Ga 5512 HK2 GR 8

week: 20 Preparing date:
Period: 55 Teaching date:
UNIT 7: POLLUTION
Lesson 1: Getting started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details and
then do some related exercises.
- use lexical items related to the topic ‘Pollution’ to talk about types of pollution
2. Qualities:
Skills: Speaking, listening, reading, writing.
Attitude: - Positive about pollution.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities Content

ACTIVITY 1: Warm-Up (5’)
Shark attack
AIMS: A project on pollution
-To attract Ss’s attention to the (-/ -------/ --/ ----------)
lesson
-To lead into the new lesson
CONTENTS:
Vocabulary about marine lives
PRODUCTS:
Sts’ attention on the topic
ORGANIZATION:
- Teacher gives instruction
? Guess one by one letters.
- Teacher gets feedback.
ACTIVITY 2: Getting started: (10')

AIMS: Help students listen, read and
do some exercises about the
conversation
CONTENTS :
- Listen to the convesation
- learn new words about pollution
and its causes
PRODUCTS:
- sts’ knowledge of pollution
- words and structures
ORGANIZATION: - poison (n/v): chất độc, làm
Vocabulary nhiễm độc
- Teacher use different techniques to - dump (v): vứt, bỏ
teach vocabulary (situation, realia) - aquatic (adj): dưới nước
- Follow the seven steps of teaching - illustrate (n): hạt chuỗi
vocabulary - thermal (n): ô nhiễm nhiệt
pollution
- radioactive (n): ô nhiễm phóng xạ
pollution
- visual pollution (n): ô nhiễm ánh sáng
- billboard (n): biển quảng cáo
ngoài trời
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: Matching Key:
(Activity 2 P7) A.radioactive pollution B. noise pollution
C. visual pollution D. thermal
pollution
E. water pollution F. land/ soil
pollution G. light pollution H. air
pollution
Listen and read - Answer the questions individually.
* Set the scenes: * Suggested answers
Ask Ss to open their books and look - Nick and Mi.
at the picture. Ask them some - They are near a factory.
questions:
Who can you see in the picture?
Where do you think they are?
What can you see in the picture?

What do you think the people in the - I/We can see a factory dumping exhaust
picture are talking about? fume and poison into the lake.
Ss answer the questions as a class. - They are talking about pollution.
- Play the recording twice.
? Listen and read then check your - Listen and read
answer for the last question.
- Accept all possible answers from
Ss without any correction.
ACTIVITY 3: PRACTICE (15’)
AIMS: help Sts widen their
knowledge of pollution and vocab
CONTENTS :
Exercises p7
PRODUCTS:
Keys to Exercises p 6-7
ORGANIZATION:
3.1. Find the words / phrases (1a Key: 1. dead 2. aquatic 3. dump
P7) 4. poison 5. polluted 6. to come up with
? Share answers with your partner.
- Teacher gets feedback
- Have Ss look at the Watch out! This expression means you are very surprised
box and quickly read the at something you see.
information. Ask them if they know
what I can’t believe my eyes means. Key:
1. They are in Mi’s home village.
3.2. Answer the questions (1b. P7) 2. It’s almost black.
- Have Ss read the questions to make 3. She’s surprised because she sees the fish
sure they understand them. Ss read are dead.
the conversation again to answer the 4. It’s dumping poison into the lake.
questions. Ss exchange their answers 5. He’s sneezing so much because the air is
with a classmate. Call on some Ss to not clean.
write their answers on the board.
Check their answers.
3.3. Tick T, F or NI (1c P7)

? Read the sentences quickly
? Firstly to decide if the sentences Key:
are true, false or there is no 1. F ( It’s polluted by the factory).
information without reading the 2. T
dialogue. 3. NI
- Then have some Ss write their 4. T
answers on the board. 5. T
? Read the conversation again to
check - Confirm the correct answers.
3.5. Complete the sentences (3 P7)
? Work individually to do the task Key:
then compare their answers with a 1. thermal pollution 2. Air
partner. pollution
T may teach some words which T 3. radioactive pollution 4. light
thinks Ss do not know such as pollution
communication. 5. Water pollution 6. Land/ soil
pollution
7. Noise pollution 8. visual pollution
Group work
? Work in groups of five or six.
- In five minutes, Ss write down the - discuss and write the pollution types their
pollution types their neighbourhood neighbourhood faces and rank them in order
of seriousness.
faces and rank them in order of
seriousness. They also have to give
reasons for their order.
- Call group representatives to
present their group’s order and - present
reasons.
? Vote for the group with the best
reasons.
(If time does not allow, do not have
Ss do this activity. Instead just ask Ss
to quickly review the pollution
types.)
ACTIVITY 4: Further practice (2')
AIMS:
Review types of pollution
CONTENTS :
Class activity
Review the lesson
New words and structures
PRODUCTS: - Answer individually
A list of types of pollution
ORGANIZATION:
Teacher asks, sts answer
? Make a list of types of pollution?
Teacher summarizes the lesson and
gives homeword - Take note
Homework:
Learn by heart all the new words.
Do Ex B1,2 , 3 P4 (Workbook)
Prepare: Closer Look 1
- Collect pictures, songs, clips
talking about pollution.
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week:20 Preparing date:
Period:56 Teaching date:
UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
- Learn more words about pollution
- Use words and phrases showing cause/effect relationships to describe the
causes and effects of pollution
- Pronounce the words ending in –ic and –al correctly in isolation and in
context
2. Qualities:
Skills: Speaking, listening,use of English.
II./.PREPARATION:
IV./. Procedure

ACTIVITY 1: WARM-UP (5’)
Calling out
AIMS: help sts change the state from
relaxation to concentration
CONTENTS :
Types of pollution
PRODUCTS:
Different forms of some words as well as
some words/ phrases to talk about the
causes and effects of pollution.
ORGANIZATION: Examples:
Ask Ss to call out the types of pollution they 1. thermal pollution 2. Air pollution
learnt in the previous lesson. 3. radioactive pollution 4. light pollution
-> You are going to learn different forms of 5. Water pollution 6. Land/ soil
some words as well as some words/ phrases pollution
to talk about the causes and effects of 7. Noise pollution 8. visual pollution
pollution.
ACTIVITY 2: Vocabulary (15')
AIMS: teach new words
CONTENTS :
Vocabulary of A closer Look 1
Cause-effect conjunctions
PRODUCTS:
Key to Task 2 TB P8 contaminate (v): làm bẩn
orn: cause (n/ nguyên nhân,
2.1. Teaching vocabulary v): gây ra
- Teacher use different techniques to teach effect (n: làm ảnh hưởng
vocabulary (situation, realia)
- Follow the seven steps of teaching
vocabulary - Repeat in chorus and individually
* Checking vocab: Slap the board - Copy all the words
2.2. Complete the table (1 P8)
Have Ss look at the table in the book. Make Key:
sure that they understand what to do. 1. poison 2. contaminate
? Complete the exercise individually 3. pollutant 4. polluted
- Check their answers. 5. death 6. damaged
2.3. Complete the sentences (2 P8)

? Read each sentence silently to have a
general understanding and decide which Key:
word form should be put in each blank. 1. Poisonous 2. Pollutants
- For example, the word to be filled in the 3. Dead 4. Contaminated
blank in sentence 1 is an adjective. ? Do the 5. Damage 6. Pollute
exercise and then compare
- Call on one or two Ss to give out the
answers before confirming the correct ones
2.4. Study the language box
? Look at the language box.
- Tell Ss that the words and phrases in the - because/since and due to/because of are used
box express cause and effect relationships. to talk about the causes of something.
Ss have learnt so, because and because of. - Because and since are synonyms and they
Quickly go through the rest of come before a clause.
words/phrases as follows: - Other words and phrases in the box express the
effects of something.
So comes before a clause.
To cause, to lead to and to result in are
synonyms and come before a noun phrase.
To make sb/sth do sth is another way to express
the effects. After somebody/something is an
infinitive verb without to.
Have Ss read the example sentences and CAUSE EFFECT
underline the clause or noun phrase.
because/ since + so + clause
clause The water is polluted,
E.g: Because/ Since so the fish are dead.
the water is polluted,
the fish are dead.
due to/ because of + to cause sth/ to lead
sth to sth/ to result in sth
The fish are dead due The polluted water
to/ because of the causes/ results in the
polluted water. dead of fish.
to make sb/ sth do
sth
The polluted water
make the fish die.
2.5. Activity 3a
Ask Ss to read to each pair of sentences and 1. People throw litter on the ground. …C…
decide which sentence is a clause and which Many animals eat the litter and become sick. …
is an effect. Ss compare their answers with a E…
partner before giving the answers to the 2. Ships spill oil in oceans and rivers. …C…
teacher. Confirm the correct answers. Many aquatic animals and plants die. …E…
3. Households dump waste into the river. …
C… It is polluted. …E…
4. Their children have birth defects. …E…
The parents were exposed to radiation…C… .
5. We can’t see the stars at night. …E…
There is too much light pollution. …C…
2.6. Activity 3b 2. Oil spills from ships in oceans and rivers lead
? Combine the sentences in each pair into a to the death of many aquatic animals and plants.
new sentence that shows a cause/ effect 3. Households dump waste into the river so it
relationship is polluted.
4. Since the parents were exposed to radiation,
their children have birth defects.
5. We can’t see the stars at night due to the
light pollution.
ACTIVITY 3: Pronunciation (15'')

AIMS:
Help sts know the meaning and how read
words ending with in-ic-al
CONTENTS :
Rules of stress in words ending with in-ic-al
PRODUCTS:
Key to Task 5 P9
ORGANIZATION:
3. 1. Stress in words ending in –ic and –al
Ask Ss to look at the rules in the box and
the examples. Go through the rules with Adding the suffix –ic changes the stress of a
them. For a more able class, have Ss give word. Stress the syllable immediately before the
some examples. suffix.
Example:
‘atom -> a’tomic
Adding the suffix –al to a word does not change
its stress.
Example:
‘music’ -> ‘musical
Note: If a word can take both suffixes: one
ending in –ic and the other ending in –al, both
words have the stress on the same syllable.
Example:
E’conomy -> eco’nomic -> eco’nomical
3.2. Listen and mark the stress (5 P9)
Play the recording for Ss to stress the words. Key:
Ask some Ss to say where the stress in each 1. ar’tistic 6. ‘physical
word is. Confirm the correct answers. Play 2. ath’letic 7. he’roic
the recording again for Ss to repeat the 3. his’toric 8. po’etic
words. Call on some Ss to read out the 4. his’torical 9. bo’tanic
words. 5. ‘logical 10. Bo’tanical
3.3. Activity 6 p9
Have Ss do the activity individually. Play 1. According to scientific research, tiny species
the recording for Ss to check their answers. may help clean radioactive pollution.
Then elicit the correct stress patterns from 2. Water quality has become a national
Ss. Play the recording again Ss to repeat the problem.
sentences. Ask some Ss to read out the 3. Many people have received medical
sentences. treatment because of the disease.
4. Chemical waste can cause water pollution.
5. The reduction in air pollution was dramatic
last year.
Key: 1. scien’tific 2. ‘national 3. ‘medical

4. ‘chemical 5. dra’matic
3.4. Activity 4 P8
- Divide the class into 12 groups. Two Suggested answers:
groups work with the same pair of pictures 2. The soil is polluted, so plants can’t grow.
in 2, 3 or 4. 3. We won’t have fresh water to drink because
? In three minutes, groups of Ss write down of water pollution.
as many sentences based on the given 4. We plant trees, so we can have fresh air.
picture pair as possible on a sheet of paper.
- When time is up, the group with the most
sentences is the winner.
ACTIVITY 4: Further practice (2')

AIMS:
Help sts find more word ending with in-ic-al
Review the lesson
Give homework
CONTENTS :
A list of words ending with in-ic-al by sts
PRODUCTS:
Sts can read and inderstand the words given
ORGANIZATION: - Answer teacher's questions.
? Make a list of words ending in -ic and -al
- Teacher reviews the lesson - Say out the words
- Homework:
? Learn by heart all the new words. - take note
? Do Ex A1, 2,3 P3 (wortkbook)
? Prepare: Unit 1: Closer Look 2
- Collect pictures, songs, clips talking about
pollutio
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UNIT 7: POLLUTION
Lesson 3: A Closer Look 2
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Use conditional sentences type 1 and type 2 correctly and appropriately to
describe pollution
2. Qualities:
Skills: Use of English.
II./.PREPARATION:
IV./. Procedure

Recall
AIMS:
Review Conditional Sentences type 1
CONTENTS :
Conditional sentences type 1
PRODUCTS:
Sts can recall the knowledge the have
learnt before.
ORGANIZATION: Conditional sentences type 1
Elicit the form and use of the conditional The conditional sentence type 1 describes a
sentence type 1 from Ss. Ask Ss to give thing which is true or is likely to happen in
some example sentences. the present or future.
If + subject + V (present simple), subject +
will/can... + V (bare infinitive)
ACTIVITY 2: Grammar 1 (15')

AIMS:
Help sts know deeply how and when to
use Conditional Sentences type 2
CONTENTS :
Conditional sentences type 2
PRODUCTS:
Sts’understanding of Conditional
Sentences type 1 and 2
ORGANIZATION: Conditional sentences type 2
- Teacher elicits the form, use of the The conditional sentence type 2 describes a
conditional sentences type 2 from thing which is not true or is unlikely to
students. happen in the present or future.
? Give examples If + subject + V (past simple), subject +
would/could/might + V (bare infinitive)
Example: If it wasn’t noisy in here, I could
hear you clearly. (But it’s very noisy in here)
The conditional sentence type 2 can be used
to give advice.
Example: If I were you, I would see the
doctor immediately.
Note: We can use both was and were with
I/he/she/it in the if-clause.
ACTIVITY 3: Practice (15'')

AIMS:
Help sts know how and when to use
Conditional Sentences type 2
CONTENTS :
Exercises
PRODUCTS:
Key to Exercises p9-10
ORGANIZATION:
3.1. Activity 1P9 Key:
Ss do this exercise individually then 1. recycle; will help
compare their answers with a partner. 2. won’t dump; fines
Have Ss read out their answers. Confirm 3. travel; will be
the correct ones. 4. will save; don’t waste
5. use; will have
3.2. Activity 2 P10
? Read the pairs of sentences. Key:
- Ask two Ss to write the new conditional 1. Student will be more aware of protecting
sentences type 1 on the board while other the environment if teachers teach
Ss write own sentences. environmental issues at school.
- Give feedback on these sentences and 2. When light pollution happens, animals will
ask other Ss to correct them if necessary. change their behavior patterns.
3. The levels of radioactive pollution will
decrease if we switch from nuclear power to
renewable energy sources.
4. If the water temperature increases, some
creatures will be unable to reproduce.
5. People will get more diseases if the water
is contaminated.
3.3. Activity 3 P10
Ss do this exercise individually, and then Key: 1. b 2. c 3. d 4. e 5. a
compare their answers with a classmate.
Check Ss’answers.
3.4. Activity 4 P10
Ss do this exercise individually. Invite two Key:
Ss to the board to write their answers. Go 1. were; would…do
through the answers with the class. Have 2. exercised; would be
other Ss correct the answers if necessary. 3. had; would build
4. tidied; wouldn’t be
5. was/were; would grow
3.5. Activity 5 P10 Key:
? Quickly read the example. 2. If there weren’t many billboards in our
- Ask Ss to comment on the example. - the city, people could enjoy the view.
meaning of the orginal sentences was 3. If there wasn’t/weren’t so much light in
made opposite in the new conditional the city at night, we could see the stars
sentence. (i.e. positive into negative form clearly.
for the first sentence and negative into 4. If we didn’t turn on the heater all the
positive for the second sentence). time, we wouldn’t have to pay three million
? Do this exercise individually and then dong for electricity a month.
compare the answers with a classmate. 5. If the karaoke bar didn’t make so much
Ask one or two Ss to write their sentences noise almost every night, the residents
on the board. wouldn’t complain to its owner.
6. She wouldn’t have a headache after
work every day if she didn’t work in a noisy
office.
Chain game Example
? Work in groups of five or six A: If each person plant a tree, there will be a
? Keep the chain going for as long as lot of trees.
possible using type 1 or 2 conditional B: If there are a lot of trees, the air will be
sentences. cleaner.
- If a group hesitates for more than 10 A: If the air is cleaner, fewer people will be
seconds they are out. ill.
- walk around the class listening to groups
and monitoring the game. Groups that are
still going when the five minutes is up are
the winners. Note that the aim is to
practice the language in a fun, verbal way
so be sure to keep the atmosphere light.
ACTIVITY 4:Further practice (2')

AIMS:
Review the lesson
CONTENTS :
Some conditional sentences type 1 and 2
PRODUCTS:
Sts can use both Conditional Sentences
type 1 and 2
ORGANIZATION:
Teacher aks and sts answer
? How do we use conditional sentences - Answers to teacher's questions.
type 1 and 2?
Give homework Take note
Homework
? Learn by heart all the new words and
structures
? Do B4, B5, B6 P5 (Work book)
? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking
about pollution
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Kiểm tra ngày tháng năm

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Date of planning: 06/01/2019

Date of teaching: /01/2019
Period: 58 Unit 7: POLLUTION

Lesson 4: Communication
I./. Objectives
- Use conditional sentences type 1 and type 2 correctly and appropriately to
describe pollution
2. Qualities:
Skills: 4 skills
II./.PREPARATION:
IV./. Procedure
Sts’ and T’s activities Contents
AIMS:
-To attract Ss’s attention to the lesson
CONTENTS:
Vocabulary about pollution
PRODUCTS:
ORGANIZATION:
- Sts tell about two types of pollution they * Chatting:
know. - Tell about the types of pollution you
- Lead in the new lesson. know.
(Ex: water pollution, air pollution…)
- Today, we are going to have the
opportunity to explore noise pollution
that not many people recognise as a
pollution.
ACTIVITY 2: Presentation (15’)

AIMS: Extra vocab:
- help sts learn more words about
pollution - permanent (adj): vĩnh viễn
CONTENTS: - earplug (n): cái nút tai
Vocabulary about pollution - affect (v): làm ảnh hưởng
PRODUCTS: - hearing loss (n): mất thính lực
Vocabulary - blood pressure (n): huyết áp
Concepts of pollution cause and effect
ORGANIZATION:
- Go through the Extra vocab.
- Help Sts understand the meanings of the
words in Extra vocab (using pictures,
realia, definition, example.)
+ permanent: lasting forever
+ earplugs: are put into our ears to keep
out noise or water.
+ affect: the verb form of ‘effect’
+ hearing loss: ‘When you have hearing
loss, you can’t hear things clearly.’
+ blood pressure: is often measured when
you have high blood pressure.
ACTIVITY 3:Practice (10’)
AIMS:
-practice the main topic
CONTENTS:
Discussion on pollution, use Cause –
Effect sentences
PRODUCTS:
Sts’ own opinion on the topic
Key to task 1,2,3,4 P11
ORGANIZATION:
* Activity 3: 1. Look at the pictures and put the
- Sts read the questions in the parts of the fairy tale in order:
questionnaire to make sure they (1,2,3-P.11)
understand everything and answer
individually.
* Key:
* Activity 4: 1. B 5. C
- Sts work in pairs to compare their 2. C 6. A
answers (may have different answers). T 3. A 7. A
asks some pairs to report on their 4. B 8. C
differences.
- Play the recording for Sts check their 2. Discuss other ways to prevent
answers, then check with the whole class. noise pollution: (4-P.11)
* Sugessted answers:
- Should use headphones when
listening to music.
- Should wear earplugs when going to
concerts or other loud events
ACTIVITY 4: Project (10’)
AIMS:
-improve sts’ speaking skill and sts’
confident
CONTENTS:
Discussion on pollution
PRODUCTS:
Sts’ attention and own opinion
ORGANIZATION:
* Activity 6: * PROJECT:
- Sts find out the question in the “What would you do if…..???”
questionnaire which proposes ways to 1. collages: lively, clear, practical
prevent noise pollution. 2. Languages: easy to understand
- Sts work in groups to discuss more ways 3. Speaking: fluency, accuracy, good
to reduce noise pollution, then present pronunciation.
their answers. Sts have to:
- Sts vote for the best ways. + discuss the things they would do.
* Activity 7: + collect the pictures from different
- Sts work in groups to make a collage to sources or draw.
answer the question ‘What would you do + stick the pictures on a big piece of
to reduce pollution in our country if you paper.
were the Minister of Natural Resources + prepare a presentation.
and Environment?’ (use photographs, + give a presentation to the class.
pictures or drawings.)
- Remind Sts that they should use

conditional sentences type 2 to give the
presentation.
Teacher let the sts have speech Ideas from sts
Homework: Sts take note
- Do exercises of part C in the workbook
- Prepare for unit 7- Lesson 5
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Lesson 5: : Skills 1
I./. Objectives
+ read for general and specific information about water pollution.
+ talk about the causes and effects of water pollution as well as ways to
reduce it.
- Vocab: pollution words……….
- Skill: speaking and reading.
2. Qualities:
II./.PREPARATION:
IV./. Procedure
Teacher’s and students’ activities contents
AIMS:
Review vocab about pollution
CONTENTS :
Water pollution
PRODUCTS:
learnt before.
Cause and effect of water pollution
ORGANIZATION: * Chatting:
* Activity 1: Chatting - Do you know about the water
- Ask sts some questions about water pollution?
pollution. - Give some examples?
- Lead in the lesson.
ACTIVITY 2: Pre-reading
AIMS:
Help sts promote reading skill
CONTENTS :
Questions and answers about the 2
pictures in the textbook
PRODUCTS:
Sts can say the differences between the
2 pictures
ORGANIZATION:
* Activity 2: Present the pictures: A- READING:
- Sts work in pairs: one looks at picture 1. Ask each other questions to find out
A-P.12 and one looks at picture B-P.15 the differences between two pictures:
- Sts ask each other Yes-No questions (1-P.12)
to find out the differences between two * Suggested differences:
pictures.
Ex:
A (p.A): Are there five ducks in your
picture?
B: (p.B): Yes, there are. Are the ducks
black in your picture?
A: No, they aren’t. They are
white…….
- Some Sts report on the differences
* Activity 2: Present the pictures:
- Sts work in pairs: one looks at picture
A-P.12 and one looks at picture B-P.15
- Sts ask each other Yes-No questions
to find out the differences between two
pictures.
Ex:
A (p.A): Are there five ducks in your
picture?
B: (p.B): Yes, there are. Are the ducks
black in your picture?
A: No, they aren’t. They are
white…….
- Some Sts report on the differences.

AIMS:
CONTENTS :
Reading and understanding passage
about pollution
PRODUCTS:
Key to Task 2 P12
ORGANIZATION:
While-reading 2. Read the text and answer the
* Activity 3: questions: (2-P.12)
- Sts read the passage quickly and * Key:
answer the questions (the first two Qs 1. The second paragraph tells about the
ask for general information and the rest causes of water pollution.
focus on details.) 2. The third paragraph tells about the
- Sts can underline parts of the text that effects of water pollution.
help them with the answers. 3. It’s the water beneath the Earth’s
- Sts compare their answers with a surface.
partner. 4. They are industrial waste, sewage,
pesticides, and herbicides.
5. They are pollutants from storm water
and the atmosphere.
6. They use herbicides to kill weeds.
ACTIVITY 4: PRODUCTION (5’)

AIMS: 3. Complete the notes about the effects
Help sts promote reading skill of water pollution: (3-P.12)
CONTENTS : * Key:
Reading comprehension, discussion 1. cholera 4. dead
PRODUCTS: 2. die 5. aquatic plants
Sts can underline the key words and 3. polluted water
work individually
ORGANIZATION: B- SPEAKING:
Post -Reading 4. Discuss the solutions to water
* Activity 4: pollution: (4-P.12)
- Sts read the sentences quickly to - Suggest two sub-headings:
underline the key words and work + Point source pollution
individually (pick the suitable words to + Non-point source pollution
fill each blank).
- Sts share their answers with a partner. - Some solutions:
- T checks the answers. + S1: Give heavy fines to companies
that are found doing this.
* Activity 5: + S2: Educate companies about the
- Sts work in groups to discuss the environment.
sollutions to water pollution. + S3: Give tax breaks to companies that
- Help Sts focus their ideas and think of find ‘clean’ ways to dispose of their
the solutions for each cause. waste.
- Sts make notes of the answers on a
piece of paper. 5. Complete the diagram of water
- One group quickly presents their pollution:
solutions and others add some ideas. (5-P.12)
* Activity 6:
- Sts work in groups again to complete
the diagram (may draw the diagram on
a big piece of paper.)
- After finishing, T may call some pairs
to practice in front of the class.
* Activity 7:
- Some groups give presentations about
water pollution.
- Other groups listen and give
comments. The class may vote for the
best presentation.
Homework:
- Learn by heart all the new words. Take note
- Prepare for next lesson ( find the
meaning of the new words in the next
lesson )
- Do exercises of part D in the
workbook
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Lesson 6: Skills 2
I./. Objectives
+ listen to get specific information about thermal pollution.
+ write about causes and effects of one pollution type.
2. Qualities:
Skills: listening and writing.
II./.PREPARATION:
IV./. Procedure
AIMS:
Improve listening skill
CONTENTS :
Thermal pollution
PRODUCTS:
learnt before.
Vocab and knowledge of thermal
pollution
ORGANIZATION: A- LISTENING:
* Activity 1: Describe the pictures: 1. Describe the pictures: (1-P.13)
- Sts work in pairs, describing the pictures
and the relationship between them. * Key:
- Call on one St to give their answers. - The first picture shows an algal
- Play the recording for Sts to check their bloom in coastal seawater.
answers. - The second picture shows the cooling
towers from a power station.
- They are both related to thermal
pollution.
ACTIVITY 2: Pre-listening (10’)

AIMS: 2. Listen and fill in the missing
Improve listening skill words: (2-P.13)
CONTENTS :
Thermal pollution * Key:
PRODUCTS: 1. hotter 6. fish
Sts can recall the knowledge the have population
learnt before. 2. cooler 7. Harmful
Vocab and knowledge of thermal 3. cool 8. colour
pollution 4. warm rivers 9. poison
ORGANIZATION: 5. Warmer water 10. cool down
A- LISTENING:
1. Describe the pictures: (1-P.13)
* Key:
- The first picture shows an algal bloom in
coastal seawater.
- The second picture shows the cooling
towers from a power station.
- They are both related to thermal
pollution.
a. Listening:
* Activity 2:
- Sts quickly read the diagram and identify
the form of the word/ phrase to be filled in
each blank.
- Play the recording and ask Sts for their
answers. Some Sts write their answers on
the board.
- Play the recording again for Sts to check
their answers.

AIMS:
CONTENTS :
Causes and effects of air pollution and
some other types of pollution
PRODUCTS:
learnt before.
Vocab and knowledge of types of - WRITING:
pollution 3. Discuss the causes and effects of
ORGANIZATION: one type of pollution in your area:
While-listening (3-P.13)
- Sts read the story carefully and work in
pairs to discuss what may be missing Air pollution
- Play the recording again and ask Sts to Definition: Air pollution occurs when
find the missing words as they listen. the air contains gases, dust, fumes or
- T checks their answers with the whole odour(mùi hôi) in harmful amounts
class. Cause: industrial watse, exhaust from
car and plane...
Effect: causing diseases, death to
humans, damage to other living
organisms such as animals and food
crops, or the natural or built
environment.

AIMS:
Improve writing skill and review vacab
CONTENTS :
Causes and effects of water pollution and
some other types of pollution
PRODUCTS:
learnt before.
Vocab and knowledge of types of
pollution
ORGANIZATION:
Post- listening 4. Write about the causes and the
b. Writing: effects of the pollution type you have
* Activity 4: just discussed in 3:(4-P.13)
- Sts work in pairs and decide which
pollution type in their area they are going Water pollution
to discuss and make notes of the causes There are several types of pollution.
and effects. However, water pollution is the most
Soil pollution happens when human serious in our area.
activities destroy the earth’s surface. It is caused by several factors. Firstly,
Cause: pesticides, herbicides(thuốc diệt famalies dump sewage into the river. In
cỏ), chemical industrial watse, the past it was a very beautiful river,
deforestation... but now the water is almost black.
Effect: soil pollution, the upper layer of Secondly, there are two new factories
soil is damaged (lớp đất mặt bị hư), effect in our area, and they are dumping
on wild-life... chemical waste into the lake and river.
* Activity 5: Thirdly, , pesticides are another source
- Sts stay with their partner. One writes of pollution. Farmers in our area
about the causes and the other writes usually use these to kill insects.
about effects based on their notes. Remind Water pollution badly affects our area.
Sts to use markers like firstly, secondly… We do not have enough fresh water to
- Sts work individually to write a first water the plants and crops. People
draft cannot raise fish in the river and the
lake because the water there is so
polluted. In addition, there are no more
wild ducks near the river today since
* Activity 6: they cannot find fish for food. Another
- Sts share their work with each other and negative effect is that sometimes in the
combine it to make a complete article. afternoon there is a bad smell from the
- Have pairs swap and read each other’s polluted river, so people do not like
articles. Ask for volunteer pairs to read walking along it anymore.
their articles out to the class and have Sts People in uor area are all aware of this
comment on them (may collect for problem, and we thinking of some ways
marking). to solve it.
Teacher let the sts discuss themselves and
take note the main ideas on the board Types of pollution
Teacher gives homework Solutions
Homework:
- Learn by heart all the new words.
- Do exercises of part E in the workbook
Take note
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Lesson 7: Looking back & Project
I./. Objectives
+ revise all the target knowledge in unit 7.
+ do a project “What would you do if…?”.
2. Qualities:
Skills: 4 skills
II./.PREPARATION:

AIMS:
CONTENTS :
PRODUCTS:
learnt before.
Cause and effect of water pollution
ORGANIZATION:
Sts write the right words. * Jumbled words:
1. itcqaua = aquatic
2. spooni = poison
3. hremlta = thermal
4. raohcle = cholera
5. nmneearpt = permanent
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)

AIMS:
CONTENTS :
Types of pollution
PRODUCTS:
learnt before.
ORGANIZATION: A- VOCABULARY:
Presentation 1. Complete the sentences with the
- Sts work individually, then compare correct form of the words: (1-P.14)
their answers with a partner. * Key:
- Check Sts’ answers. 1. pollution 4. Poisonous
2. contaminated 5. pollutants
3. death
- Sts work individually, then some Sts 2. Write types of pollution: (2-P.14)
write their answers on the board. * Key:
- Confirm the correct answers. - radioactive pollution - water
pollution
- noise pollution - land/soil
pollution
- visual pollution - light
pollution
- thermal pollution - air pollution

AIMS:
Practice using conditional sentences type
1 and 2
CONTENTS :
Compound Sentences
Conditional sentences
PRODUCTS:
Sts can use Cause-effect conjunctions
and conditional sentences
Key to Task 1,2,3,4 P14
ORGANIZATION: 3. Rewrite the sentences: (3-P.14)
- Sts write the sentences using the words * Key:
in brackets, then compare their answers
with a partner. 1. The residents of the street cannot
- Some Sts write their answers on the sleep because of the loud noise from the
board T and other Sts give comments. music club.
2. Vy had a stomachache since she ate a
big dinner.
3. The road in front of my house was
flooded due to the heavy rain.
4. His mother is unhappy because his
* Activity 5: room is untidy.
- Sts talk about conditional sentences 5. Too much carbon dioxide (CO2) in
type 2 (the use and form.) the atmosphere causes global warming.
B- GRAMMAR:
* Review conditional sentences type 1:
- Sts give some examples. * Conditional sentences type 2:
- The use:
+ We use conditional sentences type 2
to talk about things that are not true to
- Sts work individually, then share their happen in the present or future.
answers with a clssmate. Eg:
- Check their answers. If it wasn’t noisy in here, I could hear
you clearly. (But it’s very noisy in here)
- Sts complete the sentences individually + The conditional sentences type 2 can
using their own ideas. Remind them to be used to give advice.
identify whether the sentence is a Eg:
conditional sentence type 1 of type 2. If I were you, I would see the doctor.
- Sts share their answers (accept all the - Form:
sentences if they make sense). If clause, main clause.
(simple past) (would/could/might +
V)
* Note: We can use both was and were
with
I/he/she/it in the if-clause
4. Put the verbs in brackets into the
correct form: (4-P.14)
1. won’t be; don’t take 4. do; will
see
2. continue; will be 5. would…travel;
didn’t have
3. were; would wear 6. wouldn’t be;
didn’t take care
AIMS:
Further practice of Conditional sentences
CONTENTS :
Practices
PRODUCTS:
Key to Practice 5,6 p14
ORGANIZATION:
- Sts work in groups to discuss what they 5. Complete the sentences, using your
would do or say in each situation. own ideas: (5-P.14)
- Sts read the example first. Each group 1. If I were an environmentalist,………..
may discuss 1 or two situations. 2. If our school had a big garden,………
3. If the lake wasn’t polluted,………….
4. If we have a day off tomorrow,……..
- Some groups give their presentations to 5. If you want to do something for the
the class. planet,…..
- The whole class can vote for the best. 6. Discuss what you would do or say in
each situation: (6-P.15)
1. Your neighbors littered near your
house.
2. Your friend wore headphones every
day to listen to music.
3. Your brother dump his clothes and
school things on the floor.
4. Your sister had a bath every day.
* Ex:
A: If my neighbors littered near my
house, I would write them a letter
explaining that it was making the
neighborhood dirty.
B: Oh, I would put a large sign up saying
‘No littering’.
C: I think I would knock on their door
and explain that it was polluting the area.
* Project:
“What would you do if…..???”
1. collages: lively, clear, practical
2. Languages: easy to understand
3. Speaking: fluency, accuracy, good
pronunciation.
* Finished!
- Discuss what difficulties remain and
what areas have mastered.
Teacher reviews the lesson
Teacher gives homework
Homework:
- Learn vocab & grammar – Unit 7
- Prepare for Unit 8 (Getting started)
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UNIT 8: ENGLISH SPEAKING COUNTRIES
I./. Objectives
- listen and read the dialogue about Phong's summer camp in Singapore for details
and then do some related exercises.
- use lexical items related to English speaking countries
2. Qualities:
Attitude: - Positive about English speaking countries.
3. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
IV./. Procedure
ACTIVITY 1: WARM-UP
AIMS: ‘English speaking countries’
-To attract Ss’s attention to the lesson E.g: Singapore - Singapore City
CONTENTS:
Vocabulary about English speaking
countries
PRODUCTS:
ORGANIZATION:
- Write the title ‘English speaking
countries’ on the board.
? Call out names of English
speaking countries and their main
cities.
? Share any interesting facts you
know about these places.
- Now start the lesson.
ACTIVITY 2: Getting- started (10')
conversation
CONTENTS :
- Listen to the conversation
- learn new words about countries
and languages
PRODUCTS:
- sts’ knowledge of languages
- words and structures
ORGANIZATION:
2.1. Vocabulary
- Teacher use different techniques to - absolutely (adv): tuyệt đối, chắc chắn
teach vocabulary (situation, realia) - official (adj): chính thống, chính thức
- Follow the seven steps of teaching - accent (n): giọng điệu
vocabulary - native speaker (n): người bản xứ
* Checking vocab: What and where Repeat in chorus and individually
2.2. Listen and read Copy all the words
* Set the scenes:
? Look at the title of the
conversation and the picture.
- Ask them some questions: - Answer the questions individually.
• Where are the children? * Suggested answers
• What do you think they are - They are at the summer camp.
doing? - Students' answer
- Ss answer the questions as a class.
Play the recording and have Ss
follow along.
ACTIVITY 3: practice (15’)
knowledge of languages, and vocab
CONTENTS :
Exercises p17
PRODUCTS:
Keys to Exercises p17
ORGANIZATION:
3.1. Find a word / an expression
(1a P17) Key:
? Find a word or an expression from 1. awesome
the conversation which you use 2. absolutely
when you: 3. It's hard to say
1. think something is wonderful 4. perhaps
2. .....
? Share answers with your partner.
- Teacher gets feedback
? Add any other expressions which
have the same meaning.
3.2. Answer the questions (1b. P17) Key:
? Run through the questions. 1. He’s at an international summer camp (in
? Ss read the conversation again to Singapore).
answer the questions. 2. They come from different countries/from all
- Ss exchange their answers with a over the world.
classmate. 3. He has made new friends, visited places,
- Call on some Ss to write their (and taken part in different Ss and T’s
answers on the board. Check their activities.)
answers. 4. Because he uses English ever day with
people from fidderent Ss and T’s activities.)
5. Two boys from Australia and a girl from the
USA.
6. After July 15th.
Key:
3.3. Complete the sentences (2 P17) 1. summer camp
? Underline these words/ phrases in 2. native English speaking countries
the conversation. 3. native speakers
- Make sure they understand their 4. the USA
meanings.
? Work independently to complete 5. accents
the sentences. 6. official language
? Share your answers in pairs.
- Confirm the correct answers.
Note:
Your first language is often known
as your mother tongue, and your
second language may refer to a
language used as an official
language in your country, like
English in Malaysia, Singapore,
India, or it could simply mean the
foreign language you learnt at
school as part of the curriculum.
3.4. Write the name of the countries
(3 P17)
Have Ss work in pairs/ groups to Key:
match the flags with the countries. T 1. the USA 2. The United Kingdom
checks. 3. Singapore 4. Australia
5. Canada 6. New Zeland
Note:
The UK, or the United Kingdom = Great
Britain + Northern Ireland
Great Britain/ Britain = England + Scotland +
Wales
The USA = the United States of America. It is
also known as the US, or the United States, or
even just the States.
In Canada, there are two official languages:
English and French.
Game: where are they?
? Form groups of five or six.
- The first group to find all the Work in groups
countries wins.
- If possible, prepare a black and
white world map on A3 paper or
quickly draw a world map on the
board.
- Ask one student from the winning
group to go to the board and mark
the six countries so that other groups
can see and check.
ACTIVITY 4: Production (5')
AIMS: - Answer individually
Review the lesson
CONTENTS :
New words and structures - Take note
Some English speaking countries and
special features
PRODUCTS:
Languages and knowledges of
learning languages
ORGANIZATION:
? Sum up the main content of the
lesson.
Homework:
? Learn by heart all the new words.
? Do Ex B3, 4 P13 (Workbook)
? Prepare: Closer Look 1
talking about English speaking
countries.
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Week:22 Preparing date:

Lesson 2: A closer look 1
I./. Objectives
1. Knowledge: Different forms of some words as well as some words/ phrases to talk
about languages and learning languages.
2. Qualities:
Skills: Speaking, listening, writing.
II./.PREPARATION:
IV./. Procedure
I. OBJECTIVES:
By the end of the lesson, ss will be able to:
- learn more words about English speaking countries.
- remember the rules of stress in words ending in -ese and -ee
II. LANGUAGE FOCUS:
- lexical items related to English speaking countries.
III. RESOURCES:
- Materials: Ss’ books, workbook, tape and radio
- Method: T- WC, group work, individual work
IV. PROCEDURES:
CONTENTS :
Languages of some familiar countries in Malaysia – Malaysian
the area Singapore – English
PRODUCTS: China – Chinese (Hongkong – English)
Different forms of some words as well Japan – Japanese
as some words/ phrases to talk about Vietnam - Vietnamese
languages and learning languages
ORGANIZATION:
? Work individually to write the names
for the people.
? Share with a partner.
- Play the recording for Ss to check
their answers. Ss listen and repeat.

CONTENTS :
Correct stress patterns
PRODUCTS:
Key to Task 2,3,4 TB P18
orn:
ORGANIZATION
2. 1. Vocabulary
- Teacher use different techniques to Key:
teach vocabulary (situation, realia) 1. the Americans 2. the English
- Follow the seven steps of teaching 3. the Scottish/ the Scots 4. the Welsh
vocabulary 5. the Irish 6. the Canadians
* Checking vocab: Slap the board 7. the Australians 8. the New Zealanders
- Point out the change of stress from ‘Canada
to Ca’nadian
- iconic (adj): (thuộc) tượng, hình
tượng
- spectacle (n): quang cảnh, cảnh
tượng
- koala (n): gấu túi
- loch (n): (Ê cốt) hồ
- adoptee (n): con nuôi, dưỡng tử
- refugee (n): người tị nạn
- addressee (n): người nhận thư
- unique (adj): độc đáo, riêng biệt
2.2. Word formation (2 P18) - Copy all the words
? Work in pairs to change the words
into a noun (N), an adjective (A) or a 1. N = history
verb (V). 2. V = symbolise/ symbolize
- Check the answers as a class. 3. A = legendary
- If time allows, have two Ss write 4. N = icon
their answers on the board and then 5. A = spectacular
confirm the correct answers. 6. N = festival
? Read all the words aloud. 7. A = scenic
8. V = attract
2.3. Complete the sentences (3P18)
? Read each sentence and decide what
the part of speech is for each word to
be filled in the blank. Key:
- For example, the word for the blank 1. icon
in sentence 1 is a noun. They then 2. symbolsies
complete the sentences. 3. scenic
- Confirm the correct answers as a 4. unique
class. 5. attracts
2.4. Matching (4P18) Key:

? Look at the pictures. 1. castle
? What can you see in each of them? 2. Icoch
? Work individually to match the 3. parade
words/ phrases to the pictures. 4. monument
- Check the answers as a class by 5. state
asking Ss in which countries, from the 6. cattle station
list in 1, they might see these things.
? Give an example of these things.
ACTIVITY 3: Pronunciation(20'')
AIMS:
Help sts know the meaning and how to
read different word forms
CONTENTS :
Rules of stress in words in –ese and –ee
PRODUCTS:
Key to Task 5 P19
ORGANIZATION:
Stress in words ending in –ese and –
ee
3.1. Listen and repeat (5 P18)
? Mark the stress in the words firstly -ese -ee
and say the words aloud before they Cato’nese employ’ee
listen to the recording. Taiwa’nese adop’tee
Japa’nese addre’ssee
? Ss listen and repeat. Portu’guese interview’ee
- Then have Ss say the words
individually.
* Remember: For words ending in -
ese and or -ee the stress is often
placed on the final syllable. Key:
3.2. Mark the stress in the underlined 1. Chi’nese
words 2. refu’gee
- Put the underlined words on the
board. 3. trai’nee
? Mark the stress in the words first. 4. Japa’nese
- Ask for a show of hands from the 5. guaran’tee
class of they think the stress is correct
or not. - Answer individually
? Listen, check and say the sentences.
ACTIVITY 4: Production(5')
AIMS: - Answer individually
Help sts find more word ending with in
–ese and –ee
CONTENTS :
A list of words ending with in –ese and - Take note
–ee by sts
PRODUCTS:
Sts can read and inderstand the words
given
ORGANIZATION:
? Make a list of words ending in –ese
and –ee
Further practice (2')
? Recall the rule of stress in words
ending in -ese and -ee
Homework:
? Do Ex A1,2 P 11; B1, 2 P13
about English speaking countries.
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Week:23 Preparing date:


I./. Objectives
- Review present tenses: present simple, present continuous and present
perfect
- Learn about the present simple for the future.
2. Qualities:
II./.PREPARATION:
IV./. Procedure

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

the future (15'')
1. Use - We use the present simple with a future
? Study the REMEMBER. meaning when we talk about schedules,
? What do we use the present programs. e.t.c (for example: puplic transport,
simple for? cinema, television, schools...)
? Read the examples in the

REMEMBER.
2. Activity 3a P19 1 The Debating Competition takes place
? Read the monthly schedule for in the Main Hall on April 3rd
the extra Ss and T’s activities at 2 The bus for the excursion to the
Vancouver Christian School. chocolate factory leaves at 8.00 a.m in April
- Then have them underline the 14th.
verbs in the sentences.
3. Activity 3b P19
- Allow Ss time to discuss and
find the answers to the questions. 1.The future 2. The present simple
If Ss are having difficulty
answering question
? Is a schedule usually for present
or future Ss and T’s activities?
4. Activity 4 P19 1. starts – finishes 2. takes place 3. holds
Have Ss do this exercise 4. hosts 5. lasts
independently. T checks the
answers as a class.
5. Activity 5 P19
? Work in groups to make notes E.g:
of some Ss and T’s activities our - The English speaking contest is held on next
school has organised for next Monday morning.
week. - All the students take part in "Trong Com"
- Encourage them to be performance on Tuesday and Sartuday.
imaginative. ? Then write down
the sentences.
- Remind Ss that in this case, the
present simple is used to talk
about practical information:
place, time, day, date, so this
should be the focus of their
sentences.
ACTIVITY 4: Further practice
AIMS: Review and Further
Practices - Answer individually
CONTENTS :
Some sample sentences
PRODUCTS:
Sts can use and differ the Tenses
ORGANIZATION:
Further practice:
? Recall the uses of the four
tenses.
Homework:
? Learn by heart all the new
words and structures. - Take note
? Do Ex B5, 6 P13 - 14
(Workbook)
? Prepare: Communication
countries.
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I./. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic ‘English speaking countries’ to
introduce about some English speaking countries
2. Qualities:
II./.PREPARATION:
IV./. Procedure
ACTIVITY 1: WARM-UP
AIMS:
-To attract Ss’s attention to the Answer the questions
lesson
CONTENTS:
Vocabulary about ways of learning
languages
PRODUCTS:
ORGANIZATION:
Brainstorming - territory (n):lãnh thổ
- Teacher elicits the topic from - North Pole: Bắc cực
students - Arctic Circle: Vòng bắc cực
? Can you name some English - Garment(n):quần áo
speaking countries that you - Koala(n):gấu túi
know? - Emu(n):đà điểu sa mạc
? What do you know about
them?
- Introduce the new lesson
* Teaching vocabulary
realia)
- Follow the seven steps of
teaching vocabulary
* Checking vocab: Slap the board
ACTIVITY 2 : Presentation (15’)

AIMS:
- help sts learn more words about - Answer the questions individually first then
ways of learning languages share compare
CONTENTS:
PRODUCTS:
Vocabulary
Concepts of pollution cause and
effect
ORGANIZATION:
Activity:
Do the quiz and choose the
correct answers Key :
- Have ss do the quiz 1C 2A 3C 4B 5B
individually as quick as possible 6B 7C 8A 9B 10 A
- Set a limit time is 5 minutes
- Ask ss to share their answers
with their partners
- Check the class by asking for a
show of hands for each question.
ACTIVITY 3: Practice (10’)

AIMS:
CONTENTS: - Work in pair
Discussion on languages and ways
of learning them, using differents
Tenses
PRODUCTS:
Vocabulary about languages
Key to task 1,2,3,4 P21
ORGANIZATION:
3.2.Write the names of the
countries next to their facts
- Have ss to work in pairs
- T calls on some ss to read Key:
aloud their answers then 1. The USA
confirms the correct answers 2. New Zealand
3. The UK
4. Canada
5. Australia
3.3. Game. How much you kow

about a country?
a.
- Put ss into groups of 4 ss then Work in groups of 4 ss
explain that they have a chance to
put together what they know
about a country, including all the -Write the information in short notes first
information they have got so far without mentioning the name of the country
from the lesson
- Ask ss to write the information
in short notes first without
mentioning the name of the
country
b.
-Ask each group to stand up in
front of the class. Each member
of the group will give one fact Give the facts about the country
about the country. When they
have finished, the rest of the class -Guess what country it is
can guess what country it is.
When every group has done their -Vote for the most informative and interesting
presentation, the class can vote one
for the most informative and Answer
interesting one
ACTIVITY 4 : Production (5’)
AIMS: Review
CONTENTS :
Varieties of English all over the
world - Take note
PRODUCTS:
Facts
ORGANIZATION:
Further practice
- Summarize the lesson
Homework:
? Prepare Skill 1
- Collect some pairs of words
which varies from Britain English
to American English.
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Lesson 5: Skills 1
I./. Objectives
- Read for specific information about family customs and traditions
- Talk about interesting facts of a country
2. Qualities:
Skills: Speaking, reading.
II./.PREPARATION:
IV./. Procedure

AIMS:
Review vocab about languages
CONTENTS :
Pairs of words which varies from
Britain English to American
English.
PRODUCTS:
have learnt before.
ORGANIZATION:
Chatting
- Ask ss to close the book and - Answer the questions
answer the question
? What do you know about
Scotland
- Introduce the new lesson -piping(n): sự thổi sáo
* Teaching vocabulary -haunt(v): ám ảnh
- Teacher use different techniques -unique(adj): độc đáo
to teach vocabulary (situation, -scenic(adj): thuộc cảnh vật
realia) -fire brigade(n): đội cứu hỏa
teaching vocabulary
ACTIVITY 2 : Reading - (15')

AIMS:
CONTENTS :
PRODUCTS:
Sts can say the differences
between the 2 pictures
ORGANIZATION:
Pre-Reading
* Set the scene: Guessing
- We are going to read a passage
about Scotland
2.1. Discuss the questions. Then Discuss the questions without looking at the
read the passage passage
- Allow ss 3 minutes to discuss
the questions without looking at -Read the passage then check their answers
the passage Key :
- Collect some ss’ ideas 1. It is in the north of Great Britain
- Ask ss to read the passage then 2. Any or all the following: It is famous for
check their answers its rich and unique culture as well as its
- T calls 2 ss to write the answers amazing natural beaty. Its historic castles, its
on the board then confirms the traditional festivals and its whisky. It is also
correct answers famous for various inventions
- T uses a map to show where is
Scotland
While-reading
2.2. Matching Work individually
- Ask ss to read the passage Key:
again then ask them scan the 1-d,f
places first. Read carefully the 2-a,c
information about each place and 3-b,h
choose the two features related 4e,g
to it
Key:
1. Yes, it is
2.3. Read the passage again then 2. a ghost
answer the questions 3. piping, drumming, dancing
- Work individually then compare 4. the telephone, television, penicillin, the rain
their answers with a classmate coat
before giving the answers to T. 5. In 1824
ACTIVITY 3: Post - Reading (20')

AIMS:
CONTENTS :
Reading comprehension,
discussion
PRODUCTS:
Sts can underline the key words
and work individually
ORGANIZATION:
3.4. Work in pairs talk about the Eg:

things you like most about S1: What do you like about Scotland?
Scotland. Give reasons S2: I like the castles
- Ask ss to work in pairs to ask S1: Why?
and answer about their choice. S2: Because I want to see a ghost
- Ask some pairs to represent
3.5. Work in groups. Read and

discuss these interesting facts
about Australia . Prepare a short
introduce of Australia then
represent - Work in groups of 4 ss
- Have ss work in groups of 4
ss and discuss if there is any
pieces of information they are not
clear about.
- Check as a class to make sure
that the information is understood
correctly
- Ask some groups to represent
ACTIVITY 4: Production
AIMS: Review
CONTENTS :
Present Tenses
Languages and facts
PRODUCTS:
Facts
ORGANIZATION:
- Sum up the main content of the
lesson.
Homework (2')
- Do Ex C1.2, D1 P 14, 15 - Take note
countries.
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Lesson 6: Skills 2
I./. Objectives
 Listen for specific information about a day trip to an amazing town
 Write a description of a schedule for a visit or a tour
2. Qualities:
Skills: listening, writing.
II./.PREPARATION:
IV./. Procedure
ACTIVITY 1: WARM-UP
AIMS:
Review usages of Present Tenses
CONTENTS :
Present Simple
Present Continuous
Present Perfect
PRODUCTS:
learnt before.
Vocab and knowledge of languages and
ways of learning languages
ORGANIZATION:
- Ask Ss to look at the pictures and - Look at the pictures and answer teacher’s
read the introduction to the listening. questions
Ask them what features from the
pictures they are interested in, and
what they think Wanaka is like.
ACTIVITY 2 : Listening- 15'

AIMS:
CONTENTS :
Ways to describe schedules
PRODUCTS:
learnt before.
Vocab and knowledge of schedules of
events
ORGANIZATION:
Pre-listening:
2.1. Activity 1: Key:
- Ask Ss to read the questions. T then 1/ 9.30
plays the recording and Ss write the 2/ 12.30
answers. T can play the recording at 3/ 4.00
least twice. Elicit the answers from Ss 4/ 4.15
and write the correct answers on the
board.
2.2. Activity 2:
- Give Ss some time to read the Key:
questions. Check if they know the 1. B 2. C 3. C 4. B 5. A
meaning of the words ‘illusion’
(something that appears to be there but
is not) and ‘3-D hologram’ (three-
dimensional image). Ss then listen to
the recording again, as many times as
needed if time allows, and choose the
correct answers. T checks the answers
as a class.
While-listening:
3.1. Activity 3a:
- Ask Ss to work in groups of three or
four. Read the Ss and T’s activities
and decide on the four Ss and T’s
activities they would like to do
together in their two-day visit to
Washington D.C.
b. Once they have made their decision,
allow them time to schedule their visit
and fill in the schedule table. Group work
ACTIVITY 3: Post-listening (20')

AIMS:
Improve writing skill and review vacab Group work
CONTENTS : Example:
Causes and effects of water pollution This is the schedule for our group’s two-day
and some other types of pollution visit to Washington D.C. On the first day we
PRODUCTS: plan to go to the White House early at 8
Sts can recall the knowledge the have o’clock. This way, we avoid the crowds. Then
learnt before. we get on a Hop-on Hop-off trolley, which
Vocab and knowledge of types of rides around the city. We do some shopping
pollution and go for a nice lunch. Then we see some of
ORGANIZATION: the sights of the city. On the second day, we
take the 8.30 shuttle bus to the canoe club to
3.2. Activity 4: Write a passage…. join a canoe trip along the C&O canal. This
- Have each group write a description canal is famous for its beautiful scenery,
of their visit. The description should especially in Autumn. The trip takes about
include: the name of the activity, the three hours. In the afternoon, we visit the
time they do it, and what it involves. If National Children’s Museum. The brochure
possible, give each group a big piece says that this museum offers a lot of fun Ss and
of paper to write their answers. Ask T’s activities where they can learn through
the two quickest groups to present playing.
their answers. Other groups and T give
comments. Give marks to the groups.
Other groups complete their writing as
homework and bring it back in the
next lesson.
ACTIVITY 4: Production
AIMS:
Improve speaking skill
CONTENTS :
Schedules of some events
PRODUCTS:
Sts can describe the schedules they read
and tell about their own schedules
ORGANIZATION:
lesson. - Take note
Homework: (2')
? Do Ex in exercise book
? Prepare: Unit 8: Looking back
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Lesson 7: Looking back+project
I./. Objectives
- Recycle the language from the previous sections and links with the topics.
- Practice doing some exercises to consolidate and apply what they have
learnt in Unit 8.
2. Qualities:
II./.PREPARATION:
IV./. Procedure
ACTIVITY 1: WARM-UP
AIMS: - Teacher- Ss
CONTENTS :
Vocabulary about languages
PRODUCTS:
learnt before.
Usages and formulas of Present Tenses
ORGANIZATION:
- free talk
ACTIVITY 2 : Presentation
AIMS:
CONTENTS :
Languages of some countries all over
the world, especially English speaking
countries
PRODUCTS:
learnt before.
ORGANIZATION:
Looking back
Vocabulary - 10'
Exercise 1. Match the words with the Key:
definitions
- Ask ss to do this exercise 1. c 2. e 3. f 4. b 5. d 6. a
individually then compare their
answers with a partner
-Call on some ss to write the answers
on the board
-Confirm the correct answers
Exercise 2. Choose the best answer….

-Ask ss to work individually then Key:
compare with their partner 1. C 2. A 3. C 4. B 5.
- Ask ss to write the sentences on the B 6. A
board
- T confirms the correct answers
Grammar- 15'
Exercise 3: Decide if the sentences…. Key:
-Ask ss to work individually and then 1. F 2. F 3. P 4. P
share the answers with a classmate. 5. F
- Check their answers.
Exercise 4. Complete the sentences,
…
- Ask Ss to read the sentences
carefully and look for clues that help Key:
them decide which tense should be 1. faces 2. doesn’t set 3. has won
used for each blank. Have Ss complete 4. has done 5. is 6. are trying
the exercise independently and then
exchange their answers. Ask two Ss to
write their answers on the board.
Confirm the correct answers.
ACTIVITY 3 Communication – (20')

AIMS:
Practice using Present Tenses
CONTENTS : Group work
Present Simple
Present Continuous
Present Prefect
PRODUCTS:
Sts can talk about schedules using
Present Tenses
Key to Task 1,2,3,4 P24
ORGANIZATION:
Exercise 6. Work in groups. Discuss
what you would do ỏ say in each
situation
- Ask ss to work in groups of 4 ss
to discuss what they would do or say
in each situation.
- Ask ss to read the example
- Ask ss to move around the class to
listen to their ideas
Finished!
Ask Ss to complete the self-
assessment. Discuss as a class what
difficulties remain and what areas Ss
have mastered.
ACTIVITY 4: APPLICATION
AIMS:
Further practice of Tenses
CONTENTS :
Practices
PRODUCTS:
Key to Practice 5,6 p24
ORGANIZATION:
Project
Divide Ss into groups of four or five Ss do at home
and instruct them on what they have to
do. Encourage them to think creatively
and daringly. Tell them to keep in
mind who this poster is for. These can
help decide:
- which attractions you would
include in your poster.
- what information about the
attraction you would introduce.
- which picture you would use for
your poster.
- the design for your poster.
Have Ss present their poster in the
next lesson. When all the groups have
given their presentations, the whole
class can vote for the best.
Further practice (3') Key:
Check your knowledge! 1. Scottish men wear kilts.
Ss work in groups. They discuss the 2. The USA has the biggest population.
statements and decide if they are true. 3. California is a state in the USA.
If they are not, find the true answer. 4. They live in Australia.
Check as a class.
Homework:
- Do Ex in exercise book Take note

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UNIT 9: NATURAL DISASTERS
I./. Objectives
- listen and read the dialogue about the typhoon in Nam Dinh province for
details and then do some related exercises.
- use lexical items related to natural disasters
- respond to good
2. Qualities:
Attitude: - Positive about natural disasters.
II./.PREPARATION:
IV./. Procedure

AIMS:
-To attract Ss’s attention to the
lesson
CONTENTS:
Vocabulary about natural disasters
PRODUCTS:
ORGANIZATION:
Matching
* Activity 2a P27 Key:
a First, have Ss work
Responding to Responding to bad
independently. Then allow them to
good news news
share answers before playing the
Wow! Oh dear!
recording for them to check. Play
That’s great! That’s awful!
the recording for Ss to repeat the
That’s a relief! How terrible!
phrases. Remind Ss to pay attention
to their intonation as they practice. How wonderful! Oh no!
That’s awesome! That’s shocking!

conversation
CONTENTS :
- Listen to the conversation
- learn new words about natural
disaster
PRODUCTS:
- sts’ knowledge of natural disasters - typhoon (n): bão nhiệt đới
- words and structures - tsunami (n): sóng thần
ORGANIZATION: - volcanic (n): núi lửa
2. Getting- started (10') - tornado (n): lốc xoáy
2.1. Vocabulary - mudslide (n): lũ bùn
- drought (n): hạn hán
realia) - flood (n): lũ lụt
- Follow the seven steps of teaching - severe (adj) khốc liệt
vocabulary /si'vi:r/
- property (n): tài sản, của cải
- debris (n): vôi gạch đổ nát
* Checking vocab: Matching 1. C 2. D 3. F 4. B

(Activity 3 P27) 5. G 6. A 7. H 8. E
? Work in pairs to match the
words/phrases to the pictures.
? Then share answers with another.
? Listen and check. Then repeat the
words/phrases.
2.2. Listen and read
* Introduction: Write the unit title ‘Natural Disasters’
on the board ‘Natural Disasters’.
? Answer the questions about
natural disasters that have happened
where you live or anywhere else in
the world that you know of. - Answer the questions individually.
? What was the natural disaster?
? When did it happen?
?Was there any damage to people
or property?
* Set the scenes:
? Look at the picture.
- Ask Ss questions about the picute:
E.g.
? Where are Duong and Nick? - They are at school.
? What are they talking about? - They are talking about Natural Disasters.
? Which natural disasters can we - They are tornado, flood and earthquake.
see in the speech bubbles?

knowledge of natural disasters and
vocab
CONTENTS :
Exercises p27
PRODUCTS:
Keys to Exercises p27
ORGANIZATION:
Doing (20'')
3.1. Gap fill (1a P27) Key:
? Read each sentence and locate the 1. tropical 2. injured
information in the conversation, 3. damage 4. trapped
then choose suitable words/phrases 5. medical supplies 6. temporary
to fill each blank. accommodation
? Work independently.
- Then allow them to share answers
before discussing as a class.
3.2. Responding to the news (1b
P27) T: My cat died.
- T models S: That’s terrible!
- Focus on intonation, stressing the
first syllable of ‘terrible’.
? Do the same with other Ss around
the class. Key: 1. Oh no! 2. That’s relief
? Refer back to the conversation to
find the other phrases. 3. That’s awful!
? Practice saying the phrases with
correct intonation. ( Play the
recording again as a model if
necessary).
3.3. Matching 2b P27)
? Work independently then share Key:
the answers before T gives 1.b 2.d 3. f
comments. 4. c 5. a 6. E
- Point out that some of the
response could fit more than one
statement.
Ask Ss which of these natural E.g:

disasters can happen in Viet Nam.A: Which are the most common natural
Then model this activity with a disasters in Thanh Hoa?
more able student. Next ask Ss toB: Typhoons and floods.
work in pairs. Go around to provide
A: How often do they happen there?
help. Call on some pairs to practice
B: typhoons happen there about three or
in front of the class. four times a year, and floods about twice
a year.
AIMS:
Review the lesson
CONTENTS :
New words and structures
Natural disasters in your area
PRODUCTS:
Vocabulary of natural disaster and
social knowledge about natural
disasters
ORGANIZATION:
- Answer individually
lesson.
Production(2')
Homework:
? Do Ex B2,3 P20 (Workbook)
- Take note
talking about natural disasters.
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I./. Objectives
- learn more words about natural disasters
- remember the rules of stress in words ending in -logy and -graphy
2. Qualities:
II./.PREPARATION:
IV./. Procedure

CONTENTS :
Natural disaster in your area
PRODUCTS:
Science vocabulary
ORGANIZATION:
Matching
- Give out the posters A B
? Match a word with its meaning
- Teacher monitors and gets 1. ecology a. lời xin lỗi
feedback. 2. biology b. khí hậu học
3. photography c. sinh thái học
4. apology d. tâm lí học
5. biography e. động vật học
6. psychology f. thiên văn học
7. sociology g. sinh vật học
8. zoology h. thuật chụp ảnh
9. bibliography i. nhân khẩu học
10. demography j. thư mục
11. astrology k. khí hậu học
12. climatology l. tiểu sử
CONTENTS :
Word form
PRODUCTS:
Key to Task 2,3,4 TB P28
ORGANIZATION
Vocabulary
2. 1. Vocabulary
- Teacher use different techniques - erupt (v): phun
- rage (v): diễn ra ác liệt
realia)
- Follow the seven steps of teaching - bury (v): chôn vùi, chôn
vocabulary - shake (v): rung
* Checking vocab: Ordering - collapse (v): sụp, sụp đổ
- strike (v): đánh, đập
- evacuate (v): sơ tán
2.2. Gap fill (Activity 1 P28) - erupt - erupted
- Write the first verb erupt on the Key: 1. struck 2. erupted 3. shook
board and elicits the past tense from 4. buried 5. raged 6. collapsed
Ss, writing erupted on the board.
? Do the same with all the verbs.
? Work independently to do the
activity.
- Play the recording for Ss to repeat
the sentences.
2.3. Matching (2 P28)

? Match the verbs in A to the nouns 1. e 2. b 3. a 4. d 5. c
in B.
? Listen and check then repeat.
2.4. Complete the sentences (3P28) Key:
? Use the phrases in 2 in the correct 1. provide shelter
form to complete the sentences 2. put out the forest fire
3. evacuated the village
4. scattered debris
5. take aid
AIMS:
Help sts know the meaning and how
to read different word forms
CONTENTS : -logy -graphy
Rules of Stress in words ending in - ecology photography
logy and –graphy biology biography
PRODUCTS:
apology geography
Key to Task 5 P28
ORGANIZATION: psychology
Pronunciation technology
Stress in words ending in -logy
and –graphy
* Remember: For words ending in
-logy and -grapgy, place the stress
on the third syllable from end.
3.1. Listen and repeat (4 P28)
? Ss listen and repeat. Pay attention
to the stress syllables
- Then have Ss say the words
individually.
3.2. Mark the stress (Activity 5 Key:
P28) 1. so'ciology
? Mark the stress in the words first. 2. zo'ology
? Listen, check and read aloud. 3. bibli'ography
4. climat'ology
5. as'trology
6. de'mography
3.3. Mark the stressed syllables in
the underlined words (Activity 6
P28)
? Read the sentences first.
? Mark the stressed syllables in the
underlined words.
? Listen and repeat the sentences
AIMS:
Help sts find more word ending
ending in -logy and -graphy
CONTENTS :
A list of words ending ending in -
logy and -graphy by sts
PRODUCTS:
Sts can read and inderstand the
words given
ORGANIZATION:
? Recall the rule of stress in words - Answer individually
ending in -logy and -graphy
Production(3')
Homework:
? Learn by heart all the new words. - Take note
? Do Ex A1,2 P 19; B1 P19
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UNIT 9: NATURAL DISASTER
I./. Objectives
- Review the use of the passive voice
- Learn about the past perfect and practice doing some exercises using these
two structures
2. Qualities:
II./.PREPARATION:
IV./. Procedure

AIMS:
Review Passive Voice
CONTENTS :
Present Simple, Past Simple, Simple
Future in Passive Voice
PRODUCTS:
have learnt before.
ORGANIZATION:
Review passive voice - We form the passive voice with the verb to
? Study REMEMBER! be in the appropriate tense and form and the
? How do we form the passive past participle of the main verb.
voice? - Only verbs which can take an object can
be used in the passive.
1. Past simple: S + was/were + PP....
? Which kind of verb can be used in 2. Present simple: S + is/am/are + PP....
the passive?
? Work in three groups to write the 3. Future: S + will be + PP....
forms of the passive voice in past is/am/are + going to be + PP....
simple, present simple and future
tense.
AIMS:
Help sts know deeply how and when
to use the passive voice
CONTENTS :
Passive Voice in Present Simple,
Past Simple, Simple Future
PRODUCTS:
Sts’understanding
ORGANIZATION:
Grammar 1. The passive voice
2.1. Activity 1 P29
? Read the conversation in Key:
GETTING STARTED. Was anyone injured?
? Underline any sentences in the Only a few minor injuries were reported.
passive voice that you can find. It seems many houses and public buildings
were destroyed or flooded, and thousands of
people were left homeless.
They’ve sent rescue workers to free people
who were trapped in flooded homes.
Medical supplies, food and rescue
equipment have also been sent.
They’ve been taken to a safe where
temporary accommodation will be provided
for them.
2.2. Ss and T’s activities 2 P29 Key:
? Work independently. 1. Was scattered 2. Are built
- Then, ask them to share their 3. Were taken
answers with one or more partners. 4. will be predicted 5. Will be
? Say the answers aloud. delivered/are going to be delivered

- Invite two Ss to write the 1. Food and blankets have been given out to
sentences on the board while other homeless people (by volunteers).
Ss write the sentences in their 2. Ten people trapped in collapsed buildings
notebooks. have been freed (by the rescue workers) so
? Model the first sentence for Ss. far.
- Have Ss write the next two 3. Was the whole village destroyed (by the
sentences and correct them storm)?
carefully. The rest can be done as 4. If the area is hit by the storm, a lot of
homework. damage will be caused.
5. A garden party is going to be organized
for raise money for the victims of the flood.

AIMS:
Help sts know deeply how and when
to use Past Perfect Tense
CONTENTS :
Formula and usage
PRODUCTS:
Sts’understanding
ORGANIZATION:
Grammar 2: The past perfect

(15'')
3.1. Activity 4 P29
? Read part of the conversation - We use the past perfect to describe:
from GETTING STARTED. + an action before a stated time in the past
? Paying attention to the underlined + an action that happened before another
part. ? Refer to the yellow box, action in the past
explaining the form of the past (+) Positive
perfect tense and going through the Subject + had + past participle
examples. Example: I had left when they came.
? When do we use the past perfect? (-) Negative
? Can you think of any rules? Subject + had not/hadn’t + past
? Read the example in 4b P29 participle
Example: I hadn’t left when they came.
(?) Questions:
had + subject + past participle
had + subject + not + past participle
hadn’t + subject + past participle
Example:
Had you left when they came?
Had you not left when they came?
Hadn’t you left when they came?
- Short answers to Yes/No questions:
(+) Yes, subject + had.
(-) No, subject + hadn’t
Example:
Had you left when they came?
Yes, I had. / No, I hadn’t.

? Work independently. 1. had left, erupted 2. arrived, had
- Then, ask them to share their stopped 3. had spent, arrived
answers with one or more partners. 4. got, hadn’t taken 5. found, had
Ask some Ss to say their answers bought
aloud. T gives comments, and
makes any correction if avaible.
3.3. Activity 6 P30
? Work in pairs. Ask and answer E.g:
the following questions about you. A: What had you learned to do by the time
- T may go around to provide help. you started primary school?
Call some pairs to practice in front B: By the time you started primary school, I
of the class. had learned how to ride a bike.
3.4. Activity 7 P30 E.g: On my birthday, I was very pleased

- Model the game with the whole because I had received a nice present.
class first. Divide the whole class
into two team ( e.g. left side and
right side ).
? Take turns in giving reasons why
they were pleased/
upset/happy/angry, etc. Count the
correct sentences to find the
winning team
AIMS: Review and Further Practices
CONTENTS : - Answer individually
Some sample sentences
PRODUCTS:
Sts can change a sentence
frommactive to passive - Take note
Sts can make a sentence in Past
Perfect tense
ORGANIZATION:

? Recall the uses of the past perfect
tense
Homework:
? Learn by heart all the new words
and structures.
? Do Ex B3,4,5 P20 (Workbook)
? Prepare: Communication
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UNIT 9: NATURAL DISATERS
I./. Objectives
- Use the lexical items related to the topic ‘Natural disaters ’ to express their
own ideas about natural disasters by answering 2 questions then compare with
their partners.
2. Qualities
II./.PREPARATION:
IV./. Procedure
AIMS:
-To attract Ss’s attention to the lesson
CONTENTS:
PRODUCTS:
ORGANIZATION:
Chatting
- T gives the question:
Can we prevent natural disaters with
the help of modern technology? - Answer the questions
- Ask ss to discuss the questions in
groups of 6 ss
- Call on some representatives from
some groups to reprent their ideas

AIMS:
- help sts learn more words about natural
disasters
CONTENTS:
PRODUCTS:
Vocabulary
Concepts of disasters
ORGANIZATION
* Teaching vocabulary(5’) -deal(v): đối phó
- Teacher use different techniques to -view(n): quan điểm
teach vocabulary (situation, realia) -tsunami(n): sóng thần
- Follow the seven steps of teaching -strike(v): tấn công
vocabulary -victim(n): nạn nhân
* Checking vocab: Slap the board -charge(n) : nhiệm vụ , bổn phận
AIMS:
CONTENTS:
Discussion on natural disasters and ways
of preventing them
PRODUCTS:
Vocabulary about disasters
Key to Communication
ORGANIZATION:
Communication 1
2.1.Listen to a radio programme on
4teen news. Then fill in the gaps with -Listen to the recording and fill in the
the words you hear. (12’) missing words first then share
- Use the pictures to set the scene compare
- Have ss read the interview and guess Key :
what the missing word for each gap in 1. flooeded
the interview 2. warming
- Collect ss’ ideas 3.used
-Ask ss to listen to the recording and 4. unprepared
fill in the missing words 5.reminding
- Play the recording twice
- Ask ss to compare with their - Read the listeners’ view and decide
partners whose opinions you agree and who
- Get feedback you disagree with
- Play once to check the answers
Communication 2
3.2.Read the listeners’ views on
natural disaters again and decide who
you agree with and who you disagree
with (5’)
- Ask ss to decide whose opinions they
agree and who they disagree with.
- Ask ss to make notes of the reasons
for their decision
3.3. Answer the two questions .

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

view with a partner. Do you share the
same views ?(5’) - Work in pairs
- Ask ss to work in pair to share their
answers with a partner
- Encourage each pair to negotiate for -Report on their answers
the same views.
- Have some ss report on their answers
AIMS: Review
CONTENTS :
Natural disasters all over the world and
in your area
PRODUCTS:
Facts
ORGANIZATION:
- Summarize the lesson
Homework:
-Guide ss how to Ex B4,5 P 20
- Collect pictures, songs, clips talking Take note
about natural disasters.
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Lesson 5: Skills 1
I./. Objectives
- Read for specific information about natural disasters in a news report
- Talk about natural disater and what to do when it happens
2. Qualities:
Skills: Speaking, reading.
II./.PREPARATION:
IV./. Procedure

AIMS:
Review vocab about natural disasters
CONTENTS :
Natural disasters and how to prepare
for them.
PRODUCTS:
learnt before.
ORGANIZATION
Chatting
- Ask ss to close the book and answer - Answer the question
the question
? What can we do to prepare for a
natural disaster?

AIMS:
CONTENTS :
PRODUCTS:
Sts can answer the questions
ORGANIZATION:
Reading- 15'
Pre-reading
2.1. Read an article about how to
prepare for a natural disaster. Look -essential(adj): cần thiết
at the words in the box then find - wreak havoc(v):hủy hoại
them in the text and underline them. -destructive(adj): có tính tàn phá
What do they mean? -guideline(n): đường hướng
- emergency(n): tình trạng khẩn cấp
- T asks ss to scan the passage and -kit(n): đồ đạc
find out where the words : wreak -evacuation(n): sự sơ tán
havoc, essential, destructive, -ash(n): tro
guideline, emergency are in the -lava(n): dung nham
passage then asks if ss know the
meaning of these words. If they
don’t, T may help ss work out the
meaning of these words from the
context
While-reading
2.2. Read the article again then
answer the questions - Work individually then compare with
- Work individually then compare partner
their answers with a classmate before Key:
giving the answers 1.Because they can wreak havoc across
- Ask some ss to write the answers on large areas and cause loss of life or
the board then confirm the correct damage to property
answers 2.Learn about the risks in your area
and read the information about natural
disaters on local government sites
3.Enter all the emergency contact
numbers in your mobile phone so you
can call rescue and emergency
workers if necessary
4.Your emergency supply kit should
include food, water, medications,
personal hygiene items, coppies of
personal documents and some money
5.We need to know the evacuation
routes and shelters

AIMS:
Help sts promote reading and speaking Key :
skill 1C 2B 3A
CONTENTS :
Reading comprehension, discussion
PRODUCTS:
Sts can underline the key words and
work individually
ORGANIZATION:
Post-reading
Speaking
3.3a. Read the news reports then
match each one to the correct
pictures - Work in groups of 4 ss and role play
- Have ss read the news report then telling each other about one of the
match the news report to the correct news in 3.
pictures
- Ask some ss to read out their
answers before checking with the
whole class
3.3b. Work in pairs. Each pair can
choose one of the reports in 3. Role-
play telling each other about the
news. Use the example below.
First, remind ss of the responses
they practised in Getting started,
refer them back to this section if
necessary . -Work in groups to discuss and write
- Ask ss to work in groups of 4 ss and down what do do before, during and
role play telling each other about one after this diasters
of the news in 3.
- Ask some groups to do role-play in
front of the class
3.4. Make a list of things to do
before , during and after each of
disasters in your areas. You can read
the passage in 1 again for ideas
- Ask ss what disasters often happen
in their areas
- Elicit the answers from ss and
choose two disasters that happen most
. Ask and answer questions about the
- Divide the class into 2 groups to things they should do in the event of
discuss and write down what do do each disaster they had discussed in a
before, during and after this diasters
b. Discuss what you should do in the

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

AIMS: Review
CONTENTS :
Passive Voice
Languages and facts
PRODUCTS:
Facts
ORGANIZATION:
Further practice (3') Answer
lesson.
Homework (2')
- Do Ex C1.2, D1,2 P 22,23 - Take note
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Lesson 6: Skills 2
I./. Objectives
 listen for specific information about a natural disaster in a news report
 write a news reports on a natural disaster
2. Qualities:
Skills: Listening, writing.
II./.PREPARATION:
IV./. Procedure
AIMS:
Review usages of Passive Voice
CONTENTS :
Formulas
PRODUCTS:
learnt before.
Vocab and knowledge of natural
disasters and how to prepare for them
ORGANIZATION:
- Brainstorming: effects of a typhoon - Work in teams: write as many words
as possible
AIMS:
CONTENTS :
Vocabulary of typhoon and other natural
disasters
PRODUCTS:
learnt before.
Vocab and knowledge of disasters
ORGANIZATION:
Pre-listening:
2.1. Activity 1: Key:
- Remind Ss about listening for key 1. A typhoon hit Nghe An Province last
words in statements. Play the recording night.
and ask Ss to correct the statements. 2. Dozens of people were seriously
Then ask two or three Ss to write their injured in the storm.
answers on the board. Play the 3. There was extensive damage to
recording again for Ss to check the property in Cua Lo, a coastal town in
answers. Nghe An
4. The storm had already weakened
when rescue workers arrived in the area.
5. According to the weather bureau,
heavy rain will continue over the next
few days.
While-Listening
2.2. Activity 2:
- First, ask Ss to work in pairs to
discuss the missing word for each gap Key:
from the information they have heard 1. which 2. homeless
in 1. Then play the recording again and 3. Damage 4. flood
allow Ss to fill in the gaps as they 5. debris 6. Accommodation
listen. Ask Ss to share their answers in
pairs before playing the recording a
final time to allow pairs to check their
answers. If time is limited, T may play
only the sentences that include the
information Ss need for their answers.

AIMS:
Improve writing skill and review vocab
CONTENTS :
Causes and effects of natural disasters
PRODUCTS:
learnt before.
Vocab and knowledge of natural
disasters
ORGANIZATION:
Post-listening
3.1. Activity 1:
- Ask Ss to make notes about a natural
disaster they or one of their family
- pair work
members have experienced in the given
table. Remind them that they do not
have to write full sentences and they
can use abbreviations. Then, ask Ss to
share their notes with their partners. T
may ask some more able Ss to read out
their notes to the whole class.
3.2. Activity 4:
- Set up the writing activity. Remind Ss
that the first and most important thing
is always to think about what they are
going to write. In this case, Ss can use
the chart in 3 as a model for their - Group work
report. T may still need to provide
some help with the language necessary
for writing.
Ask Ss to write a draft report first.
Then have them write their final
version in class or at home, depending
on time allowed. If they write in class,
they can also do it in pairs or groups. T
may display all or some of the reports
on the wall/board and invite other Ss to
give comments. Ss to give comments.
Ss edit and revise their reports as
homework.
AIMS:
Improve speaking skill
CONTENTS :
Natural disasters
PRODUCTS:
Sts can talk about natural disaster in their
area, how to prevent and how to prepare
for them
ORGANIZATION:

? Sum up the main content of the Answer
lesson.
Homework(2') - Take note
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Lesson 7: Looking back+project
I./. Objectives
- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 9.
2. Qualities:
Skills: Use of English
II./.PREPARATION:
IV./. Procedure

1. Warm up
AIMS:
CONTENTS :
PRODUCTS:
learnt before.
Usages and formulas of Passive Voice
ORGANIZATION: - Teacher- Ss
- free talk
AIMS:
CONTENTS :
Passive Voice
Vocabulary of natural disasters and how to
prevent as well as prepare for them
PRODUCTS:
learnt before.
ORGANIZATION:
Looking back:
For 1,2,3 and 4, first have Ss work Key:
independently. Then they can check their 1 1. C 2. F 3. D 4. B 5. A
answers with a partner before discussing 6. E
the answers as a class. However, tell Ss 2 1. evacuated 2. put out 3. take
to keep a record of their original answers 4. provided
so they can use that information in their 5. scattered
self-assessment. 3
1. The tickets will be collected ( by
Mr Smith )
2. A play was put on ( by the
students ) at the end of term.
3. The sentence cannot be written
in the passive because its main
verb is is not a transitive verb.
4. The message was taken ( by Julie
)
5. The picture was painted by a
local artist.
6. The sentence cannot be written
in the passive because its main
verb arrive is not a transitive
verb.
4 1. d 2. f 3. a 4. b 5.
c 6. e
AIMS:
Practice using Passive Voice, Past Perfect
Tense
CONTENTS :
Passive Voice
Past Perfect Tense
PRODUCTS:
Sts can talk about schedules using Present
Tenses
Key to Task 5,6
ORGANIZATION
Grammar
Exercise 5a: First, ask Ss to work Group work
individually writing down, or inventing
five bad things that happened to them
yesterday. Then allow them to share the
sentences with a partner.
Exercise 5 b Ask Ss to work in groups.

Remind them to add time clauses and use
the past perfect with their sentences.
Then ask each student to take turns to say
out their sentences to the members of
their group. T may go around to provide
help.
Communication
Exercise 6. First, model this activity with
a more able student. Then ask Ss to work
in pairs, using the expressions from the - Pair work
box in GETTING STARTED to respond
to the news headlines. T may go around
to provide help. Call on some pairs to
practice in front of the class.
3. Project
1 Ask Ss to look at the pictures and use
the phrases they have learnt in Unit 9 to
describe each picture. Then allow them
to share answers before checking with
the whole class.
Suggested keys:
1.Providing ( food/medical…) supplies
2.Clearing up debris
3.Freeing trapped people
4.Setting up temporary accommodation
( for the victims of a disaster) - Ss do at home
5.Repairing houses/buildings
6.Evacuating the village/town…to a safe
place/area
2 Ask Ss to work in groups discussing

how to work out a plan to help the
victims of a natural disaster for their
teams. Remind the project in class.
Otherwise, Ss can complete the project as
homework if they need let Ss compare
the project in class. Otherwise, Ss can
complete the project as homework if they
need more time.
3 When Ss have finished their plans, T
asks them to display their plans on the
wall/boards. Have the groups move
around and read the plans and then vote
for the best plan.

AIMS:
Further practice of Passive Voice and Past
Perfect
CONTENTS :
Practices
PRODUCTS:
Further practices
ORGANIZATION:
Finished!
Finally ask Ss to complete the self-
assessment. Identify any difficulties and
weak areas and provide further practice
5. Homework
- Do Ex in exercise book - Take note
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REVIEW 3- LANGUAGE
I./. Objectives
- Practice doing some exercises to consolidate and apply what they have learnt in Unit 7-
9
2. Qualities:
Attitude:
3. Competence: Communication, self-learning capability, creative capacity, ability to use
of language……
II./. PREPARATION:
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities,
play as a character, teaching methods with game, teaching methods by visual, teaching
methods by practicing, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities Content
Aims: review unit 7-9.
Contents:
- Conditional sentences type 1
- Present Tenses, Past Perfect tense
- passive voice
- ask sts some old vocabulary
Products:
- game
- grammar
Organization:
The aim of this review the language Ss have learnt
and the skills they have practiced in Units 7, 8 and 9.
T may ask Ss what they have learnt so far in terms of
language and skills. Summarise their answers and add
some more information if necessary. Encourage Ss to
recall and speak out as much as possible.
Aims: improve skills of working individually and
doing teamwork
Contents:
- old vocabulary
- Practices
Products:
Key to Pronunciation and vocabulary
Organization:
Pronunciation: A. Pronunciation:
1. Activity 1 P36 * Activity 1
Review the rules of stress in words ending in –ic, -al, Key:
-ee, -ese, and –graphy with Ss as a class. Have Ss Nepa’lese ath’letic
then mark the stress independently. Play the eco’nomic ge’ography
recording. Ss listen and correct their answers. ‘musical tech’nology
Confirm their answers. Ss listen again and repeat, in bi’ology ‘physical
chorus and individually. pho’tography refe’ree
Japa’nese exami’nee
2 . Activity 2 P36
Ask Ss to read the sentences and decide what kind
of word is needed for each sentence ( a noun? a verb? Key:
an adjective? …). Elicit their answers. Let Ss do the 1. predict 2. iconic 3.
exercise independently. Ss can then share their Natural
answers with a partner. Check and write the answers 4. culture 5. flooded 6.
on the board. Polluted
3. Activity 3 P36
Ask Ss to do this exercise individually. Check Ss’
answers and write the correct ones on the board. Key:
1. c 2. a 3. f
4. a 5. c 6. e
doing teamwork
Contents:
- old grammar
- Practices
Products:
- Key to grammar
Organization:
4. Activity 4 P36
This exercise revises the use of present tenses, Key:
conditionals, and passive voice. Have a brief revision 1. A 2. B 3. C
if necessary. Then have Ss do it individually. Ss 4. A 5. C 6. B
change their answers and discuss if there is any
difference in their answers. Check and explain each
answer. Key:
1. get; will grow
5. Activity 5 P36 2. was/were; would not have to
Have Ss read and decide which type of conditional is work
used in each sentence. Elicit their answers. Then let 3. could choose; would go
Ss do this exercise independently. Check and write 4. don’t act; will lose
the correct answers on the board. 5. was/were; would be
6. used; would be
Key:
6. Activity 6 P36 1. have been sent 2. organized
Ask Ss to look at the subjects and the verbs to decide 3. is made up 4. is caused
if an active or a passive is needed. Have them do the
5. was chosen 6. have replaced
exercise in pairs. Check and write the correct on the
board.
Everyday English
7. Activity 7 P36 Key: 1.b 2.e
Ss do the task individually. Then they practice in 3.a 4.c 5.d
pairs. After checking their answers, ask one or two
pairs to act out the dialogues.
Aims:
- ask questions for information with the correct
intonation
Contents:
- old vocabulary
- Practices
- Worksheet
Products:
- Ask and answer about some grammar and
vocabulary they have learnt.
Organization:
- Teacher gets students to retell what they have learnt.
Homework:
- ? Do Test yourself 3 (1,2,3,4) P25- 26
? Prepare: Review 3: Lesson 2: Skills
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REVIEW 3 (UNITS 7 - 8- 9)
LESSON 2: SKILLS
I./. Objectives
+ Revise the language Ss they have practised in Units 7 - 8. - 9
+ Practice doing some exercises in Skills
2. Qualities:
of language……
II./. PREPARATION:
methods by practising, discussion group, technical present….
IV./.PROCEDURE

Aims: review old grammar and vocabulary
Contents:
- review all grammar, 4 skills
- ask sts some old vocabulary
Products:
- game
- grammar
Organization:
* Chatting
? Talk about one of the natural disasters you know. - work individually
doing teamwork
Contents:
- old vocabulary
- Practices
Products:
Key to reading, speaking
Organization:
Activity 1 P37 Key:
Ss read the text the questions independently. Ss 1. B 2. D
compare their answers with a partner before giving 3. A 4. B 5. C
them to T. Have Ss explain where they got the
answers from in the passage.
2.2. Speaking- 10'

Activity 2 P37
The focus of this speaking exercise is on fluency. Let Example:
Ss work in pairs to choose their topic and think about - My dad likes to play chess with his
their questions and answers. Remind them to use neighbours.
expressions they have learnt from the conversations in - My mum likes making special food
GETTING STARTED to respond in a natural way to and cakes for us. She hates sitting
what they hear. They then practice between around.
themselves. Ss in pairs act out their conversations in
front of the class.
doing teamwork
Contents:
- old vocabulary and grammar
- Practices
Products:
- Key to writing and listening
Organization:
2.3. Listening - 10'
Activity 3 P37
Ask Ss to read the questions carefully first. T then Key:
plays the recording. Ss listen and decide if the 1. T 2. T 3. F
statements are true or false. Write Ss’ answers on the 4. F 5. F 6. T
board. Don’t confirm their answers at this stage. Have
Ss listen again and check their own answers. Correct
their answers.
2.4. Writing - 7'

Activity 4P37
- First, have Ss read the schedule of the Fight Sample writing:
Pollution Day to understand the context. They then The event takes place on Saturday,
choose the activity they would like their friend to 4 April.
participate in and write to him/her to introduce it. The event starts at 8:30 and
Remind Ss that they can use the present simple to talk finishes at 12:00.
about practical aspects of an event in the future. For We pick up trash and sort it for
example: recycling.
T can call on a student to write his/her letter on the

board. Other Ss and T comment on it. Ss then refer
back to their own work and see if they want to make
any changes. Collect some work to correct at home.
Aims:
intonation
Contents:
- old vocabulary
- Practices
- Worksheet
Products:
- Ask and answer about some grammar and
vocabulary they have learnt.
Organization:
? Sum up the main content of the lesson.
Homework:
? Do Test yourself 3 (5->8 P26-27)
? Review for the test
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WEEK: Preparing date:

Period: Teaching date:
REVIEW 3
(LESSON 3)
I./. OBJECTIVE: By the end of the lesson, ss can:
+ Revise the language Ss they have practised in Units 7-9
+ Practice doing some exercises out of Textbook
1. Knowledge:
+ Practice doing some exercises
2. Qualities:
Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they
have learnt in Unit 10-12.
Attitute: Ss work hard
3. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
II./.PREPARATION:
IV./.PROCEDURE
Teacher and Students' activities Content
Word webs
Aims:- Elicits the topic from students
Contents:
- conditional sentences type 1: review
- conditional sentences type 2
Product:
Usage of conditional sentences type 1
Organization:
Teacher reviews the learnt knowledge
Aims: help sts recall learnt knowledge
Contents:
- conditional sentences type 1: review
- present tenses: review
Products:
Practice and keys
Organization:
Task 1. Put the verbs in the brackets in
Teacher gives exercises in handout
the correct tense
Sts do the exercises
1) If I _____ (study), I _____ (pass) the
exams.
2) If the sun _____ (shine), we _____
(walk) to the town.
3) If he _____ (have) a temperature, he
_____ (see) the doctor.
4) If my friends _____ (come), I _____
(be) very happy.
5) If she _____ (earn) a lot of money, she
_____ (fly) to New York.
Key:
1. If I study, I will pass the exams.
2. If the sun shines, we will walk to the
town.
3. If he has a temperature, he will see the
doctor.
4. If my friends come, I will be very
happy.
5. If she earns a lot of money, she will fly
to New York.
Task 2. Put the verb into the correct
form
1) If I was offered the job, I think I (take)
…………..it.
2) I’m sure Tom will lend you some
money. I would be very surprised if he
(refuse)……
3) Many people would be out of work if
that factory (close)……………down.
4) If she sold her car, she (not/get)
………….much money for it.
5) They’re expecting us. They would be
disappointed if we (not come)…………
6) Would George be angry If I (take)
………..his bicycle without asking?
7) Ann give me this ring. She (be)
…………….terribly upset if I lost it.
8) If someone (walk)…………..in here
with a gun, I’d be very frightened.
9) What would happen if you (not go)
…………….to work tomorrow?
10) I’m sure she (understand)……………
if you explained the situation to her.
Key:
1. would take 2. refused
3. closed 4. wouldn’t get
5. didn’t come 6. took
7. would be 8. walked
9. didn’t go 10. would understand
Task 3. Chia động từ trong ngoặc đúng
để hoàn thành đoạn văn sau (thì hiện
tại đơn hoặc hiện tại tiếp diễn)
Dear Editor! I _________ (write) this
letter because it _________ (seem) to me
that far too many changes ________
(take) place in my country these days,
and, as a result, we ______ (lose) our
identity. I _______ (live) in a small town
but even this town _______ (change)
before my eyes. For example, town
authorities _____ (build) a burger place
where my favourite restaurant used to be.
Our culture ______ (belong) to
everybody, and I _____ (not understand)
why the town leaders _____ (not do) to
preserve it. They simply _____ (not care).
In fact, I ____ (think) of starting an action
group. I ___ (appear) on a TV show on
Friday evening to make people aware of
how important this issue is. It’s time for
us to start doing something before it
_____ (get) too late.
Key:
1. am writing 2. seems
3. are taking 4. are losing
5. is changing 6. are building
7. belongs 8. don’t understand
9. aren’t doing 10. don’t care
11. am thinking 12. am appearing
13. gets
Aims:
Review the knowledge and do more
exercises
Contents:
- present simple for future
- passive voice: review
- past perfect
Products:
Sts can use the structure correctly.
Key to exercises in handout
Task 1.
Organization:
1. People believe that this new teaching
Teacher asks sts do exercises in method is more effective than the old one.
handouts => This new teaching method _________.
2. It is expected that some solutions will be
made
=> Some solutions _________.
3. People think that climbing is a dangerous
sport
=> Climbing __________.
4. It is rumored that the towers were built
very long ago
=> The towers ________________.
5. People say that the cat likes catching big
mice
=> The cat _________________.
6. It is said that the soldiers surrendered to
the enemy.
=> The soldiers _____________________.
7. People know that the man put up with his
wife too much.
=> The man _________________.
Key:
1. This new teaching method is believed
to be more effective than the old one.
2. Some solutions are expected to be
made.
3. Climbing is thought to be a dangerous
sport.
4. The towers are rumored to have been
built very long ago.
5. The cat is said to like catching big
mice.
6. The soldiers are said to have
surrendered to the enemy.
7. The man is known to have put up with
his wife too much.
Task 2. Chia động từ trong ngoặc ở thì
quá khứ đơn hoặc quá khứ hoàn thành
1. After I ______ the letter, I ______ that
I _____ the wrong address on it. (post,
realize, write)
2. John asked me where I _________ the
day before. (be)
3. At this time yesterday, we __________
for 6 km. (already walk)
4. When I __________ through the streets
of Madrid, I __________ about the
magnificent time I _______ there as a
student. (walk, think, spend)
5. It was the first time that she ________
me to dinner. (invite)
6. As soon as the maid ________
scrubbing the kitchen floor, she ________
working in the garden. (finish, start)
7. We started to worry about Jimmy
because we _______ him all afternoon.
(call)
8. They _________ their way out of town
before the sun ________. (already make,
rise)
9. We ______ for two hours when we
finally got to our hotel. (drive)
10. When I _________ home, I saw that
the children ____________. (arrive,
leave)
Key:
1. had posted – realized – had written
2. had been
3. had already been walking
4. was walking – thought – had spent
5. had invited 6. had finished
started
7. had been calling
8. had already made – rose
9. had been driving
10. arrived – had already left
Aims:
- help sts use the structure correctly
- practice telling information
Contents:
- make sentences
- extra exercises in handouts
Products:
Key to exercises
Organization:
- Let ss do the exercises
- Teacher gives answers
Homework:
- Learn by heart new words
- Review Units 7-9 for the coming test
---------------------0@0--------------------

…………………………………………………….
……………………………………………………
---------------------0@0--------------------
TEST 45’
I./. Objectives
1. Knowledge: - T checks Ss’ understanding from Unit 7 to Unit 9
2. Qualities:
Skills: Speaking, listening, reading, writing, use of English.
Attitude:
of language……
II./. PREPARATION:
1.Teacher: Test 45’
2.Students:
IV./. Procedure
1. MATRIX
Topics/ Knowledge Comprehension Application Total

language &
skills Objective Subje Objective Subjective Low High
ctive
I- Listen to a
Listening radio 4items
Topic 7-9 programme 2
(20 %) on 4Teen points
News. Then 20 %
fill the
gaps with
the words
you hear
4 items
2 points
II- 1. Mark the
Grammar stressed
and Vocab syllable in
Topic 7-9 each word. 10
(30 %) 2. Match the items
words/phrases 3point
with the s
pictures. 30%
.
10 items
3 points
III- Chooose 2. Answer
Reading the correct the following
Topic 7-9 answer A, questions 4 items
B or C for 2 items 3
(30%) the 2 points points
questions 30%
2 items
1 point
IV- Change
Writing these
Topic 7-9 sentences
(20 %) into the 2items
passive 2
voice. points
2 items 20%
2 points
Total 10 items 8 items 2items 20

3.0 points 5.0 points 2.0 points items
30% 50% 20% 10
points
100%
Bao Khe Secondary School

Class: ………
Student’s name : ……………………..
KIỂM TRA 45 PHÚT SỐ 3 - NĂM HỌC -
Môn: TIẾNG ANH - LỚP 8
Thời gian làm bài: 45 phút
Marks Teacher’s Opinion
2. Content:
PART I : LISTEN
Listen to a radio programme on 4Teen News. Then fill the gaps with the words you
hear(2pts).
climate change prepare

global warming natural disasters
Sarah: I think there are more (1) _______________________________ now than there
used to be. Whenever I watch the news on TV, I see places that are flooded or affected by
drought. I’m certain this is the result of (2) ___________________________ and
(3)__________________________________ .
Linh: I don’t think we can (4) ________________________ for natural disasters as
nobody knows when or where they are going to strike. It’s Nature’s way of reminding
us who is in charge and that we should show more respect to the natural environment.
PART II: GRAMMAR AND VOCAB

1. Mark the stressed syllable in each word. (1,0pt)
1. obese 2. degree 3. ecology 4. geography
2.Match the words/phrases with the pictures. (2pts)
A. Water pollution C. Forest fire E. The United Kingdom

B. Air pollution D. The USA F. Drought
1. 4.
2. 5.
3.
PART IV: READ

Read the passage and dothe tasks that follow.
ALASKA
Alaska is perhaps the most amazing state in the USA. It has coaslines facing both
the Arctic Ocean and Pacific Ocean. This state has an incredible three million lakes.
That’s four lakes per person living there.
Many cities cannot be reach by road, sea or, river. The only way to get in and out is
by air, on foot, or by dogsled. That’s why Alaska has the busiest sea airport in the world,
Lake Hood Seaplane Base. Nearly two hundred floatplanes take off and land on the water
of this airport every day. It’s really a fun scene to watch.
Alaska is called the Land of the Midnight Sun because in summer, the sun does not
set for nearly three months. But in winter the sun stays almost unseen.
All Alaskans take special pride in their beautiful and unique state.
1. Chooose the correct answer A, B or C for the questions. (1,0pt)
1/ Which statement below is NOT correct?
A. In A Laska, the number of lake is bigger than that of people.
B. there is one lake for each person living there.
C. Alaska has an incredibly high number of lakes.
2/ In Alaska we can always see the sun_______________.
A. every month of the year. B. in winter C. in summer
2. Answer the following questions.(2pts)

1/ What is Alaska?
……………………………………………………………………
2/ Why do people call Alaska ‘ Land of the Midnight Sun’?
………………………………………………………………………………
PART IV: WRITE

Change these sentences into the passive voice. (2,0pts)
1/ Mr. Smith will collect the tickets.
The tickets……………………………………………………………………
2/ A local artist painted the picture.
……………………..……………………………………………………..……
The end
3. Key: ĐÁP ÁN BÀI KT 45’ SỐ 3- NĂM HỌC -
PART I:0,5 p for each correct sentence.

1/natural disasters 2/climate change 3/global warming 4/prepare
PART II:
1.0,25 p for each correct sentences
1. o'bese 2. de'gree 3. e'cology 4. ge'ography
2. 0,3 p for each correct sentence.

1/ D 2/ F 3/ B 4/ E 5/C 6/A
PART III
1/ B 2/ C
2.1 p for each correct sentence.
1. Alaska isa state in the USA.
2. Because the sun can be seen for three months in summer.
PART IV: 1 p for each correct sentence.

1. The tickets will be collected by Mr. Smith.
2. The picture was painted by a local artist.
4.Production: Prepare Unit 10

-------------------------------o0o----------

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

UNIT 10: COMMUNICATION

I./. Objectives
- listen and read the conversation between Phuc and Nick for details and then do
some related exercises.
- use lexical items related to communication
2. Qualities:
Attitude: - Positive about communication.
of language……
II./. PREPARATION:
IV./.PROCEDURE:
Teacher and Students' activities Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an
overview about the topic
communication.
Contents:
- The lexical items related to the topic
“communication”
Products:
- Games related to the topic. * Suggested answers:
Organization: Mobile phone’s function
1.Warmer (5'): Brainstorming - a means of voice communication or letter
- Bring a mobile phone into the class. message transmission.
Elicit the phone’s function from Ss - watching a picture displayed
and write them on the board. - taking photographs
- Then discuss with Ss which - texting
functions are helpful for - getting access to the Internet
communicating, and which functions
are not. Ask Ss to explain their
choice.
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts necessary words
and structure for understanding and
learning the conversation.
Contents:
- new words from the conversation
Products:
- New words
- Exercises
Organization: New words
2.1. Vocabulary
- Teacher uses different techniques to - battery (n): bộ pin, ắc quy
teach vocabulary (situation, realia) - show up (v): xuất hiện, xuất đầu lộ
- Follow the seven steps of teaching diện
vocabulary
- oversleep (v): ngủ quên
- conference (n): hội nghị
- snail mail (n): thư gửi bằng đường
* Checking vocab: R.O.R bưu điện
- telepathy (n): ngoại cảm, thần giao
cách cảm
- instantly (adv): ngay lập tức
- flat (adj): bằng phảng, xẹp, hết
2.2. Listen and read
* Introduction:
? Look at the pictures but cover the - Repeat in chorus and individually
text. - Copy all the words
- Brainstorm questions with Ss and
write them on the board.
- What do you think Phuc and Nick - Answer the questions individually.
are talking about on the phone? * Suggested answers:
- Where are Mai and Phuc in the first
picture? - They are talking about going to the cinema.
- What are they doing there?
- Where is Nick in the second - They are at Galaxy Nguyen Trai.
picture? What is he doing there?
- What is it in the third picture? what - They are waiting for someone.
does it mean? - He's at Galaxy Nguyen Du.
- What is a possible connection - It's the simple of the battery of a mobile
between pictures 1, 2 and 3? phone. It's flat.
- Accept all possible answers from - Students' answer.
Ss. Remember not to give correction
at this stage.
? Listen and read the conversation
then check your answers.
Aims: help sts have some concepts
about the topic communication.
Contents:
- vocabulary related communication.
Products:
- key to Practice 3
- game
Organization
Doing:
3.1a. Find words or phrases (1a Key:
P39) 1. Wait for ages 2. Show up
? Work individually then in pairs to 3. Get through 4. “My battery was
find the words/phrases. flat.” 5. “Are you kidding?” 6. “We
If time allows, encourage Ss to can try again”
explain the words/phrases in the
context of the story. For example, Ss
may say “Phuc is saying ‘We were Key:
waiting for ages’ and this means he 1. T 2. T 3. F (Nick was waiting
and Mai had to wait for Nick for a outside the wrong cinema.)
very long time.” 4. T 5. T 6. T
3.1. b. True or false
Have Ss work individually then in
pairs to compare answers with each Key:
other. Correct the task as a class andThey couldn’t see the film together because
encourage Ss to explain for both T Nick went to the wrong cinema. They didn’t
and F options. communicate clearly the name and address of
the cinema beforehand. Then they were not
3.1. c. Questions able to contact each other because the battery
Ask Ss to work in group of three or of Nick’s mobile was flat.
four and discuss the questions. For a
more able class, ask the groups to Key:
play the roles of Phuc, Mai, and 1. having a video conference 2. Emailing
Nick. What would they do if they 3. video chatting 4. Meeting face-to-
were them? face 5. using social media. 6.
using telepathy 7. sending
letters (snail mail)
3.2. Matching
Ss work in pairs to complete this
task. After they have finished, go
through each item as a whole class.
Ask Ss to further explain the meaning
of the words/phrases in the box,
and/or how they work. Allow Ss to Key:
use Vietnamese if necessary. 1. using social media
If there is time, ask Ss to work in 2. Meet face-to-face
pairs to tell each other if they have 3. emailing; sending letters/snail mail
ever used these ways of 4. Using telepathy
communication. 5. video chatting
6. Have a video conference
3.3. Gap fill
Draw Ss’s attention to the
words/phrases from the word box in
2 again. Tell them to do this task by E.g.:
first underlining the cues in each - phone
item. Also remind Ss to consider the - send massage
part of speech of the missing words - chat
(where applicable). Explain the Look - meet face to face
out! box. ..........
Game
? Work in groups.
- Set a time limit and ask Ss to write
down as many different ways they
have communicated so far today as
they can. The person with the most
ideas is the winner.
Alternatively, this can be a
competition between groups where
they collect information from each
member and collate it to find the
winning group with the most
communication ways.
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at
class some new words and structure.
Contents:
- vocabulary related communication
Products:
- review new words
Organization:
Further practice:
lesson.
Homework:
? Do Ex B1, 2,3 P30 (Workbook)
about communication
---------------------0o0--------------------

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


I./. Objectives
- learn more words about communication
- remember the rules of stress in words ending in -ity and -itive
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.

Word webs
Aims:
- Elicits the topic from students
Contents:
- The lexical items related to the
topic “communication”
Product:
- activity 1 page 40
Organization:
Matching (activity 1 P40) Key:
Ss work individually first then in 1. using music 2. Using signs
pairs. Encourage them to describe 3. Leaving a note 4. painting a
how the communication happens in picture
each picture. 5. Communicating non-verbally with animals
For a more able class, ask Ss to 6. using codes 7. Sending
describe how each way of flowers
communication is different from 8. Using body language
the others.
Aims: help sts learn the words
about communication and usage of
those.
Contents: new words in A closer
Look 1
Products:
Keys of A Closer Look 1
Organization: - non-verbal (n): ngôn ngữ không dùng
2. 1. Vocabulary lời nói
- Teacher uses different techniques
to teach vocabulary (situation, - code (n): mật mã
realia)
- multimedia (n): đa phương tiện
teaching vocabulary - landline phone (n): điện thoại bàn
* Checking vocab: What and where
- message board (n): diễn đàn trên mạng

2.2. Match the words with the
definitions (Activity 2 P40)
- show Ss an example of how these
communication channels work Key:
especially a chat room and a 1. d 2. e 3. b 4. c 5. a
message board.
? Work individually or in pairs to
complete the exercise. Similar to
exercise 1 . after giving
corrections, T can share with Ss
some of their own experiences of
susing these technologies.
2.3. Complete the diagram (3 P40) Forms of communication:
? Wor in groups where Ss discuss
and write down their ideas. 1. Verbal:
- Encourage Ss to think of all - meeting F2F
communication forms they have ......
learnt, or the ones they know, and 2. Non-verbal:
put them in the correct categories. - using signs
........
3. Multimedia: - texting
.......
2.4. Debate (4 P40)

? work in two teams to compete
with each other.
- Each team is assigned one form Group work
of communication. The rest of the
class will be the audience.
? Try every way possible to
convince the audience their
communication form is better.
Then the audience will decide
which team is the winner.
Aims:
Concept of tone in asking for
information
Contents:
- vocabulary and grammar in
Closer look 1.
Products:
Sts can read in correct intonation
Organization:
3. Pronunciation (20'')
Stress in words ending in -ity and
–itive Example:
? Cover pronunciation box. Oppor’tunity
- Write the words ‘opportunity’ and She got the opportunity to see Frozen.
‘positive’ on the board. ‘positive
? Read them aloud and try to His answer is positive!Great!
identify which syllable is stressed.
- Find two more words ending with
the suffixes –ity and –itive. Ask Ss
to say them aloud.
- Then elicit the pronunciation rule
with the class.
* Remember: For words ending –
ity and –itive, place the stress on
the syllable before the suffix.
3.1. Mark the stress (5 P41) Key:
Ss work individually then in pairs 1. com’petitive 2. in’finitive 3.
to compare their answers. Tell Ss re’petitive 4. ‘positive 5. a’bility
to mark the word stress. 6. possi’bility 7. curi’osity 8.
- Then have Ss say the words natio’nality
individually.
3.2. Gap fill (Activity 6 P41)

Ss work individually then compare Key:
the answers with the partners. Play 1. nationality 2. repetitive 3. competitive
the recording for Ss to check. 4. possibility 5. ability
Allow them plenty of time to
practice these sentences with
correct stress.
Aims:
- help sts use topic
“communication” words and ask
for information.
Contents:
topic “communication” in textbook
- questions from students
Products:
Sts have a clear concept of
intonation of question for
information
Organization:
- Lets sts summarize the content of
the lesson
ending in -ity and -itive
Homework:
? Do Ex A1,2,3 P 29
talking about communication
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
I./. Objectives
- Review the future continuous tense
- Learn about Verb+ to-infinitive
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:

Aims: review old lesson
Contents:
- Brainstorming
Products:
- find the ways of communication
- brainstorming
Organization:
Brainstorming
- Two teams write the ways of communication in 3
minutes
- The team with more correct words is the winner
Aims:
Help sts know about the future continuous tense
Contents:
- Definite The future continuous tense
- verb + to infinitive
Products:
Sts can use the future continuous tense exactly
Key to Grammar
Organization:
Grammar 1:
A. The future continuous tense (15')
2.1. Exercise 1 / 41 -Remind Ss of the story in GETTING
-Remind Ss of the story in GETTING STARTED: STARTED:
how Phuc, Mai and Nick planned to see a film
together, but Nick went to the wrong cinema and
they were not able to contact each other. Ask Ss Key:
what Phuc and Nick decided on the phone about how 1. He will be having his Vietnamese
they would try it again this Sunday afternoon. class.
-Play the recording and ask Ss to answer the two 2. They will be watching a film at the
questions. cinema
-Draw Ss’s attention to the Review box
2.2. Exercise 2/ 41
-Work independently.
-Draw Ss’ attention to the Look out! box
Key:
- Ask ss to work independently.
1. Will he still be sleeping; will be
- Then, ask them to share their answers with one or
studying
more partners.
2. will be having
-Say the answers aloud.
3. will be eating
4. Will she be staying; will be writing
5. will be playing
6. will be learning
2.3. Exercise 3/41
-Have Ss work in groups to decide which year to put
in the gaps. Then go through each sentence with Ss, - Work in groups
asking each group to call out their choice.
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims: learn about Verb+ to-infinitive and their
usage
Contents:
- Definite Verb+ to-infinitive
Products:
Key to Grammar
Organization:
Grammar 2:
Verb+ to-infinitive (17'')
3.4. Exercise 4/42
Some common verbs followed by to-
-Read part of the conversation from GETTING
infinitive
STARTED and write down all the verbs that are
 Verb of thinking: choose, decide,
followed by to-infinitive
plan
Tell Ss to look at the Watch out! box.
 Verbs of feeling: love, hate, prefer
 Other verbs: try, want, need
1. c 2. b 3. a 4. c 5.a
3.5. Exercise 5 Page 42
-Ss work individually them in pairs to compare their
answers
-Ask some Ss to say their answers aloud.
-T gives comments and makes any correction if
available.
- work in pairs
3.6. Exercise 6 Page 30
-Draw their attention to the time expression (year
2050) and ask them which verb tense should be
used.
-Ask Ss work in pairs and share their ideas with
other pairs to make a “Dream List”.
- Remind them to use full sentences.
ACTIVITY 4: Further practice:

Aims: review the future continuous tense AND
Verb+ to-infinitive
Contents:
Usage of the future continuous tense AND Verb+
to-infinitive
Products:
- sts can put suitable the future continuous tense
AND Verb+ to-infinitive in correct places
Organization:
? Recall the uses of the past perfect tense
5. Production:
- Learn by heart all the new words and structures.
- Do Ex B1-6-page 30/31(Workbook)
communication
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..

I./. Objectives
- Use the lexical items related to the topic ‘Communication’ and some
abbreviations for online chatting
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:

Aims: make sts change the state from relaxation to
concentration
Contents:
- Tell students in this lesson they will have the
opportunity to learn about communication and some
abbreviations for online chatting.
Products:
- the word affordable and breathtaking
Organization:
Chatting * Questions:
- Have you ever failed to communicate? (students’ answers)
- If yes, tell us some reasons?
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Aims:
Help Sts promote listening skill and vocab
Contents:
- Talk about how to build a perfect conversation
- new vocabulary
Products:
- 4 skills
- Vocabulary
- Grammar
Organization:
I-Vocabulary.
* Teaching vocabulary (6’) -language barrier(n): rào cản ngôn ngữ
- Teacher uses different techniques to teach -cultural difference(n): sự khác biệt
vocabulary (situation, realia) văn hóa
- Follow the seven steps of teaching vocabulary -shrug(v): nhún vai
* Checking vocab: Slap the board -glance(v): liếc nhìn
COMMUNICATION BREAK DOWN - breakdown(n): sự hỏng
-shorthand(n): sự tốc ký
-fist(n): nắm tay
Aims:
To promote reading and writing skills
Contents:
- vocabulary related to the topic
- grammar
Products:
Key to communication 1
Organization:
Communication 1:
Exercise 1/ Page 43. (7’) - Work in pairs

- Make sure ss to understand the requirement then Key:
run through the sentences. 1. A 2. B 3. C 4. C
- T does the first item with Ss. Then Ss work in pair to 5. A 6. B
complete this task.
-Once they have finished, encourage them to add in
some more reasons and examples.
Exercise 2/ Page 43 (8’) - Work in pairs to work out the
- Elicit from Ss what body language is. Explain that messages from the pictures. Then Ss
understand body language can help people avoid can uncover the text and do the
communication breakdown. T may give an example matching.
and ask Ss to guess what T is trying to say. Key: 1. c 2. a 3. e 4. b
-Ask Ss to cover the text and just to look at the 5. d
pictures. In pairs Ss work out the messages from the
pictures. Then Ss can uncover the text and do the
matching.
-Confirm the correct answers.
- Ask ss to add more examples and demonstrate these
for the class to guess their meaning. - Work individually to to complete this
Exercise 3 / Page 43 (8’) task.
- Remind ss some of the language for online
communication learnt in Unit 1 Key:
- Explain that using abbreviations for online chatting 1.Where are you? We are at Lotte on
and texting is not always easy to understand. Ss then the second floor.
work individually to complete this task. 2.I’ll be 5 minutes late. See you soon.
- Ask ss to share compare 3.Do you want to see a movie this
- Ask some ss to write the full sentences on the board weekend?
- Confirm the correct answers 4.Please call me right back. Thanks
5.Hi! What are you doing tonight?
- Have ss make notes of their answers to the two 6.Did you see it? Laugh out loud!
questions in the interview
- Remind ss that it doesn’t matter what their answers
are and that is more important that they justify their - Work in groups
answers
Exercise 4/ Page 43(8’)

- Ask ss to work in groups to make their group’s Ideas
by discussing a technology solution that will help
people avoid the communication breakdown
mentioned in 1
-The groups then make a short presentation of their
ideas to share with the class to make a big Ideas Bank.
Aims:
To promote speaking skill
To learn how to save energy
Contents:
Products:
Organization:
- Lets sts summarize the content of the lesson
Homework:
-Guide ss how to Ex C1,2,3/ 31/32
communication

…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0o0--------------------
FEEDBACK ON THE TEST 3
I./. Objectives
1. Knowledge: - To correct the test number 3. Give comments to encourage the students
to study hard. Discuss the ways to improve the test score
2. Qualities:
Attitude:
of language……
II./. PREPARATION:
1.Teacher: test 45’
2.Students:
IV./. Procedure
1. Remark on the tests:
-The number of the tests:
+Excellent tests:
+Good test
+Average:
+Under average:
-The number of the tests:
+Excellent tests:
+Good test
+Average:
+Under average:
-In general, all Ss have achieved the basic knowledge.
-There are many excellent and good tests.
- Some Ss' skill of doing general test is not good.
-The teacher shows some best and worst tests to correct before class:
KEY TO MID-TERM TEST
PART I:0,5 p for each correct sentence.
1/natural disasters 2/climate change 3/global warming 4/prepare
PART II:
1.0,25 p for each correct sentence
1. o'bese 2. de'gree 3. e'cology 4. ge'ography

1/ D 2/ F 3/ B 4/ E 5/C 6/A
PART III
1/ B 2/ C
2.1 p for each correct sentence.
1. Alaska isa state in the USA.
2. Because the sun can be seen for three months in summer.
PART IV: 1 p for each correct sentence.

1. The tickets will be collected by Mr. Smith.
2. The picture was painted by a local artist
2.The ways to overcome:
-The teacher should help Ss more by concentrating on practice skills such as: listening
and reading skills.
-Especially, teacher should check their homework and orally more often.
3.Production:
- Review all knowledge from the three units.
- Prepare unit 10.
-----------------0o0--------------------
UNIT 10. COMMUNICATION
Lesson 5: Skills 1
I./. Objectives
- Read for general and specific information about communication in the future
- Talk about communication now and in the future
2. Qualities:
Skills: Speaking, reading,
of language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about communication now
and in the future
Products:
- game What will we use to
Organization: communicate in the
Brain storming. future?
- Ask ss to answer the questions
Aims: promote reading skills
Contents:
Passage
Extra vocabulary with students. it.
Products:
Key to SKILL 1
Vocabulary
Organization:
- stick(v): dính
* Teaching vocabulary (6’)
- decade(n): thập niên
- Teacher uses different techniques to teach
- holography(n): chụp ảnh giao thoa
vocabulary (situation, realia)
- tiny(adj): bé nhỏ
- Follow the seven steps of teaching vocabulary
- three- dimensional images(n): hình
ảnh không gian 3 chiều
- interact(v): tương tác
- cyber world(n): thế giới ảo
Reading
2.1. Look at the letters the children from Viet Nam
and Sweden sent to each other in a penfriend
project. Why do you think they chose this way to
communicate with each other ?
-Ask Ss to look at the photos. Explain that these are
- Answer the questions
the letters Ss from two schools in Viet Nam and
Sweden sent to each other in a penfriend project.
-Ask Ss to brainstorm the reasons why they think
these Ss chose this way to communicate with each
other.
-Then ask Ss what they think is happening in the two
other photos in the text.
2.2. Read the text

Look at the highlight words and match them with
their meanings.
Ss read the text quickly for the first time. Ask them to
- Work individually
pay attention to the highlighted words and do the
matching task.
1. in real time 2. interact
- Work individually then compare their answers with
3. three-dimensional images 4. cyber
a classmate before giving the answers
world 5. network
- Ask some ss to write the answers on the board then
confirm the correct answers
- Work individually then in pairs
2.3. Answer the following questions
Key:
- Ask ss to answers individually first then compare
1.They have to write and read real
the answers in pairs. Once they have agreed on the
answers they can practice asking and answering the letters. One student likes to send sweets
questions with each other with the letters as well.
- Call some pairs to ask and answer aloud 2.They are telepathy and holography.
Telepathy uses a device in our head to
communicate by thought over the
network. Holography gives three-
dimensional images, and we will be
able to interact with each other in real
time.
3.She prefers to use real, face-to-face
communication because she thinks this
makes life more interesting.
Aims:
Improve speaking and reading skills
Contents:
- Key to reading
Products:
This part helps Ss understand more about
communication
Organization:
Speaking - 15'
Exercise 4. In small groups, decide whether you
agree with the author of this text. Why/ Why not?
Share your ideas with the class
First ask Ss where in the text the author’s opinion is - Work in groups of 4 ss
expressed. Then they work in groups of 4 ss to tell
each other if they agree with the author’s opinion or
not and explain why.
-Then call on some pairs/ groups to share what they
have discussed.
3.5. Class survey. What ways of communication do
you use for the following purposes now and what
will they be in the year 2030? - Take a survey
- Work in groups of 6 ss - Work in groups of 6 ss
-The group leader will then report to the class either
the ways of communication that are most mentioned
or the ways of communication that the group likes
best.

Aims: widen the topic to earn more knowledge about
communication
Contents:
Products:
- old vocab
- old grammar
Organization:
- Sum up the main content of the lesson.
Homework: (2)
- Learn by heart all the new words.
- Do Ex C1. D1,2 P 31-33
communication
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Lesson 6: Skills 2
I./. Objectives
 listen for general and specific information about netiquette
 write an email using netiquette
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
Contents:
All about how to build a conversation
Products:
Sts know new words to talk about vocabulary related
the topic.
Organization:
- free talk
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about communication
Products:
Key to Task 2, 3
Organization:
Listening
2.1. Activity 1:
Ask Ss to look at the message board. Ask them
who posted the message and who they think the - Do as requested
message is for. Ask them to try to identify what
problems in terms of communication politeness they
think the message has. Key:
2.2. Activity 2: 1. The word is a combination of
Write on the board ‘netiquette’ and ask what they ‘net’ and ‘etiquette’. It’s a set
think it means. Explain they are going to listen to a of rules for behaving
researcher talking about the way we communication property online.
online. Explain CAPS LOCK in the box if necessary. 2. Don’t say and do unpleasant
Have Ss look at the questions first. Encourage things, just like in real life.
them to give some answers. Then play the 3. It’s how we communicate
recording. Ss work individually then in pairs to with each other online.
compare their answers. Key:
2.3. Activity 3: 1. Use S S It looks like

Before playing the recording again, first ask Ss to CAPSLOCK h h you are
look at the grid and try to complete it with as much in emails, o o shouting at
information from the recording as they can remember. posts, and ul ul people
Elicit the answers from Ss. If their answers are comments d d
correct, move to the next activity. Otherwise, play the n
recording again. ’t
2. Check v It shows
your email respect for
for mistakes your reader.
or errors
3. Use a lot This may
of shorthand confuse your
reader.
4. Respect v People may
discussion not know
rules and use who you are,
polite but you’re
language judged by the
quality of
your writing.
2.4. Activity 4: Ss work in pairs to complete this task.

You may call two or three pairs to write their versions
of the message on the board and the class votes for
the best one.
Aims:
- promote writing skill
Contents:
Vocabulary and structures to talk about
communication
Products:
Key to Writing
Organization:
Writing
3.1. Activity 5:
- Draw Ss’s attention to the REMEMBER! box. If
possible, illustrate each of the bullet points mentioned Key: 1. c 2. f 3. e 4. B
by an example you find from the Internet.
5. a 6. d
3.2. Activity 6:
- First Ss work in groups to discuss what information
they would include in the email. They may look at the
email in 5 for ideas. Then Ss work individually on
this task. Ask them to pay attention to the netiquette
they have learnt. When Ss have finished, they swap - Group work
the writing their partner to check before handing it in - Write the email
to T.
For a more able class, T may ask Ss to try the
following tasks as homework (Ss may look at 4 for
more ideas ):
Write a short post on your class message board to ask
how many words the final essay should be.
Aims:
- promote reading skill
Contents:
Vocabulary and structures to talk about
communication
Products:
Organization:
Homework:
communication
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Lesson 7: Looking back + project
I./. Objectives
1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of
their answers to each exercise so that they can use that information to complete the self-
assessment box at the end of the unit.
By the end of the lesson, Ss will be able to:
- Practice doing some exercises to consolidate and apply what they have learnt in Unit 10
2. Qualities:
Skills: use of English.
of language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Question about communication
Products:
New and old vocabulary
Game on the board
Organization:
- free talk
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to task look back and project
Old grammar
Organization:
2. Looking back:
I. Vocabulary
1. Ask Ss to complete the sentences by using the
Key:
support from the pictures, the letter cues, and the
1. body language 2. Multimedia
meaning of the sentences. They work individually
3. face-to-face
first and then compare with a partner.
4. cultural different 5. Telepathy
2 Challenge Ss to try this task without looking back at
6. Netiquette
COMMUNICATION. Have two or three Ss write
their answers on the board.
Key:
3. Ss work in pairs for this task. Remind Ss that
1. thx 4 ur gift 2. BTW, wot r u
these are non-verbal ways of communication. Then
doin this wkd?
call on some pairs to report their talk.
3. cultural differences 4. LOL!
5. C U 2nite.
doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Ask and answer about communication
Organization:
II. Grammar
4 Ss work individually then in pairs to compare their Key:
answers. 1. will not be sleeping 2. will be
playing 3. will he
be doing
4. will be waiting 5. will not be
using; will be using 6. will be
raining
Group work
5 Ss work individually then in pairs to compare their
answers. If time allows encourage Ss to think of other Key:
verbs that are followed by gerunds and by to- 1. talking 2. to use
infinitives and make sentences using them. 3. to show 4. communicating
5. chatting 6. to have
III. Communication
6 Ss discuss this task in pairs. Remind them that they
can choose to talk about forms of communication
people will be using or will not be using in the year
2100 and they should give the reasons why they think
so.
For a more able class, this can be done as a debate if
some forms of communication are selected
beforehand for Ss to discuss.
Ask Ss to complete the self-assessment box. identify
any difficulties or weak areas and provide further
practice.

Aims:
intonation
- listen for specific and detailed information about
energy
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Ask and answer about the energy
Organization:
Project
“Action. Take one! Action. Take two!”
Remind Ss of:
- The reasons for communication breakdown in
COMMUNICATION
- Different ways of communicating in
GETTING STARTED and A CLOSER
LOOK 1
Put them into groups and ask them to think of a
sketch or a role-play of a communication breakdown.
Give them time to brainstorm some ideas. Move
around the class, giving help where necessary.
Alternatively, T can prepare the following scenarios if
Ss are short of ideas or time. Print each sketch on a
piece of paper and fold it up. Each group will pick
one piece of paper and prepare their performance. - Ss do at home
More than one group can have the same sketch,
because they will interpret it differently. Ss may
prepare the sketch out of class if more time is needed.
On the performance day, more than one group may
act out a similar play but look for their different
interpretation of the communication breakdown as
well as their solution. Make sure everyone gives each
group lots of encouragement and praise for their
acting attempts.
Futher practice:
Finished!
Finally ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and provide
further practice.
Homework:
- Do Ex in exercise book
communication
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UNIT 11: SCIENCE AND TECHNOLOGY

I./. Objectives
- listen and read the conversation about science and technology for details and then
do some related exercises.
- form the opposite words by adding prefix un- or im-
- use the lexical items related to science and technology
2. Qualities:
Attitude: - Positive about science and technology.
of language……
II./. PREPARATION:
IV./.PROCEDURE:
Chatting
Aims: help students have an
overview about the topic science
and technology.
Contents:
topic “science and technology”
Products:
- Games related to the topic.
Organization:
1.Warmer (5'): Chatting
Put the heading ‘Science and ‘Science and Technology’
Technology’ on the board.
? Suggest any words or phrases
related to this topic.
- Accept all ideas, organize them in
a word web if possible
Getting-started:
Contents:
Products:
- New words
- Exercises
2.1. Vocabulary
- Teacher uses different techniques - science (n): khoa học
to teach vocabulary (situation, - technology (v): công nghệ
realia)
- Follow the seven steps of - development (v): sự phát triển
teaching vocabulary
- spaceship (n): tàu vũ trụ
- traffic jam (n): sự tắc nghẽn giao
thông
* Checking vocab: Ordering - benefit (n/v): lợi ích, hưởng lợi
- enormous (adv): to lớn
2.2. Listen and read - Repeat in chorus and individually

* Introduction: - Copy all the words
? Look at the pictures but cover the
text.
- Brainstorm questions with Ss and - Answer the questions individually.
write them on the board. * Suggested answers:
What can you see in the
pictures? - Some robots working.
Do you know these characters? - Yes, they are Duong, Nick, Chau, and Dr.
Where are they now? Nelson.
What are they talking about?... - They may be at school.
- Accept all possible answers from - They may talk about Science and Technology.
Ss. Remember not to give
correction at this stage.
* Open prediction: You are going
to listen and read the conversation
on about the developments in
science and technology. * They can work in factories and clean our home.
? Before listening, guess what can
robots do in the future?
? Listen and read the conversation
then check your answers.
about the topic science and
technology.
Contents:
- vocabulary related science and
technology.
Products:
- exercises
- games
Organization
Doing:
3.1a. Find words (1aP49)
? Read the conversation again and
do the exercise in pairs. Key:
- Elicit the correct answers and 1. c 2. b 3. d 4. e 5. a 6. f
- Have Ss substitute the B words
into the conversation to check that
they match. Finally, explain the
meaning of any complex words in 1. They are at the Science Club
Vietnamese if necessary. 2. It is the roles of science and technology in the
3.1. b. Answer the questions 21st century
Ss work individually to answer the 3. Science and technology are changing
questions. Ss compare answers everything.
with a partner and then discuss as a 4. He told Nick that only robots would work in
class. Have Ss say where they factories and clean our homes in the future.
found the answers in the 5. He/she said that there would be no more
conversation. schools: they’d just stay at home and clean on the
Internet.
Key:
1. The economy (economy development)
2. The workplace (robot in factories)
3.1. c. Discussion 3. The home (robots cleaning our homes)
? What fields are mentioned in the 4. Travel (traffic jams)
conversation which are affected by 5. Education (school via the Internet)
science and technology?
Key:
1. field 2. space 3. the key 4.
economic development 5. flying cars
3.1.d. Gap fill Look out!
Have Ss do this exercise in pairs. - Science: knowledge about the world, especially
Ask some Ss to present their based on examining, testing, and providing facts
answers. Confirm the correct - Technology: things and ways of doing things
answers. that are based on knowledge about science and
Help ss distinguish the two words. computers.
- in the box are some more words and phrases

related to science and technology
Key:
1. science subjects 2. technology
3.2. Complete the sentence 3. researchers 4. machines
? Run through all the words in the 5. Scientific progress
box.
? What are the words about?
? Complete the sentences using the - necessary -> unnecessary
words in the box. - happy -> unhappy
- Check their work by calling on - polite -> impolite
some Ss to read out their sentences. - add prefix un- or im-
Allow Ss to write the translations Key:
next to the words. 1. unknown 2. unrealistic
3.3. The prefix un- and im- 3. impossible 4. unimportant
? Look at the example. 5. Unpolluted
? How can we form the opposite of
the words?
- Then let them do the task by
themselves. After that, they swap
their answers with a partner. 1. likes science 2. wants to 3. wants to
Correct Ss’ answers as a class. subjects at travel into space become a
Then let them repeat the words in school in the future scientist
chorus. 4. knows a 5. will go into 6. admires a
Vietnamese sciences when scientist or
scientist finishing school
Find someone who
? Work in groups.
? Ask your groupmates Yes/No
questions, using do or will

Aims:
- review and learn by heart at class
some new words and structure.
Contents:
- vocabulary related science and
technology
Products:
- review new words
- exercises
Organization: - Answer individually
Further practice: Reference an inventor: Some scientists of Viet
? Sum up the main content of the Nam:
lesson. Võ Hồng Anh Lê Văn Thiêm
? List some scientists of Viet Nam Trần Đại Nghĩa Hà Đình Đức
Hoàng Tụy Phan Lương Cầm
Homework:
? Do Ex B1, 2,3 P30 (Workbook)
talking about science and
technology.
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I./. Objectives
- Pronounce words with the prefix un- and im- correctly in isolation and in context
- Learn some more words related to science and technology
2. Qualities:
Skills: Speaking, listening,
of language……
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.

Word webs
Aims:
Contents:
topic “science and technology”
Product:
- activities
- introduction
Organization:
Introduction
Explain to Ss that there are three to learnt -> learner
common ways of forming nouns to invent -> inventor
indicating people, but don’t say science -> scientist
what they are. Write the following
on the board:
? Elicit from Ss how these words
are changed to mean a person who
does these things. * We add -er, -or or -ist to a verb or a noun to
? Give some more examples. form a noun indicating people.
? Read the Look out! box. And say
out the rule.
about science and technology and
usage of those.
Look 1
Products:
Organization:
2.1. Vocabulary
- Teacher uses different techniques - unforeseen (adj): không biết trước, bất ngờ
to teach vocabulary (situation, - immature (adj): non nớt, chưa chín chắn
realia)
- Follow the seven steps of - impure (adj): không trong sáng, không
teaching vocabulary sạch
* Checking vocab: R.O.R
- unwise (adj): không khôn ngoan, khờ

2.2. Activity 1 P50 - Copy all the words
? Complete the following
sentences with nouns indicating Key:
people 1. adviser/advisor
Do this activity the first time 2. chemist
around as a quiz. Divide the class 3. designer
into two teams. 4. programmer
? Read out item one and ask Team 5. Biologist
A to answer.
- If they get it wrong, the option
goes to Team B to answer. Keep a
score on the board to increase the
fun element. Now have Ss work
individually to do the task in their
books.
? Write the answers on the board.
Correct their answers as a class.
? Work in pairs and discuss what 1. chemist 2. software developer
the word in for each picture. 3. engineer 4. physicist
- T checks as a class. For more 5. doctor 6. conservationist
able Ss, have pairs write the 7. explorer 8. Archaeologist
descriptions of these people in the
same style as activity 1. Then put
pairs together to read out their
descriptions and challenge each
other to guess the person, like in
the quiz 1.
? Read the sentences and guess the
part of speech of the word to be 1. developments 2. scientists
filled in each blank. 3. exploration 4. medical
- Have Ss call out their guesses. 5. economic
Ss work individually. Ask some Ss
to write their answers on the board.
Check their answers as a class.
Aims:
information
Contents:
Closer look 1.
Products:
Organization:
3. Pronunciation (20'')
3.1. Stress in words starting with When we add the prefix un- or im- meaning
un- and im- ‘not’ ) to a root word, the stress of the word does
. Explain to Ss that the prefixes un- not normally change.
and im- are used to make Example: ‘friendly -> un’friendly
adjectives (and adverbs) negative. ‘probable -> im’probable
Explain to them that when these Note: When we add the prefix un- or im- to a
prefixes are added, the stress of the one-syllable word, the stress falls on the root
new word does not normally word.
change. Give some examples. Example: fair -> un’fair
Pure -> im’pure
3.2. Activity 4 P51
- Play the recording for Ss to
repeat the words. Play the
recording as many times as
necessary. Correct Ss’s
pronunciation, especially the
stress. Then have Ss mark the
stress on the words by drawing
circle above the stressed syllable. Key:
3.3. Activity 5 P51
Have Ss read out the word first. 0O oOo ooO oOoc
Then they work in groups to put un’wis un’lucky unfore’see un’limited
the words in the right columns. e un’health n im’possibl
Call on some Ss to write the
answers on the board. Confirm the im’pur y imma’ture e
correct answers. e im’patient impo’lite un’natural
3.4. Activity 6 P51 un’hurt
Have Ss work individually to write
down the words. Play the
recording two or three times for Ss
to check. Key:
1. impure 2. unhealthy 3. impossible
4. unlimited 5. impatient
Aims:
- help sts use topic “science and
technology” words and ask for
information.
Contents:
topic “science and technology” in
textbook
Products:
information
Organization:
starting with un- and im-
Homework:
? Do Ex B2, 3 P37
? Prepare: A closer look 2
talking about science and
technology.
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I./. Objectives
-Use the future simple and future continuous to talk about science and technology in the
future
-Use the direct speech and indirect speech to report what people say or tell
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:

Contents:
- Brainstorming
Products:
- brainstorming
Organization:
Brainstorming
- Free talk
Introduction
Ss have already learned the future simple will do
and the future continuous will be doing. Tell Ss that
this is a review section. T may help Ss recall the
form and uses of these two tenses. Also remind them
of the uses of present simple and going to to express
future actions.
Aims:
Help sts know about the future tense
Contents:
- Definite The future tense
Products:
Sts can use the future tense exactly
Key to Grammar
Organization:
Grammar 1:
Future tense: review
2.1. Have Ss work individually. Check their answers
as a class. T may ask why a certain tense is used to Key:
check that Ss understand the rules. 1. will have 2. will be doing
3. will she be 4. won’t pass
5. decide; will support
2.2. Tell Ss to study the example first. Then they
work in pairs to do the activity. Encourage them to
talk as much as possible. Remember that there is no
‘right’ or ‘wrong’ as long as their sentences are
grammatically correct. Move around the class and - Pair work
listen to Ss. If there is a point which everyone is
confused about, bring the class back together and do
a quick review of it.
Grammar 2:
Aims: learn about Reported speech and their usage
Contents:
- Definite Reported speech
Products:
Key to Grammar
Organization:
Grammar 2:
Reported speech
In direct speech, we give the exact words somebody
said, and we use quotation marks. - Listen to the teacher and take notes
In reported speech, we give the meaning of what
someone said, but with some changes and without
quotation marks.
Example:
Nam: “I want to become a robot designer.”
 Nam said he wanted to become a robot
designer.
When the reporting verb (e.g., say or tell) is in the
past, the verb in reported speech changes as follows:
2.3. Tell Ss to refer back to the conversation in

GETTING STARTED and find the examples of
reported speech. Focus them on the use of the verbs.
2.4. Ss work in pairs. Ask them to write down the - Answer individually
sentences in their notebooks. Call on some Ss to read
out what they have done. For a class which needs
- Pair work
more support, have two Ss to write their answers on
Key:
the board. Correct their mistakes.
1. Nick said that he came from a
small town in England.
2. My friend said that Brazil would
win the World Cup.
3. Olive told Chau that she was
leaving Viet Nam the next day/the
following day.
4. David told Catherine that he was
unable to read her writing.
5. Minh said that he had overslept
that morning.
Key:
1. He said (that) he hadn’t said anything
at the meeting the week before/the
previous week.
2. She told me that letter had been
2.5. Ss do this task individually. While they are
opened.
working, some Ss may write their sentences on the
3. Tom said that in 50 years’ time we
board. Correct their sentences as a class.
would probably be living on Mars.
4. Mi said she hoped they would build a
city out at sea.
5. Son told us that his wish was to
become a young inventor.
2.6. This speaking activity could be daunting for

- Pair work
some Ss, so allow the pairs to plan what they are
going to say before they come to the front of the
class. This should help Ss to speak with fluency and
accuracy, and as naturally as possible.
Encourage them to give true sentences about
themselves. Ideally, all ss should have a chance to
talk before the class.
Aims: review the future tense and reported speech
Contents:
Usage of the future tense and reported speech
Products:
- sts can put suitable the future tense and reported
speech in correct places
Organization:
? Recall the uses of the future tense and reported
speech
Production:
- Do Ex in Workbook
- Collect pictures, songs, clips talking about science
and technology.
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I./. Objectives
- Use the lexical items related to the topic science and technology and practice
reported speech
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:

concentration
Contents:
opportunity to learn about science and practice
reported speech
Products:
Organization:
Brainstorming
- Have ss divide into two group, ask them to go to the Who invented what
board and write the name of inventions they know as
many as possible and who invented them
Aims:
Contents:
- Talk about science and technology
- new vocabulary
Products:
- 4 skills
- Vocabulary
- Grammar
Organization:
Quickly review the grammar points that are used - Work individually
in this section: the past simple and reported speech.
2.1 This activity can be done as a class competition. Key:
Ss work individually. Give them one minute to match
- Thomas Edison invented the
by drawing lines from the inventors to the inventions.
For increased fun, count down the final 10 seconds light bulb.
and then tell everyone to stop. Now have Ss swap - Sir Alexander Fleming
books and mark each other’s answers. Elicit the discovered penicillin.
answers from Ss in full sentences, Thomas Edison - Alexander Graham Bell
invented the light bulb. Ask for a show of hands for invented the telephone.
those who got all eight right, then seven, and so on. - The Wright brothers invented
If time allows, T may ask questions about these the airplane.
inventors to find out what Ss know about them: - James Watt invented the steam
- Are they still alive/dead? engine.
- What are they famous for? - Mark Zuckerberg invented
- Do you know anything interesting about them? Facebook.
- Do you know any interesting about them? - Tim Berners-Lee invented the
Edison: “Genius is one percent inspiration and Internet.
ninety-nine percent perspiration.” ...)
Aims:
Contents:
- grammar
Products:
Organization:
Communication 2:
3.2 Form groups of three or four Ss to discuss the

inventions. Encourage Ss to talk as much as possible; - Group work
this is a fluency stage, so don’t worry about accuracy
at this point. Move around the groups and give
assistance where needed. Invite some groups to
present their ideas. Other groups can add some ideas
if possible.
3.3 Call on two confident Ss to come the front and act - Do as requested
out the dialogue between Ha and Alexander Graham Suggested answers:
Bell. Then put Ss into pairs to report on the -Alexander Bell said/told me (that) he
conversation. was born in 1847 in Scotland.
-He said/told me (that) he had always
liked...
-He said/told me (that) he had taught...
-He said/told me (that) he had
invented...
3.4 Let Ss work in pairs to role-play, using the - Pair work

information given. Walk around to observe and give
help if needed. If time allows, ask some pairs to role-
play in front of the class. The class then votes for the
best performance.
Aims:
To learn who invented what in science and
technology
Contents:
Products:
Organization:
Homework:
-Guide ss how to Ex in workbook
and technology.

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Lesson 5: Skills 1
I./. Objectives
 Read for specific information about the role of science and technology in the
future
- Talk about the roles of science and technology
2. Qualities:
Skills: Speaking, reading,
of language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
concentration
the opportunity to learn about the role of science and
technology in the future
Products:
- game
Organization:
Brain storming.
- Write these headings on the board: Health/ Travel/ - group work
Homes
- Brainstorm with the class some predictions for
future developments in these fields. Encourage Ss to
use their imagination. Now open the book and do the
reading tasks. - incurable(a):
* Teaching vocabulary (6’) - advanced(a):
- Teacher uses different techniques to teach - gene (n):
vocabulary (situation, realia) - tiny(adj): bé nhỏ
- Follow the seven steps of teaching vocabulary - explore(v):
* Checking vocab: Slap the board - nutrition pill(n):
- unemployment(n):
Contents:
Passage
Products:
Key to SKILL 1
Vocabulary
Organization: Key:
2.1 Ask Ss to read the passages quickly for key 1. B 2. A 3. C
words and then match with the headings.
Key:
2.2 Have Ss do the task individually. Then Ss can 1. D 3. A 3. E
check their answers in pairs. Elicit the answers from 4. B 5. F 6. C
Ss.
Key:
2.3 Ask Ss to read the passages again and answer the 1. To explore Mars/To find out if there
questions. Ss can ask and answer in pairs. T corrects is, or ever has been, life there/To
the answers as a class. If time allows, have Ss show explore the possibility of being able to
where they found the answers. live there.
2. They help people live longer.
3. 70 or 75 years.
4. Solar panels and solar windows.
5. They can do chores such as cleaning,
cooking, washing, and organising
things.
Aims:
Contents:
- Key to reading
Products:
This part helps Ss understand more about science and
technology
Organization:
Speaking - 15'
Set up the SPEAKING stage by getting Ss to think
about the pros and cons of advancements in science
and technology. Explain that nothing is ‘black and
white’; there are always advantages and - Work in groups of 4 ss
disadvantages. For example, say:
More and more robots will be invented and used in
the future. One of the advantages of this is that robots - Take a survey
will be able to do dirty or dangerous jobs that humans - Work in groups of 6 ss
don’t want to do. At the same time, there are
disadvantages – robots will replace people in some
areas so there will be unemployment.
3.4 Ss work in pairs to think about these pros and
cons. Encourage Ss to think of as many ideas as
possible. Move around to give cues and observe.
Nuclear energy:
- convenient, clean, available... - Pair work
- expensive, unsafe, environmentally, unfriendly...
Nutrition pills:
- people can live longer, convenient, ...
- expensive, create an ageing population, create
overpopulation...
Smart phones:
- convenient, quickly, entertaining...
- Environmentally unfriendly, discourage face-to-face
communication, people can be tracked at all times...
Space travel:
- Exciting, adventurous...
- Expensive, dangerous...
3.5 Divide the class into groups of five or six. Each - Group work
group talks about one of the fields in 4. Tell Ss to read
the example before they start. Encourage them to use
the phrase given in the Look out! box. While Ss are
talking, T goes around to give assistance if necessary.
If time allows, have Ss summarise their group’s ideas
and present to the class.
science and technology
Contents:
Products:
- old vocab
- old grammar
Organization:
Homework: (2)
- Do Ex in workbook
and technology.
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Lesson 6: Skills 2
I./. Objectives
 listen for general and specific information about how science and technology solve
some problems in the future
 write to express agreement and disagreement about the roles of science and
technology
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
Contents:
All about how science and technology solve some
problems in the future
Products:
the topic.
Organization:
- Chatting
? Your idea about homes, education, and travel in the
future
Aims:
Contents:
Audio about communication  Vocab:
Products: - drawback (n) :hạn chế
Key to Listening - yield(n) : sản lượng
Organization: - advance(n): tiến bộ
Listening - negative(adj): có tính tiêu cực
- Set the scene: Nick. Duong and Chau are talking
about science and technology - Work individually
Key:
b. The benefits and drawbacks that
E1/ Page 55. Listen to the conversation and choose advances in science and technology
the best summary may bring to people’s lives.
- Have Ss read the three options. Then play the
recording and elicit the answer from Ss. Key:
1. problems 2. high yields
4. overcrowding 5. bring
E2/ Page 55. Listen to the conversation and circle 6. unemployment
the words and phrases as you hear
- Run through the words/ phrases Key:
-Play the recording again, once, or twice. Ask Ss to 1. High yields in farming will (help
listen carefully and tick the words/phrases according feed the growing population on earth).
to what they hear in the passage. 2. (We may be able to live) on other
planets.
E3/ Page 55. Listen again and answer the questions 3. He says he likes the idea of having
- Run through the questions lessons at home with a robot, and on the
-Play the recording again. Tell Ss to take notes/ write Internet.
down the key words as they listen. Then they answer 4. Yes, she does.
the questions in writing or verbally. 5. He thinks there will be many new
-Correct their answers as a class. problems
Aims:
Contents:
Vocabulary and structures to talk about science and
technology
Products:
Key to Writing
Organization:
Writing
- Introduce the note about how to write to express
agreement or disagreement
? How many parts are there? What are they? What do - Answer the questions
we write in each part?
E4/ Page 55. Look at the sample paragraph and
fill in the outline.
-Have Ss read the sample paragraph. Explain that the - Read the paragraph
first sentence in the sample is the topic sentence - Work in pair to fill in the outline
which tells the reader whether the author agrees or Idea 1: Expensive
disagrees with the statement. The following sentences Idea2: Make worker jobless
express the reasons. The last sentence is the Idea 3: Make people lazy and inactive
concluding sentence, which summarise the main
points in the paragraph.
- Ask ss to work in pairs to fill in the outline.
-Check as a class.
E5. Make notes. Write a paragraph on the topic
-Have Ss read the argument put forward. Then work - Write a paragraph
in pairs to make notes the model in 4. They must
decide if they agree or disagree, give three supporting
point.
- Ask ss to write a paragraph
. Make sure that they use proper connectors
first/firstly, second/secondly, and pay attention to
spelling and punctuation.
-T may ask some ss to represent their writing and ask
the others to give comment
Aims:
Contents:
Vocabulary and structures to talk about science and
technology
Products:
Organization:
Homework:
and technology.
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……..
I./. Objectives
By the end of the lesson, Ss will be able to:
- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 11
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Questions
Games
Products:
Game on the board
Organization:
(Games: Calling names)
? What are the benefits that science and technology - Take part in the game in two teams
bring to our lives?
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Old grammar
Organization:
2. Looking back:
I. Vocabulary - Work individually
A. Vocabulary
E1. Page 56. Write the correct form of the words Key:
in brackets 1. scientific
- Ask ss to work individually then ask some ss to 2. environment
write on the board 3. developments
- T confirms the correct words 4. discoveries
5. unnatural
E2/ page 56. Complete the word web - Work in teams

- Organize the game for two teams. In 4 Key:
minutes, ss in each team must go to the board - Farming - Home life
to write word to complete the word web. The - Entertainment - Medicine
team with more correct words is the winner - Space exploration - Communication
E3. Fill each gap with a word from the box to

complete the passage Key:
-Let ss read the passage and complete this exercise 1. inventions 2. laboratory
individually 3. science 4. inventing
- Call on some ss to write on the board
- T confirms the correct words 5. benefits 6. productive
doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Ask and answer about science and technology
Organization:
II. Grammar
- Recall ss about the rules to change a direct sentence Key:
into an indirect sentence 1. He said that they were doing an
E4/ Page 56. Change the sentences into reported experiment
speech 2. She told me that I had to sign the
-Have ss work individually then cross check paper again
- Ask some ss to read aloud their sentences 3. Tam said that they had watched a
- Correct their answers television documentary on the future of
nuclear power
4. Scientists said that in 50 years’ time
we might be living on the moon
E5/ Page 56. Rewrite these sentences in indirect Key:

speech 1. Kien said “I missed / have missed the
- Have ss do the task in their notebook. train”
- Ask some ss to read aloud their sentences 2. Duong said “I can run very fast”
- Correct their answers 3. “I will hand in the report tomorrow”
Mia told me
4. She said “I am reading a science
fiction book about life on Venus”
5., “I will be a layer when I grow up”
he told me
III. Communication
E6 / Page 57. Write prediction for each of the
following fields
-Have them work individually. Tell them to be - Work individually
imaginative. Make sure they write a prediction for at
least three of the fields
- Have ss read out one of their predictions to the class.
Others can ask them questions about their predictions
3. Project
- Work in groups. Give ss enough time to read the
passage then developed their ideas
- Call some ss to represent. The class vote for the
best useful inventions
Aims:
intonation
- listen for specific and detailed information about
science and technology
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Ask and answer about the science and technology
Organization:
Futher practice:
Homework:
? Prepare: test 45’
and technology.
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UNIT 12: LIFE ON OTHER PLANETS
I./. Objectives
- listen and read the conversation about the series "Star into Darkness" for details
and then do some related exercises.
- use the lexical items related to life on other planets.
2. Qualities:
Attitude: - Positive about life on other planets.
of language……
II./. PREPARATION:
IV./.PROCEDURE:
Chatting
Aims: help students have an overview
about the topic “life on other planets”.
Contents:
- The lexical items related to the topic
“life on other planets”
Products:
- Games related to the topic.
Organization:
1.Warmer (5'): Brainstorming
- On the board, write the words
transportation, communication, * Suggested answers:
housing, and energy. 1. Transportation: flying car, spaceship....
? Work in groups of four Ss to list the 2. Communication: telepathy, video chatting,
future technologies they expected to codes....
see in these fields. 3. Housing: wireless TV, robots....
- Set a time limit and the game stops 4. Energy: solar energy, nuclear energy....
when the time is up. The team with
more items wins.
? Where and how fast think we can
travel with new technology.
- Ask them if we could travel to other
planets with those means of transport
that they have listed.
Getting-started:
Contents:
Products:
- New words
- Exercises
2.1. Vocabulary
- Teacher uses different techniques to - trek (n/v): hành trình, du hành
teach vocabulary (situation, realia) - series (n): chuỗi, phim nhiều tập
- Follow the seven steps of teaching
vocabulary - crew (n): thủy thủ đoàn
- terrorist (n): kẻ khủng bố
- aliens (n): người ngoài hành tinh
* Checking vocab: What and where - galaxy (n): dải ngân hà
- space buggy (n) xe vũ trụ
2.2. Listen and read - weightless (adj) không trọng lượng
* Introduction:
? Look at the pictures and the heading - Repeat in chorus and individually
What could happen to Earth? but - Copy all the words
cover the text.
- Brainstorm questions with Ss and
Where are Duong and Nhi? - Answer the questions individually.
What are they doing? * Suggested answers:
What might they be talking about?
? Listen to the conversation without
reading the text to see if their - They are outside.
predictions were correct. - They are going to school.
- Follow up with the same questions. - - They may talk about the Earth in the future.
Accept all possible answers from Ss.
Remember not to give correction at
this stage.
about the topic life on other planets.
Contents:
- vocabulary related life on other
planets.
Products:
- exercises
- games
Organization
Doing:
3.1a. True or false (1aP59)
? Run through all the statements. Key:
? Listen to the conversation then tick 1. F 2. T 3. F 4. T 5. F
T or F. Key:
1. James Kirk is the caption of the
3.1. b. Answer the questions spaceship.
Ss work individually to answer the 2. They went to Nibiru planet.
questions. Ss compare answers with a 3. It happens in 2259.
partner and then discuss as a class. 4. It’s the name of the spaceship that the
Have Ss say where they found the crew travels on.
answers in the conversation. 5. He wants to destroy Earth.
Key:
3.1. c. Find the sentences 1. That’s funny, Trang also asked me
Ask Ss to look at the conversation what I thought would happen to Earth
again and underline the sentences in in the future.
reported speech. Have Ss read aloud 2. I said I didn’t know but that Earth might be
the sentences. run by aliens!
Key:
3.2. Label the picture 1. aliens 2. space buggy 3.
? Run through all the words in the UFO
box. 4. weightless 5. galaxy 6.
? work in pairs to match the words spaceship 7. solar system 8. planet
with the pictures.
-Then check their answers. Explain
that UFO is an acronym, which stands
for unidentified flying object.
Afterwards, have Ss repeat the words
chorally. Correct their pronunciation if
necessary. Check their understanding Key:
if necessary. 1. aliens 2. UFO 3. space
buggy 4. planet; planet 5. Weightless
3.3. Gap fill 6. solar system 7. galaxy 8.
Have Ss work independently to fill the spaceship
words/phrases in the blanks, then
check with a partner. Elicit Ss’
answers.
Summary the conversation

? Work in groups.
? Summary the conversation
Aims:
- review and learn by heart at class
some new words and structure.
Contents:
- vocabulary related life on other
planets
Products:
- review new words
- exercises
Organization: - Answer individually
Further practice:
lesson.
Homework:
? Do Ex B1,2 P44 - 45 (Workbook)
about life on other plants.
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I./. Objectives
- Read the text about some planets in the solar system for details.
- Learn some more words related to life on other planets.
- Stress in words ending in -ful and -less
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.

Brainstorming
Aims:
Contents:
topic “life on other planets”
Product:
- activities
- introduction
Planets of the solar system
Organization:
- Neptune
Brainstorming
- Saturn
? Work in two teams to brainstorm
- Mars
as many names of the planets in
- Jupiter
the solar system.
- Venus
? Read all the words individually
- Mercury
and chorally.
- Earth
? Copy all the words - Moon
about life on other planets and
usage of those.
Look 1
Products:
Organization:
Vocabulary
- Teacher uses different techniques - messenger (n): người đưa tin
to teach vocabulary (situation, - agriculture (n): nông nghiệp
realia)
- Follow the seven steps of - plentiful (adj): phong phú
teaching vocabulary
* Checking vocab: R.O.R - Repeat in chorus and individually
2.1. Activity 2 P60
* Set the scene: You are going to Key:
read a text about planets in solar - God of sea
system. - God of agriculture
? Close your book and predict the - God of war
names of roman Gods mentioned - God of thunder and lighting
in the text. - God of love and beauty
? Read and check
2.2. Activity 3 P60

? Work individually to fill in the Key:
blanks without reading the passage 1. Neptune 2. Saturn 3. Mars
again. 4. Jupiter 5. Venus
? Compare the answers in pairs.
? Read the passage again to
confirm their answers.
2.4. Activity 3 P60

a. Add suffixes -ful or -less to the Suggested answers:
words. weightless waterless resourceful/ resourceless
- T can explain that to form airless beautiful, wonderful
adjectives, we can add suffixes –
ful or –less to a noun or a verb
? Ss work individually. Ask some
Ss to write their answers on the
board.
- Check their answers as a class.
b. Make sentences for the new
words Examples:
? Work in pairs to write a sentence - Earth looks more beautiful from space.
about the topic of space for each - Venus is a dry and waterless planet.
word.
? Swap your sentences with
another pair’s to peer check.
- Afterwards, have some Ss read
out loud their sentences and correct
Ss’ work if necessary.
Aims:
information
Contents:
Closer look 1.
Products:
Organization:
3. Pronunciation
3.1. Stress in words starting with - - When we add –ful or –less to nouns or verbs to
ful and -less form adjectives, the stress of the words remains
? What happen when we add –ful unchanged.
or –less to nouns or verbs to form Example:
adjective. ‘water -> ‘waterless
‘hope -> hopeless/ ‘hopeful
For’get -> for’getful
3.2. Activity 5 P60
Explain to Ss that when we add
suffixes –ful or –less to a word, the ‘thoughtless ‘meaningful ‘helpless
stress of the word remains ‘meaningless ‘helpful ‘thoughtful
unchanged. Play the recording and
ask Ss to listen and stress the ‘useless ‘plentiful ‘useful
words. Check Ss’ answers as a
class.
3.3. Activity 6 P60

First, have Ss work individually to
mark the stress in each word. Then
ask Ss to compare their answers 1. Her speech on the environment was
with a partner. Have them practice ‘meaningful.
reading the sentences. Play the 2. My teacher is so ‘helpful when we don’t
recording and ask Ss to listen, understand something.
check their answers and repeat the 3. I was ‘helpless to stop the dog biting me.
sentences. If time allows, call on 4. This dictionary is so ‘useful.
some Ss to read out the sentences, 5. There is ‘plentiful water for life on earth.
paying attention to the stress in
each italicized word.
Aims:
- help sts use topic “life on other
plants” words and ask for
information.
Contents:
topic “life on other plants” in
textbook
Products:
information
Organization:
starting with un- and im-
Homework:
Do ExA1, 2, 3 P43
? Prepare: A closer look 2
talking about life on other plants.
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I./. Objectives
- Use may and might correctly
- Report questions
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:

Contents:
- grid Predi (Ask for)
Products: ction permissi
- grid on
Organization:
Grid 1. He may be in
- Give out the poster. the office.
? Read the sentences and decide if they are
prediction or ask for or give permission. 2. Tom may lend
- Monitor and get feedback. you the money.
3. May I use your
phone?
4. Lectures may
use projectors if
they wish.
5. There might be
water on Mars.
Aims:
Help sts know about May and might
Contents:
- Definite May and might
Products:
Sts can use May and might exactly
Key to Grammar
Organization:
Grammar 1:
May and might: review - We use may and might to say that say
- Draw Ss’ attention to the REMEMBER! Box. that something is possible at present or
? How do we use may and might in the future.
Tell Ss to study the example first. Then they work E.g.: He may/might be in the office.
in pairs to do the activity. Encourage them to talk as
- Normally, either can be used. Although,
much as possible. Remember that there is no ‘right’ using may slightly increases the chance
or ‘wrong’ as long as their sentences are that sth will happen.
grammatically correct. Move around the class and E.g.:
listen to Ss. If there is a point which everyone is Tom may lend you the money. (This is
confused about, bring the class back together and do unlikely)
a quick review of it. Tom might lend you the money. (I think
this is very unlikely)
- May is sometimes used in formal
English.
Activity 1 P60 Key:
? Work individually to fill in the gaps. - Have them 1. may/might 2.may/might
compare the answers with a partner and explain their 3. may/might 4. may
answers. Check the answers as a class and ask for 5. may/might 6. may
Ss’ explanations 7. may/might 8. May
Grammar 2:
Aims: learn about Reported speech and their usage
Contents:
- Definite Reported speech
Products:
Key to Grammar
Organization:
Grammar 2:
Reported speech: Questions 1. To report a Wh-question, we use
- We use the verb ask when reporting questions. In Subject + asked (somebody) + question
reported questions we use the statement word order word + clause.
and the question mark is omitted. Example:
- Remember that pronouns, possessive adjectives, “What were you doing at the time?”
verb tenses, and time expressions change in reported She asked (me) what I was doing/ I had
questions just an in reported statements. Look back been doing at the time.
at Unit 11 for a review of how they change. 2. To reported a Yes/No question, we
use Subject + asked (somebody) +
if/whether + clause.
Example:
“Did the alien talk to you?”
She asked me if/whether the alien
talked/had talked to me.
3.1. Activity 2 Key:

Have Ss work in pairs and do the exercise. Ask 1. what 2. had seen; had landed
some Ss to read out their answer and correct the 3. what 4. had been going
answers as a class. 5. had looked;6. had been; had looked
like 7. had seen 8. had hidden
3.2. Activity 3 Let Ss work individually and check Key:
their answers with a classmate. Then check the 1. ask 2. if
answers as a class. 3. before 4. different
3.3. Activity 4 Key:

? Work individually to write questions in reported 1. The interviewer asked if he went
speech. for a walk every day.
- Have one student write the answers on the board 2. He asked how Nick had left when
and get feedback from other Ss. Afterwards, check he had seen the alien.
the answers as a class. 3. He asked what the alien had
- Have Ss explain the changes they have made. Have looked like.
them do the rest for homework. 4. He asked why Nick hadn’t taken a
photo of the alien.
5. The interviewer asked how long
the UFO had stayed there.
6. The interviewer asked if Nick had
4.4. Activity 5 seen any UFOs since then.
? Work in groups of three for 5 to 10 minutes.
? Play Nick’s role to report orally the questions he
was asked.
- Get another student in the group to report what
Nick answered.
- Ask the whole class to listen carefully and give
feedback. Correct this group’s work if necessary.
Ask other groups to do the same if there is enough
time.
Aims: review May and might and reported speech
Contents:
Usage of May and might and reported speech
Products:
- sts can put suitable May and might and reported
speech in correct places
Organization:
? Recall the uses of May and might and reported
speech
5. Production:
- Do Ex B4-7 P45-46 (Workbook)
- Collect pictures, songs, clips talking about life on
other planets.
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I./. Objectives
- Use may and might correctly
- Report questions
- Ss will be able to talk about life on other planets.
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE:

concentration
Contents:
opportunity to talk about life on other planets and
practice reported speech
Products:
Organization:
Introduction
Before Ss open their books, ask them which planet
they would like to go to if they had a chance. Ask
them to give the reasons why. Then tell Ss that they
will join a teenagers’ blog to read some discussions
on whether they believe in the existence of other life
forms in the galaxy.
Check if Ss understand the meanings on the words in
Extra vocabulary. If they do not, quickly teach the
words by using synonyms or even translation. Tall
them that NASA stands for national Aeronautics and
Space Administration
Aims:
Contents:
- talk about life on other planets
- new vocabulary
Products:
- 4 skills
- Vocabulary
- Grammar
Organization:
COMMUNICATION
1. Five teenagers are discussing the possibility of
other life forms in our galaxy. Read the comments
they have posted on an online forum.
Have Ss read the comments. Ask them to do the
reading as fast as fast as possible and remember the
ideas. Move around the class. Bring everyone
together if there are ideas or words that need
clarifying. Suggestions for disagreements:
2. Work in groups to decide if you agree or - I disagree with Nhi because the
disagree with each of the opinions and ideas in 1. inhabitants there may be able to live in
Say why or why not. high temperatures. They may have
Ask Ss to work in groups. Tell Ss that they can look bodies which can resist heat. Or they
at the blog and use the example to discuss the five may have a special machine to cool
ideas. down the atmosphere of the place
If Ss agree, ask them to add any details from their where they live.
imagination about the planet. Elicit the reasons why - I disagree with Duc because the
there may be inhabitants there, what those inhabitants inhabitants there be able to extract
may look like, how they can communicate, how they liquid from underground to survive.
can travel… Their bodies may be adapted to the
If Ss disagree, ask them to justify their choice. environment there. They may not need
oxygen but hydrogen or nitrogen to
breathe.
- I disagrees with Anh. Any planet can
be considered powerful. Any
inhabitant is proud of his/ her own
planet.
Aims:
Contents:
- grammar
Products:
Organization:
Communication 2:
3a. Work in pairs. Imagine you are going into

space. Decide together what you will take with you.
You can add any item you think necessary.
Remember to give reasons.
Put Ss in pairs. Make sure that Ss work with a new
partner for a change. Ask to use the suggestions in the
pictures and the example. encourage Them to add any
items they may think necessary. Remind them to give
a reason for each choice. Go around to help Ss. Note
this is not meant to be serious; Ss can suggest silly or
funny things as long as they justify them.
b. Report your decisions to another pair or to the
class.
Aims:
To talk about life on other planets
Contents:
Products:
Organization:
Homework:
- Do Workbook
other planets.

…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0o0--------------------


Lesson 5: Skills 1
I./. Objectives
- Use may and might, reported speech correctly
- Read for general and specific information about life on other planets
- Ss will be able to talk about life on other planets.
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
concentration
the opportunity to learn about planets
Products:
- game
Organization:
Reading
1a. Look at the pictures and discuss the 1a. A. Earth B. Mars
questions.sk 2. totally different
Ask Ss to cover the reading passage, look at the
pictures of the two planets and answer the questions.
Ask them: What else can you infer from the picture?
Contents:
Passage
Products:
Key to SKILL 1
Vocabulary
Organization:
b. Read the text below and check your answers.
Give Ss two minutes to skim the passage and check
their answers.
2. Find words in the passage that have similar
meaning to these words or phrases. Key:
Have Ss scan the passage to find the words in red and 1. poisonous 2. twice
match them with the definitions. Ss should check the 3. experiences 4. traces
meanings of the words from the context. Then check 5. surface 6. Climate
their answers as a class. 7. accommodate
3. Match the headings with the paragraphs (1-3).
There is one extra.
Tell Ss that to finish this part, they should underline Key:
key words in the headings. Next, sak Ss to skim the 1. C 2. B 3. A
text again, using the key words in the headings to do
the matching.
4. Read the text again and answers the questions.
Set a longer time limit for Ss to read the text again Key:
and answer the questions. ask Ss to note where they 1. It is also called the Red Planet
found the information that helped them answer the 2. The lowest temperature is -87
questions. Ss can compare answers with a partner degrees Celsius and the highest may be
before discussing them as a class. For a class which a bit higher than zero.
needs more support with the previous exercises, let 3. Because 95% of the atmosphere is
them do this exercise as homework. Remember to carbon dioxide.
check their answers in the next lesson. 4. A day on Mars is a bit longer.
5. It is twice as long as a year on Earth.
Aims:
Contents:
- Key to speading
Products:
This part helps Ss understand more about planets
Organization:
Speaking
5. Work in pairs. One is a human and the other is
a Martian. Use the suggestions below to ask and Ex:
answer about life on Earth and life on Mars. A: So what kind of food do you eat?
First, have Ss read the table of information carefully. B: Well, we eat things like rice, bread,
Answer their questions if they have any. Ss work in cooked meat. And you?
pairs to ask and answer questions based on the A: We eat tablets, rocks... What do you
suggested information in the table and the example. drink?
Set a time limit of 5 to 10 minutes. When they finish,
ask the student who plays the role of the human from B: We drink water, juice... And you?
one pair, and the student who plays the role of
Martian from another pair to role – play in front of the
whole class. Have them ask and answer questions
about food and drink. Have another pair do the same,
asking and answering about sleep and travel. Then
have a third pair to finish with environment and
problems. Ask the ‘humans’ and ‘Martians’ to
from new pair. This time they use
6. Now swap pairs. The human of one pair works reported speech to report their previous
with the Martian of the other pair. Take turns to partner’s answers:
report what your previous partner said about life New human: What kind of food did the
on their planet your new partner to see if he/ she human say she ate?
said similar things. New Martian: She said that she ate rice,
break, meat and fruit and vegetables.
New human: Yes, that’s right!
life on other planets
Contents:
Products:
- old vocab
- old grammar
Organization:
Homework: (2)
- Do Ex in workbook
other planets.
---------------------0o0--------------------
…………………………………………………….
………………………………
……………………
Lesson 6: Skills 2
I./. Objectives
1. Knowledge: By the end of the lesson, Ss will be able:
- Listen for specific information about life on other planets.
- Describe an alien.
2. Qualities:
of language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
Contents:
Listen for specific information about life on other
planets
Products:
the topic.
Organization:
- Introduction
Ask a couple of Ss to come to the board and draw
their versions of an alien. Ask Ss how they would feel
if they saw an alien. Ask Ss if they think aliens are
very different from humans, and what differences
there may be
Aims:
Contents:
Audio about aliens
Products: 1. They show the aliens in other
Key to Listening planets. I don't think they really exist.
Organization: 2. No I don't.
3. I will hide.
Listening
1. Work in pairs. Describe the pictures and answer
the questions.
Ask Ss to work in pairs to describe the pictures and Key:
answers the questions. 1. Jupiter 2. Much bigger
3. More powerful 4. Lots of hair
2. Listen to Tom’s imagined description of what an 5. Thick skin 6. four eyes
alien from another planet may be like. Fill each 7. Happiness 8. Fear
blank with no more than three words from the 9. Energy 10. rocks
recording.
Before Ss listen, ask them to read the information in
the table carefully and try to predict the answers. Tell
them that to do this they should highlight key words
in the questions and decide the part of speech of the
words they will need to fill in the blanks, then listen Key:
carefully to find the words from the recording. Play 1. F 2. NG
the recording twice. Have two Ss write their answers 3. T 4. F
on the board. Confirm the correct answers. 5. F 6. F
3. Listen again and tick (v) true (t), false (F) or not
given (NG).
Have Ss work individually to underline the key words
in the statements. Ask Ss to do the exercise without
listening to the recording first. Write their answers on
the board without confirming the correct answers.
Play the recording again for Ss to check. T may pause
at the sentences that include the information Ss need
for the answers.
Aims:
Contents:
Vocabulary and structures to talk about aliens
Products:
Key to Writing
Organization:
- Writing
4. Work in pairs. Imagine what an alien may be
like. Use your imagination to fill in the web below.
Set a time limit for Ss to brainstorm ideas and write
their notes. Move around and help Ss if necessary.
Ask Ss to refer back to the speaking in 5, SKILLS 1 - Answer the questions
and listening in 2 and 3, SKILLS 2 for useful
language and ideas.
5. Now use the notes to write a description of your
alien. Ex: - I think that the alien also may
Now have Ss work individually to write descriptions have 2 eyes. His skin may be green and
of their alien. Give Ss a time limit for this. For a class thick and he may have a lot of hair. He
which needs more support, make copies of the audio may eat rocks. He may wear spacesuit
script, and give each student one. The script can act as regularly. He may be different to us that
a writing model but make it clear that Ss should he can feel happy and fearful and he
change the content to match their own ideas. may be different from humans in that
he can't speak.
6. Swap your work with your partner. How
different is your description from your partner’s?
Ss swap their writing with a partner. They comment
one each other’s work. Ss revise and edit their writing
in class if time allows, or else as homework.
Aims:
Contents:
Vocabulary and structures to talk about planets and
aliens
Products:
Organization:
Homework:
- Collect pictures, songs, clips talking about aliens.
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
………………………………………………
……..
I./. Objectives
By the end of the lesson, Ss will be able:
- Use the words to talk about life on other planets.
- Use the modal verbs: May and might and reported speech skilfully.
2. Qualities:
Attitude: - Positive about LIFE ON OTHER PLANETS.
of language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Questions
Games
Products:
Game on the board
Organization:
- This is the review section of the unit
- Tell Ss to record their results for each exercise in the
LOOKING BACK section in order to complete the
final Finished! Now I can ... assessment.
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Old grammar
Organization:
2. Looking back:
I. Vocabulary
I) Vocabulary
1. Encourage Ss not to refer back to the unit pages.
Instead, they can use what they have learn during the
unit to help them do the exercises.
Vocabulary
1. Rearrange the letters to label the pictures.
Key:
1.
1. aliens 2. space buggy
3. weightless 4. solar system
2. Fill each gap with a suitable word from the box. 5. planet 6. Spaceship
1 &2 Ask to work individually, then compare their 7. Flying saucer 8. Galaxy
answers with a partner. Ask some Ss to write their 2.
answers on the board. 1. accommodate 2. Surface
3. traces 4. Experienced
Grammar 5. climate 6. NASA
3, 4 & 5 Ask Ss to do them individually first. Then
have Ss check their answers with a partner before
having them discuss as a class. Remind Ss to keep
record of their original answers so that they can use
that information in their self – assessment.
3. Underline the correct answers.

Key:
1. if 2. had been 3. Who
4. had been 5. how
6. Ate 7. what
doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Ask and answer about planets and aliens
Organization:
II. Grammar Key:
4. Put the words. Phrases in the correct order to 1. He asked me how I would react if I
make reported questions. saw an alien.
2. The teacher asked me which planet
was most suitable for human life.
3. My friend asked me when humans
had first landed on the moon.
4. She asked me hat the difference
between a planet and a star was.
5. They asked if there was water on
Mars.
5. Change the following questions into reported 1. The teacher asked her students what
questions. the essential conditions for human life
were.
2. Samuel asked the scientist if humans
had been able to communicate with
people on other planets.
3. Nick asked the journalist if the
Roswell UFO incident had taken place
in the U.S in June 1947.
4. Vanessa asked her uncle who the
witness in the Roswell UFO incident
had been.
5. The son asked his father when
humans would be able to travel from
one planet to another more easily.
6. Diane asked her mother why people
couldn’t move to Mars immediately.
Communication
6. Choose the right sentences (A-E) to put into the
dialogue. Key:
First, ask Ss to do the task in pairs. Then check Ss’ 1. B 2. D 3. A
answers as a class. Set a time limit of two minutes for 4. C 5. E
Ss to re-read and to remember the dialogue as much
as they can. When they finish, ask some pairs to
rehearse the dialogue.
Aims:
intonation
- listen for specific and detailed information about life
on other planets
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Ask and answer about life on other planets
Organization:
Project:
1. Write the phrases in the box under ... EX:
A. space buggy B. space shuttle
C. Vostok spacecraft
1. They are a space buggy, a space shuttle
and Vostok spacecraft.
2. - Space buggies are used for exploring
the surface of other planets.
- Space shuttles are used for travelling in
space.
- The Vostok spacecraft is used for
exploring space.
3. Scientist and astrnauts might use them.
2. Work in groups. Choose a space vehicle ... - group work

=> I like Space Shuttle because I want to
fly to other planets in the solar system.
EX:
3. Search for information about the ...
- What is the vehicle/ machine called?
=> It is called the "Moon buggy" or the
Lunar Roving Vehicle (LRV).
- Where and when might it be used?
=> It was used on the Moon in the last
three missions of the American Apollo
program (15, 16, and 17) during 1971 and
1972.
4. Present the information to the class. Vote ...
Futher practice:
Homework:
Finished! Now I can…
Finally ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and provide
further practice.
other planets.
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..
REVIEW 4 (LANGUAGE)
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: - Review the language Ss
have studied and the skills they have practiced in Units 10-12
2. Qualities:
Attitude:
of language……
II./. PREPARATION:
methods by practicing, discussion group, technical present….
IV./.PROCEDURE

Contents:
Questions
Products:
Practice doing some exercises to consolidate
Organization:
1. Grammar -
Pronunciation
1. Mark the stress for the following words, then uni'denti a'bility suc'cessf ca'pabilit
fied ul y
listen and repeat
'meanin i'mmobil in'formati un'popul

gful e ve ar
un'suita 'wireles inte'racti 'powerles

ble s ve s
'paperle po'sses im'possi 'colourles

ss sive ble s
2. Complete the words in these sentences. All the

words are taken from the list in 1. Then listen and
check. 1. 2. 3.
colourless unidentified interactive
4. capability 5. 6.
meaningful impossible

doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to Practice
Organization:
2. Vocabulary:
Ex3. Match each verb in column A with a phrase in - meet face-to-face: gặp trực tiếp
column B - make inventions: tạo phát minh
- exchange information: trao đổi thông
tin
- fly into space: bay vào không gian
- move round the sun: di chuyển quanh
Ex4. Write the correct form of the words in mặt trời
brackets to complete the passage - benefit from science and technology:
lợi ích từ khoa học và công nghệ
1. scientist 2. chemistry 3. inventor
4. ambitious 5. unhappy 6. invention

doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Organization:
Grammar
Ex5. Use the correct form of the verbs in brackets 3. to read
2. to buy
4. look 5. will be 6. will

appear
7. to read 8. will
appear
1. → Lena said that she enjoyed

chatting on the phone with her friends.
Ex6. Rewrite the following sentences in reported
2. → The teacher said that a
speech
communication breakdown might
happen due to cultural differences.
3. → Duong asked me what the
inhabitants of Jupiter might look like.
4. → Chau asked me if we would still
have traffic jams in 30 years time.
5. → Phuc told me that he had read a
book about life on other planets.
1.D 2. F 3. E 4. G
5. A 6. C 7. H 8. B
Ex7. Match the questions in the first column with

their answers in the second column
Aims:
intonation
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Exercises
Organization:
Summarize the main point of the lesson
Homework:
? Learn by heart all the new words and structures.?
? Prepare: exam
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..

REVIEW 4
Lesson 2: Skills
+ Practice doing some exercises in Skills
1. Knowledge:
+ Practice doing some exercises in Pronunciation and Grammar.
2. Qualities:
3. Competence:
II./.PREPARATION:
IV./.PROCEDURE

Word webs
Contents:
Some interesting things in the future
Product: all the words related to the
topic
Organization:
Reading P69 1. T 2. F 3. F
1. Read the following passage and 4. F 5. T 6. T
mark the sentences as true (T) or false
(F)
Aims: practice reading skill.
Contents: new words in Review 4
Products:
Keys of Review 4
Organization:
Speaking
2. Choose one of the questions that Speaking
interests you the most Prepare to talk about one minute ...

Aims:
Concept of tone in telling information
Listening and writing skill
Contents:
Tips for practising English
Products:
Sts can read in correct innotation
Organization:
Listening (P69)
3. Listen to the conversation and

choose the correct answer to each 1. C 2. B 3. A
question. 4. A 5. C
Aims:
- help sts know the important of
English in daily life
Contents:
- usage of grammar
Products:
- old vocabulary
- review grammar
Organization:
Writing
4. Write an online message to a friend Ex: Hi Hoang,
and tell him/ her about the problems I got an iPad. It is very interesting but also
you have had recently with your iPad. makes me confused. It is also time-consuming
because there is much information I would
Homework: like to know, and I spend much time on it.
- Review Units for the coming test
---------------------0@0--------------------

REVIEW 4
(LESSON 3)
+ Practice doing some exercises out of Textbook
1. Knowledge:
+ Practice doing some exercises
2. Qualities:
3. Competence:
II./.PREPARATION:
IV./.PROCEDURE

Word webs
Contents:
- V + to infinitive
- future tense: review
Product:
Usage of - V + to infinitive
Organization:
Teacher reviews the learnt knowledge
Aims: help sts recall learnt knowledge
Contents:
- V + to infinitive
Products:
Practice and keys
Organization:
Teacher gives exercises in handout Task 1. Put the verb into the correct
Sts do the exercises form –ing or to .... Sometimes either
form is possible.
1. They denied …… the money. (steal)
2. I don't enjoy .... very much. ( drive)
3. I don't want .... out tonight.I'm too
tired. (go)
4. I can't afford .... out tonight. I don't
have enough money. (go)
5. Has it stopped .... yet? (rain)
6. Our team was unlucky to lose the
game. We deserved .... (win)
7. Why do you keep .... me questions?
Can't you leave me alone. (ask)
8. Please stop .... me questions! (ask)
9. I refuse .... any more questions.
(answer)
10. One of the boys admitted .... the
window. (break)
11. The boy's father promised .... for the
window to be rapaired. (pay)
12. If the company continues .... money
the factory may be closed. (lose)
Key:
1. stealing 2. Driving 3. to go
4. to go 5. Raining 6. to win
7. asking 8. Asking 9. to answer
10. breaking 11. to pay 12. losing
Task 2. Hoàn thành những câu sau đây

bằng cách chia động từ trong ngoặc ở
thì tương lai đơn (will hoặc tobe going
to)
1. When we get home, we _____ (have)
dinner.
2. I know they ___________ (feel) very
happy if they win the match.
3. They’ve already decided on their next
summer holiday. They ____________
(do) a tour of Norway.
4. She thinks that the Take That concert
__________ (be) really exciting.
5. “What are your plans for this
evening?” I ________ (meet) my friends
and then go to a birthday party.
6. If you revise for the exam, I’m sure
you______ (get) a good result.
7. The weather forecast is good for the
next few days. It _________ (be) very
sunny.
8. I can’t come on the march tomorrow. I
______ (look after) my cousins.
9. In the future, I think humans ______
(wipe out) many different species.
10. He is buying some butter and eggs
because he _________ (make) a cake
later.
Key:
1. will have 2. will feel
3. are going to do 4. will be
5. am going to meet 6. will get
7. is going to be
8. am going to look after
9. will wipe out 10. is going to make
Aims:
Review the knowledge and do more
exercises
Contents:
- reported speech: statements
- may and might: review
- reported speech: questions
Products:
Sts can use the structure correctly.
Key to exercises in handout 1. Chuyển những câu dưới đây sang
Organization: câu gián tiếp.
Teacher asks sts do exercises in 1. “Open the door,” he said to them.
handouts - He told them.............................
2. “Where are you going?” he asked her.
- He asked her
where.....................................
3. “Which way did they go?” he asked.
- He asked... ....................................
4. “Bring it back if it doesn’t fit”, I said to
her.
- I told... ...........................................
5. “Don’t try to open it now,” she said to
us.
- She told... ....................................
6. “Is it going to be a fine day today?” I
asked her.
- I asked her... ................................
7. “He’s not at home”, she said.
- She said that... ..............................
8. “Is the bus station far away?” the girl
asked.
- The girl wanted to know... ..........
9. “Don’t stay out late, Ann” Tom said.
- Tom told Ann... ..........................
10. “Please let me borrow your car,” he
said to her.
- He asked... ...............................
11. “Jean, have you seen my gloves?”
Thomas asked.
- Thomas asked Jean.....
12. Don’t leave the window open, Mary”,
I said.
- I told Mary.... .................................
13. “I’ll have a cup of tea with you,” she
said.
- She said that...
14. “I’ll pay him if I can” she said.
- She said that... ...............................
15. “What are you going to do next
summer?” she asked.
- She asked us.... ..............................
Key:
1. He told them to open the door.
2. He asked her where she was going.
3. He asked me which way they had gone.
4. I told her to bring it back if it didn’t fit.
5. She told us not to try to open it then.
6. I asked her whether/ if it was going to
be a fine day that day.
7. She said that he was not at home.
8. The girl wanted to know whether/ if
the bus station was far away.
9. Tom told Ann not to stay out late.
10. He asked her to let him borrow her
car.
11. Thomas asked Jean whether/if she
had seen his gloves.
12. I told Mary not to leave the window
open.
13. She said that she would have a cup of
tea with me.
14. She said that she would pay him if she
could.
15. She asked us what we were going to
do the following summer.
Task 2. Write these sentences in a
diffirent way using might.
1. Perhaps Helen is in her office. She
might be in her office
2. Perhaps Helen is busy. .........................
3. Perhaps she is
working. .........................
4. Perhaps she wants to be alone. ...........
5. Perhaps she was ill
yesterday. ...............
.6 Perhaps she went home
early. ...............
7. Perhaps she had to go home
early. .........
8. Perhaps she was working
yesterday. ......
In sentences 9-11 use might not:
9. Perhaps she doesn't want to see
me. .......
10. Perhaps she isn't working
today. ..........
11. Perhaps she wasn't feeling well
yesterday. ............
Key:
2. She might be busy
3. She might be working
4. She might want to be alone
5. She might have been ill yesterday
6. She might have gone home early
7. She might have had to go home early
8. She might have been working
yesterday
9. She might not want to see me
10 She might not be working today
11 She might not have been feeling well
yesterday
Aims:
- help sts use the structure correctly
- practice telling information
Contents:
- make sentences
- extra exercises in handouts
Products:
Key to exercises
Organization:
- Let ss do the exercises
- Teacher gives answers
Homework:
- Review Units 10-12 for the coming
test
---------------------0@0--------------------

…………………………………………………….
……………………………………………………
---------------------0@0--------------------

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week: 20 Preparing date:

Period: 55 Teaching date:

Ss and T’s activities Content

ACTIVITY 2: Getting started: (10')

What can you see in the picture?

3.3. Tick T, F or NI (1c P7)

Ss and T’s activities Content

2.3. Complete the sentences (2 P8)

ACTIVITY 3: Pronunciation (15'')

Key: 1. scien’tific 2. ‘national 3. ‘medical

ACTIVITY 4: Further practice (2')

Ss and T’s activities Content

ACTIVITY 2: Grammar 1 (15')

ACTIVITY 3: Practice (15'')

ACTIVITY 4:Further practice (2')

Kiểm tra ngày tháng năm

Date of planning: 06/01/2019

Period: 58 Unit 7: POLLUTION

ACTIVITY 2: Presentation (15’)

ACTIVITY 4: Project (10’)

- Remind Sts that they should use

Kiểm tra ngày tháng năm

Period: 59 Unit 7: POLLUTION

ACTIVITY 3: PRACTICE (15’)

ACTIVITY 4: PRODUCTION (5’)

Date of planning: 06/01/2019

Period: 60 Unit 7: POLLUTION

ACTIVITY 2: Pre-listening (10’)

ACTIVITY 3: PRACTICE (15’)

ACTIVITY 4: PRODUCTION (5’)

Date of planning: 12/01/2019

Period: 61 Unit 7: POLLUTION

Sts’ and T’s activities Contents

ACTIVITY 2 : KNOWLEDGE FORMATION (20’)

ACTIVITY 3: PRACTICE (15’)

Kiểm tra ngày tháng năm

Week:22 Preparing date:

ACTIVITY 2: Vocabulary (10')

2.4. Matching (4P18) Key:

Kiểm tra ngày tháng năm

Week:23 Preparing date:

UNIT 8: ENGLISH SPEAKING COUNTRIES

Ss and T’s activities Content

3. Grammar 2: Present simple for

? Read the examples in the

week:23 Preparing date:

UNIT 8: ENGLISH SPEAKING COUNTRIES

ACTIVITY 2 : Presentation (15’)

ACTIVITY 3: Practice (10’)

3.3. Game. How much you kow

week: 23 Preparing date:

UNIT 8: ENGLISH SPEAKING COUNTRIES

Ss and T’s activities Content

ACTIVITY 2 : Reading - (15')

ACTIVITY 3: Post - Reading (20')

3.4. Work in pairs talk about the Eg:

3.5. Work in groups. Read and

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