(ThichTiengAnh.Com) Giáo án Tiếng Anh lớp 10 cơ bản thí điểm đầy đủ UNIT (bản WORD)

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Giáo án Tiếng Anh lớp 10 thí điểm

PERIOD 01 UNIT 1: FAMILY LIFE
GETTING STARTED - Household chores
Date of planning: ……/……./2018 Date of teaching: ……/……./2018
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present progressive
2. Skills: - To help learners get started with 4 skills in Unit 1
- Reading: Read about the benefits of sharing housework
- Speaking: Exchange opinions about household chores
- Listening: Listen to people talk about the roles of family members
- Writing: Write about doing household chores in the family
3. Attitudes: - To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Read through English Unit 1 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
Lead in Mother: cook/prepare meals (do the cooking), wash
Ask Ss if they often do housework and the clothes (do all the laundry),
what housework each member of their You: clean/sweep/mop the house/the floor,
family does Father: take out the garbage, do some cooking
- She's busy doing her work. She spends time both
Ask them look at the pictures and guess going out to work and taking after her family
what they show - She's a student. She is busy doing her homework. She
often has too much homework to do but she also
helps with the housework
- He also goes out to work to support the family, but he
also shares the household tasks with his family
member
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1. Listen and read - ask sb out for a game of tennis - go out with sb
Ask Ss listen to the recording and read the - prepare dinner - do the cooking
conversation - work late - help with the
housework/cooking
- share the household duties - study for exams
- divide household chores - split the chores equally
- shops for groceries/ do shopping - clean the house
- do the heavy lifting
- do all the laundry/ wash the clothes
- do the washing up/ wash the dishes
- take out the rubbish/garbage
- handle/take responsibility for/ be responsible for
most of the chores around the house
- be responsible for the household finances
- homemaker - breadwinner
- housework, household/ domestic

chores/tasks/duties/
2. Work in pairs. Decide whether the
statements are true (T), false (F) or 1. F 2. NG 3. F 4. T 5. T 6. NG
not given (NG) and tick the correct
box.
Ask Ss to work in pairs and do the task
Asks Ss to give the reasons for their
answers
3. Listen and repeat the household chores household finances
words/phrases heavy lifting laundry
Ask Ss to listen to the recording and rubbish groceries
repeat the words/phrases washing - up
4. Write the verbs/verb phrases that split, divide, handle (household) chores
are used with the words/phrases in take out rubbish do laundry
the conversation shop for groceries do heavy lifting
Ask Ss refer back to the conversation do washing - up
and do the task be responsible for household finances
4. Consolidation: (3 mins) - Household chores mentioned in the conversation
- Practice the conversation
5. Homework: (1 min) - Household chores mentioned in the conversation
- Do the task again - Read Unit 1 - Language at home
IV. SELF-EVALUATION:
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LANGUAGE
1. Language focus: - To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar: the distinction between the present simple and the present progressive
2. Skills: - To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
2. Students: - Read through English Unit 1 - language at home
III. PROCEDURE
2. Check up: (5 minutes) - Ask some Ss to write some new words and do the tasks again

VOCABULARY 1. f 2. e 3. a 4. h
1. Matching the words and phrases 5. b 6. g 7. d 8. c
with their meaning below. - the act of washing plates, glasses, pans
Ask Ss to do the tasks and compare the - an action that requires physical strength
results with their partner - a person who manage the home, raise children
- earn money from a job - instead of
- routine task
- food/ other goods at a shop/ supermarket

2. List all the household chores that - prepare dinner - cook (do the cooking)
are mentioned in the conversation. - shop - clean the house
Then add more chores to the list. - take out the rubbish - do the laundry
Ask Ss to work in pair. Read the - do the washing up - do the heavy lifting
conversation again and do the task - be responsible for the household chores
Others
- mop/sweep/tidy up the house - bathe the baby
Elicit more chores to add to the list - feed the baby - water the house plants
- feed the cat and dog - iron/fold/put away the clothes
- lay the table for meals - mow the lawn
3. Work in pairs. Discuss the I often help my parents V/to V
questions below. I often help with N/Ving in my family I
Ask Ss to work individually, read their take the responsibility for Ving/N
list of chores and write down the person I am responsible for
who does each of the chores My main responsibility is to V
Let Ss work in pairs or in groups to ask ....
and answer the questions
PRONUNCIATION Do as appointed
1. Listen and repeat /tr/ trash
Play the recording and let Ss listen /kr/ crane, crack
Play it again with pauses for them to /br/ brush
repeat each word
2. Listen to the sentences and circle 1. Her brother borrowed her motorbike and crashed it
the word you hear. -b
Ask Ss to read the word in rows paying 2. The crane has been there for quite a while - b
attention to the difference between the 3. I like bread with butter - c
sound clusters 4. Is it true that he quit? - a
Play the recording and let Ss listen to
the sentences and circle the word they
hear
GRAMMAR - daily habits and routines
1. Read the text and choose the - is happening or not happening now, at the moment
correct verb form of speaking
Let Ss read the text individually once and 1. does 2. cooks 3. cleans 4. is watching
ask them to pay attention to the 5. is doing 6. is doing 7. is tidying up 8. is trying
words/phrases such as every day, today, - housewife - do most of the housework
at the moment - Mother's Day - do it all for her
Ask them to work in pairs to compare - watch one's favourite programme on TV
their answers - try hard - make it a special day for sb
Elicit the use of the present simple and
the present progressive
2. Use the verbs in brackets in their 1. does, is not cooking, is working 2. is taking out
correct form to complete the 3. cleans, is cleaning 4. is preparing
sentences 5. look after, works 6. is watching, watches
Let Ss work in pairs to give the answers - work on an urgent report
- prepare for one's exams
Ask them to give clues for their answers divide the duties in the house
look after the children work to earn money
watch out now = presently = currently
4. Consolidation: (3 mins) - Vocabulary related to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
5. Homework: (1 min) - Vocabulary related to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
- Do the task again - Read Unit 1 - Reading at home


READING – Sharing housework
1. Language focus: - Vocabulary related to the topic of sharing housework
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
II. PREPARATION
2. Students: Read through English Unit 1 - Reading at home
III. PROCEDURE
2. Check up: (5 minutes)
The use of the present simple and the present progressive and do the tasks?
Lead in
Inform Ss of the lesson objectives: Read and understand the text about roles in the family
PRE READING the mother is doing the washing up
1. Look at the pictures and answer the the father is tidying up the dinning table
questions the first daughter is cleaning the floor
Let Ss work in groups, do the task the second daughter is cleaning the refrigerator
Yes they are because they do the housework
together. all members of the family share the
housework
WHILE READING
2. Read the text below and decide which c. Sharing housework makes the family happier
of the following is the best title for it - be considered + a + N/to be
Let Ss read the three heading a, b, c first - woman's duty - the rest of the family
and make sure they understand all of them - help out
- be good for all the relationships within the family
Ask Ss to read through the text once - be good for sb as individual - psychologist
without stopping at the words that they - realise enormous benefits
don't know the meaning - do well/better at school - become more sociable
- have better relationships with sb
Ask them to work in pairs to decide on the - learn good skills - be more responsible
best title for the text that gives the general - tend to V - overall good people
idea of the whole text - see sb Ving - care about sb
- put all of the housework on sb
Help them eliminate the choice that is only - contribute to the household chores
one aspect of the text - be vulnerable to illness - think about divorce
- work together on household chores
- positive atmosphere >< negative
- set a good example for sb - find a way to do st
- work well together - be critical of each other

3. Look again at the text. Can you1. sociable - friendly

understand the words from the2. vulnerable - able to be easily physically,
context? Tick the appropriate meaning emotionally or mentally hurt
for each word from the text 3. critical saying that st is bad
Let Ss read the text again, understand the 4. enormous - very very large
words: sociable, vulnerable, critical, 5. tend - likely to behave in a particular way

enormous and tend

4. What does "it" in line 11 and line 14
mean? Line 11: c - the husband doing housework
Ask Ss to work in pairs, find out what "it" Line 14: b - the time when everyone work together in
refers to in each sentence. the house
5. Answer the questions 1. children benefit 2. why ... better relationship
Put Ss in groups of 3, ask them to read the 3. What may happen 4. family benefit
questions first to make sure they1. They do better at school, become more sociable, and
understand them by asking them to have better relationships with their teachers and
underline key words friends
Let Ss read the text again and locate the2. Because it shows that they care about their wives
parts of the text where they can get the and that makes their wives happy
answers 3. They may fall ill easily or may think about divorce
4. There is a positive atmosphere for the family
POST READING 1. I have some problems/ difficulty/ trouble in
6. Discuss with a partner organizing the time and the order of my housework
Put Ss in groups of four and let them logically and scientifically
discuss the questions freely 2. Sharing housework makes my family members
closer to each other
4. Consolidation: (3 mins) - Vocabulary related to sharing the household chores
- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
5. Homework: (1 min) - Vocabulary related to sharing the household chores
- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
- Do the task again - Read Unit 1 - Speaking at home
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SPEAKING – Chores I like!
1. Language focus: - Vocabulary related to the topic of household chores
- To provide learners different expressions of like and dislike
2. Skills: - To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
II. PREPARATION
2. Students: - Read through English Unit 1 - Speaking at home
III. PROCEDURE
Distinguish the use of the present simple and the present progressive and do the tasks again

Lead-in Do as appointed
Ask Ss to brainstorm with the key - Do/share the housework/household/domestic chores/
work housework tasks/duties
Suggestions: - split/divide/handle the household chores
- peel the potatoes - prepare breakfast, lunch, dinner
- run to the shop/ get some eggs - cook breakfast, lunch, dinner

- help sb with the dinner ... - do the cooking, shopping, laundry, washing up, gardening,
- empty the dusting, ironing, cleaning, heavy lifting, washing
dustbin/dishwasher/waste-bin - shop for groceries - make the bed
- clean the refrigerator/cooker - water the plants - water/feed the pets
- put the toy away - clean/mop/sweep the house, the floor, the patio
- throw out empty bottles - hoover the sitting room - tidy up the house
- be responsible for the - take out the rubbish, garbage
family/household - look after/raise the children - lay/clear/wipe the table
finances - wash the dishes/clothes - hang the washing out
- work to earn money - iron/fold the clothes - give st a wipe/ clean
1. Which household chores do Do as appointed. Like: - cooking I like eating/cooking
you like and which do you - sweeping the floor It's easy/not too hard /I like seeing the
dislike? Why? house clean after I sweep it
Ask Ss to work by themselves, - lay the table I like seeing delicious food on the table
write at least 3 household chores - do the ironing I like to be well-dressed/I like my clothes to be
they like and 3 they dislike then in good conditions
add a reason - water the plants/feed the pets I love animals/ I love green
More Suggestions: plants in my house
- mop/tidy up the house It make - take out the rubbish - It helps to protect the environment
me tired/It's tiring Dislike: - cleaning the bathroom It's dirty
- do the laundry It's time - wash the dishes I often break things when I do the washing
consuming up
- do the ironing It's not easy. I - do the cooking It's hot and I sometimes cut myself
sometimes burn the clothes
2. Match Mai's answer with Do as appointed
Anna's question and practise the What household chores do you do every day?
dialogue Which of the chores do you like doing the most?
Let Ss work in pairs. Ask them to What do you like about it?
read all the questions and guess Which of the chores do you dislike doing the most?
the answer. 1. c 2. a 3. d 4. b
3. a. Have a similar conversation - Do as appointed
with a partner. Find out which What household chores do you do every day?
chores she/he likes or dislikes Which of the chores do you like doing the most?
and why. What do you like about it?
Ask Ss to interview their friends Which of the chores do you dislike doing the most?
and note down on the sheet of Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be fond
paper of/ be keen on
- Name: - Household chores: Dislike/ hate/ don't like/ detest/
- Likes Reason - Do as appointed
- Dislike Reason I have just interviewed .... about the household chores he/she
3. b. Report to the class about does in the family.
your partner's likes and dislikes She/He often ...
Ask Ss to go to the board, look at She/He likes ... because She/He
their note and report the result to dislikes ... because
the class
4. Consolidation: (3 mins) - Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
- Do the task again - Read Unit 1 - Listening at home

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LISTENING – Family Life – Changing Roles
1. Language focus: Vocabulary related to the topic of family life - changing roles
2. Skills: - To promote Ss to develop their listening skills
II. PREPARATION
2. Students: - Read through English Unit 1 - Listening at home
III. PROCEDURE
2. Check up: (5 minutes) - Ask some pairs of Ss to make the interview and report again
Lead in Do as appointed
Write down two words wife/woman Woman/wife Man/Husband
and husband/man and ask Ss to note - do all the housework not share any housework
down the role of them in the past and - be responsible for child- go out to work and earn
in present time raising/ be financially money/ breadwinner
dependent have the total power in
- not have much power in both the society and
both the society and family
family
- go out to work and look -earn money and share the
after the family housework
- have better education, -fair attitude toward
have more power in both women
the society and family
1. Look at the chart and discuss the Do as appointed
changes in weekly hours of basic In 1976, married women in the USA did four times as
housework by married men and much housework as married men
women in the USA In 2012, married women in the USA did three-fifths of
Ask Ss to work in pairs, look at the the housework and married men did the rest.
chart and discuss the changes in the From 1976 to 2012 the weekly hours of basic housework
weekly hours of basic housework by done by married men increased greatly. This means that
married men and women in the USA married men in the USA tend to share more and more
housework with their wives.

2. Listen to a family expert talking Do as appointed

about how the role of men and 1. T 2. T 3. T 4. F 5. T
women in families have changed Tape script
and decide whether the following Today we'll discuss the changes in roles performed by
is T or F men and women in the family. Changes in family life
1. children raising: Both parents have have made men's and women's roles more alike than
equal responsibility to nurture and to ever as the wives are also be responsible for the family
take care of the children finances.
2. Breadwinning: Husband's and wife's Family experts say the old notions of who does what in
careers are equally important the family may be more and more unclear. Men are not
3. Housework: The household chores the sole breadwinners for the family like they used to be
should be equally divided between and they are becoming much more involved in
the wife and the husband housework and parenting

4. Recreation: Both partners have an Because men and women's role in families have become
equal chance at time for their own more alike, for couples to balance their work and family
interests and of course, to be with each life, perhaps, "equally shared parenting" is the best
other solution. "Equally shared parenting" means the
Experts have found out that families "conscious and purposeful sharing" in domains of life:
that can keep to those four principles
of "equally shared parenting" become
happier and the divorce rate is the
lowest amongst them.
3. Work in pairs. Match the word Do as appointed
and phrase with appropriate 1. e 2. b 3. c 4. d 5. a
meaning Provide Ss with the tape script and ask them to fill in
Let Ss work in pairs to match the word the blank
and phrase with its appropriate 1. alike 2. sole 3. involved
meanings 4. balance 5. equally 6. divorce
4. Listen again and answer the 1. They are not the only breadwinner in the family, and
question they get more involved in housework and parenting
Ask Ss to read the question carefully 2. Both are responsible for family finances, home making
and then answer the questions and parenting
3. The families become happier and the divorce rate
amongst them is the lowest
4. Consolidation: (3 mins) - Vocabulary related to the topic - Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of family life - changing roles
- Listening skills - Do the task again - Read Unit 1 - Writing at home
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WRITING – Many hand-made light work
1. Language focus: Vocabulary related to the topic sharing the housework
2. Skills: - To promote Ss to develop their writing skills
II. PREPARATION
2. Students: - Read through English Unit 1 - Writing at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some pairs of Ss to make the interview and report again

1. Work in pairs and discuss the Do as appointed

meaning of the saying "Many hands This saying means if many people share a piece of
make light work" work, it will become easy for everybody. This also
Ask Ss to do the task applies to doing housework in the family. If all
members contribute to housework, each won't have to
do much.
2. Read the text about Lam's family Dad: mending things around the house, cleaning the
and complete the chore chart bathroom

Ask Ss to do the task Mum: do most of the cooking and grocery shopping
Lam: doing the laundry, taking out rubbish, cleaning
the fridge, laying the table for meals, sweeping the
house and feeding the cat (share with sister)
An: helping mum prepare meals, wash the dishes, laying
the table for meals, sweeping the house and feeding the
cat (share with brother)
3. Read the text again and answer the 1. There are four people in Lam's family
question 2. Both parents work and the children spend most of
Ask Ss to do the task their time at school
3. They split the housework equally in the family
4. The father ...
5. Yes, they do, they do it willingly
6. The burden is not on one or two people, so
everyone has time to relax.
4. Make your family chore chart, then Do as appointed
using the ideas in the chart, write a - work individually to make family chore chart
paragraph about how people in your - make an outline of the paragraph
family share housework based on the - exchange their writing for peer comment
idea on the chart 1. Introduction (Q 1, 2) 2. Body (Q 3, 4)
3. Conclusion (Q 5, 6)
4. Consolidation: (3 mins) - Vocabulary related to the topic - Writing skills
5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores
- Writing skills - Do the task again
- Read Unit 1 - Communication and Culture at home
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COMMUNICATION AND CULTURE
1. Language focus: To provide learners some communication samples and cultural items
2. Skills: - To promote Ss to develop their communication skills and cultural understanding
II. PREPARATION
2. Students: Read through English Unit 1 - Communication and Culture at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings

Communication
Discussion - who does what in your Mr. Pham Hoang c, e, g Mrs. Mai Lan: a, f
family? Mr. Nguyen Nam: b, d
1. Look at the pictures and say what Tape script
is each person doing TV host: Good evening, welcome to the Happy Family
Ask Ss to do the task Programme. Our topic today is "Roles in the family" and
our guests are Mr. Pham Hoang, an artist, Mr. Nguyen

2. Listen to the TV talk show. Who said Nam, a teacher and Ms. Mai Lan, a doctor. Now We'll
what? hear what they think the roles of the wife and husband
Ask Ss to read the statements are in today's society. Mr Pham Hoang?
Play the recording. Ss listen and do the
Mr. Pham Hoang: Well, in my opinion, in the family, the
task husband is the provider while the wife if the
The man is doing his housework: do the homemaker. Her job is to look after everyone in the
cooking, cleaning and laundry family and take care of the house to make sure it's clean
The woman is doing her housework: do and neat and that the family has good meals every day.
the cooking, ironing, cleaning, TV host: So you mean the wife has to do most of the
laundry, and looking after the childrenhousework? What do you think Ms. Mai Lan?
They are too busy and tired of their Ms. Mai Lan: Well I don't think so. Women's roles have
household chores. They look unhappy changed. They also work to share the financial burden
and They are easy to get angry with their husbands, so their husbands should share
the household duties with them
TV host: I see. What do you think, Mr. Nguyen Nam?
Mr. Nguyen Nam: I agree with Ms. Mai Lan. Homemaking
3. Work in groups. Discuss the can't only be the job of the wife or the husband. Both
questions. Then report your group's should join hands to provide for the family and to make
opinions to the class. it happy.
Ask Ss to do the task Do as appointed
Culture - Two students read out the texts
Read the two test about family life in - take note new words
Singapore and in Vietnam and nuclear family >< extended family
answer the questions child minder = baby sitter nursing
- Ask Ss to do the task home
Questions Answers
in Singapore In Vietnam
Type of family nuclear family extended family
Child caring Nursery school Grandparents or
or child minder great
grandparents
Old-person Nursing home Children or
caring grandchildren
Educating Taking part in Helping children
children activities of with their
Parent Support homework,
Group or giving them
Parent Teacher advice on
Association behaviour
4. Consolidation: (3 mins) - Discussion the change in women's and men's roles

- Family life in Singapore and in VN
5. Homework: (1 min) - Discussion the change in women's and men's roles
- Family life in Singapore and in VN - Do the task again
- Read Unit 1 - Looking back and Project at home
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LOOKING BACK AND PROJECT

1. Language focus: - To help students revise what they have learned in unit 1
- To do a small project in which they can develop their speaking skills
2. Skills: - To develop their communication skills and cultural understanding
- To develop the skill of working in pairs and groups
II. PREPARATION
2. Students Read through English Unit 1 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) Ask Ss to go to the board talk about family life in Singapore and in VN
LOOKING BACK - Do as appointed
Pronunciation cream /kr/ brushed /br/ crashed /kr/
- Play the recording and let Ss listen and tree /tr/ traffic /tr/ try /tr/
write created /kr/ brother /br/ brown /br/
/tr/, /br/ and /kr/ above the word that bread /br/ breakfast /br/ brave /br/
has the corresponding consonant cluster travelling /tr/ train /tr/ true /tr/
sound. Then, put Ss in pairs to practise crime /kr/ increasing /kr/
reading the sentences
Vocabulary - Do as appointed
1. What are the people doing? 1. preparing meals 2. shopping for groceries
- Let Ss work in pairs to write the name of 3. doing the laundry 4. taking out rubbish
the chore under each picture 5. cleaning the toilet 6. doing the washing-up
7. doing the ironing 8. sweeping the house
2. Use the words/phrases to complete 9. watering house plants 10. feeding the cat
the text - Do as appointed
- Ask Ss to read the text carefully, using 1. does the cooking 2. shops for groceries
the context clues to decide which 3. does the heavy lifting 4. laundry
word/phrase can be used 5. ironing 6. takes out the rubbish
7. sweeping the floor/house 8. lays the table
Grammar 9. does the washing up
1. Finish the sentences with either the
present simple or the present - Work in pairs, do the task
continuous 1. am writing/ miss 2. am looking after
- work in pairs to finish these sentences 3. looks/ is wearing 4. am cooking
2. Work in groups. Discuss the 5. are you reading 6. do people in your family do
following questions
Put Ss in groups to discuss the questions - Work in groups, do the task
PROJECT Work in groups, compare your findings and
Do a survey reports to the class.
Ask Ss to do the survey Let the groups have some time together the assemble
the results of their survey
4. Consolidation: (3 mins) - Revise what Ss have learnt in unit 1
- Do a survey and report the result

5. Homework: (1 min) - Revise what Ss have learnt in unit 1
- Do a survey and report the result
- Do the task again - Read Unit 2 - Getting started

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PERIOD 09 UNIT 2: YOUR BODY AND YOU

GETTING STARTED - An apple a day
1. Language focus: - To help learners get started with some language items in Unit 2
- For vocabulary, that is words and phrases related to illnesses and health
- For pronunciation, that is how to pronounce /pr, pl, gr, gl/
- For grammar: the future simple and going to and the revision of the passive voice
- Reading: Read about acupuncture
- Speaking: Speak about getting rid of bad habits
- Listening: Listen to a text of choosing a healthy diet
- Writing: Write about what to eat and not to eat
3. Attitudes: - To help Ss get started for Unit 2 with the topic "your body and you"
II. PREPARATION
2. Students: Read through English Unit 2 - getting started at home
III. PROCEDURE
2. Check up: (5 minutes) Revise vocabulary, grammar, pronunciation of unit 1
Lead in
Ask Ss to make a list of healthy and unhealthy things
- Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise
- Unhealthy things: wine, beer, coffee, cigarette, lack of physical exercise
1. Listen and read - take notes some new words
Ask Ss listen to the recording and saying = idiom = proverb sick
read the conversation = ill
Alzheimer's disease lose weight >< gain weight / put on weight
boost = rise = encourage = promote disease = illness = sickness = malady
brain's memory function incredible = unbelievable = amazing/surprising
get a disease
2. Work in pairs. read the - Work in pairs, answer the questions
conversation again and answer1.This saying means apples in particular and fruits in general
the question are good for our health
Ask Ss to work in pairs and do the2.Eating apples or drinking apple juice can bring about 3 main
task benefits: helping you to lose weight, build healthy bones
Asks Ss to give the reasons for their and prevent diseases like cancer.
answers 3. It affects memory or the brain
4.He feels surprised at the benefit of apples and apple juice.

3. Listen and repeat the prevent disease bones weight

words/phrases brain boost healthy
Ask Ss to listen to the recording and
repeat the words/phrases
4. Wise words: laughter is the When I failed my math examination last semester and had

best medicine to retake it, I felt really upset and ashamed of myself. I
Ask Ss to work in groups to report avoided meeting my friends and just stayed at home during
on a time when laughter was the summer holiday, but my close friend was very helpful and
best medicine for them sympathetic. She encouraged me and cheered me up by
telling me jokes and making me laugh. The laughter really
helped and I could be more comfortable and confident.
4. Consolidation: (3 mins) - Benefits of apples and apple juice mentioned in the conversation
5. Homework: (1 min) - Benefits of apples and apple juice mentioned in the conversation
- Practice the conversation - Do the task again - Read Unit 2 - Language at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

LANGUAGE
1. Language focus: - To provide learners some language items in Unit 2
- For vocabulary, that is words and phrases related to illnesses and health
2. Skills: To promote Ss to develop the skill of working in pairs and groups
II. PREPARATION
2. Students: Read through English Unit 2 - language at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again
VOCABULARY - Take notes some new words
1. Matching the words and phrases circulatory system be made up of
with their definitions below. blood vessels digestive system
a. Matching break down the food we eat respiratory system
Ask Ss to do the tasks and compare the breathe in oxygen breath out carbon dioxide
results with their partner skeletal system support our body
b. Practise saying the names of the 5 protect our organs nervous system
systems controller feel emotions
Asks Ss to take turns to say the name of 1. c 2. d 3. b 4. e 5. a
the 5 systems
2. Which system do the body parts - Do as appointed
below belong to? 1. circulatory system: blood/ heart
Ask Ss to work in pair. Put body parts in 2. digestive system: stomach/ intestine
correct systems 3. respiratory system: breath/ air/lung
4. skeletal system: bone/ spine
5. nervous system: skull/ brain/ nerve/ thinking

1. Listen and repeat /pr/ print /pl/ plough /gr/ gradual /gl/ glance
Play it again with pauses for them to
repeat each word
2. Read these sentence aloud - Do as appointed: to read the sentence aloud
Play the recording and let Ss listen to

the sentences
GRAMMAR - Do as appointed
1. Read the following about will and Give examples or explanation if necessary
be going to
Let Ss read through the use of will and
going to
2. Identify the use of will and be - Work in pairs, do the task
going to 1. 1 2. 3 3. 5 4. 6 5. 2
Ask them to give clues for their answers
3. Put a tick for an appropriate - Work in pairs, do the task

sentence and a cross for an 1. x (2) 2. v (4) 3. v (6) 4. v (5)
inappropriate one 5. x (5) 6. v (4) 7. v (5) 8. v (1)
Ask Ss to work in pairs, read the
sentence and do the task
4. Complete the following sentences - Work in pairs, do the task
with the right form of will/ be going 1. is going to rain/will (6/4) 2. won't (2)
to 3. will/ is going to (4/6) 4. are going to (5)
- Ask Ss to work in pairs and do the task5. will (4) 6. are going to (5)
7. will (1) 8. am not going to
4. Consolidation: (3 mins) - Vocabulary related body parts and systems
- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/
5. Homework: (1 min) - Vocabulary related body parts and systems
- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

READING - Acupuncture
1. Language focus: To provide learners some vocabulary related to acupuncture
- Skim the text to get the general idea
- Scan the text to get some specific details
II. PREPARATION
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to distinguish the use of will and be going to
Lead in
Inform Ss of the lesson objectives: Read and understand the text about acupuncture
PRE READING Work in groups, do the task

1. Look at the picture and title, do Acupuncture is a traditional medical treatment which is
you know anything about widely used in Asian countries such as China and
acupuncture Vietnam.

Let Ss work in groups, do the task

WHILE READING
2. Read the text below. In pairs or - Work in groups, do as appointed
groups, choose the three most + one of the oldest medical treatment in the world
interesting things you learnt about + can ease pain and treat from simple to complicated
acupuncture. ailments.
Let Ss read the text and do the task + There are more than 2000 acu-points where hair- thin
needles are placed
+ is considered to be very safe
+ is used as a reliable alternative to modern medicine by
a lot of people
Ask Ss to report their result to class + an estimated 8.2 million American adults have tried
acupuncture
3. Read the text quickly and find 1. diseases = ailment 2. stop = ease
words which are closest in meaning 3. pressure point = acupoint 4. care = precaution
to the following 5. choice = alternative 6. cure = treatment
Let Ss read the text again, work in pairs 7. proof = evidence 8. enhance = promote
and do the task
4. Read the text again and answer the questions
Ask Ss to work in pairs, read the text again and answer the questions
1. It's promoting harmony between humans and the world around them and a balance between jin
and jang
2. It is believed to promote the body's natural healing capacities and enhances its functions
3. There are more than 2000 nowadays
4. They are soreness, slight bleeding or discomfort
5. Those who have electrical or electronic medical devices inside them
6. Acupuncture is considered as a reliable alternative to modern medicine
POST READING Yoga consists of light or medium physical exercise
5. Do you know any other alternative which helps to enhance your strength and healing
therapies like yoga, acupressure, capacities.
head massage or aromatherapy Like acupuncture, Acupressure affects your acupoints.
Put Ss in groups, ask them give However, It's considered to be safer. It helps to
information they know about other release/ease pressure, stress and tiredness
alternative therapies Head massage helps to release pressure, stress and
tiredness, helps blood to circulate better.
Ask Ss to report The aromatherapy use fragrance to make us feel
comfortable, it helps us to reduce stress.
4. Consolidation: (3 mins) - Vocabulary related to acupuncture and other alternative therapies
- Reading skills: skimming, scanning, guessing the meaning through context
5. Homework: (1 min) - Vocabulary related to acupuncture and other alternative therapies
- Do the task again - Read Unit 2 - Speaking at home
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SPEAKING
1. Language focus: - To provide learners some vocabulary related to good and bad habits
- To provide learners different expressions of giving advice and suggestions
II. PREPARATION
2. Students: Read through English Unit 2 - Speaking at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about acupuncture
1. Which of the following habits Do as appointed
are good for you? There are a lot of habits which are good for us. They are being
Let Ss to discuss in groups and thankful, keeping a routine, doing regular exercise, never
find out which habits are good for giving up, saving money, and reading regularly.
them and which are bad for On the other hand, some habits such as staying up late,
them? smoking, watching TV all day, littering, and eating what you
like are bad for us.
2. Discuss why some of the Do as appointed
habits are good for you, why There are a lot of reasons why some habits are good for us.
some are bad for you. How can Firstly such habits as doing regular exercise and keeping a
you stop the bad habit? routine are good for our health. Besides some habits such as
Ask Ss to work in groups to reading regularly help us to enrich our knowledge. In
discuss the questions addition, other habits make us to behave better and live more
independently.
Most of bad habits often affect our health, make us tired and
reduce our strengths.
There are some things we can do to stop a bad habits. First of
all, we should make a list of negative effects of that habit.
Besides, We must find out an alternative to that habit. For
example, instead of watching TV too much, you can read
books, go out with your friends and take part in other outdoor
activities. Last but not least, We are advised to hang out with
people who don't have that bad habit.
3. Look at the following text Do as appointed
and read the advice. Do you We could follow some of these tricks to get rid of bad habits
think you could follow it? Why - swap good habits for bad ones
or why not. Ask them to read the - think of the benefits you will have when you get rid of a bad
text and discuss with their habit
partner to answer the questions - shake up your routine slightly
4. Choose one bad habit and - Do as appointed
make a list of do's and don'ts Kick staying up late
Ask Ss to work in groups and do Do's Don'ts
the task Plan things carefully Watch horror films or

Finish work early frightening TV programs
Eat just enough at dinner Drink coffee and strong tea
Wake up early Take naps during the day

Do exercise Get up late

Kick smoking
Do's Don'ts
Make a list of dangerous effects of Hang out with
smoking smokers
Chew sing gum whenever you want Put/place cigarettes
to smoke within your reach
Only go to non-smoking places
4. Consolidation: (3 mins) - Vocabulary related to good and bad habits
- Expressions of giving advice and suggestions
- Speaking skills: discussing in pairs and groups, reporting the result to class
5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes
- Vocabulary related to good and bad habits
- Expressions of giving advice and suggestions
- Speaking skills: discussing in pairs and groups, reporting the result to class
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

LISTENING – The Food Pyramid
1. Language focus: To provide some vocabulary related to food pyramid and a healthy diet
II. PREPARATION
2. Students: Read through English Unit 2 - Listening at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some pairs of Ss to talk about good and bad habits
Lead in Do as appointed
Let Ss make a list of food and drink Good Bad
that are good and bad for us vegetable/ fruit/ fish meat/ oil/ coffee
milk/ fruit juice/ beer and wine/
mineral water alcoholic drink
1. What do you usually have for Do as appointed
lunch and dinner? Do you care about I often have rice, meat, and sugary drink
the nutritional value of the things I rarely have vegetable and fruit juice for my lunch and
you eat? dinner
Ask Ss to work in pairs, discuss and We know little about the nutritional value of the things
answer the questions we eat

2. Look at the picture below. What Do as appointed

do you think the listening is about? Look at the food pyramid we can see that in order to
Now listen control our weight, we should not only have a healthy
Let Ss work in groups and describe the diet but also do regular exercise.
food pyramid As can be seen from the food pyramid, we should eat

more foot from the bottom part of the pyramid

(vegetable, fruit, whole grains) and fewer from the top
Play the tape twice (red meat, refined grains, potatoes, sugary drink and
salt)
3. Listen again and decide whether Do as appointed
the statements are T or F 1. F – simple 2. T
Let Ss work in pairs to do this task 3. F - fewer/ at the bottom 4. T
5. F - a quarter of
4. Listen again divide the plate into - Do as appointed
sections and label which food
should be in each section
Ask Ss to work in groups and do this Vegetable (varied)
task
whole fish, nut

grains poultry,
beans
4. Consolidation: (3 mins) - Vocabulary related to food pyramid and a healthy diet

- Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of family life - changing roles
- Vocabulary related to food pyramid and a healthy diet
- Listening skills - Do the task again - Read Unit 2 - Writing at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

WRITING
1. Language focus: - To provide learners some vocabulary related to healthy foods and drinks
- To instruct Ss different expression of thanks, asking for and giving advice
II. PREPARATION
2. Students: Read through English Unit 2 - Writing at home
III. PROCEDURE
2. Check up: (5 minutes) Ask Ss to talk about different sections of a healthy dinner plate
1. Build a list of food from your - Do as appointed
own experience
Ask Ss to do the task

2. Read the fact below. Do you have - Read the text and note down new words
some of these foods on your list? - allergies: shellfish, mussel, shrimp, crab, seafood, milk,
Ask Ss to do read the text wheat, soya, peanuts
More: - bad breath: garlic, onion, fish, curry, alcohol, cabbage
- stress: caffeine-containing food: coffee, cola, chocolate

- sleepiness: dairy product, cottage tea, alcoholic drink, refined sugar, white flour, salt,
cheese, milk, soy product: soy milk, saturated fats, processed food, junk food, fast food
tofu, honey, almonds, banana, containing synthetic additives
poultry, whole grains, beans, rice, - sleeplessness: caffeine containing coffee, cocoa, strong
avocado, sesame, flaxseed, papayas tea, coffee, alcohol, fatty/spicy food, (MSG (monosodium
glutamate), artificial colours, flavourings)
3. Write inquiries for advice on the Dear expert,
diet I have been an expectant woman for two months and I
Ask Ss to work in groups and do the really wonder which foods are good and which are not
task good for me and my baby. I would be very grateful/thankful
Or: if you could give me some information about this.
Dear expert, Thank you
I have just had my appendix out/ Linda
appendicitis operation last week/ and Dear expert,
I was wondering if you could advise I am going to have my stomach operation next week and I
me what to eat and not to eat so that I know that what I eat may have some effect on my recovery
can recover quickly. after the operation. Could you give me some advice on this.
Many thanks Thank a lot
Peter James
4. You are the food specialist, give Do as appointed

advice Ask Ss to work in groups to Dear Linda,
do this task Pregnancy is a very important and sensitive period on
which foods and drinks have great influences. They provide
Ask Ss to exchange their writing for nutrition and necessary substances for the development of
peer comment the baby.
You are advised to eat whole grains with fish, beef, poultry
or red meat which make up half of your plate in your major
meals. They will provide you and your baby enough amount
of protein.
For the other half of the plate, you should eat vegetables
and fruits which are rich in vitamins and fibres.
Besides, you drink about 2 litters of water, or fruit juice per
day. This ensures that you and your baby are well hydrated.
Three glasses of milk each days will provide you and your
baby with carbohydrate and micro-substance
You shouldn't smoke during you pregnancy in case your
baby may be defected or mentally retarded.
You shouldn't drink caffeine containing and alcoholic drink.
4. Consolidation: (3 mins) - Vocabulary related to the topic of sharing household chores

- Writing skills
5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores
- Writing skills - Do the task again
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………



II. PREPARATION
III. PROCEDURE
Communication - Do as appointed
Discussion - who does what in your Picture 1, 2, 3: People are doing physical exercise.
family? Picture 4: People are swimming and diving.
1. Look at the pictures. Which parts of These activities benefit various parts of our body. They
the body does each activity benefit? are good for skeletal system, circulatory system
Ask Ss to work in groups and do the respiratory system, nervous system and digestive
task system.
2. In pairs or groups, discuss why - Do as appointed
these activities are healthy They stimulate our bones, joints and muscles and us to
Ask Ss to read the statements reduce pressure and tiredness (skeletal system) , cause
the blood to circulate better (circulatory system), help us
Play the recording. Ss listen and do the to control our breath (respiratory system), make us feel
task comfortable and relieved so that we can think
3. Work in groups. Choose a system of reasonably(nervous system), help us to break
the body and make a list of all down/digest the food quickly, burn calories (digestive
activities that are good for it system).
- Do as appointed


1. Read about the health beliefs and - take note new words
practices in two different countries. balance >< imbalance
- Ask Ss to do the task Herbal medicines
indigenous/local folk practices
cost-effective
2. Discuss the similarities and - Do as appointed
differences in health beliefs and Vietnamese and Indonesian people have both
practices between the two similarities and differences in their health beliefs and
countries practices. For the similarity, that is the use of herbal and
traditional medicines to treat the ill. In these both
countries, traditional treatments, and herbs are
considered to be safe, effective and affordable. For the
differences, Vietnamese people consider the imbalance
3. Do you know any traditional of yin and yang as the cause of sicknesses while
therapy (treatment without Indonesian people believe that illnesses are caused
medicine)? Share the basic ideas either naturally or personally. That is the reason why
Ask Ss to work in groups, talk about folk medicine Vietnamese practicers try to restore the
acupuncture yin/yang balance whereas Indonesian ones pay
attention to restoring normal, proper and comfortable

condition.
- Work in groups, talk about acupuncture.
4. Consolidation: (3 mins)
The similarities and differences in health beliefs and practices between two countries
5. Homework: (1 min) - Discussion the change in women's and men's roles
- Discuss the similarities and differences in health beliefs and practices between two countries
- Do the task again - Read Unit 2 - Looking back and Project at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

1. Language focus: - To help students revise what they have learned in unit2
II. PREPARATION
2. Students: Read through English Unit 2 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) To talk about health beliefs and practices in VN and in Indonesia
LOOKING BACK
Pronunciation - Do as appointed
- Play the recording and let Ss listen prince /pr/ play /pl/ prime /pr/
and write producing /pr/ glance /gl/ pray /pr/
/pr/, /pl/,/gr/,/gl/ above the word grimm /gr/ grounding /gr/ growth /gr/
that has the corresponding consonant grass /gr/ ground /gr/
cluster sound. Then, put Ss in pairs to
practise reading the sentences
Vocabulary
Complete the following sentences - Do as appointed
with a word or phrase about the 1. brain 2. lung/heart 3. digestive
body 4. skeletal 5. respiratory 6. stomach
- Let Ss work in pairs to do this task 7. nervous
Grammar
Underline the word in italics that - Do as appointed
best completes the sentence 1. will become (4) 5. is used
- Ask Ss to work in pairs to do the task 2. are broken down and converted 6. won't go (3)
3. is going (5) 7. are supported by
4. are stimulated 8. is going to rain (6)

PROJECT
1. Go round the class and ask other - Do as appointed
students to rank the order of Diets/ Personal hygiene/ Medical Care/ Leisure
importance of the following Activities
categories in staying healthy. Lan thinks/ believes that

Ask Ss to work in groups and do the In Lan's opinion

task ... is the most important to stay healthy
Next is ...
2. Report your findings to the class it is followed by ...
Let Ss to present the findings in front ... is more important than ...
of the class .... is less important than ...
... is the least important.
4. Consolidation: (3 mins) - Revise what Ss have learnt in unit 2
- Discuss the question and report the result
5. Homework: (1 min) - Revise what Ss have learnt in unit 2
- Discuss the question and report the result - Do the task again
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
PERIOD 17 WRITTEN TEST I

1. Language focus: - To test and mark the students - To get feedback from the students
2. Skills: To help Ss develop their skills to do MCQ tests
3. Attitudes: To give Ss the motivation to learn hard for their exam
II. PREPARATION
1. Teacher: - Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students: Prepare for the test at home
III. PROCEDURE
2. Check – up: (omitted)
3. Testing fields: (43 minutes)
* Vocabulary: Unit 1 – FAMILY LIFE Unit 2 – YOUR BODY AND YOU
* Grammar: The present simple vs the present progressive/ Will vs be going to V
* Reading skills: Nuclear family vs Extended family/ Healthy diets
* Listening skills: The role of family in our lives/ Advices on good habits
* Writing skills: The role of men and women in modern families/ How to kick a bad habit
4. Test matrix:
Knowledge/ Skills Numbers of Total Levels of questions
Questions Points easy fair hard very hard
1. Listening 8 2 4 (1.0) 3 (0.75) 2 (0.5) 1 (0.25)
2. Pronunciation 4 1 2 (0.5) 2 (0.5) 0 0
3. Use of language 12 3 4 (1.0) 5 (1.25) 2 (0.5) 1 (0.25)
4. Reading 8 2 2 (0.5) 4 (1.0) 2 (0.5) 2 (0.5)
5. Writing 5 2 0 2 (0.5) 2 (0.5) 1 (1.0)
Total 37 10 12 (3.0) 12 (3.0) 8 (2.0) 5 (2.0)
5. English Paper:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

PERIOD 18 TEST CORRECTION


1. Language focus: - To help Ss revise the knowledge - To get feedback from the students
2. Skills: To correct Ss’ errors if necessary
II. PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative
2. Students: Look at their test paper at home
III. PROCEDURE
2. Check – up: (omitted) Some Ss go to the board, do some tasks again
3. Testing correction: (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
- Explains some knowledge - Revise some knowledge
- Answers Ss’s questions - Ask questions

4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2
- The present simple vs the present progressive - Will vs be going to V
5. Homework: (1 minute) - Unit 3 - Getting started
………………………………………………………………………………………………………………
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PERIOD 19 UNIT 3: MUSIC

GETTING STARTED - Live on Stage
- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
- Reading: Read about TV show
- Speaking: Exchange opinions about TV show
- Listening: Listen to communication about music
- Writing: Write a biography
3. Attitudes: - To help Ss get started for Unit 3 with the topic "music"
II. PREPARATION
III. PROCEDURE

1. Listen and read - Read the conversation, take notes new word
Ask Ss listen to the recording and read pop star/ teen idol/ excite female fans/ look passionate
the conversation on stage/ deceiving/ platinum album/ biography/on the
Internet/ win second place in the Idol Contest/ home
country/ become popular/ homemade/
post st on the internet/ superstar/ (video) get over ....

Explain new words if necessary views/ solo artist/ single/ debut album/release =
publish
2. Work in pairs. Decide whether the Work in pairs, do the task
statements are true (T), or false
(F) and tick the correct box. 1. T 2. F 3. F 4. F 5. T
Asks Ss to give the reasons for their
answers
3. Read the dialogue again and give Work in pairs, ask and answer the questions
answer to the questions 1. They are talking about a young pop star
Ask Ss to work in pairs, and do the 2. He looked shy and passionate
task 3. He won second place in an Idol contest
4. His mother did
5. They gained over 10 million views
6. He had four singles enter top 40 before his first album
4. Find the adjective which describe shy: not at ease with other people
the teen idol and write them down passionate: having a keen enthusiasm or intense desire
then discuss their meanings for st
Ask Ss refer back to the conversation talented: a person with good natural ability
and do the task popular: widely liked or appreciated
well-known: famous
5. Reread the dialogue. Circle the decide to buy
verbs which are followed by began to post
infinitives the first solo artist to have four singles
4. Consolidation: (3 mins) - The young pop star mentioned in the conversation
5. Homework: (1 min) - Do the task again - Read Unit 3 - Language at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

LANGUAGE
- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
II. PREPARATION
III. PROCEDURE

VOCABULARY - Do as appointed
1. Use the word in the box to complete the 1. talent 2. pop
definitions 3. idol 4. contest

Ask Ss to do the tasks and compare the results 5. fan 6. clip

with their partner
2. Discuss the equivalent Vietnamese meanings Work in pairs, do the task
of the words from a to g. Ask Ss to work in pair 1. c 2. a 3. b 4. d
and finish the task 5. f 6. e 7. g
3. Use the words to make sentences about the - Work in groups, do as appointed
music or singers you know 1. My Linh is a one of the most popular solo
Ask Ss to work in groups, and make sentences from singers in VN
given words 2. "..." is My Tam's debut album
Let Ss present their results 3. A lot of photos taken at Ho Ngoc Ha's Live
Show were posted on the Internet
4. Expand your vocabulary. Add more related - Work in groups, do as appointed
words Music: concert, album, live show, solo,
Ask Ss to work in groups, add more related words single, video clip, band, orchestra, musician,
Let Ss present their results singer, composer,
Contest: competition, audience, judge, fan,
star, singer, pageant
PRONUNCIATION Work in groups, do the task
1. Read the conversation in getting started passionate
again. Circle words that have the ending sounds talent
/est, Ənt, eit/ contest
Let Ss read the conversation again and do the task
2. a Listen and repeat Do as appointed
Play the recording and let Ss listen /est/ contest
Play it again with pauses for them to repeat each /Ənt/ achievement
word /eit/ stage
2. b. Listen again and circle the word you hear. - Do as appointed
Ask Ss to read the word in rows passionate/best talent/different
Play the recording and let Ss listen to the guest/date/ test achievement/ parent
sentences and circle the word they hear
3. Can you write down some more words for each - Work in groups, do as appointed
ending request/ development/ penetrate
Ask Ss to work in groups and do the task
GRAMMAR - Work in pairs, do the task
Compound sentences 1. d 2. c
1. Match the conjunctions and, or, but, so with 3. a 4. b
their meanings - Work in groups of four, do the task
Let Ss work in pair and do the task 1. c 2. e 3. a
2. Match each heading with the correct end 4. b 5. f 6. d
Ask Ss to work in groups of four and do the task
GRAMMAR 1. to sing 2. to make 3. to do
Infinitives. Use the infinitive to complete the 4. sleep 5. Ride 6. to buy
following sentences
Let Ss work in pairs to give the answers
4. Consolidation: (3 mins) - Vocabulary related to music
- Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/
5. Homework: (1 min) - Vocabulary related to music
- Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

READING - A Global Smash hit

1. Language focus: To provide learners some vocabulary related to music
- Skim the text to get the general idea
- Scan the text to get some specific details
II. PREPARATION
III. PROCEDURE
The use of and, or, but, so; some students note down structures with to and bare infinitives?
Lead in * Do as appointed, answer the question freely.
Let Ss brainstorm the names of some Have you seen Vietnam Idol?
current contest TV shows ... Sao Mai Television Singing Contest?
What are your favourite TV contest shows? ... The Voice?
What do you think about them?
1. Look at the logos. Are you familiar with * Do as appointed
them? Tell a partner what you know a. Pop Idol, created by the British entertainment
Idol: A Global Smash Hit - great success in executive Simon Fuller, is a music competition
the world which began on British ITV on October 6 2001 to
Ask Ss to work in groups and discuss what select the best new young pop singer in the UK
they know about the logos based on viewer voting and participation
More: c. Vietnam Idol is a part of the Idolb. Who wants to be a millionaire or informally called
Franchise of the original reality program Millionaire is an American TV quiz show based
Pop Idol by Simon Fuller. The first season of upon the British program of the same title, which
Vietnam Idol aired on May 23 2007 on HTV offers a maximum prize of $ 1,000,000 for
9 and the fourth season aired on August 17, correctly answering a series of consecutive
2012 multiple choice questions
2. Read the text below discuss the * Do as appointed

significance of these years 2001, 2002, 2001: the year that Pop Idol was first launched in
2007 and 2012 the UK
Ask Ss to read through the text once without 2002: The beginning of the American Idol
stopping at the words that they don't know 2007: The first season of Vietnam Idol
the meaning 2012: The fourth season of Vietnam Idol
Ask them to work in pairs to find out the
significance of these years
3. Circle the appropriate meaning for * Do as appointed
each word from the text 1. b 2. a
Let Ss read the text again, find out the 3. a 4. a
words from the text 5. b
Ask Ss to work in pairs, choose the answers
4. Ask and answer the questions * Do as appointed

Put Ss in groups of 3, ask them to read the 1. The Idol format
questions first to make sure they understand 2. It came from the UK
them by asking them to 3. 12 years

underline key words 4. It's a franchised programme

Let Ss read the text again and locate the 5. Answers vary
parts of the text where they can get the
answers
4. Consolidation: (3 mins) - Vocabulary related to Idol Contest

5. Homework: (1 min) - Do the task again - Read Unit 3- Speaking at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

SPEAKING - Talking about TV Show
1. Language focus: - To provide learners some vocabulary related to the topic of TV show
- To provide learners different expressions of like and dislike
II. PREPARATION
2. Students: Read through English Unit 3 - Speaking at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about the history of Idol Contest
1. Read the following TV blurbs. Do as appointed
Complete the table with the notes VN Idol
from each show then compare and - To find a pop star
contrast the show with a partner - The winner will be chosen by a celebrity panel and
Ask Ss to work by themselves, home viewers
complete the table then share their - The winner will get a recording contract with VNR
answer with their partner records
Who Want to be a Millionaire
- To find a winner who will get a big sum of money
- The winner will answer a series of general knowledge
questions
- The amount of prize-money increase with the number
of questions
2. Imagine you are a TV producer. Do as appointed
You are creating a new show. Show name: Laughter's Show
Make a list of details about your Show type: Entertainment TV Show
show Time: 45 minutes, Saturday evenings from 8.00 - 8.45
Let Ss work in groups, develop their - To find out the winner who can refrain from laughing
imagination to create a TV show when participants are put into humorous situations
Let representatives from different - The winner will be awarded a 30-day traveling tour
groups to go to the board and give around VN
their presentations
4. Consolidation: (3 mins) - Vocabulary related to TV show

- Speaking skills: making discussion, comparison and distinction; presenting in front of the class
5. Homework: (1 min) - Vocabulary related to TV show
- Speaking skills: making discussion, comparison and distinction; presenting in front of the class
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

LISTENING - Inspirational Music
1. Language focus: To provide some vocabulary related to the topic of inspirational music
II. PREPARATION
2. Students: Read through English Unit 3 - Listening at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss go to the board and talk about their TV show
Lead in
Ask Ss to write down different kinds of music that they know Ask
them what kinds of music they like:
Do as appointed/ Pop music/ Folk music/ Country music/ Rap/ Hip-Hop
1. Do you know these artists? Discuss their Do as appointed
name 1. Trinh Cong Son 2. Luu Huu Phuoc
Ask Ss to work in pairs, look at the picture 3. Michael Jackson 4. Elton John
and give the names of these artists
2. Listen to the following song excerpt. Do as appointed
Tell your partner what you thought about That's the song Tien Quan Ca by Van Cao
and how you felt while you were listening I feel excited, patriotic and proud of my country
to it whenever I hear this song
Play the tape once Listen to the recording and work in pairs to do the
task
3. Now listen to the conversation Do as appointed C
between Anna and Nam. What are the The speakers are talking about favourite songs
speakers talking about? Circle the best Listen to the recording and work in pairs to do the
answer. task
Play the tape twice
4. Listen again and answer the question 1. "I have a dream" by Abba
Ask Ss to read the question carefully and 2. Inspirational songs
then answer the questions 3. His favourite songs inspire him and he can learn
lessons from them
4. Rap or Hip-hop
5. Work with a partner. Tell him/her Do as appointed

about your favourite music. Give reasons I like folk music because it's sweet and soft. It helps
Ask Ss to work in pairs, talk about their me to relax and reduce stress. It makes me find
easy to go to sleep.

favourite music I like hip hop because it's strong and exciting. It
makes me become more active. Whenever I listen
to hip hop I just want to dance and jump.
4. Consolidation: (3 mins) - Vocabulary related to the topic of Inspirational music
- Talk about your favourite music - Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of Inspirational music
- Talk about your favourite music - Listening skills
- Do the task again - Read Unit 3 - Writing at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

WRITING - Write a biography
1. Language focus: To provide learners some vocabulary related to biography
II. PREPARATION
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite music
1. Do you know this man? Read the Do as appointed
following paragraph. Match each of 1. b
them with the corresponding headings 2. c
Explain the word biography 3. d
Ask Ss to work in pairs and do the task 4. a
2. Work with a partner to ask and Do as appointed

answer questions 1, 2. Van Cao was born in 1923 in Hai Phong
Ask Ss to work in pairs and do the task 3. It was Tien Quan Ca
4. He died in 1995 in HN
5. Answers vary
He was one of the greatest Vietnamese composers, a
man of many talents and devoted all his life to the
career of music.

3. Write a biography, using one of the Do as appointed

fact files Luu Huu Phuoc was born on September 12, 1921 in
Can Tho. He was one of the most famous figures in
Ask Ss to do the task culture. He is remembered as a composer of many
lively patriotic wartime songs, children songs and the
occasional opera.
Among his most well- known works are Bach Dang
Giang; Tieng Goi Thanh Nien, Giai Phong Mien Nam.
For his great contribution to Vietnamese culture, he
was appointed many important positions. He was a

member of the National Assembly. He also worked as

the chairman of the Committee of Culture and
Education of the National Assembly of the Social
Republic of VN. After his death, he received the most
rewarding prize, HCM Prize.
Luu Huu Phuoc is regarded as one of the most
prominent culture figures during the national
liberation movements. He diedon June, 16, 1989 in
HCM City.
4. Consolidation: (3 mins) - Vocabulary related to writing a biography
- Writing skills: write a biography
5. Homework: (1 min) - Do the task again
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

1. Language focus: - To provide learners some communication samples and cultural items
II. PREPARATION
III. PROCEDURE
Communication Do as appointed
1. Match the name with the picture a. Chopin b. Elvis Presley c. Michael Jackson
Ask Ss to do the task d. Tchaikovsky e. Johann Strauss f. Van Cao
2. Read and complete the sentence Do as appointed
using the names above 1. Johann Strauss 2. Tchaikovsky
Ask Ss to read the sentence and work in 3. Elvis Presley 4. Van Cao
pairs to do the task 5. Chopin 6. Michael Jackson
3. Listen to the recording, ask and Do as appointed
answer the questions 1. Their are three speakers
Ask Ss to read the questions and check 2. They are talking about a local entertainment
understanding programme
Play the tape twice 3. It is going to take place in the City Opera
Ask Ss to work in pairs and do the task 4. Mai will buy the ticket


1. Read the texts and do the task that - Take note new words
follow mono chord
- Ask Ss to do the task back
vocal
2. Work with a partner, complete Quan Ho singing Dangdut music

the table Vietnam Indonesia

Ask Ss to work in pairs and do the task Folk music Pop music
Four singers Eight singers
Bamboo flutes, s36- Both traditional and
stringed musical modern musical
instrument instruments: drums flutes,
electric guitars, organs
3. Listen to the music. Ask and Do as appointed
answer the following questions 1. Nhu Co Bac Ho trong Ngay Vui Dai Thang
Let Ss to work in pairs and do the task 2. Pham Tuyen
3. Answers vary
Yes. I like it. It's a good song about HCM President.
4. Consolidation: (3 mins) Discussion “Quan Ho singing in VN and Dangdut music in Indonesia”
- Read Unit 3 - Looking back and Project at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

II. PREPARATION
2. Students: Read through English Unit 3 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about family life in Singapore and in VN


Pronunciation /est/ /әnt/ /eit/
1. Listen and repeat the following - Do as appointed
sentences 1. passionate /eit/
- Play the recording and let Ss listen and 2. talented /әnt/
write 3. confident /әnt/
/est, Ənt, eit/ above the word that has the 4. modest/est/
corresponding consonant cluster sound.
Then, put Ss in pairs to practise reading - Do as appointed
the sentences 1. It came from Bac Ninh in the 13th century
2. Listen and write down the words 2. A pair of female singers sing a challenging phrase and
Vocabulary a pair of male singers respond by singing a matching
1. Complete the text with the phrase. The order is reserved in the next round with a
appropriate words from the box different melody.
3. Answer vary

1. Quan Ho Singing is a kind of Vnese folk music which

2. Read the text originated in the 13th century and was recognised by
- Ask Ss to read the text carefully, using the UNESCo in 2009
context clues to decide which2. Dangdut music is a kind of exciting Indonesia pop
word/phrase can be used music which is played with a combination of
traditional and modern musical instruments such as
3. Describe drums, flutes, electrical guitars and organs.
* Do as apppointed
- Work in pairs, do the task
1. I will not be able to go to the concert tomorrow night
2. Let me to explain what the music except means
Grammar 3. He asked me sing a few songs by Van Cao
1. Complete the following compound 4. His performance makes me to fall asleep
sentences 5. My sister never agrees to let me to go to the rap show
- Ask Ss to work in pairs to finish these - Work in groups, do the task
sentences 1. I will not be able to go to the concert
Read the following sentences. 2. Let me explain
Underline the incorrect form of the 3. he aske me to sing
verb 4. His performance makes me fall
Put Ss in groups to discuss the questions 5. My sister never agree to let me go
3. Rewrite the incorrect sentences
PROJECT
Research a song of Quan Ho Singing or a - Do as appointed
Dangdut song. Think about the Where did it originate? How long has it been popular?
following questions What are its influences? Do you like it?
4. Consolidation: (3 mins) Revise unit 3, do research & present to the class
5. Homework: (1 min) - Do the task again - Read Review 1 at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
PERIOD 27 REVIEW 1 UNIT 1,2,3

PERIOD 1
1. Language focus: - To help students revise what they have learned in unit 1, 2, 3
- To give them a chance to practice
II. PREPARATION
2. Students: Read through Review 1
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing

Language Do as appointed
Vocabulary 1. c d
1. Match the phrases in A with the 2. e a

correct one in B 3. b
2. Complete the conversation, using the * Do as appointed
words from the box 1. lift weights 2. go rollerblading
3. exercise 4. exercise
5. watch TV
Pronunciation * Do as appointed
3. Write the words in the correct Tr: train, traffic, travel, treat, trash Kr:
columns and read them aload crash, credit, critical, cream, crime Pl:
play, plum, please, plough, place Gl:
glide …
Ant: statement
Eit: create, late
4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3
5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3
- Read Review 1 at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
PERIOD 28 REVIEW 1 UNIT 1,2,3

PERIOD 2
1. Language focus: - To help students revise what they have learned in unit 1, 2, 3
II. PREPARATION
2. Students: Read through Review 1
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing
Grammar Do as appointed
4. Put the verbs into the correct form 1. is coming – don’t want
2. don’t make – am studying
3. speaks – is speaking
4. am – will bring
5. isn’t working/ doesn’t work – will fix
5. Write the following sentences without Do as appointed
changing the meaning of the given 1. This road isn’t used very often
sentences 2. David is not often invited to parties
3. Fruit juice is included in the menu
4. Mr Miller’s room is cleaned every day
5. The music can be heard from far away
6. Match the beginnings in A with the Do as appointed
ends in B 1. c 2. d 3. e
4. a 5. b
4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3

5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3

- Read Review 1 at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
PERIOD 29 WRITTEN TEST I

1. Language focus: - To test and mark the students - To get feedback from the students
2. Skills: To help Ss develop their skills to do MCQ tests
II. PREPARATION
1. Teacher: - Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students: Prepare for the test at home
III. PROCEDURE
2. Check – up: (omitted)
3. Testing fields: (43 minutes)
* Vocabulary: Unit 1. FAMILY LIFE Unit 2. YOUR BODY AND YOU Unit 3. MUSIC
* Grammar: The present simple vs the present progressive/ Compound sentences/
Infinitives with to
* Reading skills: TV show
* Listening skills: Conversation about music
* Writing skills: A biography
4. Test matrix:
Knowledge/ Skills Numbers of Total Levels of questions
Questions Points easy fair hard very hard
1. Listening 8 2 4 (1.0) 3 (0.75) 2 (0.5) 1 (0.25)
2. Pronunciation 4 1 2 (0.5) 2 (0.5) 0 0
3. Use of language 12 3 4 (1.0) 5 (1.25) 2 (0.5) 1 (0.25)
4. Reading 8 2 2 (0.5) 4 (1.0) 2 (0.5) 2 (0.5)
5. Writing 5 2 0 2 (0.5) 2 (0.5) 1 (1.0)
Total 37 10 12 (3.0) 12 (3.0) 8 (2.0) 5 (2.0)
5. English Paper:
Read the passage below and choose one correct answer for each question.
In Britain, wedding invitations go out about six weeks before the wedding day. The guests reply
as soon as possible to say if they can come or not. Choosing a present for the couple can be
difficult. People don't take their presents for the wedding. They send them to the woman's house
before the wedding day. Most weddings take place before lunch or in the early afternoon. Many
people like to get married in church. The bride often wears a long white dress. Guests wear their
best clothes and most of the women wear hats. In the church, the bride's family sits on the left
and the groom's one sits on the right. Married people wear their wedding rings on the third finger
of the left hand. Most married women wear wedding rings, but married men often do not.
Câ u 1. According the passage, which of the following is NOT true?
A. It is not easy to choose a present for the couple.
B. Married people wear their wedding rings on the third finger of the right hand.
C. Invitations are sent out some weeks before the wedding day.
D. People who accept the invitations have to send their presents to the
couple. Câ u 2. The word presents has the same meaning with .
A. gifts B. hats C. flowers D. fingers

Câ u 3. When do the British have to send wedding invitations?

A. before the wedding day B. after the wedding day
C. no need to send D. in the wedding
day Câ u 4. Many people like to hold their wedding ceremony .
A. at home B. in a park C. at a restaurant D. in
church Câ u 5. Where do people often send their gifts for the wedding to?
A. both the bride and the groom's house. B. the bride's house.
C. the groom's house. D. the church.
Choose one sentence that has the same meaning as the root one:
Câ u 6. "You're always making terrible mistakes," said the teacher.
A. The teacher told his students that they were always making terrible mistakes.
B. The teacher told to his students that they were always making terrible mistakes.
C. The teacher told to his students that they was always making terrible mistakes.
D. The teacher told his students that they was always making terrible
mistakes. Câ u 7. Bob wrote some letters and then went to bed.
A. Before Bob wrote some letters, he had gone to bed.
B. After Bob had written some letters, he went to bed.
C. After Bob had gone to bed, he wrote some letters.
D. While Bob was writing some letters, he went to bed.
Câ u 8. " Thank you very much for your help, John," said Daisy.
A. Daisy told John to help her. B. Daisy would like John to help her.
C. Daisy thanked John for helping her. D. Daisy wanted John to help her and said
thanks. Câ u 9. "Would you like to have lunch with me on Sunday?" she said to me.
A. She suggested me to have lunch with her on Sunday.
B. She invited me to have lunch with her on Sunday.
C. She reminded me to have lunch with her on Sunday.
D. She begged me to have lunch with her on
Sunday. Câ u 10. Someone repaired his car last week.
A. There was something wrong with his car last week.
B. He had his car repaired last week
C. He wanted to repair his car last week
D. He asked for a repairman last week
Choose the best answer to fill in each gap to complete the sentences:
Câ u 11. John helping him carrying the package
A. thanked me for B. said thank you me C. asked me to D. told me to thank
Câ u 12. The teacher accused the boy not listening to what she was explaining.
A. of B. for C. with D. to
Câ u 13. They on the street when it rained
A. walked B. walking C. were walking D. was
walking Câ u 14. Jack and Kate have been married for 25 years already. Tomorrow will be
their Silver
.
A. celebration B. birthday C. part D. anniversary
Câ u 15. They volunteer to work in remote or areas to provide education for children.
A. low B. high C. mountainous D. mountain
Câ u 16. Michael: " ?" John: "Well, she's not very beautiful. But she's got bright eyes and
a very friendly smile."
A. What are her personalities B. What is she look like
C. What does she like D. What does she look
like Câ u 17. Jane expected to the university, but he wasn't.
A. admitting B. being admitted C. to admit D. to be admitted

Câ u 18. Would you mind for a moment?
A. waits B. waiting C. wait D. to wait
Câ u 19. My sister sees him .
A. visited his uncle every Sunday B. to visit his uncle every Sunday

C. visits his uncle every Sunday D. visit his uncle every

Sunday Câ u 20. "What kind of volunteer work are you participating in?" - - " ".
A. Yes, I was participating in helping sick people B. We took part in helping sick people
C. We're helping people in mountainous areas D. No, we don't enjoy volunteer work Câ u
21. What would you like to drink? -
A. Yes, please B. Coffee, please C. Thank you D. No, I
don't Câ u 22. He Japanese before he started to study French in 2006.
A. has studied B. studies C. studied D. had studied Câ u 23. out of
the window, he saw the cat climbing over the fence.
A. Being looked B. To look C. Look D. Looking
Choose the underlined word or phrase (A, B, C, or D) that needs correcting:
Câ u 22. John congratulated us of passing our exam.
A B C D
Câ u 23. I couldn't make my car to start this morning.
A B C D
Câ u 24. He said if the weather was bad tomorrow, the match would be postponed.
A B C D
Câ u 25. Everyone are wearing black this year because it's fashionable .
A B C D
Choose a word in each line that has the underlined part pronounced differently from the
rest:
Câ u 26. A. champion B. chemistry C. changeable D. church
Câ u 27. A. usefulness B. unhealthy C. university D. usually
Câ u 28. A. wanted B. visited C. handicapped D.
decided Câ u 29. A. award B. area C. agree D.
arrange Listening: You are going to listen to people talking about their birthday.
Task 1: Listen and check whether they have had their birthdays or not this year. Tick (√) the
correct answers.
Name Yes No
00. Ted √
30. Jill
31. Sue
32. Brian
Task 2: Listen again then check what activity each person do or will each person do for his or her
birthday party. Circle the best answers A, B, or C.
33. Ted
A. have a party B. study for exams C. meet friends
34. Jill
A. go to her parents’ house B. go on a trip by herself C. go to New York
35. Sue
A. have a barbecue B. go out to dinner with friends C. stay at home alone
36. Brian
A. meet friends B. have a busy day C. have a family party
37. Write a paragraph to describe a person you admire most.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
PERIOD 30 TEST CORRECTION II


1. Language focus: - To help Ss revise the knowledge - To get feedback from the students
2. Skills: To correct Ss’ errors if necessary


II. PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative
2. Students: Look at their test paper at home
III. PROCEDURE
2. Check – up: (omitted) Some Ss go to the board, do some tasks again
3. Testing correction: (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
- Explains some knowledge - Revise some knowledge
- Answers Ss’s questions - Ask questions

4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2
- The present simple vs the present progressive - Will vs be going to V
5. Homework: (1 minute) - Unit 3 - Getting started
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
PERIOD 31 UNIT 4: FOR A BETTER COMMUNITY

GETTING STARTED - Who needs our help?
- For vocabulary, that is words and phrases about volunteer work
- For pronunciation, that is how to pronounce /nd, ng, nt/
- For grammar, that is irregular past tense verbs, the past simple and past progressive
- Reading: Read about why people do volunteer work
- Speaking: Talk about local community development
- Listening: Listen to an announcement for volunteers
- Writing: Write an application letter for volunteer work
3. Attitudes: - To help Ss get started for Unit 4 with the topic "volunteer work"
II. PREPARATION
III. PROCEDURE

1. Listen and read - Read the conversation, take notes new word
Ask Ss listen to the recording volunteer (n, v) do volunteer work
and read the conversation voluntary voluntarily
Explain new words if disadvantaged by chance
necessary advertisement for volunteer positions
be hopeless at math meaningful
2. Read the dialogue again Read the dialogue again
and give answer to the Work in pairs, ask and answer the questions

questions 1. at 2 p.m. yesterday afternoon

Ask Ss to work in pairs, and do 2. He was teaching children at the Happy Mind Charity Centre
the task 3. Yes, he was. At first, many of his children couldn't read and write
4. It's useful to the society and meaningful
5. We raised funds to help the poor
We bought handmade products by the handicapped
We visited the sick and gave them money
3. Make dialogues using the Do as appointed

expressions in the box A: Hi Trang. I've received a leaflet advertising the Green Sunday
Ask Ss to work in pairs or Movement. Have you by chance heard of it?
groups to do this task B: Yes. Many of my classmates are taking part in this movement.
A: You are joining it, aren't you?
B: Not really. I took part in one of its meeting but I haven't
become its member yet.
A: What is the Green Sunday Movement for?
B: Its members help to protect the environment from pollution.
A: That sounds great. What exactly do they do?
B: Well, they plan more trees, collect the rubbish, and raise
people's awareness of the importance of protecting environment.
4. Consolidation: (3 mins) - Talking about volunteer work - Practice the conversation

5. Homework: (1 min) - Talking about volunteer work - Practice the conversation
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

LANGUAGE
- For vocabulary, that is words and phrases about volunteer work
- For pronunciation, that is how to pronounce /nd, ng, nt/
- For grammar, that is irregular past tense verbs, the past simple and past progressive
II. PREPARATION
III. PROCEDURE

VOCABULARY - Do as appointed
1. Read the conversation again, find -ed: disadvantaged, interested, excited
the adjectives -ing: interesting, exciting
Ask Ss to do the tasks and compare the -ful: useful, helpful, meaningful
results with their partner -less: hopeless, meaningless
2. Use the words in the brackets with Work in pairs, do the task

their appropriate form 1. meaningless 2. interested

Ask Ss to work in pair and finish the 3. hopeless 4. useful
task 5. excited/ meaningful 6. exciting
1. Listen and repeat /nd/ second
Play the recording and let Ss listen /ng/ interesting
Play it again with pauses for them to /nt/ announcement
repeat each word
2. Practise saying the following - Do as appointed
sentences
Ask Ss to read the sentences
Correct mistakes if necessary
GRAMMAR - Work in pairs, do the task
1. Rewrite the sentences in the past 1.I wore Jeans to school yesterday
tense, using the time expression in the2. My sister and I bought a lot of clothes last summer
brackets 3. My father read newspapers in bed last night
Let Ss work in pair and do the task 4. My mother made my bed last Sunday
5. I wrote letters to my grandparents yesterday
afternoon
2. Match 1-5 with a-e and complete 1.were walking/started 2. was talking/asked
the sentences in the past simple or the 3. lost/ were playing 4. were sitting/took
past continuous 5. rang/ was having
Let Ss work in pairs to give the answers
4. Consolidation: (3 mins) - Vocabulary related to volunteer work
- Irregular past tense verbs, the past simple and past progressive
- The pronunciation of /nd, ng, nt/
5. Homework: (1 min) - Do the task again - Read Unit 4 - Reading at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

READING - Why do people volunteer?
1. Language focus: To provide learners some vocabulary related to volunteer work
- Skim the text to get the general idea - Scan the text to get some specific details
II. PREPARATION
III. PROCEDURE
The use of and, or, but, so; some students note down structures with to and bare infinitives
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP
- Raise the question “Why do people volunteer?”
- Elicit students’ opinions, and encourage different viewpoints.
- Lead sts in to new lesson.

BEFORE YOU READ BEFORE YOU READ

Activity 1 Activity 1
- Introduce the title of the reading text and elicit the - Listen to the T
reasons why people volunteer.
- Ask students to tick the reasons they may read about - Work individually first, then work in
in the text and then compare their choices with their pairs to share the ideas.
partners’
- Ask some students to share their opinions with other
students in the class, encourage different viewpoints.
WHILE YOU READ WHILE YOU READ
- Ask students to scan the text and check their - Scan the text and check their
predictions in Activity 1. predictions in Activity 1.
- Check students’ answers, asking them to give clues - Give the answers.
from the reading text. - Check and correct the answers.
- Expected answers: a, √ b, X c, √ d, X e, √ f, √
- Ask students if they remember strategies to deal with- Read the text quickly to get general
this reading exercise – Gapped text or Missing ideas of what it is about.
Sentences. - Read the removed sentences. Think
- Elicit strategies from students and repeat them if about the meaning of these sentences
necessary. and make sure they match the
- Ask students to do this activity individually and then meaning of the text before and after
compare with a partner. the gaps.
- Check students’ answers and give further- Make sure that the extra sentence
explanation if necessary. doesn’t fit in any of the gaps. If it
- Expected answers: 1. D 2. A 3. B 4. C does, check your work again.
- Ask students to look back at the reading text to locate - Look back at the reading text to locate
the highlighted words the highlighted words
- Ask students to guess the meaning of each of these - Guess the meaning of each of these
highlighted words, based on the context. highlighted words, based on the
- Have them choose their meaning, then compare their context.
choices with other friends.
- Check students’ answers. - Give the answers.
- Expected answers: 1. A 2. B 3. C 4. B 5. A
AFTER YOU READ AFTER YOU READ
- Let students work in pairs to discuss the statements. - Work in pairs to discuss the
- Elicit different ways to express giving opinions that statements.
students know. Add more if necessary.
- Remind students to take turns speaking, not letting
one keep speaking and the other keep listening.
- Call on some pairs to perform in front of the whole - Present in class.
class.
4. Consolidation: - Vocabulary related to Volunteer
5. Homework: - Do the task again - Read Unit 4- Speaking at home
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………


SPEAKING
I. Objectives:
1. Knowledge: - To speak about volunteers and volunteer work
- Discuss in pairs/ groups about related topic.
- Reading: Read about why people do volunteer work
- Speaking: Talk about local community development
- Listening: Listen to an announcement for volunteers
- Writing: Write an application letter for volunteer work
3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work"
II. Methods: - Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: Checking new words of the previous lesson.
3. New lesson:
WARM UP WARM UP
- Asks Ss to work in pairs to answer the questions. -Work in pairs for 3 mins, then give
1. Have you taken part in volunteer work? answers freely.
2. What kinds of volunteer work do you often do? Eg: ? Helping people in remote and
→ Sets the scene: Supposed you are a volunteer and in the mountainous areas
now you decide which activities are volunteer and talk ? Helping old or sick people
about them. ? Taking part in directing the trafic…
PRE – SPEAKING PRE – SPEAKING
- Ask students to look at the pictures on this page and - Pay attention to teacher and then
name the activities in these pictures. Students should answer;
comment whether these activities are useful to the Funding
community or not. Bringing things (clothes) to the needy
Activity 1 Raising fund or taking opinions
- Ask students to work by themselves to look at some
activities for community development and to match
them with the reasons why they are important.
- Check students’ answers.
- Call on individual students to read aloud these
activities and give the reasons why they are
important.

WHILE SPEAKING WHILE SPEAKING

-Have students work in pairs to discuss why the - Work in pairs to discuss why the
activities in Act 1 are important for community activities in Act 1 are important for
development community development.
-Ask students to prepare ideas to support their reasons.
- Students may have different viewpoints. Encourage

these differences, providing that they support their Activity 3

opinions properly. - Work in groups and look at Activities
Activity 3 for community
- Have students work in groups and look at Activities development in Act 1
for community development in Act 1 - Rank the activities in the order of
- Ask members of each group to rank the activities in importance.
the order of importance. - Discuss to decide on the three most
- Encourage them to discuss to decide on the three most urgent/important things to do in
urgent/important things to do in their local area and their local area and explain why.
explain why.
- Ask students to practice using Useful phrases in
speaking.
POST SPEAKING POST SPEAKING
- Each group chooses a presenter from their group to - Present the group’s decisions to the
present the group’s decisions to the whole class. whole class.
- Other students in the class may raise questions to
ask the presenter for further explanations.
- Ask the class to vote for the group with the best - Vote for the group with the best
decisions. decisions.
5. Homework: - Do the task again - Read Unit 4- Listening at home
V. Self-Evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

LISTENING
I. Objectives:
1. Knowledge: - Words and phrases related to volunteers and volunteer work
- Listening to an announcement for volunteers to get specific information
2. Skills: Listening: Listen to an announcement for volunteers.
3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work"
II. Methods: Integrated, mainly communicative.
IV. Procedures:
2. Old lesson checking: Checking new words of the previous lesson.
3. New lesson:

WARM UP WARM UP
- Put the vocabulary items on the board in any order, eg: - Look at the words on the board.
war valid, martyr, intersection, the aged, orphanage,
remote…..
- Ask the Ss to work in pairs to answer the questions then - Discuss in pairs for 2 mins.
asks them to run to the board, as a representative.
- Give a Vietnamese translation for one of the words on the
board. The first team to hit the correct word gets the
point, ready for the next word….. - One is a representative and

- Call on some to give the answers aloud in front of the changes, ready for the next word
class. quickly…. to get more points to be
- Lead sts into new lesson. winner
PRE – LISTENING PRE – LISTENING
- Ask students to look at the pictures to see what the - Pay attention to teacher and then
people in these pictures are doing and why they are answer.
doing these activities Activity 1
Activity 1 - Work in pairs.
- Have students discuss the questions with a partner - Speak out the needy.
- Students are encouraged to speak about the needy in the
community.
- Call on one or two ss to share their stories.
WHILE SPEAKING Activity 2 WHILE SPEAKING Activity 2
- Tell students to match the words with their definitions, - Work in pairs to do the task.
then decide the parts of speech of these words.
- Have students compare with their friends.
- Expected answers: - Check and correct the answers.
Public service announcement (noun phrase)
Donate (v) Non-profit
Activity 3
- Have students guess their answers, encouraging all Activity 3
possible guesses and explanations. - Firstly, work individually to
- Write the students’ guesses on a corner of the board so listen to the recording and do
that they can see if their guesses are correct later. the class.
- Play the recording and let students do the activity.
- Check students’ answers. If many students in the class - Compare the answers with a
have the same incorrect answers, play the recording partner.
again and stop at the place where students can get the - Give the answers.
correct answers. - Check and correcting the
- Expected answers: 1. T 2. F 3. F 4. F 5. T answers.
- Have students listen to the announcement again and do - Listen again and do the task in
the activity pairs.
- Check students’ answers
- Expected answers: - Give the answers.
1. C 2. A 3. B - Check and correct the answers.
POST SPEAKING Activity 5 POST SPEAKING Activity 5
- Have students work in groups to ask and answer the - Work in groups to ask and answer
questions. the questions.
- Encourage students to share their personal experience or- Share their personal experience or
intentions to volunteer or do community service. intentions to volunteer or do
community service.
5. Homework: - Do the task again - Read Unit 4- Writing at home
V. Self-Evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………


WRITING


1. Language focus: - To provide learners some vocabulary related to biography
II. PREPARATION
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite music
WARM UP WARM UP
- Divide the class into small groups to complete the - Work in pairs and give the
sentences about writing formal letters in English. answers in each group.
1. You write your address in…….. of the letter A peer stands up to give the
2. The address of the receiver should be written on….. , answers with the others
starting below our address. 1.the top right-hand corner
3. When the letter starts Dear Sir/ Madam, you end it with 2. left
……. 3.“yours sincere”,/ “yours
4. You should leave a …between paragraphs Introduce: faithfully”,
Today we are going to learn how to write a formal 4. space
thank – you letter. Now we’re going to revise the - The group which has many
characteristics of a form letter. correct answers will be winner.
Others declare for the winner
PRE – WRITING Activity 1 PRE – WRITING Activity 1
- Ask students to read the letter and find out the reason - Read the letter and find out the
why Quan wrote it. reason why Quan wrote it.
- Students read and discuss with their friends.
- Expected answers: He wanted to apply for the volunteer
teaching job.

WHILE WRITING Activity 2 WHILE WRITING Activity 2

-Have students read the letter again and answer the - Read the letter again and answer
questions. the questions.
-Check students’ answers by asking them to read their - Work by themselves first then
answers aloud and correct the wrong answers if there are compare the answers with other
any. students.
- Expected answers:
1. He saw the advertisement in the Youth Newspaper on
February 22nd.
2. He taught a group of primary students in his area.
3. He taught them for two months.
4. He is creative, patient, and has great love for children.
5. He can give four references.
6. He can start teaching from next month.
- Have students read the different purposes of each - Read the different purposes of
paragraph of an application letter. each paragraph of an application
- Have students read the letter again to match each letter.
paragraph in the letter with its purposes. - Read the letter again to match
- Check students’ answers each paragraph in the letter with

- Expected answers: its purposes.

Para 1-b Para 2-c Para 3- d Para 4- a - Check and correct the answers.
- Ask students to read the job advertisement and answer - Read the job advertisement and
the questions about this job advert. answer the questions about this
- Check students’ answers job advert.
- Expected answers: - Answer these questions by
2. Reliable and hard-working themselves first and then check
3. Welcoming guests and receiving donations for the with their partners.
organization.
POST WRITING Activity 5 POST WRITING Activity 5
- Have students read the activity. Students may work in - Work in pairs or groups to
pairs or groups to brainstorm the ideas for the letter. brainstorm the ideas for the letter.
- Go around and helps students when needed.
If time is available, writing can be done in class. If not, this
can be assigned as part of the homework.
4. Consolidation: (3 mins) - Vocabulary related to writing a letter
- Writing skills: write a letter
V. SELF-EVALUATION:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

II. PREPARATION
III. PROCEDURE

Communication Do as appointed
1. Look at the list of activities. Which - helping the old and the sick
of them are necessary for - helping handicapped and disadvantaged children
community development in your - Taking part in directing the traffic
area? - Taking care of war invalids and the families of
Ask Ss to do the task martyrs
Do as appointed
What is the most important volunteer activity in your
2. Work in groups, exchange your area?
opinions I think it's protecting the environment is the most
Asks Ss to work in groups to do the task important.
Really? I think directing the traffic is the most

important
Culture - Do as appointed
1. What do you know about this man
- Ask Ss to do the task
2. Read the text about Mahatma Do as appointed
Gandhi and answer the questions Ask 1. He was born in 1869 in India
Ss to work in pairs and do the task 2. He fought for the rights of coloured people in general
and the Indians in particular
3. He helped to make the British leave India so that India
became independent in 1947. He also fought for the
rights of poor people and women in India
3. Work in groups talk about a Do as appointed
person who contributed to the 1. Ho Chi Minh President
development of your local 2. Dr. Ton That Tung
area/country Share your ideas with ....
your group.
Let Ss to work in groups and do the task
4. Consolidation: (3 mins) Talk about Mahatma Gandhi and famous volunteers

5. Homework: (1 min) - Talk about Mahatma Gandhi and famous volunteers
- Do the task again - Read Unit 4 - Looking back and Project at home
V. SELF-EVALUATION:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

II. PREPARATION
2. Students; Read through English Unit 4 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) Ask Ss to talk about Mahatma Gandhi and other famous volunteers


Pronunciation 1. B 2. A 3. B
Listen and circle the word you hear 4. B 5. B 6. B
- Play the recording and let Ss listen
and circle the word they hear with
/end, ant/
Vocabulary * Do as appointed
Choose the word from the box to 1. meaningless 2. excited
complete the following sentences Let 3. meaningful 4. interesting
Ss do this vocabulary exercise in 5. donate 6. disadvantaged

pairs or groups of 4
Grammar * Do as appointed
1. Write the sentences. Use the past1. The telephone rang while we were having dinner
simple or the past progressive form2. I was waiting at the bus stop when I received his text
of the verbs massage
- Ask Ss to work in pairs to finish the3. It started to rain while we were walking home from
task school
4. Were you listening when the teacher called your
name?
5. He was walking along the corridor when he saw a job
advertisement on the notice board.
2.Read the text about Tilly Smith and * Do as appointed
put the verbs in the past simple or 1. was having 2. realised 3. was sitting
the past progressive 4. recognized 5. wanted 6. was happening
Put Ss in pairs to do this task 7. told 8. ran
9. was 10. didn't kill
3.Read the text again and answer the * Do as appointed
following questions 1. She was a school girl from Surrey England
2. She was interested in geography
3. The sea water suddenly receded from the shoreline,
which is a symptom of a tsunami
4. She told her parents about the possible tsunami, and
her father warned other people on the beach and the
staff at the hotel where they were staying about it.
5. Student's own answers
PROJECT Do as appointed
Ask Ss to work in groups, so they can Find someone or place in their community who/that
share the workload needs help
Find out the problems and suggest solutions
Work out what they can do to help and make a plan
4. Consolidation: (3 minutes) - The pronunciation of /end, ant/
- The past simple vs the past progressive
- Vocabulary related to the topic volunteer work
5. Homework: (1 minute) - Vocabulary related to the topic volunteer work
- Do the tasks again
V. SELF-EVALUATION:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
PERIOD 39 UNIT 5: INVENTIONS

GETTING STARTED – Computers and our life
I. Objectives:
1. Knowledge: - By the end of the lesson, students are able to:
+ Use words and phrases related to the topic Inventions
+ Role play, practicing listening and speaking
- Reading: Read about natural world as inspiration for inventions.
- Speaking: Talk about Inventions, their uses and their benefits.
- Listening: Listen for specific information from an interview.

- Writing: Write about the benefits of an inventors.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"


IV. Procedures:
2. Old lesson checking (Omitted)
3. New lesson:
WARM UP
- Give some pictures and writes the names of these inventions on board:
a. Electric cooker b. Refrigerator c. Television d. Washing machine
e. Computer f. Cassette player g. Air conditioner h. Fax machine
- Ask sts to give name for the each modern invention.
- Ask some sts to read their names aloud and then give remarks.
- Lead sts into new lesson.
LISTEN AND READ Activity 1 LISTEN AND READ Activity 1
- Ask students to look at the picture and tell them the - Look at the picture.
two people in the picture are Phong and his father. Let
students guess what Phong and his father are talking - Guess what Phong and his father are
about. talking about.
- Play the recording. Have students listen and read - Listen to the conversation and read
silently. after silently.
- Tell students not to worry about the new vocabulary
or grammar points.
- Get sts to work in pairs to do the task. - Work in pairs to do the task.
- Call on sts to give the answers on the board. - Write the answers on the board.
- Check and correct the answers. - Check and correct the answers.
- Expected answers:
1. He promises to reward Phong if Phong passes the
English test.
2. Because his old mobiphone is still good.
3. Computers have changed our lives in many ways:
faster communication (emails), free entertainment
(online games), convenient shopping (online
shopping), etc.
4. He will use his laptop for listening to music, chatting
with friends, playing games, researching topics on the
web and typing his assignment.
5. (Answers may Activity 3
vary) Activity 3 - Firstly, work individually to do the
- Firstly, get sts to work individually to do the task. task.
- Ask sts to compare the answers with a partner. - Work in pairs to compare the answers.
- Call on sts to give the answers on the board. - Write the answers on the board.
- Expected answers: 1. C 2. A 3. D 4. B
4. Consolidation: - Talking about some inventions and their benefits.
5. Homework: - Practice the conversation


V. Self-Evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
LANGUAGE
I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Understand the formation of compound nouns and their meanings
- Identify the stress patterns of compound nouns and noun groups
- Use the gerunds and to infinitives to talk about the uses or purposes of something
- Use present perfect tense to describe an event or action happening in the past but having
result in the present.
- Reading: Read about natural world as inspiration for inventions.
- Speaking: Talk about Inventions, their uses and their benefits.
- Listening: Listen for specific information from an interview.
- Writing: Write about the benefits of an inventors.
IV. Procedures:
2. Old lesson checking: (Omitted)
3. New lesson:

VOCABULARY Activity 1 VOCABULARY Activity 1

- Explain to the students that the meaning of a - Listen to the T’s explanation.
compound noun is not always based on the meaning
of its parts. - Figure out the meanings of five
- Help them to use the dictionary to look for meanings compound nouns and their parts.
of five compound nouns and their parts. - Look at the pictures.
- Prepare some pictures of a video game, a smart
phone, a laptop, and an e-book reader for Key a
illustration, if students don’t know these things. 4. E-book: A book that is displayed on a
Key a computer screen or an electronic device
1. Video game: a game in which players control and (electronic using microchips to control a
move images on a screen (video: film or image; small electric current; book: a written
game: something you play for fun) work)
2. Smartphone: a mobile phone that has some functions5. Email: a way of sending messages to
of a computer (smart: intelligent, computer- other people by using a computer
controlled, phone: a telephone) (electronic: using microchips to control
3. Laptop: a portable, small computer that can work a small electric current; mail: post,
with a battery (lap: top part of your leg; top: upper letter)
surface) b. No, not always (e.g: laptop)
- Explain the formation of compound nouns. - Listen to the T
+N+N + N + Adj + V-ing + N - Take notes
- Remind sts that some compound nouns are written - Work in pairs
as one word ( e.g: bedroom), some as two words (e.g. - Give the answers.
swimming pool), ans some with a hyphen (-) in - Check and correct the answers.
between ( e.g. mother-in-law ). - Key b:
- Get sts to complete the task in pairs. 1. d pencil case 4. c headphones
- Elicit sts’ answers. 2. e blackboard 5. b food processor
- Check and correct the answers. 3. a washing machine

PRONUNCIATION PRONUNCIATION
- Explain some simple rules of stress in 2 syllable - Listen to the T
words. - Take notes into their notebooks.
1. Đa số cá c động từ 2 âm tiết thì trọ ng â m chính 4. Tính từ ghép thườ ng có trọ ng â m chính
nhấ n và o â m tiết thứ 2. nhấ n và o từ thứ 1, nhưng nếu tính từ
Ex: En’joy - co’llect - es’cape - de’stroy - ghép mà từ đầ u tiên là tính từ hay trạ ng
en’joy - re’peat - A’llow - as’sist - ac’cept từ hoặ c kết thú c bằ ng đuô i “ ed” thì
re’lax - a’ttract - a’ccent - Ex’plain - de’scend trọ ng â m chính lạ i nhấ n ở từ thứ 2.
- for’get - a’llow - main’tain - con’sent Tương tự độ ng từ ghép và trạ ng từ ghép
Chú ý: độ ng từ tậ n cù ng bằ ng ow; en; y; el; er; le; ish: có trọ ng â m chính nhâ n và o từ thứ 2 :
trọ ng â m ở â m tiết thứ nhấ t Ex: ‘home - sick ‘air- sick
Ex: ‘offer, ‘happen , ‘answer , ‘enter , ‘listen , ‘open, ‘praiseworthy ‘waterproof
‘finish, ‘study, ‘follow, ‘narrow... ‘trustworthy ‘lighting- fast ,
2. Đa số cá c danh từ và tính từ 2 âm tiết thì trọ ng â m Nhưng : bad- ‘temper short-
chính nhấ n và o â m tiết thứ 1 ‘sighted well-‘ informed ups’tair
Ex: ‘mountain ‘evening ‘butcher ‘carpet well – ‘done short- ‘handed north-
‘busy ‘village ‘summer ‘birthday ‘east down- ‘stream
‘porter ‘pretty ‘morning ‘winter 5. Cá c từ kết thú c bằ ng cá c đuô i : how,
Ngoạ i trừ : ma’chine mis’take a’lone a’sleep ..... what, where, thì trọ ng â m và o â m tiết 1 :
3. Danh từ ghép thườ ng có trọ ng â m chính và o â m Ex: ‘anywhere ‘somehow
tiết 1 : ‘somewhere ....
Ex: ‘raincoat ‘tea- cup ‘film- maker 6. Cá c từ hai â m tiết bắ t đầ u bằ ng A thì
‘shorthand ‘bookshop ‘footpath ‘shortlist ‘airline trọ ng â m và o â m tiết 2 :
Activity 2 Ex: a’bed a’bout a’bove a’back
- Play the recording. Activity 2
- Ask Ss to listen and tick the words they hear. - Listen to the recording
- Get sts to read outloud the words they hear. - Tick the words they hear.
- Check and correct. 1. b 2. a 3. a 4. b 5. a - Read out loud the words

GRAMMAR Infinitive and gerund GRAMMAR Infinitive and gerund

Exercise 1 Exercise 1
- Get sts to recall the use of gerunds and infinitves. - Recall the use of gerunds and
- Have sts work in pairs and groups to complete the infinitves.
exercise 1 1. getting; sending
- Call some sts to give the answers on the board. 2. to creat; (to) contact
- Check and correct the answers. 3. to read 4. to play
5. chopping; mixing 6. to store
- Explain the requirement of the task. - Listen to the T
- Have 2-3 sts model the example. - 2-3 model the example.
- Divide class into pairs and let them do the activity. - Work in pairs to do the activity.
The present perfect. The present perfect.
- Draw the timelines on the board and explain - Look at the timelines on the board
- Have sts work in pairs and groups to complete the 1. b has broken 2. d looks, has lost/lost
exercise 2 3. e Do you know; have forgotten/ forget
- Call some sts to give the answers on the board. 4. a have asked
- Check and correct the answers. 5. c left; have disappeared
- Have sts work in pairs and groups to complete the 1. Seems 2. Have affected 3. Were
exercise 3 4. Have encouraged 5. Has aided
- Call some sts to give the answers on the board. 6. Have killed 7. Prefer
- Check and correct the answers.
4. Consolidation: - Stress pattern: compound nouns and noun groups.

- The present perfect and Infinitives and gerunds.

5. Homework: - Do the task again - Prepare Unit 5 – Reading.
V. Self-Evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

READING
I. Objectives:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
2. Skills: Reading: Read about natural world as inspiration for inventions.
IV. Procedures:
3. New lesson:
WARM UP WARM UP
- Ask students some questions: - Listen to the teacher and answer the
1.What machine is used to type/ watch a film/ listen to questions:
music/ do calculators/ play games? 1. The computer
2. Can you use computers? 2. Yes, I can.
- Preteach new words. - Read through the text to find out new
- Ask sts to read through the text to find out new words.
words.
- Explain the words’ meanings.
- Instructs sts to read the new words. - Take notes.
- Call on some sts to read out loud to check their - Practice reading the new words.
pronunciation.

WHILE YOU READ Activity 1 WHILE YOU READ Activity 1

- Have students in pairs to discuss what the animals - Work in pairs to discuss what the
in the pictures can do but people can’t animals in the pictures can do but people
- Ask students questions to help them think of some can’t
devices or equipments that people have created to - Key act 1
allow them to do what they normally cannot. (e.g. as Picture a: A bird can fly
people cannot fly, what have they made to help Picture b: A dolphin can swim and stay
them fly??) underwater for a long time
People have invented an aeroplane, a ship or Picture c: A lotus leaf does not get wet. It
submarine, and a waterproof raincoat to make up for washes water away.
what they cannot do as well as these animals or
leaves.
- Ask students to read the text quickly and pick out - Read the text quickly and pick out
repeated words or phrases (e.g. inventions/ invent, repeated words or phrases (e.g.
imitating/ imitates, inspirational/ inspired). inventions/ invent, imitating/ imitates,

- Tell them that repeated words in a text may reveal inspirational/ inspired).
its main idea or general title. - Skim the text and choose the best title
- Have students skim the text and choose the best from three options.
title from three options. - Give the answers.
- Key: Imitating Nature - Check the answers.
- Ask students to read the text again and underline - Read the text again and underline the
the six words from Activity 1 six words from Activity 1
- Encourage students to guess the meanings of these - Give the answers.
words from context and match them with the - Key: 1. B 2. E 3. A 4. C 5. F 6. D
correct definition. Activity 4
Activity 4 - Answer the questions individually
- Ask students to answer the questions individually - Key:
- Key: 5. The material that makes up the glass
1. The inventions that imitate animals are the window has the ability to wash away the
aeroplane and the submarine. dirt in the rain.
2. The inventions that imitate plants are Velcro, the 5. An aeroplane: “its wings and shape
self-cleaning glass window and umbrella fabric. imitating those of a bird”
3. The aeroplane is considered one of the greatest 6. A submarine: “imitates a dolphin’s shape”
inventions in our history because it helps us to The Vecro: “hook and loop fastener”;
travel long distances in the air and encourages the “two fabrics sticking together thanks to
development of tourism and trading. the hooks on one surface and the loops
4. A submarine can help scientists to learn about life on the other”.
under the sea.
AFTER YOU READ Activity 5 AFTER YOU READ Activity 5
- Discuss the question and decide which of the tour - Work in groups of 3 or 4 to discuss the
inventions is the best imitation of nature. question and decide which of the tour
- The invention needs to be very similar to the related inventions is the best imitation of nature.
animal or plant in aeroplane or function.
4. Consolidation: By the end of the lesson, students are able to:
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups
5. Homework: - Do the task again
V. Self-Evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

SPEAKING
I. Objectives:
- Practise a dialogue with a partner about a 3-D printer
- Discuss about inventions - Introduce some inventions in front of the class
2. Skills: Speaking: Talk about Inventions, their uses and their benefits.

IV. Procedures:

3. New lesson:
WARM UP
- Ask students to work in groups to write as many words related to computers as possible in 2
minutes. Which group writes the most correct words will be the winner.
-Call the representatives of each group to give the answers.
-Give remarks, lead into the lesson.
PRE – SPEAKING Activity 1 PRE – SPEAKING Activity 1
- Ask students what they think the heading of the - Brainstorm to figure out the meaning
speaking section Unique inventions means. of
the heading of the speaking section
- Ask students to practice the conversation in pairs. Unique inventions .
- Have students complete the table with the - Complete the table with the
information from the conversation. information from the conversation.
- Explain them that the four ideas suggested in the - Listen to the T
table are the key points they need to mention when
talking about an invention.
- Key: - Give the answers.
Inventions 3-D printer - Check the answers.
Characteristics Bigger and heavier than normal
printer
Use To produce solid objects similar
to the originals
benefits Economical (saving lots of
money)
WHILE SPEAKING Activity 3 WHILE SPEAKING Activity 3
- Ask students to look at the pictures of a portable - Look at the pictures of a portable solar
solar charger and a USB stick (or flash drive) and charger and a USB stick (or flash drive)
discuss which benefits are suitable for each invention. and discuss which benefits (suggested
- Key in the box) are suitable for each
Portable solar charger: not dependent on electricity; invention.
environmentally-friendly; easy to carry, not costly
USB stick: not costly; easy to use; easy to transport
files
- Ask students to use the information in the table (in - Work in pairs, use the information in
Activity 3) and talk about one invention. the table (in Activity 3) and talk about
- Tell them that they can make some changes in the one invention.
sample conversation (from 1) to make their own
conversation natural and logical.
POST SPEAKING Activity 5 POST SPEAKING Activity 5
- Put students in groups of 4 or 5. Each group chooses - Work in groups of 4-5 and chooses one
one invention and discusses which information they invention and discusses which
may use to introduce the invention to other groups. information they may use to introduce
Their talk should include information about the the invention to other groups.
characteristics, use, and benefits of the invention.

4. Consolidation: - Use words and phrases related to the topic Inventions

- Practise a dialogue with a partner about a 3-D printer
5. Homework: - Do the task again - Prepare Unit 5 - Listening
V. Self-Evaluation:
……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

LISTENING
I. Objectives:
- Discuss about inventions
2. Skills: Listening: Listen for specific information from an interview.
IV. Procedures:
3. New lesson:
WARM UP
- Show a picture of a radio and ask students to say how to do when you use a radio
- Listen to the students and repair their mistakes
PRE – LISTENING Activity 1 PRE – LISTENING Activity 1
- Ask students to look at the picture and answer the - Look at the picture and answer the
guiding questions. guiding questions.
A, What does this flying car have on both sides of its
body? Does it have wheels?
B, Can it fly? Can it run on the ground? Can it move in
water?
- Before students listen to the recording, ask them to - Look at 8 words in Activity 2.
look at 8 words in Activity 2. - Listen to the T
- Explain the meanings of the words they do not know. Key: Traffic jams, collapse, garage,
- Have students listen and tick the words they hear. gallon, runway

WHILE LISTENING Activity 3 WHILE LISTENING Activity 3

- Ask students to listen again and answer the questions Key: 1. In New York City.
- Encourage students to take notes. 2. He’s a businessman.
- Remind them that notes are key words and ideas that 3. He’s considering owning a flying car
can be written down quickly to deal with the traffic problem.
- Have students compare their answers with their 4. It’s not too big, so it can be put in a
partner’s garage.
5. This flying can cannot take off without
Activity 4 a runway.
- This task focuses on specific information about the Activity 4
flying car. Key Bigger
- Ask students to guess what kind of information they 5 (in the air); 1 (on the ground)
may put in the gaps. 200 (in the air); 120 (on the ground)
POST LISTENING Activity 5 POST LISTENING Activity 5

- Ask students to discuss in pairs whether or not they - Work in pairs to discuss whether or not
want to own a flying car. they want to own a flying car.
- Draw their attention to the program with flying car

(e.g. in need of a runway).

4. Consolidation: - Use words and phrases related to the topic Inventions
- Practise a dialogue with a partner about a flying car
- Discuss about inventions
5. Homework: - Do the task again - Prepare Unit 5 - Writing
V. Self-Evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

WRITING
I. Objectives:
- Write about inventions based on nature for the main idea and specific information
2. Skills: Writing: write a paragraph about benefits of inventions.
IV. Procedures:
3. New lesson:
WARM UP
- Show pictures of some audio devices and ask students to name the devices.
- Listen to the students and repair their mistakes
A: They are the speakers. B: They are the headphones. C: They are earbuds.

PRE – WRITING Activity 1 PRE – WRITING Activity 1

- Work in pairs and discuss whether or not e.g: the speaker can produce sound loud enough for
they have any of the audio devices everybody in a large room to hear; headphone and
illustrated by the pictures. earbuds do not disturb other people when you
- Encourage them to extend their discussion listen to music, earbuds are more convenient than
to the benefits of each kind of devices headphones because they are smaller in size. Note:
Activity 2 headphone (BE)= earphone (AM)
- Explain to students that one way to Activity 2
support one idea in a paragraph is to give - Listen to the T’s explanation.
further explanation or an example. - Read a paragraph about the benefits of earbuds
- Firstly, get sts to work individually to and match the details with the benefits.
complete the task, then compare their - Firstly, work individually to complete the task,
answer with a partner for peer check. then compare their answer with a partner for peer
- Elicit the answers from the sts. check.
- Give feedback. - Check and correct the answers.
Activity 3 1. C 2. A 3. B
- Put sts in groups of 4. Activity 3
- Have students read the paragraph about - Work in groups of 4
earbuds again and complete the outline of A, Topic: the benefits of earbuds.
this paragraph. B, Thesis sentence (Topic sentence): What are its
- Help students to analyze the structure of benefits?
C, - Supporting idea 1 and further explanation:

the paragraph step by step. Small, light, portable

- After each group has finished their → put in a bag or pocket.
discussion, let the groups exchange their - Supporting idea 2 and further explanation: Not
outline for peer checking. costly → about 100,000 VND
- Elicit the answers from the sts. - Supporting idea 3 and further explanation: Use
- Give feedback. anywhere → We not disturb anybody.
WHILE WRITING Activity 4 WHILE WRITING Activity 4
- Put students into groups of three or four. - Work in groups of 3 or 4.
-Ask them to choose one invention and - Choose one invention and discuss what they will
discuss what they will write about. write about.
- Encourage students to make complete - Some sts suggest their group’s thesis sentence
sentences about the benefits of the and the benefits of the inventions aloud.
inventions they have chosen. - After finishing group discussion, work
- Call on some students to suggest their independently and write their own paragraph.
group’s thesis sentence and the benefits of
the inventions aloud.
POST WRITING POST WRITING
- Choose one or two paragraphs and ask the - Listen to the T’s correction.
whole class to give comments and You can also remain connected through social
correction. networking sites like Twitter, and Facebook.
- Pay attention to sts’ mistakes in Secondly, a smart phone is considered as a magic
grammar and word choice. means of entertainment. Most models also boast a
SAMPLE WRITING camera, enabling you to capture and share photos
It’s no secret that smartphones are and video. It is also a handy CD player allowing
everywhere these days and it can not be you to listen to music wherever and whenever you
denied that smartphones have some like. Finally, you can use your smart phone to surf
benefits which make them more and mote web as it can access easily to the Internet. In some
popular to people around the world. Firstly, recent latest models, we can download many useful
it is an useful tool to communicate with applications from network into ours, which help we
friends, family members, or coworkers, etc. save the time a lot for some purposes such as study
While this can get your message across, or selfie.. Furthermore, you don’t
smartphones allow you multiple ways of need to worry if you are lost when you are
communicating. Not only can they call, text travelling, because
and IM, they give you access to email, video smartphones allow you to find out the way a map
calling and video conferencing. application. Overall, smartphones is really useful
for people with many advantages.
4. Consolidation: - Vocabulary related to Inventions.
- Writing: practise writing paragraph about advantages of inventions.
5. Homework: - Vocabulary related to Inventions.
- Choose another invention to practise writing a paragraph about disadvantages at home.
IV. Self-Evaluation:
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….

I. Objectives:

- Speak about inventions in Asian countries.
2. Skills: Integrated skills:


IV. Procedures:
3. New lesson:
WARM UP WARM UP
- Show pictures of some audio devices and ask A: They are the speakers.
students to name the devices. B: They are the headphones.
- Listen to the students and repair their mistakes C: They are earbuds.
COMMUNICATION Activity 1 COMMUNICATION Activity 1
- Provide the sts with some language inputs. - Work in four groups, vote for the best
+ We vote for… + Firstly/ secondly… invention among the given list.
+ What’s more… + Besides,… - Students have more chance to practice
+ Futhermore,… speaking.
- Go around, observe and give necessary help. - Pay attention to the four criteria when
Activity 2 they do voting.
- Ask sts to present their groups’ choice, remind Activity 2
them to make full sentences using the suggested - Prepare well for the presentation with
information in the table. strong argument to protect the group’s
- Listen to the groups’ presentation. voting.
- Select some mistakes or errors for later - Present the result of the group’s voting.
correction while listening.
- Give feedback and necessary correction, focus - Listen carefully to the T’s feedback and
on sts’ pronunciation and grammar structures. correction.
CULTURE Activity 1 CULTURE Activity 1
- Ask students to look at the picture and discuss - Look at the picture and discuss with a
with a partner what the inventions are for. partner what the inventions are for.
- Have them guess which country these 1, China: C chopsticks
inventions are from. 2, Japan: D instant noodles
- Elicit the answers from the sts. 3, Singapore: B PC sound card
- Expected answers: 4, The Philippines: A Medical incubator
- Tell students some important information about - Listen to the T.
King Bhumibol Adulyadej. 1. The two issues are agriculture
- Ask students if they know the meaning of development and environment protection.
“patent”. 2. A. rain-making technique; b. biodiesel; c.
- Explain to them that an inventor needs to get a Chaipattana Aerator
patent for his invention to protect his/her idea. 3. Chaipattana Aerator and rain=making
For more advanced classes, extend the activity by techniques.
letting students discuss whether there are patents 4. All three inventions have helped to
in Vietnam. protect the environment: Chaipattana
- Ask students to read the text and answer the Aerator → cleans waste water; rain-
questions. making techniques → improves forest
- Expected answers: conditions; biodiesel → reduces the use of
fossil energy
5. Answer may vary.

- Practise speaking aoutt inventions in Asian countries.
- Prepare for the following lesson- U5(Looking back and project).

……………………………………………………………………………………………………….
……………………………………………………………………………………………………….

I. Objectives:
- Revise stress pattern with compound nouns and noun groups.
- Recall how to use the present perfect and gerund and infinitives.
2. Skills: Integrated skills.
IV. Procedures:
3. New lesson:
WARM UP WARM UP
- List some words/ word phrases on the board. - Look at the words/ word phrases on the
blackboard raincoat smartphones board.
food processor running dog light house - Firstly, work individually to identify the
greenhouse stress pattern.
- Ask sts to put stress on the correct pattern. - Then, compare the answers with a partner.
- Elicit sts’ answers. - Give the answers.
- Check and correct. - Check and correct.

LOOKING BACK PRONUNCIATION LOOKING BACK PRONUNCIATION

- Ask students to pick out the compound nouns - Firstly, work individually to identify the stress
and put them in the first column. The other pattern.
words are noun groups and are put in the - Then, compare the answers with a partner.
second column.
- Help students to review the stress patterns of + First: food processor, smartphone, laptop,
compound nouns and noun groups. washing machine, earbuds, runway
- Elicit sts’ answers. + Second: solar charger, correction pen,
- Check and correct. digital camera
- Expected answers.
- Play the recording for sts to practse listening - Listen to the recording.
and pronouncing the given words. - Practising pronouncing the given words.
- Ask some sts to read outloud the words for
checking.
- Provide correction if necessary.
VOCABULARY VOCABULARY
- The five words in the box are the most - Listen to the T’s explanation.
commonly used ones in the unit.
- Have students put them in the gaps of the five
sentences.
- Extend this task by asking students to make

their own sentences with these words. 1, Economical 2, Inventions 3, Portable

- Get sts to work in pairs to do the exercise. 4, Benefits 5, Expensive
- Elicit sts’ answers.
- Check and correct.
- Expected answers.
GRAMMAR Exercise 1 GRAMMAR Exercise 1
- Have a quick review of the present perfect tense. - Recall the present perfect tense.
+ Form + Usage + How to recognise.
- Get sts to work in pairs to do the exercise. 1, Is 2, Haven’t planned 3, Have wasted
- Elicit sts’ answers. 4, Don’t have 5, Haven’t started 6, says
Exercise 2
- Get sts to work in groups of 5 to do the task. In Exercise 2
each group, each st tells about one invention. 1, A washing machine is used for washing
- Remind sts to use gerund or infinitive forms of clothes.
verbs to make description. 2, A solar charger can be used for charging
- Elicit sts’ answers. mobile devices.
- Check and correct. 3, I use a laptop (smartphone, ipad,…) to
- Expected answers. listen to music and watch videos.
4, A correction pen is used for covering a
writing error.
5, I use a 3-D printer to produce/ make solid
objects. (for producing sold objects).
- Practise speaking about inventions in Asian countries.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 48 REVIEW UNIT 4,5 (L1)

I. Objectives:
1. Knowledge: - To help students revise what they have learned in unit 4, and 5.
3. Educational aims: - To encourage Ss to work harder
IV. Procedures:
3. New lesson:

LANGUAGE – Vocabulary - Activity 1 LANGUAGE – Vocabulary - Activity 1

- Explain the task requirement. - Listen to the T
- Get sts to work individually first to do the task, - Firstly, work individually first to do the task,
then work in pairs to compare the answers. then work in pairs to compare the answers.
- Ask sts to give the answers. - Give the answers.
- Check and correct the answers. 1. Bored- boring 2. Interested – interesting
3. Parentless- homeless 4. Useful

- Expected answers. 5. Disappointed – hopeful

- Get sts to work individually first to do the task, - Firstly, work individually first to do the task,
then work in pairs to compare the answers. then work in pairs to compare the answers.
- Check and correct the answers. 1. Smartphone 2. E-books 3. Online games
- Expected answers. 4. Laptop 5. Mobile phones
Pronunciation - Activity 3 Pronunciation - Activity 3
- Firstly, work individually first to do the task,
O O O O
Washing machine Electronic book
Food processor Solar charger
Immune system Medical mirror
Laptop Mobile phone
Hearing aid Online game
GRAMMAR - Activity 1 GRAMMAR - Activity 1
- Get sts to work individually first to do the - Firstly, work individually first to do the task,
task, then work in pairs to compare the then work in pairs to compare the answers.
answers. - Give the answers.
- Ask sts to give the answers. 1. Arrived – was talking 2. Was making – rang
- Check and correct the answers. 3. Were playing – began 4. Saw- was standing
- Expected answers. 5. Stole- was getting on
- Ask sts to give the answers. 1. Have you visited 2. Did you see
- Check and correct the answers. 3. Saw 4. Was spending
- Expected answers. 5. Have never been
- Ask sts to give the answers. 1. Conducting 2. To surf 3. Printing
- Check and correct the answers. 4. To buy 5. To defrost
4. Consolidation: - Revise what Ss have learnt in unit 1, 2, 3
5. Homework: - Redo activities at home and prepare for the rest of the Review.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 49 REVIEW UNIT 4,5 (L2)

I. Objectives:
1. Knowledge: - To help students revise what they have learned in unit 4, and 5.

3. Educational aims: - To encourage Ss to work harder

IV. Procedures:
3. New lesson:
SKILLS - Reading SKILLS - Reading
- Ask sts to do the activities 1 and 2 - Check and correct the answers.
individually first, then work in pairs to 1. Aviator: A person who flies an aircraft
compare the answers. Glider: A light aircraft that flies without an
- Ask sts to give the answers. engine Soaring: Flying fast and high in the air
- Check and correct the answers. Centenary: The 100th anniversary of an event
- Expected answers. Replica: An exact copy of something
2: 1. T 2. F 3. F 4. T 5. F
Speaking Speaking
- Get sts to work in groups of 4, take turns - Work in groups of 4, take turns asking and
asking and answering questions about answering questions about household chores
household chores in their families. in their families.
- After about 5 minutes, ask groups to choose - Choose choose one representatives to report
one representatives to report the interview the interview result to the class.
result to the class. - Others give the comments and decide which
- Ask other students to give the comments sts has the best answers.
and decide which sts has the best answers. Listening
Listening - Listen to the T
- Tell sts that they are going to listen to Kate
talking about the lifestyles of her father and - Listen to the recording and do the task
her uncle.
- Explain the task requirement. - Give the answers
- Play the recording 2 times for sts to listen 1. A 2. B 3. C 4. C 5. B
and do the task.
Writing Writing
- Explain the task. - Listen to the T
- Ask sts to use the information in Listening
task to do their writing. - Work individually to do their writing task
- Give some more instructions. - Work in pairs for peer correction after
- Get sts to work individually to do their finishing their own writing.
writing task. - Pay attention to the T’s model correction.
- Ask sts to work in pairs for peer correction + using wifi or 3G technology, full-HD movies,
after finishing their own writing. video clips with high resolution, make voice
- Select one st’s writing for model correction. calls/ video calls through the Internet.
- Give feedback.
4. Consolidation: Revise what Ss have learnt in unit 4, and 5.
5. Homework: Redo activities at home
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 50 THE FIRST SEMESTER REVIEW (L1)


I. Objectives:
1. Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons.
- Check how sts understand and remember the lesson they learnt.
3. Educational aims:
A good preparation for the coming exam and a positive attitude towards learning.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
2. Old lesson checking: (Omitting)
3. New lesson:
Teacher’s activities Students’ activities
Warm up Warm up
- Call on sts to introduce themselves. - Introduce themselves.
- Listen to the sts.
Pre-teaching Pre-teaching
- Help sts review the knowledge they learnt in the - Review the knowledge they
previous lessons. learnt in the first semester.
CÁ C ĐIỂ M NGỮ PHÁ P CHÍNH
1. Simple present (Hiện tạ i đơn):
Be-> am/ is/ are + Use:
Have-> have/ has A. Diễn tả thó i quen ở hiện tạ i:
Khẳ ng định Phủ định Nghi vấ n B. Diễn tả sự thậ t, châ n lí
He/ she/ it + V- He/ she/ it + Does + he/ + Trạ ng từ thườ ng gặ p: never,
s/es doesn’t + V she/ it +V? sometimes, usually, often, always,
I/ You/ We/ I/ You/ We/ They Do + I/ you/ as a rule, normally…
They + V +don’t + V we/ they +V? + Ex: Mr Vy usually gets up at 4:40
a.m
2. Present continuous (Hiện tạ i tiếp diễn) - Do you go to school on Sunday?
S + am/ is/ are + Ving - Lan doesn’t know how to use a
+ Use: computer.
A. Diễn tả hà nh độ ng đang xả y ra ở thờ i điểm nó i
B. Diễn tả dự định tương lai có mố c thờ i gian cụ thể. + Ex: - I’m learning English now
+ Trạ ng từ thườ ng gặ p: now, at present, at this moment, - My mother isn’t cooking lunch at
right now this moment.
- What are you doing this evening?
3. Present perfect (Hiện tạ i hoà n thà nh):
S+ have/ has/ + PP + Use:
khẳ ng định phủ định nghi vấ n A. Diễn tả hà nh độ ng xả y ra trong
He/ She/ It + has He/ She/ It Has + He/ She/ quá khứ kéo dà i đến hiện tạ i
+ PP +hasn’t +PP It + PP? B. Diễn tả hà nh độ ng xả y ra trong
I/ You/ We/ I/ You/ We/ Have + I/ You/ quá khứ để lạ i kết quả ở hiện tạ i
They + have + PP They + haven’t We/ They + C. Diễn tả kinh nghiệm
+ PP PP? + Trạ ng từ thườ ng gặ p: never, just,
+ Ex: - They have just built a hospital in this area ever, recently, already, yet, lately,
- Tom hasn’t eaten Chinese food before for, since, so far….
- How long have you lived here?
+ Use: Diễn tả hà nh độ ng xả y ra và
4. Simple past (Quá khứ đơn) kết thú c trong quá khứ .
+ Be-> was/ were + Trạ ng từ thườ ng gặ p: yestersay,
+khẳ
Have/ has-> had phủ định
ng định nghi vấ n ago, last….
Ex: - I went to Hue three day ago.
S + V-ed/V2 S + didn’t + V Did + S + V?

- Did you watch TV last night?

5. Past continuous (Quá khứ tiếp diễn): - Peter wasn’t at home yesterday
S+ was/ were + Ving evening.
+ Use: Diễn tả hà nh độ ng đang xả y ra tạ i 1 thờ i điểm quá Ex: - I was watching TV at 5 p.m
khứ yesterday.
6. Past perfect (Quá khứ hoà n thà nh) - Were they having lunch when you
S+ had + PP called?
+ Use: Diễn tả hà nh độ ng xả y ra và hoà n thà nh trướ c 1 + Use: Diễn tả hà nh độ ng sẽ xả y ra
hà nh độ ng khá c ở quá khứ . trong tương lai .
+ Trạ ng từ thườ ng gặ p: after, before + Trạ ng từ thườ ng gặ p: Tomorrow,
7. Simple future (tương lai đơn): next…….
khẳ ng định phủ định nghi vấ n Ex: - Will you go to university after
S + will + V1 S + won’t + V1 Will + S + V1? you finish school?
- I will say goodbye to you before I
leave Danang.
While teaching While teaching
- Give sts handouts to do exercises. - Receive the handouts from the T
- Get sts to do the exercises individually, then work in - Do the exercises individually, then
pairs to compare the answers. work in pairs to compare the
answers.
Post teaching Post teaching
- Check and correct the answers with the whole class. - Correct mistakes.
- Expected answers: EXERCISE II
EXERCISE I 1. have never watched 2.
1. have 2. Is working 3. Is looking Watched
4. Goes 5. Are doing 6. is cooking 3. Has read 4. had 5. Have had
7. Rains/ is raining 8. Work 6. Have not seen
9. Sings/ is singing 10. eat 7. met/ has become 9. has come
EXERCISE IV 8. Has not drunk 10. Has travelled
1. will go-stops 2. Will stay- answers EXERCISE III
3. catch 4. Am- count 1. was sitting / saw
5. goes 6. Will help- finishes 2. Went/ was shining
7. will tell – get 8. Will not come- are 3. went/ was having
9. will tell-ask 10. Will come-see-leave 4. Rained/ was having
5. were walking/ began
4. Consolidation: - Summarize the main points of the lesson.
5. Homework: - Redo the exercises and prepare for the next
lesson. APPENDIX
Exercise I: Put the verbs in brackets in the present simple or the present continuous tense.
1. I (have) coffee for breakfast every day.
2. My brother (work) in a shoe store this summer.
3. The student (look) up that new word now.
4. She (go) to school every day.
5. We (do) this exercise at the moment.
6. My mother (cook) some food in the kitchen at present. She always (cook)
in the mornings.
7. It (rain) very much in the summer. It (rain) now.
8. Bad students never (work) hard.
9. He generally (sing) in English, but today he (sing) in Spanish.
10. We seldom (eat) before 6.30.

Exercise II: Put the verbs in brackets in the present perfect or the simple past tense.
1. We (never watch) that TV programme.
2. We (watch) a good programme on TV last night.

3. He (read) that novel many times before.

4. I (have) a little trouble with my car last week.
5. However, I (have) no trouble with my car since then.
6. I (not see) John for a long time. I (see) him 3 weeks ago.
7. I (meet) Mary last night. She (become) a very big girl.
8. He is very thirsty. He (not drink) since this morning.
9. It is very hot. Summer (come) .
10. Mr Brown (travel) by air several times in the past.
Exercise III: Put the verbs in brackets in the past simple or the past continuous tense.
1. He (sit) in a bar when I (see) him.
2. When I (go) out, the sun (shine) .
3. The light (go) out while I (have) tea.
4. When it (rain) , she(carry) an umbrella.
5. We (walk) to the station when it (begin) to rain.
Exercise IV: Put the verbs in brackets in the simple present or the simple future tense.
1. We (go) out when the rain (stop) .
2. I (stay) here until he (answer) me.
3. Wait until I (catch) you.
4. I (be) ready before you (count) ten.
5. John must eat his breakfast before he (go) out.
6. Miss Helen (help) you as soon as she (finish) that letter.
7. He (tell) you when you (get) there.
8. She (not come) until you (be) ready.
9. He (tell) you when you (ask) him.
10. I (come) and (see) you before I (leave) for England.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….

I. Objectives:
IV. Procedures:
3. New lesson:
Warm up Warm up

- Help sts review the knowledge they learnt in the - Review the knowledge they learnt in
previous lessons. the first semester.
PASSIVE VOICE: S+ BE+ PP+ BY+ O
Cá ch chuyển từ câ u chủ độ ng sang câ u bị độ ng:

S + V + O
- Ask sts to give the answers.
- Check and correct the answers with
S + be+ PP + BY + O the whole class.
Bị độ ng hiện tạ i đơn: S + is/ am/ are + PP + BY + O - Expected answers:
Bị độ ng quá khứ đơn: S+ was/ were + PP + BY + O EXERCISE I
Bị độ ng hiện tạ i hoà n thà nh: S + have/ has + been + PP 1. has just been promoted
+ BY + O 2. has taken
Bị độ ng tương lai đơn: S + will + be + PP + BY + O 3. have you been
GERUND AND INFINITIVE 4. have you saved
Danh độ ng từ độ ng từ nguyên mẫ u có 5. has been given
to
1. Đứ ng sau mộ t số độ ng từ : 1. Đứ ng sau mộ t số độ ng
keep, like, enjoy, mind, từ : hope, seem, expect,
practise, delay, miss, plan, decide, agree,
suggest, understand, refuse, wish, offer,
finish, admit, look promise....
forward to....... Ex: We hope to see you
Ex: - He likes swimming again
2. Đứ ng sau giớ i từ (in, at,2. Đứ ng sau tính từ , danh
on, to, from, about...) từ , từ hỏ i, đạ i từ bấ t
- She is afraid of going định, chỉ mụ c đích
there - It is difficult to do this
exercise
- It is time to go
- I don't know what to do
- Do you have something
to eat?
- She went to the library
to borrow some books
answers.
EXERCISE III - Give the answers.
1. making 2. to drive 3. to book 4. to send - Correct mistakes.
5. to meet 6. Taking 7. Wearing 8. to take
9. to receive 10. Opening 11. Reading 12. driving
13. learning 14. to study 15. to get 15. to go
17. studying 18. to take
5. Homework: - Redo the exercises and prepare for the next
lesson. APPENDIX
Exercise 1: Active or Passive? Underline the correct verb form.
1. Tom has just promoted / has just been promoted to area manager of East Asia.
2. My father has taken / has been taken English class in the U.S.
3. How many times have you / have you been fired?
4. How much money have you saved / have you been saved for your vacation.
5. My brother has given / has been given tickets to the concert

6. The population of our city has risen / has been risen to nearly one million.
7. A strike has called / has been called by the factory worker.
8. They haven’t offered / haven’t been offered more money by the management.

Exercise 2: Change into passive voice

1. Somebody has stolen my bike. → ……………………………………………………………..
2. They have postponed the class meeting. → ……………………………………………………
3. They have built a new school near our house. → ……………………………………………
4. Has somebody informed Lan of the change? →………………………………………………
5. They haven’t finished their assignments. → …………………………………………………
Exercise 3: Supply the corrrect form of the verb in brackets.
1. It’s obvious he’s is only interested in (make)..................... money.
2. Ann couldn’t find a taxi so I offered (drive)........................... her to the station.
3. I managed (book)......................... two seats on the morning flight.
4. I promise (send)....................... you our new brochure as soon as it’s available.
5. Peter was delighted (meet) ......................a former colleague at the conference.
6. I avoid (take).................... the car whenever possible, especially in big cities.
7. My father hates (wear)...................... a tie to work
8. We can’t afford (take)........................ a vacation this summer.
9. The company was pleased (receive).......................... your thank-you letter.
10. Would you mind (open).......................... a window?
11. The children are fond of (read)...............picture books.
12. John is from London. He isn't used to(drive)........................on the right
13. Ba stopped (learn).....................Chinese 3 years ago
14.My teachers advised me (study)...............hard
15. Mr Johnson decided (get).......................another job.
16. Our class planned (go)..................for picnic
17. My daughter spends two hours (study)................maths every day
18. It's very nervous (take).................the exam.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….

I. Objectives:
IV. Procedures:
3. New lesson:
Warm up Warm up

- Help sts review the knowledge they learnt in the Ngọai lệ: bình thường chữ s phát âm
previous lessons. /s/, nhưng có những ngoại lệ cần nhớ:
* CÁCH PHÁT ÂM "S" CUỐ I: trong trường hợp danh từ số - Chữ s đọc /z /sau các từ: busy,
nhiều nhiều hoặc động từ số ít.

/s/ Khi đi sau cá c phụ â m điếc (voiceless please, easy, present, desire, music,
consonants): /f/, /k/, /p/, /t/ ,//,/h/ pleasant, desert, choose, reason,
Ex: laughs, walks, cups, cats, tenths; preserve, poison..
books... - Chữ s đọc /'∫/ sau các từ: sugar,
/ iz / Khi đi sau mộ t phụ â m rít: /z/, /s/, /dz/, / sure
t∫/, / ∫ /, /z/. Hoặc các chữ cái: s, x, z, ch, Stress:
sh, ce, ge 2/ Nó i chung, trọ ng â m thườ ng rơi
Ex: washes, kisses, oranges….. và o nguyên â m kép hoặ c dà i, ít rơi
// z Khô ng thuộ c hai loạ i trên. Ex: bags, kids, và o nguyên â m ngắ n như /∂/ hay
/ days … /i/
* CÁCH PHÁT ÂM “ –ED” CUỐI: Đây là hình thức * Ex: a'bandon, 'pleasure, a'ttract,
Past
tense và Past participle:
1. “-ed ” pronounced as / id /: sau / t, d /:
Thường sau chữ t, d: .Ex: wanted; decided
2. “-ed ” pronounced as / t /: sau / k, f, p, s, ∫, t∫, h ,/ hoặ c
chữ p, k, f, th, s, sh, ch:.Ex: asked; stopped; laughed...
3. “-ed ” pronounced as / d /: Trừ 2 trườ ng hợ p trên
: .Ex: moved; played; raised
Ngọai lệ: Đuô i - ed trong cá c tính từ sau đượ c phá t â m
/id/: aged, learned, beloved, blessed, naked,...
*STRESS - Mộ t số quy tắ c cơ bả n để nhậ n biết trọ ng â m 1/

Trọ ng â m thườ ng ít rơi và o cá c tiền tố (prefix) và hậ u tố
(suffix)
(ví dụ: dislike, unhappy, uncertain, disappointed,
unashamed, forefather. ...
* Ngoạ i lệ: 'foresight, 'forecast, 'unkeep, 'upland, 'surname,
'subway ....
Dưới đây là vài hậu tố không thay đổi dấu nhấn của từ gốc
V + ment: ag'ree(thoả V + al: ap'prove(chấ p thuậ n)
=>ag'reement thuậ n) => ap'proval
V + ance: re'sist(chố ng V + y: de'liver(giao cự )
=>re'sistance (sự hà ng)=> de'livery(sự giao chố ng
cự ) hà ng)
V + er: em'ploy(thuê V + age: pack(đó ng gó i) => là m)
=> em'ployer(chủ 'package(bưu kiện) lao
độ ng) V + ing: under'stand(hiểu)
V + or: in'vent (phá t => under'standing minh)
=> in'ventor adj + ness: 'bitter V + ar: beg
(van xin) => (đắ ng)=> 'bitterness(nỗ i 'beggar(ngườ i ă n
xin) cay đắ ng)
Ex: bamboo, millionaire, engineer, themselves, saloon,
balloon, thirteen, Vietnamese, employee, agree,
picturesque, Cartoon, guarantee, kangaroo, typhoon...
*Ngoạ i lệ: 'centigrade, 'coffee, co'mmittee, 'cukoo,
'teaspoon…


answers.


- Check and correct the answers with the whole class.
- Expected answers:
5. Homework: - Redo the exercises and prepare for the next lesson.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 53 THE FIRST TERM TEST

I. Objectives:
1. Knowledge: - To check Ss’ study from Unit 1 to Unit 5
-To help Ss to get to know whether they are making progress in studying or not.
-To help the teacher to apply appropriate teaching methods for each class
2. Skills: - Practice doing MCQ test.
3. Education aims: - Students have positive attitude towards learning and testing.
II. Methods: - Integrated, mainly communicative
III. Teaching aids: - Teacher: Paper tests (40 MCQs), cassettes/ CD player, CD.
- Students: pens, pencils, erasers….
IV. Procedures:
2. Old lesson checking: ( Omitting )
3. New lesson:
CONTENT OF THE TEST
(See in attachment)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 54 THE FIRST TERM TEST CORRECTION

I. Objectives:
1. Knowledge: Find out errors in the test so as not to make mistakes the next time.
2. Skills: - Develop sts’ ability to correct mistakes and errors.
3. Educational aims: - Students have positive attitude towards learning.
II. Methods: - Integrated, mainly communicative
III. Teaching aids: - Teacher: tape, board, chalk, textbook, answer key.
IV. Procedures:
2. Old lesson checking:
(Omitting)
3. New lesson: KEYS TO ANSWER
(See in attachment)

ĐÁ NH GIÁ THANH KIẺ M TRA DUYE ̣ T CỦA LÃNH ĐẠO NGƯỜ I SOẠ N GIẢ NG

PERIOD 55
DATE OF PLANNING: 03/ 01/ 2019
UNIT 6: GENDER EQUALITY GETTING STARTED
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Use lexical items related to the topic Gender Equality.
- Know deeper about that topic.
- Listening to a conversation with new words, agreement and disagreement among three characters.
- Practice the conversation.
- Enhance reading techniques.
- Understand and use the passive voice with modals.
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement among three
characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
IV. Procedures:
Class Date of teaching Attendance
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
2. Old lesson checking (Omitting )
3. New lesson:
WARM UP WARM UP
- Ask students what they think about when they see or - Visualize what they think of when they
hear the words “gender”, “equality” and “gender hear or see such words as: gender, equality
equality”. Elicit students’ answers. or gender equality.
- Elicit sts’ answers. - Possible answers:
- Listen to the sts and give feedback. + I think of men and women.
- Lead sts into new lesson. + I think of the word same.
+ I think that men and women should be
treated in the same way and given the same
opportunities.

PRE - TEACHING PRE - TEACHING

- Ask students to look at the picture and answer the - Look at the picture and answer the

questions about it: questions about it.

Suggested questions: - Give the answers.
+ Who do you see in the picture?
+ Where do you think they are?
+ What are they doing?
- Play the recording.
- Ask students to listen and read.
- Explain new words if necessary. - Listen to the recording and read silently
after the recording.
WHILE TEACHING WHILE TEACHING
- Ask students to work individually first and then in - Work individually first and then in pairs
pairs to decide if the statements are true (T), false to decide if the statements are true (T),
(F) or not given. false (F) or not given.
- Encourage students to provide reasons for their - Provide reasons for their answers.
answers.
- Ask them to refer back to the conversation to get the - Give the answers.
necessary information.
- Check students’ answers and give explanations. - Check and correct.
- Suggested answer:
1. F 2. F 3. T 4. NG 5. T
POST TEACHING POST TEACHING
- Ask students to read the conversation again and think - Read the conversation again and answer
of the answers to the questions. to the questions.
- Have them work with a partner and switch roles to - Work in pairs to do the task.
ask and answer.
- Check the answers and provide the correct ones if - Give the answers.
necessary. - Check and correct.
- Suggested answers:
1. Only 82 girls enrolled per 100 boys in secondary
school.
2. Because they might be forced to work at home and
in the fields.
3. There are slightly more boys than girls in both
primary and secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that
everyone has equal opportunities in education.
4. Consolidation
5. Homework
- Do the task again
- Read Unit 6 - Language at home

PERIOD 56
UNIT 6: GENDER EQUALITY

LANGUAGE
I, Objectives.
1. Knowledge.
- Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in
context
- Understand new words related to the topic
- Master modal verbs use
- Understand more about passive voice
2. Skills.
characters.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
2. Old lesson checking
- Checking new words in Getting started section.
3. New lesson:

- Ask students to work individually, read the words - Work individually, read the words and
and phrases in the box, then discuss and find the phrases in the box, then discuss and find
meaning for each of them (a-f). the meaning for each of them (a-f).
- If students need support, ask them to use the context
of the conversation to help them choose the correct
meaning for each word. - Give the answers.
- Check answers as a class. - Check and correct.
1. D 2. F 3. E 4. A 5. C 6. B
- Ask students to work individually first, and then - Work individually first, and then check

check with a partner. with a partner.

- Make sure that student have the right answers by
going over all the answers in class.
- Allow students to look up the words in the glossary,
if necessary. - Give the answers.
- Suggested answers: - Check and correct.
1. Enroll 2. Force 3. Eliminate
4. Discrimination 5. Equal 6. Gender
PRONUNCIATION
Activity 1
- Play the recording and let students listen and follow.
- Play it again with pauses for students to repeat each
word chorally.
- Give the meaning of the words if necessary. Help
students distinguish two-syllable words with stress on
the first or second syllable.
- Ask students to work in pairs and take turns reading
the words.
Activity 2
- Play the recording again.
- Ask students to put a mark ‘ before the stressed
syllable in each word.
Activity 3
- Have students work individually to put the words in
the right box according to their stress patterns.
- Check as a class.

GRAMMAR GRAMMAR
- Explain to students that modal verbs are special verbs - Listen to the T
that behave differently from other verbs.
+ They are used to express ability, advice, duty,
permission, possibility, prohibition or request.
- Let students read the sentences individually and ask - Read the sentences individually and ask
them to pay attention to all modal verbs used in the them to pay attention to all modal verbs
sentences. used in the sentences.
- Have them choose the answers and discuss the - Give the answers.
meaning of each modal with a partner.
- Go over all the answers in class. - Check and correct.
- Expected answers:
1. Shouldn’t – advice 2. Must - duty
3. May - permission 4. Might - possibility
5. Will – request 6. Mustn’t - prohibition
7. Can - ability
- Ask students to read the sentences. - Read the sentences.
- Have them underline the passive voice with modals. - Underline the passive voice with modals.
- Let them work with a partner before checking - Check the answers in pairs.
answers as a class. - Give the answers.
- Expected answers: - Check and correct.
1. May be kept 2. Might be forced
3. Shouldn’t be allowed 4. Should be eliminated
- Have students work in pairs first, and then write - Work in pairs to do the task.

down the correct answers.

- Observe and offer help if necessary. - Give the answers.
- Expect answers: - Check and correct.
1. Lan might be chosen to represent us in the
School Youth Union.
2. Will Korean be taught in our school next year?
3. The instructions must be followed strictly by
the students.
4. Sugary food shouldn’t be eaten by very young
children.
5. Men and women should be given equal rights
to education and employment.
6. Hopefully, a planet similar to Earth will
be discovered by scientist.
4. Consolidation
- Practice:
+ Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in
context
+ Modal verbs in passive voice
5. Homework
- Do the task again
- Read Unit 6 – Reading.

PERIOD 57
UNIT 6: GENDER EQUALITY SKILLS – READING
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about gender equality in employment
- Know more about Brenda Berkman- a brave woman daring to fight for her own desire.
- Discuss about the topic
- Answer comprehensive questions
2. Skills.
characters.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Show some pictures of some famous women in some - Look at the pictures.
aspects like politic, economic…: Hillary Clinton,
Teresa May, Nguyen Thi Kim Tien… - Name the women.
- Have sts name these women. - Listen to the T

PRE – READING PRE – READING

- Have students look at the symbols and answer the - Look at the symbols and give the
questions. answers.
- Possible answers:
“They are the symbols of genders, gender
equality and gender discrimination.”

- Have students match each of the words with its - Firstly, work individually to do the task,
meaning. then work in pairs to compare the answers.
- Encourage them to work individually first, and then
check with a partner. Let students use a dictionary, if
necessary. - Give the answers.
- Go over all the answers to make sure they have the - Check and correct.
correct answers.
- Expected answers:
1. C 2. E 3. D 4. B 4. A
WHILE READING WHILE READING
Activity 3: Quickly read the text and choose the Activity 3: Quickly read the text and
best title for it choose the best title for it
- Let Ss read the three heading a, b, c first and make - Firstly, work individually to do the task,
sure they understand all of them then work in pairs to compare the answers.
- Ask Ss to read through the text once without stopping
at the words that they don't know the meaning
- Ask them to work in pairs to decide on the best title
for the text that gives the general idea of the whole text
- Help them eliminate the choice that is only one
aspect of the text. - Give the answers.
- Elicit the answers from the sts. - Check and correct.
- Expected answers:
The best title of the text is "A woman who did a man's
job.
Activity 4: Read the statements, decide whether it Activity 4: Read the statements, decide
is T, F or NG whether it is T, F or NG
- Ask Ss to work in pairs and do the task. - Wor in pairs to do the task.
- Elicit the answers from the sts. - Give the answers.
- Check and correct. - Check and correct.
- Expected answers:
1. F 2. NG 3. F 4. T 5. T 6. F
Activity 5: Answer the questions Activity 5: Answer the questions
- Put Ss in groups of 3, ask them to read the questions - Work in groyps of 3 to do the task.
first to make sure they understand them by asking - Give the answers.
them to underline key words - Check and correct.
-Let Ss read the text again and locate the parts of the
text where they can get the answers.
- Elicit the answers from the sts.
- Expected answers:
1.She wanted to become a firefighter
2.She sued New York City and the DNY for gender
discrimination and won
3.They were unwelcomed at meals, faced loneliness
and even violence

POST READING POST READING

Discus with a partner: should a woman do a man's Discus with a partner: should a woman
job? do a man's job?
- Put Ss in groups of four and let them discuss the - Work in groups of 4 to discuss the
questions freely. question.
- Useful languages:
+ I think/ In my opinion….
+ Woman should be strongly encouraged to….

+ I do not think woman can….

+ They have the same qualifications as men do.
4. Consolidation
- Vocabulary related to gender equality
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
5. Homework
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
- Do the task again
- Read Unit 6 - Speaking at home

PERIOD 58
UNIT 6: GENDER EQUALITY SKILLS: SPEAKING
I, Objectives.
1. Knowledge.
- Know how to express agreement and disagreement
- Discuss in pair and in groups about whether married women should pursue a career.
- Report the discussing result in front of the class.
2. Skills.
characters.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Give some pictures of some women. - Look at the pictures and answers to the
- Ask sts to tell who these women are and what their T’s questions.
jobs are.
- Introduce the topic by asking questions such as Whose
parents both work? Which of them is more qualified?
Which of them earns more money? Which of them
does more housework? And Do you think they should
have equal opportunities for jobs?


- Write Equal job opportunities on the board. - Read the phrase on the board.
- Give students time to read through the useful - Study the useful expressions.
expressions. - Discuss in pairs.

- Let them work in pairs.

- Check students’ answers as a class.
- Have a student read the example, and then ask all - Some sts share their ideas in class.
students to share their opinions in pairs. - Others give comments.
- Walk around and offer help if necessary.
- Ask one student to read aloud the opinion “Married - 1 st reads aloud the opinion “Married
women should not pursue a career” and explain the women should not pursue a career”.
activity to the class. - Give the requirement.
- Divide students into groups of three/ four students. - Work in groups of 3-4.
- Ask one group to model the activity using the
example conversation.
- Get all students to discuss and note down their
group’s discussion.
- After 3-4 minutes, have some students from different - Some students from different groups
groups report the results of their group work back to report the results of their group work back
the class. to the class.
4. Consolidation
- Speaking skills: give opinions and present.
5. Homework
- Do the task again
- Read Unit 6 - Listening at home
, ngày 09 tháng 01 năm 2019

Kí duyệt của NTCM
…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 59
UNIT 6: GENDER EQUALITY SKILLS – LISTENING
I, Objectives.
1. Knowledge.
- Describe a picture in their own language
- Learn more new words related to the topic
- Listen to a talk about gender equality in wages
- Listen for specific information and to fill in the gaps.
2. Skills.
- To promote Ss to develop their listening skills
- Students are more aware of the importance of eliminating gender discrimination.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
- Check the new words of the previous lesson.
3. New lesson:
WARM UP WARM UP
- Ask Ss to answer some questions: - Answer to the T’s questions.
1. How does your family share the household POSSIBLE ANSWERS:
chores? 1. Everybody in my family share the housework
2. Is your mother a homemaker? equally.
3. Is your father a breadwinner? 2+3. Both my parents go to work to suppot the
4. Do you think that both parents now should family, and they join hand to make us a happy
work to contribute the family finances? family.
- Listen to the sts’ answers. 4. I think that both parents should work to
- Give feedback. contribute the family finances.
- lead sts into the new lesson - Listen to the T.

PRE – LISTENING PRE – LISTENING

Activity 1: Activity 1:
- Let students look at the picture and elicit their - Work in pairs.
answers to the question. - Do as T’s guide.
- Ask them to use the caption as suggestion. - Some sts present their ideas.
- Expected answer: The man looks happy but the - Other sts listen and give additions.
woman looks sad because she gets less pay/ - Listen to the T’s feedback.

money.
- Preteach new words. - Practice new words
WHILE LISTENING WHILE LISTENING
-Explain the task’s requirement. - Listen to the T’s explaination.
-Get sts to read through the 6 statements to - Read through the 6 statements to make sure
make sure they understand. they understand.
-Ask sts to work in pairs and identify the key - Work in pairs and identify the key works in
works in each statement. each statement.
- Explain the new words if needed.
-Play the recording 2 times for sts to listen to - Listen to the recording.
and do the task. - Finish the task.
- Invite sts to give their anwers. - Give the answers.
-Play the recording again and pause at the - Check the answers with the T
answers to check the sts’ answers.
- Possible answers:
1. F 2. T 3. F 4. T 5. F 6.T
-Have Ss work in pairs to match the words/ - Work in pairs to match the words/ phrases with
phrases with its appropriate meaning its appropriate meaning
-Ask them to guess the part of speech of the - Guess the part of speech of the word given
word given
- Ask some of them to tell the answer - Give the answers.
- Give comments - Check the answers.
Answers:
1. Discrimination happens
2. Paid more
3. Perform 60%
4. Own 1%
5. Encourage women
6. Like nursing
POST LISTENING POST LISTENING
- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read the 3 questions carefully to - Read the 3 questions carefully to make sure
make sure they understand. they understand.
- Ask sts to work in pairs and identify the key - Work in pairs and identify the key works in
works in each statement. each statement.
- Explain the new words if needed.
- Play the recording 2 times for sts to listen to - Listen to the recording.
and do the task. - Finish the task.
- Invite sts to give their anwers. - Give the answers.
- Play the recording again and pause at the - Check the answers with the T
answers to check the sts’ answers.
4. Consolidation
- Vocabulary related to the topic of Gender equality
- Listening skills
5. Homework
- Listening skills
- Do the task again
- Read Unit 5 - Writing at home

PERIOD 60
UNIT 6: GENDER EQUALITY SKILLS: WRITING
I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Know about the advantages and disadvantages of working mothers
- Students know how to add supporting ideas for these opinions.
- Arrange the information correctly.
- Write explanations for supporting ideas.
- Write a paragraph about the disadvantages of being a working mother.
2. Skills
- Writing: write a paragraph about Advantages and disadvantages of being a working mother.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
2. Old lesson checking(Omitted)
3. New lesson:
WARM UP WARM UP
Matching game Matching game
- Work in pairs to play the game.
A B C D
1. Washing the clothes

2. Cleaning the house
3. Cooking the meal
4. Going to the supermarket
* Keys: 1.D 2.B 3.A 4. C
-Lead sts into new lesson.

PRE – WRITING PRE – WRITING

- Write the phrase Working mothers on the board. - Work in pairs to do the task.
- Focus on the pictures and the instructions. - Students can talk about the good sides/
- Elicit students’ opinions about the pictures. advantages as well as the bad sides/

- Give suggestions if necessary by asking questions like disadvantages of being a working

Who are these people in the pictures? What are the mother.
women doing? Are they housewives? Do they work? - Give the answers.
Etc. - Check and correct the answers.
- Explain that writers often provide/give detailed
explanations to support ideas in a text.
- Give students time to read the sample writing about the
advantages of a working mother and put the detailed
explanations in the appropriate blanks.
- Expected answers: 1. B 2. C 3. A Activity 2
Activity 2 - Work in groups of 3
- Ask students to read the sample writing again and - Read the sample writing again and
complete the outline. complete the outline.
- Help students analyse the structure of the text. - Give the answers.
A. 2. Life is getting expensive, so women’s salaries are
becoming important.
B. 2. They discover strengthens and weaknesses, become
more knowledgeable and look for good ways to educate
children.
C. 1. Children see parents work hard and share domestic
responsibilities, and they learn from them. Activity 3
Activity 3 - Discuss in pairs.
- Give students some time to read the text again and
discuss the words in pairs.
- Offer help if students cannot give the answer.
E.g. These words are used to link/ connect or sequence
the ideas WRITING
WHILE in writing. WHILE WRITING
- Focus on the instructions and the pictures. - Listen to the T
- Give students time to read the suggestions. - Read the suggestions.
- Call on some students to say what they will write as the
topic sentence, supporting ideas 1,2, 3 and concluding
sentence.
- Tell students to write a draft first, then write a short text - Write a draft first, then write a short
(of about 150 words) about the disadvantages of being a text (of about 150 words) about the
working mother. disadvantages of being a working
- Have students write the text in class. mother.
- When they finish, ask them to exchange it with a partner - Exchange it with a partner for peer
for peer comments/ correction. comments/ correction.
- Walk around and offer help if necessary.
- Alternatively, have students write the text at home. T
collects students’ papers in the next lesson.
- Give feedback in class.
4. Consolidation
- Writing skills: advantages and disadvantages.
5. Homework
- Writing skills
- Do the task again

- Read Unit 6 – Communication and culture

PERIOD 61
UNIT 6: GENDER EQUALITY COMMUNICATION AND

CULTURE
I, Objectives.
1. Knowledge.
- Broaden their knowledge of the topic.
- Express their own ideas of gender equality in Vietnam.
- Practise speaking skills
- Reading a passage about gender equality in the UK and answer some questions.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
3. New lesson:

COMMUNICATION COMMUNICATION
Gender equality in Vietnam - Listen to the T
Lead-in: Inform the class of the lesson objectives: further
skill development.
Focus on the instructions and the pictures. Inform - Work individually.
students that they will have more chances to practice
speaking.
- Give them some time to read about the achievements - Read about the achievements Vietnam
Vietnam had made in addressing gender equality. had made in addressing gender
- Give students more freedom by allowing them to add equality.
more achievements from reliable sources. - Add some more achievements that sts
may know.
Activity 2
- Have two students model the example. Activity 2
- Ask students to work in pairs to talk about achievements - Work in pairs using the given
in addressing gender equality in Vietnam, using the information in Act 1 to talk about
information given in Activity 1 and from the other achievements in addressing gender
available sources. equality in Vietnam.
- Invite some pairs to practice their dialogues in the class.
- Some pairs practice their dialogues in
- Elicit comments from the other sts. the class.
- Others give comments.

- Give fina feedback. - Listen to the t

CULTURE CULTURE
- Focus on the instructions and the pictures. - Listen to the T.
- Elicit answers from students by asking the class - Answer to the T’s qs.
questions like
1, Who do you see in the pictures?
2, What is the man doing?
3, Are there many men teaching young kids?
4, What is the woman doing?
5, Is her job popular with women?
- Give students time to read the text. - Firstly, work individually to do the
- Pre-teach some words that might be new to students task, then work in pairs to check the
(e.g. high-income, remarkable, undergraduate answers.
courses).
- Walk round to monitor the class and offer help, if
necessary.
- Have students check their answers with a partner first,
then check as a class.
- Expected answers:
1. Girls perform better than boys at all levels of education
in United Kingdom.
2. Women make up 47 percent of the British workforce.
3. Millions of women and girls still experience domestic
violence, and the gap in full-time wage between men and
women is 10 percent and most of the people in low-paid
4. Consolidation
5. Homework
- Do the task again
- Read Unit 6 – Looking back and project.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 62
UNIT 6: GENDER EQUALITY LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
- Read correctly words with stress on the first syllable and words with stress on the second syllable.
- Review new words they have learnt in previous parts individually or in context.
- Practise passive voice with modal verbs.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
3. New lesson:
Activity1 Activity1
- Ask students to put the two-syllable words in the box in
- Work individually first to do the task
the correct columns according to their stress patterns.
then work in pairs to give the answers.
- Help them review the stress patterns of two-syllable
words.
Stress on the 1st syllable Stress on the 2nd syllable - Give the answers.
-Symbol,
Expected answers:
letter, healthcare Complete Infect, - Check and correct the answers.
Challenge, income suggest
Workforce, army Improve, become
Activity 2
Activity 2 - Listen to the recording.
- Play the recording - Repeat the words.
- Ask students to listen and repeat the words.

-The word in italics are among the most commonly used - Work individually first to do the task
in the unit. Have students decide which words best then work in pairs to give the answers.
complete the sentences.
- Alternatively, extend this activity by asking students to - Give the answers.
make their own sentences with each of the words. - Check and correct the answers.
- Expected answers:
1. Gender equality 2. Preference
3. Eliminated 4. Rights
5. Access 6. Caretaker

7. Discrimination 7. Progress
GRAMMAR GRAMMAR
- Give time for the students to make their own choice. - Work individually first to do the task
- Have them check in pairs, then with the whole class to then work in pairs to give the answers.
make sure they all have correct answers. - Give the answers.
1. C 2. F 3. E 4. D 5. A 6. B
- Ask students to do this activity orally first, and then - Work individually first to do the task
write down their answers. then work in pairs to give the answers.
1. An essay on gender equality must be written (by each - Check and correct the answers.
student).
2. This exist door can be opened in case of emergency.
3. Men and women should be given equal pay for equal
work.
4. My mother might be given an award.
4. Consolidation
5. Homework
- Do the task again
- Read Unit 7 – Getting started.

PERIOD 63
UNIT 7: CULTURAL DIVERSITY GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to traditions,cultural characteristics and superstions.
- For pronunciation, that is stress in two - syllable words
- For grammar, that is the comparative and superlative
2. Skills
- Reading: Read about supersitions in VietNam.
- Speaking: Exchange opinions about traditions and customs
- Listening: Listen to people talk about the wedding traditions of a small community in the USA.
- Writing: Write about the typical characteristics of the Vietnamese people.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Introduce the topic by asking Ss to compare the two Traditional wedding :
pictures of a traditional wedding and a modern one - was celebrated at home
in Viet Nam. - the bride and the groom wear Ao Dai
- pray ancester to ask for permission to get
married.
Modern wedding :
- Elicit any topic- related words that Ss may know : - was celebrated at the restaurant/
rituals, costumes, decorations,… church,…
- the bride and the groom wear modern
costumes
……..

ACTIVITY 1 LISTEN AND ACTIVITY 1 LISTEN AND

READ READ
- Ask Ss listen to the recording and read the - Work individually.
conversation - Listen to the recording.

- Elicit the new words

ACTIVITY 2 ACTIVITY 2
- Ask Ss to work in pairs and do the task - Work in pairs to do the task.
- Asks Ss to give the reasons for their answers. - Give the answer.
- Expected answer: a - Check and correct the answer.
- Ask Ss to do the task in pairs. - Work in pairs to do the task.
- Expected answer: - Check and correct the answer.
1.Because he is preparing for his presentation about
the simolarities and differences between a
traditional Vietnamses wedding and a modern one.
2.They follow the same core procedure which consists
of the proposal ceremony, the engagement ceremony
and the wedding ceremony.
3.The modern wedding are less complicated.
4.Yes, they get some help from their parents and the
attending guests.
5.Students’answers.
4. Consolidation
- weddings in Viet Nam
5. Homework:
- Do the task again
- Read Unit 7 - Language at
home , ngày 23 tháng 01 năm 2019
…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 64
UNIT 7: CULTURAL DIVERSITY LANGUAGE
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to traditions,cultural characteristics and superstions.
- For pronunciation, that is stress in two syllable words
- For grammar, that is the comparative and superlative adjectives.
2. Skills
- Integrated and communicatice skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Ask students to list out the factors that create a happy - Work in pairs.
life - Discuss the T’s question.
- Let students work in pairs
- Ask students questions - Give the answers.

- Ask Ss to work individually first to do the tasks then - Firstly, work individually first to do the
work in pairs to compare the results with their tasks then work in pairs to compare the
partner. results with their partner.
- Give the answer.
- Asks Ss to give the reasons for their answers. - Check and correct the answer.
- Expected answer:
1.g 2. e 3. d 4. b 5.a 6. g 7.c 8. f Activity 2
Activity 2 - Firstly, work individually first to do the
- Ask Ss to work in pair ,read the sentences again and tasks then work in pairs to compare the
do the task results with their partner.
- Encourage Ss to exchange their answers with a
partner to see if they understand the contexts ang
mening of each sentence. - Give the answer.
- Expected answer:
1.wedding 2. Groom 3. bride
4. reception 5.guests 6.before 7.engaged

1. Listen and repeat 1. Listen and repeat
- Play the recording and let Ss listen - Listen to the recording.
- Play it again with pauses for them to repeat each - Listen and repeat.
word
2. Listen to the sentences and practise saying them 2. Listen to the sentences and practise
loudly. saying them loudly.
- Ask Ss to read the word in rows paying attention to - Read word in rows paying attention to the
the difference between the sound clusters difference between the sound clusters
- Play the recording and let Ss listen to the sentences - Listen to the sentences and circle the
and circle the word they hear. word they hear
GRAMMAR GRAMMAR
- Ask Ss to read through the six statements. - Work individually, read through the 6
- Help them to understand the meaning of these statements.
statements. - Say whether they agree or disagree.
- Explain any words that Ss don’t know.
- Let sts express their ideas.
- Have sts focus on the ilatic words.
- Explain the grammar point: Comparative and
superlative adjective.
- Exlain the task requirement. - Listen to the T’s explaination.
- Have sts study the table. - Study the table individually.
- Expalin new words if necessary. - Work in pairs to do the task.
- Let Ss work in pairs to give the answers - Give the answer.
- Expected answer:
1. Mr Smith’s wedding reception was more expensive
than Mr Long’s
2. Mr Smith was older than Mr Long when he got
married
3. Mr Long’s engagement period was longer than Mr
Smith’s
4. The service at Mr Smith’s wedding was better than at
Mr Long’s wedding.
- Help sts revise the differences in usage of the - Revise the use of : a/ an and the.
articles: a/ an and the. - Work in pairs to do the task.
- Get sts to do the task in pairs. - Give the answer.
- Expected answer:
1. the 2. a 3. the 4. The 5. the
6. the 7. a 8. the 9. the
4. Consolidation
- Words and phrases related to traditions,cultural characteristics and superstions, stress in two syllable
words and the comparative and superlative adjectives.
5. Homework:
- Do the task again

- Read Unit 7 – Reading at home

PERIOD 65
UNIT 7: CULTURAL DIVERSITY SKILLS – READING
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about traditions, cututal characteristics and
superstitions in Viet Nam.
2. Skills
- Scanning and skimmimg
- Guessing meanings in contexts.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Ask students to list out the factors that create a happy - Work in pairs.
life - Discuss the T’s question.


- Ask sts to look at the picture and describe it. - Work individually, look at the picture
- Ask some guiding questions to help sts. and describe it.
1. Is this an altar?
2. How do you know that?
3. Can you see what kind of flower it is?Is it
peach blossom?
4. What is laid on the altar?
- Ask sts to read the statements and help them - Read the statements.
understand the meaning.
- Get sts to work in groups of 4 and exchange their - Work in groups of 4 and exchange their
ideas. ideas.
- Encourage sts to give explainations for their - Try to give explainations for their
behaviour. behaviour.
- Elicit answers from the whole class. - Give the answers.

- Lead sts to the topic of the reading passage.

- Have students read the questions and the options. - Read the questions and the options.
- Encourage them to predict the answersbases on the - Predict the answersbases on the answer
answer options given and sts’ background options given and sts’ background
knowledge. knowledge.
- Set a time limit for sts to read the text and answer the - Read the text and answer the qs.
qs. - Work individually first to do the task,
- Have sts work individually first, and then check with then work in pairs to check the answers.
a partner.
- Go over all the answers to make sure they have the - Give the answers.
correct answers. - Check and correct.
- Get sts to work in pairs. - Work in pairs.
- Have sts read the question and practise asking and - Read the question and practise asking
answering them. and answering them.
Encourage sts to give reasons to support their opinions. - Give reasons to support their opinions.
- Asl several sts to report what they learn about - Some sts report what they learn about
their partners from their discussions in pairs. their partners from their discussions in
pairs.
4. Consolidation
- Words and phrases related to traditions,cultural characteristics and superstitions
5. Homework:
- Do the task again
- Read Unit 7 – Speaking at home

PERIOD 66
UNIT 7: CULTURAL DIVERSITY SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Compare traditions and customs between two countries and discuss those in VN
- Give a mimi talk about some cultural aspects of VN.
2. Skills
- Speaking skills.
- Group and pair work.
- Presentation skill.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Ask Ss the following Qs: -Work in pairs asking and answering the
1.How many people are there in your famiy ? Qs
2.How many generations are there in your famiy ?
3.Do you think you are very happy to live in such a
family ?
4. Do you think there are two or more generations in a
family in America ?
-Ask Ss to work in pairs to ask and answer the Qs
-Call on one pair to present in front of the class -one pair present in front of the class
-Listen and feedback
-Lead in the lesson by saying :
“ Today we are going to talk about differences among -Listen to the T
cultures”


- Ask sts to look at the pictures and elicit any words - Look at the pictures.
related to the topic: superstitions abt black cats, fish - Give any words related to the topic.
and chips – a traditional food, figure skating- a
national sport, samovar- a traditional way of
making tea.
- Tell sts that they will do a quiz abt 2 countries: the - Do a quiz abt 2 countries: the UK and

UK and Russia. Russia.

- Elicit any background knowledge abt cultural
aspects of these two countries.
- Ask sts to do the quiz individually and then - Work individually first to do the task,
check their answers in pairs. then work in pairs to check the answers.
- Encourage sts to give explainations for their choices. - Give the answers.
- Expected answers: 1. B 2. A 3. B 4. A - Check and correct.
- Explain the activity and instruct sts to do it. - Listen to the T
- Divide class into 2 big teams: Team A and team B. - Work in 2 big teams: Team A and team
Each team then further divide into smaller groups B. Each team then further divide into
will read abt one country, either the Uk or Russia. smaller groups will read abt one country,
- Set a limit time for this activity and walk around theeither the Uk or Russia.
classroom to monitor, facilitate and assist sts when - Note down the most interesting thongs
neseccary. abt the country that they read and then
share the information with other members
of their groups.
- Encourage sts to use superlative adjectives to - Try to use superlative adjectives to share
share their ideas with other members of their their ideas with other members of their
groups. groups.
- Each group sends a member to take notes
of the opinions.
- Several groups at random to report their
- Ask several groups at random to report their views. views.
Activity 3
Activity 3 - Listen to the T
- Explain the activity and instruct sts to do it. - Study the example carefully.
- Have sts study the example carefully. - One member of Team A to work with
- Get one member of Team A to work with one from one from team B, talk about the traditions
team B, talk about the traditions and customs of either and customs of either the Uk or Russia.
the Uk or Russia.
- Move around to assist or listen to different pairs to
detect errors/ problems. - Some sts at random and have them tell
- Call on some sts at random and have them tell the the whole class what they learn abt the
whole class what they learn abt the other country from other country from their conversation with
their conversation with their parners. their parners.
- GiveSPEAKING
POST feedback on sts’ performance. POST SPEAKING
- Have sts read the constructions and explain what they - Read the constructions and listen to the
are supposed to do. T’s expaination.
- Get sts to work in 4 groups. Each group will cover - Work in 4 groups to brainstorm ideas and
one of the four categories: Food, Drinks, Sports, and vocabulary and then ranking things in
festivals. order of popularity.
- Call on several groups to report their group’s
ideas and ranking, and then give feedback.
4. Consolidation
- Traditions and customs of the UK and Russia as well as cultural aspects of VN
5. Homework:
- Do the task again
- Read Unit 7 – Listening at home

PERIOD 67
UNIT 7: CULTURAL DIVERSITY SKILLS - LISTENING
I, Objectives.
1. Knowledge.
- Information abut the wedding traditions of a small community in the USA.
2. Skills
- Listening for specific information.
- Students understand more about the custom and traditional values in the USA as well as in Viet Nam.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:

Warm up Warm up
- T asks Ss these Qs : - Answer th Qs
1.Have you ever attended a wedding ceremony ?
2.Do you like it ?
Now I have some pictures for you
► Picture of people in the groom’s family: + Listen to T and wait eagerly for the
+ Now, look at this picture. Who can tell me what is it pictures
about?
+ How do you know that? - Look at the picture: and then answer the
questions:
+. This picture is about an engagement ceremony, and + It’s about an engagement ceremony.
these people are in groom’s family. They are bringing
trays of gift to proffer the bride’s family + Because I see many boys bringing a tray
► Picture of trays of gift: with red paper on it.
+ And what is this picture?
+ In English, we call: a tray of gift for the bride’s - Look at the picture.
family. đưng lễ của nhà trai mang
+ Who can tell me what do the trays of gift include? hà gái
+ Yes. They are: betel leaves and areca nut fruits,
husband, wife cake, tea, a roasted pig, biscuit (you see
the label Chocopie here?), and some other food. + Trầu cau, bánh phu thê
►Picture of bride & groom before the altar:
+ Who are they?

+ Where are they?

+ Yes. This is the altar (point at the altar in the picture) - Look at the picture.
+ They are praying for approval from their ancestor.
Do you know “ancestor”? + They are bride & groom.
+ Now who can tell me what ceremony is after the + They are in front of the altar.
engagement ceremony? + They are praying
+ Tổ tiên
+ Wedding ceremony.
BEFORE YOU LISTEN BEFORE YOU LISTEN
- Ask sts to look at the photo of an Amish wedding - Look at the photo of an Amish
and elicit sts’ impressions abt this community. wedding and elicit sts’ impressions abt
this community.
- Have sts read a number of statements about - Read a number of statements about the
the Amish community. Amish community.
- Help sts understand these statements if necessary.
- Ask sts to work in pairs to exchange their predictions. - Work in pairs to exchange their
- Elicit sts’ predictions abt this community, accepting predictions.
different opinions. - Present their predictions abt this
community.
- Preteach some new words. - Practise some new words.
WHILE YOU LISTEN WHILE YOU LISTEN
- In this acitivity, sts listen and check their - In this acitivity, sts listen and check their
predictions in the previous act. predictions in the previous act.
st
- Have sts listen to the CD for the 1 time and try to - Listen to the CD for the 1st time and try
note down the informationtht helps them check their to note down the informationtht helps them
answers. check their answers.
- Ask sts to share with their friends to see whether they - Share with their friends to see whether
have the same answers or not. they have the same answers or not.
- Let sts listen to the CD for the 2nd time and try to - Listen to the CD for the 2nd time and try
note down the information they did not understand the to note down the information they did not
1st time. understand the 1st time.
- Expected answers: 1. F 2. F 3. T 4. T 5. T
- Ask sts to skim the given text, paying to the context - Skim the given text, paying to the context
around the gaps, and predict the information needed around the gaps, and predict the
for each gap. information needed for each gap.
- Ask sts to share with their friends to see whether they - Share with their friends to see whether
have the same answers or not. they have the same answers or not.
- Elicit sts’ predictions.
- Let sts listen and fill in the gaps. - Listen to the CD and do the task.
- Expected answers:
1, December 4, wedding meal
2, two or three 5, visiting
relatives 3, approval
AFTER YOU LISTEN AFTER YOU LISTEN

- In this activity, let sts reflect orally on the - Reflect orally on the information they

information they have just listened to. have just listened to.
- Get sts to work in pairs to name the things they have - Work in pairs to name the things they
learnt abt the Amish wedding customs and talk abt have learnt abt the Amish wedding
whether they find anything unusual or intersting. customs and talk abt whether they find
anything unusual or intersting.
- Call on some sts at random and have them express - Express their opinions to the whole class.
their opinions to the whole class.
4. Consolidation
- The wedding customs of the Amish community in the USA
5. Homework:
- Do the task again
- Read Unit 7 – Writing at home

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 68
UNIT 7: CULTURAL DIVERSITY SKILLS - WRITING
I, Objectives.
1. Knowledge.
- Typical characteristics of the Vietnamese people.
2. Skills
- Write a description paragraph.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Get sts to list some typical characteristics of - List some typical characteristics of
Vietnamese people based on their Vietnamese people based on their
background knowledge. background knowledge.
- Elicit sts’ ideas.
- Give feedback and lead into the new lesson.
PRE- WRITING PRE- WRITING
- In this activity, help sts reinforce and develop their - Reinforce and develop their ability to
ability to think in a logical way when rearranging set think in a logical way when rearranging set
of jumbled paragraphs to form a well-structured text. of jumbled paragraphs to form a well-
structured text.
- Ask Ss to do the task individually - Work individually to do the task.
- Set a time limit for this activity and assist ss
if necessary.
- Ask ss to compare their answers with a partner and - Compare their answers with a partner and
explain why explain why
- Elicit answers from the whole class and correct them - Give the answers.
if necessary. - Check and correct the answers.
- Expected answers: 1b 2d 3f 4c 5e 6a

WHILE WRITING WHILE WRITING

- Ask Ss to do the task in groups and read the text and - Discuss in groups and complete the
study the outline sketch outline on the big size paper.

- Get sts to discuss and complete the outline on the big

size paper.
- Ask the groups to put their outline on the board or
around the classroom.
- Give feedback.
- Sample outline:
Introduction: A typical Vnamese woman is hard-
working skillful, and devoted to her family.
Characteristic 1: hard-working
Evidence: working both at work nd at home.
Characteristic 2: skillful
Evidence: householdchores like cooking, sewing, or
decorating the house.
Characteristic 3: devoted to family
Evidence: her biggest concerns are husband and
children and family.
Conclusion: The above mentioned characteristics are
typical of the majority of Vnamese women.
- Ask sts to work in groups to develop an outline. - Work in groups to develop an outline.
- Walk around and assist, if necessary.
- Ask sts to write their drafts individually and - Write their drafts individually and then
then exchange them with their group members for exchange them with their group members
peer feedback. for peer feedback.
- Collect sts’ writing for further comments or marking.
Sample writing :
A typical Vietnamese woman is hardworking , skillfull,
and devoted to her family.The most prominent
characteristic of most Woman in Vietnam is that they
work really hard.In fact, in addition to the eight
working hours at a job, they still spend at least four ro
five hours on different household chores.Moreover, a
typical Vietnamese woman is also known for her many
skills.She can cook tasty meals and decorate her
house.A visit to a family in Vietnam will be a good
chance to experience how good she is at all these
tasks.Finally, she is really devoted to her family .Her
biggest concerns are always about family matters like
jobs, hobbies and health of her family members.That is
why the majority of Vietnamese woman immediately
rush home after work to be with their children and take
care of them and the other people in the family.
In short, the above mentioned characteristics are
typical of the majority of Vietnamese women.
4. Consolidation
- Writing a short text/ paragraph about some characteristics of the Vietnamese people.
5. Homework:
- Do the task again
- Read Unit 7 – Communication and culture at home

PERIOD 69
UNIT 7: CULTURAL DIVERSITY COMMUNICATION AND

CULTURE
I, Objectives.
1. Knowledge.
- Gift-givingin the UK and the ideas of successin the USA and VN.
2. Skills
- Reading and Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Get sts to list some typical characteristics of - List some typical characteristics of
Vietnamese people based on their Vietnamese people based on their
background knowledge. background knowledge.
- Elicit sts’ ideas.

- Ask the sts to read the text individually, and, for - Work individually o read the text and, for
each occasion, highlight the similarities and each occasion, highlight the similarities and
differences with the customs in VN. differences with the customs in VN.
- Have sts study the the sample conversation, assisting - Study the the sample conversation
them if necessary.
- Ask sts to work in pairs and role play a conversation, - Work in pairs and role play a
using the information they have highlighted. conversation, using the information they
have highlighted.
- Call on some pairs at random to perform - Some pairs at random to perform their
their conversations in front of the whole class. conversations in front of the whole
- Give feedback. class.
Activity 2 - Listen to the T
- Ask Ss to work individually to put the jumbled-up Activity 2
words and phrases to make questions about giving - Work individually to put the jumbled-up
and receiving presents. words and phrases to make questions about
- Ask sts to work in pairs to compare the questions and giving and receiving presents.
- Work in pairs to compare the questions

discuss or explain if they have different word orders.

- Ask ss to read aloud or write on the board those - Write their answers on the board.
questions and correct any mistakes.
- Expected answers:
1. Who do you often buy presents for? 2.On
what occasions do you buy presents ?
3.Which shop do you usually go to when you
are shopping for presents?
4.What ‘s the most expensive present you’ve
given? 5.On what occasions do you receive
presents?
6.What presents do you normally get?
7.What is the best present you’ve ever received?
CULTURE CULTURE
- Divide the class into 2 big groups.Each group will - Firstly, work in two big group.
read one reading passage to get the main idea. - Each group will read one reading
passage to get the main idea.
- Ask one st from group A to work with one student - Then, one st from group A to work with
from group B to form a pair and exchange the one student from group B to form a pair
information that they have just read. and exchange the information that they
have just read.
- Call on some pairs at random to perform - Report their findings.
their findings.
- Give feedback.
- Expected answers:
1.for American success means providing their family
a decent standard of living and ending their career in a
higher and more prosperous position than when they
began it .Success is also the result of hard work and
self relience.
2.For Vietnamese, success goes along with a high
status job with good income and respect at work.
3.Both American and Vietnamese associate success
with earning a lot of money.
4. Consolidation
- Gift –giving in the UK and the ideas of successin the USA and VN.
5. Homework:
- Do the task again
- Read Unit 7 – Looking back and project at home

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 70
UNIT 7: CULTURAL DIVERSITY LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 7
- 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, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
- Play it again with pauses for them to repeat - Listen and repeat.
each word
- Expected answers: Ex’port Pro’test ‘contrast
Im’port Ob’ject
2. Listen to the sentences and practise saying them . Listen to the sentences and practise
- Play the recording and let Ss listen to the - Listen to the sentences and circle the
sentences and circle the word they hear. word they hear

- Ask Ss to work in pair ,read the sentences again and - Firstly, work individually first to do the
do the task tasks then work in pairs to compare the
- Encourage Ss to exchange their answers with a results with their partner.
mening of each sentence.

1. wife 2. get married 3.engaged 4.reception

5.honeymoon 6.wedding 7.bridegroom 8.Best
man 9.Bride 10.bridesmaids
GRAMMAR GRAMMAR
- Give time for the students to do the task individually. - Work individually first to do the task then
- Have them check in pairs, then with the whole work in pairs to give the answers.
class to make sure they all have correct answers. - Give the answers.
1.harder 2.more/ less
dangerous 3.the most famous 4.more polluted
5. the most delicious
- Ask students to do this activity orally first, and - Work individually first to do the task then
then write down their answers. work in pairs to give the answers.
1. we are having a great time in Ha Noi. - Check and correct the answers.
2.Let’s go to Nha Trang for a week next summer
3.Where the money I gave you on the first of
this month?
4.For my birthday , I got a book , a DVD, and
the latest CD by my favourite band.
5. On the radio , I heard a/the song that I really liked.
PROJECT PROJECT
1. Do a survey - Do as appointed
Ask Ss to do the survey
2. Work in groups, compare your findings

and reports to the class
Let the groups have some time together the assemble
the results of their survey
4. Consolidation
- Revise what they have learned in unit 7
- Do a small project in which they can develop their speaking skills
5. Homework:
- Do the task again
- Read Unit 7 – Looking back and project at home

PERIOD 71
DATE OF PLANNING: 15/02 / 2019
WRITTEN TEST
I, Objectives.
1. Knowledge.
- To test and mark the students
- To get feedback from the students
2. Skills.
- To help Ss develop their skills to do MCQ tests
- To encourage Ss to work harder
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
2. Old lesson
checking(Omitted) 3. New
lesson:
Testing contents
MULTIPLE CHOICE QUESTIONS (32 Questions;8 điểm)

Choose the word whose stress pattern is different from that of the others.
Câu 1. A. wedding B. modern C. custom D. support
Câu 2. A. difference B. similarity C. information D. presentation
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the
following questions.
Câu 3. Superstitions still an important part of life for many people in Vietnam.
A. do B. give C. take D. play
Câu 4. We had dinner in most expensive restaurant in town.
A. the B. a C. an D. X
Câu 5. Health is than money.
A. most important B. more important C. the important D. the most
important
Câu 6. The can have as many bridesmaids as she wants.
A. groom B. husband C. couple D. bride
Câu 7. Mary :" ..............................."
Kevin:" It is hot and dry."
A. How does she look like? B. How are you?
C. What do you do? D. What is the weather like today?
Câu 8. When you …………………. here at this time tomorrow, I ………………… the room up.
A. Will come/ will be tidying B. come /will be tidying
C. comes / will tidy D. come / will have tidied
Câu 9. The team paid a _ price for its lack of preparation.

A. expensive B. dirty C. heavy D. light

Câu 10. We stop when traffic lights are red.
A. should B. might C. must D. can
Câu 11. My cousin's is next Sunday.
A. assignment B. wedding C. tradition D. marriage
Câu 12. There is a wedding for all guests after the wedding ceremony.
A. engagement B. proposal C. ring D. reception
Câu 13. Women and men should be given equal rights ...................................... education and
employment.
A. of B. with C. in D. to
Câu 14. Gender discrimination should be so that everyone has equal opportunities in
education.
A. elimination B. eliminating C. eliminated D. eliminate
Câu 15. In order to a man's job, Brenda had to work very hard.
A. pursue B. enroll C. work D. prefer
Câu 16. Lan:" I propose that married women should be greatly encouraged to work outside".
Hoang :"................................"
A. It's controversal B. It depends on the weather
C. Im general, women work better than men D. I can't agree with you more
Câu 17. By Christmas, I …….......................…… for you for 6 months.
A. have been working B. shall be working C. shall work D. shall have been working
Read the passage carefully and then choose the best option (A, B, C or D) to each gap.
In the 1960s the women's liberation movement burst suddenly into the public consciousness and
quickly grew into (18) largest social movement in the history of the United States. Women's
liberation movement (19) a continuation of the 19th-century women's rights movement. The
movement's major (20)_ has included not only legal, economic, and political gains
(21) also has changed the ways in which people live, dress, dream of their future, and
(22) a living.
Câu 18. A. a B. an C. the D. X
Câu 19. A. is B. are C. were D. was
Câu 20. A. status B. achievement C. civilization D. power
Câu 21. A. but B. neither C. with D. either
Câu 22. A. put B. take C. get D. make
Read the passage below and choose the best answer (A, B, C or D) to each question.
Visitors to Vietnam should pay attention to the following advice.
Socializing
Vietnamese people like to ask questions about age, marriage, salary, etc when they meet someone for
the first time. For example, they may ask, 'How old are you?', 'Are you married?', 'What do you do for a
living?', 'Do you have any children?' Don't be embarrassed by these kinds of questions. This is the
Vietnamese way of being friendly.
Presents
Vietnamese people always show their gratitude when receiving a gift. However, you should not be
surprised if they do not open a present you had given them immediately. Opening a present in front of
the gift-giver is considered to be embarrassing.
Compliments
Although Vietnamese people always appreciate compliments, they are usually modest in their reactions.
For example, in response to the compliment 'What a nice dress!' a Vietnamese girl may say, 'I don't
think so. It's very old.'
The elderly
Always show the elderly respect. Bowing your head slightly to an elderly person is a sign of respect.
During a meal, elderly people should be served first.
Câu 23. Which of the following is NOT true?

A. Vietnamese people often ask 'How old are you?' when they meet someone for the first time.
B. Vietnamese people always respect the elderly.
C. Vietnamese people don't appreciate compliments.
D. Vietnamese people ask questions about age, marriage, salary, etc to show their friendliness.
Câu 24. Who should be served first during a meal in Vietnam?
A. the rich people B. the young people C. the poor people D. the old people
Câu 25. Why don't Vietnamese people open presents immediately?
A. Because they feel bored with opening a present.
B. Because they don't like gift-givers.
C. Because they feel embarrassed to open a present in front of the gift-giver.
D. Because they don't like presents.
Câu 26. How do Vietnamese people react to compliments?
A. sadly B. happily C. excitedly D. modestly
Câu 27. Which questions do Vietnamese people often ask when they meet someone for the first time?
A. questions about weather B. questions about personal life
C. questions about sports D. questions about music
Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs
correction.
Câu 28. Some people think that there is still gender discriminations in our country.
A B C D
Câu 29. I guessed the bride and groom will be happier if they don't have to waste money on A
B C
unnecessary things.
D
Câu 30. Lots of people believe that when they set out in an important occasion, they should avoid
A B
crossing the path of a woman.
C D
Câu 31. Before do something important, I often ask for the useful advice from my grandparent.
A B C D
Câu 32. Worked mothers help their husband satisfy their children's needs.
A B C D
LISTENING( 08 Questions;2 điểm)
I, Listen carefully then choose the best answer A, B, or C to the following questions.
1. ……….of all working hours, the work is done by women.

A,Nearly 50% B, Nearly two-thirds C, Nearly three-fourths
2. The average woman earns……..the average man.
A, more than B, the same as C, less than
3. In Africa,………….of the farm work is done by men.
A, 80% B, 50 % C, 20%
4. A typical woman in a developing country spends……collecting firewood daily.
A, 1 hour B, 2 hours C, 3 hours
5. …..is the amount of time a typical African woman spends on cooking everyday
A, 1 hour B, 2 hours C, 3 hours
II, Listen again, then fill in each gap with NO MORE THAN THREE WORDS.
6, According to an old Chinese saying, women hold up………………… .

7, In parts of Africa, it typically takes a woman half an hour …….. to the fields, and she works there
until 3p.m .
8, After dinner, the woman spends an hour washing the dishes. She goes to bed at……….
PERIOD 72

UNIT 8: NEW WAYS TO LEARN GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to electronic devices that can help us learn
- For pronunciation, that is stress in three - syllable adjective and verbs
- For grammar, that is defining and non-defining relative clauses
2. Skills
- Reading: Read about new ways to learn English.
- Speaking: Talking about how electronic devices can help us learn
- Listening: Listen to introduction on how to acess and use online English language materials
- Writing: Writing about the advantages of electronic devices as learning tools.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Ask ss if they have ever seen or own an electronic - Work individually, answer to the T’s
device and how the electronic device can be used. question.
- Give feedback.
- Lead into new lesson.

PRE-TEACHING PRE-TEACHING
- Ask ss to look at the picture and talk about - Look at the picture.
them. ‘What electronic device do you see in the - Listen to the T and answer to
picture? What are the people doing with the the questions.
device?
- Get the answers from the sts.
- Expected answers: laptop, books, and cell phone.
- Play the recording. - Work individually, listen to the recording
- Explain some new words if necessary. and read in silent at the same time.
- Have sts listen to the recording and read in silent
at the same time. - Work in groups of 3 to practice the
- Get sts to work in groups of 3 to practice the

conversation. conversation.
WHILE TEACHING WHILE TEACHING
- Ask ss to work individually first then in pairs to - Work individually first then in pairs to
decide if the statements are true(T) or false (F), or not decide whether the tatements are true,
given (NG). false, or not given.
- Encourage ss to provide reason for their answers
- Check ss’ answers as a class and give explanations if - Give the answers.
necessary - Check and correct the answers.
- Expected answers:
1. F 2.F 3. NG 4. T 5. F 6. T
- Ask ss to refer back to the conversation to find the - Work individually first then in pairs to
adjectives which describe the devices used as learning find the adjectives which describe the
tool devices used as learning tool
- Have ss discuss their meaning with a partner. - Discuss their meaning.
- Check ss’ answers as a class and give explanations if
necessary
+ Personal : your own - Check and correct the answers.
+ Electronic: having many small parts controling and
diretcing a small electric current
+ Modern: relating to the present time
+ Excellent: exceptional good
+ Useful: being of practical use
+ Mobile: able to move easily
+ Digital: showing information by using figures
+ Perfect: being complete
+ Great: superior in quality or degree
POST TEACHING POST TEACHING
- Ask Ss to do the task in pairs. - Work in pairs to do the task.
1.They are: smart phones, laptops and tablets.
2.They have changed the way we learn.
3.They use them to take photos or record their
work, which can be later shared with the class.
4.Because thwy can be used to store information,
take notes, write essays and do calculations.
5.He does his asignments and projects, and
studies English.
4. Consolidation
- Words and phrases related to electronic devices that can help us learn
5. Homework:
- Do the task again
- Read Unit 8- Language at home
…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 73
UNIT 8: NEW WAYS TO LEARN LANGUAGE
I, Objectives.
1. Knowledge.
To help learners get started with some language items in Unit 8
2. Skills
- Reading: Read about new ways to learn English.
- Speaking: Talking about how electronic devices can help us learn
- Listening: Listen to introduction on how to acess and use online English language materials
- Writing: Writing about the advantages of electronic devices as learning tools.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:

- Ask Ss to do the tasks and compare the results with - Work individually first then in pairs to do
their partner the task.
- Provide support if necessary by guiding ss to use the
context of the conversation to choose the correct
meaning for each phrase - Give the answers.
- Check answers as a class to make sure Ss have - Check and correct the answers.
all correct answers.
- Expected answers:
1.e 2. D 3. B 4. C 5.a
- Get sst work individually first then in pairs to do the - Work individually first then in pairs to do
task. the task.
- Check answers as a class to make sure Ss have - Give the answers.
all correct answers. - Check and correct the answers.
- Expected answers:

1.A,B,C, 2. A,C, 3.A,C 4.B 5.B 6.A,B,C

- Introduce the rules to put stress on three - Listen to the T
syllable verbs and adjectives.
- Get sts to work individually put stress on three - Work individually to practice putting
syllable verbs and adjectives on page 28, then work in stress on three syllable verbs and
pairs for peer correction. adjectives on page 28, then work in
pairs for peer correction.
- Play the recording, get sts to listen and pay - Listen to the recording and pay
attention the the stress pattern of the words. attention the the stress pattern of the
- Have sts check themselves whether they put stress words.
correctly or not. - Check themselves whether they put stress
- Check the answers with the whole class. correctly or not.
- Expected answers: - Check the answers with the T.
‘concentrate ‘similar con’tribute ‘digital
Intro’duce ‘excellent ‘recognise Vietna’mese
Under’stand ‘personal ‘interest sym’bolic
- Play the recording again, have sts read after
the recording in chorus for 2 times. - Listen to the recording again,
- Call 4 sts at random to read outloud the words. practice reading in chorus for 2 times.
GRAMMAR GRAMMAR
- Have sts study the explanation “Do you know..?” on - Listen to the T
page 28. - Study the explanation “Do you know..?”
- Give further explaination if necessary. on page 28.
- Get sts to practice the exercises.
Acitvity 1 Acitvity 1
- Ask some sts at random to give explaination. - Give the answers.
- Listen to the sts and give comments. - Check and correct the answers.
- Expected answers:
1.that 2. which 3. that 4. which 5. whose
These words are relative pronouns. They are used in
relative clauses to define or identify the nouns
preceeeding them /to introduce information about the
nouns before them
Defining relative clauses: 1,3,5
Non-defining relative clauses: 2,4
- Get sts to work in individually to do the task, then - Work individually first then in pairs to do
work in pairs to compare the answers. the task.
- Check the answers with the whole class. - Give the answers.
- Expected answers: 1.e 2.d .3.a 4.f 5.c 6.b - Check and correct the answers.
- Get sts to work in individually to do the task, - Work individually first then in pairs to do
then work in pairs to compare the answers. the task.
- Check the answers with the whole class. - Give the answers.
1. which/that 2. whose 3. which
4. who/that 5. whose 6. Who
4. Consolidation
- Words and phrases related to electronic devices, stress in three - syllable adjective and verbs
defining and non-defining relative clauses

5. Homework:

PERIOD 74
UNIT 8: NEW WAYS TO LEARN SKILLS – READING
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about new ways to learn English
2. Skills
- Scanning and skimmimg
- Guessing meanings in contexts.
- Students can take full use of electronic devices for their learning.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Show the sts 2 pictures. - Look at the 2 pictures introduced by
- Ask them to look at the pictures and answer to the the T.
two questions: - Discuss the T’s question.
1. What are the sts doing?
2. What do you think you are going to read about? - Give the answers.
- Elicit the answers from students.
- Expected answers:
1. The sts are using smartphones and tablets
to studying English in the classroom.
2. Probably, we are going to read about
electronic devices helping us learn English.


- Have ss match each of the words with its meaning . - Work individually first then in pairs to do
- Let ss usse a dictionary if necessary . the task.
- Go over the answers to make sure they have - Give the answers.
matched them correctly. - Check and correct the answers.
- Expected answers:
1. c 2. d 3. a 4. e 5. f 6. B
- Preteach some newwords. - Practice some new words.


- Ask sts to read the text quickly and find - Work individually read the text quickly
repeated words and their collations. and find repeated words and their
collations.
- Explain to the ss that repeated words in a text may - Listen to the T
imply its main idea or title
- Have ss skim the text to choose the best title. - Do the task individually then compare the
answer with a partner.
- Expected answer: b- New ways to learn English. - Give the answer.
- Check and correct the answer.
- Ask ss to scan the text to find the answers to the - Work in pairs scan the text to find the
questions. answers.
- Have them highlight the key words in both
the questions and the text
- Ask Ss to take turns asking and answering in pairs - Take turns asking and answering in pairs.
- Check ss’ anwer to make sure they are correct. - Give the answer.
- Expected answers: - Check and correct the answer.
1. We can download them in mobile devices
2. We can see words on the screen and hear
them spoken
3. we can choose to practise with native
English speakers of different accents and
genders.
4. They can use them to record real-life English
speechs, lessons, or song of English
languagefilms from television or the internet .
5. Because it will make learning English easiser,
faster, more
AFTER YOUeffective
READ and more enjoyable. AFTER YOU READ
- Arrange sts into groups of 4 and let them discuss the - Work in groups of 4, discuss the
question. question.
- Walk around to monitor the class and offer help
if necessary.
- Give enough time for one or two groups to report the - At random, one or two groups report the
results of their discussion to the class. results of their discussion to the class.
- Listen to the sts and elicit comments from other sts. - Other sts from the other groups may give
comments.
- Give final feedback. - Listen to the T
4. Consolidation
- Words and phrases related to about new ways to learn English.
1. access sth: với đến, truy cập hay sử dụng cái gì
E.g.: - You have to enter a password to access the file.
2. concentrate on sth/doing sth: tập trung vào cái gì, việc
gì E.g.: - She couldn’t concentrate on the film
3. take notes of sth: ghi chép/ ghi chú cái gì
E.g.: - The secretary had to take notes of the meeting.
4. take advantage of sth: tận dụng cái gì
E.g.: - The teacher told us to take full advantage of the library to study.
5. Homework:
- Learn by heart the new words.

PERIOD 75
WRITTEN TEST CORRECTION
I. Objective.
1. Knowledge.
- Help sts find out their errors in the test so that they will not make mistakes the next time.
2. Skills.
- Develop sts’ ability to correct mistakes and errors.
- Students have positve attitude towards learning.
II. Methods.
- Integrated, mainly communicative
III. Teaching aids.
- Teacher: tape, board, chalk, textbook, answer key.
IV. Procedures.
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
2. Old lesson checking.
(Omitting) 3. New lesson:
KEYS TO ANSWER
MULTIPLE CHOICE QUESTIONS (32 Questions;8 điểm)
Đáp án mã đề: 137
01. D; 02. A; 03. D; 04. A; 05. B; 06. D; 07. D; 08. D; 09. C; 10. C; 11. B; 12. D; 13. C; 14. C; 15. A;
16. D; 17. D; 18. C; 19. D; 20. B; 21. A; 22. D; 23. C; 24. D; 25. C; 26. D; 27. B; 28. C; 29. A; 30. B;
31. A; 32. A;
01. B; 02. A; 03. C; 04. B; 05. A; 06. A; 07. D; 08. B; 09. C; 10. C; 11. D; 12. B; 13. A; 14. C; 15. C;
16. B; 17. C; 18. A; 19. A; 20. A; 21. B; 22. D; 23. D; 24. C; 25. A; 26. D; 27. A; 28. C; 29. D; 30. A;
31. A; 32. D;
01. C; 02. A; 03. A; 04. B; 05. D; 06. C; 07. A; 08. B; 09. C; 10. D; 11. A; 12. A; 13. D; 14. D; 15. C;
16. B; 17. C; 18. B; 19. A; 20. A; 21. A; 22. A; 23. A; 24. B; 25. C; 26. B; 27. C; 28. B; 29. D; 30. C;
31. C; 32. C;
01. A; 02. D; 03. C; 04. C; 05. D; 06. D; 07. A; 08. A; 09. A; 10. A; 11. D; 12. A; 13. B; 14. A; 15. C;
16. C; 17. A; 18. D; 19. A; 20. B; 21. B; 22. C; 23. B; 24. C; 25. A; 26. A; 27. A; 28. B; 29. A; 30. D;
31. A; 32. B;
LISTENING
1. B
2. C

3. C
4. A

5. B
6. HALF THE SKY
7. TO WALK
8. 9.30 PM
4. Homework:
- Students redo the test and prepare for the next lesson.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 76
UNIT 8: NEW WAYS TO LEARN SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Talk about how electronic devices can help us learn.
2. Skills
- Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Show some pictures of some electronic devices. - Look at the T’s pictures.
- Ask sts to name these devices. - Work in pairs, name the devices.
- Ask whether the sts own any of them and how they - At random, answer to the T whether they
use it/ them for their learning. own any of them and how they use it/ them
for their learning.
- Lead sts into new lesson. - Listen to the T.


- Write “go digital” on the board, explain the - Read through the arguments in favor of
task requirement. using electronic devices in learning and
- Give ss time to read through the arguments in favor match arguments 1-4 with explanation 1-d
of using electronic devices in learning and match - Work with a partner to do the task.
arguments 1-4 with explanation 1-d.
- Explain the new words if necessary.
- Let them work with a partner if they neeed
more help.
- Elicit the sts’ answers. - Give the answers.
- Expected answers: 1.d 2.b 3.c 4.a
- Explain the task requirement. - Listen to the T.
- Ask ss to read the arguments and explanations in part - Read the arguments and explanations in

1 again and work in pairs. part 1 again and work in pairs.

- Explain the new words if necessary.
- Walk round to monitor and provide help.
- Call some pairs at random to act out their discussion. - At random, some pairs act out their
discussion.
- Give comments. - Listen to the T
- Ask ss to model the the sample discussion - Ask sts to work in pairs to do the task.
- Have ss dicuss in pairs
- Sample dialogue: - Some pairs at random present their
Student A : I think electronics make school life easier conversation in class.
and more enjoyable.
Student B : Exactly. Students who hate homework can
have fun doing it on tablets
Student A :and when they type on tablets they can
change or add more things any time they want.
- Ask Ss to do the task in groups of 4. - Listen to the T
- Walk around to offer help if necessary - Work in groups of 4 to do the task.
- Have ss report their group’s discussion to the class. - At random, some sts present their group’s
- Listen and give feedback discussion to the class.
4. Consolidation
5. Homework:
- Prepare Unit 8- Listening at home.

PERIOD 77
UNIT 8: NEW WAYS TO LEARN SKILLS – LISTENING
I, Objectives.
1. Knowledge.
2. Skills
- Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Write “triple E at the fingertips” on the board and ask - Look at the board.
ss to guess what it means - Work individually and guess the meaning
- Show the picture and ask elicit their answers to the of the phrase: Triple E at the fingers.
questions in the instruction. - Share their ideas with a partner.
- Some sts at random, present their ideas.
- Lead sts into new lesson. - Listen to the T
- Explain the task. - Listen to the T.
- Ask ss to read the statements and guess if they are - Read the statements and guess if they are
true or false true or false
- Explain if there are any new words .
- Give Vietnamese equivalents if necessary. - Listen to the recording twice and do
- Play the recordinsg and have ss do the activity the task.
- Check the answwers. - Do the task individually, then work in
- Play the recording again if many ss in the class have pairs to compare the answers.
incorrect answers, pausing at the place where they can - Give the answers.
get the correct information. - Check and correct the answers.
- Expected answers: 1. F 2. T 3. T 4. F 5. T


- Ask ss to read the instructions carefully and the - Work individually, read the instructions

sentences 1-5. carefully and the sentences 1-5.

- Make sure that they understand the sentences.
- Provide help with the new words if necessary
- Play the recording twice again for ss to fill in - Listen to the recording twice and do
the gaps the task.
- Ask ss to work with a partner to compare the - Do the task individually, then work in
answers. pairs to compare the answers.
- Invite representatives from some pairs to report - Give the answers.
their answers to the class. - Check and correct the answers.
- Give feeedback and correct any wrong answers.
- Expected answers:
1. easily and efective
2. accesss and take
3. learning vocabulary
4.native speakers
5.chance of seccess
- Have ss work in groups of 3 or 4 and discuss - Work in groups of 3-4 and discuss the
the questions. questions.
- Move around the class to control the activity.
- Call on some ss at random to present their opinions to - Some sts, at random, present their
the whole class. opinions to the whole class.
- Listen to the sts and give final feedback.
4. Consolidation
5. Homework:
- Prepare Unit 8- Writing at home.

PERIOD 78
UNIT 8: NEW WAYS TO LEARN SKILLS – WRITING
I, Objectives.
1. Knowledge.
2. Skills
- Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Inform ss of the lesson objective: writing a short - Listen to the T.
text with detailed explanations as supporting ideas:
- Write the phrase “Using electronic devices” on - Do the task as T’s instructions.
the board. Focus on the pictures and the instructions
- Elicit ss’ ideas about the pictures by asking “Who are
these people in the pictures? What are they doing?
What devices are they using? what are they using them
for?


- Give ss time to read the sentences about some - Read the sentences about some
advantages and disadvantages of using advantages and disadvantages of using
electronic devices. electronic devices.
- Get sts to work individually to do the task, then - Work individually to do the task, then
work in pairs to compare the answers. work in pairs to compare the answers.
- Call some sts, at random, to give the answers. - Give the answers.
- Expected answers: A: 2,4,6 D:1,3,5

- Give ss time to read the text about the advantages of - Work individually to do the task, then
using electronic devices in class. work in pairs to compare the answers.
- Get sts to read the text and learn the way of - Give the answers.
writing about advantages/disadvantages: - Check and correct the answers.
- Have sts underline words/phrases the writer use to
link the ideas:
First of all
Second
Last but not least
In conclusion
- Elicit their answers about the use of linking words.
- Listen to the T and give feedback.
- Ask ss to read the sample again. - Read the sample again.
- Tell ss to write a draft first , then write a short text - First, work individually to write the draft,
about the advantages of electronic devices in then write a short text about the advantages
learning. of electronic devices in learning.
- Work in pairs for peer correction.
- Ask ss to exchange their writing with a partner for
peer comments after having finished their work.
- Walk around and offerWRITING
POST help if necessary POST WRITING
- Collect at random some sts’written work to correct in - Pay attention to the T’s corrections.
the class. - Take notes the common errors and the
+ The organization. T’s corrections.
+ The word choices and grammar.
…….
- Give final feedback.
4. Consolidation
- The organization of a text about advantages and disadvantages.
5. Homework:
- Prepare Unit 8- Communication and culture at home.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 79
UNIT 8: NEW WAYS TO LEARN COMMUNICATION AND

CULTURES
I, Objectives.
1. Knowledge.
- Electronic devices in class – to use or not to use.
- US children learning with electronic devices.
2. Skills
- Students are more aware of using electronic devices reasonably.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Ask sts some questions. - Listen and answer to the T’s
1. What electronic devices do you have? questions individually.
2. Do you bring your smartphone to school?
3. Are you allowed to use smartphone at school?
- At random, call some sts to give the answers.
- Listen to the sts and give comments.

- Explain to ss that they need to read comments on - Listen tot the T.
personal electronic devices and decide on the most
reasonable comment
- Ask ss to work in pairs, providing reason for their - Work in pairs, do the task.
choices.
- Encourage ss to express their own opinions.the
- Get sts to work in pairs, read instructions carefully. - Read the instruction carefully.
- At random, invite one pair of students to model the - At random, one pair models the example.
example.

- Ask the pairs to do the same job to make their - Work in pairs, do the task.
conversation.
- Remind the sts to use their explainations in Act 1.
- Go around to observe and give necessary assistance.
- At random, invite some pair of students to present - Some pairs, at random, present their
their dialogue in class. dialogue in class.
- Listen to the sts and give comments.
- Get sts to work in groups of 4 and share their own - Work in groups of 4, do the task.
opinions.
- Depend on the sts’ levels, ask sts to take notes their - Report the groups’ discussion.
group members’opinions and report to the class.
- Make comments on sts’ performance during the
group discussion and on their reports back to the
CULTURE CULTURE
- Have ss read and answer questions in pairs - Work in pairs, do the task.
- Check ss’ answers as a class. - Give the answers.
- Expected answers: - Check the answers.
1. They use them to look up and store information
2. About 2 out of 5 have
3.They may help promote listening and speaking
abilityp improve their critical thinking, reading,
writing, and maths skills
5. They can be great educationl tools, but the wrong
use may cause very bad effects
- Have ss work in group of 4 or 5, talk about how - Work in groups of 4 or 5.
childen in Vietnam use their electronic devices. - Do as appointed.
+ Possitive side: store information, access to the
Internet to make full use of the online materials, do
projects or assignments.
+ Negative side:access to inappropriate information,
chat and cheat in the exams, take embarassing pictures
of their friends/ surrounding people, spend most of their
time on playing games/ unreal world.
4. Consolidation
- Words and phrases related to about new ways to the uses of personal electronic devices.
5. Homework:
- Prepare Unit 8- Looking back and project at home.
+ Put sts in 4 groups to prapare for the presentation on the topic Personal electronic devices in class- to
use or not to use.(2 groups For and the 2 others Against)

PERIOD 80
UNIT 8: NEW WAYS TO LEARN LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can revise:
2. Skills
- Integrated skills, mainly reading skills and presentation skill.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:

each word
- Expected answers:
Adjective, electric, effective, wonderful, convenient
Similar
Graduate, develop, contibue, consider, dedicate,
recommend

- Ask Ss to work in pair ,read the sentences again and - Firstly, work individually first to do the
do the task tasks then work in pairs to compare the
- Encourage Ss to exchange their answers with a results with their partner.
mening of each sentence.
1.d 2.e 3.b 4.c 5.f 6. a
- Ask sts to work in pairs to do the task. - Work in pairs to do the task.
- Elicit the answers from the sts. - Give the answer.
- Check and correct the answers. - Check and correct the answer.
- Expected answers:
1. We can easily download them into our
personal electronic device we carry with us
everywhere
2. Because learning new vocabulary by
translating slows down the learning process
3. we need to think GRAMMAR
how to use them effectively GRAMMAR
- Give time for the students to do the task individually. - Work individually first to do the task then
- Have them check in pairs, then with the whole work in pairs to give the answers.
class to make sure they all have correct answers. - Give the answers.
1. which/that 2.who
3.which 4.whose
5.who/that 6. whose
- Ask students to do this activity orally first, and - Work individually first to do the task then
then write down their answers. work in pairs to give the answers.
1. Shakespears, whose birthplace was…., was a … - Check and correct the answers.
2. His grand mother,who was …., had a…..
3. Tom has…books which are all in …
4. Lan…physics which I don’t like.
5. I will….teacher who taught ….write.
6. The girl whose electronic ..down looked very upset.
PROJECT PROJECT
- Invite the representatives of the 4 groups to - 4 representatives of the 4 groups do their
present their ideas. presentation on the given topic.
- Elicit comments from sts.
4. Consolidation
- Words and phrases related to about using personal electronic devices in class.
5. Homework:
- Prepare Review 3-Lesson 1 at home.

PERIOD 81
REVIEW 3 ( UNIT 6-7-8)

LESSON 1
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 1, 2, 3
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A4 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 32
10A7 ……/ ……/ 2019 ……/ 40
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:

LANGUAGE LANGUAGE
Vocabulary Vocabulary
- Get sts to work individually first to do the task, then - Firstly, work individually first to do the
work in pairs to compare the answers. task, then work in pairs to compare the
- Ask sts to give the answers. answers.
- Check and correct the answers. - Give the answers.
- Expected answers. - Check and correct the answers.
1. pay 2. Discrimination 3. Right
4. gender 5. inequality
Activity 2 ctivity 2
1. electronic 2. player
3. TV shows 4. tablet 5. software
Pronunciation Pronunciation

- Play the recording and let Ss write down the words - Listen to the recording, and write
that they hear. down the words that they hear.
- Ask sts to write down the words on the board. - Ask sts to read aloud the words.
+ 1st syllable: Actor, lovely, artist, famous.
+ 2nd syllable: relax, forget, enjoy, remove.
+ 1st syllable: indicate, organise, modernise, difficult
GRAMMAR GRAMMAR
1. This door must be kept shut.
2. Refreshment will be served.
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books must be kept for 2 weeks.
1. More simple ( simpler) than
2. The oldest
3. More important than
4. The most beautiful
5. Healthier ( or more healthy ), more peaceful
1. Tom works for a company which makes….
2. Linda told me her e-mail address, which I wrote….
3. I do not like people who are never on time.
4. What was the name of the girl whose mobile
phone was stolen.
5. Mr Brown, who has worked for the same..,
is retiring…
4. Consolidation
- Revise what Ss have learnt in unit 6, 7, 8
5. Homework
- Redo activities at home and prepare for the rest of the Review.

PERIOD 82
REVIEW 3 ( UNIT 6-7-8)

LESSON 2
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 1, 2, 3
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A4 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 32
10A7 ……/ ……/ 2019 ……/ 40
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:

SKILLS SKILLS
Reading Reading
- Ask sts to do the activities 1 and 2 individually first, - Firstly, work individually first to do
then work in pairs to compare the answers. the task, then work in pairs to compare
- Ask sts to give the answers. the answers.
1b: 1. D 2. C 3. B 4. A
2:
1. It helps sts learn Engish in a more stimulating way.
2. Because it can engage sts and provide them
with interactive oppotunities.
3. Because with it teachers can make grammar and
vocabulary presentations and save them for using
again.
4. They can down loas gap-fill exrcises, multiple choice
quizzes or games.
5. They can drag and drop their answers into the Speaking
gaps with their fingers. - Work in groups of 4, take turns asking
Speaking and answering questions about
- Get sts to work in groups of 4, take turns asking and different customs in 4 countries.
answering questions about different customs in 4

countries.
- After about 5 minutes, ask groups to choose one - Choose choose one representatives to
representatives to report the interview result to the report the interview result to the class.
class. - Others give the comments and decide
- Ask other students to give the comments and decide which sts has the best answers.
which sts has the best answers. Listening
Listening - Listen to the T
- Tell sts that they are going to listen to a text about how
people greet each other.
- Explain the task requirement. - Listen to the recording and do the task
- Play the recording 2 times for sts to listen and do
the task.
- Get sts to work in pairs to do the listening task. - Give the answers
- Play the recording again and pause at the answers for - Check and correct the answers
the sts to check whether their answers are correct or
not.
- Give the correct answers. Writing
1. F 2. T 3. F 4. T 6. F - Listen to the T
Writing
- Explain the task.
- Ask sts to use the given information on page 37.
- Give some more instructions.
+ compare and contrast - Work individually to do their writing
+ while, whereas, contrary to…. task
- Get sts to work individually to do their writing task. - Work in pairs for peer correction
after finishing their own writing.
- Ask sts to work in pairs for peer correction - Pay attention to the T’s model
after finishing their own writing. correction.
4.- Consolidation
Select one st’s wrting for model correction.
- Revise what Ss have learnt in unit 6, 7, 8.
5. Homework
- Redo activities at home and prepare for Unit 9 – Getting started.

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Phan Thị Hiền

PERIOD 83
DATE OF PLANNING: 14/ 03/ 2019/ 03/ 2019
UNIT 9: PRESERVING THE ENVIROMENT GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to environmental impacts that can help us learn
- For pronunciation, that is stress in three – syllable nouns
- For grammar, that is reported speech
2. Skills
- Reading: Read for general ideas and specific information about threats to the natural environment.
- Speaking: Talking about the environmental impacts of human activities.
- Listening: Listening for gist and specific information in a student’s talk on environmental impacts.
- Writing: Writing about environmental problems and giving some practical advice on how to preserve
the environment.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
+ Network..
- Ask sts to work in groups of 3 or 4. - Work in groups of 3 or 4.
- Ask sts to give a list of the animals which are - List the animals which are in danger of
in danger of extinction. extinction.
- After 3 minutes, the group which has the longest list - Give the answers.
will be the winner.
-Lead into the lesson. - Listen to the T.
+ Ask ss some questions related to environment:
“ What will happen if our environment destroyed?”
+ Inform the class of the lesson objectives: getting to
know the topic preserving the environment.

- Tell the class that they are going to listen to a - Listen to the T
conversation between Nam and his father.
-Ask Ss to predict what they are going to talk about. - Give predicion.

-Playing the recording for Ss to listen and read the - Listen to the recording and read the
conversation at the same time. conversation quitely.
-Remind Ss not to worry about the unknown words or
grammar points, but try to work out the general idea of
the conversation.
- Ask sts to work individually first to see the pictures - Work individually first to see the pictures
and words then in pairs to label the photos. and words then in pairs to label the photos.
- Allow two minutes for the pairs to look up the words - Look up the words and phrases in
and phrases in a dictionary to confirm their meaning. a dictionary to confirm their
- Check ss’ answers as a class and give explanations if meaning.
necessary. - Gve the answers.
- Have sts note down the words in their notebooks. - Check and correct the answers.
- Expected answers: - Note down the words in their notebooks.
a, greenhouse effect d, polar ice melting
b, pollution e, fossil
fuels. c, deforestation
- Ask sts to work individually to check the - Work individually to check the
information, underline the key words in the questions, information, underline the key words in the
and use them to scan for the relevant information in questions, and use them to scan for the
the conversation. relevant information in the conversation.
- Get sts to work in pairs to compare the answers. - Work in pairs to compare the answers.
- Invite 3 sts, at random, to go to the board to - Gve the answers.
write down the answers. - Check and correct the answers.
- Check and correct the answers with the whole class. - Note down the words in their notebooks.
- Expected answers:
1. He is writing a letter for the school newsletter.
2. The editor asked nam to write some practical
advice on enviromental preservation.
3. It means the negative influence or effect on
the enviroment.
4. Because he thinks if we can see the impacts on
natural enviroment, we will know how to protect it.
5. They are deforestation, pollution, global
warming, fuel depletion, polar ice melting and the
rise of sea levels.
6. It depends on sts.
4. Consolidation
- Learners get started with some language items in Unit 9.
5. Homework
- Redo activities at home and prepare for Unit 9 – Language.

PERIOD 84
UNIT 9: PRESERVING THE ENVIROMENT LANGUAGE
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to enviromental impacts and preservation.
- For pronunciation, that is stress in three syllable nouns.
- For grammar, that is reported speech.
2. Skills
- Integrated and communicatice skills.
- Students understand more the importance of preserving the enviroment.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Ask students to list out the factors that pollute the - Work in pairs.
envoroment. - Discuss the T’s question.

- Ask Ss to work individually first to do the tasks then - Firstly, work individually first to do the
work in pairs to compare the results with their partner. tasks then work in pairs to compare the
results with their partner.
1. preserve 5. Greenhouse effect
2. deforestation 6. Global warming Activity 2
3. fossil fuels 7. depletion - Firstly, work individually first to do the
4. pollute 8. damage tasks then work in pairs to compare the
Activity 2 results with their partner.
- Ask Ss to work in pair ,read the sentences again and
do the task
- Encourage Ss to exchange their answers with a - Give the answer.
partner to see if they understand the contexts an and - Check and correct the answer.
the meaning of each sentence.
- Asks Ss to give the reasons for their answers.

- Expected answer:
1.protect 2. preservation 3. contaminate
4. consumption 5.deforest 6.pollute 7.deplete
- Ask Ss to work individually first to do the tasks then - Ask Ss to work individually first to do
work in pairs to compare the results with their the tasks then work in pairs to compare the
partner. results with their partner.
- Asks Ss to give the reasons for their answers. - Asks Ss to give the reasons for their
- Expected answer: answers.
1. consumption 5. polluted - Expected answer:
2. consume 6. pollution
3. preserve 7. contamination
4. preservation
PRONUNCIATION 8. contaminate PRONUNCIATION
each word

GRAMMAR GRAMMAR
- Ask Ss to read through the six statements. - Work individually, read through the
6 statements.
- Let sts go back to the Getting started to check - Go back to the Getting started to check
the information. the information.
- Have sts compare the answers with their partner. - Compare the answers with their partner.
- Check and correct the answers orally with some sts - Check and correct the answers orally
at random. with the T.
- Expected answers:
Nam: 1,3,5 The editor:2 Nam’s father: 4,6
- Explain the grammar point; Reported speech - Listen to the T.
+ The opening(‘) and closing (‘) quotation marks are - Take notes.
needed for writing reported speech.
+ Verbs in reported speech usually go back one tense,
and impertaive verbs change to infinitive.
+ Say/ Tell can be used in reported speech, Say does
not need an object, but Tell does.
- Explain the task requirement. - Listen to the T’s explaination.
- Get sts to work individually first to do the task, then - Work individually first to do the task then
work in pairs to compare the answers. work in pairs to compare the answers.
- Ask sts to give the answers. - Give the answer.
- Check and correct the answers. - Check and correct the answer.
- Expected answers.
1. Nam said that pollution was one of the problems in
his neighborhood.

2The editor said that more people were aware of the

preservation of natural resources.
3. The sts told their teacher they were discussing the
protection of the natural enviroment.
4. nam’s father told him to use the web serch engine to
find the information that he needed.
5. Nam said it was confusing becaue there were
too many web pages abt..
6. Scientists said that air pollution was one of
the causes of the greenhouse effect.
4. Consolidation
- Words and phrases related to enviromental impacts and preservation, stress in three syllable
nouns and reported speech.
5. Homework:
- Do the task again
- Read Unit 9 – Reading at home

PERIOD 85
UNIT 9: PRESERVING THE ENVIROMENT SKILLS – READING
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Identify different types of pollution.
- Understand the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially reading skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Ask sts to name the types of pollutions that they - Work individually.
know, encourage them to present the causes of the - List the types of pollution that they know.
pollutions. - Present the causes of the pollutions if
- Call some sts, at random, to give the ideas. possible.
- Give feedback.


- Show some pictures on the board/ the screen. - Look at some pictures on the board/
the screen.
- Get sts to work in pairs and describe the pictures. - Work in pairs and describe the pictures.
- Give suggesting questions:
1. What can you see in each picture?
2. What is the enviromental impact in each photo?
- Elicit the answers from the sts and put them on the - Give the answers.
board/ screen. - Check and correct the answers.
- Give feedback.
- Suggeted answers:
a. noise pollution b. water pollution
c. air pollution d. soil pollution


- Ask sts to read the text quickly and find - Listen to the T.
repeated words and their collocations
- Explain to the sts that repeated words in a text may
imply its main idea or title
- Have sts skim the text to choose the best title.
- Have sts work individually first to do the task, then - Work individually first to do the task,
work in pairs to gie the answer. then work in pairs to gie the answer.
- Give the answers.
- Suggested answer: c - Check and correct the answers.
- Have sts match each of the highlighted words with - Listen to the T.
the correct definition, ask them to work individually - Work individually first to do the task,
first , then check with a partner. then work in pairs to gie the answer.
- Let ss use a dictionary if necessary. Go over
the answers to make sure they have matched
them correctly. - Give the answers.
- Suggested answers: - Check and correct the answers.
1.ecosystem /’I:kəʊsistəm/
2.pesticides //
3.inorganic /inɔ:’gǣnik/: vo co
4.vegetation /vedƷə’teiʃn/: thuc vat
5.fertilizer /fɜ:təlaizə/
6.pollutants
- Ask ss to scan the text and read the - Listen to the T.
instructions carefully. - Work individually first to do the task,
- Have them highlight the key words in both the then work in pairs to gie the answer.
sentences provided and the text.
- Encourage ss to underline the parts of the
reading text relevant to the statements.
- Check ss’ anwer to make sure they are correct. - Give the answers.
- Suggested answers: - Check and correct the answers.
1. F (Environmental pollution is one of the impacts of
human activities)
2. F (the greenhouse……….air pollution)
3. T 4. T 5. T 6. T
- Have sts discuss in group of 3 or 4. Ask them some - Work in groups of 3-4.
guiding questions before their discussion: - Discuss the questions.
1. What type of pollution is there in
your neighborhood?
2. What are the causes and effects?
3. How can you help reduce this type of pollution?
- Let sts discuss the questions freely
4. Consolidation
- Words and phrases related to enviromental impacts and preservation.
5. Homework:
- Do the task again

- Read Unit 9 – Speaking at home.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 86
UNIT 9: PRESERVING THE ENVIROMENT SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Talk about different types of pollution.
- Understand and talk the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Write down the sources of fuels you know - Answer to the T’s question.
- Offer to help and check + Possible answers: petrol, oil, coal,
The questions natural gas.
1. Which source of energy is the most popular in
our country?
2. Is it limited or unlimited? What should we do to
be sure that we can continue to use it in the future?
- Elicit the sts’answers. - Give the answers.
- Give feedback. - Listen to the T

PRE-SPEAKING PRE-SPEAKING
-Introduce the topic by asking such questions as: - Listen to the T.
1, What are the types of environmental pollution
caused by human activities?
2, Can you label the photos with specific types of
pollution?
- Elicit the sts’answers. - Give the answers.
- Give feedback. - Check and correct the answers.
- Expected answers:
a. Soil pollution

b. water pollution
c. air pollution
d. noise pollution
- Focus Ss’ attention on the instruction and the table. - Listen to the T
- Ask them to work individually and read the text - Work individually and read the text
carefully before they complete the table. carefully before they complete the
- Remind them to refer back to the reading text to table.
get the necessary information.
- Let them work with a partner if they need more help
- Elicit the sts’answers.
- Give feedback. - Give the answers.
Types of pollution consequence
Soil pollution Contaminated vegetation
and the decrease of soil
fertility leading to the
negative utilization of land
Noise pollution Human psychological and
health problems such as
stress, the increase of heart
rate and hearing damage.
- Get sts to work in pairs and use the information in the - Work in pairs, take turns talking about
table to talk about different types of pollution. different types of pollution.
Example: Air pollution results from fossil fuel burning
by motor vehicles, factories, aircraffs and rockets. Air
pollution can lead to a series of environmental
problems…..
- Go around the class to observe and control the
activities.
- Have sts continue working in pairs, making - Work in pairs, making
conversation basing the information they talked conversation basing the information
in While speaking. they talked in While speaking.
- Give enough time for Ss to read the
conversation individually.
- Check comprehension as a class.
- Have ss practice the conversation in pairs
- Select some pairs to role-play the conversation in - Some pairs present in front of the class
front of the class.
4. Consolidation
5. Homework:
- Do the task again
- Read Unit 9 – Listening at home.

PERIOD 87
UNIT 9: PRESERVING THE EMVIRONMENT SKILLS – LISTENING
I, Objectives.
1. Knowledge.
- Understand and talk the causes and negative effects of pollution on our enviroment and health.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Have sts listen to a song and answer the question “: - Answer to the T’s question.
What have human beings done to the environment?”
- Expected answer: We, human beings, have been
destroying the environment.
- Show a picture and ask sts what the people are doing. - Give the answers.
- Expected answer: They are planting trees - Listen to the T


- Ask ss to read the instructions and the titles. - Read the instructions and the titles
- Ensure that they understand the task and vocabulary.
- Explain if there are any new words. Give Vietnamese - Listen to the T
equivalents if necessary. - Listen to the recording and do the task
- Play the recordings and have ss do the activity individually first, then compare the answer
- Check the answers. with a partner.
- Play the recording again if many ss in the class have - Give the answers.
incorrect answers, pausing at the place where they can - Check and correct the answer.
get the correct information.
- Expected answers: C
+ degraded + aquatic

+ resulted + awareness
+ sewage
- Ask ss to read the words and instructions carefully - Read the words and instructions carefully
individually. individually.
- Ensure that they understand the task and vocabulary - Listen to the recording and do the task
- Play the recording once or twice again for ss to individually first, then compare the answer
do the task. with a partner.
- Ask ss to work with a partner about two minutes to - Give the answers.
discuss the meaning of the words. - Check and correct the answer.
- Check answers as a class.
- Expected answers:
+ degraded + aquatic
+ resulted + awareness
+ sewage
- Ask ss to read the instructions carefully and - Read the instructions carefully and the
the sentences 1-6. sentences 1-6.
- Make sure that they understand the sentences.
- Provide help with the new words if necessary
- Play the recording once or twice again for ss to fill in - Listen to the recording and do the task
the gaps individually first, then compare the answer
- Ask ss to work with a partner to compare with a partner.
the answers.
- Invite representatives from some pairs to report their - Give the answers.
answers to the class. - Check and correct the answer.
- Give feedback and correct any wrong answers.
- Expected answers:
1.affected 2.global
warming
3. ecosystem
4. health problem
5. control
6. friendly materials


- Have ss work in 4 groups discuss the questions - Work in 4 groups discuss the questions
- Call on some ss at random to present their opinions to - At random, give the answers.
the whole class.
- Play the recording again, pausing at times. Tell Ss to
note down the answers during the pauses.
- Check the answer as a class. - Check and correct the answer.
- Expected answers:
1. The natural world in which people, animals
and plants live.
2. The burning of fossil fuels by factories and
motor vehicles.
3. The use of harmful chemicals in agriculture.
4. The extinction of rare animals and extreme
floods and land erosion.
5. We should dump harmful rubbish and chemicals
at appropriate places.
6. We should replace deforestation with forestation.

7. We should make every effort to preserve the

environment for the next generations.
4. Consolidation
5. Homework:
- Do the task again
- Read Unit 9 – Writing at home.

PERIOD 88
UNIT 9: PRESERVING THE ENVIRONMENT SKILLS – WRITING
I, Objectives.
1. Knowledge.
- Understand and the causes and negative effects of pollution on our enviroment and health
and suggest some measures to preserve the environment.
2. Skills
- Integrated especially writing skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Show a picture and ask sts some questions: - Answer to the T’s question.
1. What do you see in the picture?
2. What does the text in the picture mean?
3. Do you turn off the tap while you are brushing
your teeth? - Give the answers.
- Lead into new lesson. - Listen to the T


- Give ss time to read the instructions and the text. - Read the instructions and the text.
- Remind them to underline key words and phrases.
- Check comprehension.
- Give vocabulary explanations if necessary.
- Ask ss to compare the answers with a partner first - Give the answers.
then ask some ss to read out loud their answers to - Check and correct the answers.
check as a class.
- Expected answers:
1.d 2.c 3.b 4.a
- Give ss time to read the information and do the - Read the instructions and the task.

matching individually.
- Ask ss to compare the answers with a partner first
then ask some ss to read out loud their answers to
check as a class - Give the answers.
1.D 2. C 3. B 4. A
- Help sst to review the organization of a - Recall the organization of a paragraph
paragraph and connectors use to connect the ideas. and connectors use to connect the ideas.
WHILE YOU WRITE WHILE YOU WRITE
- Give ss time to read the instructions and the - Read the instructions and the structure of
structure of the model to make sure Ss can use it. the model.
- Ask Ss to work in groups of 3 or 4 to select one of - Work in groups of 3 or 4 to select one of
the natural resources and discuss the information in the the natural resources and discuss the
table. information in the table.
- Encourage the groups to write complete - write complete sentences using the
sentences using the information provided. information provided.
- Go round and offer help with any vocabulary
or grammar question.
- Ask ss to exchange their writing with a partner for - Exchange their writing with a partner for
peer comments peer comments
- Walk around and offer help if necessary
AFTER YOU WRITE AFTER YOU WRITE
- Select one st’s writing to make model correction in - Pay attention to the T’s correction.
class.
4. Consolidation
5. Homework:
- Do the task again
- Read Unit 9 – Communication and culture at home.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 89
DATE OF PLANNING: 28/03/ 2019
UNIT 9: PRSERVING THE ENVIRONMENT COMMUNICATION

AND CULTURE
I, Objectives.
1. Knowledge.
- Improve comunicative skills in English.
- Get more knowledge about the World Wildlife Fund for Nature.
2. Skills
- Students are more aware of the importance of preserving the environment.
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Ask sts to label the pictures shown on the board. - Work individually, look at the pictures,
- Invite sts to give the answers. then label them.
- Listen to the sts and give correction if needed. - Give the answers.

Activity 1: discussion Activity 1: discussion
- Focus Ss’attention on the instructions and the photos. - Listen to the T
- Ask ss to describe how the action will affect - Look at the pictures then describe
the environment in each photo. those pictures.
- Put the information in two columns on the board. - Give the answers.
- Check ss’ answers as a class - Check and corect the answers.
- Expected answers:
Photo a: A man is spraying pesticides. This can cause
soil pollution.
Photo b: Forest trees were cut down. This is
deforestation and it will result in climate change,
global warming, extreme floods and erosion.
- Tell Ss that they are going to listen to two speakers - Listen to the T
talking about one of the photos in activity 1.

- Focus Ss’attention on the instructions and the

questions.
- Have them underline the key words in the questions. - Underline the key words individually.
- Play the recording twice, pausing before the second - listen to the recording twice to do the task
listening for ss to note down the answers. individually.
- Check the answers in pairs.
- Check the answers as a class. - Gve the answers.
1. photo b
2. deforestation
3. Climate change, global warming and
extreme floods.
4. Control deforestation and have proper
forestation plans.
- Have ss read the instructions carefully. - Listen to the T
- Ask ss to work in groups of 3 or 4, share their - Work in groups of 3-4, share their
opinions opinions.
- Ask ss to take notes of their group members’ - Take notes of their group members’
opinions and report to the class opinions.
- Make comments on ss’ performance during the group
discussion and on their reports back to
- Call on representatives of different groups to report - Representatives of some groups report
their ideas to the class. the groups’ discussion
- Listen to the sts ang give feedback.

CULTURE CULTURE
- Have Ss make predictions individually. - Do as appointed
- Check as a class - Answer the questions:
- Expected answers:
+ a panda
+ It comes from China
+ WWF is for World Wide Fund for nature
(Formerly World Wildlife Fund)
- Have ss read and answer questions in pairs - Do as appointed
- Check ss’ answers as a class - Answer the questions:
- Expected answers:
1.in 1961
2.A none-government organization
3. Because it was the only giant panda, an endangered
species, in the Western world at the same time as the
organization is established.
4. “stop the degradation of the planet’s natural
environment and build a future in which humans live
in harmony with nature, by:
- conserving the world biological diversity
- ensuring that the use of renewable natural
resources is sustainable.
- promoting the reduction of pollution and wasteful
consumption.
5. It is the world’s largest independent conservation
organization.

4. Consolidation
5. Homework:
- Do the task again.
- Read Unit 9 – Looking back and project at home.
- Divide class into 4 groups and ask each group to prepare their presentaion about the environmental
problems facing their the area in which their school is located.
+ Choose on type of pollution, causes and effects
+ Find some pictures/ photos to illustrate the problem.
+ Give some measures or suggestions to solve the problem.

PERIOD 90
DATE OF PLANNING: 29/03/ 2019
UNIT 9: PRSERVING THE ENVIRONMENT LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
By the end of the lesson sts can revise:
- Stress in three syllble nouns.
- Reported speech.
- Words and phrases related to environmental impacts and preservation.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP

- Ask ss to listen and reapeat - Listen and reapeat
- Help ss review stress patterns of three-syllable nouns - Review stress patterns of three-syllable
nouns.
- Play the recording again, ask ss to listen and - Listen again and underline
underline stress syllables stress syllables.
- Check ss’ answers - Give the answers.
1.po’llution 6. A’wareness
2.e’rosion 7. ‘poverty
3.’energy 8. De’pletion
4.’animal 9. So’lution
5.con’sumption 10. Pro’tection

- Have Ss read the instructions and the words in the - Listen to the T.
box.
- Tell them that these words are nouns or verbs.
- Encourage Ss to re-read Do you know…? On - Work individually to do the task, then
page 40 to help them identify the class of the words compare the answers in pairs.
- Check answers as a class. - Give the answers.
Verbs: preserve, protect, consume, emit, deplete,
erode
Nouns: animal, disposal, threat, energy…..
- Ask ss to work individually to do the task, then - Listen to the T.
compare the answers in pairs. - Work individually to do the task,
then compare the answers in pairs.
- Check ss’ answers. - Give the answers.
1.preserve
2.pollution
3.awareness
4.protect
5.consumption

GRAMMAR GRAMMAR
- Set ss a time limit and get ss to do the activity - Listen to the T.
individually
- Call on some ss to tell their answers
- Check ss’ answers. - Work individually to do the task,
- Expected answers: then compare the answers in pairs.
“All rubbish is killing fish and other sea creatures” - Give the answers.
“We can clean the beach together” - Check and correct.
“I will ask our friends and neighbors to come and help
us”
“I’m so happy to hear that, children”
“Protect yourselves from germs”
Activity 2: Activity 2
individually - Work individually to do the task,
- Call on some ss to write the answers on the board then compare the answers in pairs.
- Correct the mistakes - Give the answers.
1. Mr. Jones was very sad and said that all that rubbish
was killing fish and other sea creatures.
2. Nick said that they could clean the beach together.
3. Mary told them she would ask their friends
and neighbors to come and help them.
4. Mr. Jones told his children he was so happy to hear
that.
5. Mr. Jones gave the people gloves and told them
to protect themselves from germs.
4. Consolidation

- Identify stress pattern in 3 syllable nouns.

5. Homework:
- Review Unit 6-9 to prepare for the 45 test.

PERIOD 91
WRITTEN TEST
I, Objectives.
1. Knowledge.
- To test and mark the students
- To get feedback from the students
2. Skills.
- To help Ss develop their skills to do MCQ tests
II, Methods.
III, Teaching aids.
IV. Procedures:
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10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
2. Old lesson
checking(Omitted) 3. New
lesson:
Testing contents
Mark the letter A, B, C or D on your answersheet to indicate the word whose underlined part is
pronounced differently from that of the others.
Câu 1. A. aquatic B. protect C. contaminate D. influence
Câu 2. A. played B. cleaned C. used D. hoped
Câu 3. A. natural B. matter C. nation D. anger
Mark the letter A, B, C or D on your answersheet to indicate the word or phrase that needs
correcting.
Câu 4. There's a woman who she sold me the handbag.
A B C D
Câu 5. Mr. Smith is going to buy a new Japanese car, doesn't he?
A B C D
Câu 6. The picture was painting by Michael last year.
A B C D
Mark the letter A, B, C or D on your answersheet to indicate the correct answers to complete the
following passage.
" Wikis" are websites where anyone can (7) content and make changes, so that the sites
becomes a group creation - "wili" stands (8) " What I know Is". These (9) can be a
valuable source of information and opinion for students, though the information may not be totally
accurate - some academics refuse to use them.Perhaps the best-known wiki is online encyclopedia,
Wikipedia, (10) has more than one million entries in over 100 languages. Wikipedia is
working hard to make sure that its information is completely accurate, (11) students will be
able to use it with confidence, and there's no doubtbthat it is an incredible resource.

Câu 7. A. adding B. addition C. add D. addicted

Câu 8. A. with B. by C. in D. for
Câu 9. A. source B. information C. online D. sites
Câu 10. A. which B. who C. that D. whose
Câu 11. A. yet B. and C. but D. so
Mark the letter A, B, C or D on your answersheet to indicate the correct answers to the following
questions.
Câu 12. The giant panda is ............... because its habitat is being destroyed.
A. dangerous B. endanger C. endangered D. danger
Câu 13. A:"Pass me that pen, please!" B:"......................"
A. No, it isn't B. Yes, please C. It does not matter D. Here you are
Câu 14. Children ............... parents allow them to use electronic devices early will have more
advantages in the future.
A. whose B. which C. that D. who
Câu 15. He said he would do it..................
A. the following day B. tomorrow C. the previous day D. yesterday
Câu 16. Tomorrow we will go to Noi Bai to meet Maryam, .......... comes from Malaysia.
A. who B. whom C. whose D. that
Câu 17. A: " Do you mind if I take a seat?" B:"................"
A. Yes, do as you please B. No I mind C. No, do as you please D. Yes, i do not mind
Câu 18. ............. I was really tired, I could not sleep.
A. Therefore B. Eventhough C. Because of D. So
Câu 19. Can you show me....... way to ......... station.
A. the/ the B. a/ the C. the/ a D. a/ a
Câu 20. English devices that distract students........... their study are banned in most schools.
A. against B. from C. out of D. in
Câu 21. ...............can also be used to tale photos or record student's work, which can be later shared
with the class.
A. laptop B. smartphones C. cameras D. recorders
Câu 22. If I were a flower, I .............. a sunflower.
A. am B. will be C. would be D. were
Read the passage, then mark the letter A, B, C or D on your answersheet to indicate the correct answers
to the following questions.
We are all slowly destroying the earth. The seas and rivers are too dirty to swim in. There is so much
smoke in the air that it is unhealthy to live in many of the world's cities. In one well-known city, for
example, poisonous gases from cars pollute the air so much that traffic policemen have to rear oxygen
masks.
We have cut down so many trees that there are now vast areas of wasteland all over the world. As a
result, farmers in parts of Africa cannot grow enough to eat. In certain countries in Asia there is too
little rice. Moreover, we do not take enough care of the countryside. Wild animals are quickly
disappearing. For instance, tigers are rare in India now because we have killed too many for them to
survive. However, it isn't enough simply to talk about the problem. We must act now before it is too late
to do anything about it. Join us now. Save the Earth. This is too important to ignore.
Câu 23. Smoke .
A. is full of the big cities B. is unhealthy to live in
C. causes a healthy life D. makes life in big cities difficult
Câu 24. Why do farmers in parts of Africa and Asia not grow enough to eat?
A. Because there are large areas of land that cannot be used.
B. Because there is too little rice.
C. Because many trees have been planted.
D. Because people cut down many trees.

Câu 25. What's the best title for the passage?

A. Protect the Nature! B. The Environment C. Conservation D. Save the Earth!
Câu 26. In one well-known city, traffic policemen have to wear oxygen masks .

A. because there are so many cars on the streets

B. in spite of poisonous gases
C. in order to protect themselves from being injured
D. because of air pollution
Câu 27. Wild animals are .
A. in danger of extinction
B. killed so many that they cannot live in the forests
C. being protected from natural environment
D. so rare that they cannot survive
Mark the letter A, B, C or D on your answersheet to indicate the word whose stress pattern is
different from that of the others.
Câu 28. A. impressive B. dedicate C. belongs D. construction
Câu 29. A. theatre B. teacher C. promote D. gender
WRITING ( 3 QUESTIONS; 0,75 điểm)
Rewrite the following statements in the way that it remains the meanings as the given ones.
Câu 30: The student is from China. He sits next to me in the English class.
→……………………………………………………………………………………………..
Câu 31: “ My car has been stolen”, Mathew said.
→……………………………………………………………………………………………..
Câu 32: “ How much do you think it will cost?” he said to me.
→……………………………………………………………………………………………..
LISTENING ( 8 QUESTIONS; 2,0 điểm)
Task 1: Listen and number the events in the order you hear.
A, A camfire near a heap of leaves may easily cause a fores fire.
B, In late summer, fire is the greatest danger to foerest, and sometimes people are not allowed to
go into them.
C, All of us must care for our great forest and save them from fire.
D, It’s unpleasant thing to see a great forest fire.
E, A forest fire destroys valuable wood, wildlife and good soil.
Task 2: Listen again, and tick the sentences you hear.
1 A, Have you ever seen a forest destroyed by fire?
B, Have you ever seen a forest fire?
2 A, A great forest fire spreads quickly.
B, A great forest fire is an awful thing to see.
3 A, They are very dry then.
B, Woods and forest are really dry then

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 92
UNIT 10: ECOTOURISM GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to ecotourism.
- For pronunciation, that is stress more than three – syllable words.
- For grammar, that is conditional sentences.
2. Skills
- Reading: Read for general ideas and specific information about the benefits and principle of
ecotourism.
- Speaking: Talking about what tourists can do on an eco tour.
- Listening: Listening for gist and specific information about ecotourism.
- Writing: Writing a travel brochure promoting an eco tour.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Ask sts if they have ever joined in an eco tour. - Work individually.
- Explain the term “ eco tour”. - Answer to the T’s questions.
- Give some pictures and ask sts to find out the country
illustrated by these pictures.
+ Possible answer: Australia

LISTEN AND REPEAT

- Introduce some new words.
- Instruct sts to read the new words.
- Ask sts to listen to the conversation, and read after
the recording silently.
- Have sts practice the conversation in pairs.
- Call out some pairs to present in the class.
- Give feedback.
PRACTICE PRACTICE

- Ask Ss to work in pairs and do the task - Work in pairs, do the task as appointed.
- Ask Ss to give the reasons for their answers - Give the answers.
- Elicit the answers from the sts. - Check and correct the answers.
- Expected answers:
1. Because both Mr and Mrs Collins love nature.
2. Ecotuorism means travel to areas of natural or
ecological interest ro observe wildlife and learn about
the environment.
3. Tourists can see different kinds of animals like
crocodiles……, go scuba-diving….
4. They would have to pay 6,000 dollars for 2 people.
5. A two percent discount.
- Ask st to work individually to find the conditional - Work individually to find the conditional
sentences in the conversation, then work in pairs to sentences in the conversation, then work in
compare the answers. pairs to compare the answers.
- Expected answers:
+ If you also want to go on a camping safari, you’ll
need another three days
+ But if we could take the seven- day tour, how much
would it be per person.
+ ... if you book early and pay two months before
departure, you’ll get a two percent discount.
- Ask st to work individually to underline the verbs in - Work individually to underline the verbs
the conditional sentences in the conversation, then in the conditional sentences in the
work in pairs to compare the answers. conversation, then work in pairs to
- Elicit the answers from the sts. compare the answers.
+ If you also want to go on a camping safari, you’ll
need another three days
+ But if we could take the seven- day tour, how much
it would it be per person.
+ ... if you book early and pay two months before
departure, you’ll get a two percent discount.
4. Consolidation
- Learners get started with some language items in Unit 10.
5. Homework
- Redo activities at home and prepare for Unit 10 – Language.

PERIOD 93
UNIT 10: ECOTOURISM LANGUAGE
I, Objectives.
1. Knowledge.
By the and of the lesson, students will get knowledge on:
- words and phrases related to ecotourism.
- stress more than three – syllable words.
- conditional sentences.
2. Skills
- Intergrated skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:

- Instruct sts the way to form adjectives from nouns - Listen to the T
or verbs.
- Get sts to work in pairs to complete the table. - Work in pairs to complete the table.
- Check and correct the answers. - Check and corrrect the answers.
- Expected answers:
2. natural 3. environmental
4. ecological 5. interested/ interesting
6. substainable 7. relaxed/ relaxing
- Ask Ss to read the sentences and pay attention to the - Listen to the T
context- the words surrounding the missing adjs and
do the task.
- Get sts to work in pairs to complete the table. - Work in pairs to complete the table.
- Check and correct the answers. - Check and corrrect the answers.
- Expected answers:
1. sustainable 2. relaxing/ interesting
3. cultural/ natural 4. ecological

5. environmental 6. interested
- Explain the rules to put stress on more than 3 syllable - Listen to the T
words. 1. Listen and repeat
1. Listen and repeat - Listen to the recording.
- Play the recording and let Ss listen
- Listen and repeat.
- Play it again with pauses for them to repeat
each word 2. Listen to the sentences and practise
2. Listen to the sentences and practise saying them saying them loudly.
loudly. - Read word in rows paying attention to the
- Ask Ss to read the word in rows paying attention to difference between the sound clusters
the difference between the sound clusters
- Listen to the sentences and circle the
- Play the recording and let Ss listen to the word they hear
sentences and circle the word they hear.

GRAMMAR GRAMMAR
- Explain to the sts that conditional sentence type 1 are - Listen to the T’s explaination.
used to describe present/ future activities or events that
are real/ very likely to happen.
- Form: - Note down.
If +S+V(present simple), S + will/may+Vnt
- Have sts work in pairs to do the exercise. - Work in pairs to do the exercise.
- Expected answers:
1. leaves 2. will/may/might not get
3. fail 4. will/ may / might get
5. pay 6. will/ may / might eat
7. will call 8. will/ may / might go
- Have sts work individually first work to do the - Listen to the T’s explaination.
exercise, then in pairs to compare the answers. - Work individually first work to do the
exercise, then in pairs to compare the
answers.
- Expected answers:
1. will be; fail
2. will / may/ might help; have
3. will / may/ might feel; come
4. need; will you lend
5. throw; may/ might eat; die
6. will / may/ might cause; make; leave
7. will / may/ might be; fly; make
8. will take; do not know
- Explain to the sts that conditional sentence type 2 are - Listen to the T’s explaination.
used to describe present/ future activities or events that
are unreal/ very unlikely to happen.
- Form: - Note down.
If +S+V(past simple), S + would/could +Vnt
- Have sts work in pairs to do the exercise. - Work in pairs to do the exercise.


- Check and correct the - Check and correct the answers.
answers. 1, d 2, a 3, f 4,
b
5, g 6, c 7, h 8,e Activity 4
Activity 4 - Listen to the T’s explaination.
- Instruct sts the way to do the exercise. - Work individually first work to do the
- Have sts work individually first work to do the exercise, then in pairs to compare the
exercise, then in pairs to compare the answers. answers.
- Give the answers.
- Elicit sts’ answers. - Check and correct the answers.
- Expected answers:
2. If Nancy lived near the park, she could/ would
go running………….
3. If Nam could swim, he could/ would go to
the swimming pool alone.
4. If Tom had a passport, he could/ would
travel abroad.
5. If there were not so many tourists visiting the
national parks, the environment there would not
be badly damaged.
6. If tourists did not throw litter in the river, the
water would not be polluted.
7. If these sts worked hard, they would/ could pass
the exam.
8. If Hoa did not have so much homework, she
4.could/ would go out with het friends tonight.
Consolidation
- Vocabulary related to ecotourism
- The conditional sentences Type 1, 2
- The stress in words of more than 3 syllables
5. Homework
- The conditional sentences Type 1, 2
- The stress in words of more than 3 syllables
- Do the task again
- Read Unit 10 - Reading at home

PERIOD 94
UNIT 10: ECOTOURISM SKILLS – READING
I, Objectives.
1. Knowledge.
By the and of the lesson, students will get knowledge on:
- words and phrases related to ecotourism.
- get some information about Costa-rica
- talk about some positive and negative effects of ecotourism.
2. Skills
- Reading for specific and details.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
WARM UP WARM UP
- Show Costa rica map, then ask sts to discuss what - Look at the map.
tourists can do here. - Discuss what tourists can do here.
- Elicit sts’answers. - Give the ideas.
- Give feedback.
- Suggested ideas:
+ Tourists can swim in the sea, visit marine national
parks, see the volcanoes, watch the monkeys in
national parks, ect.
- Introduce some new words. - Take notes.
- Instruct sts to read the new words. - Practice reading the new words.
- Call some sts, at random, read outloud the words.
- Check and correct sts’ pronunciation, stress.


- Let Ss read the three heading a, b, c first and make - Work individually, scan the text to make
sure they understand all of them sure they can undertand the text.
- Ask Ss to read through the text once without stopping

at the words that they don't know the meaning

- Ask them to work in pairs to decide on the best title - Work in pairs to decide on the best title
for the text that gives the general idea of the whole text for the text that gives the general idea of
the whole text
- Help them eliminate the choice that is only one
aspect of the text.
- Expected answer:
b. Pros and Cons of Ecotourism
- Let Ss read the text again, understand the - Read the text again.
words: discharge, fauna, flore, exotic and adapt
- Ask Ss to work in pairs, choose the answers and - Work in pairs to do the task.
explain how to use context to guess the meaning of
the unknown words.
- Expected answer:
1. e 2. c 3. a 4. b 5. D
- Ask Ss to work in pairs, find out what are the positive - Work in pairs to do the task.
and negative effect of ecotourism
- Elicit the answers from the sts.
- Expected answer: - Check and correct the answers.
+ Positive effects: more money for the local
government to preserve nature, tourists’ awareness of
how to protect the environment; more jobs and higher
income for local people.
+ Negative effects: changing local people’s way of
life.
- Explain to Ss how to do activity 5: read each - Work in pairs to do the task.
statement, underline key words, and then scan
Marco’s and Pablo’s opinions to find similar ideas or
synonyms.
- Let Ss read the text again and locate the parts of
the text where they can get the answers - Give the answers.
- Elicit the answers from the sts. - Check and correct the answers.
- Expected answer:
1. M and P 2. M 3. P
4. M 5. M 6. P 7. M


- Put Ss in groups of four and let them discuss the - Work in groups of four and let them
questions freely. discuss the questions freely.
- Expected answer:
To some extent, the answer is yes. The money from
eco-tourists may be used to preserve nature. However,

the local people have to use up their resources to

provide good service for tourists.
……………………………………..
4. Consolidation
- How ecotourism can help to solve the environmental problems.
- Some positive and negative effects of ecotourism.
5. Homework
- Do the task again
- Read Unit 10 - Speaking at home

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 95
WRITTEN TEST CORRECTION
I. Objective.
1. Knowledge.
2. Skills.
II. Methods.
III. Teaching aids.
IV. Procedures.
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
KEYS TO ANSWER
WRITING ( 3 QUESTIONS; 0,75 điểm)
Rewrite the following statements in the way that it remains the meanings as the given ones.
Câu 30: The student is from China. He sits next to me in the English class.
→The student who sits next to me in the English class is from China.
Câu 31: “ My car has been stolen”, Mathew said.
→Mathew said (that) his car had been stolen.
Câu 32: “ How much do you think it will cost?” he said to me.
→He asked me how much I thought it would cost.
LISTENING ( 5 QUESTIONS; 1,0 điểm)
Listen and number the events in the order you hear. (D-B-A-E-C)
3 A, A camfire near a heap of leaves may easily cause a fores fire.
2 B, In late summer, fire is the greatest danger to foerest, and sometimes people are not allowed to
go into them.
5 C, All of us must care for our great forest and save them from fire.
1 D, It’s unpleasant thing to see a great forest fire.
4 E, A forest fire destroys valuable wood, wildlife and good soil.

MULTIPLE CHOICE QUESTIONS (29 Questions;7.25 điểm)
Câu Mã 139 Mã 173 Mã 207 Mã 241

1 D A B B
2 D D D B
3 C B C A
4 C A B B
5 D B B B
6 B B B B
7 C D B B
8 D A A D
9 D D B C
10 A C A A
11 D D A A
12 C D A A
13 D A C D
14 A D C A
15 A B D D
16 A C B B
17 C D A C
18 B A C D
19 A C C D
20 B A C A
21 B D B D
22 C C C B
23 B C C C
24 D D A D
25 D C B C
26 D A C B
27 A C B A
28 B C C C
29 C B D D
4. Homework:

PERIOD 96
UNIT 10: ECOTOURISM SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Talk about what tourists can do on an eco tour.
- Understand and talk about the positive and negative effects of ecotourism on our enviroment.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Ask sts some questions: - Answer to the T’s questions.
1. Where did you spend your last summer holiday?
2. Have you ever been to any national parks in VN?
3. What can tourists do when they go to Tam
Dao Mountain?
- Elicit sts’ answers. - Listen to the T.
- Give feedback.


- Preteach vocabulary. - Practice new words.
+ Introduce some new words and their meanings.
+ Instruct the sts to pronounce the words correcly.
- Put sts in pairs to practice the conversation on - Work in pairs to practice the conversation
page 52. on page 52.
- Go around the class to control the activity and collect
any mistakes that sts may make.
- Call some pairs, at random, to present in the class. - Some pairs, at random, present in the
- Ask others sts to pay attention to their mates’ class.
performance and give comments. - Other sts pay attention to their mates’
performance and give comments.

- Correct some typcal mistakes in the sts’ - Listen to and take notes the T’s
pronunciation. correction.
- Explain the task. - Listen to the T’s explaination.
- Have sts keep working in pairs. - Work in pairs to do the task.
- May write the model conversation on the board.
- Ask the pairs to use the infrmation given on page 52
to complete the model conversation to make their own
dialogue.
- Model conversation:
Student A: Hi,…….. Packing your bag? Are you going
somewhere?
Student B: Yeah. We’ve booked an eco tour
to…………….
A: Wow! What are you going to do and see there?
B: We can……………..
A: Sounds great!What else will you do?
B: If we have………………
A: Is there any place wuld you like to visit on your
tour?
B: We would like to……………….
A Well, it seems wonderful. Have good time.
B: Thanks a lot.
- Go around the class to control the activity and
collect any mistakes that sts may make.
- Correct some typcal mistakes in the - Listen to and take notes the T’s
sts’ pronunciation. correction.
- Divide class into 4 groups. - Work in 4 groups, use the information in
- Ask group to prepare a mini presentation on the 4 Act 1 and 2 to prepare a short presentation
ecotourism destinations in Act 1 and 2: Bach Ma on the 4 ecotourism destinations.
National Park, Sapa, Central Highlands, and Can Gio
Biosphere Reserve (HCM City).
- Give suggetsions:
+ Where is it located?
+ What can tourists do and see there?
+ Other interesting activities/ places to do or to visit?
- Go around the class to control the activity and collect
any mistakes that sts may make.
- Call the representatives of the groups to present in - Representatives of the groups do their
the class. presentation.
- Ask others sts to pay attention to their mates’ - Other sts pay attention to their mates’
performance and give comments. performance and give comments.
4. Consolidation


5. Homework
- Do the task again
- Read Unit 10 - Listening at home

PERIOD 97
UNIT 10: ECOTOURISM SKILLS – LISTEING
I, Objectives.
1. Knowledge.
- Get some useful information on ecotoursm activities in Mekong Delta.
2. Skills
- Listening for specific and detail information.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Give a list of tourism activities. - Read the list.
+ listening to traditional music - Work work in pairs and guess which
+ watching birds activities a tourist can do when visiting
+ eating local foods Mekong Delta.
+ riding an ostrich
+ catching fish
+ visiting old houses.
- Ask sts to work in pairs and guess which activities a
tourist can do when visiting Mekong Delta.
- Give feedback. - Listen to the T.
- Preteach vocabulary. - Practice new words.
+ Introduce some new words and their meanings.
+ Instruct the sts to pronounce the words correcly.


- Have sts read the captions carefully. - Read the captions individually.
- Play the recording twice for sts to listen to and do the - Listen to the recording and do the task.

task.
- Get sts to compare the answer in pairs. - Compare the answerin pairs.
- Check and correct the answer. - Check and correct the answer.
- Expected answer: a
- Have sts read the questions carefully and identify the - Read the questions individually
key words. and identify the key words.
task.
- Expected answers:
1. Tourists did not have many interesting activities to
do.
2. 100
3. 2005
4. They released small fish back to the pond.
5. 300
- Have sts read the notes carefully and guess - Read the notes carefully and guess the
the missing words. missing words.
task.
- Expected answers:
1. 2.5 hectares
2. b. catching fish
c. enjoying home-made meals
d. cooking local food/ learning how to cook
local food.
3. 2.1 hectares
4. b. catching fish
c. watching birds
c. riding ostriches


- Give suggestion: - Pay attention to the T’s suggestions.
A: Which activity would you like to do most if you
took a tour to Mekong Delta?
B: If I took a tour to Mekong Delta, I’d like to………
A: What is the reason?
B: Because it would be…………../ Because I like……
A: It sounds great.
- Useful languages:
+ interesting/ adventurous/amazing
+ get useful information about…..
+ love nature
+ like trying new things.

+ taste different kinds of food.

- Go around the class to control the activity and
collect any mistakes that sts may make.
4. Consolidation
5. Homework
- Do the task again
- Read Unit 10 - Writing at home

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 98
UNIT 10: ECOTOURISM SKILLS – WRITING
I, Objectives.
1. Knowledge.
- Know how to design and make a travel brochure for an eco tour.
2. Skills
- Writing skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP
- Give a list of tourism activities. - Read the list.
+ listening to traditional music - Work work in pairs and guess which
+ watching birds activities a tourist can do when visiting
+ eating local foods Mekong Delta.
+ riding an ostrich
+ catching fish
+ visiting old houses.
- Ask sts to work in pairs and guess which activities a
tourist can do when visiting Mekong Delta.
- Give feedback. - Listen to the T.


- Explain to Ss that a travel brochure provides tourists - Listen to the T
with information about a destination: “It could be a - Work in pairs to do the task.
small booklet or just one page.”
- Ask Ss to read through the different sections in the
brochure and match the numbered parts (1-6) with the
definitions (a-f).

- Suggested answers: 1. c 2. e 3. d 4. a 5. f 6. b
- This focus of this activity is on designing a - Listen to the T.
brochure. Ss can make a brochure by hand or with the
help of some software available in their computer.
- Ss work in 4 groups and choose a destination and - Work in 4 groups.
design a brochure for it.
- Encourage Ss to look for some other travel
information (prices, duration of stay, departure
times…) and pictures about chosen destination
to make their brochure informative and
attractive.
- Ask groups to study the example on page 54
to immitate.
- Go around to observe and control the activity. - Exchange with other groups for peer
- After the groups have finished their brochures, correction.
ask the groups to exchange with other groups for
- Invite the representatives of 4 groups to present - Present the groups’ work.
their work.
- Elicit comments from the other groups. - Give comments on other groups’ work.
- Give necessary correction. - Listen to the T.
4. Consolidation
- Know how to design and make a travel brochure for an eco tour.
5. Homework
- Do the task again
- Read Unit 10 – Communication and culture at home

PERIOD 99
UNIT 10: ECOTOURSM COMMUNICATION AND CULTURE
I, Objectives.
1. Knowledge.
- Get some useful information about some ecotourism problems in Viet Nam .
2. Skills
- Listening for specific and detail information.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:

- Divide class into 4 groups. - Work in 4 groups.
- Ask groups to choose one place among: “Bach Ma - Do the task as T’s instruction.
National Park, Central Highlands, Can Gio Biosphere
Reserve, and the Mekong Delta” to take notes soen
information.
activity.
- Ask the groups to present the groups’ work. - Present the groups’ work.
- Elicit comments from the other groups. - Give comment.
- Put the class in pairs to make a dialogue about their - Work in pairs to do the task.
choice of destination.
- Ask the class to study the example o page 55.
activity.
- Invite some pairs to act out their conversation. - Act out the conversation.
- Give comments.
CULTURE CULTURE

- Ask sts to focus on the pictures. - Listen to the T

- Ask questions: - Follow the T’s questions.
+ Who do you see in the pictures?
+ How old do you think they are?
+How does ecotourism affect the environment?
- Give students time to read the text - Work in pairs to do the task.
necessary.
- Have students check their answers with a partner - Give the answers.
first, then check as a class. - Check and correct the answers.
- Suggested answer:
a. Tourist may leave litter on the beach, which may
cause land and water pollution.
b. Making a campfire requires breaking trees
branches or cutting down trees for firewood.
Campfire may cause forest fires if they are left
unattended.
c. Hunting animals may lead to their extinction Activity 2
Activity 2 - Ss read the text and choose the suitable
- Tell students that they are going to read about some titles for two articles.
problems with ecotourism in Vietnam and some
countries in Africa. - Work in pairs to do the task.
- Ask them to guess which problems mentioned in
part 1 can be found in Vietnam and in Africa.
necessary. - Give the answers.
- Invite the sts to give the answers. - Check and correct the answers.
- Suggested answers: 1c 2a Activity 3
Activity 3 - Work in pairs to do the task.
- Read the five principles in the table first and then
read the text again and decide if these principles have
been applied in Vietnam or Africa.
- Walk round to monitor the class and offer help, if - Give the answers.
necessary. - Check and correct the answers.
- Invite the sts to give the answers.
a. Not in either Vietnam or Africa
b. Not in VN; Africa: NG
c. NG in VN and Africa
d. Vietnam : NG Africa: x
e. Not in either Vietnam or Africa Activity 4
Activity 4 - Work in pairs to do the task.
- Have Ss work in pairs and go back to the pictures
and tourists’ harmful activities that have been
discussed (leaving litter; making campfires, and
hunting animals)
- Ask Ss to suggest what should be done to restrict the
harm or damage that tourist may cause to the
environment and local people.

+ More efforts (such as producing educational
brochures and TV programs about ecotourism need to
be made to fully inform and educate tourist on the
environmental and social impacts of ecotourism.
+ Moreover, there should be regulations and laws
banning the promotion of unsustainable ecotourism
projects and activities that may harm the local cultures
and nature (such as projects to cut down trees to build
hotels and hunting activities.
4. Consolidation
5. Homework
- Do the task again
- Prepare for the semester consolidation.

PERIOD 103
(Đảo chương trình)
THE 2nd SEMESTER REVIEW
I, Objectives.
1. Knowledge.
* Help sts revise the grammar points, and vocabularies they have learnt from Unit 6 to Unit 10.
- Grammar points
+ The pasive voice with modals
+ Comparative and superlative adjectives
+ Articles
+ Relative clauses
+ Reported speech
+ Conditional sentences
- Reading topics from Unit 6 to Unit 10.
2. Skills.
- Integrated skills.
- Students have a good preparation for the coming exam and have positive attitude towards learning.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:
Warm up Warm up

- Help sts review the knowledge they learnt in the previous - Review the knowledge they learnt
lessons. in the first semester.
- Grammar points
+ The pasive voice with modals
+ Comparative and superlative adjectives
+ Articles
+ Relative clauses
+ Reported speech
+ Conditional sentences
- Reading topics from Unit 6 to Unit 10.


answers.
- Check and correct the answers with the whole class. - Check and correct the mistakes.
- Expected answers:
I
1. B 2. B 3. D 4. D 5. A
6. B 7. D 8. A 9. C 10. C
II
1. B 2. B 3. C 4. C 5. D
III
1. B 2. B 3. A 4. C 5. B
IV
1. B 2. B 3. D 4. C 5. A
6. A 7. D 8. A 9. C 10. D
V
1. This room mustn’t be used after 9 p.m
2. A composition about water pollution is being written.
3. He advised Mary not to behave like that.
4. I advised the boys not to drink the water as it was - Give the answers.
not clean enough. - Check and correct the mistakes.
5. I asked Joe what he had been doing when I had called
him the previous night.
6. The father asked his children not to sit on the table.
8. If we take the map with us, we will not lose our way
on the street.
7. If we put garbage into the bins, we can minimize
pollution.
9. If Helen does not have to give it back next week, she
will borrow it.
10. If the office is closed, Minh won’t be able to walk
in.
11. If you had got a pen, you could write down the
address.
12. If the number on those houses in this apartment
were clearly numbered, I could find my cousin’s
house easily.
VI
1. A 2. D 3. C 4. C 5. B
6. A 7. D 8. A 9. D 10. B
VII
1. A 2. B 3. A 4. C 5. C
6. B 7. C 8. B 9. A 10. D
VIII
1. B 2. C 3. B 4. B 5. B - Give the answers.
6. D 7. C 8. D 9. A 10. B - Check and correct the mistakes.
4. Consolidation:
- Summarize the main points of the lesson.
5. Homework:

- Redo the exercises and prepare carefully for the 2nd semester test for the next lesson.
APPENDIX
I, Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the
other three in the position of the primary stress in each of the following questions.
1/ A. biology B. understand C. overcome D. develop
2/ A. Atlantic B. paragraph C. Antarctic D. contribute
3/ A. garlic B. manner C. bother D. delete
4/ A. under B. offspring C. offer D. forget
5/ A. undersea B. attitude C. various D. exhausted
6/ A. offer B. insult C. baby D. sparkling
7/ A. inhabit B. natural C. finally D. evidence
8/ A. biodiversity B. carefully C. television D. generously
9/ A. complete B. reveal C. surface D. restrict
10/ A. indication B. understanding C. investigate D. interaction
II, Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate
the correct answer to each of the following questions.
More than two hundred years ago, the term “environmental pollution” was quite strange to people. They
lived healthily, drank pure water, and breathed fresh air. In those days, industry was not well-developed.
Nowadays, the situation is quite different. The world today is faced with many major threats. The most
dangerous threat of all is war, and after the threat of war is pollution. People all over the world are
worried about things that are happening to the environment. Actually it is man that is destroying the
surroundings with many kinds of wastes from the devices that make human lives more comfortable and
convenient. Everybody knows that cars emit dangerous gases that cause poisonous air and cancer, but
no one wants to travel on foot or by bicycles. Manufactures know that wastes from factories make water
and soil polluted, but they do not want to spend a lot of their money on treating the wastes safely.
Scattering rubbish is bad for our health, but no one wants to spend time burying it. Is it worth talking a
lot about pollution?
1. More than two hundred years ago .
A. the environment was polluted as much as it is today.
B. people knew nothing about environmental pollution
C. air was polluted badly D. people were faced with pollution
2. In former days, people .
A. breathed fresh air, drank pure water and lived healthily
B. breathed polluted air, drank pure water and lived healthily
C. lived in the polluted environment
D. were worried about pollution
3. The most dangerous threat that the world is faced with is .
A. pollution B. water C. war D. air
4. Everybody knows that cars emit dangerous gases .
A. so they do not travel by car any longer B. so they prefer travelling by bicycle
C. but they still prefer travelling by car D. they no longer use cars
5. Factory owners .
A. know nothing about pollution
B. have no awareness of pollution
C. treat wastes from their factories safely
D. do not want to spend money on treating the wastes safely
III, Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate
the correct word or phrase that best fitseach of the numbered blanks.
As an ecotourism site, it can (1)………….tourists with beautiful landscape in the biosphere reserve.
Tourists can trace (2)………….animals and watch them hunting their (3)…………..at night. Also, they
can go (4)…………along Dong Nai River to Bau Sau to view peacocks’ graceful dances. At present
more and more visitors come to Nam Cat Tien National Park on their ecotour. Thanks to this, the
economy in the local area is flourishing. This (5)…………local authorities more interested in
developing this kind of tourism.

1. A. give B. provide C. bring D. take

2. A. mad B. wild C. dangerous D. small
3. A. preys B. victims C. birds D. insects
4. A. fishing B. shopping C. boating D. skiing
5. A. helps B. makes C. is D. wants
IV, Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined
part differs from the other three in pronunciation in each of the following questions.
1/ A. sea B. ocea n C. cheap D. teach
2/ A. word B. work C. worm D. forget
3/ A. desks B. parks C. pays D. effects
4/ A. go vern B. so me C. lesson D. mo nth
5/ A. Pacific B. Atlantic C. America n D.
balance 6/ A. gun B. human C. popu lation D. cuter
7/ A. partly B. century C. luckily D. supply
8/ A. depth B. secret C. between D. pre fer
9/ A. messages B. choices C. pollutes D. classes
10/ A. oversized B. cared C. filled D. minded
V, Finish each of the following sentences in such a way that it means the same as the sentence
printed before it.
1. You mustn’t use this room after 9 p.m.
2. They are writing a composition about water pollution.
3. “ If I were in your situtaion, I would not behave like that.”, he told Mary.
4. “ You’d better not drink the water, it is not clean enough,” I asked the boys.
5. “ What were you doing when I called you last night?”, I said to Joe.
6. “ Don’t sit on the table!”, the father asked his children.
7. Putting garbage into the bins is one answer to minimize pollution.
8. We should take the map with us or we will lose our way on the street.
9. Ellen can borrow it, but she must give it back next week.
10. The office might be closed. In that case Minh won’t be able to walk in.
11. You haven’t got a pen, so you can’t write down the address.
12. The number on those houses in this apartment aren’t clearly numbered, therefore I find it
difficult to find my cousin’s house.
VI, Select the word(s) which is closest in meaning to the bolded and underlined word(s) in each
of the following sentence:
1/ To conserve electricity, we are cutting down on our central heating.
A. protect B. hold C. make D. do
2/ The loss of much forest is destroying Earth’s plant and animal variety.
A. consuming B. demolishing C. erasing D. removing
3/ The loss of much forest is destroying Earth’s plant and animal variety.
A. change B. kind C. type D. collection
4/ This is especially worrying when there are about 3,000 plants with values as medicines against
cancer, AIDS, heart disease and many other sicknesses.
A. well B. suddenly C. particularly D. highly
A. annoying B. hurting C. caring D. fearing
A. illness B. disorder C. derangement D. derangement
7/ Man and most animals need a constant supply of water to live.
A. uniform B. changeless C. true D. steady

8/ Without plants, most water would run off as soon as it falls, taking away valuable soil.
A. costly B. estimable C. cherished D. admirable

9/ But we can stop adding the problem while scientists search for answers, and laws are passed in
nature’s defense.
A. frisk B. rifle C. track D. examine
10/ Each year about fifty hundred species of plants and animals are already being eliminated.
A. dropped B. removed C. kicked D. tossed
VII, Select the word(s) which is opposite in meaning to the bolded and underlined word(s) in
each of the following sentence:
1/ I'm not being lazy - I'm just conserving my energy for later.
A. using up B. shooting off C. going out D. throwing away
2/ This is especially worrying when there are about 3,000 plants with value as medicines against
A. unimportantly B. normally C. balefully D. infamously
3/ We may never know the true cost of this destruction.
A. imaginary B. dishonest C. unlawful D. disloyal
4/ Man and most animals need a constant supply of water to live.
A. fitful B. faithless C. uncertain D. weak
5/ Rapid run-off would cause frequent floods and leave little water during fry seasons.
A. Bad B. Weak C. Slow D. Ugly
6/ Rapid run-off would cause frequent floods and leave little water during fry seasons.
A. sometimes B. unusual C. irregular D. little
7/ The earth is being threatened and the future looks bad.
A. done B. made C. defended D. varied
8/ We cannot clean up our polluted rivers and seas overnight.
A. cleared B. purified C. honored D. respected
9/ We can do something to save the earth.
A. waste B. kick C. shoot D. throw
10/ At times, this can be risky, and the keepers have been injured and one has been killed.
A. good B. useful C. healthy D. secure
VIII, Select the best response to each of the following exchanges.
1. Jack: “Mary, remember to send my regards to your
grandfather.” Mary: “…………….”
A. You’re welcome. B. Thanks, I will. C. That’s a good idea. D. It’s my pleasure.
2. Lan: "Happy birthday! This is a small present for you."
Nga: “…………….”
A. What a pity! B. How terrible!
C. Have a good time! D. How beautiful it is! Thanks.
3. Hoa: How do you usually go to
school? Linh:
A.Two kilometers B. On foot C. Half an hour D. Five days a week
4. Anna: You really have a beautiful dress, Barbara.
Barbara: Thank you, Anna. .
A. This is your pity B. That’s a nice compliment
C. No, thanks. D. Yes, it was terrible
5. Helen: “Congratulations!”
Jane: “ ”
A.What a pity! B. Thank you. C. I’m sorry. D. You are welcome.
6. Linda : “ Excuse me ! Where ‘s the post office ?”
Maria: “…………………..”
A. Don’t worry B. I’m afraid not C. Yes, I think so D. It’s over there
7. A: “ Bye”
B: “…………..”
A. Thank you B. Meet you again C. See you later D. See you lately
8. Alice : “ What shall we do this everning?”
Carol: “………………….”

A. Thank you B. Not at all C . No problem D. Let’s go out for dinner

9. A: ? –B: Once a week
A. How often do you go shopping B. How much do you want
C. Are you sure D. When will you get there
10. A: “Sorry I’m late.” –B: “ ”
A. OK B. Don’t worry C. Hold the line, please D. Go ahead

PERIOD 104
THE 2nd SEMESTER TEST
I. Objectives.
1. Knowledge.
- To check Ss’ study from Unit 6 to Unit 10
-To help Ss to get to know whether they are making progress in studying or not.
-To help the teacher to apply appropriate teaching methods for each class
.2. Skills.
- Practice doing MCQ test.
3. Education aims.
- Students have positive attitude towards learning and testing.
II. Methods.
III. Teaching aids.
- Teacher: Paper tests cassettes/ CD player, CD.
- Students: pens, pencils, erasers….
IV. Procedures.
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
( Omitting ) 3. New lesson:
CONTENT OF THE TEST
(See in attackment)
4. Homework:

PERIOD 105
Date of planning: 22/ 04/ 2019
THE 2nd SEMESTER TEST CORRECTION
I. Objective.
1. Knowledge.
2. Skills.
II. Methods.
III. Teaching aids.
IV. Procedures.
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
(See in attackment) KEYS TO ANSWER

4. Homework:

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 100
UNIT 10: ECOTOURSM LOOKING BACK AND PROJECT
I, Objectives.
1. Knowledge.
By the end of the lesson sts can revise:
- Stress in more than three syllble words.
- Conditional sentencs type 1 and 2.
- Words and phrases related to ecotourism.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/ 38
10A5 ……/ ……/ 2019 ……/ 39
10A6 ……/ ……/ 2019 ……/ 40
10A7 ……/ ……/ 2019 ……/ 32
10A8 ……/ ……/ 2019 ……/ 40
3. New lesson:
WARM UP WARM UP

- Ask ss to listen and reapeat - Listen and reapeat
- Help ss review stress patterns of three-syllable nouns - Review stress patterns of three-syllable
nouns.
- Play the recording again, ask ss to listen - Listen again and underline
and underline stress syllables stress syllables.
- Check ss’ answers - Give the answers.
1.ac’tivity 6. Eco’nomic
2. conser’vation 7. Eco’nomical
3. tra’ditional 8. Under’standing
4. desti’nation 9. Degra’dation

Vocabulary Activity 1
Activity 1 - Listen to the T.
- Ask ss to work individually to do the task, then - Work individually to do the task, then
compare the answers in pairs. compare the answers in pairs.
- Give the answers.
- Check ss’ answers. - Check and correct.
- Expected answers:
1.conservation
2.destination
3.impacts; environment
4.ecology
5.exotic

GRAMMAR GRAMMAR
individually
- Call on some ss to tell their answers
- Check ss’ answers. - Work individually to do the task, then
- Possible answers: compare the answers in pairs.
3. If I miss the lesson, I will not do the test well. - Give the answers.
4. If I do not do the test well, I will feel very sad. - Check and correct.
5. If I feel very sad, I will not go to the gym.
6. If I go to the gym, I can keep fit.
7. If I can keep fit, I will look attractive.
8. If I look attractive, I will be very happy.
Activity 2: Activity 2
individually - Work individually to do the task, then
- Call on some ss to write the answers on the board compare the answers in pairs.
- Correct the mistakes - Give the answers.
1. If I could swim, I would go…
2. If I had som holidays, I could go….you.
3. If sue had Tony’s…., she could send…..
4. If there were some eggs in the fridge now, I
could make….you.
5. If Phong had enough money, he would
travel abroad.
6. If I drove too…..safari, they could get scared.
7. if I did not have….do, I could go to the concert.
8. If nam had a camera, he could take….
Activity 3
- Set ss a time limit and get ss to do the activity
individually
- Call on some ss to write the answers on the board
- Correct the mistakes
- Expected answers:
3. The computer is not working.
4. It might snow tonight.
5. This golden block might be made of pure gold.
6. My father is not here.
7. The air is polluted.
8. John might call
4. Consolidation

- Words and phrases related to ecotourism, positive and negtive effects of ecotourism to the
environment.
- Identify stress pattern in more than 3 syllable words.
5. Homework:
- Prepare for Review 4(Vocabulary, Grammar and Pronunciation).

PERIOD 101
REVIEW 9, 10 (LESSON 1)
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 9, and 10.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A7 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:

LANGUAGE LANGUAGE
1. natural 2. polluted
3. environmental 4. sustainable
5. ecological
1. pollution 2. Global warming
3. deforestationgames 4. protect 5. Acid rain

Pronunciation Pronunciation
1. the 1st syllable: poverty, energy, newsletter, chemical - Listen to the recording, and write
2. the 2nd syllable: pollution, economy, sustainable, down the words that they hear.
environment, ecology, solution, awareness, protection - Ask sts to read aloud the words.
rd
3. the 3 syllable: relaxation, preservation, conservation,
composition.
GRAMMAR GRAMMAR
1. people were cutting…..
2. car pollution was a big city in his city.
3. chemicals were destroying ….
4. shut the door but not to lock it. Activity 5
5. burning gas, oil and coal can cause….. - Listen to the T
Activity 4 - Firstly, work individually first to do the
- Explain the task requirement. task, then work in pairs to compare the
- Get sts to work individually first to do the task, then answers.
work in pairs to compare the answers. - Give the answers.
- Ask sts to give the answers. - Check and correct the answers.
- Expected answers.
1. did not throw 2. Will go
3. closed down 4. are
5. build
1. will you do 2. Would be 3. Were/ would go
4. use 5. Knew/ would call
4. Consolidation
- Revise what Ss have learnt in unit 9, 10
5. Homework
- Redo activities at home and prepare for the rest of the Review.

PERIOD 102
REVIEW 9, 10 (LESSON 2)
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 4, and 5.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ 2019 ……/…….
10A4 ……/ ……/ 2019 ……/…….
10A5 ……/ ……/ 2019 ……/…….
10A6 ……/ ……/ 2019 ……/…….
10A8 ……/ ……/ 2019 ……/…….
3. New lesson:

SKILLS SKILLS
Reading Reading
- Ask sts to read the text carefully to find the words first, - Firstly, work individually first to read
then work in pairs to compare the answers. the taex and find the words, then work
- Ask sts to give the answers. in pairs to compare the answers.
1. landfills 2. Bury 3. Skin cancer
4. exhaust gases 5. Treat
- Ask sts to read the text again, then work in pairs to do - Work in pairs to do the task.
the task. - Give the answers.
- Go around to observe and control the activity. - Check and correct the answers.
- Expected answers.
Linda landfills Do more recycle
Jenny The depletion/ Drive
less thinning of the
ozone layer
Kate Water pollution Treat all waste
more carefully
Speaking Speaking

- Get sts to work in pairs, take turns asking and answering - Work in pairs, take turns asking and
questions about one of the ecotourism destinations in VN. answering questions about one of the
- Go around to observe and control the activity. ecotourism destinations in VN.
- After about 5 minutes, ask some pairs to present their - Some pairs present their conversation.
conversation in class. - Others give the comments.
- Ask other students to give the comments and give final - Liaten to the T
feedback.
Listening Listening
- Tell sts that they are going to listen to a talk about Cuc - Listen to the T
Phuong national park.
- Explain the task requirement.
- Play the recording 2 times for sts to listen and do - Listen to the recording and do the task
the task.
- Get sts to work in pairs to do the listening task.
- Ask sts to give the answers. - Give the answers
- Play the recording again and pause at the answers for
the sts to check whether their answers are correct or - Check and correct the answers
not.
- Give the correct answers.
1. 135 2. Tourists and scientists
3. 2.000; 450 4. Most impressive 5. 1.000 Writing
Writing - Listen to the T
- Explain the task.
- Ask sts to use the information given on page to do their
writing.
- Give some more instructions:
* The organization of the paragraph.
+ Topic sentence
+ The 1st problem and it solution(s).
+ The 2nd problem and it solution(s).
………
+ Concluding sentence
* Useful languages.
+ Connecting words: so, therefore, the 1st , the 2nd ….
+ Modal verbs; can/ may/ should/ have to/ ought to…. - Work individually to do their writing
- Get sts to work individually to do their writing task. task
- Work in pairs for peer correction after
- Ask sts to work in pairs for peer correction finishing their own writing.
after finishing their own writing. - Pay attention to the T’s model
- Select one st’s wrting for model correction. correction.
4.- Consolidation
Give feedback.
- Revise what Ss have learnt in unit 4, and 5.
5. Homework
- Redo activities at home

…………………………………………….
…………………………………………….


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PERIOD 02 UNIT 1: FAMILY LIFE

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PERIOD 03 UNIT 1: FAMILY LIFE

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3. Look again at the text. Can you1. sociable - friendly

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enormous and tend

PERIOD 04 UNIT 1: FAMILY LIFE

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- Do the task again - Read Unit 1 - Listening at home

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PERIOD 05 UNIT 1: FAMILY LIFE

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2. Listen to a family expert talking Do as appointed

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PERIOD 06 UNIT 1: FAMILY LIFE

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1. Work in pairs and discuss the Do as appointed

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PERIOD 07 UNIT 1: FAMILY LIFE

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4. Consolidation: (3 mins) - Discussion the change in women's and men's roles

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PERIOD 08 UNIT 1: FAMILY LIFE

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LOOKING BACK AND PROJECT

- Do a survey and report the result

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PERIOD 09 UNIT 2: YOUR BODY AND YOU

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3. Listen and repeat the prevent disease bones weight

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PERIOD 10 UNIT 2: YOUR BODY AND YOU

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3. Put a tick for an appropriate - Work in pairs, do the task

PERIOD 11 UNIT 2: YOUR BODY AND YOU

PRE READING Work in groups, do the task

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Let Ss work in groups, do the task

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PERIOD 12 UNIT 2: YOUR BODY AND YOU

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the task Plan things carefully Watch horror films or

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Do exercise Get up late

PERIOD 13 UNIT 2: YOUR BODY AND YOU

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2. Look at the picture below. What Do as appointed

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more foot from the bottom part of the pyramid

whole fish, nut

4. Consolidation: (3 mins) - Vocabulary related to food pyramid and a healthy diet

PERIOD 14 UNIT 2: YOUR BODY AND YOU