group

work of 6-8

UNIT 7:
THE MASS MEDIA
Lesson : Language Focus
I . OBJECTIVES : By the end of the lesson, Ss will be able to
- Know how to pronounce exactly & fluently the sounds /ai/ /oi/ /ei/ in the words & in the sentence
- Use the present perfect, because of & in spite of
II . TEACHING AIDS : extra board, a cassette
III. PROCEDURE
Stage / Time needed
I. Warm-up (3)

II. Pronunciation
(12)
Activity 1

Activity 2

Teachers activities
-greeting & asking
- T writes three words on the board: make, bad,
dry
- T underlines the sound & lead into the lesson
Listen and repeat :
T writes three sounds /ei/, /ai/, /oi/
- reads the model sounds
- reads the words in the text book
- guides Ss to read
- asks Ss to close the book
- reads & asks Ss to find out the sounds
Practice these sentences :
-T reads all sentences
- T asks Ss to pay attention to the sentence stress
- T asks Ss to pick out the words containing the
sounds /ai/, /ei/ , /ai/
- T checks the result

Students activities
Read & find out three sound
/ei/, /ai/, /ai/

Open their book

Repeat in chorus & then
individually
- work in groups
- read individually
- work in groups
- find out the sounds by
writing them on the board

III. Grammar &

vocabulary (25mn)

Activity 1(8)
Activity 2(7)

Activity 3(8)

IV. Homework (3)

- writes some sentences on the black board or

extra board
- Ive just cleaned the floor
- Weve have already prepared the lesson
- asks Ss which tense is used in these sentences
ex1: T directs Ss to do exercise1 using the present
perfect
- checks the result
ex2:
- asks Ss to revise the verbs of time: for, since,
ago
- lets Ss read all sentences
- in this exercise well practice how to use
adverbs of time in this sentences
* Note: since, for, ago
- checks the result
ex3: gives some sentences by using because of,
in spite of
eg1: He was absent because of his illness
eg2: in spite of the cold weathers, we all wore
shorts
- reminds the usage of because of and in spite
of
- lets Ss do exercises
- corrects the sentences

- the present perfect

- work individually
- work in groups
- work in groups

- give the usage

- fill in the blanks

- work in pairs

- Ss do exercises again
- Ss prepare lesson 8

LESSON PLAN
UNIT 8:
THE STORY OF MY VILLAGE
LESSON : READING
Period 1:
I.
OBJECTIVES : By the end of the lesson, students will be able to read the passage and
understand how the farmer lives change due to knowledge of their children from college or
technical high school
II.
LANGUAGE FOCUS :
- Grammar : simple past tense
- New words: mud, muddy, straw, shortage, farming method, crop bumper crop , cash crop
III.
TEACHING AIDS : pictures and extra board
IV.
PROCEDURE
Stage / Time needed

Teachers activities

Students activities

I. Warm-up (5)

- Asking Ss to look at 2 pictures

the first : farmers work by hand, buffalo
the second: farmers work by machines
- Asking Ss to compare the differences between
the first and the second
- Telling Ss about many changes in the village
due to the knowledge of their children from
college
- asking Ss to look at the picture in their text
books

Working in pairs
Giving the answer in
front of the class

II. Pre- reading (10)

III. While reading

(13)

IV. Post- reading

(15)
V. Homework (2)

- Asking Ss some questions

+ what are the people in the picture doing?
+ how are they working ?
+ what do you think of the crop ?
+ what help produce good crop?
- Explaining new words
- asking Ss to read the text silently
Task 1:
- dividing the class into 5 groups of 10
- delivering each group one piece of paper with
phrase in column A written
- column B in the extra board correcting them
Task 2:
- asking Ss to read the text again
- dividing the class into 2 groups
+ group A: before
+ group B: now
- correcting the grammar of their sentences
Task 3:
- asking Ss to read the text once again
- asking one Ss to ask a question and the other
answer
- asking Ss to close their books and giving the
main idea of each paragraph
- asking Ss to discuss the question what can an
education help you and the others?
Write 3 sentences in your own ideas of people
with an education can helps make the life of his
or her community better

- working in groups
- coming to the board
to match their paper
with definitions on the
extra board
- listening and writing
down
- discussing in group
- standing up and
giving the answer

- working in pairs
- working in
individually
- work in groups
Ss do homework at
home

UNIT 8 :
THE STORY OF MY VILLAGE
LESSON : SPEAKING
V.
OBJECTIVES : By the end of the lesson , students will be able to make questions and give
responses in small talks
VI.
LANGUAGE FOCUS :
o Grammar
o New words
VII. TEACHING AIDS
VIII. PROCEDURE
Stage / Time needed
Teachers activities
Students activities
I. Warm-up (5)

- T asks Ss to complete the open conversation in 1

minute
A : ____(1)____________
B : Hi, Nam. How are you ?
A: Im fine. Thanks, and you ?
B: Very well. Thanks, I havent seen you for a long
time. Lets go somewhere for a drink
A: Sorry,______(2)________
- T explains something about these sentences
- T leads into the new lesson

- Ss Work
individually

II. Pre- reading (8)

*Task 1 :
- T gives Ss some expressions which are commonly
used when people start or close a conversation
ex : + Its nice to meet you
+ Bye

- Ss listen & remark

+ How is everything ?
+ see you again

- T asks Ss to do task 1
- T asks some pairs to present their practice before
the class
- T asks Ss to read these expressions

III. While- reading

(15)

IV. Post- reading

(15)

V. Homework (2)

- Ss work in pairs
- Some Ss present
their results before
the class while the
others listen &
remark.
- Ss work
individually
- Ss work in pairs

* Task 2 :
- T asks Ss to scan task 2 & do it
- T asks Ss to practice the dialogue in pairs
-T corrects their mistakes if necessary
* Task 3 :
- T asks Ss to scan task 3 & find out difficult words
- T explains their meaning if necessary
- T asks Ss to practice the dialogue in pairs
- T walks around the class & helps Ss if necessary
- T asks some pairs to present their practice before
the class

- Ss work
individually
- Ss work in pairs
- Some Ss present
their practice before
the class while the
others listen &
remark

* Task 4 :
- T divides the class into groups (T asks Ss to sit in
groups of 4 )
- T asks Ss to do task 4
- T walks around the class & helps Ss if necessary
- T asks some groups to their practice before the class

- T asks Ss to write about conversation done in

groups

- Ss work in groups
- some groups present
their result before the
class while the others
listen & remark
- Ss do homework at
home

UNIT 8:
THE STORY OF MY VILLAGE
LESSON : LISTENING
V.
OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and
then match them with suitable pictures
VI.
LANGUAGE FOCUS :
+ Grammar
+ New words
VII. TEACHING AIDS : cassette player
VIII. PROCEDURE
Stage /
Time needed

Teachers activities

Students activities

I. Warm-up (5)

- Shows a picture of Ha Long Bay

- asks Ss some questions :
+ have you been to Ha Long Bay ?

- answer individually

+ do you enjoy spending your holiday in HLB ?

+ How do you like the weather in HLB ?
- Encourages Ss to make questions about this picture
- repeats good statements to lead in the new lesson
II. Pre-listening (3) - Suggests Ss to arrange a question in A with a
response in B
- Goes around and helps Ss if necessary
- comments and corrects
III. While- listening * Task 1 :
(15) &( 30)
- Divides class into groups of four
- asks class to try describing the picture in the text
book
- plays the tape and asks Ss to listen to (2 or 3 times)
* Task 2 :
- plays the tape again and asks Ss to listen and get
information
- asks Ss to ask and answer question
* Task 3 :
- plays the tape and asks Ss to fill the missing words
into the blanks
- goes around and check some
- plays the tape and correct
IV. Post- listening
- asks Ss to talk about the problem, they have
(5)
experienced at school
V. Homework (2)
- asks Ss write 5 questions about personal hobbies &
describe a picture that the teacher gives

- work in pairs
- work in pairs
- present in front of the
class

- listen and match the

conversation with the
pictures
- work in pairs
- work in pairs
- work in groups

UNIT 8 :
THE STORY OF MY VILLAGE
LESSON : WRITING
V.
OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a form
VI.
LANGUAGE FOCUS :
- Grammar
- New words : new words related to forms
VII. TEACHING AIDS : forms, an extra boards
VIII. PROCEDURE
Stage / Time needed Teachers activities
Student activities
I. Warm- up (5)

- gives a game
F
J O B
B I R T H
P E R M I S S I O N
- Asks the questions
1. what do you look for after graduating from high
school ?
2. Phu Yen is my place of ________
3. What is the noun of the verb permit ?
4. key
FORM
- Leads in the new lesson

Ss choose the number

and answer the
questions

Ss guess the key

II. Pre- writing

Task 1 (5)

Task 2 (10)

III. While-writing
Task 3 (5)
Task 4 (8)

- Give some forms and hang an extra board with

some questions :
1. Do you know what they are ?
2. what do you fill in the form for ?
3. What sort of information do you often have to
provide when you fill in a form ?
- summarize information of each answer on the
board
- Asks Ss to match a line in A with a question in B
after presenting some new words :
+ marital status
+ occupation
+ block capital
+ applicable
- Asks Ss to work in pair
- corrects
- Asks Ss to fill in the form
- Helps Ss and checks when Ss do
- Corrects
- Asks Ss to fill in the form

Ask and answer in

pairs

Work in pairs
Work individually
Work individually( 23 Ss work on the
boards)

- asks Ss to hang the extra boards while others

correct their friend form each other
- correct the common mistakes on the extra boards
- give the feed back
IV. Post-writing (10)

V. Homework (2)

- divides class into 10 groups and asks them to use

learnt information to write a form about one of
topics below
+ apply for a job
+ apply for a scholarship
+ send money in a bank
+ attend to a club
+ make a library card
- choose two of them to correct
- Write two of above topics
+ prepare new lesson

Work in groups

UNIT 8:
THE STORY OF MY VILLAGE
Lesson : Language Focus
I . OBJECTIVES : By the end of the lesson, Ss will be able to
- Pronounce exactly and fluently the sounds /au/ and /au/ in words and in sentences
- Use reported speech (statements) and conditional sentence (type 1) in speaking and writing
II . TEACHING AIDS :
III. PROCEDURE
Stage / Time needed
I. Warm-up (3)

Teachers activities
- Teacher writes the sentence on the board
I will put my coat on and go put ?
- T underlines the sounds and asks Ss to read the
example and say what sounds are repeated
- T leads in to the lesson

Students activities
- Ss close the books
- Ss read and say the
sounds

/au/, /au/
II. Pronunciation
(12)

Activity 1

Activity 2

III. Homework (2)

Listen and repeat :

- T writes two sounds /au/, /au/ on the board
- T reads twice
- T asks Ss to repeat the words in the text book
Practice the sentences :
-T reads the sentences
- T asks Ss to pay attention to the sentence stress
- T picks out the words containing the sounds
/au/, /au/ asks
Reported speech
- T asks one Ss: how old are you ?
- T asks the other to give what she or he has just
said. Lan said, I am 16 years old
Lan said that she was 16 years old
- T asks Ss to compare the differences between 2
sentences
+ personal pronoun
+ tense
- T asks Ss to remind those changes
- T corrects them
* exercise 1:
- T asks Ss to report these statement using the
verbs suggested
- T checks the results
* exercise 2:
- T asks Ss to remind the differences among
say, tell, talk
- T asks Ss to do the exercise in textbook (page
90)
Conditional sentence (type 1)
- T picks out a picture of a car
- T asks: what is it? , Do you like it
- T reads If I have much money, I will buy a car
* exercise 3:
- T asks Ss to look at what H. Anh hopes will
happen in the future
- T asks Ss to write one paragraph about H. Anh
by using conditional sentence 1
- T checks the result
* exercise 4
- T asks Ss to put when, if into each gap
- T check the result

- T asks Ss to do the exercise in workbook (page

49/50)
- prepare test yourself

- Ss repeat in chorus
- listen and repeat
- read individually
- work in pairs
- give the result

- work in individually
the exchange the result
in pairs

answer

- work in groups of 4
-

read the result

- work in pairs
- compare the result
with a partner

THE SECOND TERM LESSON PLAN

LESSON PLAN
UNIT 9:
UNDERSEA WORLD
LESSON: READING
I. OBJECTIVES : By the end of the lesson, Ss will be able to read a passage for information of sea
animals and plants and modern technology used to study it
II. LANGUAGE FOCUS
- Grammar: conditional sentences (type II)
- New words : words related to plants and animal of the sea
III. TEACHING AIDS : picture
IV. PROCEDURE
Stage / Time needed
I. Warm-up (5)

Teachers activities
- showing a film about plants and animal of the sea

II. Pre- reading (5)

- which ocean does VN belong to ?

- tell some more plants and animals of the sea you
know
- T explains new words
- gulf (n), (picture)
- mystery (n), (translation)
- starfish (n), (picture)
- water current (n)
ex: electric current
- organism (n)
- biodiversity (n)
- T instructs Ss to read these words

III. While-reading
Task 1 (5)
Task 2 (5)
IV. Post-reading
(7)

- cues : food, environment, tourism

V. Homework (3)

UNIT 9:
Lesson : SPEAKING

Students activities
- watching the film and
saying what they have
seen
- Ss do exercise with
the picture in text book

- Ss repeat new words

and take notes
- Ss read silently
- group work of four
- pair work after
scanning the
text
- Ss discuss the
usefulness o the sea in
our daily life
- learn the new words
- write a short passage
about the sea (50
words)

UNDERSEA WORLD

I. OBJECTIVES : By the end of the lesson, Ss will be able to talk about some types of sea creatures and
undersea life- as well as how to protect them and the environment in general
II. LANGUAGE FOCUS
- Grammar
- New words : herbicides, pesticides, fertilizers
III. TEACHING AIDS : picture

IV. PROCEDURE
Stage / Time needed

Teachers activities

Students activities

I. Warm-up (5)

- showing 2 pictures
+ one a beautiful beach
+ the other a dirty one
- what do you see in these 2 pictures ?
- what should we do to protect the sea ?
- T introduces some new words
+ herbicide (n)
+ pesticide (n)
+ fertilizer (n)
- T ask Ss to read new words

- looking at the pictures

and answering the
questions

II. Pre- speaking

Task 1 (7)

III. While- speaking

Task 2+3 (18)

- T gives 3 parts for each topic: threats,

consequences and solutions

IV. Post- speaking

(12)
V. Homework (3)

- T asks Ss to talk about what they should do

and what they shouldnt do

- Ss look though these

sentences in task 1 to find
out whether there are any
new words or not.
- Ss repeat new words
- word in pair
Ss work in group of four
(each group discuss one
of 4 topics)
- one of the Ss of each
group presents his or her
ideas
Ss work individually
- learn new words
- prepare the next period

UNIT 9:
UNDERSEA WORLD
LESSON: LISTENING
I.
OBJECTIVES : By the end of the lesson, students will be able to listen and understanding some
information about whales
II.
LANGUAGE FOCUS:
Grammar
New words: krill, migrate, mammal, the international whaling
III. TEACHING AIDS : cassette player, picture
I.
PROCEDURE
Stage / Time needed
I. Warm-up (5)

Teachers activities
- T use a picture of a whale and asks
+ what do you know about whale ?

II. Pre-listening (10) - T gives new words

+ krill (n)
+ migrate (v)
+ mammal (n)
+ the international whaling commission
III. While- listening
- T lets Ss hear the tape 3 times
Task1 (10)
Task 2 (10)
- T lets Ss listen to the tape for specific
information (3 times)
- T calls other Ss to correct the answer

Students activities
Ss answer the question
- Ss listen and repeat new
words
- pair work: Ss discuss
the questions in text book
- Ss work individually
and do task 1
- Ss can compare with
their partners
- Ss look through the
questions before listening
- Ss work individually
and answer the questions

IV. Post- listening

(12)
V. Homework (2)

Work in groups of 4 to
talk about whales
- Ss can talk something
about whales in the next
period
- prepare writing part

UNIT 9:
UNDERSEA WORLD
LESSON :WRITING
II.
OBJECTIVES : By the end of the lesson, Ss will be able to write a short passage about sea
animal
III.
LANGUAGE FOCUS :
- grammar
- new words: words related to sperm whales and dolphins
IV.
TEACHING AIDS : work- sheet
V.
PROCEDURE
Stage / Time needed
I. Warm- up (5m)

II. Pre- writing

Task 1 (5)

III. While- writing

Task2 (18)
IV. Post-writing (14)

Teachers activities
T gives some words asking Ss to make
sentences from the worlds relates to the
picture in the textbook : sperm whales, fish,
ocean, river, big, small
- T gives new words
+ carnivore (n)
+ gestation (n)
+ entrapment
- T makes some questions to help Ss finish the
table
- T goes around class and help Ss if
necessary

Student activities
Ss choose the words and
make sentences to describe
the picture

- T asks Ss to write their passage (2) on the

black board
- T corrects them by pointing out common
mistakes

Ss compare their work

sheets

V. Homework (2)

UNIT 9:
UNDERSEA WORLD
LESSON: LANGUAGE FOCUS
I.
OBJECTIVES: By the end of the lesson, Ss will be able to:
- Pronounce exactly and fluently the sounds /is/, /ea/, /ua/
- Should + conditional sentence type 2
II.
TEACHING AIDS
III. PROCEDURE
Stage / Time needed
Teachers activities
I. Warm-up (5)

Ss read the text silently and

do the exercise
Ss compare their work
sheets
Work in groups of four

- write some thing about

animal you like
- prepare next period

Students activities
- Ss play a game by finding

out meaningful words from

some letters provided in the
box
- Ss pronounce these words

( poor, here, tour, pair, hear)

II. Pronunciation
(12)
Activity 1(5)
Activity 2 (5)

- T writes 3sounds on the board and asks Ss

to listen and repeat /ia/, /ea/, /ua/

III. Grammar and

vocabulary

- T asks Ss some questions

+ what should you do before going to class?
+ what shouldnt you do when you have a
cold ?

- T asks Ss to work in pairs to read all the

sentences and themselves

Activity 1(E.1) (9)

Activity 2 (E.2) (9)

Activity 3(E.3) (9)

- Ss listen and repeat

- Ss find some words that
have the same sounds
- Ss practice the sounds in
sentence
- Ss answer question and
use should and
shouldnt
- Ss work in pair: one asks
and the other answers:
S1: Liz needs a change
what should she do ?
S2: She should go away for
a few days

- T asks Ss to do as directed, but Ss say I

think or I dont think
- T divides class into 2 groups
- T can give points for good work

III. Homework (2)

LESSON PLAN

- Ss gives the structure of

conditional sentence type 2
- Ss work in groups and
one of groups go to the
black board to write the
answers
Do exercise of language
focus in work book

UNIT 10:
CONSERVATION
LESSON: READING
I. OBJECTIVES: By the end of the lesson, Ss will be able to talk about the value of forests and nature
conservation
II. LANGUAGE FOCUS:
- Grammar: the passive voice
- Pronunciation: /b/ ; /p/
- Vocabulary: words relating to conservation
III. TEACHING AIDS: pictures, cassettes player, tape
IV.PRODURE
Stage / Time needed Teachers activities
Students activities
I. Warm-up (5)

- chatting
T asks Ss some questions
1. can you tell me some environmental problems?
2. what should we do to solve these problem?
3. whats conservation?

II. Pre- reading (5)

- teaching asks Ss to look at the pictures and

answer the question on page 104
- T gives some difficult words related to
conservation:
+ eliminate (v) (translation)
+ circulation (n) (translation)
+ hydroelectric (picture)
+ vegetation
(definition)
+endangered species (translation)
Task 1: match the word in A with B
- T asks Ss to scan the passage and then do it
- T corrects
Task 2: decide whether the following statements
are true or false
- T divides Ss into groups of 6
- T asks Ss to read the passage in silence and
decide whether the following sentences are true
or false
- T corrects
Task 3:
- T divides Ss into groups of 6
- T asks Ss to skin the passage in silence and
choose the most suitable main idea for each
paragraph
- T asks Ss to answer the question in text book

III. While-reading
(18)

IV. Post-reading
(7)

V. Homework (3)

Free practice: T asks Ss to discuss about

- what should/ shouldnt we do to protect our
environment?
Write a short passage about 80 words about what
we should/ shouldnt do to protect our planet

UNIT 10:
LESSON: SPEAKING

CONSERVATION

- Ss answer may very

- suggested answer
- air pollution, dirty
streets, flood, forest fires
- planting trees,
protecting, animals,
conservation
- repeating words in
chorus and individuals

- pair work
- silent reading
- group work
- silent reading

- group work

- pair work
- one student in group
presents

I. OBJECTIVES: By the end of the lesson, Ss will be able to make a conservation and talk about how to
protect rare animals by opening zoos of the new kind.
II. LANGUAGE FOCUS:
- Grammar
- Words
III. TEACHING AIDS: handout papers
IV.PRODURE
Stage / Time needed

Teachers activities

Students activities

I. Warm-up (5)

Activity 1: playing game

- giving Ss handout papers
- instructing Ss to classify them to the following
categories
- The content of handout: below is a list of animals
classify them to the following categories
Farm animals
Wild and zoo animals
Pets
Horse, elephant, monkey, sheep, pig, hen, tiger,
giraffe, snake, lion, cat, parrot, tortoise, fish, pard,
rhinoceros
Activity 2: chatting
- asking Ss to answer the questions
1. Have you ever been to the zoo?
2. What animals can you see in the zoo?
3. What are zoos opened for?
4. What animals are in danger?
Task 1:
- asking Ss to read the paragraph and answer the
questions
- correcting Ss mistakes
- should we open zoos of the new kind or not?
Task 2: (10)
Activity 1:
- asking Ss to put stick (v) in the right box to show
your agreement or disagreement in task 2
- correcting Ss mistakes
Activity 2:
- asking Ss to share their ideas with a partner by
making a conservation
- T can work with a partner
T: I think it would be better for animals if they live
in the zoo of new kind because they may have
better food
S: I agree with you
- give some advantages and disadvantages of zoos
of the new kind
- correcting Ss mistakes
Task 3:
Activity 1:
- asking Ss to discuss the advantages and
disadvantages of zoos of the new kind
- correcting Ss mistakes
Activity 2:
- asking Ss to make a conversation
- T can work with a partner

- work in groups

II. Pre- speaking (3)

III. While- speaking

(20)

- Ss answer may vary

- silent reading
- pair work
- Ss answers
- group work

pair work

Ss answer
Group work

- pair work

IV. Post- speaking

(13)
V. Homework (3)

- correcting Ss mistakes
Task 4: asking Ss to make reports
- correcting Ss mistakes
Free practice: talk about zoos of the new kind
freely
Write a passage about zoos of the new kind about
80 words

Group work (some

leaders will present)

UNIT 10:
CONSERVATION
LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, Ss will be able to listen and get some information about a
forest fire
II. LANGUAGE FOCUS:
- Grammar
- Words: words related to a forest fire
III. TEACHING AIDS: a film
IV.PRODURE
Stage / Time needed Teachers activities
Students activities
I. Warm-up (5)
- T has Ss see a short film about a forest fire, then fire
Group work
their opinions about this film ( what do you see in the
film?)
II. Pre-listening (10) - T asks Ss to talk about what may cause a forest fire
If necessary T gives open questions
1. Do you often go camping in the forest?
2. Is it dangerous when making a camp- fire in the
forest?
3. what will happen? When?
4. can you tell me some causes/ damages of forest
fires?
Listen and repeat:
In chorus
Forest campfire valuable forester destroy awful heap
III. While- listening
Task 1:
- group work
(20)
- T asks Ss to listen and number the events in the order
you hear
- T plays the tape again
- T checks the answer
Task 2:
- T asks Ss to listen again and decide whether the
following statements are True (T) or False (F)
- T checks the answer
Task 3:
- T asks Ss to listen again and tick (v) the sentences you - pair work
hear
- T plays the tape once more
- T checks the answer
IV. Post- listening
(12)
V. Homework (2)

- T asks Ss to say how a forest fire may start and what

every camper ought to remember
Free practice:
What should we do to protect our forests?
Write some sentences about the causes of forest fires

- some leaders will

present their reports
( group work)

UNIT 10:
CONSERVATION
LESSON: WRITING
I. OBJECTIVES: By the end of the lesson, Ss will be able to write a letter of invitation
II. LANGUAGE FOCUS: some expressions are often used in letters of invitation
- lets..
- can you.?
- shall we.?
- why dont you / we..?
- how about.?
- are you free.?
- would you like.?
- do you feel like?
III. TEACHING AIDS: an extra board with a game papers
IV.PRODURE
Stage / Time needed Teachers activities
Student activities
I. Warm- up (5m)

II. Pre- writing

Task 1 (5)

- T directs Ss how to play a game

- T gives each group with 18 letters and asks them
to rearrange into the words which have meaning
- The winners will be the ones who are the first to
give the answer
KEY: LETTER OF INVITATION
- T asks Ss some questions to lead into the new
lesson:
+ have you ever received a letter of invitation?
+ what are some expressions often used in letters
of invitation ?
Task 1:
- T directs Ss to do task 1 and asks Ss to work in
pairs in 5 minutes
- T checks the result by asking some pairs of
students to read their finished sentences
- Key: 1.c 2.f/h
3.a 4.g/d 5.f/h 6.d/g
7.e
8.b
- T asks Ss to look at the finished sentences and
make a remark on the form of the verbs following
the expressions:
+ lets + (bare infinitive)
+ why dont you /we.. + ( to- infinitive)
+ would you like +(V-ing)
- can you + (bare infinitive)
+ how about.. +(V-ing)
+ shall we + (bare infinitive)
+are you free.. + (to-infinitive)
- T asks Ss to use these expression to fill in the
blanks in invitation letters in T.2
Task 2:
- before Ss do task 2, T asks them to skins over
task 2 to look for new words
- T explains the meaning of the new words and
directs Ss to do task 2
- T checks the result
- key:
1. are you free/ would you like
2. would you like/ are you free/ how about
3. can you/ why dont we
- T asks Ss to make remarks on the form of
invitation letters and some

- group work

- Ss give the answer

- Ss answer the
questions
- Ss do task1 as
directed

- Ss work individually

- Ss do task 2 a directed
- at first Ss work
individually and then
exchange their result
- Ss report the result

III. While- writing

Task2 (18)
IV. Post-writing (14)
V. Homework (2)
UNIT 11:
CONSERVATION
LESSON: LANGUAGE FOCUS
I. OBJECTIVES: By the end of the lesson, students will be able to
- Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences
- Use to infinitive of purpose and wh-question
II. LANGUAGE FOCUS:
III. TEACHING AIDS: cassette player, tape, textbook
IV. PRODURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- T writes the sentence on the board Susan says she has
Ss close the book
shut the doors
One Ss reads and says
- T underlines the sounds and leads into the lesson
what sounds are repeated
(/s/ & /z/)
Pronunciation Listen and repeat
Open their books
(12)
- Writes the 2 sounds /s/ & /z/ on the board
Repeat in chorus
Activity 1 (5) - Reads the sounds
Repeat in chorus/ in
- Reads the words in textbook
individual
- Asks Ss to close the books and numbers two sounds into
Read and choose /t/ & /d/
2 groups (group 1: /s/, group 2: /z/)
Ss say loudly the number
- Read the words in the textbook
of the sound the hear
+ prepared
+ booked
+ finished
belong group 1 or 2
+ cleaned
+ stopped
+ booked
Ss open the books
+ lived
+ closed
Ss read the words in pair
Activity 2 (7) Practise these sentences
- Reads the sentences
- Asks Ss to pay attention to the sentence information
Listen and repeat
- Asks Ss to pick out the words containing the sounds /s/ & Read individually as
/z/
directed
- Checks and corrects
Work in pairs
More exercise:
- T plays the tape
- T asks Ss to tick the words containing the sounds /s/ & /z/ Read the result
they hear
- T checks and gives mark
Work individual
Grammar &
- T asks a question with what for until having a good
One student answer
Vocabulary
answer with to infinitive from the student
- T explains the use of to-inf. of purpose and asks Ss to
Activity 1 (8) do exercise in the textbook
Ss work in pair
- T checks and corrects
- T asks Ss to complete the sentences in exercise 2 in the
Activity 2 (7) textbook
Ss work in pair
- T checks and corrects
- T gives the example (as in the textbook)
Activity 3(8) Ex: I often listen to music whenever I have free time
- T asks Ss to make question for the underlined part
- T asks Ss to do the rest sentences
- T asks Ss to ask and answer together
Ss give the question with
- T checks and correct mistake
when
Ss work in pairs

Role play (one asks and

one answers)
Homework
(3)

- T asks Ss to do the exercises of language focus in

workbooks

LESSON PLAN
UNIT 11:
NATIONAL PARKS
LESSON: READING
I. OBJECTIVES: By the end of the lesson, students will be able to understand and know more about some
National Park in the world as well as Vietnam
II. LANGUAGE FOCUS:
- Grammar: + should and shouldnt Conditional Sentence (3)
+ prepositions of direction: though, across
- New words: relating to the topic about National Parks
III. TEACHING AIDS: pictures, projector
IV. PRODURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- Divides Ss 4 groups to play a game: Match the name of
Group work
the animal with the suitable pictures
Pre reading (5- Asks Ss to work with a partner to answer the question in the Pair work
7)
textbook
- Checks Ss answer
While
- Introduces some new words:
Read in silence
reading(20-25) + butterfly (n) (picture)
+ orphanage (n) (definition)
+ sub tropical (adj.)
+ toxic (adj.) (example)
+ contamination (n/v)
Task 1 (in the textbook)
Group work
- Checks and corrects
Task 2
Pair work
- Asks Ss to work in pairs to answer the questions in the text
Post reading(7- - Asks Ss : which of the three national parks would you like Discuss in group of 4
8)
to visit most ? why?
Homework(3)
- Asks Ss to learn the new words and make sentence using
these words
- Remember the main ideas of each park given in the reading

UNIT 11:
NATIONAL PARKS
LESSON: SPEAKING
I. OBJECTIVES: By the end of the lesson, students will be able to talk about an excursion
II. LANGUAGE FOCUS:
- Grammar: conditional sentence (type 3)
- New words:
III. TEACHING AIDS: pictures
IV. PRODURE:

Stages/ Time
Warm up(5)

Pre speaking
(10)

While
speaking(17)

Post
speaking(10)
Homework
(3)

Teachers activities
- Shows the pictures of landscapes in Vietnam (Dalat,
Nha Trang, Da Dia
- Asks Ss to think of what they should bring when they
make an excursion there
- Presents some new words
- Fine (n)
- Food poisoning (n)
- carsick (a)
- Presents conditional sentence (type 3)
Task 1
- T goes around & checks
Task 2
- Asks Ss to do the task as example
Ex: a. If we hadnt gone by coach, we wouldnt have
got carsick.
b. If we had gone by bike, we wouldnt have got
carsick
Task 3
- Asks Ss to work in group of 4 to talk about their
excursious in the past and tell what they regret not
doing
- Write 5 sentences to talk about what the students not
regret not doing in the past (T asks students to do this)

Students activities
Work in 4 groups to discuss
to find things they should
bring when making an
excursion to these places

Present in front of the class

Group work
Present before the class
Do at home

UNIT 11:
NATIONAL PARKS
LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to listen to and gaps some special features
of Cuc Phuong National Park
II. LANGUAGE FOCUS:
+ Grammar
+ New words: ethics, minority, flora, fauna, attack, enemy
III. TEACHING AIDS: + pictures
+ tape
IV. PRODURE:
Stages/ Time
Teachers activities
Students activities
Warm up
- Asks students to work in groups
Group work
+ Math the pictures with the correct provinces
# Cat Ba
# Hai Phong
# Cuc Phuong # Ninh Binh
# Bach Ma
# Hue
# U Minh
# Ca Mau
Pre listening
- Asks students to work in group to answer the question in the
Group work
textbook
- Goes around to help and check the answer
- Presents new words:
# ethnic
# fauna
# minority # attack
# ffora
# enemy
While listening Task 1
Listen only in
st
- Plays the cassette (1 )
groups of 4
(2nd)
- Goes around- help- makes suggestions (if necessary)

- Plays the cassette (3rd)

- Checks the task
Task 2
- Gets students pay close attention to the questions provided
- Plays the casstte (1st)
..(2nd)

Post listenting
Homework

Listen and try to

finish the task
Should pay careful
attention to
question words
Listen- group work
of 4
Listen- group work
of 4
Try to write down
key words for each
question
- Asks Ss to work in groups to talk about the special features of Work in group then
Cuc Phuong National Park
present before class
- Complete the form about Cuc Phuong National Park:
# in 1960
# 160 km
# 200 square kilometres # in
2002
# 2000
# 450
# the
spring of 1789

UNIT 11:
NATIONAL PARKS
LESSON: WRITING
I. OBJECTIVES: By the end of the lesson, students will be able to write the a letter of acceptance or
refusal
II. LANGUAGE FOCUS: Soften used in letters of acceptance or refusal
- Yes, I d like / love to
- Im afraid I cant.
- Yes, thats a great idea
- Id love to, but.
III. TEACHING AIDS: extra board
IV. PRODURE:
Stages/ Time
Teachers activities
Students activities
Warm up(7)
- Invites Ss to write their letters of invitation on extra
boards (homework- unit 10)
- Checks and gives marks
- Asks:
Read and try to
+ Do you accept these invitations?
correct
+ How can you write a letter of acceptance / refusal?
Answer: Yes/ No
Pre writing (15)
Task 1
Group work
- Asks Ss to look at the textbook (page 117)
- Explains the meaning of these expressions then fill in
each blank of the note with a suitable expression
- Asks Ss to work in group of 4 to choose the suitable one
for each blank
- Goes around- checks the result
Task 2
- Asks Ss to rearrange(key: 1/d-e-c-a-f-b)
Group work of 6-8
- Checks
Present the result
While writing
- Asks Ss to read the letter of acceptance in task 2 then
Group work
(10)
write a letter of acceptance / refusal
- Divides the class into 4 groups
+ 2 groups (acceptance)
+ 2 groups (refusal)

Post writing (10)

Homework(3)

- Goes around check and helps if necessary

- Hangs the extra boards of 2 typical groups , asks the
whole class to correct and remark
Imagine one of your friends invite you to go somewhere
with him/ her. Write a letter of acceptance/ refusal.

UNIT 11:
NATIONAL PARKS
LESSON: LANGUAGE FOCUS
I. OBJECTIVES: By the end of the lesson, students will be able to
- Pronounce: exactly and fluently the sounds /t/ & /d/
- Grammar: conditional sentence type 3
II. LANGUAGE FOCUS:
III. TEACHING AIDS: extra board
IV. PRODURE:
Stages/ Time
Teachers activities
Warm up(5)
( Sing a song) ABC SONG
Pronunciation
Listen and repeat
(12)
- Writes the 2 sounds /t/ & /d/ on the board
Activity 1 (5)
- Reads the sounds
- Reads the words in textbook
- Asks Ss to choose the words pronounced /t/ & /d/
(using an extra board)
+ prepared
+ booked
+ finished
+ cleaned
+ stopped
+ booked
+ lived
+ closed
Activity 2 (7)
Practise these sentences
- Reads the sentences
- Asks Ss to pick out the words containing the sounds
/t/ & /d/
- Checks the result
Grammar &
- Sets the situation- the structure
Vocabulary
- Gets Ss to pay careful attention to the verb forms
Activity 1 (8)
- Checks
- Gets Ss to look at the example in the textbook
Activity 2 (7)
- Gets Ss to make remarks when reuniting the
sentences
- Makes remarks and corrects the mistaken if possible
- Gets Ss to do the ex 2
- Gets Ss to look carefully at the example
- Gets Ss to do the ex 3
Activity 3(8)
- Checks
Homework(3)

- Do the exercise in workbook (page 65,66)

- Prepare TEST YOURSELF

LESSON PLAN
UNIT 12:
LESSON: READING

MUSIC

Exchange their
boards and correct

Students activities
Sing in chorus
Open their books
Repeat in chorus
Repeat in chorus/ in
individual
Read and choose /t/ & /d/

Listen and repeat

Read individually as directed
Work in pairs
Listen, look at the board and
give remarks
Group work 4
Group work 3
Listen only
Pair work
Group work of 8
individual

I. OBJECTIVES: By the end of the lesson, students will be able to understand the passage and have an
adequate understanding about music.
II. LANGUAGE FOCUS:
- Grammar:
- New words: Words related to music
III. TEACHING AIDS: cassette player and tape, pictures in the textbook and some others ones of singers
IV. PROCEDURES:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- T lets the Ss listen to the tape and asks them question. Ss listen to the tape and may
1. What have you just listened to ?
answer in various ways
2. What kind of music are you listening to ?
# music
3. Name some kinds of music as you know ?
# pop/ folk/ classicalmusic
# traditional music/ pop
music/ rock music/ jazz
Pre reading
Activity 1:
Ss discuss in groups and
(10)
Pop
match descriptions in the
Rockn roll
correct order
Classical music
Baby one more time
Folk
Yesterday
Activity 2:
Turkish March (Mozart)
T asks Ss to put the name of the music they hear in the Ly ngua o
blank
Ss read the statements and
1. is traditional songs of a country
put in each blank the name of
2. is a style of music with a strong and loud hear
music
3. is a modern music that is popular with the youth
1. folk music
4. is serious and traditional Western European
2. rockn roll
music
3. pop
Activity 3:
4. classical
T asks Ss to open the book, look at the pictures and
answer the question about them
Ss look at the pictures and
1. What kind of music does she play in the first
name the kind of music from
picture ?
the pictures (pair work)
2. What bank in the second picture ? What kind of
# Its folk music
music do they play ?
3. What kind of music do you think they play in the
# Its The Beatles. Rockn
third picture ?
roll music
# Its classical music
While
T explains new words
reading(15)
- funeral (n)
- integral part
- lyrical (a)
T asks Ss to open the books, listen to the tape and read Ss open the books, listen to
the text silently then do the tasks that follow
the tape and read the text
Activity 1: (Task 1, page 125, textbook)
silently then do the tasks that
T asks Ss to work in pairs to do the task 1
follow
T checks and corrects
Ss work in pairs
Activity 2: (Task 2)
T asks Ss to read the text, then answer the question
T checks and corrects
Ss work in pairs
Post reading
T asks Ss to reread the text then answer the questions
Ss work in pairs
(12)
T checks and corrects
T devides class into groups of four
T asks groups to talk their opinions about the roles of
Ss work in groups of four
music
T goes around and helps and asks each group to display
in front of class

Homework
(3)

T checks and corrects

T asks Ss to do the exercise in the workbook (ex 12)
T explain how to do the exercise

Ss write in out

UNIT 12:
MUSIC
LESSON: SPEAKING
I. OBJECTIVES: By the end of the lesson, students will be able to use Vto, Ss to ask and answer
(communicate) some information in the field of music
II. LANGUAGE FOCUS:
- Grammar:
- New words: words related to music
III. TEACHING AIDS: pictures in the textbook, some collective pictures, handout, worksheets, an extra
board
IV. PROCEDURES:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
T uses picture in the textbook, asks Ss to look at it and tries Ss answer
to answer some questions
Questions:
Ss answer correctly or
1. Whats her name ?
not
2. What is she doing ?
3. Does she listen to music when she goes to school ?
4. Why does she like music so much ?
To understand why she likes it so much , we come to the
new lessons. Ok ?
Pre speaking
(10)

Task 1: (in book)

Before reading, T asks Ss to underline some new words
- keep me happy
- are easy to listen to
- cheer me up
- have the radio on
Read loudly and correctly
T asks Ss to look at the book and do the sklill/ exercise
T listen and corrects
1. She like pop music
2. Because it keeps her happy
3. The Backs street Boys
4. All the time
T asks Ss to close their books and who can speak to what
Ha Anh says about music
T listens and gives mark
(if possible)
While
Task 2
speaking (15) - Using an extra board
- explaining it
- go around and helps Ss to do (if it is necessary)
Prepare: - rousing
- lyrical
- serene and peaceful
- pleasant
- help s.o forget troubles
- make s.o excited

Ss underline them in their

textbook

Ss listen to the T
Ss read in silence
Ss work in pairs

Ss listen to her/ him

Ss work in groups (six)

Ss practice

Post speaking
(12)

Homework
(3)

- make s.o feel related

T asks Ss to write their names on their papers and give T
Task 3: now report what you have found out your partners
T asks any drills and practice
Model: both Lan and Nga like it because it is relaxing or
Ba likes pop music, but Nam prefer rock
T changes group 1 into groups.
T asks Ss to practice speaking
T asks Ss any some questions to check the result of Ss
Ex: Does Ha like pop music ?
- Asks Ss to work in group of 4 to talk about their
excursions in the past and tell what they regret not doing
Learn vocabulary, structures by heart
Practice speaking by using, in this period vocabulary,
structures
Thanks for your listening

Ss practice speaking

Ss answer
Do at home

UNIT 12:
MUSIC
LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to listen more information about Van Cao
life and occupation. Choose the true/ false statements correctly
II. LANGUAGE FOCUS: + Grammar
+ New words: work related to music
III. TEACHING AIDS: picture
IV. PROCEDURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- T has Ss listen to a short song which was written by Van Cao Ss listen to a song
- T has Ss guess who the composer was
Ss answer
Pre listening
- T has Ss look at the picture of Van Cao and asks some
Ss work in pairs
(15)
question.
a. Who is in the picture ?
b. What do you do about him ?
c. Where and when was he born ?
d. Is he still alive ?
e. When did he die ?
- T gives some words (adj.) related to Van Caos music: sweet
and gentle, exciting, solemn lyrical
- T has Ss look at the textbook and then answer the question
below
a. Which of these songs were written by him ?
While
Task 1
Ss listen to the tape
listening (12) - T introduces the situation of the task 1
Ss answer
- T has Ss listen and then decide whether the statements are
true or false
- T plays the recording 3 times ( T may stop the recording
when necessary)
- T asks Ss to choose T or F statement
- T helps Ss to choose the correct statement
Task 2
- T asks Ss to listen the tape again then answer the questions
Ss work in pairs
1. What is the name of the radio programme ?
Ss correct their work
2. Which song by Van Cao does Quang Hung like most ?
3. Why does Quang Hung like it ?

Post listening
(10)

Homework
(3)

- T has Ss work in group of four to discuss Quang Hungs

ideas about Van Caos music
- T asks Ss to answer the question
1.What does he do when he listen to Tien quan ca?
2. What does Quang Hung think about Van Cao ?
3. Do you agree or disagree with him
Ss prepare writing at home

Ss work in groups
Ss answer

UNIT 12:
MUSIC
LESSON: WRITING
I. OBJECTIVES: By the end of the lesson, students will be able to write about the life story of a famous
person, write about the life story of a famous American musician and a famous Vietnamese musican.
II. LANGUAGE FOCUS:
- Grammar:
- New words: words related to music
III. TEACHING AIDS: pictures
IV. PRODURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- T has Ss listen to a short English song then asks Ss to answer Ss listen to music and
the questions
answer
1. Do you know who the singer is ?
2. Where does he/ she live ?
- T shows a picture of Scott Joplin and asks questions
1. Who is he ?
2. Do you know any information about him ?
Ss answer
Pre writing
- T has Ss learn new words :
(15)
+ compose
+ artiste work
+ musical black family + wonderful mixture
Task 1
T has Ss work in pairs. Use the prompts below to make up
complete sentences about Scott Joplin
Ex: Scott / born/ Texas/ 1886/ poor/ but musical black family
- T has Ss do the exercise in the textbook
Ss work in pairs
- T checks the result by asking some pairs of students key
1. He learned to play the guitar when he was very young
2. He learned to play the works of composers like Back,
Beethoven, Mozart as well as to compose music
3. He quickly became famous
4. His tunes were wonderful mixture of classical European and
African
While writing Task 2
(10)
- T asks Ss to write about the life story of Van Cao
- Before Ss do Task 2, Tasks them to answer the questions
1. When was he born ?
Ss answer
2. Where was he born ?
3. How was his family ?
4. When did he compose music ?
5. When did he compose his first song ?
6. When did he compose Vietnamese national an them Tien
Quan Ca ?
7. What are his artistic works ?
8. When did he die ?

Post writing
(10)
Homework
(3)

T asks Ss to write the answers into passage

T checks the result and corrects their exercises

Ss work in group

T asks Ss write a life story of a famous musician (about 50

words)

UNIT 12:
MUSIC
LESSON: LANGUAGE FOCUS
I. OBJECTIVES: By the end of the lesson, students will be able to
- Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences
- Use to infinitive of purpose and wh-question
II. LANGUAGE FOCUS:
III. TEACHING AIDS: cassette player, tape, textbook
IV. PRODURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- T writes the sentence on the board Susan says she has
Ss close the book
shut the doors
One Ss reads and says
- T underlines the sounds and leads into the lesson
what sounds are repeated
(/s/ & /z/)
Pronunciation Listen and repeat
Open their books
(12)
- Writes the 2 sounds /s/ & /z/ on the board
Repeat in chorus
Activity 1 (5) - Reads the sounds
Repeat in chorus/ in
- Reads the words in textbook
individual
- Asks Ss to close the books and numbers two sounds into
Read and choose /t/ & /d/
2 groups (group 1: /s/, group 2: /z/)
Ss say loudly the number
- Read the words in the textbook
of the sound the hear
+ prepared
+ booked
+ finished
belong group 1 or 2
+ cleaned
+ stopped
+ booked
Ss open the books
+ lived
+ closed
Ss read the words in pair
Activity 2 (7) Practise these sentences
- Reads the sentences
- Asks Ss to pay attention to the sentence information
Listen and repeat
- Asks Ss to pick out the words containing the sounds /s/ & Read individually as
/z/
directed
- Checks and corrects
Work in pairs
More exercise:
- T plays the tape
- T asks Ss to tick the words containing the sounds /s/ & /z/ Read the result
they hear
- T checks and gives mark
Work individual
Grammar &
- T asks a question with what for until having a good
One student answer
Vocabulary
answer with to infinitive from the student
- T explains the use of to-inf. of purpose and asks Ss to
Activity 1 (8) do exercise in the textbook
Ss work in pair
- T checks and corrects
- T asks Ss to complete the sentences in exercise 2 in the
Activity 2 (7) textbook
Ss work in pair
- T checks and corrects
- T gives the example (as in the textbook)
Activity 3(8) Ex: I often listen to music whenever I have free time
- T asks Ss to make question for the underlined part
- T asks Ss to do the rest sentences
- T asks Ss to ask and answer together
Ss give the question with

- T checks and correct mistake

Homework
(3)

- T asks Ss to do the exercises of language focus in

workbooks

LESSON PLAN
UNIT 13:
LESSON: READING

FILMS AND CINEMA

when
Ss work in pairs
Role play (one asks and
one answers)

I. OBJECTIVES: By the end of the lesson, students will be able to know about the history of cinema
II. LANGUAGE FOCUS:
- Grammar: structure it is/ was not until
- New words: character, sequence, decade
III. TEACHING AIDS: pictures of actors
IV. PROCEDURES:
Stages/ Time
Teachers activities
Students activities
Warm up(2)
Giving the picture of an actor and asking:
Ss answering
- whos this ?
Ss answering
- which film does he (she) act ?
Pre reading (3-5)

Asking Ss to work with their partners

1. Do you want to see a film at the cinema or on TV
? Why ?
2. What kind of film do you like to see ?
While reading (28- Leading Ss to give the meaning of Voc
30)
Asking Ss to scan the text
Task 1:
Asking Ss to do the exercise
Correcting their mistakes
Task 2:
Asking Ss to reread the text, then answering the
questions
Task 3:
Asking Ss to scan the text to choose the best title
Post reading (5-6) Dividing Ss into groups of four
Asking Ss to talk about the passage using the cues
- group 1: 19th century
- group 2: 1910s
- group 3: 1920s
- group 4: 1905
- group 5: 1915
Homework(3)
Asking Ss to summary the history of cinema

UNIT 13:
FILMS AND CINEMA
LESSON: SPEAKING
I.OBJECTIVES: By the end of the lesson, students will be able to :
- ask and answer about kinds of film
- talk about their feeling about each kind of film
II. LANGUAGE FOCUS:
- New words: science fifteen, detective, horror, thriller, action
III. TEACHING AIDS: extra precis of paper,
IV. PROCEDURES:
Stages/ Time
Teachers activities
Warm up(3)
T giving Ss a short piece of film Tom and Jerry
T asking Ss some questions
1. Can you give me the little of this film ?
2. Whats the kind of this film
3. Name some kinds of film you know
T asking Ss to write down their answer on the board
Pre speaking
Task 1:
(10)
New words:
- science (n)

Ss asking answering in
pairs
Ss asking answering in
pairs
Ss reading in silence
Ss working individually
Ss working in silence
Ss working in pairs
Ss working individually
Ss working in groups

Students activities
Ss watching film
Ss answering

Ss working in pairs

- horror (n)
- detective (n)
- thriller (n)
T explaining the meaning of the new words
T introducing the task warmly
Leading Ss to compare their answers
While
Task 2: new words:
speaking (15) - Action film (n)
- terrifying (n)
T introducing the task dearly
Ss working in group of
Giving the model
3
Asking Ss to talk their feeling about each kind of film
T checking and correcting
Task 3:
T asking some questions
1. What kinds of film do you like best ?
2. What do you prefer, detective films or science fiction films
?
Ss answering
T asking 2 Ss to ask and answer the model in book
T checking
Ss working in pair
Post speaking Task 4
Ss working in groups of
(12)
T asking Ss to sit in groups of 3 and talk about a film they
3
have seen ?
Ss practising
Going around to help Ss if necessary
Asking some groups to practice before the class
T checking
Homework
T asking Ss to write a paragraph about one of Sss favourite
Ss writing a paragraph
(3)
films that they have ever seen
as directed

UNIT 13:
FILMS AND CINEMA
LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to listen and get information about Lan
and Huongs for the next week
II. LANGUAGE FOCUS: New words: picnic,suppose, instead, chat on the net
III. TEACHING AIDS: picture, a cassette player
IV. PROCEDURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
Asking a question: what do you do in your free time ?
Ss answering the question
- leading to the new lesson
Pre listening
Leading Ss to read the cues in book
Ss working individually
(15)
Leading Ss to put a tick (v) in the sight column
Asking some Ss to check their answer
Leading Ss to listen and repeat the word in book
While
Task 1
Ss listening and answering
listening (12) Leading Ss to listen to a dialogue between Lan and
Huong. Then answer the question: what are they
planning to do together
Checking and correcting their guessing
Task 2
Ss working in groups
Preparing some plash cards about Lan and Huongs plans Ss listening and putting
for the next week
flashcards on the calendar
Giving the calendar
Ss working in pairs

Post listening
(10)
Homework
(3)

Checking and correcting

(comparing with a partner)
Task 3
Explaining
Letting Ss listen to the tape again
Checking
Asking Ss to use the information about Lan and Huongs Ss working in groups
plans to talk again
Calling some groups to present
Free practice:
Ss working individually
Talking about your plans for the next week
Writing about your plans for the next week (about 80-100
words)

UNIT 13:
FILMS AND CINEMA
LESSON: WRITING
I.OBJECTIVES: By the end of the lesson, students will be able to
- describe the film
- write about a film they have seen
II. LANGUAGE FOCUS:
- Grammar:
- New words: sending of a luxury liner (ship), disaster, iceberg
III. TEACHING AIDS: CD, extra board
IV. PROCEDURE:
Stages/ Time
Teachers activities
Warm up(5)
T show a short film and asks
- Have you ever seen this film ?
- What is the name of the film ?
- What do you know about it ?
He will know about it clearly through the lesson today.
Pre writing
New words:
Task 1(15)
Sinking of a luxury liner (ship)
Disaster (n)
Iceberg (n)
T asks Ss to read the passage of the film Titanic and them
answer the questions (work in groups)
T goes around the class and helps Ss if necessary
T calls some Ss to write their answer down on the board
T corrects
While writing T guides Ss to use the description of Titanic and the
Task 2 (12)
questions above as suggestion to write about film they
have seen
T asks Ss to work in group of 4
T goes around the class to check Ss practice and helps
them if necessary
T gives them some words, structures,
T calls some Ss to write down on the board
T asks Ss to write the answer into passage
Post writing
T asks Ss to look at the board and give the comments
(10)
T asks Ss to compare their own writing
T corrects
Homework
T asks Ss to rewrite their description of the film they
(3)
have seen and prepare language focus
- pronunciation /f/ and /v/

Students activities
Watch the film
Ss: yes
Ss: Titanic
Ss: It is a love story film
Work in groups

Ss go to the board and

write down
Ss work in group of 4

Ss write down on the board

Ss work in group
Ss look at the board and
comment
Ss compare
Ss work at home

- review: adj. of attitude, It is / was not until that, a/ an

and the

UNIT 13:
FILMS AND CINEMA
LESSON: LANGUAGE FOCUS
I. OBJECTIVES: By the end of the lesson, students will be able to pronounce the consonants /f/ and /v/ to
master the grammar part adj. of attitude a/ an and the, sentence structure it is/ was not until that
II. TEACHING AIDS: cassette player, pictures, extra board
III. PROCEDURE
Stages/ Time
Teachers activities
Students activities
Warm up(5)
- Showing a fan in the class and asking whats this ?
Ss answering: a fan
- Showing a vase on the table in the class and asking:
Ss answering: a vase
whats this ?
T : yes, a fan and a vase; f and v
- Leading to pronunciation
Pronunciation * Pronunciation:
Ss listening
(10)
Introducing and opening the tape
Ss listening and repeating
Opening the tape once more
in chorus
Calling Ss to read
Ss reading individually
Leading Ss to practice pronouncing the sentence (in
book)
Grammar &
* Ex1: asking:
Ss answering: very
Vocabulary
Ss a question : what do you think about the film
interesting
(30)
Titanic?
Exercise 1
T : so, you are interested in the film
Reminding interesting and interested when do we
use interested and interesting ?
Ss answering
Leading to do ex 1
Introducing
Asking Ss to write the adjectival forms of the verbs
1. fascinate fascinating
2. excite exciting
3. terrify terrifying
Ss working individually
Correcting the mistakes
Exercise 2
* Ex 2:
Leading Ss to do exercise
Ex: the movie wasnt as good as we had expected
(disappoint)
- The movie was disappointing
Ss working in groups of 4
- We were disappointed with the movie
1. .
2. .
Checking by asking Ss to speak and write their answers
More exercise:
Ss comparing together
Giving two pictures
1.
2.
A pupil
Nha Trang
has get a
beach

bad
mark

Asking Ss to describe the pictures by using adj. endinging one form

Going around and helping pupils if necessary

Ss working in groups of 4

Exercise 3

Exercise 4

Checking
Exercise 3:have you visited Ha Long Bay ? or have you
read Harry porter?
If yes, when ?
If Ss say yes T: reporting his/ her answer slowly and
clearly
Ex: he/ she visited Ha Long Bay in 2002 or it was not
until 2002 that he / she visited Ha Long Bay
Leading to do exercise 3 after explaining the structure it
was not untillthat
Asking Ps to rewrite the following sentences using the
structure above
checking
exercise 4:
- asking Ps to put a or the in the numbered blanks
- checking

Ss yes

Ss working in pairs

Ss working in pairs
Homework
(3)

* Asking Ss to underline the consonants /f/ and /v/ in the

following words: wife, cough, plough, laugh
Asking Ss to make sentences using the following
adjectives
1. boring/ bored
2. attracted/ attracting
* Preparing: - the new lesson until 14: reading
- finding the meaning of new word: tounament/
championship/ hort

LESSON PLAN
UNIT 14:
LESSON: READING

THE WORLD CUP

I. OBJECTIVES: By the end of the lesson, students will be able to read the passage for specific
information about the world cup
II. LANGUAGE FOCUS:
- Grammar: review passive voice in simple present
- New words: cassette player, picture of some famous soccer players
III. TEACHING AIDS: pictures of actors
IV. PROCEDURES:
Stages/ Time
Teachers activities
Students activities
Warm up (3Divides class into some small group, asks Ss to match
Work in group of 5, the
5)
the pictures of famous soccer player to their nations
leader of each groups sticks
Leads Ss to the new lesson
the picture and their nations
on the board
Pre reading
Asking Ss to ask and answer the questions
Pairs work
(5-7)
Gives new words
Reads new words
Asks Ss to read- correct mispronunciation if necessay
Repeat chorously
Asks Ss review the passage voice
Individually
While reading
(20-25)

Post reading
(5-10)

Homework
(3)

Has Ss open their books, listen to the tape, scan the text
Task 1:
Asks Ss to read the text, match
Task 2:
Asks Ss to read the text again, fill in the gaps
Task 3:
Asks Ss to read the text once more, T / F exercise

Open, listen, scan

(individually)
Group work of 4 or 5

Asks Ss to read the text , do the exercise in book

Asks Ss to talk about the 2006 world cup by using the
cues
- How many teams takes part in it ?
- Which team is the winner ?
- Where is it held ?
Asking Ss to read the text, learn by heart new words
Review the passage voice

Work in group of 4 or 5

Individually
Group work (4/5)

UNIT 14:
THE WORLD CUP
LESSON: SPEAKING
I.OBJECTIVES: By the end of the lesson, students will be able to talk about the history of the world cup
II. LANGUAGE FOCUS:
- Grammar: review the simple past tense
- New words: words related to the name of some nations
III. TEACHING AIDS: poster of the 2006 world cup
IV. PROCEDURES:
Stages/ Time
Teachers activities
Students activities
Warm up(3)
Play a game
Work in group of 6
- Uses a poster of the 2006 world cup
- Asks Ss to write down the name of the nation of each
team
- Lead Ss to the new lesson
Pre speaking
Read the name of these nations
Repeat chorously
(5-7)
Task 1:
Asks Ss to look at the pictures and talk what they know Work in group of 4/ 5
about these teams

While
speaking (2025)

Post speaking
(7-10)

Homework
(3)

* cues:
- How many times do they join in the world cup ?
- How many times did they become the world
champion ?
- Tell about the name of famous player in these teams
* review the simple past tense
- Asks Ss to read the table in book
- Reads the model
- Asks Ss to practice the model
- Call some couples read the model
- Asks Ss to practice with their partners using the
information in the table
- Asks Ss to present their result in front of the class
corrects their mistakes
Asks Ss to have a look at the table again, discuss with
their friends
Help Ss to correct mistakes if necessary

Asks Ss to learn by heart the name of those nations

Write a passage about 100 words about the 2006 World
Cup

Individually
Repeat chorously
Pair work
Pair work
Pair work
Role play
Group work
- the leader of each group
presents their groups result
in front of class
- their friends correct if
necessary
Ss writing a paragraph as
directed

UNIT 14:
THE WORLD CUP
LESSON: LISTENING
I. OBJECTIVES: By the end of the lesson, students will be able to get some information about a famous
football player by listening
II. LANGUAGE FOCUS: New words: words related to football
III. TEACHING AIDS: a cassette player, extra board
IV. PROCEDURE:
Stages/ Time
Teachers activities
Students activities
Warm up(5)
T lets Ss listen to a song
Listen
T asks some question about this song
Answer, individually
a. what is this song about ?
b.Do you know the title of this song ?
c. in what occasion do you hear it ?
Pre listening
T asks Ss to look at the pictures in the book and: tell their
Answer
(5-7)
names/ who is the person they like best ? why ?
T read words given
Repeat chorously
T asks Ss to read- correct mistakes. Lead into new part
While
Task 1
Listen
listening (20- Plays the tape once
Group work
25)
Hangs the extra board and asks Ss to fill in the gaps
Group work
Plays the tape again, asks Ss to complete
Work in group
Plays the tape once more, lets Ss listen to the tape sentence
by sentence and asks them to check + correct their answers
Remarks
Task 2
Asks Ss to have a look at the questions
Lets Ss to listen to the tape and asks them to answer the
Individually
questions
Individually
Asks Ss to write the answer on board, their friends correct if Open pairs

necessary until Ts help

Individually

Post listening
(7-10)

T asks Ss to talk about the milestones in Peles life

Homework
(3)

Asks Ss to do the exercise again

Asks Ss to talk about the milestones in another persons life
they like best.

Work in group of 4/5

- the leader of each
group presents their
results
- their friends complete
if necessary
Ss working individually

UNIT 14:
THE WORLD CUP
LESSON: WRITING
I.OBJECTIVES: By the end of the lesson, students will be able to write an announcement about organizing
a football match
II. LANGUAGE FOCUS:
- Grammar:
- New words: related to an announcement
III. TEACHING AIDS: extraboard, cassette player
IV. PROCEDURE:
Stages/ Time
Teachers activities
Students activities
Warm up(3)
T records an announcement about a football match of the PY Listen
football committee, asks Ss to answer:
a. What is this announcement about ?
Answer
b. When ? Where ?
c. Which team ?
leads to new lesson
Pre- writing
Task 1
Work in groups of 4/5
(15)
T asks Ss to read the announcement, answer the qs in the
book
T remarks, corrects and summarizes main points noted in
writing an announcement
- who (announcer, organizer)
- what (content of the announcement)
- when (time)
- where (place)
Note: the simple future tense
While writing Task 2
(15)
T explains the aim of the exercise divides class into small
Work in group of 4/5 in
groups
extraboard
Asks Ss to write
T goes around and helps Ss if necessay
Post writing
(10)
Homework
(3)
UNIT 14:
THE WOLRD CUP
LESSON: LANGUAGE FOCUS
I.
OBJECTIVES: By the end of the lesson, students will be able to:
- pronounce the sound /g/ & /k/ in words and in sentence fluently and exactly

- use the sample future tense in making prediction and offers

II. TEACHING AIDS: extraboard
III. PROCEDURE
- T explains the using of it again
T asks Ss to do the exercise
T asks Ss to give their results
- asks their friends correct- corrects if necessary
T summarizes the using of the simple future tense again
Homework
(3)

T asks Ss to:
- do the exercise again, write into their notebook
- write 3 sentences by using this grammar point (about
themselves)

Unit 15:

cities
Period 1: reading

A. Aims

individually

B.

C.
D.
E.

Ps can get more knowledge of the city of New York.

Enlarge their vocabulary related to city.
Improve their reading ability.
Skills
Understanding new words expressions in context.
Passage comprehension.
Deciding on True or False statements.
Time allowance
45 minutes
Aids
Textbook and pictures
Procedure

Time
8

30

Teachers activities
I. Pre- reading

Introduce some pictures of some famous cities in

the world, ask Ps name them.
Do you know these places?
What are they?
Where is New York?
What do you know about the city?
Guide Ps to read the places in the pictures:
The Empire State Building
Central Park
Times Square
The United Nations
The Statue of Liberty
New Amsterdam
Broadway
Hudson river
Passaic
II. While-reading

1. Task 1

Ask Ps to read the task. Help them with some new

words. Let Ps read the passage to do the task.

2. Task 2

Ask Ps to work individually to read the statements.

Guide Ps to understand them. Let Ps write the
answer on the board. Check and correct.
Feed back.

3. Task 3

Let Ps work in pairs to read then do the task. Go

around helping them.
Ask Ps to answer individually ask the others to
correct mistakes of their partners.
Feed back.

Pupils activities
Look at the pictures then ask answer
with a partner to name them.
Answer in Vietnamese
Work in pairs to ask and answer.
Answer:
Listen to the teacher then repeat.

Read and get the task, ask the

teacher for help with new words.
Read the passage individually then
discuss the answers with a partner to
complete the task.
Answers:
1. d
4. a
2. c
5. b
3. e
Read individually. Work in groups to
find the answers.
1. T
2. F It is ice- free in all seasons.
3. T It is on the Hudson and
Passaic rivers.
4. T
5. T
Work in pairs to answer the
questions.
1. It is in the southern part of
New York State.
2. 7 million in the city and 19
million in the metropolitan

region.
3. Because it was found by the
Dutch.
4. Because it was home of the
United Nation, the central of
the
global
finance
communication and business.
5. The Statue of Liberty, the
Empire State of Building,
Wall Street and Broadway
theatre district.
5
2

III. Post- reading

Work in groups to discuss.

Go around helping and encouraging them.

IV. Homework

Prepare for the presentation of the post-reading.

Guide Ps to prepare.

- At home.

Unit 15: cities

Period 2: speaking
A. Aims
Ps can get more knowledge of the city of New York.
Enlarge their vocabulary related to city.
Improve their speaking ability.
B. Skills
Comparing 2 cities
Stating preferences and giving reasons.
C. Time allowance
45 minutes
D. Aids
Textbook and pictures
E. Procedure

Time
6

10

15

10

Teachers activities
I. Task 1

Guide Ps to do the task and use the questions.

Pupils activities
Read and do the task in pairs.
1. d
2. f
3. a- e

4.a- e
5. b- c
6.b- c

II. Task 2
Work in pairs ask and answer about a city
Go around helping Ps speak, encourage them to using given prompts and the questions in
speak.
the task 1.
Call on some pairs to ask and answer in front of the
class.
III. Task 3

Listen to the teacher.

Guide Ps to use the sample conversation to speak. pronunciation.
Read aloud the conversation 2 times then let Ps Work in pairs to practise.
work in pairs to practise.
Present in front of the class.
Call on some pairs to read in front of the class.
Feed back.
IV. Task 4

Imitate

the

Use the structures and contents in the task

Guide Ps to use the structures and contents in the 2 nad3 to speak freely in the class. Ask the
task 2 and 3.
teacher for help if need.
Go around helping them to speak as well as notice
Ps mistakes of pronunciation.
Check some common mistakes of pronunciation.
Feed back.
V. Homework

- Ask Ps to do exercises in workbook.

- At home.

UNit 15: cities

Period 3: listening
A. Aims

B. Skills

Ps can get more knowledge of the city of New York.

Enlarge their vocabulary related to city.
Improve their listening ability.

Monologue
Listening for specific information
Filling in a table
C. Time allowance
45 minutes
D. Aids
Textbook and pictures
E. Procedure

Time
10

25

Teachers activities
I. Pre- listening

Pupils activities

Look at the picture and work in pairs to

Introduce the picture of the Statue of answer the questions.
Liberty and as Ps some questions.
1. It is the Statue of Liberty.
2. It is the statue of a woman
3. Its got a crown on its head.
4. Its got a tablet on its left hand.
5. Its holding a burning torch in its right
hand.
6. Its wearing a robe.
II. While- listening
Read and get the task. Ask the teacher for help
Task 1
with new words.
Guide Ps to read the task help Ps to Listen to the tape 3 times and choose the
understand the questions in the task. Give correct answer.
some new words they may face.
1. B
4. A
Turn on the tape 3 times. Call on some Ps
2. A
5. C
to write the answer on the board. Turn on
3. B
the tape 1 time. Stop at each key sentence
to check and correct.
Read the task and read the table to get the
Task 2
contents.
Turn on the tape 2 times. Call on a P to Listen to the tape 2 times then fill in the table.
fill in the table on the board. Check and Formal
Liberty lightening the world
name
correct. Feed back.
Height
46 metres
Weight
205 tons
Material
Cooper and iron
The base
Stone and concrete
Opening
9.30 a.m_ 5. 00 p.m_ daily

time
III. Post- listening

Guide Ps to work in groups to talk about

what the have listened then ask Ps to
present in front of the class.

except Christmas Day

Present what they have listened.

IV. Homework

- Ask Ps to do the exercises.

- At home.

Unit 15: cities

Period 4: writing
A. Aims
Ps can get more knowledge of the city of New York.
Enlarge their vocabulary related to city.
Improve their writing ability.
B. Skills
Describing a city.
C. Time allowance
45 minutes
D. Aids
Textbook and pictures
E. Procedure

Time
5

18

Teachers activities
Ask Ps some questions:
Where is London?
What do you know about it?

Answer:

II. presentation
Task 1

Get the questions then work in pairs to read the

description of London.
Answer:
1. In Southern England, on the river Themes.
2. It covers an area of 1610 square
kilometers.
3. 7 million.
4. It is capital city.
5. It was founded by Romans in 43 AD.
6. It is famous for many things: its historic
buildings, such as St. Pauls Cathedral and
the Houses of Parliament; its museums
and its many shops.
7. The parks.

Guide Ps to get the questions.

Call on some Ps to answer the questions.
Feed back.

17

III. Practice
Task 2

Ask Ps work in groups to find a city in

Vietnam.
Go around helping Ps write.
Help Ps answer the questions to make their
groups outline.
Give some new words if they need.
Call on some Ps to check and correct their
writing.
Check and correct some common mistakes
of grammar and spelling.
Feed back.
4

Pupils activities

I. Lead- in

IV. Production

Work in groups to choose a city in Vietnam they

like. Make an outline basing on answering the
questions in the task 1.
Write individually basing on the outline.

Present about a city they have written.

Ask a P of a group to present about a city

they have written.
V. Homework

Hand in the writing.

- At home.

Unit 15: cities

Period 5: language focus
A. Aims

B. Skills

Ps can pronounce correctly: // and / /.

Ps get to use non-defining and defining clauses properly.

Pronunciation: / / and / /.
Grammar and vocabulary:

Non-defining vs. defining relative clauses

Although as a contrasting connector

C. Time allowance
45 minutes
D. Aids
Textbook and pictures
E. Procedure

Time

Teachers activities
I. Pronunciation
Listen and repeat

13

20

Pupils activities
Listen to the tape. Pay attention to the differences
between the two sounds. Repeat after the tape.

Turn on the tape 2 times. Notice the

differences between the two sounds.
Turn on 1 time ask them to repeat.
Listen to the tape and repeat.
Pratise these sentences
Pronounce in front of the class.
Turn on the tape 2 times. Ask Ps to repeat Correct mistakes of pronunciation
after the tape. Call on some P pronounces.
Feed back
II. Grammar and vocabulary
Read the example, notice the key sentence.
Exercise 1
Listen to the teachers explanation. Point out the
Non- defining relative clauses
key sentence and draw the role and the position of
Ask Ps to read the example. Highlight the the clause.
key sentence. Guide Ps to point out the role Answer:
and the position of the clause.
Mnh khng xc nh dng trong cu vi
Give more examples to make clear vai tr b xung thng tin. Nu b mnh
explanation. Ask P to draw the conclusion.
quan h khng xc nh cu vn c ngha.
Ask Ps work in pairs to discuss the answer. N c th ng gia hoc cui cu, c ngn
Go around helping them to complete the cch vi cc thnh phn khc ca cu bi mt
task.
du phy.
Do the exercise in dividually.
May give some explanation to some cities,
1. Washington D.C, which is located on the
call on some Ps to answer orally or write on
East Coast of the United States, has many
the board.
interesting and historical places to visit.
Ask the others to correct mistakes, feed
2. Brasilia, which is the capital of Brazil, is
back.
less than 50 years old.
3. Mexico City, which has a population of
nearly 20 000000, is the largest
metropolitan area in the world.
4. Seoul, which hosted the 1988 Summer
Olympics, is well known for its shopping
centres.
5. Kyoto, which is used to be the capital of
Japan, has many temples.

 Exercise 2

Guide Ps to understand the task. Ask Ps to

work in pairs. Go around helping Ps write,
encourage Ps to write.
Connecting contrasting ideas: although/
though give some explanation, notice the
comma between the two sentences.
Although New York is not the capital of the
country, it is the home of the United Nations.
Feed back.
III. Production

10

Ask a P to summarise the grammar points

and the sounds they have learnt.

- Ask Ps to do exercises in workbook.

Check and correct mistakes of grammar and

spelling.
Work in pairs to do the exercise.
6. Although there is not much to do in the
countryside, I prefer living in there.
7. Although there is a lot of pollution in Los
Angeles, it is an ideal place to live.
8. Although the shops are crowed, people
are not buying much.
9. Although the city is a favourite tourist
destination for many people, it has its
problems.
10. Although it is a safe neighbourhood, it is
best to be careful.
Summarise the grammar points they have learnt.

IV. Homework

- At home.

Unit 16

historical places
Reading
A * Skills: - Reading for gist and for specific information.
- Summarize the passage.
B. Method: Integrated, mainly communicative.
C. Time: 45 minutes
D. Teaching aids: Pictuets.
E. Procedure:
Teachers activities
I. Warm-up: (5 minutes)
- Show the picture.
- Ask Ps to answer the questions:
What is it?
Where can you see it?
What do you know about it?
- Lead Ps to the lesson.

Pupils activities
-

Ps answers may vary.

Ps work in groups.

II. Pre-reading ( 7 minutes)

* Activity 1:
- Work in pairs.
- Ask Ps to list some historical places they know in - Ps answers are different.
Vietnam.
- Stand up and say their answers.
* Activity 2:
- Ask Ps to look at the picture and answer
questions:
Is Van Mieu Quoc Tu Giam a hictorical place?
What do you know about this place?
- Introduce some historical places of Vietnam: Co
Loa Citadel, Hoa Lu Capital, Con Son-Kiep Bac
Site, Den Hung Remains, Pac Bo Site.
- Lead Ps to the lesson.
III. While- reading ( 22 minutes)

- Introduce the passage.

- Ask Ps to read the passage silently and find out new
words.
- Find out the new words.
- Explain the new words.
- Ps copy new words.
- Help Ps read the new words.
- Read the new words.

Task 1:
- Ask Ps to read for gist then do task 1: Choose A, B,
- Ps work in groups.
or C that best suits the meaning of the italicized - Stand up and say their answers.
word.
1. B 2. A 3. C 4. B 5. C
Ask Ps to read the words or phrases and understand
- Underline the new words.
the meanings.
- Take notes.
- Conduct the correction.
Task 2:
- Ask Ps to read the passage for specific information,
then decide whether the following statements are true
(T) or false (F).
- Reading and work in groups.
- Prompt and correct Ps mistakes.
- Ps do the task.
- Walk round and help them.
- Answers:
- Conduct the correction.
1. F 2. T 3. F 4. F 5. T 6. T
- Ps do the task and explain the answers,
IV. Post-reading (10 minutes)
correct the incorrect information.
- Ask Ps to read the passage again and talk about Van
Mieu-Quoc Tu Giam, using the suggestions below:
+ Why is Van Mieu Quoc Tu Giam a place of
interest?
- Ps work in groups.
+ When and where were they built?
- Ps answers may vary.
+ What were their functions?
+ What is special about the stelae there?
- Walk round and help them.
- Conduct the correction.
V. Homework ( 1 minute)
- Ask Ps to complete the exercise in post-reading.
- Do exercises in student book.

Unit 16
historical places
Period 2 speaking
A. Aims
Ps can get more knowledge of Van Mieu Quoc Tu Giam.
Enlarge their vocabulary related to historical places.
Improve their speaking ability.
B. Skills
Asking and answering questions about historical places.
Talking about historical places from given information.
C. Time allowance
45 minutes
D. Aids

 Textbook and pictures.

E. Procedure

Time

Teachers activities

Pupils activities

I. Homework correction

13

12

10

Ask a P to translate the reading text into - Give some comments.

Vietnamese.
Feed back.
Give mark.
II. Task 1
Work in pairs to talk.
Go around helping them to speak, encourage Suggested answers:
them to use other ways to talk.
When did the construction of the
Feed back
mausoleum finish?
How many floors are there in the
Mausoleum?
What is the use of each floor?
On what days can we visit the Mausoleum?
What time can we visit the Mausoleum in
summer?
Can we visit the Mausoleum in October?
Why? Why not?
Can we take photographs inside the
Mausoleum?
III. Task 2
Practise speaking in groups to be in the role
Let Ps work in groups to be in the role of a of a tourist guide using the information
tourist guide. Go around helping them to speak. about Hue Imperial and Thong Nhat
Call on some Ps to present.
Conference Hall. May ask the teacher for
Feed back.
help.
Present in front of the class.
IV. Task 3
Ask the other members of the group
Guide Ps to do the task go around helping them. question about a historical place they have
Feed back
been to or know about, not down the main
information, and then report to the class
what you have learnt about that place.
V. Homework

Write an outline of information about the place - At home.

you know to present.
Guide Ps to do the task making an outline.

Unit 16
historical places
Period 3 listening
A. Aims

B. Skills

Ps can get more knowledge of a historical place.

Enlarge their vocabulary related to historical places.
Improve their listening ability.

Monologue :

Listening for specific information.

Filling in the table.

C. Time allowance
45 minutes
D. Aids
Textbook and pictures, cassette player and a tape.

E. Procedure

Time

Teachers activities

Pupils activities

I. Pre- listening

10

20

Ask Ps to answer those questions in the

book after looking at the pictures.
Turn on the tape, ask Ps listen and repeat.

II. While- listening

Task 1

Ask Ps to read and get the task. Help Ps

with new words.
Turn on the tape let Ps complete the
sentences.
Task 2

13

III. Post- listening

Task 3

Let Ps work in groups to talk about Hoi

An using the cues.
Call on some of Ps to present in front of
the class.
Feed back.

- Look at the pictures then answer the

questions.
Suggested answers:
Notre Dam Cathedral in Ho Chi Minh City.
Ha Long Bay.
The Huc Bridge in Hanoi
Noon gate in Hue Imperial City
Listen pay attention to stress and intonation
and repeat.
- Get the task then listen to the tape. Choose
the best answer to complete the sentences.
Answers:
1. B
4.C
2. A
3. C
5. C
Answers:
1. It lies on Thu Bon River, 30 km south of
Da Nang.
2. It was known as a major trading centre
of Southeast Asia between the 16th and
the 17th centuries.
3. Hoi An now famous for its old temples,
pagodas, and small- titled roofed
houses and Narrow Street.
4. They were made of wood and their
pillars were carved with ornamental
designs.
5. It was built in 1855.
6. It was built nearly two centuries ago.
7. The house now looks almost exactly as
it did in the early 19th centuries.
8. In 1999.
- Work in groups to talk about Hoi An.
- Present.

IV. Home work

Prepare to present in front of the class

Guide Ps to prepare at home.

- Ask the teacher for help.

Unit 16
historical places

Period 4

writing

A. Aims
Ps can get more knowledge of tourism of Vietnam.
Enlarge their vocabulary related to describing a chart.
Improve their writing ability.
B. Skills
Describing a chart.
C. Time allowance
45 minutes
D. Aids
Textbook and pictures
E. Procedure

Time

Teachers activities

Pupils activities

I. HOMEWORK CORRECTION

Call on a P to present the homework.

Ask the others to comment.
Feed back. Give mark.
II. Task 1

12

Guide Ps to read the task then study the chart

to answer the questions that follow. May
translate into Vietnamese for easy
understanding.
Give some suggestions to make more
questions.
Call on some Ps to answer basing on the
chart. Feed back.

- Present
Comment the work of the partner.
Read the task then study the chart in pairs to
answer the questions that follow. Make more
questions. Answer:
1. The USA.
2. 99,700
3. Australia
4. No, it isnt
5. France
6. The number of American visitors in
Vietnam in 2002 increased by 29,497 in
comparison with that in 2001.

III. Task 2

13

Let Ps work individually. Go around helping - Work individually basing on the answer to the
if they need. Give more suggestions and new questions in the task 1. Write a description of the
words and phrases:
chart provided in the task 1.
Arrival
Statistics
Vietnam National Administration of Tourism
Rank
Increase
Decrease
Higher
Fewer
IV. Production

10

Ask Ps to list country had the biggest Answer: the USA

number of visitors to Vietnam.

Part D: Writing in the workbook (Page 195)

Guide Ps to do the exercise.

V. Homework

* SUGGESTED ANSWER:
The chart shows the number of visitor arrivals to Vietnam from USA, France and Australia in 2001 and
2002. The statistics were provided by Vietnam national Administration of tourism. It is clear from the chart
that the number of visitors to Vietnam from USA, France and Australia in 2002 is higher than in 2001.
According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001
and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002. Australia

had little fewer visitors than France although the number of Australian visitors to Vietnam increased from
84,085 in 2001 to 96,924 in 2002.

Test yourself f
A. Objectives:
- Ps should know how to use some grammatical parts correctly.
B. Methods: Integrated, mainly communicative.
C. Time: 45 minutes
D. Teaching aids: Textbook, tape record, handouts.
E. Procedure:
Time
Teachers activities
5
minutes I. Homework
- Ask Ps to do the given exercises.
7
II. New lesson
minutes I. Listening
1. Activity 1
- Ask Ss to listen to the radio and fill in the
missing words.
- Turn on the radio for the first time.
- Walk round and help them.
- If Ps cannot complete the task, T will turn
the radio the second time.
- Turn on the radio for the third time to
check the answers.
8
- Conduct the correction.
minutes II. Reading
- Ask Ss to read the passage silently and
find out new words.
- Help Ss read the new words.
- Ask Ss to read the passage and choose the
best answer.
- Ask Ss to work in pairs.
- Walk round and help Ss with the new
words.
12
- Correct Ss mistakes.
minutes III. Pronunciation and Grammar
1. Pronunciation
- Ask Ss to listen to the radio and put a
tick (v) in the right box.
2. Grammar
a. Ask Ss to combine the sentences.
- Walk round and help them.
- Conduct the correction.

Pupils activities
Do the given exercises.
Listen to the radio and do the task.
Ps work in pairs.
* Answers:
1. three
2. friends
3. capital
4. crowds
5. noisy
6.
interesting
7. streets
8. flowers
9. enjoy
10. modern

- Read the passage silently.

- Find out the new words.
- Reading.
- Do the task in pairs.
* Answers:
1. C 2. A 3. A 4. A 5. A

- Do the task.
- Do the task in pairs.
* Answers:
1. Their house, which is quite big and
modern, is in the suburb of the city.
2. The new English teacher, who I met
yesterday, seems to be very friendly.
3. Sandra has got a new job with Capital
Insurers, which is a much better company
than the last one she worked for.
4. Her latest novel, which I read on holiday, is

b. Ask Ss to put the adjectives in brackets

into the comparative or superlative form.
- Ask Ps to put the verbs in brackets in the
correct form.
8
- Walk round and help them.
minutes - Conduct the correction.
IV. Writing
- Ask Ps to read the words/ phrases.
- Help Ps read the new words.
- Ask Ps to write a description of Taipei,
using the words and phrases given as cues.
- Walk round and help them.
3
- Ask Ps to read their biography aloud.
minutes - Correct Ps mistakes if there are any.
2
minutes

III. Consolidation
Teacher revises some main contents.
IV. Homework
- Ask Ps to prepare for the coming test.
- Ask Ps to revise the grammatical parts
from lesson 15 to 16.
- Complete the biography of Mark Twain.

really good.
5. This bag, which I carried all the way from
the station, is full of books.
* Answers:
1. bigger
2. best
3. better
4. more polluted
4. more stressful

- Find out the new words.

- Reading.
- Do the task.
- Ss work in groups.
* Answers:
- Ss answers may vary.

- Listen to the teacher.

- At home