KHBD K11 HK1

`UNIT 1: THE GENERATION GAPS
GETTING STARTED
I.OBJECTIVES
1. Knowledge
-To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to the generation gap and family
rules, as well as some compound nouns
- For pronunciation, that is strong and weak form of words in connected speech
- For grammar, that is the use of some modal verbs: should, ought to, must, have to
2.Skills
- To help learners get started with 4 skills in Unit 1
- Reading: Reading for specific information in an article about the generation gap
- Speaking: Talking about parent-child relationship problems, and offering advice on

how to solve them
- Listening: Listening for specific information in a conversation between two teenagers
about conflicts with their parents
- Writing: Write a letter about family rules to a teenager staying with a homestay family
3.Educational aims:
- To help Ss get started for Unit 1 with the topic "the generation gap"
- To provide Ss some motivation
II. TEACHING AIDS
1. Teacher: textbook, lesson plan
2. Students: - textbook, workbook, pen, pencil…
II. PROCEDURE
1.WARM UP
a. Aim: To introduce the topic of the unit
b. Content: Ask and answer the questions related to the topic “Generation gap”
c. Outcome: Possible answers:
d. Organization:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
- T asks students questions about the - SS’ answers
picture: Which are the people in the
photo? Is this type of family popular in
your community?
-T listens to the sts and give feedback.
- Lead sts into new lesson.
2. PRESENTATION
a. Aim: elicit new words, listen to the conversation
b. Content: Look at the picture and answer the questions about it
c. Outcome: Ss can understand vocabulary related to the genration gap
d. Organization
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
Step 1: Transferring the learning task * Vocabulary:
- Ask students to listen and read. - extended family (n): gia đình sống
- Explain new words if necessary. từ 3 thế hệ
- Ask them to do ex 3 - nuclear family (n): gia đình chỉ có
Step 2: Performing the task bố mẹ và con cái
- Take note the vocabulary in notebook - childcare (n): sự chăm sóc con cái
- Repeat the new words - generation gap (n): khoảng cách thế
- Work individually to do ex 3 then hệ
compare the answer in pairs - table manners (n): phép tắc ăn uống
Step 3: Discussion - state-owned organisation (n): tổ
- Call some students to read the new words chức nhà nước
in front of class - opend- minded (a): không thành
- Call some ss to answer aloud ex 3 kiến, các nhìn cởi mở
Step 4: Conclusion - Viewpoint (n) quan điểm, góc nhìn
- T check Ss’ pronunciation and make sure Ex 3: Key
they understand the meaning of new words. 1. A nuclear family
2. A generation gap
3. A viewpoint
4. Childcare
5. Table manners
6. An extended family
3. PRACTICE
a. Aim: practise skills
b. Content: Work individually first and then in pairs to decide if the statements are true (T),
false (F) or not given
c. Outcome: Suggested answer:
d. Organization:
ACTIVITIES
Step 1: Transferring the learning task Ex 2: Key:
Ex 2: 1. F 2. F 3. t
- Ask students to work individually first 4. F 5.T
and then in pairs to decide if the Ex 4: Key
statements are true (T), false (F) or not Grandparents/ grandma/ grandpa
given. Grandmother/ hairstyles/ Housework/
- Encourage students to provide footsteps
reasons for their answers. Ex 5: Key
- Ask them to refer back to the + Opinion and advice: should,
conversation to get the necessary shouldn't, ought to, ought not to
information. + Duty and obligation: must, have to
Ex 4 &Ex 5: + Lack of obligation: not have to, not
- Ask students to refer back the need to
conversation to find seven other
compound nouns and the verbs then allow
Ss use dictionary to look up the meanings
of the words they have found
Step 2: Performing the task
- Ss follow Teacher’s requirement
- Work individually, work in pairs
Step 3: Discussion
- Call one student to write answer on
board, other students compares the answers
Step 4: Conclusion
Check students’ answers and give
explanations
4. APPLICATION
a. Aim: use languages to practice in pairs
b. Content: Read the conversation again to find word and answer the questions
c. Outcome: Suggested answers:
d. Organization:
ACTIVITIES
Step 1: Transferring the learning task - Ss’ answers
- Ask Ss to work in pairs to ask and
answer the questions

- Ss follow Teacher’s requirement to do
the task
Step 3: Discussion
- Have some SS tell the class about
their partners’type of family and what

they like and dislike about it
Step 4: Conclusion
- T listens and gives oral comments
UNIT 1: THE GENERATION GAPS

LANGUAGE
I.OBJECTIVES
1. Knowledge
- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to the generation gap and
family rules, as well as some compound nouns
- For pronunciation, that is strong and weak form of words in connected speech
- For grammar, that is the use of some modal verbs: should, ought to, must, have to
2.Skills:
- To promote Ss to develop the skill of working in pairs and groups
3.Educational aims:
- To encourage Ss to work harder
II.TEACHING AID
1. Teacher: Teaching aids: textbook, lesson plan
2. Students: Students: textbook, workbook, pen, pencil…
III.PROCEDURE
1.WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: make a list of healthy and unhealthy things
c. Outcome: Suggestions
d. Organization:
T draws Ss' attention to the four compounds written as one word: household, hairstyles,
schoolchildren, footsteps.
Then explain: A compound noun is a noun that is made up of two or more words.
2. PRESENTATION
a. Aim: help Ss to focus on the compound nouns in the units, their spelling and
the use of them in appropriate context
b. Content: Match each word to make a compound noun then complete the
questions
c. Outcome: Ss can distinguish between compound nouns and free
combinations of words, they can understand vocabulary related to the genration
gap
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task:
- T asks ss to match each single noun with
another to make a compound noun then ask
them to complete the questions with some of Ex 1: Key
the compund nouns in 1 1. g / 2. h / 3. i / 4. f / 5. c
Step 2: Performing the task: 6. b/ 7. a/ 8. d/ 9. e
- Ss work individually to do the ex then Ex 2: Key
compare their answers 1. hairstyle/table manners
Step 3: Discussion 2. generation gap 3. nuclear
- T calls on some Ss to give their answers family

aloud and have them practise asking and 4. junk food 5. schoolchildren
answering all the questions in pairs
Step 4: Conclusion
- T checks and gives feedback.
3. PRACTICE
a. Aim: help Ss to focus on:
- Stressed and unstressed words in the sentences and enable to discover
connections between stress and grammar
- Words with either strong form or weak forms depending on their function in the
sentences
b. Content:
Task 1. Listen and repeat
Task 2. Listen and practise reading the conversations in pairs
c. Outcome: Ss can identify the stressed and unstressed words in a sentences and
pronounce them correctly
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: *Pronunciation
Ex 1:
- Play the recording and let students listen
and repeat. Ask Ss to pay attention to the
stressed words with the stress mark before
the stressed syllable Ex 1: Key:
- Play the recording again for Ss to find Which word is stressed in a
out the part of speech of the words which sentence?
are stressed in these sentences + content words: n, v, adj, adv
Ex 2: + negative auxiliaries
- Ask Ss to work individually then play + question word
the recording and ask them to check their + demonstrative pronouns: this,
answer in pairs that, these, those without nouns
- Ask Ss to role-play the questions and + possessive pronouns
answers in front of the class Ex 2: Key:

Step 2: Performing the task: 1. A: strong B: weak
- Ss do as appointed to complete Ex 1 and 2. A: weak B: strong
Ex 2 3. A: weak B: strong
Step 3: Discussion
- T calls on some Ss to give their answers
aloud.
Step 4: Conclusion
- T checks Ss’ answer and gives feedback
4. APPLICATION ( GRAMMAR)
- The use of should/ shouldn’t, ought to/ ought not to, must/ mustn’t, have
to/don’t have to
- should and ought to to give oppinions and advice, and must and have to to
express obligation
b. Content: Ss do the task
c. Outcome: Ss can use should and ought to to give oppinion and advice, must
and have to to express obligation
d. Organization:
CONTENTS
ACTIVITIES
Ex 1:
- Ask Ss to underline the correct words to
complete the sentencs, and pay attention Grammar

to the meaning of the sentences in order Ex 1: Key:
to choose the right word 1. should
Ex 2: 2. ought to
- Ask ss to use the words in brakets to 3. must
rewrite each sentences without changing 4. have to
its meaning 5. mustn't
- Have Ss do the task individually then ask Ex 2: Key:
them to compare their answer in pairs 2. You mustn't use your mobile
Step 2: Performing the task: phone in the examination room
- Ss follow Teacher’s requirement to 3. I don't have to type my essay
complete the exercise 1 and 2 4. You should tell the truth to your
Step 3: Discussion parents
- T observes and help when and where 5. Young people must plan their future
neccessary career carefully
- Ss compare their answer
Step 4: Conclusion
- T checks Ss’ answers

READING
I. OBJECTIVES
1. Knowledge:
- To provide learners some vocabulary related to the topic of conflicts in the family
2. Skills:
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Educational aims:
II.TEACHING AIDS.
1. Teaching aids: textbook, lesson plan
2. Students: textbook, workbook, pen, pencil…
III. PROCEDURE
1. WARM UP
a. Aim: help SS to focus on Ss’predictions about the reading text
b. Content: Ss look at the picture and answer the questions
c. Outcome: Suggested answer and Ss’ answer
d. Organization:
- T introduces the reading text and elicit some sources of conflict. T asks SS to
tick the conflict (a-g) and then compare their choices with their partner’s and
then let them share their oppinions with the whole class.
2. PRESENTATION
a. Aim: help Ss how to skim the text to get the genenral idea
b. Content: Read the text and decide the title for it
c. Outcome: Suggested answers
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: *Vocab
T asks ss to: - Conflicts (n): cuộc xung đột
- Have them guess the meaning of the - norms of society (n) tiêu chuẩn xã
vocab appearing in the context. hội
- Ask them if they have any new words. - brand name (n): tên thương hiệu
- Supply them with the words they asked. - afford (v): đáp ứng
- Ask Ss to skim the text and compare - impose (v): áp đặt
their predictions in ex 1 EX2: Key
Step 2: Performing the task: B C D E F
- SS work individually and guess the
meaning of the vocab appearing in the
context.
Step 3: Discussion
- T asks some Ss to give their answers on
the board
Step 4: Conclusion
- T remarks results of the learning task.
3. PRACTICE
a. Aim: help Ss to
- Work out the meaning of new words based on the context
- Read for specific information
b. Content:
Task 3: Match the highlighted words with the definication
Task 4:. Answer the questions.
c. Outcome: SS can find the specific details when readung a text about the
sources of conflict between teenagers and their parents. SS can guess the
meaning of new words from the context.
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 3:
Ex 3: 1. afford
- Ask Ss to match the highlighted words in 2. impose
the text with the definitions given 3. brand name
EX 4: 4. norms
- Ask Ss to read the questions first to work 5. conflicts
out the type of information they will Ex 4:

look for in the text 1. Because they strongly believe
Step 2: Performing the task: that they know what is best for their
- SS work in pairs and complete the children
exercise 3 and 4 2. They want to be more
Step 3: Discussion independent, create their own
- Inviting a representative from each opinions and make their own
group to give the answer to one of the decisions
questions 3. They are worried because these
Step 4: Conclusion clothes may break rules and norms

- Check Ss’answer as a class of society, or distract them from
schoolwork
4. They want their children to spend
their time in a more useful way

5. No. Some of them try to
impose their choices of university or
career on their children
4. APPLICATION
a. Aim: Help ss to think about their own experiences in relation to the issues in
the reading text and discuss them
b. Content: Discus with a partner about the problems about your confict with
your partner
c. Outcome: Ss’ answer
d. Organization:
CONTENTS
ACTIVITIES
-Put Ss in pair and let them discuss the
questions freely.
- Have Ss take turns to share their
problems and give oppinion or advice
Step 2: Performing the task:
- Ss work in pairs and make notes of the
answers on a piece of paper.

Step 3: Discussion
- T asks some pairs to report the results of
their discussion
Step 4: Conclusion

SPEAKING
I. OBJECTIVES
1. Knowledge To provide learners some vocabulary related to the topic of conflicts in
the family
2.Skills:
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3.Educational aims:
II, TEACHING AIDS.
1. Teacher: - Teaching aids: textbook, lesson plan
2. Students: - Textbook, workbook, pen, pencil…
III. PROCEDURE
1. WARM UP
a. Aim: Help Ss to remember the vocabulary they have learnt
b. Content: Arrange letters in to meaningful words
c. Outcome: Suggested answer
d. Organization:
T introduces topic by writing some letters on the board and ask Ss to make a correct word
with the letters.
Eg: Iopsem (impose), hclid reca (child care), filctcno (conflict),....
2. PRESENTATION
a. Aim: To make the students understand more about conflicts betwwen teenagers and
their parents
b. Content: Ss read the reading text and match three situations with the problems in the
box
d. Organization
CONTENTS
ACTIVITIES
T asks ss to:
- Read about three situations facing
teenagers and then match them with the
problems a,b,c in the box
- Walk around and help if necessary

- Ss work individually to do the ex Ex 1: Key
Step 3: Discussion 1.b 2.c 3.a
- T ask Ss to work in pairs to compare their
answer. T call one ss to answer aloud

Step 4: Conclusion
- T checks Ss’ answers then Ask Ss to
further discuss if they have ever

experienced these situations and how they
felt
3. PRACTICE
a. Aim: to provide the ideas and useful language that Ss can use in 3 when they
talk about their problems with parents
b. Content: do the task
c. Outcome: Ss match correctly and prounouce well
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 2 Key:
- Ask SS to read the list of things teenagers Ss’ answer
and their parnts complain about

- Have them tick the complaints that they
hear in their families
- Encourages SS to add some more
complaints if they can
- Help Ss with any new language they may
need to express their ideas

- Ss do as appointed to complete the ex 2
Step 3: Discussion
- T asks some pairs to show the answers
and practices reading in front of class

Step 4: Conclusion
- T gives comments
4. APPLICATION
a. Aim: Helps Ss how to speak about conflicts between teenagers and parents
and how to give oppinions and advice to solve the problem
b. Content: Have a similar conversation with a partner
c. Outcome: Ss can talk about conflicts between teenagers and parents. Ss can
give oppinions and advices on how to solve the problems between teenagers and
parents
d. Organization:
CONTENTS
ACTIVITIES
- Ask ss to work with a different partner to
have a similar conversation
-Encourage Ss to use the structures listed
in Helpful expressions
- Walk around and help Ss, if necessary
-Ss do as appointed to complete the task
Step 3: Discussion
- Invite some pairs to role-play their
conversation
Step 4: Conclusion
T give feedback on their performance

LISTENING
I. OBJECTIVES
1. Knowledge:
- To provide learners some vocabulary related to the topic of conflicts and differences
2. Skills:
- To promote Ss to develop their listening skills
3. Educational aims: - To encourage Ss to work harder
II. . TEACHING AIDS
III. PROCEDURE
1. WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: househod
chores, housework, ....
b. Content: Ask Ss to answer some questions.
d. Organization:
- T asks SS to look at the photos of the two teenagers and think about what problems they
may have.Tell them to focus on hobbies and fashion and elicits Ss’ opinions then have
them talk about what the parents of these teenagers might complain about
2. PRESENTATION
a. Aim: provide Ss new vocabulary items
b. Content: Ask sts to work in pairs, discuss the questions
d. Organization:
CONTENTS
ACTIVITIES
Ex 1:
- Tell SS that they are going to listen to
two teenagers, Tom and Linda,

discussing their conflicts with their
parents. Ask SS to circle what they
think the speakers will mention in their
conversation
Ex 2:
-Tell Ss to match the words with their
definitions
- Ss do as appointed to complete ex 1
and ex 2 then compare with their

Ex 2: Key:
partner
1.d 2.a 3.b 4. c
Step 3: Discussion
- skinny (a): gầy
T calls on some Ss to give their guesses
- top (n): chóp, hàng đầu
aloud and give their answer for ex 2
- stare at (v): liếc, nhìn
Step 4: Conclusion
- balance (v) cân bằng
- Write the reasons given by Ss on a
- forbid (v): cấm
corner of the board so that they can see
- flashy (v): hào nhoáng
if their guesses are correct later, after
- elegant (a): thanh lịch
they listen to the recording.
- concentrate (v): tập trung
3. PRACTICE
a. Aim: help Ss to listen for specific information
b. Content:
Listen to the recording. Check whether the following statements are true or false. Tick the
correct box.
c. Outcome: complete the teacher's request
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning
task:
- Explain's task requirement.
- Get ss to read through the 6
statements to make sure they EX 3: Listen to the recording. Check if
understand. the following statements are true (T) or
- Ask ss to work in pairs and identify false (F).
the key works in each statement.
- Explain the new words if needed. 1. F
- Play the recording 2 times for sts to 2. F
listen to and do the task. 3. T
Step 2: Performing the task: 4. T
Ss to work in pairs and identify the key 5. T
works in each statement and do the Ex 4: Key:
exercise. 1.C 2.A 3.B 4.C
Step 3: Discussion 5.B
Invite ss to give their anwers
Step 4: Conclusion
T play the recording again and pause at
the answers to check the ss' answers.
4. APPLICATION
a. Aim: help Ss to gain some of the ideas from the listening conversation
b. Content: work in pair to ask and answer the questions
c. Outcome: Ss can understand differences in oppinion and preferences and
related conflicts between teenager and parents
d. Organization:
CONTENTS
ACTIVITIES
task:
- Ask Ss to read the question carefully.
- Have Ss work in pairs to ask and
answer the questions

- Encourage them to share their
experiences qith their partner who is
expected to give advice or express
opinions.
- Ss do as appointed to ask and answer
questions
Step 3: Discussion
-T invites representatives form pairs to
present the answer to each of the
questions to the class
- Step 4: Conclusion
- T give feedback and correction if
necessary

WRITING
I. OBJECTIVES
1.Knowledge:
- To provide learners some vocabulary related to family rules
2.Skills:
- To promote Ss to develop their writing skills

II. TEACHING AIDS
III.PROCEDURE
1. WARM UP
a. Aim: Help them to remember the words that they have learnt in the previous
lesson
b. Content: ask and answer question
d. Organization
- Introduce the topic by writing the word Family rules on the board and ask Ss to say as
many things connected to it as they can. Let Ss call out their answers. Based on what has
been written on the board, tell Ss that there are so many family rules. Then ask them ti
express their ơn oppinions about family rules
2. PRESENTATION
a. Aim: Giving useful language for writing task
b. Content: Discuss the meaning and read the text
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning EX1: Key
task: 1. My parents do not let me go out
- Ask Ss to read the family rules late at night

provided 2. They make me help with the
- Have Ss complete the sentences and household chores

think about the rules in their families 3. They tell me to keep my room clean
Step 2: Performing the task: and tidy.

Ss work individually to do the task 4. They warn me not to tell any lies.
Step 3: Discussion 5. They want me to prepare carefully
- Invite some Ss to write the answer on for all my exams
the board, the other Ss compare 6. I am not allowed to play computer
Step 4: Conclusion games
- T checks Ss’ answers 7. They forbid me to use a cell phone.
*More
1. I have to finish all my homework
before going to bed

2. I'll be punished if I neglect my study
and get bad marks

3. I'll be rewarded if I get good
marks.
3.PRACTICE
a. Aim: help Ss with giving reasons or explanations
b. Content: write sentences
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning EX 2: Key
task: 1. One important rule in my family is
-Ask Ss to choose the three most that I have to help around with the
important rules that their parents often housework and other home duties.
apply in their family and then give the This will give my mother more free
reasons in the space provided time to relax, teach me lessons about
- Tell Ss to read and analyse the my responsibility and make my
example so that they know what their family members closer to each other.
are expected to do 2. Another important rule in my
- Help Ss to express their ideas family is that my parents want me to
Step 2: Performing the task: take my study seriously. I'm expected
- Ss work individually to do the task to finish all my homework before
then compare with their partner going to bed and prepare carefully for
Step 3: Discussion every exam at school. I will I'll be
- T invites some SS to present the punished if I neglect my study and
answers to the class get bad marks but I'll be rewarded if I
Step 4: Conclusion get good marks.
T gives comment 3.The third important rule in my
family is that I am not allowed to tell
lies. Whether I make a small or
serious mistake, my parents make me
to tell the truth so that they can know
everything about me and help me to
solve the problem.
4. APPLICATION
a. Aim: use languages to practice individually
b. Content: complete a letter
c. Outcome: Ss can write a letter to a teen to inform him/her about the rules in
their family before his/her homestay with them...
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: *Sample
- Ask Ss to complete a letter about Pham Ngoc Thach,
family rules. Explain that Ss can usse Dong Da, Ha Noi,
the ideas provided previously to write Viet Nam February,
the letter 10th, 2014
- Walk around and help Ss if necessary Dear Lauren,
Step 2: Performing the task: I'm very happy to know that you'll be
- Ss do as requested to complete the task staying with my family for two
Step 3: Discussion months. We live in a four-bedroom
- Have Ss exchange their letter for peer flat on the 15th floor. You will have
checking your own bedroom for your stay here.
Step 4: Conclusion You asked me about our family rules.
- T collect Ss’ letter to give further There are three important ones that
feedback we must follow.
One important rule in my family is
that every member of the family has
to keep his or her room tidy. My
brother and I have to make our beds
every morning, and clean the floor
and windows twice a week.
Another important rule is that my
brother and I must be home before 10
p.m. My parents are very strict and
believe that setting a curfew with
help us become responsible, and stay
safe and healthy. The third important
rule is that we mustn't invite friends
to stay overnight. This is not only our
family rule, but also the rule for all
people living in the building.
If you have any questions, please let
me know. We will try our best to
make you feel comfortable during
your stay with us.
I hope you will enjoy your time in VN
Lookingforward to meeting you Best
Wishes
Ha

COMMUNICATION & CULTURE
I.OBJECTIVES
1.Knowledge:
-To provide learners some communication samples and cultural items
2.Skills:
- To promote Ss to develop their communication skills and cultural
understanding
3.Educational aims:
II.TEACHING AIDS
2. Students: Textbook, workbook, pen, pencil…
III.PROCEDURE
1. WARM UP
b. Content: seeing pictures and answer questions
c. Outcome: suggested answer
I. Communication
d. Organization:
T asks Ss to work in pairs to describe the pictures, saying what the person in
each picture doing
2. PRESENTATION
a. Aim: to give Ss further speaking practice related to the unit topic
b. Content: practise aking question
c. Outcome: Ss can talk and express their views about the advantages and
disadvantages of living in a nuclear or and extended family
d. Organization

CONTENTS
ACTIVITIES
Step 1: Transfering the learning Ss’ answer
task:
- Ask Ss to work in groups to practise
asking and answering the questions

- Have Ss take notes of their partner’s
answers and help them to express their

ideas, if necessary
- Ss do as requested to do the task
Step 3: Discussion
- T asks each groups to choose one
person to report the group’s oppinions

to the class
- Other listen and ask questions about
the report
Step 4: Conclusion
- T gives feedback
3. PRACTICE
a. Aim: provide extra vocabulary
b. Content: answer the question
c. Outcome: Ss can understand the current family trend in the UK and the USA
d. Organization:
CONTENTS
ACTIVITIES
task:
- Ask Ss to read the text carefully and
highlight any words they may not

know. Explain their meaning or have
Ss look up the words in a dictionary.
- Encourage 5s to compare their guesses
about the reasons for the return of the

extended families in the UK and the
USA with the ones provided in the
text.
- Step 2: Performing the task:
Have Ss answer the questions, and

compare their answers.
- Step 3: Discussion
- T calls some Ss to anwer aloud
- Other groups give comments
Step 4: Conclusion
- T checks answers as a class
4. APPLICATION
a. Aim: to provide opportunities for discussion of the current family trend in
Viet Nam
b. Content: Discuss the questions
c. Outcome: Ss can understand the current family trend in Viet Nam
d. Organization:
CONTENTS
ACTIVITIES
task:
-Ask ss to work in pairs to discuss the
questions
- T encourages Ss to say what they
know about the issue and discuss any
possible reasons for the current trend
- Ss listen and answer the questions.
They then compare their notes with a

partner
Step 3: Discussion
- T asks some pairs to report the results
of their discussion
Step 4: Conclusion
- T gives feedback.

LOOKING BACK & PROJECT
I. OBJECTIVES
1. Knowledge
- To help students revise what they have learned in unit 1
- To give them a chance to do a small project in which they can develop their
speaking skills
2. Skills:
- To promote Ss to develop their communication skills and cultural understanding
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
a. Aim: to revise strong and weak forms of words in connected speech, stressed
words in short exchanges
b. Content: finish the task and presentation
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning *Pronunciation
task:
- Ask Ss to identify the stessed words
anf put a stress mark before the

stressed syllables
Ss work individually and complete the
exercise then compare with partner
- Practice reading the exchanges in
pairs
Step 3: Discussion
- T asks some Ss to give their answers
on the board and ask them if anyone

has a different answer.
Step 4: Conclusion
- Give them a feedback.
2. PRESENTATION
a. Aim: revise some of the vocabulary items used in the units
d. Organization
CONTENTS
ACTIVITIES
Vocabulary:
task:
Ex 1: Key
- Have Ss complete the sentences
1.nuclear family
using words they learnt previously in
2, generation gap
the unit
3. homestay
4. Conflicts
Ss work individually and complete the
5. Curfew
exercise
Ex 2: Key:
Step 3: Discussion
- Family doctor
T asks some Ss to give their answers
- single-parent family
- family name
- family treee
Step 4: Conclusion
- family doctor
Give them a feedback.
3. PRACTICE- GRAMMAR
a. Aim: help Ss to revise the usage of
- should/ shouldn’t, ought to/ oughtn’t to for giving oppinions and advice
- have to and must expressing obligation
d. Organization:
CONTENTS
ACTIVITIES
Grammar:
task:
Ex 1: Key
- Ask Ss to complete the task
1. Ought to
individually, then compare their
2. Shouldn’t, ought to
answer with their partner’s
3. Shouldn’t
4. Oughtn’t to, should
- Ss complete the task
Ex 2: Key:
Step 3: Discussion
1. Have to, has to
2. Mustn’t
3. Must
4. Don’t have to
Step 4: Conclusion
- Give them a feedback.
4. APPLICATION
a. Aim: to provide additional speaking practise and help SS to consolidate the
languge they have learnt throughout the unit
c. Outcome: Ss can use the new language in this unit. Ss can talk about
common conflicts between parents and their teenage children
d. Organization
- T asks Ss to work in groups of 6 to 8. Each group will interview 15 teenagers,
aged 15-17, living in their area and take notes of theirs answers.
- Then t asks Ss to report their groups’ finding to the whole class
UNIT 2: RELATIONSHIPS
GETTING STARTED
Romantic relationships
I. OBJECTIVES
1. Knowledge:
- To help learners get started with some language items in Unit 2
- For vocabulary, that is words and phrases related to relationships
- Speaking: Talking about problems and asking for advice

- Listening: Listening for specific information about parent-
child relationships
- Writing: Writing an online posting about relationship problems
- For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
- For grammar, that is the use of linking verbs and cleft sentences
2.Skills:
- Reading: Reading for general ideas and specific information about teenage relationship
problems
3.Educational aims:
- To help Ss get started for Unit 2 with the topic "Relationships"
II. -TEACHING AIDS:
1. Teachertextbook, lesson plan
1. WARM UP
b. Content: Ask an annswer the question
d. Organization:
T explains the meaning of the word “ romantic relationship” to the class and ask them
Question: Do you have a romantic relationship? Then lead Ss into the new lesson
2. PRESENTATION
c. Outcome:
- Give the answers.
- Listen to the recording and read silently after the recording.

d. Organization
CONTENTS
ACTIVITIES
- T asks Ss to look at the picture and answer - Strict (a): nghiêm khắc
the questions about it - relationship (n): mối quan hệ

- Suggested questions: - get involved: bị vướng vào..
+ What the two people’s relationship? - romantic relationship (n): mối quan
+ What are they talking? hệ lãng mạn
- Play the recording. - single-sex school (n): trường học
- Ask students to listen and read. đơn giới
Explain new words if necessary. - sympathetic (a): thông cảm, cảm
Step 2: Performing the task thông, có cảm tình
- Take note the vocabulary in notebook
- Work individually
Step 3: Discussion
- Call one student to write answer infront of
class, other students give comments
Step 4: Conclusion
- T gives comment for the answer, correct
the answer if necessary
3. PRACTICE
a. Aim: focus on comprehension
b. Content: Work individually first and then in pairs to decide if the statements are true (T), false
(F) or not given
d. Organization:
ACTIVITIES
Ex 2: Ex 2: Key:
Step 1: Transferring the learning task 1. T
- Ask students to work individually first 2. F
and then in pairs to decide if the 3. T
statements are true (T), false (F) or not 4. T
given. 5. NG
- Encourage students to provide 6. T
reasons for their answers.
- Ask them to refer back to the
conversation to get the necessary
information.
Step 3: Discussion
- Call one student to write answer on
board, other students compares the answers
Step 4: Conclusion
explanations
4. APPLICATION
a. Aim: help Ss to discover the use of linking verbs with adjectives
b. Content: Read the conversation again and complete the table
d. Organization:
ACTIVITIES
Step 1: Transferring the learning task Ex 3: Key
- Ask students to refer back the 1. get involved
conversation to find the verbs that come 2. feel bored
before the words in the list 3. are very kind, caring and sympathetic
Step 2: Performing the task 4. sounds good
- Ss follow Teacher’s requirement to do

the task
Step 3: Discussion
- Have them work individually then
compares the result with each other

Step 4: Conclusion
- Check the answers and provide the
correct ones if necessary.
LANGUAGE
I.OBJECTIVES
1. Knowledge:
- For vocabulary, that is words and phrases related to relationships
- For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
- For grammar, that is the use of linking verbs and cleft sentences
2. Skills: To promote Ss to develop the skill of working in pairs and groups
3.Educational aims:
II.TEACHING AIDS
1.Teacher: textbook, lesson plan
2. Students: Read through English Unit 1 - language at home
III.PROCEDURE
1. WARM UP
b. Content: Match each word with its definition. Then practice reading the word out
loud
d. Organization:
CONTENTS
ACTIVITIES
T ask ss to work individually, read the words
and phrases in the box, then discuss and find
Ex 1: Key
the meaning for each of them (1-8).
1. have got a date
- If students need support, ask them to use the
2. break up
context of the conversation to help them
3. romantic relationship
choose the correct meaning for each word/
4. argument
phrases
5. sympathetic
6. lend an ear
- Ss work individually to do the ex
7. be in a relationship
Step 3: Discussion
8. be reconciled
aloud.
Step 4: Conclusion
2. PRESENTATION
a. Aim: elicit new words
b. Content: Complete the following sentences using the words given in 1.
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task Ex 2: Key
- Ask students to work individually first, 1. lend an ear, broke up
and then check with a partner. 2. reconciled
- Make sure that student have the right 3. romantic relationship
answers by going over all the answers in 4. in a relationship, arguments

class. 5. have got a date
Step 2: Performing the task: 6. sympathetic
SS: work individually and then check with

a partner
Step 3: Discussion
- T calls one student to show the answer.
Other students listen to the answer and

give comment
Step 4: Conclusion
- T confirms the corrects answers
3. PRACTICE
a. Aim: focus on contracted form in casual speech
b. Content:
Task 1. Listen and finr yhe contracted form
Task 2. Listen an underline what you hear
c. Outcome: complete the exercise
d. Organization:
CONTENTS
ACTIVITIES
Ex 1: Ex 1: Key
- Ask SS to finr the shortened forms of shouldn't - should not
verbs and negative words (‘not’) and you're - you are
wite their full forms in the space there's - there is
provide we're - we are
Ex 2: don't - do not
- Ask Ss to listen and underline the Didn't - did not
contractions or the full forms in the It's - It is
exchanges he's - he is
Step 2: Performing the task: I'm - I am
- SS: work in pairs and take turns reading Ex 2: Key:
the words.
1. I will, I'll
Step 3: Discussion
2. I am
3. He is, he's
aloud.
4. we are, didn't
Step 4: Conclusion
5. I've, That's
- T checks Ss’s answer as a class
a. Aim: use languages to practice in pairs/groups
b. Content: Linking verb
It is/ was..... that....
d. Organization:
CONTENTS
ACTIVITIES
- Ask Ss to do ex 1 and ex 2 in grammar
Ex 1: Key:
1. sounds 2. grow/get
- Ss follow Teacher’s requirement to
3. stay 4. getting
complete the exercise 1 and 2
5. seem 6. look/seem
Step 3: Discussion
Ex 2: Key:
- T observes and help when and where
1. unhappy 2. warmly
neccessary
3. suddenly
- Ss compare their answer
4. excited 5. angry
Step 4: Conclusion
6. annoyed
- T checks Ss’ answers and then elicit
7. awful 8. quickly
from them the rules of using linking
verbs
READING
I.OBJECTIVES
1.Knowledge:
- To provide learners some vocabulary related to the topic.
2.Skills:
3.Educational aims:
II. TEACHING AIDS.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
III. PROCEDURE:
1. WARM UP
b. Content: Ask and answer questions
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 1: Key:
- Ask Ss to look at the people in the three Picture a: The teacher is returning
pictures, paying attention to their body- students' papers. The boy is

language depressed because of his poor
- Have Ss work in pairs and guess what is grades.
happening to these people or how they Picture b: Their relationship is

are feeling breaking up Picture c: They're
Step 2: Performing the task: having an argument
answer the question
Step 3: Discussion
- T call some Ss to answer aloud
Step 4: Conclusion
2. PRESENTATION
a. Aim: elicit some new words and reading skills/strategies
b. Content: Look at the symbols. What do they stand for?
d. Organization
CONTENTS
ACTIVITIES
T asks ss to:
- Have them guess the meaning of the
● Vocab:
vocab appearing in the context.
- Drop out of school : bỏ học
- Ask them if they have any new words.
- Counsellor (n): nhân viên tư vấn
- Supply them with the words they
- Reconcile with (v): hoà giải
asked.
- True value (n): giá trị đích thực
- Quickly read the text and do ex 2
Step 2: Performing the task: **Ex2: Key:
- SS work individually and guess the 1.b (Van HaL My friend betrayed
meaning of the vocab appearing in the my trust)
context.
2.c (Quang Nam: I don’e have
Step 3: Discussion
friend)
aloud
Step 4: Conclusion
3. PRACTICE
b. Content:
Task 3. Fidn the words expression in the text
Task 4. Answer the question
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: *Ex 3: Key:
Ex 3: 1.be on good terms with sb
- T has SS read the five definitions in this 2. take the initiative
part. 3. trust
- T asks Ss to find the words or 4. engage in a conversation
expressions in the text to match with drop out of school

these definitions
Ex 4: * Ex 4: Key:
- T has Ss to work in pair to answer the 1. They are close friends
questions 2. Ha told Hoa aobut her

Step 2: Performing the task: depression and her intention to
- Ss remember and take notes drop out of school
- Ss do this task, then discuss their 3. Because Hoa promised to keep
answers with their partners Ha's story secret, but then she told
- Ss try to guess the meaning of each of their teacher about that.
the highlighted words, based on the 4. No. She tries to explain why
context Hoa told the teacher about Ha's
Step 3: Discussion problem, and advises Ha to talk to

Hoa again.
- T gets Some representatives to read
5. He thinks he is short and fat, and
aloud their answers
girls don't find him attractive
Step 4: Conclusion
6. Because Nam doesn't have a
- T checks Ss’ answers and give further
good relationship with the girls in
explanation if necessary
his class
7. The counsellor advises Nam

to focus on his studies, become an
excellent student and learn how to
start a friendly conversation with
his classmates
4. APPLICATION
b. Content: Discus with a partner.
c. Outcome: SS can understand a text about teenage relationship problems in an
advice column. Ss know where people could seek advice when they have problem
d. Organization:
- T has Ss discuss with a parter. Ask them some guiding questions before their discussion: If
you were Ha or Nam, woulf you feel pleased with the counselleor’s advice? If you were the
counseller, what else would you tell them?
SPEAKING
I. OBJECTIVES
1. Knowledge
- To provide learners some vocabulary related to the topic of relationship problems
- To provide learners expressions of asking and giving advice
2.Skills
3. Educational aims
II. TEACHING AIDS.
III. PROCEDURES:
I. WARM UP
b. Content: Ask and answer questions
d. Organization:
CONTENTS
ACTIVITIES
- T asks SS to read the conversation
quickly to get the main idea
- Then let Ss read it again to match the
sentences (a –f) with the gaps ( 1-5) in the
conversation Ex 1: Key
Step 2: Performing the task: 1.b 2.e 3.d 4.a 5.f 6.c
- Ss do as required to do the task
Step 3: Discussion
- Call on some ss to answer aloud
Step 4: Conclusion
- T checks the answer
2. PRESENTATION
b. Content: Answer the questions and practice the conversation
c. Outcome: Give the answers.
d. Organization
CONTENTS
ACTIVITIES
- T asks Ss identify the main ideas in the 1. She was chosen to take part in
conversation the English Public Speaking

Contest in Da Nang, but her
- Ask them to asnswer the questions then
parents don't allow her to go there.
practise the conversation in pairs
They are worried because she has
- Ss do as appointed to do the task never been away from home
2. Van advises Chi to ask their
- Ss compare their answers with the
teacher to persuade Chi's parents
others in groups
Step 3: Discussion

by writing them on the board
- T call some pairs to practise this

conversation
Step 4: Conclusion
- T gives comment for the answer, correct
the answer if necessary
3. PRACTICE
b. Content: make a similar conversation
c. Outcome: Give the answers.
d. Organization
ACTIVITIES
Step 1: Transferring the learning task Ex 4: sample answer:
- T has Ss work in pair, choose one topic A: Hi, John. You look unhappy.
anfd make similar conversation What's the matter with you?
- Ask them to use the expressions when B: Well. My classmates keep
talking about problems, asking for advice making fun of me because I got
and gving advice: What’s the problem? poor grades at school
What should i do? I have an idea... A: Don't worry. You should ask
Step 2: Performing the task your teacher for help when having
- Ss do as required to do the task a problem.
Step 3: Discussion B: But the problem is that I don't
- T asks some pairs to practise speaking understand my homework and I
their dialogues in front of the class. can't do it.

Step 4: Conclusion A: If I were you, I will find a tutor
- Feedback by listening to each other. who explain the lesson again to

you and help you with your
homework at home.
B: That's a good idea. I'll try it.

Thank you for your advice.
4. APPLICATION
a. Aim: use languages to practice in groups
b. Content: Present group’s choice to the whole class
c. Outcome: Ss can talk about personal problems, ask for advice and give advice
d. Organization:
ACTIVITIES
Step 1: Transferring the learning task
- T asks Ss to work in pairs or groups.
- Have Ss take turns talking about the

problems that they have had at school or at
home and what they did to deal with the
problem
- Some representatives of groups perform

their decisions in front of the whole class
Step 3: Discussion
- T asks the class to vote for the group

with the most interesting problem
Step 4: Conclusion
- The group having the most votes will be
awarded by the teacher
LISTENING
TEENAGE RELATIONSHIPS
I.OBJECTIVES
1.Knowledge - To provide learners some vocabulary relating teenage relationships
2.Skills
3.Educational aims
II. TEACHING AIDS.
1.WARM UP
b. Content: Ask Ss to answer some questions.
d. Organization:
- T ask Ss to discuss the question in activity 1 with a partner. Ask some other guiding questions:
Do you usually tell your problem or secrets to your parents? Are they willing to lend an ear? If
you have boyfriend or girlfriend, will yoyu tell your parents about it?
2. PRESENTATION
a. Aim: help SS to listen for specific details
b. Content: Ask sts to work in pairs, discuss the questions
d. Organization:
CONTENTS
ACTIVITIES
- Ask Ss to listen to a talk show for 1.c 2. B 3.c 4.a
specific details and choose the best
option to complete each statement.
- Ss do as appointed to do the task then
compare answers with a partner

Step 3: Discussion
- T calls on some Ss to answer aloud
Step 4: Conclusion
- T gives comment and check Ss’ answer
3. PRACTICE
a. Aim: focus on listening for more specific information
b. Content: Listen the recording and then answer the question
d. Organization:
CONTENTS
ACTIVITIES
task: 1.The talk show is about how
- Ask ss to read the questions before teenagers and their parents deal with
listening and underline the key words problems
in each questions 2. They need to learn to form safe
- Play the recording without pausing. and healthy relationships with other
Ask SS to listen, write down the people
answers, and then discuss their answers 3. Parents should offer a shoulder
in pairs for their children to cry on and listen

Step 2: Performing the task: to them
- Ss to work individually to answer the 4.No because their strong opposition
questions then compare answer with will make their children stop talking
a partner about their feeling
Step 3: Discussion
- Invite ss to give their anwers on the
board for peer correction
Step 4: Conclusion
- T play the recording again and pause
at the answers to check the ss'

answers.
4. APPLICATION
b. Content: discuss the right age for a romantic relationship
d. Organization:
- Ask Ss some questions before they start the discussion: What is the purpose of a romantic
relationship? Do people start a relationship just for fun or for a possible marriage?
WRITING
Teen forum
I. OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to the topic of relationship problems
2.Skills
3.Educational aims
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge.
b. Content: fill the missing words
d. Organization:
CONTENTS
ACTIVITIES
- Ask students to read the letter and
find out the reason why Quan wrote it.

- Explain some new words

● Vocab:
- Students read and discuss with their
EX1: Key:
friends.
1. upset 2. shocked
- Take note the new words
3. influence 4. different
Step 3: Discussion
5. talented 6. appearances
- T calls on 1 student to answer the
question. The rest of Ss listen and give

comment
Step 4: Conclusion
2. PRESENTATION
a. Aim: to help Ss to distinguish the different parts of the story posted to the teen
forum
b. Content: Put the following parts of the online posting in the correct order
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning EX2: Key:
task: 1. g 2. c
- Ask students to read through the list 3. f 4. d
(a-g) anf put the parts in the order 5. e 6.a 7.b
they appear in the online posting in 1
- Students read and discuss with their
friends then do the task

Step 3: Discussion
- T calls on 1 student to answer the
question. The rest of Ss listen and give

comment
Step 4: Conclusion
3. PRACTICE
b. Content: write an online posting of 160 - 180words
d. Organization:
CONTENTS
ACTIVITIES
task:
- T explains to Ss that threa re threee
topics for them to choose from.

Encourage SS to add more details
when they write the story
- Ask SS to write their draft individually

- Ss do as appointed to do the task and
then exchange their writing with a

partner for peer feedback
Step 3: Discussion
- T encourages SS to make revision
Step 4: Conclusion
- T collects Ss’ draft in the next lesson
for further comments and grading
4. APPLICATION
a. Aim: use languages to practice individually
b. Content: Write an online posting of 160 -180 words
c. Outcome: Ss can write an online posting to tell about an incident or a relationship
problem, and how Ss feel about it
d. Organization:

CONTENTS
ACTIVITIES
task:
- Have students write the text in class.
- When they finish, ask them to
exchange it with a partner for peer
comments/ correction..
Ss work individually to do the task
Step 3: Discussion
T asks some Ss to read their post
writing.
Step 4: Conclusion
T give comments on it
I. OBJECTIVES
1. Knowledge:
- To provide learners some communication samples and cultural items
2. Skills
3. Educational aims
II, TEACHING AIDS.
III. PROCEDURES:
1. WARM UP
b. Content: answer the questions
d. Organization:
- Teacher asks SS if they have online friend or not then ask them to tell class how they feel
about their online friend. Then T leads into the lesson of Communication
2. PRESENTATION
a. Aim: to provide further listening practise
c. Outcome: Ss can learnt about the advantage and disadvantages of havong
online friends
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning *Communication
task: Ex 1: Key
- T has Ss read the questions and 1. Hung can have more knowledge of
underline the key words befor different cultures and lifestyles

listening because his online friends come from
- Play the recording once or twice different places around the world.
depending on Ss’ level 2. He can contact his friends
- Ask Ss to work with a partner to whenever he wants, as long as they
compare their answers are online.
Step 2: Performing the task: 3. Because he doesn't have to spend
- SS do as appointed to do the task money on dinners, parties or cinema

Step 3: Discussion tickets.
- T asks some Ss to give their answers 4. The most important benefit of
on the board for peer feedback having online friends is that he can
Step 4: Conclusion end a relationship quickly
- T checks answers a class 5. Sometimes he doesn't know for
sure who these friends really are, as

they may not use their real names.
3. PRACTICE
a. Aim: provide some new words related to the topic
c. Outcome: Ss can understand the content of the text (about the different ways of
dating around the world)
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Culture
task: EX1: Key:
- Have Ss read the text and write the a. Online dating/ US
information below the picture b. Speed dating/ Sungapore
- Explain some new words if necessary c. Group dating/ Europe and
- Ask Ss to read the text again to Australia
decide whether the statements are Ex 2: Key
true, false or not given 1.T 2.F 3.T 4.NG
Step 2: Performing the task: 5. NG 6.F
- Ss do as required to answer ex1 and
complete ex 2 then compare their

answer with a partner
Step 3: Discussion
- T calls on some Ss to answer aloud
and give the reason for the answers

Step 4: Conclusion
- T: Feedback and correct the mistake
4. APPLICATION
b. Content: discussion
d. Organization:

ACTIVITIES
task:
- T devides class into 2 groups to
discuss 2 different topic

+ Topic 1: Online friend
+ Topic 2: Dating
- Ss discuss the topic
Step 3: Discussion
- T asks the representatives of some
groups to report their groups’s

oppinions to the rest of the class
Step 4: Conclusion
- T gives feedback
I.OBJECTIVES
1. Knowledge
- To give them a chance to do a small project in which they can develop their speaking skills
2. Skills
3.Educational aims
II, TEACHING AIDS.
III. PROCEDURES:
1. WARM UP
b. Content: recall what Ss have learnt in unit 2
c. Outcome: Ss can remember all the lesson they have learnt in unit 2
d. Organization:
- T ask Ss to recall what they have learnt in unit 2. Help Ss if necessary
2. PRESENTATION
a. Aim: Help Ss to review the pronunciation rules for contracted and full forms
b. Content: Pronunciation and vocabulary
c. Outcome: SS can pronouce the contracted forms of verbs and negative words correctly
d. Organization:
CONTENTS
ACTIVITIES
*Pronunciation
- Ask Ss to work individually to to these
Ex 1: Key
task
1. A she is
2. A I am, I will B You have
- SS do the task as appointed
3. A It would B can not, he is
Step 3: Discussion
4.A It is, will not B do not
- Get their answers back orally.
*Vocabulary
- Ask them if anyone has a different
1. dating 2. lend an ear
answer.
3. romantic relationship
Step 4: Conclusion
4. meet face to face
- Check Ss’ answer and explain if 5. broke up
necessary 6. be in a relationship
3. PRACTICE - GRAMMAR
a. Aim: help Ss to make questions with linking verbs
c. Outcome: Ss can use linking verbs to describe the subject, and can use cleft structures to
emphasise a particular part in a sentence
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Grammar
task: Ex 1: key
- Ask sts to work in pairs to finish these 1. How did Peter feel when his
sentences girlfriend broke up with him?

Step 2: Performing the task: 2. How will I look if I cut my hair
- Ss do the exercise individually then short?

compare their answer in pairs. 3. How did you feel when you lost the
Step 3: Discussion game?

- T calls some students to write the 4. How did Martin's voice sound in
answers on the board. the live show on TV last night?
- Other students listen to the answer and 5. How does your soup taste?
give comment 6. How would you feel if you had no
Step 4: Conclusion friends?

- T checks the answers as a class Ex 2: Key
1. He felt depressed
2. You'll look attractive
3. I felt disappointed
4. His voice sounds awful
5. It tastes great
6. I'd feel lonely
Ex 3: Key
1. f 2. d
3. a 4. g
5. b 6. c 7. e
4. APPLICATION
a. Aim: to further explore the topic in a collaborative way
b. Content: PROJECT
c. Outcome: Ss can tell a story about friendship or teacher-student relationship
d. Organization:
CONTENTS
ACTIVITIES
task:
- First, ask ss to think about the
questions in the Student’s book and

take notes individually
- Let them discuss their notes in groups
and get some feedback from the group

memebers
- Let Ss work individually to write their
stories then ask them to practise
telling their stories in groups
- Ss do as appointed to do the task
Step 3: Discussion
- Each group chooses the best story
which meets the two criteria and

storyteller’s performance
Step 4: Conclusion
- The best story teller of each group
tells his/her story in front of the class
UNIT 3: BECOMING INDEPENDENT

GETTING STARTED
An Independent Person
I. OBJECTIVES
1. Knowledge
-To help learners get started with some language items in Unit 3
- For vocabulary, that is words and phrases related to being independent
- For pronunciation, that is sentence stress and rhythm: linking between a consonant and a
vowel
- For grammar, that is to infinitive after some adj and n
2.Skills
- Reading: Reading for general ideas and specific information about time- management skills
- Speaking: Giving opinions about of the skills needed for being independent
- Listening: Listening for specific information about how children are raised to become
independent
- Writing: Write a letter requesting further information about a course
3.Educational aims
- To help Ss get started for Unit 3 with the topic "becoming independent"
III. PROCEDURES:
1. WARM UP
d. Organization:
T writes the phrase AN INDEPENDENT PERSON on the board and ask SS to think about the
characteristics of an independent person. Ask SS some guiding questions such as: What words
come up to your mind when you think of an independent person? Does an independent person
often ask for help when doing things?...
2. PRESENTATION
a. Aim: elicit new words, supply structures and grammatical knowledge
c. Outcome: Expected answers
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task EX 1. Listen and read
- Tell them to look at the main *New words
contents of the lesson. Introduce - reliable (a): đáng tin
those points. - self-relian (a): tự lực
- Teacher use different techniques to - decisive (a): quả quyết, dứt khoát
teach vocab - determined (a): cương quyết, quả

- Ask Ss to do ex 3 quyết
Step 2: Performing the task: - well-informed (a): người nắm bắt
- SS listen to the recording and read the thông tin tốt
conversation - confident (a): tự tin
- Repeat in chorus and individually Ex 3: Key
- Copy all the words and do ex 3 1. d 2. e
individually then compare with a 3. b 4. c
partner 5. f 6. a
Step 3: Discussion
- Some students repeat new words in
front of class
- Call some Ss to answer aloud
Step 4: Conclusion
- T makes sure that all student copy the
new words and the meaning of them
- T check ex 3 as a class
3. PRACTICE
a. Aim: focus on comprehension
c. Outcome: Ss can understand the conversation and answer the questions correctly
d. Organization:
CONTENTS
ACTIVITIES

task: 1. Because Minh doesn't rely on other
- Tell them to do EX 2 in pairs in 10'. people for help and isn't influenced
- Ask them if there is a different by other people's opinion
answer and point out the key word. 2. Because he always completes his
Step 2: Performing the task: tasks on time, and never need to be

- Ss work to work in pairs to do the reminded about assignments and
task other schoolwork.
Step 3: Discussion 3. He tried hard and spent the whole
- Call on sts to give the answers on the night on a hard Maths problem when
board. most students in the class had given
Step 4: Conclusion up
- Check and correct the answers. 4. He always tries to find solutions
to his problems and seldom needs help
from others
5. Responsible, reliable, self-reliant,
determined, well- informed and

confident
6.Student's own answer
4. APPLICATION
a. Aim: to help SSs to focus on the use of to – infinitives in the conversation
c. Outcome: give the correct answer
d. Organization:
CONTENTS
ACTIVITIES
Ex 4: Key
task:
1. It's good to have a friend you can
- Ask Ss to read the conversation once
rely on
again in pairs and underline the
2. Even our Maths teacher was very
sentences containing to – infinitives
surprised to read his answer
and then write them down in the
3. His parents must be really pleased to
space provided
have such a son
4. But he still have time to read ...
- Work in pairs to to the task
5. It's interesting to talk to him
Step 3: Discussion
6. I really admire his ability to make
- Call on sts to give the answers on the
decisions so quickly
board.
7.You're lucky to have a close friend
Step 4: Conclusion
like him
- Check and correct the answers.

LANGUAGE
I. OBJECTIVES
1. Knowledge
- For vocabulary, that is words and phrases related to being independent
- For pronunciation, that is sentence stress and rhythm: linking between a consonant and a
vowel
- For grammar, that is to infinitive after some adj and n
2. Skills
3. Educational aims
II.TEACHING AIDS
1.Teacher: textbook, lesson plan
2. Students: Read through English Unit 1 - language at home
III. PROCEDURE
1. WARM UP
b. Content: Match each word with its definition. Then practice reading the word out
loud
d. Organization:
CONTENTS
ACTIVITIES
- T explain to SS what they are supposed to do. *Vocabulary
- Let them use a dictionary, if necessary then T Ex 1: Key
points out the use of suffixes such as – ility, - 1. reliable - reliability - reliably
ce, -ness, -tion as a word formation strategy 2. confident - confidence -
Step 2: Performing the task: confidently

- Ss work individually to do the ex then 3. independent - independence -
compare with their partner independently

Step 3: Discussion 4. self reliant - self-reliance
- T calls on some Ss to give their answers on 5. decisive - decisiveness-
the board decisively

Step 4: Conclusion 6. determined - determination -
- T checks and gives feedback. determinedly

7. responsible - responsibility -
responsibly
2. PRESENTATION
a. Aim: focus on the use of the words in 1
b. Content: Complete the following sentences using the words given in 1.
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task Ex 2: Key
- T tells 1. reliable 2. confidence
- Ask students to work individually first, 3. well-informed 4. responsible
and then check with a partner. 5. self-reliance 6. decisively
Step 2: Performing the task: 7. Independence
SS: work individually and then check with
a partner
Step 3: Discussion
- T calls one student to show the answer.
Other students listen to the answer and

give comment
Step 4: Conclusion
- T confirms the corrects answers
3. PRACTICE
a. Aim: focus on contracted form in casual speech
b. Content:
Task 1. Listen and finr yhe contracted form
Task 2. Listen an underline what you hear
d. Organization:
CONTENTS
ACTIVITIES
*Pronunciation
Ex 1:
Ex 1: Key
- Ask SS to finr the shortened forms of
shouldn't - should not
verbs and negative words (‘not’) and
you're - you are
wite their full forms in the space
there's - there is
provide
we're - we are
Ex 2:
don't - do not
- Ask Ss to listen and underline the
Didn't - did not
contractions or the full forms in the
It's - It is
exchanges
he's - he is
I'm - I am
- SS: work in pairs and take turns reading
Ex 2: Key:
the words.
1. I will, I'll
Step 3: Discussion
2. I am
3. He is, he's
aloud.
4. we are, didn't
Step 4: Conclusion
5. I've, That's
- T checks Ss’s answer as a class
b. Content: Linking verb
It is/ was..... that....
d. Organization:
CONTENTS
ACTIVITIES
- Ask Ss to do ex 1 and ex 2 in grammar 1. sounds 2. grow/get
Step 2: Performing the task: 3. stay 4. getting
complete the exercise 1 and 2 5. seem
Step 3: Discussion 6. look/seem
- T observes and help when and where Ex 2: Key:
neccessary 1. unhappy 2. warmly
- Ss compare their answer 3. suddenly
Step 4: Conclusion 4. excited 5. angry
- T checks Ss’ answers and then elicit 6. annoyed
from them the rules of using linking 7. awful 8. quickly
verbs

READING
Time-Management Skills
I.OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to the topic of time management
2.Skills
3.Educational aims
II. TEACHING AIDS
1.Teacher: tape, board, chalk, textbook, cassette.
III. PROCEDURE
1. WARM UP
d. Organization:
T has Ss to brainstorm ideas about what they think time-management skills are.
Encourage Ss to think of the meaning of the compound time-management used as and
adjective to modify the noun skills.
2. PRESENTATION
a. Aim: to further involve Ss in the topic of the reading, give them an overview of the
reading and provide them with key vocabulary
d. Organization
CONTENTS
ACTIVITIES
task:
- T provides some new words in the
text and explain the meaning ● Vocab

- Ask ss to read the text quickly and - Rely on: dựa dẫm vào
choose the statement that best - Self-esteem (n): lòng tự
expresses the main idea trọng
Step 2: Performing the task: - Time-management (n): sự
- Ss take not the new words sắp xếp thời gian
- Ss do as appointed to do the task - Priortise (v): ưu tiên
Step 3: Discussion Ex 2: Key
- Ss compare their answer with their D
partner
Step 4: Conclusion
3. PRACTICE
a. Aim: Ss’s thorough comprehension of the reading text
d. Organization:
CONTENTS
ACTIVITIES
task: 1. NG 2. F 3. F
- Allow Ss to read the text again in 4. T 5. T
depth to find the necessary information Ex 4:Key
to give answer to the questions 1.With good time management skills,
Step 2: Performing the task: you don't feel very stressed when
Ss work individually to do the task exam dates are approaching; you can
Step 3: Discussion act more independently and
Call on some Ss to write the answer on responsibly, get better grades at
the board. The other Ss compare the school and have more time for family
answer with each other and friends.
Step 4: Conclusion 2. Write the things you will have to
Check with whole class. do on a planner or an app on your

mobile device, and put time limits on
them
3. So you can check them later
4. Decide what is important to you
and give it the most of your time or

add it to the top of your list
5.Once routines are
developed, they take less
time to do
4. APPLICATION
a. Aim: to allow SS to dig deeper into their background knowledge using the reading
as a model and a source of information and then develope writing or speaking as post –
reading activities
c. Outcome: SS can talk about the skills and how to develop them
d. Organization:
CONTENTS
ACTIVITIES
task:
- T puts SS into groups and ask them
to note downs the time-management

skills mentions in the text-
- Ask them to think about their own
skills: Which of the skills they have

and which they need to develop
those skills
- SS discuss in group
Step 3: Discussion
- T call some representives of each
group to tell about theiru time –

management skils
Step 4: Conclusion
- T listens and give comment on Ss’
presentation

SPEAKING
Skills You Need To Be Independent
I.OBJECTIVES
1. Knowledge
- To provide learners some vocabulary related to the topic skills for becoming independent
2.Skills
3.Educational aims
II. TEACHING AIDS
1.Teacher: tape, board, chalk, textbook, cassette.
III. PROCEDURE
1. WARM UP
a. Aim: Help Ss to remember the vocabulary they have learnt
b. Content: Arrange letters in to meaningful words
d. Organization:
T introduces topic by writing some letters on the board and ask Ss to make a correct word with
the letters.
Eg. Lfes – meetse (Self-esteem), oirptise (Priortise ), time- management ( meit – tnemeganam),
fles – nairel (self – relian)....
2. PRESENTATION
a. Aim: give Ss some new words and the reasons related to independent topic
b. Content: discuss the topic
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Vocab:
task: - Coping with loneliness: đối mặt với
- Ask Ss to read through all the skills cô đơn

and the reason why they are - General housekeeping: tổng quản
important - Health anf hygiene: sức khỏe và vệ
- Give the meaning of all the words sinh

- Ask Ss to work in pairs to discuss - Problem solving: giải quyết vấn đề
each of the skills and match them - Interpersonal communication: giao
with the appropriate reasons tiếp giữa các cá nhân

Step 2: Performing the task: EX 1. Key
- Ss do as appointed to complete the 1. d 2. f
task
Step 3: Discussion
- Call some representatives to answer 3. e 4. a
in front of class 5. g 6. b 7. c
Step 4: Conclusion
- T listens and gives comment
3. PRACTICE
a. Aim: to assist Ss’ speaking by using relevant information
d. Organization
CONTENTS
ACTIVITIES
task:
- Ask Ss to read the conversation and
use the words in the box to fill in the

blanks individually first
Ex 2: Key
- Have Ss work in pair to role-play the
1. loneliness 2. decisions
conversation
3. Interpersonal communication
4. communicate
- Ss work as appointed to do the task
Step 3: Discussion
- T calls some Ss to give oral answer
in front of class.
Step 4: Conclusion
- T gives comments on Ss’ answer.
4. APPLICATION
a. Aim:.Help Ss develope thier confidence in speaking by giving personal opinions

on relevant topics
b. Content: discuss with a partner
c. Outcome: SS can talk about the skills and the reasons why their are important
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 3: Suggested answer
- Have Ss work in pairs to discuss the A: Which of the life skills do you
importance of the skills 1 then have think are the most important?
Ss make a conversation similar to the B: I think that interpersonal
one in 2 talking about the skills thwy communication is the most important
think are the most important for them skill.
to live independently A: Really? Why do you think so?
Step 2: Perorming the task: B: Because lacking this skill may
- Ss do as appointed to do the ex 3 keep me out of the social
Step 3: Discussion communication. I cannot make
- Call some Ss to report to class friends with other people as well as
Step 4: Conclusion develop personal relationships. What
- T gives comment about you? Which of the skills are the
most important?
A: Problem solving skill. Because it
helps me to feel confident have
experiences when I deal with my own
problem.
LISTENING
How Parents Help You Become Independent
I.OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to the topic of how to become
independent
2. Skills
3.Educational aims
II. TEACHING AIDS:
2. Students: textbook, workbook, pen, pencil,...
III. PROCEDURE
1. WARM UP
d. Organization:
T ask Ss to look at the photo and answer the questions:
- What are thee peoplee in the photo doing?
- Do you think the boy needs his father’s assistance to learn to ride a bicycle
independently?
After listening to Ss’ answer, T lead into the listening lesson
2. PRESENTATION
a. Aim: help Ss to listen for detail to understand an interview on Life Skills
d. Organization
CONTENTS
ACTIVITIES
task:
- Ask SS to read the instruction and
check if they understand what they

are going to do
- Ask them to do ex 2 then compare
Ex 2: Key
their answer with a partner
1. Long: b, f
2. Tuan: a, d
- Ss work as appointed to do the task
3. Minh: c, e
Step 3: Discussion
in front of classs, the other Ss listen

and give comment
Step 4: Conclusion
- T listens and give comment,
3. PRACTICE
a. Aim: to check SS’ comprehension and develope SS’ skill in listening for
specific information
c. Outcome: Suggested answer.
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning EX 3: Key:
task: 1. They didn't let him do any
- T asks Ss to read the questions first household chores and drove him to
and underline the key words in each school until he finished Grade 9
of them 2. To voice (speak out) his opinions
- Let Ss listen again and asnwer the
questions. Encourage Ss to take note

and then compare their answer with a 3. They focus on teaching him
partner about responsibility

Step 2: Performing the task: 4. If he does his responsibilities
- SS: Listen and complete the exercise well, they give him a reward
Step 3: Discussion 5. To do chores and follow set routine
Call on Ss to check their answer 6. He can make his own choices

Step 4: Conclusion about these items
- Ss gives feedback and explaination if
necessary
4. APPLICATION
a. Aim: to provide Ss with an opportunity to recall the content of the
listenong text and relate it to their own life and experiences
d. Organization:
- T encourages Ss to talk about how they were brought up and what their parents have
done to help them to become more indepentdent.
WRITING
Write A Letter Requesting Information
I. OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to the topic .
2.Skills
3.Educational aims
II. TEACHING AIDS
- Students: textbook, workbook, pen,
III. PROCEDURE
1. WARM UP
a. Aim: to help SS brainstorm
d. Organization:
T asks Ss if they have ever taken any courses in life skills and how they can get
information about such courses. Ask if they have ever writen a formal letter to get more
information.
2. PRESENTATION
a. Aim: this activity focus on:
- the information presented in the advertisement
- pesenting a sample letter of enquiry
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Ex 1: Key
task: 1. Courses that teach the skills people
- Ask Ss to read the advertisement need to become independent

carefully and answer the questions 2. Those who want to be independent/
about it (ex1) live on their own successfully

- Ask ss to read the parts in the 3. The skills to overcome the
template on page 32 first to become feeling of loneliness

familar with the standard order. Then 4. A discount on the tuition fee
have them read the jumbled – up Write to Mrs. Angela Brown
letter and put the parts in the correct Ex 2: Key
order 1. d 2. a 3. f
Step 3: Discussion
T calls on some Ss to give their 4. b 5. e 6. c
answers aloud.
Step 4: Conclusion
Give them oral feedback after all
3. PRACTICE
a. Aim: to prepare Ss for the writing task in 4.
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 3:Key
- Ask Ss to read the problems and identify 1. Lacking time management skills
their signs one by one c, d

- Have Ss fing signal words such as: 2. Suffering from stress: a, e
+ Lacking time-managanement skills: 3. Lacking interpersonal skills: b, f
prioritise, schedule
+ Suffering from stress: memory prblems,
can’t sleep
+Lacking interpersonal communication
skills: communicating ideas, talking to
people
- SS do as appointed to do the task
Step 3: Discussion
T calls on some Ss to give their answers
aloud.
Step 4: Conclusion
- Give them oral feedback after all
4. APPLICATION
a. Aim: to build up Ss’ ability in free letter writing “ asking for further
information”
c. Outcome: SS can write a letter asking for furthe information about a
course
d. Orginization:
CONTENTS
ACTIVITIES
- Ask ss to write the letter individually ,
the letter should be similar to the one in

2 but different in two part: Giving
background information and requesting
further information
- Ask Ss to exchange their writing for
peer comment
- SS do as appointed to write
Step 3: Discussion
- Ask Ss to show the letters they have
just writen to the class and ask for

comments from the class
Step 4: Conclusion
- T provides support anf comments when
necessary. Select one or two of the best

writings to show to the class

I.OBJECTIVES
1.Knowledge
2.Skills
understanding
3. Educational aimss
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
I. Culture
d. Organization:
Ask Ss if they think there are any differences between the ways American and
Vietnamese parents raise their children. Then ask them to think about why there are
such differences.
2. PRESENTATION
a. Aim: to build Ss’ reading
c. Outcome: Ss can understand the content of the text and answer the
questions well
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Ex 1:
task: 1. To teach their children to live
- Tell Ss to read the texts and see if the independently
information in it matches with their 2. To protect their children and to
background knowledge. provide them with a happy and

- Then ask Ss to read again and answer wealthy childhood.
the question 3. They make them do things such as
Step 2: Performing the task: washing, cleaning, and cooking for

- Ss do as requested to complete the themselves from the time they are
task very small
Step 3: Discussion 4. No. Vietnamese parents seldom
- T asks some Ss to write the answer ask for their children's opinions
on the board for peer correction before making family choices.
Step 4: Conclusion 5. They show respect for them and
- T gives correct answers let them voice their opinions on

family issues.
6. After they get married
3. PRACTICE
a. Aim: develop Ss’ writing by comparing two ways of child raising using
while, whereas, different from
c. Outcome: Ss can write the differences between the ways American and
Vietnamese parents raise their children and help them to become
independent
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning -
task:
- Ask Ss to make some comparisons
between the two countries in terms
of raising children. Tell them to read
the texts and see if the information
matches with their background
knowledge, using while, whereas,
đifferent from.
- T explains how to use the given
words and phrases and give examples

before asking Ss to make
comparisons.
- SS do as required to do the task
Step 3: Discussion
- Call ss to write the answer on the
board
Step 4: Conclusion
T: Feedback and correct the mistake
4. APPLICATION
a. Aim: to provide Ss with an opportunity to work in groups and express
their ideas freely about what it means to be independent.
b. Content: Discuss in groups
Communication
d. Organization:

CONTENTS
ACTIVITIES
task:
- Put Ss into groups. Tell each group
to have a leader and a note-taker. The
leader moderates the discussion so that
everybody in the group has a
chance to talk, and the note-taker
writes down all the ideas so that the
group can prepare a short presentation
later.
- T explains to Ss that they can
use the three questions to guide their

discussion, or they can express their
ideas freely.
Step 3: Discussion
- T asks a representative of one or two
groups to present the results of their

discussion to the class.
Step 4: Conclusion
- T gives feedback

I.OBJECTIVES
1.Knowledge
speaking skills
2.Skills
understanding
3.Educational aims
II. TEACHING AIDS
III. PROCEDURES:
1. WARM UP
d. Organization:
2. PRESENTATION
a. Aim: Help Ss to review the pronunciation rules for linked final
consonant and inital vowels of the words
c. Outcome: SS can link final consonant sounds with initial vowel sounds
in connected speech
d. Organization:
CONTENTS
ACTIVITIES
task:
- Ask Ss to work individually to to
these task *Pronunciation

Step 2: Performing the task: *Vocabulary
- SS do the task as appointed 1. confident 2. well-informed
Step 3: Discussion 3. determined 4. decision
- Get their answers back orally. 5. decisiveness 6. responsibly
- Ask them if anyone has a different 7. Reliability 8. independent
answer.
Step 4: Conclusion
- Check Ss’ answer and explain if
necessary
a. Aim: help Ss to combine sentences, using to - infinitive
c. Outcome: Ss can use to –infinitives after certain adjectives and nouns
d. Organization:
CONTENTS
ACTIVITIES
task: Ex 1: key
- Ask sts to work in pairs to finish these 1. Denis was happy to receive a
sentences letter from his mother

Step 2: Performing the task: 2. Ann was so lucky to pass the exam
- Ss do the exercise individually then 3. It's impossible to learn a foreign
compare their answer in pairs. language in one day

Step 3: Discussion 4. The students are very keen to take
- T calls some students to write the part in the "Green Day" activities
answers on the board. 5. It's necessary for you to develop
- Other students listen to the answer and habits that will keep your body
give comment healthy and clean
Step 4: Conclusion 6. We are relieved to hear that
- T checks the answers as a class Helen is feeling better now.

7. It's difficult to guess what will
happen
8. It's important to learn how
to cope with loneliness

9. It's important to learn how to get
from one place to another.

10. Dave was very surprised to
receive a birthday gift from an old

friend
Ex 2: Key
1. Their goal to win the first prize
seems unrealistic
2. Nobody knew about his dream
to become a doctor
3. Her failure to obey the school
rules upset her parents very much

4. Tania's ability to speak three
foreign languages is amazing

5. Tom's attempt to persuade his
parents to allow him to join the club

failed
He made an effort to overcome any
difficulties by himself
4. APPLICATION
a. Aim: to further explore the topic and practice the language in a
collaborative way
b. Content: PROJECT
c. Outcome: Ss can conduct a survey to find out how independent their
classmates and they are
d. Organization:
CONTENTS
ACTIVITIES
task:
-T explains the questionhaire
items, the meaning of the options
and how to complete the
questionnaire and work out the
total score. Then let Ss complete
the questionnaire individually (Ex
1)
- Ask Ss to work in groups to
formulate the survey questions

based on the questionnaire.
Encourage them to add more
questions. They should use all the
questions to do the survey.
- Ss do as appointed to do the task
Step 3: Discussion
- Ss report the results to the class
Step 4: Conclusion
- T listens and gives comment
REVIEW 1 (P1)
I. OBJECTIVES
1. Knowledge
+ Vocabulary: Words / phrases related to topics “The generation gap”, “Relationships”,
and “Becoming independent"
+ Pronunciation: strong and weak forms of words in connected speech; linking.
+ Grammar: Modal verbs, Linking verbs, Cleft sentences, and To infinitive.
2. Skills
- Listening, reading, speaking, writing
3. Attitude
- have responsible attitude towards their study and life.
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
2. PRESENTATION- VOCABULARY
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 1: Key
Ask students to do this activity 1. housework
individually, and then compare their 2. childcare
3. viewpoint
answers with a partner’s
4. grandparents
5. girlfriend
- Do as appointed to do the task
Step 3: Discussion Ex 2: Key:

T calls on a student to write his/her 1. relationship
answers on the board 2. an argument
Step 4: Conclusion 3. reconciled
- T checks the answers with the whole 4. independent

5. self-reliant
class
d. Organization:
CONTENTS
ACTIVITIES
task: 1. should / ought to
- Ask Ss to review all the grammatical 2. shouldn't / ought not to

3. must / have to
knowledge they have learnt in unit
4. mustn't
1,2,3 then let them do the task
5. must / has to
- Ask students to do this
task Ex 5:Key
individually and then compare their 1. It was in Greece that the first Olympic
answers with a partner’s Games were held.
Step 3: Discussion 2. It was Nam who / that won the first prize in
the English speaking contest.
- Ask a student to do the activity on the
3. It' s a chocolate cake that I am making for
board while other students also do
my best friend' s birthday party.
this activity individually. 4. It was in 1759 that Scotland' s most famous
Step 4: Conclusion poet Robert Burns was born.
- Check students’ answers, and ask 5. It' s working on a computer that gives me
students for any explanation, if headache.
necessary
Ex 6: Key
1. Our school is quite easy to find.
2. The paragraph is difficult to translate.
3. I am delighted to work for the school
library.
4. She was very surprised to see him at the
party.
5. I was sorry to hear that your grandma was
ill.
4. APPLICATION - PRONUNCIATION
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Ex 3: Key:
task:
- Ask Ss to do this activity
individually
- Ask students to do this task
individually and then compare
their answers with a partner’s
Step 3: Discussion
- Ask a student to do the activity
on the board while other students
also do this activity individually.
Step 4: Conclusion
- Check students’ answers, and ask
students for any explanation, if
necessary
REVIEW 1 (P2)
I. OBJECTIVES
1. Knowledge
+ Vocabulary: Words / phrases related to topics “The generation gap”, “Relationships”,
and “Becoming independent"
+ Pronunciation: strong and weak forms of words in connected speech; linking.
+ Grammar: Modal verbs, Linking verbs, Cleft sentences, and To infinitive.
2. Skills
3. Attitude
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP- READING
d. Organization:
CONTENTS
ACTIVITIES
task: Ex 1:Key
T asks ss to read and answer the 1. decisions 2. hopefully
questions 3. unemployment 4. advantage

5. straight 6. qualifications
7. possibility 8. practical
SS work in pair with the ex 1,2
Ex 2: Key
Step 3: Discussion 1. Around the age of seventeen.
Call on some ss to write the answers 2. There is more unemployment.
on the board 3. Getting a job more easily.
Other students give comment 4. There are many opportunities for training.
Step 4: Conclusion
T gives comment and adds on to the
answer if necessary
2. PRESENTATION- SPEAKING
d. Organization
CONTENTS
ACTIVITIES
task:
- Ask Ss to work with a partner to
make a conversation about a friend’s

problem
- One student explain the problem
while the other aks questions anfd

offer advice
- Ss can use their own ideas or the
suggestion
Step 3: Discussion
- T calls on one Student to swap roles
and role-play the conversation again

Step 4: Conclusion
- T gives comment
3. PRACTICE - LISTENING
d. Organization:
CONTENTS
ACTIVITIES
task:
- T asks ss to Listen to a recording
about meeting and greeting customs

in some countries around the world.
Ex 4: Key
Then decide whether the following
1. T
statements are true (T) or false (F).
2. F
3. T
Ss work in pairs to decide if the
4. F
statements are true or false
5. T
Step 3: Discussion
aloud.
Step 4: Conclusion
T checks and gives feedback.
4. APPLICATION - WRITING
d. Organization:
CONTENTS
ACTIVITIES
task:
-Ask Ss to read the two advertisements
and choose one of the language schools
they would like to attend to improve
their English.(ex1)
- Ask Ss to write a letter requesting
more information about the language
courses.
Step 3: Discussion
- Ss write the draft first in class, and
then they may write their final
versions at home.
Step 4: Conclusion
- Select one st’s writing for model
correction then give feedback
UNIT 4: CARING FOR THOSE IN NEED

GETTING STARTED
Helping Students In Need
I.OBJECTIVES
1. Knowledge
- For vocabulary, that is words and phrases related to people with disabilities
and how to support them
- For pronunciation, that is elision of weak vowels
- For grammar, that is the past simple and the present perfect
2. Skills
- Reading: Read about helping people with disabilities
-Speaking: Interview a volunteer and discuss volunteer work
- Listening: Listen to a radio program about an outstanding person with a
disability
- Writing: Write an article about problems facing disabled people and how they
can be solved
3. Educational aims
- To help Ss get started for Unit 4 with the topic "caring for those in need"
II. TEACHING AIDS
IV. PROCEDURE
1.WARM UP
b. Content: Ask and answer the questions related to the topic “Caring for those in
need”
d. Organization:
T asks Ss to talk about the photos of people with disabilities then elicit more ideas
from Ss’ backgound knowledge
2. PRESENTATION
d. Organization
CONTENTS
ACTIVITIES
- Ask Ss questions about the illustration: - disability (n): sự khuyết tật
+ Who do you see in the picture? - cognitive impairments (n): sự suy
+ What are they doing? giảm nhận thức
+ What do you think they are going to do - disrespectful (a): thiếu tôn trọng
with the gifts? - integrate (a): hòa nhập, hội nhập
- Ask students to listen and read. - Youth Union (n): Đoàn thanh niên
- Explain new words if necessary. - meaningful (a): có ý nghĩa
Step 2: Performing the task - Perceive (v) nhận thức
- Answer T’s questions - Campaign (n): chiến dịch
- Repeat the new words
- Work individually to do ex 3 then
compare the answer in pairs
Step 3: Discussion
- Call some students to read the new
words in front of class
- Call some ss to answer aloud ex 3
Step 4: Conclusion
- T check Ss’ pronunciation and make
sure they understand the meaning of new
words.
3. PRACTICE
b. Content: Work individually first and then in pairs to decide if the statements are
true (T), false (F) or not given
d. Organization:
ACTIVITIES
Ex 2: 1. T 2. F 3. NG
- Ask students to work individually first 4. T 5.NG
and then in pairs to decide if the
statements are true (T), false (F) or not
given.
- Encourage students to provide
information.
Step 3: Discussion
- Call one student to write answer on board,
other students compares the answers
Step 4: Conclusion
explanations
4. APPLICATION
d. Organization:
ACTIVITIES
Step 1: Transferring the learning - Ss’ answers
task
- Y has Ss read the question and
example. Ask them to think of

their own answer to the question.
do the task
Step 3: Discussion
- Have some SS to write the best
answer in the board

Step 4: Conclusion
- T give feedback and discuss
any points

LANGUAGE
I. OBJECTIVES
1. Knowledge
- For vocabulary, that is words and phrases about people with disabilities and
how to support them
- For pronunciation, that is elision of weak vowels
- For grammar, that is the past simple and the present perfect
2. Skills
3. Educational aims
II.TEACHING AID
- Teacher: Teaching aids: textbook, lesson plan
- Students: Students: textbook, workbook, pen, pencil…
III.PROCEDURE
1. WARM UP
a. Aim: Visualize what the topic is and supply the background
knowledge
d. Organization:
- T ask Ss to talk about voluntary work and then inturn to share the experiences or
stories
2. PRESENTATION
a. Aim: help Ss to focus the meaning of key words used in the
conversation
b. Content: Match each word with its meanings then complete the
sentences
c. Outcome: Ss can understand vocabulary related to the caring for
those in need
d. Organization:
CONTENTS
ACTIVITIES
its meanings then ask them to complete
the questions
Ex 1: Key
1. b 2.e 3.d 4.c 5.a
- Ss work individually to do the ex then
Ex 2: Key
compare their answers
1. blind 2. cognitive
Step 3: Discussion
3. donation 4. physical
5. hearing
aloud and have them practise reading all
the sentences in ex 2
Step 4: Conclusion
3. PRACTICE
a. Aim: help Ss to distinguish between the pronuciation without elision
and the pronunciation with elision
b. Content: Task 1 & Task 2 Listen and repeat
c. Outcome: Ss can recognise and prnounce words with elision of vowels
d. Organization:
CONTENTS
ACTIVITIES
Ex 1:
stressed words with the stress mark before
the stressed syllable
- Play the recording again for Ss to find out
the part of speech of the words which are
stressed in these sentences
Ex 2:
- Ask Ss to work individually then play the
*Pronunciation
recording and ask them to check their
answer in pairs
- Ask Ss to role-play the questions and
answers in front of the class

- Ss do as appointed to complete Ex 1 and
Ex 2
Step 3: Discussion
aloud.
Step 4: Conclusion
- T checks Ss’ answer and gives feedback
- The use of the past simple and the present perfect tense of verb
c. Outcome: Ss can use the past simple and the present perfect to talk
about past actions with time expressions
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Grammar
Ex 1: Ex 1: Key:
- Ask Ss to underline the correct words 1.launched
to complete the sentencs, and pay 2. decided
attention to the meaning of the 3. invited
sentences in order to choose the right 4. have completely changed
word have collected

Ex 2: Ex 2: Key:
- Ask ss to use the words in brakets to 1.In October, we decided to start a
rewrite each sentences without "Special Christmas Gifts" campaign

changing its meaning 2. About 30 students from other
- Have Ss do the task individually then schools have joined us since last
ask them to compare their answer in month.
pairs 3. I have volunteered at a special
Step 2: Performing the task: school twice since I finished Grade
- Ss follow Teacher’s requirement to 10.
complete the exercise 1 and 2 4. I presented an action plan to
Step 3: Discussion the school principal when I was at
- T observes and help when and where the meeting.
neccessary 5.So far, people have donated more
- Ss compare their answer than 100 gifts
Step 4: Conclusion 6. Last moth, I talked to some
- T checks Ss’ answers students about how to learn English
effectively.
7. They have sent some textbooks
and dictionaries recerrty.
8. fm preparing some Christmas gifts
for the students with disabilities in
the school we visited two
months ago.

READING
Helping Each Other
I.OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to helping the disabled
2. Skills:
II.TEACHING AIDS.
III. PROCEDURE
1. WARM UP
d. Organization:
- T has Ss look at the symbols and work in groups to compare their
answers. Encourage Ss to explain and give reason for their answers
2. PRESENTATION
a. Aim: to provide Ss some new words related to the lesson
b. Content: match words with its meanings
d. Organization
CONTENTS
ACTIVITIES
T asks ss to:
- Read the words and phrases in the
columns then discuss and fidn the *Vocab
meanings of each of them (a-e) - energetic (a) tràn đầy năng lượng
- T explain the meanings of this words - enthusiastically: nhiệt tình
Step 2: Performing the task: - slogan (n): khẩu hiệu
- SS work individually and guess the - involve (v): liên quan
meaning of the vocab appearing in the - support (v): hỗ trợ
context. EX2: Key
Step 3: Discussion 1.b 2.d 3.e 4.a 5.c
aloud
Step 4: Conclusion
3. PRACTICE
a. Aim: focus on:
- Reading for general ideas, specific information
b. Content:
Task 3: Read and choose th appropriate heading for each paragraph
Task 4:. Complete the sentences
c. Outcome: SS can find the specific details when reading a text.Ss can
guess the meaning of new words from the context.
d. Organization:
CONTENTS
ACTIVITIES
Ex 3:
- Explain some new words that appear in
the text then let Ss read the text quickly

to choose the best heading for each
paragraph Ex 3:
EX 4: 1. b
- Allow enough time for Ss to read the 2. c
instructions and the question then have 3.a

SS write their answer individually and Ex 4:
check with a partner 1. students with disabilities
Step 2: Performing the task: 2. record popular books
- SS work in pairs and complete the 3. participating fully in
exercise 3 and 4 4. record-breaking
Step 3: Discussion this Christmas unforgettable

- Inviting a representative from each
group to give the answer to one of the
questions
Step 4: Conclusion
- Check Ss’answer as a class
4. APPLICATION
a. Aim: to relate the information from the reading text to Ss’ own life and
experiences and their own ideas about how they can help people in need
b. Content: Discus with a partner about how can help children with disabilities
in community
d. Organization:
CONTENTS
ACTIVITIES
-Put Ss in pair and let them discuss the
questions freely.
- Have Ss take turns to share their
problems and give oppinion or advice
- Ss work in pairs and make notes of the
answers on a piece of paper.

Step 3: Discussion
- T asks some pairs to report the results of
their discussion
Step 4: Conclusion

SPEAKING
Get Involved
I. OBJECTIVES
1. Knowledge
- To provide learners some vocabulary related to the topic of volunteer work
- To provide learners expressions of asking and answering in an interview
2. Skills
3. Educational aims
II, TEACHING AIDS.
2. Students: - Textbook, workbook, pen, pencil…
III. PROCEDURE
1. WARM UP
d. Organization:
- T write Get involved on the board and give Ss time to discuss the phrase then T
introduce the topic by asking questions: Have you ever taken part in campaigns to
help people with disabilities? Why do you volunteer to help people? How can you
help people in need?
2. PRESENTATION
a. Aim: To descibe reasons for voluntary work and activities
d. Organization
CONTENTS
ACTIVITIES
-T explains the activitiy aim to 1. R 2.A 3. R 4.R 5.A
differentiate between the notions “
reason” and “activity”
- T has SS read the phrases and check
answers as a class
Step 3: Discussion
- T ask Ss to work in pairs to compare
their answer. T call one ss to answer

aloud
Step 4: Conclusion
3. PRACTICE
a. Aim: to provide the ideas and useful language
b. Content: Complete the interview, using the words in the box
d. Organization:
CONTENTS
ACTIVITIES
task:
- T explains the context and ask Ss to
read throught the phrases in the box

- Ask Ss to work in pairs to fill the Ex 2 Key:
gaps in the interview 1. volunteer position
Step 2: Performing the task: 2. special school
- Ss do as appointed to complete the 3. change people's lives
ex 2 4. in the past
Step 3: Discussion 5. improve coordination
- T asks some pairs to show the 6. clearly and effectively
answers and practices reading in

front of class
Step 4: Conclusion
- T gives comments
4. APPLICATION
a. Aim: Helps Ss to make a similar interview as in 2
b. Content: Have a similar conversation with a partner
c. Outcome: Ss can make a similar interview as in 2 and then present in
front of class
d. Organization:
CONTENTS
ACTIVITIES
task:
- Ask ss to read the instructions
carefully, then have them to go through
the information about two special
schools in Viet Nam
- Ask Ss to prepare the reasons why
they want to volunteer and what they
can do
- Ask Ss to discuss and practise the
conversation in pairs
-Ss do as appointed to complete the
task then share their ideaas
Step 3: Discussion
- Invite some pairs to role-play their
conversation
Step 4: Conclusion
T give feedback on their performance

LISTENING
Outstanding People With Disabilities
I. OBJECTIVES
1.Language focus
- To provide learners some vocabulary related to the topic of outstanding people
with disabilities
2. Skills

3.Educational aims
II. TEACHING AIDS:
III. PROCEDURE
1. WARM UP
d. Organization:
CONTENTS
ACTIVITIES
task:
- T has Ss look at the pictures and
answer the questions. Then T asks Ss

whether they know Nguyen Phuong
Anh or any well-known VietNamese Ex 1: Key
people with disabilities like her. a. Albert Einstein, learning disability
Step 2: Performing the task: b. Ludwig van Beethoven, hearing
- Ss work as appointed to do the task loss
Step 3: Discussion c. Thomas Edison, learning disability
in front of classs and discuss why

these people became famous
Step 4: Conclusion
2. PRESENTATION
a. Aim: help Ss to listen for detail to understand an interview about a famous
girl with disabilitiy
d. Organization
CONTENTS
ACTIVITIES
task:
- Ask SS to read the instruction and
check if they understand what they

are going to do
- Ask them to do ex 2 then compare Ex 2: Key
their answer with a partner 1. Nguyen Anh 2. Vietnamese

Step 2: Performing the task: 3. Glass-bone 4. Music
- Ss work as appointed to do the task 5. Outstanding youngster with
Step 3: Discussion disability

and give comment
Step 4: Conclusion
3. PRACTICE
a. Aim: to check SS’ comprehension and develope SS’ skill in listening for
specific information
c. Outcome: Suggested answer.
d. Organization:
CONTENTS
ACTIVITIES
task:
- T asks Ss to read the questions first
and underline the key words in each

of them
- Let Ss listen again and asnwer the
questions. Encourage Ss to take note

1. Get involved 2. Over 30 times
and then compare their answer with a
3. broadcasting radio programmes
partner
4. friendly and supportive
5. treated equally
- SS: Listen and complete the exercise
Step 3: Discussion
Call on Ss to check their answer
Step 4: Conclusion
necessary
4. APPLICATION
a. Aim: to provide Ss with an opportunity to recall the content of the
listenong text and relate it to their own life and experiences
d. Organization:
CONTENTS
ACTIVITIES
task: 1. Get involved 2. Over 30 times
- T asks Ss to work in groups if three 3. broadcasting radio programmes
or four to discuss the question and 4. friendly and supportive
braibstrom ideas 5. treated equally
- SS work in groups to discuss the
question. Note down the answers and

get ready to report
Step 3: Discussion
- T has some Ss present their reports to
the class
Step 4: Conclusion
- T gives comment about Ss’ report

WRITING
Practical Solutions
I.OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to solving problems facing a
disabled person
2.Skills
3.Educational aims
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
a. Aim: to help SS brainstorm
b. Content: Answer the questions
d. Organization:
T asks Ss if they have ever read an article about a problem in the real life and what it is.
Ask if they have ever writen an article about a problem.. Then Ss lead into the lesson
2. PRESENTATION
a. Aim: help Ss to have a grasp of the sample writing about the problem
d. Organization
CONTENTS
ACTIVITIES
task:
- T gives time for Ss to read the
sample writing about the problems

that children with cognitive
impairments are facing.
- Ask them to do ex 1 and then let
them compare their answers with a Ex 1: Key

partner 1.c 2.b 3.a
Step 3: Discussion
- T calls on some Ss to give their
answers aloud.
Step 4: Conclusion
- T check the answer as a class
3. PRACTICE
a. Aim: to help Ss to work out the outline of a well-developed text
d. Organization:
CONTENTS
ACTIVITIES
- Ask Ss to work in a small groups and
give each group a large-size sheet of
paper
- Have Ss red the text and study the
outline then ask them to discuss in groups
and complete the outline on the sheet of
paper
- T moves around to look at the outlines
of other groups
Step 3: Discussion
T calls on some Ss from different groups
to present their outlines to the rest of the
class
Step 4: Conclusion
4. APPLICATION
a. Aim: to build up Ss’ ability in writing an article
c. Outcome: SS can know how to write an article
d. Orginization:
CONTENTS
ACTIVITIES
- T has Ss work in groups of three or four
to choose onw problem and discuss

what solutions they will recommend
- T encourages SS to make complete
sentences, using the suggestions in the

table. Ask Ss to read their group’s
sentences and t provides help by
correcting mistakes in grammar or word
choice
- Ask Ss to work independently and write
their articles
Step 3: Discussion
- Ask individual SS to read their articles
Step 4: Conclusion
- T ask the rest of the class listen and
give comments, and correct errors if

necessary

Get Involved
I.OBJECTIVES
1.Knowledge
2.Skills
- To promote Ss to develop their skills and cultural understanding
3.Educational aims
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
I. Culture
d. Organization:
T ask Ss to focus on the logos and allow enough time for SS to discuss how often they
think the international day of people with disabilities is celebrated and what is its
purpose is
2. PRESENTATION
a. Aim: to build Ss’ reading and provide new words
questions well
d. Organization
CONTENTS
ACTIVITIES
task:
- Tell Ss to read the texts and see if the
information if it matches with their

guess *Vocab
- Then ask Ss to read again and answer - raise awareness of: nâng cao ý thức
the question thứ gì đó
- Explain some new words - well-being (n) tình trạng hạnh phúc,
Step 2: Performing the task: khỏe mạnh
- Ss do as requested to complete the - equal (a): công bằng
task - barrier (n): rào cản

- Take note new words - inclusive society (n): xã hội hòa nhập
Step 3: Discussion
- T asks some Ss to answer aloud
Step 4: Conclusion
- T gives correct answers
3. PRACTICE
a. Aim: focus on specific information about an international organisation
helping people wih disabilities
d. Organization:
CONTENTS
ACTIVITIES
task:
- Have Ss work in pairs to guess the
information and think about how to
express such information Communication
- Ask them to complete the table while Ex 1: Key
listening 1.1998
Step 2: Performing the task: 2. non-government
- SS do as required to do the task then 3. Clean water and good hygiene
compare with a partner 4. Have better lives
Step 3: Discussion 5. Life is beautiful
- Call ss to write the answer on the
board
Step 4: Conclusion
T check answer as a class
4. APPLICATION
their ideas freely about preparing a campaign
Communication
e. Organization:
CONTENTS
ACTIVITIES
task:
Ask Ss to work in groups of three or
four to brainstorm ideas and prepare a
proposal for a new campaign to support
disabled people
- SS do as required to do the task -
Step 3: Discussion
- T asks some groups to present their
campaigns
Step 4: Conclusion
-T praises Ss for original and
interesting ideas and good
presentation skills

I.OBJECTIVES
1.Knowledge
speaking skills
2.Skills
-To help Ss develop the skill of working in pairs and groups
3.Educational aims
II. TEACHING AIDS
III. PROCEDURES:
1. WARM UP
d. Organization:
2. PRESENTATION
a. Aim: Help Ss to review the pronunciation rules for elision of vowel
c. Outcome: SS can pronounce words with elision of vowels and use

appropriate vacbulary to talk about people with disability
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning *Pronunciation
task: Ex 1:
- Ask Ss to work individually to to 1. dictionary 2. police
these task 3. library 4. deafening
Step 2: Performing the task: 5. history
- SS do the task as appointed Ex 2: Key:
Step 3: Discussion 1. v 2.
- Get their answers back orally. 3. 4. v
- Ask them if anyone has a different 5. 6. v
answer.
Step 4: Conclusion *Vocabulary
- Check Ss’ answer and explain if Ex 1: Key
necessary 1. impairments 2. non-disabled

3. integration 4. disrespectful
5. involved 6. donations
a. Aim: help Ss to revise of the differrence between the past simple and the present
perfect when describing past actions
c. Outcome: Ss can use the past simple and the present perfect to talk about past
actions
d. Organization:
CONTENTS
ACTIVITIES
Grammar
task:
Ex 1: key
- Ask sts to work in pairs to finish these
1.came 2. Have agreed, have signed
sentences
3. has come 4. Have started
5.had
- Ss do the exercise individually then
Ex 2:Key
compare their answer in pairs.
1.has never volunteered
Step 3: Discussion
2. invented
- T calls some students to write the
3, has recorded/ visited
answers on the board.
4.has supported
- Other students listen to the answer and
5. have.. worked/ organised/ have..
give comment
coached
Step 4: Conclusion
- T checks the answers as a class
4. APPLICATION
collaborative way
b. Content: PROJECT
c. Outcome: Ss can do a survey about taking part in voluntary work. SS
can make an action plan for voluntary work and present it to the class
d. Organization:
1.- Focus on the project objectives, and have Ss do the survey in class Of during
the break. Encourage Šs to walk around the classroom / school and ask as many
students as possible to get information for their projects. Ss can also do the
survey in another class to get additional information.
- Allow enough time for 5s to compare their findings in groups. Ask each group
to present the final results to the class. Make comments on their findings.
2 . Have 5s work in their groups. Give them enough time to prepare an action
plan for voluntary work in their neighbourhood or community. The pian should
be in written form. Choose some groups to present their plans to the class. The
plans should have:
1. Aims
2. List of things you need to do: events, activities, programmes
3. Schedule
4. The number and type of volunteers needed
5. Other resources needed (money and other donations)
UNIT 5: BEING PART OF ASEAN

GETTING STARTED
Asean And The Asean Charter
I.OBJECTIVES
1.Knowledge
- For vocabulary, that is words and phrases about Asian and the ASEAN charter
- For pronunciation, that is falling and raising intonation
- For grammar, that is the use gerunds and state verbs in continuous forms
2.Skills
- Reading: Skimming and scanning
- Speaking: Talk about Asian member states
- Listening: Listening for gist and specific information about the ASEAN
member states
- Writing: Write a short brochure introducing an ASEAN member state
3.Educational aims
- To help Ss get started for Unit 5 with the topic "Being part of ASEAN"
II. TEACHING AIDS
V. PROCEDURE
1.WARM UP
b. Content: Ask and answer the questions related to the topic “Being a part of
ASEAN”
d. Organization:
T asks Ss if they know what ASEAN stands for. Ask Ss to look at the pictures and
talk about what they think the people are doing then T lead into the new lesson
2. PRESENTATION
d. Organization
CONTENTS
ACTIVITIES
- Ask Ss questions about the illustration: - stability (n): sự ổn định
+ What symbols do you see in the photos - maintain (v): duy trì
above them - charter (n): điều lệ
+ what does the symbol represent? - Association (n): Hiệp hội
+ What competition are the students - Bloc (n): khối
participating in? - Association of Southest Asian

- Ask students to listen and read. Nations : Hiệp hội các quốc gia
- Explain new words if necessary. Đông Nam Á
- Then ask Ss to do the ex 3 - Principles (n): nguyên tắc
Step 2: Performing the task Ex 3: Key

- Answer T’s questions 1.e 2.a 3.c 4.b 5.d
- Repeat the new words
- Work individually to do ex 3 then
compare the answer in pairs
Step 3: Discussion
- Call some students to read the new
words in front of class
- Call some ss to answer aloud ex 3
Step 4: Conclusion
- T check Ss’ pronunciation and make
sure they understand the meaning of new
words.
3. PRACTICE
a. Aim: help Ss to understand general ideas and understand specific information
b. Content: Ask and answer the question
c. Outcome: SS can under
d. Organization:
ACTIVITIES
- Ask students to read again the a.Preparation for a competition on
conversation then do ex 2 ASEAN and ASEAn charter
- Encourage students to provide
information to answer the questions
Step 3: Discussion
- Call one student to write answer on board,
other students compares the answers
Step 4: Conclusion
explanations
4. APPLICATION
a. Aim: help Ss to focus on the –ing form of the verbs
d. Organization:
ACTIVITIES
Step 1: Transferring the learning - Ss’ answers
task
- T asks Ss to refer back to the
conversation and fill all the phrases

with the –ing form
do the task
Step 3: Discussion
- Have some SS to write the answer
in the board
Step 4: Conclusion
- T give feedback and discuss
any points

LANGUAGE
I. OBJECTIVES
1.Knowledge

- For vocabulary, that is words and phrases about Asian and the ASEAN charter
- For pronunciation, that is falling and raising intonation
- For grammar, that is the use gerunds and state verbs in continuous forms
2.Skills
3. Educational aims
II.TEACHING AID
- Teacher: Teaching aids: textbook, lesson plan
- Students: Students: textbook, workbook, pen, pencil…
III.PROCEDURE
1. WARM UP
d. Organization:
- T ask Ss to talk about ASEAN and the ASEAN charter
2. PRESENTATION
a. Aim: help Ss to focus the meaning of key words used in the sentences
b. Content: Match each word with its meanings then complete the sentences
c. Outcome: Ss can understand vocabulary related to the topic
d. Organization:
CONTENTS
ACTIVITIES
its meanings then ask them to complete Ex 1: Key
the questions 1. constitution 2. scholarship
Step 2: Performing the task: 3. solidarity 4. principle
- Ss work individually to do the ex then 5. cooperation 6. dominate
compare their answers Ex 2: Key
Step 3: Discussion 1. constitution 2. principle
- T calls on some Ss to give their answers 3. cooperation 4. dominate
aloud and have them practise reading all 5. solidarity 6. scholarship
the sentences in ex 2
Step 4: Conclusion
3. PRACTICE
a. Aim: help Ss to focus on falling and rising intonation
b. Content:
Task 1 & Task 2 Listen and repeat
c. Outcome: Ss can say statements with falling intonation and yes/no
question with rising inotation
d. Organization:
CONTENTS
ACTIVITIES
Ex 1:
falling intonation on statements and rising
inotation on yes/no questions
Ex 2:
- Play the recording for Ss to repeat each
sentence without any pause
- Ask Ss to work inpair to take turn reading
the sentences
- Ss do as appointed to complete Ex 1 and
Ex 2
Step 3: Discussion
- T calls on some Ss to pratice reading the
sentences
Step 4: Conclusion
- T checks Ss’ pronunciation
a. Aim: help Ss to focus on: gerunds after some verbs, verbs and prepisitions
and phrases, and state verbs in continous form
c. Outcome: Ss can understand and can use gerunds after some verbs, verbs
and prepisitions and phrases, and state verbs in continous form
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Grammar
- Ask Ss to read the sentences first Ex 1: Key:
before doing the task 1. Volunteering 2. promoting

Step 2: Performing the task: 3. Sharing 4. building
- Ss follow Teacher’s requirement to 5. playing 6. Becoming
complete the task Ex 2: Key
- Ss compare their answer 1. to take 2. traveling
Step 3: Discussion 3. to go 4. to apply
- T observes and help when and where 5. preparing 6. Participating
neccessary Ex 3: Key:
- T call some Ss to write answers on the 1. regret 2. consists
board 3. didn't realise 4. Do you know
Step 4: Conclusion 5. likes 6. Sees
- T checks answer as a class Ex 4: Key
1. is 2. was tasting
3. hope
4. are you smelling
5. are having 6. are
being

READING
The Association Of Southeast Asian Nations
I.OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to the topic of ASEAN
2.Skills
3.Educational aims
II.TEACHING AIDS.
III. PROCEDURE
1. WARM UP
d. Organization:
- T has Ss match the countries with their national flag in ex 1 and then
compare the answer with a partner
2. PRESENTATION
a. Aim: to help Ss to develop skimming skil and provide Ss some new words
related to the lesson
b. Content: read the text and match the headings, find words in the text
d. Organization
CONTENTS
ACTIVITIES
EX2: Key
T asks ss to:
1. E 2.C 3.D
- Work individually and then compare with
4.B 5.A
their partner
Ex 3: Key
1. The ASEAN
- SS do as appointed to do the ex 2 and ex 3
Charter
Step 3: Discussion
2. Non-interference
3. Motto
aloud
4. respect
Step 4: Conclusion
3. PRACTICE
a. Aim: Reading for specific details
b. Content:
Task 4: Read the text and answer the question
c. Outcome: SS can find the specific details when reading a text.
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning task: Ex 4:Key
T asks Ss to 1. They were Indonesia, Malaysia, the
- hilghlight the key words in the question Philippines, Singapore and Thailand.
first and try to fidn the same words in the 2. Brunei became the sixth member in
text 1984 and Viet Nam became the
Step 2: Performing the task: seventh member in 1995,
- SS work in pairs and complete the Laos and Myanmar joined the bloc in
exercise 4 1997 and Cambodia joined two years

Step 3: Discussion later.
- T call some Ss to answer aloud in front 3. It has a land area of 4.46 million
of class then ask them to take turn asking km” and a population of about 600
and answering the questions in pairs million people. (ASEAN would rank
Step 4: Conclusion as the eighth largest economy in the
- Check answer as a class world ïf it were a single country.)
4. They are Indonesia, Thailand,
Malaysia, Singapore, the Philippines
and Viet Nam.
5. It is: 'One Vision, One ldentity,
One Community'.
6. They are respect for the member
states” independence and non-
interference in their internal affairs.
7. lt organises different projects and
activities, including educational
awards, and various cultural and
sports activities.
4. APPLICATION
a. Aim: to give Ss an opportunityto consolidate the language and new
information from the reading and use it in speaking
b. Content: Do the quiz in groups
d. Organization:
Arrange Ss into groups and set a time limit. T walks around to monitor the class and
offers help, if necessary. T allows enough time for one or two groups to demonstrate
the activity in front of the class

SPEAKING
Asean – Member States
I.OBJECTIVES
1.Knowledge
- To provide learners some vocabulary related to the topic of ASEAN member states
- To provide learners different expressions of uses and benefits
2.Skills
3.Educational aims
To provide Ss some motivation
II, TEACHING AIDS.
- Teacher: - Teaching aids: textbook, lesson plan
- Students: - Textbook, workbook, pen, pencil…
III. PROCEDURE
1. WARM UP
a. Aim: Visualize what the topic is and supply the background
knowledge
d. Organization:
- T introduce the topic by asking question: Do you remember the number of
ASEAN member states? What ae the names of their capital cities? Are the
capitals also the biggest cities of the countries?
2. PRESENTATION
a. Aim: To descibe reasons for voluntary work and activities
d. Organization
CONTENTS
ACTIVITIES
Ex 1:
- T gives SS enough time to do the
matching individually
- Play the recording for Ss to check their
answer. Ask them to focus on the

pronunciation of the countries and their
capitals
Ex 1: Key
Ex 2:
1. d 2. h 3. j 4. i 5. a
- T asks Ss to read through the text about
6. g 7. c 9.e 10. f
Indonesia before they listen to the
Ex 2: Key
recording
1. Thirty – seven milion
- Ask Ss to do ex 2 individually then
2. Twenty-four thousand
compare with their partner
3. Sicty - three
Step 3: Discussion
- T ask Ss to work in pairs to compare
their answer. T call one ss to answer

aloud for peer correction
Step 4: Conclusion
-T checks Ss’ answers
3. PRACTICE
a. Aim: help SS to practicing asking skills
b. Content: Ask question to find out the missing words
d. Organization:
CONTENTS
ACTIVITIES
- T Explain the requirements of the task,
then let Ss work in pairs to do ex 3

- Ss do as appointed to complete the
ex3 7.
Step 3: Discussion
- T asks some pairs to practice asking
and answering in front of class

Step 4: Conclusion
- T gives comments
4. APPLICATION
a. Aim: Helps Ss to talk about one ASEAN country by using vocab they
have learnt
b. Content: Work in groups to talk about one ASEAn country
c. Outcome: Ss can use vocabulary to talk about one ASEAn country
d. Organization:
CONTENTS
ACTIVITIES
task:
-T divides SS into groups of three or four.
Ask them to choose one ASEAN country
to talk about. Set a time limit.
- T walks around to monitor and provide
help
- Ss do as appointed to complete the task
then share their ideaas
Step 3: Discussion
- Invite some groups to report back to the
class
Step 4: Conclusion
-T give feedback on their performance

LISTENING
ASEAN Schools games
I. OBJECTIVES
1. Knowledge
- To provide learners some vocabulary related to the topic of ASEAN member stated
2. Skills
3. Educational aims
II. TEACHING AIDS:
III. PROCEDURE
1. WARM UP
d. Organization:
- T writes ASEAN school games on the board and ask SS to work in pairs to
make guesses about the content of the listening text. T writes their ideas on
the board to avoid repeating the same information.
2. PRESENTATION
a. Aim: help Ss to get some new vocabulary for listening task below
d. Organization
CONTENTS
ACTIVITIES
task:
- T gives SS enough time to read both
column and do the matching.

- Let Ss work with a partner if they
need more help

Step 2: Performing the task: Ex 1: Key
- Ss work as appointed to do the task 1. f 2.e 3.a 4.b 5.c 6.d
Step 3: Discussion

and give comment
Step 4: Conclusion
3. PRACTICE
a. Aim: to check SS’ comprehension and develope SS’ skill in listening for gist
and specific information
c. Outcome: Ss understand the context of the recording and do the task
correctly
d. Organization:
CONTENTS
ACTIVITIES
task: C. Five ASEAN Schools Games
- T asks Ss to read the questions first
and underline the key words in each

of them
- Let Ss listen again and do ex 2, 3 and
EX 3: Key:
4. Encourage Ss to take note and
1. F 2.T 3.T 4.F 5.F
then compare their answer with a
Ex 4: Key
partner
1. Viet Nam (18)
2. Malaysia (45)
- SS: Listen and complete the exercise
3. Singpore (26)
Step 3: Discussion
4. Indonesia (33)
-Call on Ss to check their answer in
5. Viet Nam (50)
front of class
Step 4: Conclusion
necessary
4. APPLICATION
a. Aim: to provide Ss with an opportunity to recall the content of the listening
text and relate it to their own talk
c. Outcome: SS can takl about sports activities held at my school or in my
community
d. Organization
- T asks SS to work in groups of three or four. Ss note down their group
members’ idea and get redy to prepare a brief talk and then have some SS
present their talk to the class

WRITING
ASEAN member states: brief introductions
I.OBJECTIVES
1.Knowledge
- - Vocabulary related to ASEAN member states
2.Skills
3.Educational aims
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
a. Aim: to help SS brainstorm to answer the question relating to Viet Nam
b. Content: Answer the questions
d. Organization:
- T ask Ss some question: How big is Viet Nam? How many people live in the country?
What does Viet Nam export? What is typical of the Vietnamese culture? What are some
tourist attractions in Viet Nam?
- Then teacher lead into new lesson
2. PRESENTATION
a. Aim: help Ss to learn useful language for describing a country
c. Outcome: Do the task correctly and understand the meanings of
vocabulary in the text
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning ● Vocab:
task: - Land area (n): diện tích đất
- T explain some new words that - Income (n): thu nhập
appear in the text - Heritage Sites (n): di sản văn hòa
- T gives time for Ss to do the gap- - Family values (n): các giá trị tryền
filling thống gia đình

- Ask them to do ex 1 and then let - Agricultural exporter (n): nơi xuất
them compare their answers with a khẩu nông sản

partner - Ancestor worship (n): việc thờ cúng
Step 2: Performing the task: tổ tiên

- Ss do as required to do the task - Magic charm (n): vẻ đẹp huyền ảo
- Take note the new words Ex 1: Key

Step 3: Discussion 1.land area
- T calls on some Ss to give their 2. income
answers aloud. 3.Vovinam

Step 4: Conclusion 4. family values
- T check the answer as a class 5. Heritage Sites
3. PRACTICE
a. Aim: to help Ss to know what is the subheading of a short brochure
d. Organization:
CONTENTS
ACTIVITIES
- T ask Ss to do ex 2 and ex 3 individually
then compare with a partner
- SS do as appointed to do the task Ex 2: Key
Step 3: Discussion a.4 b.5 c.2 d.3 e.1
T calls on some Ss from different groups
to answer in front of class
Step 4: Conclusion
4. APPLICATION
a. Aim: to build up Ss’ ability in writing a short brochure
c. Outcome: SS can know how to write an information text for a short
brochure based on given information
d. Orginization:
CONTENTS
ACTIVITIES
- Ask ss to read the sample brochure in 2
and the information text features in 3

again. Then have them go through the
points about Indonesia in pairs. Discuss
any unfamiliar words or phrases.
- Have Ss write a short text, using the
given information
- in class

Step 3: Discussion
- T asks Ss to exchange their writings
with a partner for peer review.

Step 4: Conclusion
- T ask the rest of the class listen and
give comments, and correct errors if

necessary

I.OBJECTIVES
1.Knowledge
-To review the falling and rising intonations, words and phrases related to ASEAN,
Gerund and state verbs in continuous forms.
2.Skills
3.Educational aims
- To respect ASEAN countries and their diverse cultures
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
d. Organization:
T ask Ss : Do you want to have a scholarship to study in Singapore ?Why
2. PRESENTATION
questions well
d. Organization
CONTENTS
ACTIVITIES
Step 1: Transfering the learning Communication
task: Ex 1: Key
Ex 1: 1c, 2e, 3b, 4f, 5d, 6a
- Explain to Ss that they need to read
the information about 2 kinds of

Singapore –sponsored scholarships.
- Ask them to distinguish between the
Singapore Scholarships Have Ss

work first individually, and then
check their answers in front of the
class.
Ex 2:
- Tell Ss to read the instructions
carefully. Ask a pair of Ss to model

the example.
- Have Ss work in pairs. If they have
access to the Internet, they can also

use additional information to
formulate further questions.

- Ss do as requested to complete the
task
Step 3: Discussion
- T asks some Ss to answer aloud (ex
1)
- Have some pairs ask and answer
their Qs in front of the class. (ex 2)

Step 4: Conclusion
- Ask the rest of the class to comment
how useful or detailed the answer to

each question is.
-
3. PRACTICE
questions well
d. Organization
CONTENTS
ACTIVITIES
task:
- Ask Ss to look at the pictures and
read the instructions
- Explain some new words
Culture
- Ask Ss to do ex 2 then encourage
Ex 1: Answer
them to provide reason for their
They are dancing Lamvong. This is a
answers
traditional Lao folk dances
Ex 2: Key
- Ss do as requested to complete the
1.F 2.T 3.F 4.NG 5.F 6.T
task
- Take note new words
Step 3: Discussion
- T asks some Ss to answer aloud
Step 4: Conclusion
4. APPLICATION
their ideas freely about some folk dances
c. Outcome: Ss can speak about some folk dances
f. Organization:

CONTENTS
ACTIVITIES
task:
Ask Ss to work in groups of three or
four to talk about one popular folk
dance.
Step 3: Discussion
- T invites representatives of different
groups to show their dance to the

class
Step 4: Conclusion
- T praises Ss for good presentation
skills

I.OBJECTIVES
1.Knowledge
speaking skills
2.Skills
-To help Ss develop the skill of working in pairs and groups
3.Educational aims
- To respect ASEAN countries and their diverse cultures.
II. TEACHING AIDS
III. PROCEDURES:
1. WARM UP
d. Organization:
2. PRESENTATION
a. Aim: Help Ss to review the pronunciation rules of falling intonation on
statements and rising intonation on yes/no question
c. Outcome: SS can pronounce words with falling intonation on statements

and rising intonation on yes/no question and use appropriate vocabulary in
the topic
d. Organization:
CONTENTS
ACTIVITIES
task:
- Ask Ss to work individually to to
these task *Pronunciation

Step 2: Performing the task: Key:
- SS do the task as appointed - Falling intonation 1,3,5
Step 3: Discussion - Rising intonation: 2,4
- Get their answers back orally. *Vocabulary
- Ask them if anyone has a different Key:
answer. 1.e 2.d 3.b 4.f 5.c 6.a
Step 4: Conclusion
- Check Ss’ answer and explain if
necessary
a. Aim: help Ss to review the use of gerunds after some verbs and phrases, and
continou form of state verbs
c. Outcome: Ss can do the ex correctly
d. Organization:
CONTENTS
ACTIVITIES
task: Ex 1: key
- Ask sts to work in pairs to finish these 1. To win
sentences 2. Entering
Step 2: Performing the task: 3. Catching
- Ss do the exercise individually then 4. To take
compare their answer in pairs. 5. visiting
Step 3: Discussion Ex 2:Key
- T calls some students to write the 1. swimming
answers on the board. 2. dancing
- Other students listen to the answer and 3. fnding
give comment 4. speaking
Step 4: Conclusion 5. completing
- T checks the answers as a class Ex 3: Key
1. feel
2. is having
3. am looking
4. is smellinh
5. is feeling
Ex 4: Key
1. recognise
2. know
3. is thinking
4. Do... remember
5. Are ... feeling
4. APPLICATION
collaborative way
b. Content: PROJECT
c. Outcome: Ss can find information for a report on ASEAN countries
and present it to the class
d. Organization:
CONTENTS
ACTIVITIES
task:
- Divide the class into two groups.
Have Ss find out the answers to the

questions and take notes.
- Provide help, if necessary.

- SS do the task as appointed
Step 3: Discussion
-T allows enough time for
representatives of each group to
present their reports to the class.
- Encourage Ss from the same group
to provide support by giving

explanations or additional
Information. Ss from the other
group should listen and ask extra
questions.
Step 4: Conclusion
- T gives comment
REVIEW 2 (P1)
I. OBJECTIVES
1. Knowledge
+ Vocabulary: Words / phrases related to topics “Caring for those in need”, and “Being
part of ASEAN"
+ Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation.
+ Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the
continuous forms.
2. Skills
3. Attitude
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP
2. PRESENTATION- VOCABULARY
d. Organization
CONTENTS
ACTIVITIES
- Explain the task requirement. 1. disabilities
- Get sts to work individually first to 2. visual
do the task, then work in pairs to 3. donation
compare the answers. 4. disrespectful
Step 2: Performing the task: 5. hearing
- Do as appointed to do the task Ex 2: Key:
Step 3: Discussion 1. Association
- T calls on a student to write his/her 2. member
answers on the board 3. stability

Step 4: Conclusion 4. Charter
- T checks the answers with the whole 5. bloc
class
d. Organization:
CONTENTS
ACTIVITIES
task: 1. has lived
- Elicit the forms and uses of the past 2. got
simple tense or the present perfect, the 3. developed
use if gerund and infinitives. 4. have reached
- Ask Ss to do this activity individually 5. has been
Step 2: Performing the task: Ex 5: Key
- Ask students to do this task 1. watching
individually and then compare their 2. to go
answers with a partner’s 3. having
Step 3: Discussion 4. to post
- Ask a student to do the activity on the 5. hearing
board while other students also do Ex 6: Key
this activity individually. 1. think
Step 4: Conclusion 2. are you thinking
- Check students’ answers, and ask 3. is tasting - tastes
students for any explanation, if 4. are seeing
necessary 5. see
4. APPLICATION - PRONUNCIATION
d. Organization:
CONTENTS
ACTIVITIES
task:
- Ask Ss to do this activity
individually
- Ask students to do this task
individually and then compare their
answers with a partner’s Ex 3: Key:
Step 3: Discussion 1 3 4 6
- Ask a student to do the activity on
the board while other students also
do this activity individually.
Step 4: Conclusion
- Check students’ answers, and ask
students for any explanation, if
necessary
REVIEW 2 (P2)
I. OBJECTIVES
1. Knowledge
+ Vocabulary: Words / phrases related to topics “Caring for those in need”, and “Being
part of ASEAN"
+ Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation.
+ Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the
continuous forms.
2. Skills
3. Attitude
II. TEACHING AIDS
III. PROCEDURE
1. WARM UP- READING
d. Organization:
CONTENTS
ACTIVITIES
Step 1: Transfering the learning EX 1b: Read the text and match
task: 1. a 2. d 3. b 4. c
- T asks ss to read and answer the Ex 2: Key
questions 1. Devices that help disabled people
Step 2: Performing the task: perform an activity.
SS work in pair with the ex 1,2 2. They can communicate quickly by
Step 3: Discussion sending and receiving messages.
- Call on some ss to write the answers 3. They can have documents read out
on the board loud electronically on their computer.
- Other students give comment 4. Children with visual impairment and
Step 4: Conclusion their parents can read together /share
- T gives comment and adds on to the reading.
answer if necessary 5. It can improve the quality of life for
people.
2. PRESENTATION- SPEAKING
d. Organization:
CONTENTS
ACTIVITIES
task:
Ex 3:
- Ask Ss to work in pairsand read
about the three universities in

Singapore and discuss any unfamilar
words or phrases
Ex 4:
-Have Ss stay in the same pair or work
with a different partner to answer the
two questions. Encourage Ss to
discuss their choices with their
partners
- Do as appointed to do the task
Step 3: Discussion
- T calls some Ss to presnet their
answer to the class

Step 4: Conclusion
3. PRACTICE - LISTENING
d. Organization:
CONTENTS
ACTIVITIES
task:
- Tell sts that they are going to listen
to Mr Long and his daughter Mai

discussing the different culture in the
ASEAN countries
- Play the recording 2 times for sts to
listen and do the task. Ex 5: Key

Step 2: Performing the task: 1.T 2.F 3.T 4.F 5.T
- Listen to the recording and do the
task
Step 3: Discussion
aloud.
Step 4: Conclusion
T checks and gives feedback.
4. APPLICATION - WRITING
d. Organization:
CONTENTS
ACTIVITIES
task:
- T asks Ss to use the facts given (or
find additional information if

necessary) to write an introduction to
Thailand. Ss may write their drafts first
in class, and swap with a partner for
peer review.
- Step 2: Performing the task:

Step 3: Discussion
-Ask Ss to make any revisions based on
their partner's comments and complete
their final versions at home
Step 4: Conclusion
- Select one st’s writing for model
correction then give feedback

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`UNIT 1: THE GENERATION GAPS

- Speaking: Talking about parent-child relationship problems, and offering advice on

2. Students: - textbook, workbook, pen, pencil…

- Ask Ss to work in pairs to ask and

answer the questions

their partners’type of family and what

UNIT 1: THE GENERATION GAPS

2. Students: Students: textbook, workbook, pen, pencil…

compare their answers 1. hairstyle/table manners

Step 3: Discussion 2. generation gap 3. nuclear

- T calls on some Ss to give their answers family

answers in front of the class Ex 2: Key:

complete the sentencs, and pay attention Grammar

UNIT 1: THE GENERATION GAPS

- Ask Ss to match the highlighted words in 2. impose

the text with the definitions given 3. brand name

- Ask Ss to read the questions first to work 5. conflicts

out the type of information they will Ex 4:

Step 4: Conclusion clothes may break rules and norms

their time in a more useful way

answers on a piece of paper.

UNIT 1: THE GENERATION GAPS

2. Students: - Textbook, workbook, pen, pencil…

Step 2: Performing the task:

answer. T call one ss to answer aloud

further discuss if they have ever

and their parnts complain about

need to express their ideas

and practices reading in front of class

UNIT 1: THE GENERATION GAPS

II. . TEACHING AIDS

1. Teacher: textbook, lesson plan

2. Students: - textbook, workbook, pen, pencil…

two teenagers, Tom and Linda,

and ex 2 then compare with their

- Have Ss work in pairs to ask and

answer the questions

- T give feedback and correction if

UNIT 1: THE GENERATION GAPS

- To encourage Ss to work harder

2. Students: - textbook, workbook, pen, pencil…

- Ask Ss to read the family rules late at night

- Have Ss complete the sentences and household chores

Step 2: Performing the task: and tidy.

before going to bed

and get bad marks

UNIT 1: THE GENERATION GAPS

2. Students: Textbook, workbook, pen, pencil…

TEACHER AND STUDENTS'

asking and answering the questions

answers and help them to express their

person to report the group’s oppinions

highlight any words they may not

about the reasons for the return of the

Have Ss answer the questions, and

- Other groups give comments

They then compare their notes with a

UNIT 1: THE GENERATION GAPS

2. Students: - textbook, workbook, pen, pencil…

anf put a stress mark before the